Nesterova I.A. Health saving educational process// Encyclopedia of the Nesterovs

The health-saving educational process of a preschool institution requires a high level of competence from teachers and heads of educational institutions. The ability to manage a health-saving environment allows the development of innovative educational technologies in DOE conditions.

Managing a Healthy Educational Environment

The problem of organizing health-saving education lies, on the one hand, in the multidirectional theoretical approaches to its solution, on the other hand, in the fragmentation and one-sidedness of the efforts of individual educational subjects to practically solve this problem.

- this is a special type of activity in which its subjects, on the basis of planning, organization, leadership and control, are able to ensure the joint activities of students, teachers, and service personnel.

Managing a Healthy Educational Environment is aimed at the formation, stabilization, optimal functioning and mandatory development of AIA with a guaranteed achievement of educational goals.

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 the subjects of the pedagogical process in kindergarten: children, teachers and parents.

Broadly speaking, it is:

1. the process of educating and educating preschool children in the mode of health saving and health enrichment;
2. a process aimed at ensuring the physical, mental and social well-being of the child.

Health saving and health enrichment are important conditions for the organization of the pedagogical process in any preschool institution.

Health-saving pedagogical process in a preschool institution in a narrow sense, it is a specially organized, developing over 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.

The main guides of the health-saving educational process of a preschool institution are the factors that are presented below in detail.

Focus on physical health as the basis for the health-saving process of upbringing and development of children. At the same time, we consider physical education as a system that includes physical activity, hardening, sanitary and hygienic regime, quality nutrition, and medical and preventive work.

Application of the child development diagnostic system, including physical health, emotional and personal state, social status in the peer group, interest in activities and achievements in them (I.V. Zhitko, D.N. Dubinina, E.V. Gorbatova, T.Yu. Logvina, N .S. Starzhinskaya, L.S. Khodonovich, V.A. Shishkina).

Creation psychological conditions organization of the health-saving process of upbringing and development of children which include:

• taking into account the age and individual characteristics of the child;
• organization of communication and activities for the child to have a positive emotional experience;
• encouragement of independence;
• development of creative imagination;
• the formation of meaningful motor skills;
• developing the ability to empathize;
• development of skills of active creative self-expression.

Creation of pedagogical conditions for the health-saving process upbringing and development of children in a preschool institution, the main of which are: organization of various types of activities for children in a playful way; equipping children's activities with equipment, toys, games, game exercises and manuals.

Implementation of administrative control for the competent organization of the health-saving process of upbringing and development of children in a preschool institution based on an assessment of its effectiveness.

Law Russian Federation"On Education in the Russian Federation" determines that the content of education should be focused on "ensuring the self-determination of the individual, creating conditions for its self-realization."

Requirements for the conditions for the implementation of the Federal State Standard of the main general education It is written that the result of the implementation of these requirements should be the creation of an educational environment. The characteristics of the educational environment are shown in the figure.

Similar requirements are spelled out in the standards of primary and complete general education, conceptual program documents for the development of education in Russia. These strategic guidelines formed the basis for building a concept and program for the school's advanced development, which includes the main idea, general guidelines important for determining the goal, principles for managing the development of a health-saving environment, organizing and functioning of the educational process.

Advanced management of the health-saving environment of preschool educational institutions

T.I. Shamova characterizes advanced management as a quality management of the quality of education. When implementing advanced management, it is important to determine a system of management actions that could:

1. on the basis of the leading educational paradigm, highlight innovations that are relevant for a particular educational institution;

2. highlight the competencies of the subjects of the educational process, allowing to successfully implement the implemented innovation in the process of joint activities;

3. develop a program to improve the professional competence of all participants in the implementation of innovations focused on the implementation of the standard. Very important in the successful achievement of goals is the unification of the efforts of scientists, educators and practitioners.

AT modern conditions The work of an educational institution requires leaders at all levels to use independence and take responsibility in making decisions. In this case, you must have a strategy.

The strategy is understood as a long-term plan of action to manage the staff of an educational institution, the educational process and the institution as a whole. This plan pursues clearly defined goals and is based on the real capabilities of the organization, taking into account the conditions of its functioning.

Forward control implements the second principle of leadership strategy, which follows from the first, and means the ability to anticipate problems and build their actions in such a way as to eliminate or at least reduce the impact of undesirable consequences of these problems in the present and future. To implement this principle, management must have certain methods and techniques for implementing advanced management, have the appropriate competence and conditions.

Forward control is built from the further development of the content of education. Advanced management is predetermined by the new standard for the development of education in the Russian Federation.

Forward control due to the requirements of the time of intensification and modernization of education and is provided as the most important condition for compliance in the process of continuous updating of the content of education. Changing educational standards, moving away from the knowledge paradigm in the content of education and the transition to competence-oriented education, require advanced management in the development of the health-saving quality of the educational environment.

Separately, it should be noted that the student-centered concept of education is very important for the health-saving educational process of a preschool institution.

The student-centered concept of education within the framework of management includes the following principles:

1. formation of a common culture of the personality of students;
2. ensuring health protection and creating favorable conditions for self-realization of the individual;
3. monitoring and correcting the mental development of students;
4. development and implementation of individual training programs in subjects;
5. monitoring and adjustment of the emotional-volitional sphere and the level of education of schoolchildren;
6. the use of additional education, which provides for the inclusion in the curriculum of excursions, music lessons, fine arts, choreography, ethics; as well as the organization of the work of studios: vocal, choral, fine arts, choreographic, theatrical, vocal and instrumental ensemble;
7. instilling the values ​​of a healthy lifestyle, education of citizenship, diligence, respect for human rights and freedoms, love for the environment, Motherland, family;
8. daily monitoring of the implementation of the daily routine, high-quality preparation of homework, the organization of targeted work to educate a culture of behavior in the classroom, breaks, extracurricular activities, educate self-control, self-regulation, self-organization.

Activities of teachers in the process of building a health-saving environment

The process of forming a health-saving environment in a preschool educational institution based on the constant interaction of all structural links educational institution. The activities of the administration are aimed at organizing effective activities and ensuring consistency in the process of interaction of all participants in the educational process. Creating the most comfortable conditions for the classes of children and educators, as well as monitoring and regulating the process.

The activities of teachers in the preschool educational institution is mainly aimed at mastering the methodology of forming a healthy lifestyle for its pupils through the subject of training, the implementation of the principles and technologies of health saving in the process of organization educational activities students.

Formation of a sustainable health-saving environment is impossible without the active work of students, their parents and social partners - specialists from scientific and government institutions dealing with the health of children and adolescents. Undoubtedly, the vector of their efforts in the proposed model of a health-saving environment is possible with an increase in the level of health-saving competence, mastering the skills and habits of a healthy lifestyle, ways to correct one's psychological and physiological state, and the basics of planning the individual development of one's own health.

Literature

1. Federal Law No. 273-FZ of December 29, 2012, as amended. dated 05.05.2014 "On Education in the Russian Federation" with amend. and add., intro. in force from 05/06/2014 // Rossiyskaya Gazeta, N 303, 12/31/2012
2. Shamova T.I., Tretyakov P.I., Kapustin N.P. Control educational systems– M.: Vlados, 2013.
3. Pletneva E.Yu. Territorial model of health-saving activities in the education system // Valeology. - 2010. - No. 1. - P. 5-8.

Tasks: 1. To test in practice the model of health-saving activities at school; 2. Develop and implement programs to improve the professional level of teachers in the field of health conservation; 3. Organize educational activities with teachers, students and parents on the formation of healthy lifestyle skills; 4. Provide information support for the healthy lifestyle model

Legal and regulatory framework - The Constitution of the Russian Federation - The Law of the Russian Federation "On Education" - The National Doctrine of Education in the Russian Federation for the period until 2025 - The Convention on the Rights of the Child - The Law of the Russian Federation on the Rights of the Child - The Law of the Stavropol Territory "On Education" - Federal Law 124-FZ "On the basic guarantees of the rights of the child" - Federal Law 120 - Federal Law "On the fundamentals of the system for the prevention of neglect and juvenile delinquency" - Model regulation on an educational institution - Strategy for the development of the education system of the Stavropol Territory until 2020 - "Our new school" (presidential initiative) - Requirements SanPina

Health of students: Physical Mental Social Implementation of the Federal State Educational Standards Cooperation with the Suvorov Central District Hospital (medical examinations, professional examinations) Compliance with the rules of SanPiN Work in society Diagnosis and monitoring of schoolchildren's health Implementation of innovative health-saving technologies Prevention bad habits Model of health-saving activities of MKOU OOSH 23 of the Predgorny municipal district of the Stavropol Territory

Principles of health-saving activities: 1. The principle of priority of effective care for the health of students 2. The principle of not causing harm 3. The principle of a triune idea of ​​physical, moral, mental health 4. The principle of the priority use of active teaching and upbringing methods 5. The principle of compliance with the content and organization of the learning process and education to the age characteristics of students 6. The principle of delayed results 7. The principle of active feedback

The health-saving system model consists of blocks-directions. 1. Creation of a health-saving infrastructure: Creation of complex conditions for the development of the child and the preservation of his health Catering. Psychological and speech therapy service Social and legal service 2. Rational organization educational process. - The implementation of this block creates conditions for relieving overload, normal alternation of work and rest, increases the efficiency of the educational process, while preventing excessive functional stress and overwork: - Compliance with hygiene standards and requirements for the organization and volume of educational and extracurricular workload of students a new scale of difficulty of educational subjects, which allows you to build a lesson schedule taking into account each age group - The use of health-saving technologies in the educational process ( problem learning, differentiated learning, project-based learning, developmental learning, modular learning, game technologies)

3. Medical and hygienic technologies: Control and assistance in ensuring proper hygienic conditions in accordance with the SanPiN regulations. Conducting vaccinations. 4. Physical culture and health technologies: Aimed at the physical development of those involved: hardening, strength training, endurance, speed, flexibility. 5. Ecological health-saving technologies: Creation of nature-friendly, ecologically optimal conditions for people's life and activities. Arrangement of the school territory. Aerophytomodule: green plants in classrooms. 6. Technologies for ensuring life safety The literacy of students on these issues is ensured by studying the course of life safety.

5. Health-saving educational technologies: Health-saving educational technologies can be considered both as a technological basis for health-saving pedagogy, and as a set of techniques, forms and methods for organizing schoolchildren's education without harming their health, and as a qualitative characteristic of any pedagogical technology in terms of its impact on students' health and educators. 6. Compensatory-neutralizing technologies: Conducting physical training sessions and physical training breaks, which allows to some extent neutralize the adverse effects of static lessons. Emotional discharges, "minutes of rest", allowing you to partially neutralize stressful effects.

7. Stimulating technologies: These techniques allow you to activate the body's own forces, use its resources to get out of an undesirable state. Physical exercise. Education psychological tricks struggle with despondency, bad mood. 8. Information and learning technologies: They provide students with the necessary level of literacy to effectively care for the health of themselves and their loved ones. Conducting themed classes. Lectures by the medical staff of the school on Health Days. Design of thematic stands on the topic of health.

9. Monitoring. Monitoring is essential tool verification of the evaluation of the effectiveness of the implemented content of education, the methods used, serves as the basis for the main ways to eliminate the shortcomings of the educational process at school. Monitoring tasks: Description of health-saving activities. Analysis of the real situation in the field of students' health and factors that positively and negatively affect health. Evaluation of the effectiveness of the use of health-saving pedagogical technologies. Creation and dissemination of effective models of health. Assessment of the adaptive capabilities of the child's body and physical condition.

The criteria for assessing the state of health of students are indicators of the physical condition of students, levels of general and acute morbidity. In order to track the impact of the learning process on the quality of education, monitoring should be carried out according to the following indicators: 1. Monitoring the health of students and its impact on academic performance: 1) the state of health of students; 2) absenteeism due to illness; 3) the level of anxiety; 4) hot meals coverage; 5) classes in sports sections; 6) the level of adaptation and motivation of students; 7) learning outcomes. 2. Monitoring the health of teachers and its impact on the results of activities: 1) the state of health of teachers; 2) application of new technologies; 3) diagnosis of difficulties; 4) the level of neuroticism.

Expected results: Creation of an active health-saving infrastructure of the school, contributing to the preservation of health and the formation of motivation for participants in the educational process for a healthy lifestyle. Improving the system of physical education based on the implementation of an individual approach. Motivation of the teaching staff to improve their professional level in mastering and using health-saving technologies. Reducing the incidence rate among children and adolescents. Creation of a favorable moral and psychological climate in the school, implementation of the principles of pedagogy of cooperation. improving student nutrition; increasing the level of material and technical equipment of an educational institution.

Predictive student model. This is a person: relating to health as an important personal and social value; knowing the mechanisms and ways of maintaining health; physically developed; striving for physical perfection; without bad habbits; who knows and owns the techniques and methods of healing his body.

The use of health-saving technologies plays an important role in the life of every student, makes it easier and more successful to acquire the necessary knowledge in the classroom, overcome difficulties in achieving the goals and objectives of education, teaches children to live without stress, as well as to preserve their own and value other people's health.

A key role in the formation of a healthy lifestyle belongs to health-saving technologies. The term "health-saving educational technologies" (hereinafter referred to as HSE) can be considered both as a qualitative characteristic of any educational technology, its "safety certificate for health", and as a set of those principles, techniques, methods of pedagogical work, which, supplementing the traditional technologies of education and upbringing, endow them with a sign of health saving.

Close to health-saving educational technologies (HET) are medical technologies of preventive work carried out in educational institutions. Examples of such work are the vaccination of students, control over the timing of vaccinations, the identification of medical risk groups, etc. This activity is also aimed at preserving the health of schoolchildren and youth, preventing infectious and other diseases, but not with the help of educational technologies.

Before a person who has realized the responsibility for his own health, felt the need to take care of it, the question arises of how to do it competently. After all, to engage in health promotion by unsuitable means is "more expensive for yourself." What is, for example, most of the weight loss programs! With regard to health, the truth is fully true: "It is better not to do anything than to do it wrong!" But what is right? Teach a child, a young person general principles, modern systems and methods of protecting and promoting health, of course, is the task of educational institutions. And already for consultations on private issues, for adjusting the health program taking into account individual characteristics, in order to restore shaken health, a person can turn to a physician (physiologist, psychologist, social worker), health specialist.

Thus, the modern level of civilization and culture puts forward the task of learning not to get sick, to be healthy among the most important priorities for a person. For the education system, this task is transformed into an imperative to use the technologies that a teacher, psychologist, and social worker owns to achieve this goal.

Among the health-saving technologies used in the education system, there are several groups that use different approaches, methods and forms of work.

Medico-hygienic technologies (MGT);

Physical culture and health technologies (PHOT);

Ecological health-saving technologies (EPT);

Life Safety Technologies (TOBZH);

Health-saving educational technologies (ZOT).

The latter should be recognized as the most significant of all those listed in terms of the degree of influence on the health of young students.

According to the nature of the action, health-saving technologies can be divided into:

Protective and preventive aimed at protecting people from adverse health effects.

Compensatory-neutralizing , allowing to make up for the lack of what the body needs for full-fledged activity or, at least partially, neutralizing negative effects.

Stimulants , allowing you to activate the body's own forces, use its resources to get out of an undesirable state.

Information and training which provide information about health and ways to preserve it, foster a culture of health, and teach health skills.

Biofeedback technology from this point of view is universal, since it has the features and qualities of all the listed varieties of health-saving technologies.

Setting the task of health saving in the educational process can be considered in two versions - the minimum task and the optimum task. The task is a minimum and meets the fundamental principle of medicine and pedagogy: "No nocere!" ("Do no harm!"). The implementation of its work program includes the identification and cataloging of factors that have or potentially can have a harmful (pathogenic) effect on the student's body - his physical, mental (psychological), reproductive, spiritual and moral health, and, in the future, the elimination of these factors themselves or mitigation their impact on students and teachers. Accordingly, the pathogenic (or conditionally pathogenic) factors associated with the school, the educational process themselves can be divided into three groups: those related to the hygienic conditions of the educational process (hygienic), due to the organization of education (organizational-pedagogical) and directly related to the work of teachers, administration , employees of an educational institution (psychological and pedagogical factors).

Thus, the solution of the problem - at least with the use of health-saving educational technologies - is to provide such conditions for training, education, development, which do not have a negative impact on the health of all subjects of the educational process.

It would be a mistake to consider the creation of greenhouse conditions, keeping him in school under a kind of "cap" that protects him from all harmful influences, as concern for the health of a young person. Firstly, it is practically impossible, and secondly, which is very important, in this case, having crossed the threshold of the school, the child will face those influences that will be unbearable for him due to his unwillingness to interact with him. The simplest illustration of this is physical (temperature) hardening. A naive attempt to "dress up" a child in an effort to protect against colds turns out to be the opposite of the desired result. To prepare a student for an independent life means to form adequate adaptation mechanisms in him - physiological, psychological, social. This is what the school should do through health-saving educational technologies (ZOT) - by training, teaching, educating. The creation of models of real life conditions in the classroom is the bridge that allows the student to further use the acquired knowledge, skills, skills in practice, and not be burdened by them as informational ballast.

In accordance with this, the understanding of health-saving educational technologies (HEP) presents us as an optimal task, including the solution of a minimum task, as well as the formation of physical, mental, spiritual and moral health among young people, the education of a culture of health in them, effective motivation for maintaining a healthy lifestyle. Then, it seems more correct to define health-saving educational technologies as a combination of all methods and technologies used in the educational process, which not only protect the health of students and teachers from the adverse effects of educational factors, but also contribute to the education of students' health culture. The "ordinary" sign of health-saving educational technologies (HTE), as well as all educational technologies, is determined by the educational process, which plays the role of a methodological core, to which all specific technologies, techniques and methods are addressed. Therefore, the opposition of the conditions for the organization of the educational process (elimination of harmful effects, achievement of maximum performance without harm to health) to its content, in connection with health issues, is very conditional.

The latter is fundamentally important, because the task of the education system is not only to preserve the health of students for the period of study, but also to prepare them for a further successful and happy life, which is not achievable without an adequate level of health.

From the definition of health-saving educational technologies, it can be seen that the most important goal of introducing into the educational process is the formation of a culture of health. The culture of health should not be studied, but brought up. The psychological basis of this is the motivation to lead a healthy lifestyle. An integral part of the culture of health is awareness of health issues and a healthy lifestyle. How to succeed in life, how not to become a victim of alcohol or drugs - having joined the culture of health, for answers to all these questions, a child, a teenager turns to a teacher, a specialist. And then the information received from them has the maximum chance of being used in practice. The circle closes: education in health issues, education of a culture of health, the use of health-saving technologies as the main instrument of pedagogical work constitute a single whole - the road to health.

Thus, the following conclusion can be drawn:

in pedagogical, medical theory and practice, a huge number of health-saving educational technologies are presented;

the effectiveness of the application of OST will be affected by the conditions:

material and personnel security of the institution;

the scale and timing of the application of the technology (in this case, we can say that the wide scope of the application of the CAT, but at the same time the adequacy of the timing, i.e. not too short a time, but at the same time not too long, will bring more significant results).

the interest of all subjects of the educational process in the implementation of the CAT;

availability of a carefully designed monitoring system for the implementation of OST.

Health-saving technologies are one of the types of modern innovative technologies that are aimed at maintaining and improving the health of all participants in the educational process in preschool educational institutions. The use of such technologies has a two-way focus:

• the formation of the foundations of valeological culture among preschoolers, i.e. teach them to take care of their own health;
• organization of the educational process in kindergarten without a negative impact on the health of children.

Health-saving technologies in preschool educational institutions are perfectly combined with traditional forms and methods in pedagogy, complementing them with various ways of implementing health-improving work. The use of such technologies solves a number of problems:

• laying the foundation for good physical health;
• improving the level of mental and social health of pupils;
• carrying out preventive health-improving work;
• familiarization of preschoolers with the principles of maintaining a healthy lifestyle;
• motivation of children for a healthy lifestyle;
• the formation of good habits;
• formation of valeological skills;
• formation of a conscious need for regular physical education;
• cultivating a value attitude towards one's health.

To ensure an integrated approach to protecting and improving the health of pupils, required by the Federal State Educational Standard, various types of modern health-saving technologies are used in preschool educational institutions:

• medical and preventive (medical examinations, monitoring the health of children, anti-epidemiological work, organizing specialized correctional groups, preventing many diseases, sanitary and hygienic work, quality control of catering, etc.);
• physical culture and health (, sports events, valeological classes, hardening procedures, etc.)
• valeological education of parents (motivation of parents to maintain a healthy lifestyle, teaching parents how to interact with children to form a valeological culture in them);
• valeological education of teachers (familiarizing educators with innovative health-saving technologies and methods of their implementation, motivation for a healthy lifestyle, expanding knowledge about the age and psychological characteristics of preschoolers);
• health-saving education of children (formation of valeological knowledge and skills).

Only by implementing all these types of health-saving technologies can we achieve close interaction of the main factors affecting the health of preschoolers.

Card file of health-saving technologies

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

Physical education minutes

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

The purpose of these physical exercises is to:

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

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

Such dynamic pauses last 1-2 minutes. All children are involved in the implementation of physical education. This does not require a sports uniform or equipment. The time for holding is chosen arbitrarily, depending on the degree of fatigue of the children. Physical education may include individual elements of other health-saving technologies.

Breathing exercises

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

The use of breathing exercises helps:

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

In the respiratory gymnastics classes, the following rules must be observed. It is recommended to carry it out in a well-ventilated room and before meals. Such classes should be daily and last 3-6 minutes. To perform breathing exercises, a special form of clothing is not required, but it must be ensured that it does not hamper the movement of the child.

During the exercise, special attention should be paid to the nature of the inhalations and exhalations. Children should be taught to inhale through the nose (breaths should be short and light), and exhale through the mouth (exhale long). Breathing exercises also include breath holding exercises. It is important that in children, when performing exercises for the development of speech breathing, the muscles of the body do not tense up, the shoulders do not move.

Finger gymnastics

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

• tactile sensations;
• coordination of movements of fingers and hands;
• creative abilities of preschoolers.

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

• massage;
• actions with objects or materials;
• finger games.

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

Gymnastics for the eyes

Also, gymnastics for the eyes is one of the health-saving technologies in preschool educational institutions. It involves a system of exercises aimed at correcting and preventing visual impairment. Gymnastics for the eyes is necessary for:

• stress relief;
• fatigue prevention;
• eye muscle training
• strengthening of the eye apparatus.

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

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

Psycho-gymnastics

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

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

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

• sketches using facial expressions and pantomime;
• sketches for depicting emotions or character traits;
• sketches with a psychotherapeutic orientation.

The session ends with psycho-muscular training. During the lesson, a “minute of prank” is held, when children can perform any actions that they want.

Rhythmoplasty

Rhythmoplasty is an innovative method of working with children, which is based on the performance of special plastic movements that have a healing character to the music. Purpose of rhythmoplasty:

• replenishment of "motor deficit";
• development of the motor sphere of children;
• strengthening the muscular corset;
• improvement cognitive processes;
• formation of aesthetic concepts.

Rhythmoplasty is organized in the form of special music lessons. Physical exercises should be performed at a slow pace with a wide amplitude. These sessions should be done twice a week for 30 minutes each. It is recommended to engage in rhythmoplasty not earlier than half an hour after eating.

Game therapy

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

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

Play therapy is considered an excellent tool for dealing with children's neuroses.

aromatherapy

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

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

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

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

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

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

Ministry of Education of the Republic of Belarus

educational institution

Gomel State College of Education named after L.S. Vygotsky

Elementary education

Course work

Pedagogy

Health-saving technologies in primary school conditions

The work was completed by: Aksyonova M.G.

4th year student of group P-41

Leader: L.A. Kachanova

Gomel, 2012

INTRODUCTION

CHAPTER 1. HEALTH-SAVING TECHNOLOGIES AS A FACTOR IN THE DEVELOPMENT OF YOUNGER STUDENTS

1.1 The essence of health-saving educational technologies

2 Features of health-saving technology according to the methodology. Bazarny

3 The role of the teacher in health-saving pedagogy

CHAPTER 2

1 The most optimal planning and organization of the educational process

2 Analysis of methods and techniques used in the educational process, taking into account health saving junior schoolchildren

CONCLUSION

LIST OF USED LITERATURE AND ELECTRONIC RESOURCES

APPS

INTRODUCTION

Health is not everything, but everything without health is nothing. Socrates

Human health is a topic of conversation that is quite relevant for all times and peoples, and in the 21st century it becomes paramount. It has long been indisputable that school workloads, which do not decrease over the years, leave their imprint on the health of students. Analyzing the health status of first-graders and those who graduate from school, experts point out the sad facts: every year many children have visual impairments, various degrees of scoliosis, diseases of the stomach, nervous and cardiovascular systems, and many others. The state of health of schoolchildren causes serious concern among specialists. A clear indicator of trouble is that the health of schoolchildren is deteriorating compared to their peers twenty or thirty years ago. At the same time, the most significant increase in the frequency of all classes of diseases occurs during the age periods coinciding with the child receiving a general secondary education.

The health of the child, his social and psychological adaptation, normal growth and development are largely determined by the environment in which he lives. For a child from 6 to 17 years old, this environment is the education system, because more than 70% of his waking time is associated with staying in educational institutions. This means that the school cannot distance itself from health-saving measures in the lives of children.

The above facts indicate that special school work is needed to preserve and improve the health of students.

V.A. Sukhomlinsky argued that ... taking care of a child's health is not just a set of sanitary and hygienic norms and rules ... and not a set of requirements for regimen, nutrition, work, and rest. This is, first of all, concern for the harmonious fullness of all physical and spiritual forces, and the crown of this harmony is the joy of creativity.

But the success of schooling is determined by the level of health with which the child came to the first grade. However, the results of medical examinations of children indicate that only 20-25% of first-graders can be considered healthy. The rest have various health disorders (according to the Ministry of Health of the Republic of Belarus for 2009).

Naturally, attention has also increased to the health of schoolchildren, because the state of health of the younger generation is the most important indicator of the well-being of society and the state, reflecting not only the present situation, but also giving an accurate forecast for the future.

Naturally, many agree that it is the teacher who can do more for the student in terms of maintaining health than a doctor. But for this you need to learn health-saving educational technologies that allow you to work in such a way as not to harm the health of your students, including yourself.

Based on this, we can conclude that by saving the health of our students, we care about our future, and therefore about the future of our state.

The purpose of the course work: to study the features of the use of health-saving technology in an elementary school.

Objectives of the course work:

.Reveal the essence of health-saving educational technologies

.To study and analyze the features of health-saving technology according to the method of V.F. Bazarny;

3.Analyze and define the role of the teacher in health-saving pedagogy;

.Analyze and identify the most optimal planning and organization of the educational process, methods and techniques used in it, taking into account the health of younger students.

Object of study: health-saving technologies

Subject of study: the use of health-saving technologies in primary school.

Hypothesis: the performance of elementary school students depends on the rationality of using health-saving technologies in the organization of the educational process, the methods and techniques chosen in accordance with them.

Methods: theoretical analysis literature on the problem of researching health-saving technologies in primary school conditions, observation; testing; study of pedagogical experience.

CHAPTER 1

.1 The essence of health-saving educational technologies

In conditions when education has become universal, and the profession of a teacher is mass, it is becoming increasingly difficult to rely on the individual skill of a teacher. Therefore, at present, teachers and methodologists are actively searching for didactic tools that could make the learning process look like a well-established mechanism. More Ya.A. Kamensky sought to find such a general order of education in which it would be carried out according to the uniform laws of man and nature. Then learning would require nothing more than the skillful distribution of time, objects, and methods. About the relevance of such an approach to education - a technological one, with which methodologists, teachers turn to new concepts for them - pedagogical technologies, teaching technologies, educational technologies.

Technology (from the Greek techne - art, skill, skill; logos - word, concept, teaching) is, first of all, a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, which sets as its task the optimization of forms of education.

The technology describes the student's work system as an activity to achieve the set goal. educational purpose, and considers the teacher's work system as an activity that provides conditions for the student's work.

Health-saving pedagogy cannot be expressed by any specific educational technology. At the same time, the concept of "health-saving technologies" combines all areas of activity of an educational institution in the formation, preservation and strengthening of the health of students.

By health-saving technologies, we mean a system of measures to protect and improve the health of students, taking into account the most important characteristics of the educational environment and the living conditions of the child, and the impact on health.

The purpose of the modern school is to prepare children for life. Each student must receive during his studies the knowledge that will be in demand for him in later life.

There is no single unique health technology. Health saving can act as one of the tasks of a certain educational process. This may be an educational process of a medical and hygienic orientation (carried out with close contact between a teacher - a medical worker - a student); physical culture and health improvement (priority is given to physical education classes); ecological (creation of harmonious relationships with nature), etc. Only through an integrated approach to teaching schoolchildren can the problems of forming and strengthening the health of students be solved.

Conclusion: Health-saving technologies - include a set of pedagogical, psychological and medical influences aimed at protecting and ensuring health, forming a valuable attitude towards one's health. They combine all areas of activity of an educational institution in the formation, preservation and strengthening of the health of students.

1.2 Features of health-saving technology according to the method of V. F. Bazarny

Methodology V.F. Bazarny ensures the implementation of the main task of each educational institution and the demand of society for a healthy generation. This is the only health-developing technology that is recognized as a scientific discovery by the Academy of Medical Sciences, protected by patents and copyrights, approved by the institutes of the Ministry of Health of the Russian Federation, the Russian Academy of Medical Sciences, the Russian Academy of Sciences, approved by the Government as a general federal program, has been practically tested for 28 years on the basis of more than a thousand kindergartens and schools , has a sanitary and epidemiological conclusion of the Ministry of Health of the Russian Federation and allows you to build the educational process on the basis of the bodily vertical consistent with the mobile nature of the student, and also gives a guaranteed result of improving the health of students in general.

This technology achieves:

Guaranteed, recorded result of improving the health of students.

Increasing the level of academic performance and efficiency of the educational process.

Psychological comfort in an educational institution.

It is the most effective way to prevent disorders in the development of the spine, myopia, neuropsychic and cardiovascular stress, early osteochondrosis and atherosclerosis and other purely school pathology;

Allows you to attract additional funds from parents and sponsors by including parents in common task improving the health of children within the walls of the school.

To the main methods and techniques used in health-saving technology V.F. Bazaar include:

· Dynamic position change mode.

· Visual coordination exercises.

· Visual-coordinating exercises, with the help of supporting visual-motor trajectories (ophthalmic simulators).

· Musculoskeletal coordination exercises.

Let's consider each of them in more detail.

Dynamic pose change mode:

· The maximum allowable duration of time spent in one position is 20-25 minutes. The child sits in the lesson for 40 minutes.

· "Don't sit down!" - the commandment of Bazarny. The child must move, especially the boy is 4-6 times bigger.

· “Movement is air, and without air we suffocate,” wrote V. F. Bazarny. Therefore, training in the mode of constant movement allows students to develop a visual-motor reaction, in particular, orientation in space, including a reaction to extreme situations, create conditions for the manifestation of individual and age characteristics of children, form an atmosphere of trust in the classroom, which allows us to talk about organization of student learning, which to the greatest extent serves the optimal overall development of each child.

· The mode of "dynamic change of postures" increases the overall resistance of the body to infectious diseases, myopia is prevented, the optimal functional state of the cardiovascular system of the body is ensured, and the processes of excitation and inhibition in the central nervous system are stabilized.

To implement the mode of dynamic change of postures, V.F. The market offers two options:

Using the desktop

And where it is possible to change the posture of children: at the tables - sitting, standing; on the carpet - sitting, standing, lying; children can stand on massage mats in socks and at this time, while standing, listen to riddles, a story, a fairy tale, participate in mental counting, and solve a logical puzzle.

This mode has a beneficial effect on the following factors:

· maintenance of physical, mental activity of the mental sphere;

· has high rates of physical development of health;

· the immune system increases;

· growth processes are improved;

· coordination of all organs develops (visual-manual, bodily-coordinating, psycho-emotional);

· the degree of low inclination of the head decreases.

Visual coordination exercises:

· "No obstruction to the eye!" - another principle of V.F. Bazarny.

· Figurative plot images are placed in the four upper corners.

· These are scenes from fairy tales, scenes of landscapes from nature, from the life of animals.

· Together, the pictures form a single plot.

· Average sizes are from 0.5 to 1 standard sheet, and under each picture one of the numbers is placed in the appropriate sequence.

· Children, being in free standing, on massage mats, begin to vividly fix their eyes on command on the corresponding number, picture, color. The counting mode is set randomly and changes after 30 seconds. The total duration of the exercise is 1.5 minutes.

· Students with great pleasure perform turns in a jump with a clap, this causes a positive emotional outburst.

The impact of such exercises:

· this exercise has a beneficial effect on the development of visual-motor reaction,

· speed of orientation in space, as well as reaction to emergency situations in life.

· children develop visual-motor search activity, as well as visual-hand and bodily coordination.

· students become sharp-sighted, attentive. It is very important that each child is at his own working distance, which is determined by an ophthalmologist at the beginning of the year based on the results of an examination for visual acuity and refraction in both eyes.

Visual-coordinating exercises, with the help of supporting visual-motor trajectories (ophthalmic simulators):

· There is a diagram drawn on the wall, and the colors meet the following requirements:

· outer oval - red, inner - green,

· golden brown cross

· figure eight - bright blue.

Method of work with an ophthalmic simulator.

· Standing on massage mats, with their arms outstretched forward, to the music, the children alternately circle the trajectory with their index finger while simultaneously tracking it with the organ of vision, torso, and hands.

· Then they draw an imaginary diagram on the ceiling, but on a larger scale and with a greater amplitude of movement.

This exercise is more often performed after work, which required effort from children, because. it perfectly relieves tension, relaxes, relieves mental fatigue and excessive nervous excitability.

Promotes goodwill, improves the sense of harmony and rhythm, develops hand-eye coordination.

Musculoskeletal coordination exercises.

The lesson is conducted in the mode of movement of visual material, constant search and performance of tasks that activate the attention of children. All kinds of cards can be anywhere in the class. Children look for them, thereby switching vision from near to far distance and vice versa. For example, a teacher shows didactic material first from a close distance, and then gradually moves away from the students, thereby training the muscles of the eye.

For motor activity in the lesson, "sensory crosses" are used.

"Sensory crosses" are hung from the ceiling in the classroom. Various educational objects are fixed on them (flat and three-dimensional geometric shapes, letters, vocabulary words, etc.). During the lesson, the teacher periodically draws the attention of children to a particular manual, asks them to find something, analyze it, give a description, etc. Schoolchildren look for the right material with their eyes, thereby training their eyesight, eliminating fatigue and eye strain.

Conclusion: Experimental studies implementation in the education of children according to the technology of V.F. Bazarny show a 2-fold decrease in morbidity and exacerbation of chronic diseases. The development of creative abilities, sense organs and the sensory sphere, the functional state of life support systems has slightly improved or remained at the same level. The psychological climate in the children's team has also improved. The most active part in introducing children to the preservation of health was provided by parents, who took an interest in all classroom and school-wide activities. All these results allow us to consider the technology of V.F. Bazarny as health-saving.

.3 The role of the teacher in health-saving pedagogy

The problem of children's health is relevant today more than ever. At present, it is safe to say that it is the teacher, the teacher who is able to do more for the health of the modern student than the doctor. This does not mean that the teacher should fulfill the duties of a medical worker. It's just that the teacher should work in such a way that teaching children at school does not harm the health of schoolchildren.

The issue of the state of health of teachers who will work in primary school with a contingent of children of primary school age and about the attitude of teachers to their health. Can a teacher be an example for his pupils in matters of health saving? The teacher in the period of study under consideration, more than ever at any other time, occupies one of the central places in the life of students. primary school. He personifies for them everything new and important that came into life in connection with the arrival at school.

Trying to establish the relationship between the teacher's attitude to his health, his need for a healthy lifestyle and the implementation of the appropriate educational impact on his students, in practice we are faced with the fact that the teachers themselves openly say that they cannot be an example in maintaining a healthy lifestyle. lifestyle for their students. The lower the level of literacy of the teacher in matters of maintaining and promoting health, the less effective the pedagogical impact on students. The teacher must have important professional qualities that allow generating fruitful pedagogical ideas and providing positive pedagogical results. Among these qualities, one can single out a high level of professional, ethical, communicative, reflective culture; ability to form and develop personal creative qualities; knowledge of the formation and functioning of mental processes, states and personality traits, the processes of training and education, knowledge of other people and self-knowledge, creative improvement of a person; basics of health, healthy lifestyle (HLS); knowledge of the basics of designing and modeling health-saving technologies in training programs and events; the ability to predict the results of one's own activity, as well as the ability to develop an individual style of pedagogical activity.

What a teacher should be able to do:

) to analyze the pedagogical situation in the conditions of rehabilitation pedagogy;

) master the basics of a healthy lifestyle;

) establish contact with the team of students;

a) observe and interpret verbal and non-verbal behavior;

) predict the development of their students;

) to model the system of relationships in the conditions of rehabilitation pedagogy;

) by personal example to teach students to take care of their health and the health of those around them.

All these skills, closely related to each other, influence the effectiveness of the teacher's use of the means, methods and techniques of health-saving methods in the educational process when working with younger students, involving students in the system of work in the conditions of pedagogy at the beginning of recovery.

It is not enough for a teacher to receive a class health certificate from medical workers at the beginning of the year and use the characteristics of students' health to differentiate educational material in the classroom, encourage children together with their parents to follow doctor's orders, and introduce hygiene recommendations into the educational process. First of all, the teacher should be an example for his pupils in matters of health saving.

For the effective implementation of the ideas of a healthy lifestyle into pedagogical practice, it is necessary to solve three problems:

Changing the teacher's worldview, his attitude towards himself, his life experience aside, awareness of his own feelings, experiences from the standpoint of health problems.

Changing the attitude of the teacher to the students. The teacher must fully accept the student for who he is.

Changing the teacher's attitude to the tasks of the educational process of health improvement pedagogy, which involves not only the achievement of didactic goals, but also the development of students with the maximum preserved health.

These directions determine the ways of improving the teacher's pedagogical skills through the initial awareness of their own problems and characteristics, their psychological study and development on this basis of methods of effective health-saving pedagogical interaction with students.

The systemic sequence of introducing the school and each teacher to health-saving technologies:

Awareness of the problem of the negative impact of the school on the health of students and the need to address it immediately

Recognition by school teachers of their joint and several responsibility for the unfavorable state of health of schoolchildren

Mastering the necessary health-saving technologies (acquisition of competencies) Implementation of the received training in practice, in close cooperation with each other, with doctors, with the students themselves and their parents.

As already mentioned above, the state is interested in the fact that general educational institutions produce healthy young people who will subsequently be able to master the necessary skills for their future work. In this regard, a number of regulatory documents are provided that regulate the organization of the educational process in accordance with health conservation.

These are documents such as Sanitary rules and norms 2.4.2.16-33-2006 "Hygienic requirements for the device, content and organization of the educational process of general educational institutions", "Medical and pedagogical control over the organization of the educational process in elementary school", instructive - a methodological letter of the Ministry of Education of the Republic of Belarus “On the organization of the work of general educational institutions to monitor and evaluate the results of educational activities of students in the first and second grades during the period of ungraded education at the 1st stage of general secondary education”, excerpts from which are presented in Appendix 1.

Conclusion: Pupils will accept the pedagogy of health saving properly only when a healthy lifestyle is the norm of a teacher's life.

CHAPTER 2

.1 The most optimal planning and organization of the educational process

Questionnaires were offered to students of gymnasium No. 51 in the city of Gomel in order to identify their level of awareness of the rules of a healthy lifestyle and the implementation of these rules in practice (Appendix 2). Having processed the results, we come to the conclusion that the vast majority of children know and use the rules of a healthy lifestyle known to them. In addition, they receive this information within the walls of the school. This suggests that teachers carry out the necessary work with children using health-saving technologies (control boarding, conduct questionnaires about the student's health, etc.).

After analyzing the work of teachers of gymnasium No. 51, having studied their pedagogical experience, we build the most optimal organization of the educational process from the standpoint of health conservation, the effectiveness of which largely depends on the chosen methods and techniques, methods for implementing the stages of the lesson (presented below), which teachers of this school implement, in depending on the physical and mental state of health of children.

Taking into account the requirements of the lesson from the point of view of health saving, the scheme for building the lesson will be as follows:

lesson stage:

In order for children to establish a positive emotional mood for successful learning at the beginning of the lesson, various psychological attitudes are used, in the form of poems, i.e. children are prepared emotionally and physically. At this stage of the lesson, a finger or acupressure massage is carried out (at Russian language lessons) to prepare the fingers for writing.

Stage of the lesson: Actualization of the topic. And in mathematics lessons for oral counting, children are invited to solve problems of a physical education and cognitive nature. At the lessons of fine arts, "Man and the World", children learn about the benefits of outdoor games during the conversation with the teacher.

lesson stage: Basic

Learning overload and fatigue is influenced not so much by the amount of time students spend in class as by other factors. One of the factors can be considered the lack of formation of rational methods of educational work among schoolchildren.

The next and, perhaps, the most significant factor is the disproportion between intellectual and motivational development. Irregularity, disturbed necessary balance between intellectual and motivational-need development inevitably leads to disharmony of mental and personal development, which is one of the significant reasons for the educational overload of schoolchildren. For normal development and positive well-being, a child must not only be able to learn, but also want, desire it.

In addition to physical culture and health work, a physical culture and cognitive component is used in general education lessons. It increases the interest of students in physical culture, sports and a healthy lifestyle, and also contributes to the formation of the need for independent motor activity.

Stage 4 of the lesson: Summary. Working on a favorable emotional sphere in the classroom, the guys reflect their mood in the classroom with the help of the school for assessing their mood “How I feel in the classroom”, which every student has.

It is necessary to draw up a schedule of lessons, taking into account the performance of children and the difficulty of subjects. Try to observe the motor mode of your students in the classroom and during the break.

We can talk about the favorable completion of the stage of primary school age when, at the end of primary school, the child: wants to study, can (know how) to study, believes in himself, he feels good, interesting, comfortable at school.

Conclusion: A properly planned and organized lesson from the standpoint of health saving has a positive effect on mental performance, on the development of visual perception, attention, and ultimately on school performance. And for the proper organization of the educational process, the teacher must have a colossal store of knowledge, which must be constantly replenished.

2.2 Methods and techniques used in the educational process, taking into account the health of younger students

After filling out the questionnaire (Appendix 3) and processing its results, we conclude which of the methods presented below would be more rational to use in the classroom for a particular group of children and which are actively used by primary school teachers of gymnasium No. 51.

Creation

So, in the process of practicing fine arts, different techniques are used - these are appliqué, painting, modeling clay toys and much more. Most importantly, they allow you to effectively develop Creative skills child - thereby, carrying out work on the formation of a healthy lifestyle. And here are the conclusions we come to: - Modeling clay toys develops the small muscles of the hands of students (fine motor skills), which greatly facilitates the load on the hands of children and even their handwriting becomes better.

Music Great opportunities for maintaining the mental health of children has music therapy or healing music. Music therapy is the most interesting and promising direction, which is used in many countries for medicinal purposes. The sound of music in the classroom gives the child the opportunity to calm down, relieve irritability, nervous tension. Thus, properly organized (from the standpoint of health protection) and interestingly conducted classes play a big role in the spiritual development of students, in shaping their worldview. Through feelings, emotions, self-realization of the child's personality occurs more productively in all spheres of life, and therefore enriching the student with the experience of an emotional attitude to reality is the most important aspect of the child's spiritual development - his spiritual health.

Physical training

The educational process will be built so that the somatic and emotional overloads of younger students can be prevented. If children get sick less, then this will affect the success of education. All teachers during the lessons held physical education sessions, during which students perform various exercises to relieve fatigue, strengthen the musculoskeletal system and eye muscles. Teachers of gymnasium No. 51 use dynamic music and use TCO at each physical education session.

Requirements for conducting physical education:

Complexes are selected depending on the type of lesson, its content.

Exercises should be varied, since monotony reduces interest in them, therefore, their effectiveness;

Physical minutes should be held on initial stage fatigue, performing exercises with severe fatigue does not give the desired result. It is important to ensure a positive emotional attitude;

Preference should be given to exercises for tired muscle groups.

Usually, physical education sessions are held under a poetic text. When choosing poems, you should pay attention to the following:

It is important that the content of the text is combined with the topic of the lesson;

Preference is given to verses with a clear rhythm;

The text is spoken by the teacher or reproduced in the recording, because when pronouncing the text, the children may lose their breath.

Types of physical education:

Exercises to relieve general or local fatigue;

Hand exercises;

Gymnastics for the eyes;

Gymnastics for hearing;

Exercises that correct posture;

Breathing exercises (Appendix 4).

Physical education sessions are held depending on the predominant activity of students in the lesson. The predominant activity in the lesson is writing. In the process of writing, the student, as a rule, writes not with his hand, but with everyone. body . The muscles of the child, supporting the posture and taking part in the letter, are in a state of prolonged statistical tension. Therefore, it is recommended:

Exercises to relieve general or local fatigue; - exercises for the hands. The predominant activity in the classroom is reading.

The load on the eyes of a modern child is huge, and they rest only during sleep, so it is necessary to expand visual-spatial activity in the lesson mode and use: - gymnastics for the eyes.

The predominant activity in the lesson is listening and speaking.

Working on hearing has a beneficial effect on the organs of vision, therefore, in this type of lesson, they use:

listening exercises.

Breathing exercises help to increase the excitability of the cerebral cortex, to activate children in the classroom, for this they use: - breathing exercises. Sometimes you can offer to conduct a physical education session for one of the children. They carry out the task with great pleasure.

Lesson plans with the use of health-saving technologies are given in Appendix 5. The value of physical education minutes is to relieve fatigue, provide active rest and increase mental performance. Scientists have found that motor loads in the form of physical exercises in the classroom relieve stagnation caused by prolonged sitting at a desk, give rest to the muscles, organs of hearing and vision, and restore an emotionally positive state.

Analysis of data on the state of health of children (Appendix 5) for four years as a result of the use of health-saving technologies, the incidence in many classes has decreased. There was a decrease in the level and exacerbation of the course of chronic diseases, a decrease in the number of diseases associated with sleep disturbance, the nervous system, and mass epidemiological phenomena.

Students have increased interest in active activities: children began to attend sports sections, circles, clubs, play music, etc.

Conclusion: Having studied the qualitative indicators of educational activities of children in different years and in different subjects, we conclude that using health-saving technologies, we achieve an increase in the quality of knowledge in subjects, which is presented in Table 1.

educational educational health-saving pedagogical

CONCLUSION

In conclusion, I would like to note once again that it is training and education, manifested in the unity of goals for the formation of a harmoniously developed personality, that create motivation in a person. Since all components of health are closely interconnected, and the implementation of the development program depends on many factors, the main task of "health pedagogy" is the holistic formation of the needs for the preservation and promotion of health, in the conscious motivation for a healthy lifestyle through the methods of education, self-education, and the creation of a health education program. At the moment, there is no single project to create a health-preserving and health-forming pedagogical system. Health should be the leading and priority direction in the social development of society.

The purpose of the course work was to study the features of the use of health-saving technology in an elementary school.

Having studied the features of the use of health-saving technology, we can say that health-saving technologies are used and used effectively, as evidenced by the data obtained.

The hypothesis assumed that the performance of elementary school students depends on the rationality of using health-saving technologies in the organization of the educational process, the methods and techniques chosen in accordance with them. Having studied the experience of teachers, having observed the pedagogical process using health-saving technologies, having studied the applied methods used by these teachers, and having processed the results, we can say with confidence that the pedagogical impact, the assimilation of the material by children and their academic performance has improved significantly. This means that the hypothesis is fully supported by the data obtained.

LIST OF USED LITERATURE AND ELECTRONIC RESOURCES:

1.Antropova M.V. The study of the general mental performance of schoolchildren in the age aspect. //In the book: Methods for studying the functions of the body in ontogenesis. M.: Education, 1975.

2.Brekhman I.I. Valeology is the science of health. 2nd ed., revised. - M.: Physical culture and sport, 1990.

.Leontyeva N.N., Marinova K.V. Anatomy and physiology of the child's body: (fundamentals of the doctrine of the cell and the development of the body, the nervous system, the musculoskeletal system).

.Textbook for students of pedagogical institutes. "Pedagogy and psychology", 2nd ed., revised. M.: Enlightenment, 1986, p.

.Sukharev A.G., Tsyrenova N.M. Technology that promotes the health of children in a modern school: Toolkit. - M.: MIOO, 2004.

.Klokova T.I. Health diary. Part 1 The system of health monitoring in the educational environment of the school. Guidelines. M.: MIOO, 2010.

.Kovalko V.I. Health-saving technologies in elementary school. 1-4 classes. M. "VAKO" 2004.

."Patchatkovoe nauchanne: here I, dzіtsyachy garden, school. No. 2, 2009.

ATTACHMENT 1

The most optimal health-saving organization of the educational process based on regulatory documents

Excerpts from SanPin:

CHAPTER 4. REQUIREMENTS FOR NATURAL AND ARTIFICIAL LIGHTING

The direction of the main light flux of natural lighting in classrooms should be left-handed.

Walls, ceilings, floors, equipment of classrooms should have a matte surface in warm colors.

In order to avoid reducing the light reflection of the enclosing surfaces, posters, wall newspapers, etc. should be hung on the wall opposite the blackboard so that the top edge of these items is not higher than 1.75 m from the floor.

CHAPTER 5. REQUIREMENTS FOR THE AIR AND THERMAL CONDITION

Study rooms should be thoroughly ventilated during breaks, and recreational rooms during lessons. Before and after the end of classes, as well as between the first and second shifts, cross-ventilation of the premises is carried out in accordance with Appendix 5.

On warm days, it is advisable to conduct classes with open transoms and vents.

Lessons physical education and health should be carried out in well-aerated halls by opening windows on the leeward side at an outdoor temperature above +5º FROM.

CHAPTER 6. REQUIREMENTS FOR EQUIPMENT OF PREMISES

Each student is provided with a comfortable workplace in accordance with his height, state of health, vision and hearing.

Adjustment of seating should be carried out 2 times a year.

Students with reduced visual acuity and hearing are seated closer to the blackboard, with high growth - in the first and third rows. With sufficient correction of visual acuity with glasses, students can sit in any row. Students who write with their dominant left hand should be seated at their desks in pairs or one at a time, or to the left of the "right-handed" one.

Chairs must be installed with tables of the same size.

CHAPTER 9. REQUIREMENTS FOR THE ORGANIZATION OF THE EDUCATIONAL PROCESS

Teachers of grades 1-4, physical education and health, class teachers and educators should have information about the state of health of students, take into account the doctor's recommendations when organizing the educational process.

It is optimal to organize lessons in a general education institution in one shift from 9.00 (allowed from 8.00). Lessons in the second shift must begin no later than 14.00 and end no later than 19.30. If it is impossible to fulfill this requirement, it is advisable to organize training sessions in the mode of a 6-day school week.

The duration of a lesson in general educational institutions (including lyceums, gymnasiums) should not exceed: in grade 1 - 35 minutes, grades 2-11 - 45 minutes

The weekly teaching load should not exceed the maximum allowable teaching load according to Table 1 for the respective types of educational institutions.

The weekly teaching load of general educational institutions is distributed over 5 or 6 calendar days.

The study load should be rationally distributed over the days of the week. The schedule of lessons should be drawn up taking into account the rank scale of the difficulty of subjects.

In the schedule of lessons during the school day, it is necessary to alternate subjects that require a lot of mental and static stress (mathematics, writing) with subjects that include motor and dynamic components (physical education and health, dance, music, fine arts, etc.) .

Lessons that require a lot of mental stress, concentration and attention should not be taught in the first and last lessons.

Examinations must be carried out in accordance with the schedule approved by the head of the general educational institution, no more than one subject per day in one class during peak working hours. It is not recommended to conduct tests on Monday and Saturday. It is forbidden to conduct tests in the last lessons.

The duration of breaks between lessons in all classes should be at least 10 minutes, after the second lesson - 30 minutes (instead of one big break, it is allowed to arrange breaks of 20 minutes after the second and third lessons).

The motor mode of students should be provided by a system of interrelated organizational forms of physical education aimed at satisfying the biological need for movements, which include:

lessons of physical culture and health;

physical culture and health-improving activities in the mode of the school day, including rhythm classes;

extra-curricular forms of physical culture and sports;

extracurricular sports activities;

independent physical exercises and outdoor games in the family, at school and yard playgrounds, stadiums and parks.

Physical education of students should be carried out in accordance with educational standards and curricula and programs developed on their basis.

Lessons of physical culture and health must be conducted in favorable conditions environment.

It is advisable to conduct lessons on physical culture and health in the open air at an air temperature of at least -15 º C and air speed 1-3 m/sec.

The distribution of students into groups (basic, preparatory, special, therapeutic physical education) at physical education and health lessons should be carried out based on the state of health of children until September 15 annually.

Students are allowed to take part in sports sections, participate in sports competitions with the permission of a doctor, for hiking trips - with the permission of a medical worker of a general education institution.

The medical worker together with the head of the educational institution or his deputy systematically, at least once a month, exercise control over the organization and conduct of all forms of physical education and education of students.

In general education institutions, homework should be assigned to students, taking into account the possibility of their completion in the second grade - up to 1.2 hours, in grades 3-4 - 1.5 hours.

Extended day groups for students should be organized in the presence of a separate room, organization of daytime sleep for students of 6 years of age and those with poor health, 2-3 meals a day, depending on the length of stay of students, stay in the fresh air for at least 1.5 hours .

During the academic year, holidays must be established with a total duration of at least 30 days, including winter holidays - at least 14 days. For students in grades 1-2 in February (the third week of the month), an additional vacation of 1 week is established. The duration of the summer holidays is at least 8 weeks.

CHAPTER 10. HYGIENE EDUCATION AND EDUCATION OF STUDENTS

Hygienic education and upbringing of students should be carried out in the classroom in the form of compulsory educational work provided for by the curriculum (lessons of the Russian and Belarusian languages, biology, chemistry, anatomy, man and the world, in the lessons of physical culture and health, labor training, the basics of life safety, etc. .) and extracurricular activities.

The main form of hygienic education and upbringing of students are classes in special courses, in which:

with students in grades 1-4, the basics are studied in an accessible form and the skills of a rational daily routine and nutrition, personal and public hygiene, protection of vision and hearing, physical culture and health, organization of the student's workplace, prevention of infectious diseases, prevention of the formation of bad habits, unfortunate cases, etc.

Work on hygienic education and upbringing of students is carried out by pedagogical and medical workers of a general educational institution with the involvement of territorial bodies and institutions of state sanitary supervision and other health organizations, primary organizations of the Red Cross.

The teaching staff is obliged to demand from students the implementation of the established sanitary and anti-epidemic regime, maintaining the cleanliness of the premises and the site, timely ventilation of the classrooms, neatness of clothes and shoes, regular washing of hands, as well as proper seating at desks (tables).

Issues of the state of health of students, ensuring sanitary and epidemic well-being in the institution should be constantly monitored by the head and medical workers of the educational institution, systematically considered at meetings of pedagogical councils.

ORGANIZATION OF THE EDUCATIONAL PROCESS IN THE JUNIOR GRADES ON THE BASIS OF MEDICAL AND PEDAGOGICAL CONTROL

A prerequisite for admission of children to school is that they reach the age of 6 years by September 1 of the academic year and the absence of medical indications for postponing education in accordance with the order of the Ministry of Health No. 55 of February 25, 1998 On the improvement of medical and sanitary control over the state of health and conditions of education of children of 6 years of age . The final decision to start a 6-year-old child at school, in the absence of medical indications for a delay, belongs to the parents.

In the initial period of schooling, favorable conditions should be created for the adaptation of children, ensuring further successful education, development and upbringing.

When organizing the educational process, one should be guided by the requirements that are regulated by the Law of the Republic of Belarus On education in the Republic of Belarus", curricula, agreed with the Ministry of Defense of the Republic of Belarus, SanPiN No. 14-46-96 Sanitary rules and norms for the device, content and organization of the educational process of general educational institutions with changes and additions from 20.12.2002 , SanPiN №12-79-98 Sanitary rules and norms for the organization of education for children of 6 years of age.

The hygienic assessment of the schedule includes the study and characterization of the following main components:

The number of school shifts at the school and the start of classes for the 1st and 2nd shifts.

Small and big changes (duration, place and number of big changes).

The place of lessons in the schedule of the school day and school week, depending on the degree of their difficulty.

Distribution of subjects of varying difficulty by day of the week.

Distribution of lessons similar in nature of learning activities.

The presence of double lessons on the study of one subject.

The place of physical education lessons, music and labor training in the schedule of the day and week (by class).

Correspondence of the teaching load with the dynamics of students' working capacity.

Having a light day during the school week.

Features of the organization of classes for students of the first year of study. The head is slightly tilted forward. The distance from the eyes to the table (notebooks, books) corresponds to 30-35 cm. When writing, the notebook should lie on the table at an angle of 30 °. The left hand (for lefties - the right) supports and moves the notebook from the bottom up.

) When reading

Posture when reading is basically the same as posture when writing. The forearms lie symmetrically, without tension, on the surface of the table (desk), the hands support the book with an inclination in relation to the eyes at an angle of 15 °.

It is necessary to stand freely, without tension, with a uniform load on both legs. Do not tilt your head, monitor the symmetrical position of the shoulder girdle, the angles of the shoulder blades.

APPENDIX 2

Questionnaire to identify the level of awareness of students about their health

1. In your opinion, such ailments as dizziness, headache, pain in the back, temples, legs, eye fatigue are related to:

with schooling?

a lot of lessons and assignments?

long winter?

the onset of any illness, cold, etc.?

Do you attend school:

with a runny nose and headache?

low temperature?

coughing and feeling unwell?

When you feel unwell, do you go to the doctor?

Do you try to sit at your desk:

always right?

sometimes right?

how comfortable are you sitting?

Do you follow the daily routine:

sometimes when parents scold?

get up, go to bed when you want?

Your day starts:

from charging?

water treatments?

watching TV?

Do you think they get sick more often?

fat people?

people who eat a lot of fruits and vegetables?

people who move a lot and are on the street?

Do you wash your hands before eating?

Do you brush your teeth:

in the morning and in the evening?

always after meals?

never clean?

Do you prefer to eat every day:

tea sandwiches?

chips and cola?

porridge and soups?

more fruits and vegetables?

APPENDIX 3

Questionnaire about the state of health of schoolchildren

Date of filling out the questionnaire

Surname, name of the child

Home address

The age of the parents at the time of the birth of the child, their profession:

Accommodations

The child has a personal place for preparing lessons and relaxing:

Relationships in the family:

a) good, cordial;

b) cold, tense, frequent conflicts, quarrels.

Features of raising a child in a family:

a) is brought up in a complete prosperous family;

b) is brought up in an incomplete family (only with his mother, only with his father);

c) the child is brought up in a circle of adults, he is pampered, he can

make comments to adults;

d) the child is brought up in very strict rules, walks only

under supervision, has many prohibitions;

e) usually remains alone, without supervision during the day.

Development of the motor function of the child:

a) normal (began to sit at 6 months, walk - by the year);

b) accelerated;

c) slow.

The development of the child's speech:

a) normal (individual words up to a year, phrases up to 2 years);

b) accelerated;

c) slow.

Additional loads and hobbies of the child:

a) does not have;

b) classes in sports sections;

c) additional classes ( foreign language);

d) music lessons;

e) other loads (write).

Please note the past illnesses:

did not get sick;

respiratory (cold) diseases:

b) often (more than 4 times a year).

Children's infections (measles, scarlet fever, chicken pox, whooping cough, epidemic mumps (mumps), epidemic hepatitis (jaundice), etc. (specify);

surgeries (removal of tonsils, adenoids), etc. (specify).

The child was found to have a chronic somatic disease:

b) yes (specify which ones and from what age).

Allergic reactions were observed (when taking medicines, food, flowering plants, etc.). They manifested themselves in the form of a runny nose, cough, lacrimation, skin rashes, swelling of the face, etc.:

Complaints - there are unpleasant sensations in the region of the heart, pain, a feeling of fading:

Bouts of difficulty breathing:

There are pains in the abdomen, nausea, vomiting, heartburn, a tendency to diarrhea, constipation:

There are long-term temperature rises to subfebrile numbers:

Found abnormalities in urine tests:

Concerned about frequent headaches (during physical, mental stress):

for no apparent reason.

Sleep disturbances are often observed (difficulty falling asleep, interrupted sleep, night terrors):

Increased irritability, tearfulness, capriciousness are noted:

Features of behavior and character:

a) are not marked;

b) causeless mood swings;

c) prone to conflicts, quarrels;

d) increased suspicion about their health or the health of their loved ones;

e) a tendency to cruelty, aggressiveness towards close, weak animals;

f) unsociable, reserved, difficult to make friends;

g) without permission takes other people's things, money.

In which medical group for physical education is your child:

a) main;

b) preparatory;

c) special;

d) released.

Additional information about your child that you would like to tell the doctors.

APPENDIX 4

A set of exercises for disease prevention

"Massage of the abdomen" We stroke the stomach clockwise, pinch and pat the edge of the palm and fist in order to improve bowel function.

"Massage of the chest area." Performed sitting, legs bent in Turkish. We stroke the chest area with the words "I'm sweet, beautiful, good."

"Let's start the car." The exercise is performed while sitting, legs bent in Turkish style. We put our fingers in the middle of the chest and with rotational movements clockwise “start the car” with the sound “zh-zh-zh”. Then we do the same counterclockwise.

"Swan neck". The pose is the same. We stroke the neck from the chest to the chin. We stretch our neck, admire the long beautiful neck.

"Head massage". It is performed while sitting, legs apart shoulder-width apart and straightened. With a strong pressure of the fingers, we work out the active points on the head (“washing the head”). We bend our fingers (make a “rake”), comb our hair, then we move our hands from the temples to the back of the head with spiral movements.

"Hand massage". “My” hands, strongly three palms, pressing on each finger until a feeling of strong heat appears. With the phalanges of the fingers of one hand, three on the nails of the other. Such a "washboard" affects the internal organs: the heart, lungs, liver, intestines. It creates a feeling of lightness and joy inside the body.

"Bike". Sitting on a chair, we pedal an imaginary bicycle with a sound accompaniment (“zh-zh-zh”) with our feet. Exercise increases blood circulation in the legs, improves bowel function.

Posture Improvement Exercises

"Improve posture." We stand close to the wall, the feet are closed, the stomach is pulled in, the head touches the wall, the eyes are closed. We start moving from the wall with a proudly raised head, shoulders slightly thrown back, stomach tucked up. Thus, the muscles of the back and abdominals are strengthened.

"Bird before takeoff". Standing, breathe calmly. Tilt forward without bending your legs, head forward, arms behind your back raised up with tension, like wings. Lower your head, hands relaxed down. Stay in this position for 5-6 seconds. This exercise teaches children to tense and relax their back muscles.

"Liberation of the spine". Sit on a chair with your right side to the back, resting your hip and knee against the back of the chair. With both hands, grab the back of the chair and turn to the right - back to the limit. Then return to the starting position, relaxing. This releases the nerve roots of the spine. Then the exercise is performed on the other side. Psycho-gymnastics

The game "Merry bee". Inhale deep and free. On the exhale, the sound "z-z-z" is pronounced. We imagine that the bee sat on the nose, on the arm or on the leg. The exercise teaches you to direct your breath and attention to a specific area of ​​the body.

"Islandplaks". We imagine that the traveler ended up on a magical island where only crybabies live. He tries to console first one, then the other, but the crybabies push him away and continue to roar. In this case, the heads should be raised, eyebrows drawn together, the corners of the lips lowered, sobbing - short sharp breaths (3-5 minutes). Due to this, the blood is saturated with oxygen.

"Cold - hot." A cold north wind blew, the children huddled together. The summer sun came out. The children relaxed, fanned themselves with handkerchiefs or fans (“the change of seasons” is carried out 2-3 times). There is relaxation and tension of the muscles of the body. Breathing and sound gymnastics.

The goal is to teach children to breathe through the nose, to prepare them for more complex breathing exercises. At the same time, the prevention of diseases of the upper respiratory tract is carried out.

While inhaling, stroke the sides of the nose from the tip to the bridge of the nose. Inhale the left nostril, the right nostril is pressed with a finger, exhale with the right (while the left is pressed). As you exhale, tap your nostrils 5 times.

Make 8-10 breaths and exhalations through the right and left nostrils, in turn pressing one or the other.

Take a deep breath through your nose. As you exhale, draw out the sound “mmm” while tapping your fingers on the wings of the nose.

Close the right nostril and draw out “hmmm” as you exhale. Do the same by closing the left nostril.

Vigorously pronounce "p-b". The pronunciation of these sounds strengthens the muscles of the lips.

Vigorously pronounce "t-d". The pronunciation of these sounds strengthens the muscles of the tongue.

Vigorously pronounce "k-g", "n-g". The pronunciation of these sounds strengthens the muscles of the pharyngeal cavity.

Yawn and stretch a few times. Yawning stimulates not only the laryngo-pulmonary apparatus, but also the activity of the brain, and also relieves stress.

"Conquerors of space". Children sit in Turkish, relax, prepare for the "flight".

"Flight to the moon". On the exhale, the children pull the sound “a”, slowly raising their left hand up, reaching the moon, slowly lowering it.

"Flight to the Sun". On the exhale, the children pull the sound "b", but pronounce it louder and longer. We reach the Sun and return.

"Flight to Aliens". On the exhale, the children pronounce the sound "a", gradually increasing the pitch and volume. The volume reaches the limit, like a splash. There is a feeling of joy and lightness. On exhalation during the exercise, a long breath hold is achieved, the vocal cords are strengthened. During the cry, the release of "dirty" energy occurs.

"Steamboat whistle". Through the nose with noise, the students take in air. Holding the breath for 1-2 seconds, exhale air with noise through the lips, folded with a tube, with the sound "y" (exhalation is longer). The exercise teaches you to breathe at a pace of 3-6 (short breath, holding the breath, long exhalation).

"Airplane flight". Airplane children "fly" with the sound "u". On takeoff, the sound is directed to the head, while landing - to the body. The exercise regulates the child's blood pressure, teaches breathing at a given pace. Eye exercises

Move the pupils left - right, up - down, in a circle. Close your eyes tightly for 10-12 seconds. Relax your muscles, open your eyes. Massage the eyelids with fingertips.

Lightly stroke your fingers over the eyelids, eyebrows, around the eyes (this exercise brings calm).

Sit against the wall at a distance of 2-5 meters. Mark two points on the wall, one below the other at a distance of 50 cm. Move your eyes from point to point.

For 10-20 seconds, focus your eyes on a fixed point located at a distance of about 5 meters. Eye exercises that help prevent myopia

Starting position - sitting, leaning back in a chair. Deep breath. Leaning forward towards the tabletop, exhale. Repeat 5-6 times.

Starting position - sitting, leaning back in a chair. Close your eyelids, close your eyes tightly, then open them. Repeat 4 times.

Starting position - sitting, hands on the belt. Turn your head to the right, look at the elbow of your right hand. Turn your head to the left, look at the elbow of your left hand. Return to starting position. Repeat the exercise 5-6 times.

Starting position - sitting. Look straight ahead at any distant object for 2-3 seconds, then raise your hand in front of your face at a distance of 15-20 cm from your eyes. Look at the tip of the middle finger and look at it for 3-5 seconds. Lower your hand, focus again on a distant object. Repeat the exercise 5-6 times.

Starting position - sitting, arms extended forward. Look at your fingertips, raise your hands up, inhale. Without raising your head, look up. Lower your arms, lower your gaze, exhale. Repeat 4-5 times. Exercises to strengthen the muscles of the hands

Stretch your arms forward, make rotational movements with tension. Then freely drop your hands, rest.

Imitation of heavy lifting followed by relaxation.

Spinal Rest Exercises

Turns of the body in different directions from a sitting position.

Sitting in the "coachman's position", relax. Take a deep breath, hold your breath for 20-30 seconds. Exhale to send to different parts of the body (painful). Relaxation exercises for facial expressions

Wrinkle your forehead, raise your eyebrows (surprise), relax. Try to keep your forehead absolutely smooth for at least a few seconds.

Frowning (move eyebrows) - relax.

Open your eyes wide - return to the original state.

Expand nostrils - relax.

Close your eyes - relax your eyelids.

Narrow your eyes, squint - relax.

Raise your upper lip, wrinkle your nose - relax.

Bare your teeth - relax your cheeks and mouth.

Pull down the lower lip - relax. Movement exercises with a book

The purpose of the exercises: to stimulate interest in one's own physical abilities. Motivations for the development of one's own motor activity.

"Heavy load". Holding a book on an outstretched hand: shift it from the right hand to the left, while turning the book over; squat, holding the book alternately in the right and left hand. In this case, the eyes should be closed, etc.

"Struggle against difficulties". Participants get up from the table and perform the following options with a book: stand with a book on their heads; squatting with a book on their heads; carefully moving left and right with a book on their heads; spin around with a book on their heads; carefully moving forward and backward alternately with a book on their head, etc.

Exercises for the development of fine motor skills of hands

"Ring". Alternately and as quickly as possible go through the fingers, connecting the index, middle, etc. into a ring with the thumb. The exercise is performed in the forward (from the index finger to the little finger) and in the reverse (from the little finger to the index finger) order. First, the technique is performed with each hand separately, then together.

"Fist-rib-palm." The child is shown three positions of the hand, successively replacing each other. Palm on the plane, palm clenched into a fist, palm with an edge, straightened palm on the plane (table, floor). The child performs the exercise together with the instructor, then from memory for 8-10 repetitions of the motor program. The exercise is performed first with the right hand, then with the left, then with both hands together. If there are difficulties in performing, the instructor offers the child to help himself with commands ( Fist-rib-palm ), spoken aloud or mentally. Examples of communication exercises

"Rock". Children on the floor (sitting, lying, standing) line up rock taking various poses. A conditional line on the floor indicates a break. On command Is the rock ready? Freeze! the climber must walk along the cliff before rock and not break loose . All participants in the exercise alternately act as a climber .

"Shadow". Purpose: development of body space. Participants are divided into pairs. One of them will be the Man and the other his Shadow. The person makes movements, and the shadow repeats them, and special attention is paid to ensuring that the shadow moves in the same rhythm as the person. She must guess about the well-being, thoughts and goals of the Man.

Exercises for the development of interhemispheric interaction.

Complex №1.

"Lezginka". Fold your left hand into a fist, set your thumb aside, turn your fist with your fingers towards you. With your right hand, with a straight palm in a horizontal position, touch the little finger of your left. After that, simultaneously change the position of the right and left hands. Repeat 6-8 times. Achieve a high speed of change of positions.

"Mirror Drawing" Put a blank sheet of paper on the table. Take a pencil or marker in both hands. Start drawing with both hands at the same time mirror-symmetrical drawings, letters. When doing this exercise, you will feel how your eyes and hands relax. When the activity of both hemispheres is synchronized, the efficiency of the entire brain will increase markedly.

"Ear - nose". Grab the tip of your nose with your left hand and the opposite ear with your right hand. Simultaneously release your ear and nose, clap your hands, change the position of your hands exactly the opposite.

"Snake". Cross your arms with your palms facing each other, clasping your fingers, twist your arms towards you. Move the finger indicated by the presenter. The finger should move accurately and clearly, avoiding synkinesis. You can't touch your finger. Consistently, all fingers of both hands should participate in the exercise.

"Horizontal Eight". Take a pencil in your hand and draw a figure eight (infinity sign) on paper, now with your left. And now right and left at the same time.

Complex №2

"Massage of the ears." Massage the earlobes, then the entire auricle. At the end of the exercise, rub your ears with your hands.

"Cross Movements". Perform cross coordinated movements with one right hand and left foot (forward, side, back). Then do the same with your left hand and right foot.

"Head shake". Breathe deeply. Straighten your shoulders, close your eyes, lower your head forward and slowly rock your head from side to side. "Horizontal Eight". Draw the number eight in the air in a horizontal plane three times, first with one hand, then with the other, then with both hands together.

"Symmetrical Drawings". Draw in the air with both hands at the same time mirror-symmetrical drawings (you can write the multiplication table, words, etc.)

"Bear wiggles". Swing from side to side, imitating a bear. Then connect your hands. Come up with a plot.

"Twisting Pose". Sit sideways in a chair. Feet together, thigh pressed to the back. With your right hand, hold on to the right side of the back of the chair, and with your left hand, hold on to the left. Slowly, as you exhale, twist your upper body so that your chest is against the back of the chair. Stay in this position for 5-10 seconds. Do the same on the other side.

"Breathing exercises". Perform rhythmic breathing: inhalation is twice as long as exhalation. Gymnastics for the eyes. Run a poster - a diagram of visual-motor trajectories in the maximum possible size (paper sheet, ceiling, wall, etc.). On it, with the help of special arrows, the main directions in which the gaze should move in the process during the exercise are indicated: up - down, left - right, clockwise and counterclockwise, along the trajectory eights . Each trajectory has its own color: No. 1, 2 - brown, No. 3 - red, No. 4 - blue, No. 5 - green. Exercises are performed only while standing.

APPENDIX 5

Lesson plans designed with health-saving technologies in mind

Russian language lesson

Subject: Review of the past. Unstressed vowels, paired consonants at the root of the word. Parts of speech.

Objectives: Rational construction of the lesson, creation of psychological comfort, which will contribute to the implementation of the following tasks:

Consolidation of the ability to check and correctly write words with unstressed vowels and paired consonants at the root of the word; definition of parts of speech; activation of cognitive activity of students.

Development spelling vigilance, attention, self-control and control of the work of classmates. The development of speech.

Raising love and interest in the subject; patriotic feelings towards the national language; healthy excitement in the competition.

Org. Moment

Main part of the lesson

Teacher: Guys, are you ready to show me, the guests, each other how you learned to check unstressed vowels in the root? Paired consonants? How well do you remember parts of speech?

Then let's start our lesson! As you may have guessed, it will be unusual.

Student: Dear children and guests! Hear an amazing story. The kingdom of the Russian language was ruled by the Great Empress for a long time. She was very fond of beautiful and competent writing.

Queen (teacher in the crown):

Thank you! Children! I am happy for myself and for you that our native language is Russian. The works of Pushkin, Lermontov, Gogol, Turgenev, Tolstoy, Chekhov and other great writers and poets have been created in Russian. The Russian language is the language of science, technology, and culture. Read together what K. Paustovsky said about the Russian language: We have been given possession of the richest, most accurate, powerful and truly magical Russian language.

Know the language - know it (the teacher points to the word possession )

As the years go by, it becomes more and more difficult for me to manage the kingdom alone. It's time to think about the heir! (on a magnetic board a sign of the heir is posted )

Who is it? The root of the word will help us answer this question. Let's find the root, pick up words with the same root (trace, inherit, follow). This is a girl or a boy who will follow in my footsteps, as I will rule the kingdom of the Russian language. I will give him the crown! So, today we have: Choosing an heir!

These guys are honored to fight for the royal throne and crown. They have won this right 5for the control dictation. Here are their documents.

I appoint the rest of the guys as royal advisers (tablet on a magnetic board adviser ).

Who is it? Pick up words with the same root and highlight the root (advice, consult).

I will consult with you. I appoint the guests as my ministers of education.

Let's write down the date of our tests. First test

Do you know dictionary words, unverifiable? (Dictionary words open on the board)

First, let's read them: l ... stalemate; room ... that; r ... chum; in ... a circle; ... cucumber; b ... gas; d ... horns; in ... gon; m…g…zin; ... chicks. Write down only those words in which the vowel a is written

Check: Expert Advisors check. One adviser at the blackboard inserts letters with chalk (rocket, store, room, wagon, luggage)

Road - The ancient Slavs called the place cleared under the road dor

Word baggage came from the French language, it was formed there from the word bug - connected node.

The rest of the words were with a letter about Points for applicants: 5 words with the letter a - 5 points

words - 4 points, etc.

Who wants to get an extra point, find an extra word and prove why you think so. ( around - does not name the subject, is not a noun, does not answer questions who? or what? , but answers the question where? )

Second test. Words with an unstressed vowel appear again, but how do they differ from those? (In these words, the unstressed vowel can be checked. They are not dictionary). Read them.d ... zhinka; l ... stva; sn ... zhinka; stars ... rki; r ... sinca; tree ... in; black ... rnika; to ... bead; r ... stitches; color ... current.

Write down words in which a letter is missing about by verbally selecting the test words.

Now write down the numbers of words in which the letter e is written

Check: Advisors approach applicants and check. One adviser at the board inserts letters (rain, dewdrop, feeder, sprouts)

That's right - 4 points

words - 3 points, etc.;

4, 6, 7, 10 - 5 points

Who, my wise ones, will tell you the rule that helps you in this test?

And now, my future heirs, who will say which word is superfluous here and why? ( feeder - the word names an object that, unlike others, does not belong to the bodies of nature, it is made by human hands) + 1 point.

I see there is someone to leave the kingdom! Fizminutka

I am not only a queen, but also a little sorceress. I will teach you how to kindle a spark of kindness. Stand in a circle, holding hands, and repeat after me the words and gestures.

We will stand in a wide circle.

On the left is a friend and on the right is a friend.

In our class, let it always

a spark of goodness shines.

I won't offend, I won't lie

And I can find goodness everywhere!

Everything will work out for us.

We guys are just class!

Third test: There are deaf consonants in my kingdom. They don't want to live in peace. They always strive for a sonorous neighbor, no matter what they need to stun. Don't let them do it!

You have cards on your tables, insert a paired consonant into the window, write test words next to it.

1 row: In which line all the words are written with the letter d ?

cle... ka, mone... ka, suck... ka, city..., yago... ka, provo..., salu..., camel..., gu.ki

row: In which line all the words are written with the letter sh ?

rowing ... ki, speech ... ka, ne ... com, woman ... ka, this ..., ants ... ki, lo ... ka, girlfriend ... ka, we ... ka

row: In which line all the words are written with the letter in ?

night ... ka, tra ... ka, shka ..., sli ... ki, ball ..., ner ..., winter ... ka, naked ... ka, hunger ... ka

What is the secret, my literate ones, do you know that you were able to cope with this task?

A moment of rest

Let's stand up, applaud our competitors, rejoice in each other's successes

Fourth test

You have come with dignity to the last test! Read

Why does mommy

Are there two dimples on your cheeks?

Why does a cat

Legs instead of arms?

Why chocolates

Do not grow on the crib?

Why the nanny

Creamy hair?

Why do birds

No mittens?

How many offers? What are they?

What part of speech words are numbered?

Write down the numbers of nouns that answer the question who?

Examination:

4, 8, 9 - 4 points. What part of speech is missing? (adjectives)

Adjectives denote signs of objects, they decorate our speech.

Let's verbally select adjectives. First, a chain of words is selected. Then one of the applicants reads a poem with adjectives. Maybe different, but without repeating adjectives. (+1 point)

Lesson summary

We count points. This can be done by education ministers. If it is debatable, the ministers of education check notebooks. Announcement of the heir, presentation of the crown, congratulations to the winner. But my royal grace will bypass no one. Someone - the crown, and everyone else - benefit. Evaluation of advisors.

Literacy lesson

Topic : Consonants B b denoting sounds [b] and [b]

Purpose: to introduce consonant sounds b and b, develop speech, logical thinking, memory, phonemic hearing; show that the same word can have several meanings; develop respect for nature.

Organizing time

Attention! Check it out buddy

Are you ready to start the lesson.

Is everything in place, is everything in order?

Books, pen and notebooks?

The topic of the lesson. Today in the lesson we will take a trip to the forest. But in order to get into the forest, we must guess the riddle-key.

Under the pine along the path

They stand among the grass.

There is a leg, but no boots,

There is a hat - there is no head. (Mushrooms)

Name the vowel sounds.

How many syllables are there in a word?

Name the first syllable; second syllable.

What syllable is stressed?

Name the fourth sound in the word.

Today we will get acquainted with the new letter B and the sounds that it stands for.

3. Phonetic charging.

(A cassette recording the sounds of the forest.) We enter the forest. Close your eyes: how pleasant it smells of mushrooms, leaves, grass, forest flowers. We feel good and calm, we want to work, learn a lot of new things. Open your eyes, let's do phonetic exercises.

Children speak in unison:

To speak, you must speak

I will talk, I will speak

Everything is correct and clear, so that everyone can understand.

planes take off: woo

cars go: w-w-w

a snake is crawling nearby: shh

a fly hits the glass: z - z - z

Breathing exercises

Inhale through the nose, exhale through the mouth. Inhale through the nose, hold the breath, exhale. Inhale, exhale in portions.

Working on new material

This fungus will be our guide through the forest.

A fox mushroom lived in the forest with its mushrooms. One mushroom was very naughty and left without permission to walk. Towards him came across an animal with a large fluffy tail. (Pictures depicting a chanterelle mushroom and a fox are hung out.)

Who are you? - asked the animal.

I am a fox! - answered the mushroom.

That's great, - the animal was delighted, - I'm also a fox. Aren't you afraid that a hunter will shoot you? You got it all mixed up, - answered the mushroom, - the hunters do not shoot at us. People with baskets are more dangerous.

Children, tell me, what kind of foxes did you meet? Why didn't they understand each other? Conclusion: one word can mean several things. (Give examples of such words). The mushroom ran on.

See what a miracle?

Moved by the flower

All four petals

I wanted to rip it off

He fluttered and flew away.

Who did the mushroom meet? Butterfly. (A picture of a butterfly is posted.)

Divide the word into syllables. What syllable is stressed?

What sound do we hear first? Describe the sound.

Well done! said the butterfly. - Did you know that butterflies are one of the most beautiful living creatures on Earth. And how different we are.

Who deftly jumps on the trees

And flies up to the oaks?

Who hides nuts in a hollow,

Dry mushrooms for the winter?

Who flickered between the trees? Squirrel. (A picture of a squirrel is posted). Make a sentence according to the scheme with the word protein.

Hello! - said the squirrel. - Help me divide my word into syllables.

What syllable is stressed? What sound do you hear first? Give him a description.

Well done boys! - said the squirrel. Come visit me in the forest. I will treat you with nuts, dried mushrooms. Just remember that you are guests in the forest, so behave calmly, do not litter, do not shout in the forest, do not scare us animals - after all, only you can protect us.

Conclusion: the sounds b and b in the letter are denoted by the letters B b. (The letter is displayed.)

Letter B with a big belly,

In a cap with a long visor.

(Children print the letter B on the mushrooms given out at the beginning of the lesson).

Conclusion: The letter B stands for consonants [b] [b].

Fizminutka

Eye charger. (a butterfly is attached to the pointer.)

The butterfly has flown

Sat on a pointer

Try to follow her

Run through the eyes.

Exercises to relieve general fatigue

How long have we been sitting, our hands are numb

Our feet are numb, we stomp them: one, two, three

Hands to the sides, my friend, one, two, three, then - jump,

Now sit down quickly, do not hold on to the battery.

Everything is fine with health if you exercise

Get up together from behind the desks and quickly line up in a row.

Turn left, right, let's work with our feet, Let's work with our hands!

Let's smile: it's a good day, and clap our hands!

And now all of us guys will be fast horses.

We perform in the arena, we perform galloping.

Higher, higher, higher, higher, And now everything is quieter, quieter, quieter.

We turn to walking, We stop the game.

Let's sit quietly, like mice, All the girls and boys.

The children subdued, And it's time for us to work.

Reading words and syllables with the letter B. What letter are we getting to know? What sounds does it represent?

Let's sing syllables with the letter B together with the mushroom. In which syllables [b] is solid? Which ones are soft?

Name the vowels denoting the hardness of the consonant; softness of the consonant. The game Who is attentive? Children, let's show the mushroom how attentive we are.

You can fall into a trap in the forest. If the sound [b] in the word is hard, then clap your hands, if the sound [b] is soft, then sit down.

Badger, drum, squirrel, barrel, hippopotamus, beluga, scissors, bottle, cucumber.

The game silent . (The teacher dictates the words according to the Zaitsev table, the children read to themselves, raise their hands, answer). Zebra, cobra, bison, badger, squirrel. (Cards with the same words are posted on the board).

Read the names of the animals that live in the forest.

Read the words that are plural.

Read the words in which the letter B is in the middle of the word; at the beginning of a word.

What is the word for schema? (Squirrel)

Fizminutka

Fizminutka to relieve general fatigue.

We went down to the fast river, leaned over and washed ourselves.

One, two, three, four - that's how nicely refreshed.

And now they swam together. You need to do this by hand:

Together - one, this is a breaststroke, one, the other - this is a crawl.

Three, two, one - we swim like a dolphin.

Swinging on the wave, they swam on their backs.

We went to the steep bank, shook ourselves off and went home.

Fizminutka to prevent visual fatigue.

Pendulum. Means: two circles (yellow and red), an arrow on a thread.

The pendulum swings forward - backward, forward - backward,

From yellow to green, then vice versa.

While the arrow is swinging, so many times in a row,

You look at green from yellow.

Revive 1. Place your hands in lock , grasp the back of the head with them, take your hands forward. Pull your head towards your elbows. Do not resist, stretch the cervical spine (10-15 sec.)

Animator 2. Quickly, quickly squeeze and unclench your fingers, blink, then close your eyes tightly, clench your fists and say: I can handle! I can! I can do everything!

Work with the textbook. Children, let's show the mushroom how well we learned to read. We open textbooks.

Reading the story by the teacher.

Who is the story about?

What means the squirrel was not in a cage, but in the wild?

Where do you think it is better for animals: at home, warm and in captivity, or in the forest?

Vocabulary work.

Choral reading according to the syllables of the words written on the board: it is interesting to skip the bagel. Explain the meaning of the words.

Buzzing reading by children

Reading one sentence at a time.

Who is the story about?

Where were the children?

What trees grew in the park?

What animal did you see in the park?

What did the squirrel take from her hands?

Read the words in which they met the letter B.

Why is it necessary to protect animals?

How can you help them?

Fizminutka

Exercises to relieve general fatigue

We are doing great.

Take a break now

And charging is familiar to us

Comes to class for class.

Above the hands, together heels,

Smile more cheerfully.

We jump like bunnies

We will immediately become more cheerful.

They stretched and sighed.

Have a rest? (in chorus) Rest!

Learning an excerpt from a poem by A.S. Pushkin The Tale of Tsar Saltan . What letter are we learning in class today?

Children, how many of you read fairy tales that would talk about a squirrel?

And now we have to get acquainted with the mushroom with an excerpt from the poem by A.S. Pushkin.

Look at the picture on page 100. What fairy tale is it for?

Who lives under the tree?

What is the squirrel's house made of?

What does a squirrel do?

What kind of nuts does she chew?

Who guards the squirrel?

Reading passage by the teacher. Reading a passage by a well-read student. Choral reading of an excerpt, memorization. Listening to an excerpt.

Lesson summary

What new did you learn in the lesson? What did you especially like? What was difficult?

The bell will ring soon.

Pack your bag, mate.

Carefully, in order

Book, pen and notebook.

Table 1

2006-20071 class2007-20082 class2008-20093 class2009-20104 class2010-20111 class2011-20122 classRussian language0%37%39%58%0%75%Literary reading0%71%67%80%0%92%Mathematics0%34%45% 66%0%72%Man and the world0%78%68%80%0%97%

Tags: Health-saving technologies in primary school conditions Diploma in Pedagogy