Health-saving technologies in the educational process. Health-saving technologies at the dhow according to fgos

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

Close to health-preserving educational technologies (OST) are medical technologies of preventive work carried out in educational institutions. Examples of such work are vaccination of students, monitoring the timing of vaccinations, identifying groups of medical risk, 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 him, the question arises of how to do it correctly. After all, strengthening health with unsuitable means is "more expensive". What is, for example, most of the programs for losing excess weight! With regard to health, the truth is fully true: "It is better not to do anything than to do wrong!" But how is it correct? To teach a child, a young person the 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 shaky health, a person can turn to a physician (physiologist, psychologist, social worker), a health specialist.

Thus, the modern level of civilization and culture makes one of the most important priorities for a person the task of learning himself not to get sick, to be healthy. For the education system, this task is transformed into an imperative to use the technologies that the teacher, psychologist, 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.

Medical and hygienic technologies (MHT);

Physical culture and health technologies (FOT);

Environmental health-saving technologies (EHT);

Life Safety Technologies (TOBZH);

Health-saving educational technologies (HST).

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

By the nature of the action, health-saving technologies can be subdivided into:

Protective and prophylactic aimed at protecting a person 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.

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

Information and training that provide information about health and how to preserve it, foster a health culture, teach health skills.

Biofeedback technology from this point of view is universal, since it contains the features and qualities of all the listed types of health-preserving technologies.

The statement of the health preservation problem in the educational process can be considered in two versions - the minimum task and the optimum task. The task is the minimum and meets the fundamental principle of medicine and pedagogy: "No nocere!" ("Do no harm!"). Its implementation work program includes the identification and cataloging of factors that have or are potentially capable of having 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 of their impact on students and teachers. Accordingly, the pathogenic (or conditionally pathogenic) factors themselves associated with the school, the educational process can be divided into three groups: those related to the hygienic conditions of the educational process (hygienic), due to the organization of training (organizational and pedagogical) and directly related to the work of teachers, administration , employees of an educational institution (psychological and pedagogical factors).

Thus, the solution to the problem - at least with the use of health-saving educational technologies - is to provide such conditions for training, education, development that 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 as a concern for the health of a young person, his keeping him at school under a kind of "cap" that protects against all harmful influences. Firstly, this is practically impossible, and, secondly, which is very important, in this case, having crossed the threshold of the school, the child will be faced with those influences that will turn out to be intolerable for him due to his unwillingness to interact with him. The simplest illustration of this is physical (temperature) hardening. A naive attempt to "wrap 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-preserving educational technologies (HST) - by training, teaching, and educating. The creation of models of real life conditions in the classroom are the bridges that allow the student to further use the acquired knowledge, skills, and skills in practice, and not be burdened by them as information ballast.

In accordance with this, the understanding of health-preserving educational technologies (HST) is presented to us as an optimal task, including the solution of the minimum task, as well as the formation of physical, mental, spiritual and moral health among young people, fostering a culture of health in them, effective motivation for maintaining healthy lifestyle. Then, it seems more correct to define health-preserving educational technologies, as a combination of all techniques and technologies used in the educational process, not only protecting the health of students and teachers from the adverse effects of factors in the educational sphere, but also contributing to the education of a culture of health among students. The "ordinary" sign of health-saving educational technologies (HST), like 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 of the organization of the educational process (elimination of harmful effects, achievement of maximum performance without damage to health) to its content, in connection with health issues, is rather arbitrary.

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 further successful and happy lifenot achievable without sufficient health.

From the definition of health-saving educational technologies, it is clear that the most important goal of implementation in the educational process is the formation of a culture of health. The culture of health should not be learned but nurtured. The psychological basis for this is motivation to lead a healthy lifestyle. An integral part of health culture is awareness of health and healthy lifestyles. How to achieve success 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 chances of being used in practice. The circle is closed: teaching health issues, fostering a culture of health, using health-saving technologies as the main tool 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 use of OST will be influenced 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 scale of the use of OST, but at the same time the adequacy of the timing, i.e. not too short a period, but at the same time not too extended periods, bring more meaningful results);

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

the presence of a carefully designed monitoring system for the implementation of RTP.

Ministry of Education of the Republic of Belarus

Educational institution

Gomel State Pedagogical College named after L.S. Vygotsky

Primary education

Course work

On pedagogy

Health-saving technologies in primary school settings

The work was performed 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 DEVELOPMENT FACTOR OF YOUNGER SCHOOL CHILDREN

1.1 The essence of health-saving educational technologies

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

3 The role of the teacher in health-saving pedagogy

CHAPTER 2. STUDY OF PLANNING AND ORGANIZATION OF THE EDUCATIONAL PROCESS FROM A POSITION OF HEALTH CONSERVATION

1 The most optimal planning and organization of the educational process

2 Analysis of methods and techniques used in the teaching and educational process, taking into account the health preservation of younger students

CONCLUSION

LIST OF USED LITERATURE AND ELECTRONIC RESOURCES

ANNEXES

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 an indisputable fact that school loads, which do not decrease over the years, leave their mark on the health of students. Analyzing the state of health of first-graders and those who graduate from school, experts note 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 health status of schoolchildren is of serious concern to specialists. A clear indicator of unhappiness 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 in the age periods that coincide with the receipt of a general secondary education by the child.

The child's health, his socio-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 hours are associated with staying in educational institutions. This means that the school cannot distance itself from health-preserving activities in the lives of children.

The above facts indicate that special work of the school is necessary to preserve and strengthen 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, rest. This is, first of all, concern for the harmonious completeness 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 entered 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 data of the Ministry of Health of the Republic of Belarus for 2009).

Naturally, attention has increased to the health of schoolchildren, because the health status 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 the doctor. But for this, you need to learn health-preserving educational technologies that allow you to work in such a way as not to harm the health of your students and yourself as well.

Based on this, we can conclude that while preserving 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-preserving technology in primary school conditions.

Coursework objectives:

.Reveal the essence of health-saving educational technologies

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

3.Analyze and define the role of the teacher in health-preserving 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 preservation of younger students.

Research object: health-saving technologies

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

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

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

CHAPTER 1. HEALTH-SAVING TECHNOLOGIES AS A FACTOR OF PRESERVING AND IMPROVING THE HEALTH OF YOUNGER PUPILS

.1 The essence of health-saving educational technologies

In conditions when education has become universal, and the teaching profession is widespread, it becomes more and more difficult to hope for individual teacher skills. Therefore, at present, teachers and methodologists are actively looking for didactic tools that could make the learning process look like a well-oiled mechanism. Also Ya.A. Kamensky strove to find such a general procedure for teaching, in which it would be carried out according to the uniform laws of man and nature. Then learning would require no more than a skillful allocation of time, subjects and methods. About the relevance of this approach to education - a technological one, with which methodologists, teachers turn to concepts that are new to 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 assimilating knowledge, taking into account technical and human resources and their interaction, setting as its task the optimization of forms of education.

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

Health-preserving pedagogy cannot be expressed by any specific educational technology. At the same time, the concept of "health-preserving technologies" unites all areas of the educational institution's activities to form, preserve and strengthen the health of students.

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

The goal of a modern school is to prepare children for life. Each student should receive knowledge during his studies that will be in demand in his future life.

There is no one single unique health technology. Health preservation can act as one of the tasks of a certain educational process. This can be an educational process of a medical and hygienic orientation (carried out with close contact between a teacher - a medical worker - a student); fitness and health (priority is given to physical education); ecological (creating harmonious relationships with nature), etc. Only thanks to an integrated approach to teaching schoolchildren can the tasks 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, the formation of a valuable attitude towards one's health. They combine all the activities of an educational institution to form, maintain and improve the health of students.

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

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, RAMS, RAS, 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 in accordance with the mobile nature of the student, and also gives a guaranteed result of improving the health of students in general.

Thanks to this technology, it is achieved:

A guaranteed, measurable result of improving the health of students.

Improving the level of academic performance and effectiveness 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, neuropsychiatric and cardiovascular stress, early osteochondrosis and atherosclerosis and other purely school pathology;

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

The main methods and techniques used in health-preserving technology V.F. Bazaar include:

· Mode of dynamic change of poses.

· Exercises for visual coordination.

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

· Exercises for muscle-body coordination.

Let's consider each of them in more detail.

Dynamic pose change mode:

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

· "Don't sit down!" - Bazarny's commandment. The child should move, especially the boy 4-6 times more.

· "Movement is air, and without air we suffocate" - wrote V. F. Bazarny. Therefore, teaching 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, to create conditions for the manifestation of individual and age-specific characteristics of children, to form an atmosphere of trust in the classroom, which allows us to talk about organizing student learning that best serves the optimal overall development of each child.

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

To implement the mode of dynamic change of poses, V.F. Bazaar offers two options:

Using the desktop

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

This mode has a beneficial effect on the following factors:

· maintaining physical, mental activity of the mental sphere;

· has high indicators of physical health development;

· the immune system increases;

· growth processes are improved;

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

· the degree of low incline of the head decreases.

Visual coordination exercises:

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

· The figurative plot images are placed in the four upper corners.

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

· Together, the paintings form a single plot.

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

· Children, being in a free standing, on massage mats, begin to vividly fix their eyes on command on the corresponding number, picture, color. The counting mode is set in a random sequence 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 the visual-motor reaction,

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

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

· students become vigilant, 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 examination for visual acuity and refraction in both eyes.

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

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

· the outer oval is red, the inner oval is green,

· the cross is brown-golden,

· figure eight - in bright blue.

Methods of working with an ophthalmologist.

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

· Then they draw an imaginary diagram on the ceiling, but with a larger swing and greater range of motion.

We often perform this exercise after work, which required the children to make efforts, because it perfectly relieves tension, relaxes, relieves mental fatigue and excessive nervous excitability.

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

Exercises for muscle-body coordination.

The lesson is conducted in the mode of movement of visual material, constant search and execution of tasks that activate the children's attention. All kinds of cards can be anywhere in the class. Children are looking for them, thereby switching their vision from near to far 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 physical 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 volumetric geometric figures, letters, vocabulary words, etc.). During the lesson, the teacher periodically draws the attention of children to this or that manual, asks to find something, analyze, give a description, etc. Schoolchildren are looking for the necessary material with their eyes, thereby training their eyesight, eliminating fatigue and tension from the eyes.

Conclusion: Experimental studies of the implementation of the technology of V.F. Bazarny show a 2-fold decrease in the incidence rate and exacerbation of chronic diseases. The development of creative abilities, sense organs and 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 participation in familiarizing children with maintaining health was provided by parents, who took an interest in all classroom and school-wide activities. All these results allow considering the technology of V.F. Bazarny as health-preserving.

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

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

The issue of the health status of teachers who will work in primary grades with the contingent of primary school age children and the attitude of teachers to their health is also relevant. Can a teacher be an example for his pupils in matters of health preservation? The teacher during this period of study, more than ever before, occupies one of the central places in the life of primary school students. 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 to maintain a healthy lifestyle and the implementation of the appropriate educational impact on his students, in practice, we are faced with the fact that teachers themselves openly say that they cannot be an example in leading a healthy lifestyle for their pupils. The lower the level of literacy of the teacher in matters of preserving and promoting health, the less effective the pedagogical influence on students. The teacher must have important professional qualities that allow generating fruitful pedagogical ideas and ensuring positive pedagogical results. Among these qualities one can single out a high level of professional-ethical, communicative, reflective culture; the ability to form and develop personal creative qualities; knowledge of the formation and functioning of mental processes, states and personality traits, learning and education processes, knowledge of other people and self-knowledge, creative improvement of a person; fundamentals of health, healthy lifestyle (HLS); knowledge of the basics of designing and modeling health-saving technologies in curricula and activities; the ability to predict the results of their own activities, as well as the ability to develop an individual style of pedagogical activity.

What a teacher should be able to:

) analyze the pedagogical situation in the conditions of health improvement pedagogy;

) master the basics of a healthy lifestyle;

) establish contact with the student body;

) observe and interpret verbal and non-verbal behavior;

) predict the development of their students;

) to model the system of relationships in the conditions of health improvement pedagogy;

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

All these skills, closely related to each other, have an impact on the effectiveness of the teacher's use of the means, methods and techniques of health-preserving techniques in the educational process when working with younger students, involving students in the system of work under pedagogical conditions, to get at the beginning of recovery.

It is not enough for the educator to receive a class health sheet from health workers at the beginning of the year and use the student health characteristics to differentiate teaching material in the classroom, to encourage, together with the parents of children, to fulfill the doctor's prescriptions, to introduce hygienic recommendations into the educational process. First of all, the teacher should be an example for his pupils in matters of health preservation.

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

Change of the teacher's outlook, his attitude towards himself, his life experience aside, awareness of his own feelings, experiences from the perspective of health problems.

Changing teacher attitude towards students. The teacher must fully accept the student as he is.

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

These directions determine the ways of improving the pedagogical skills of the teacher through the initial awareness of their own problems and characteristics, their psychological study and development on this basis of methods of effective health-preserving 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 for its immediate resolution

Recognition by school teachers of their joint responsibility for the poor health of schoolchildren

Mastering the necessary health-preserving technologies (gaining competencies) Implementation of the training received 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 education institutions produce healthy young people, who will subsequently be able to master the necessary skills for the forthcoming work. In this regard, a number of normative documents are envisaged that regulate the organization of the educational process in accordance with health preservation.

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

Conclusion: Students will accept health education pedagogy properly only when a healthy lifestyle is the norm for the teacher.

CHAPTER 2. ORGANIZATION OF THE EDUCATIONAL PROCESS BASED ON CHILDREN'S HEALTH DATA

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

Students of gymnasium №51 in the city of Gomel were offered questionnaires in order to identify their level of awareness of the rules of healthy lifestyle and the implementation of these rules in practice (Appendix 2). Having processed the results, we come to the conclusion that the overwhelming majority of children know and use the rules of healthy lifestyle known to them. In addition, they receive this information within the walls of the school. Which suggests that teachers carry out the necessary work with children using health-saving technologies (control the landing, keep 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 preservation, the effectiveness of the implementation of which largely depends on the chosen methods and techniques, ways of implementing the lesson stages (presented below), which teachers of this school implement, in depending on the physical and mental health of children.

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

lesson stage:

In order for the children to have a positive emotional attitude towards 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, finger or acupressure massage is carried out (in Russian lessons) to prepare the fingers for writing.

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

lesson stage: Basic

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

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

In addition to physical culture and health improvement 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 needs for independent motor activity.

Stage 4 of the lesson: Summary. Working on a favorable emotional sphere in the classroom, the children reflect their mood in the classroom with the help of the school for assessing their mood “How I feel in the classroom”, which each 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 regime of your students in the classroom and during recess.

One can speak of a favorable completion of the stage of primary school age when, at the end of elementary school, the child: wants to study, can (can) study, believes in himself, he is good, interesting, comfortable at school.

Conclusion: A correctly planned and organized lesson from the standpoint of health preservation has a positive effect on mental performance, on the development of visual perception, attention and, ultimately, on school performance. And for the correct 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 preservation of younger students

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

Creation

So, in the process of studying the fine arts, various techniques are used - this is application, painting, modeling of clay toys and much more. The most important thing is that they allow you to effectively develop the creative abilities of the child - thereby, carrying out the work on the formation of a healthy lifestyle. And here are the conclusions we will come to: - Modeling of clay toys develops small muscles in the hands of students (fine motor skills), which significantly eases the load on the hands of children and even their handwriting becomes better.

Music Music therapy or music healing has tremendous opportunities to maintain children's mental health. Music therapy is an interesting and promising area that is used in many countries for medicinal purposes. The sound of music in the lesson gives the child the opportunity to calm down, relieve irritability, nervous tension. Thus, properly organized (from the standpoint of health preservation) and interestingly conducted classes play a big role in the spiritual development of students, in the formation of their worldview. Through feelings, emotions, self-realization of the child's personality occurs more productively in all spheres of life and therefore the enrichment of 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 Education

The educational process will be built so that the somatic and emotional overload of younger students can be prevented. If the children are less sick, this will affect the success of the study. During the lessons, all teachers spent physical education minutes, during which students perform various exercises to relieve fatigue, strengthen the musculoskeletal system and eye muscles. Teachers of gymnasium №51 use dynamic music and use TCO at every physical education minute.

Requirements for 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 exercises should be carried out at the initial stage of fatigue; performing exercises with severe fatigue does not give the desired result. It is important to provide a positive emotional attitude;

Exercise for fatigued muscle groups should be preferred.

Usually physical education is carried out with 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;

The priority is given to verses with a clear rhythm;

The text is pronounced by the teacher or reproduced in the recording, because when the text is pronounced by children, their breathing can be lost.

Types of physical education minutes:

Exercises to relieve general or local fatigue;

Exercises for the hands;

Exercise for the eyes;

Gymnastics for hearing;

Posture correcting exercises;

Respiratory gymnastics (Appendix 4).

Physical education minutes 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 that support the posture and take part in writing 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 lesson is reading.

The load on the eyes of a modern child is enormous, and they rest only during sleep, therefore 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:

gymnastics for hearing.

Breathing exercises help to increase the excitability of the cerebral cortex, to activate children in the lesson, for this they use: - breathing exercises. Sometimes you can offer to spend a physical education for one of the children. They take orders with great pleasure.

Lesson plans with the use of health-saving technologies are given in Appendix 5 The importance of physical education is to relieve fatigue, provide active rest and increase mental performance. Scientists have found that motor loads in the form of physical education minutes 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 children's health (Appendix 5) over 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 disorders, the nervous system, and massive epidemiological events.

Students' interest in vigorous activity increased: children began to attend sports sections, circles, clubs, play music, etc.

Conclusion: Having studied the qualitative indicators of the educational activity 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 the 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 the goals of forming 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 needs in maintaining and strengthening health, in conscious motivation for a healthy lifestyle through methods of education, self-education, and creating 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 area in the social development of society.

The aim of the course work was to study the features of the use of health-preserving technology in primary school conditions.

Having studied the peculiarities of using health-saving technologies, 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 primary school students depends on the rationality of the use of 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 methods used by these teachers, and having processed the results obtained, we can say with confidence that the pedagogical impact, the assimilation of material by children and their academic performance have 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. Studying the general mental performance of schoolchildren in the age aspect. // In the book: Methods for the study of body functions in ontogenesis. M.,: Education, 1975.

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

.Leontyeva N.N., Marinova K.V. Anatomy and physiology of the child's body: (the basics 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 .: Education, 1986, p.

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

.T.I. Klokova 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 primary school. 1-4 grades. M. "VAKO" 2004.

."Pachatkova now: here i, dzitsyachy garden, school. No. 2, 2009.

ATTACHMENT 1

The most optimal health-preserving 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 luminous 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 a decrease in the light reflection of the enclosing surfaces, posters, wall newspapers, etc. should be hung on the wall opposite the chalkboard so that the top edge of these items is not higher than 1.75 m from the floor.

CHAPTER 5. REQUIREMENTS FOR AIR AND THERMAL REGIME

Classrooms should be thoroughly ventilated during breaks, and recreational areas during lessons. Before and after the end of classes, as well as between the first and second shifts, end-to-end 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 culture and health should be carried out in well-aerated rooms by opening windows on the leeward side when the outside air temperature is above + 5º FROM.

CHAPTER 6. REQUIREMENTS FOR ROOM EQUIPMENT

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

Seating adjustments must 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 visual acuity correction with glasses, students can sit in any row. Students writing with the dominant left hand should be seated at a desk in pairs or one at a time, or to the left of the "right-handed".

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 culture 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 on 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 academic week.

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

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

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

The study load should be rationally distributed among the days of the week. The lesson schedule should be made taking into account the grade scale of the subjects' difficulty.

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

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

Control works should be carried out in accordance with the schedule approved by the head of the general education institution, no more than one academic subject per day in one class during the hours of the highest efficiency. It is not recommended to carry out tests on Monday and Saturday. It is forbidden to carry out 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 for 20 minutes after the second and third lessons).

The motor regime 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:

physical education and health lessons;

physical culture and recreational activities during the school day, including rhythmic classes;

extracurricular forms of physical culture and sports;

extracurricular sports work;

independent exercise and outdoor games in the family, at school and courtyard grounds, stadiums and parks.

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

Physical education and health lessons must be carried out in favorable environmental conditions.

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, physiotherapy exercises) in physical education and health lessons should be carried out based on the state of health of the children by September 15 every year.

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

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

In educational institutions, homework should be given to students, taking into account the possibility of their completion in the second grade - up to 1.2 hours, 3-4 classes - 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 with poor health, 2-3 meals a day depending on the duration of students' stay, stay in the fresh air for at least 1.5 hours ...

During the academic year, holidays with a total duration of at least 30 days must be established, 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 vacation is at least 8 weeks.

CHAPTER 10. HYGIENE EDUCATION AND TRAINING OF STUDENTS

Hygienic education and upbringing of students should be carried out in the classroom in the form of compulsory educational work provided for in 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 in extracurricular activities.

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

with students of grades 1-4 in an accessible form, the basics are studied and the skills of a rational daily regimen and nutrition, personal and public hygiene, eye and hearing protection, physical culture and health, organization of the student's workplace, prevention of infectious diseases, prevention of the formation of bad habits, unhappy 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 inspection and other health organizations, primary organizations of the Red Cross.

The teaching staff is obliged to require students to comply with the established sanitary and anti-epidemic regime, maintain cleanliness of the premises and area, timely airing of classrooms, neatness of clothes and shoes, regular washing of hands, as well as correct landing at desks (tables).

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

ORGANIZATION OF THE EDUCATIONAL PROCESS IN THE YOUNGER CLASSES ON THE BASIS OF MEDICAL AND PEDAGOGICAL CONTROL

A prerequisite for admitting children to school is that they reach the age of 6 by September 1 of the school year and the absence of medical indications for postponing their studies in accordance with the order of the Ministry of Health No. 55 of February 25, 1998 On improving medical and sanitary control over the state of health and educational conditions of 6-year-old children . Final decision on the beginning of the education of a 6-year-old child at school in the absence of medical indications, the delay belongs to the parents.

In the initial period of schooling, favorable conditions must be created for the adaptation of children, ensuring further successful learning, 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 structure, content and organization of the educational process of general educational institutions with amendments and additions dated 20.12.2002. , SanPiN No. 12-79-98 Sanitary rules and norms for the organization of education for children of 6 years of age.

Hygiene assessment the schedule includes research and characterization of the following main components:

The number of school shifts and the beginning of 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 academic subjects of varying difficulty by days of the week.

Distribution of lessons that are similar in the nature of educational activities.

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

Place of physical education, music and labor training lessons in the schedule of the day and week (by grade).

Correspondence of the teaching load to the dynamics of students' performance.

Having a light day during the school week.

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

) When reading

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

You need to stand freely, without tension, with an even load on both legs. Do not tilt your head, observe the symmetrical position of the shoulder girdles, the angles of the shoulder blades.

APPENDIX 2

Questionnaire for identifying the level of students' health awareness

1. Do you think that such ailments as dizziness, headache, pain in the back, temples, legs, eye fatigue are associated with:

with your studies at school?

a lot of lessons and assignments?

long winter?

the beginning of any illness, cold, etc.?

Do you attend school:

with a runny nose and headache?

low temperature?

coughing and feeling unwell?

Do you go to a doctor if you feel unwell?

Do you try to sit at your desk:

always right?

sometimes right?

how comfortable are you?

You observe the daily routine:

sometimes when parents scold?

get up, lie down when you want?

Your day begins:

from charging?

water procedures?

watching TV?

Do you think the following people 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 eating?

never clean?

Do you prefer to eat every day:

tea sandwiches?

chips and cola?

porridge and soups?

more fruits and vegetables?

APPENDIX 3

Questionnaire on the health status of schoolchildren

Date of filling out the questionnaire

Surname, name of the child

Home address

Parents' age at the time of the child's birth, their profession:

Accommodations

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

Family relationships:

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 the mother, only with the 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, only walks

under supervision, has many prohibitions;

e) usually left alone, unattended during the day.

Development of the child's motor function:

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

b) accelerated;

c) slow motion.

Child speech development:

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

b) accelerated;

c) slow motion.

Additional loads and hobbies of the child:

a) does not have;

b) classes in sports sections;

c) additional classes (foreign language);

d) playing music;

e) other loads (write).

Mark the past illnesses:

did not get sick;

respiratory (colds) diseases:

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

Children's infections (measles, scarlet fever, chickenpox, whooping cough, mumps (mumps), epid. Hepatitis (jaundice), etc. (specify);

transferred operations (removal of tonsils, adenoids), etc. (specify).

The child was found to have a chronic somatic illness:

b) yes (indicate which ones and at what age).

Observed allergic reactions (when taking medications, 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 area of \u200b\u200bthe heart, pain, a feeling of fading:

Difficulty breathing:

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

There are prolonged increases in temperature to subfebrile numbers:

We found abnormalities in urine tests:

Frequent headaches worried (with physical, mental stress):

for no apparent reason.

Sleep disorders (difficulty falling asleep, interrupted sleep, nighttime fears) are common:

Increased irritability, tearfulness, moodiness are noted:

Features of behavior and character:

a) are not marked;

b) unreasonable mood swings;

c) a tendency to conflicts, quarrels;

d) increased suspiciousness regarding their health or the health of their loved ones;

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

f) lack of communication, isolation, it is difficult to make friends;

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

Which medical group for physical education does your child do:

a) main;

b) preparatory;

c) special;

d) released.

Additional information about your child that you would like to share with doctors.

APPENDIX 4

A set of exercises for the prevention of diseases General strengthening gymnastics

"Belly massage". Stroke the stomach clockwise, pinch and pat with the edge of the palm and fist in order to improve bowel function.

"Massage the chest area." Performed while sitting, legs bent in Turkish style. Stroke the chest area with the words "I am cute, beautiful, good."

"We start the car." The exercise is performed while sitting with the legs bent in a Turkish fashion. We put our fingers in the middle of the chest and rotate clockwise to "start the car" with the sound "w-w-w". 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 the neck, admire the long, beautiful neck.

"Head massage". It is performed while sitting, legs are spread shoulder-width apart and straightened. By pressing the fingers firmly, we work out the active points on the head ("wash my head"). We bend our fingers (we do a "rake"), comb our hair, then in spiral movements we lead our hands from the temples to the back of the head.

"Hand massage". We "wash" the hands, strongly with three palms, pressing on each finger until a sensation of strong heat appears. Phalanges of the fingers of one hand, three along the nails of the other. This "washboard" affects the internal organs: heart, lungs, liver, intestines. A feeling of lightness and joy inside the body is created.

"Bike". Sitting on a chair, we twist the pedals of an imaginary bicycle with sound accompaniment ("w-w-w"). Exercise increases blood circulation in the legs, improves bowel function.

Exercises to improve posture

"Let's improve your 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 our head held high, our shoulders are slightly thrown back, our stomach is tucked up. This strengthens the back and abdominal muscles.

"Bird before take off". While standing, breathe calmly. Bend forward without bending your legs, head forward, arms behind your back raised upward with tension, like wings. Lower your head, let your hands relax down. Hold in this position for 5-6 seconds. This exercise teaches children to tense and relax their back muscles.

"Release the spine." Sit on a chair with your right side to the back, resting your hip and knee on 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. In this case, the release of the nerve roots of the spine. Then the exercise is performed in the other direction. Psycho-gymnastics

Game "Merry Bee". The breath is deep and free. On exhalation, the sound "zzz" is pronounced. Imagine that the bee sat on the nose, on an arm or on a leg. The exercise teaches you to direct your breath and attention to a specific area of \u200b\u200bthe body.

Ostrovplaks. We imagine that the traveler has ended up on a magical island where only crybabies live. He tries to comfort one or the other, but the crybags push him away and continue to cry. In this case, the heads should be raised, eyebrows brought together, the corners of the lips should be 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 up into lumps. The summer sun came out. The children relaxed, fanning themselves with handkerchiefs or fans (the “change of seasons” is carried out 2-3 times). There is a relaxation and tension of the muscles of the trunk. Respiratory and sound gymnastics.

The goal is to teach children to breathe through the nose, to prepare them for more complex breathing exercises. In this case, 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 with the left nostril, the right nostril is pressed with a finger, exhale with the right (while the left is pressed). As you exhale, knock on the nostrils 5 times.

Make 8-10 breaths through the right and left nostrils, taking turns 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 the "gmmm" as you exhale. Do the same by closing the left nostril.

Pronounce "pb" vigorously. Pronouncing these sounds strengthens the muscles in the lips.

Pronounce t-d energetically. Pronouncing these sounds strengthens the muscles of the tongue.

Pronounce "k-g", "n-g" energetically. Pronunciation of these sounds strengthens the muscles of the pharyngeal cavity.

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

Space Conquerors. Children sit in Turkish, relax, get ready for the "flight".

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

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

"Flight to aliens". As they exhale, children pronounce the sound "a", gradually increasing the pitch and volume. The volume reaches its limit like a splash. There is a feeling of joy and lightness. On exhalation during the exercise, a prolonged breath holding is achieved, the vocal cords are strengthened. During the scream, a release of "dirty" energy occurs.

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

Airplane Flight. Airplane children “fly” with the sound “y”. On takeoff, the sound is directed to the head, while landing - to the body. Exercise regulates the child's blood pressure, teaches breathing at a given pace. Exercises for the eyes

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

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

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 gaze from point to point.

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

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

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

The starting position is 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. Move your gaze to the tip of your 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 arm muscles

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

Imitation of lifting weights followed by relaxation.

Spine Rest Exercises

Turning the body in different directions from a sitting position.

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

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

Frown (knit eyebrows) - relax.

Open your eyes wide - return to its original state.

Expand your nostrils - relax.

Close your eyes - relax your eyelids.

Narrow your eyes, squint - relax.

Raise your upper lip, wrinkle your nose - relax.

Show your teeth - relax your cheeks and mouth.

Pull the lower lip down to relax. Motor exercises with a book

Purpose of the exercises: to stimulate interest in one's own physical capabilities. Motivation for the development of one's own motor activity.

"Heavy load". Holding the 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 must be closed, etc.

"Fighting Difficulties". Participants get up from the table and perform the following options with a book: stand with a book on their head; squat with a book on their head; move carefully left and right with a book on their head; rotate with a book on their head; gently move alternately back and forth with a book on their head, etc.

Exercises for the development of fine motor skills of hands

"Ring". Alternately and as quickly as possible to sort out the fingers, connecting the index, middle, etc. in a ring with the thumb in sequence. The exercise is performed in a forward (from the index finger to the little finger) and in reverse (from the little finger to the index finger) order. At 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 a plane, palm clenched into a fist, palm with an edge, straightened palm on a plane (table, floor). The child performs the exercise 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. In case of difficulties in implementation, the instructor invites 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 symbolic line on the floor indicates a cliff. By command Is the rock ready? Freeze! the climber must walk along the cliff before rock and not break off ... 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 a Human, and the other will be his Shadow. A person makes movements, and the shadow repeats them, and special attention is given to the Shadow to move in the same rhythm as the Human. She must guess about the state of health, thoughts and goals of the Human.

Exercises for the development of interhemispheric interaction.

Complex number 1.

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

"Mirror Drawing". Place a blank sheet of paper on the table. Take a pencil or felt-tip pen in both hands. Begin to draw simultaneously with both hands mirror-symmetrical drawings, letters. As you do this exercise, you will feel your eyes and hands relax. When the activities of both hemispheres are synchronized, the efficiency of the whole brain will increase markedly.

"Ear - nose". Grasp the tip of the nose with your left hand and the opposite ear with your right hand. Release the ear and nose at the same time, clap your hands, change the position of your hands exactly the opposite.

"Snake". Cross your hands, palms facing each other, interlocking your fingers in the lock, turn your arms towards you. Move your finger, indicated by the presenter. The finger should move accurately and clearly, avoiding synkinesis. Do not touch your finger. All fingers of both hands should be consistently involved in the exercise.

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

Complex No. 2

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

"Cross motions". Perform cross-coordinated movements with one right arm and left leg (forward, sideways, backward). Then do the same with your left hand and right foot.

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

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

"Bear wiggle". Swing from side to side in imitation of a bear. Then connect your hands. Come up with a plot.

Twisting Pose. Sit sideways in a chair. Legs together, hip against the back. With your right hand, grip the right side of the back of the chair, and with your left hand, the left. As you exhale, slowly rotate 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 two times shorter than exhalation. Exercise for the eyes. Make a poster - a diagram of visual-motor trajectories to the maximum possible size (Whatman 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

Topic: 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:

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

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

Fostering love and interest in the subject; patriotic feelings in relation to the national language; healthy excitement in the competition.

Org. Moment

The main part of the lesson

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

Then let's start our tutorial! 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 Queen for a long time. She was very fond of beautiful and competent writing.

Queen (teacher in the crown):

Thank! Children! I am glad for myself and for you that our native language is Russian. Works by 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, 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.

To know the language - to know it (the teacher shows a pointer to the word proficiency )

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

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

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

I appoint the rest of the guys as tsarist advisers (plaque on the magnetic board advisor ).

Who is it? Find the same root words 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 vocabulary words, unverifiable? (Dictionary words open on the board)

First, let's read them: l ... pata; room ... that; p ... chum; in… circle; ... cucumber; b ... drywall; d ... horns; in ... gon; m ... g ... zine; … Chki. Write out only those words in which the vowel a is written

Check: Expert Advisors check. One advisor at the blackboard inserts letters in chalk (rocket, store, room, carriage, luggage)

Road - Ancient Slavs called the place cleared for the road dor

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

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 the extra word and prove why you think so. ( around - does not name an object, is not a noun, does not answer questions who? or what? , and answers the question where? )

Second test. Again, words with an unstressed vowel appear, but how are they different from those? (In these words, an unstressed vowel can be checked. They are not vocabulary). Read them.d ... zhinka; l ... stva; sn ... zhinka; sound ... ryki; p ... sinka; der ... in; h ... rnika; to ... a cup; p ... stacks; color ... current.

Write down the words where the letter is missing about verbally picking up the test words.

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

Verification: Advisors approach applicants and verify. One advisor 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 to! Fizminutka

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

We will stand in a wide circle.

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

In our class, let always

a spark of goodness shines.

I will not offend, I will not lie,

And I will find good everywhere!

Everything will work out for us.

We guys are just class!

Third test: There are voiceless consonants in my kingdom. They do not want to live in peace. They always strive for a resounding neighbor, at any rate to stun them. 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 are all words written with the letter d ?

glue ... ka, monet ... ka, suck ... ka, goro ..., yago ... ka, provo ..., salute ..., camel ..., goo

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

rowing ... ki, I say ... ka, ne ... com, babu ... ka, this ..., ants ... ki, lo ... ka, help ... ka, we ... ka

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

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

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

A minute of rest

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

Fourth trial

You have come worthily to the last test! Read

Why does mommy

Are there two dimples on your cheeks?

Why does the cat

Legs instead of handles?

Why chocolates

Doesn't grow on a crib?

Why the nanny

Hair in sour cream?

Why do the birds

No mittens?

How many offers? What are they?

Which part of speech words are numbered?

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

Check:

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

Adjectives denote signs of objects, they adorn our speech.

Let's pick up the adjectives orally. First, a string of words is selected. Then one of the applicants reads a poem with adjectives. Maybe another one, but without repeating adjectives. (+1 point)

Lesson summary

We count points. This can be done by the ministers of education. If it is controversial - the ministers of education are checking notebooks. Announcement of the heir, presentation of the crown, congratulations to the winner. But my royal grace will not bypass anyone. Someone gets a crown, and everyone else benefits. Evaluating advisors.

Literacy lesson

Topic : The consonants B b denoting the sounds [b] and [b]

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

Organizing time

Attention! Check it out my friend

Are you ready to start the lesson.

Is everything in place, is everything all right?

Books, pen and notebooks?

Lesson topic message. Today in the lesson we will take a trip to the forest. But in order to get into the forest, we must solve the riddle-key.

Under the pine tree by the path

They stand among the grass.

There is a leg, but there are no boots,

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

What are the vowel sounds?

How many syllables are in a word?

What is the first syllable; second syllable.

Which syllable is stressed?

What is 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 with a recording of the sounds of the forest.) We enter the forest. Close your eyes: how nice it smells of mushrooms, leaves, grass, forest flowers. We feel good and calm, we want to work, learn a lot. We opened our eyes, let's do phonetic exercises.

Children speak in chorus:

To talk, you have to pronounce

I will speak, I will pronounce

Everything is correct and intelligible, so that everyone understands.

planes take off: ooh ooh

cars go: w-w-w

a snake crawls nearby: shh

the fly beats against the glass: h - h - h

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 chanterelle mushroom with its mushrooms lived in the forest. One mushroom was very naughty and left without permission to walk. An animal with a large fluffy tail met him. (Pictures of a chanterelle mushroom and a fox are posted.)

Who are you? - asked the animal.

I'm a chanterelle! - answered the mushroom.

That's great, - the animal was delighted, - I am a fox too. Aren't you afraid that a hunter will shoot you? You confused everything, - answered the mushroom, - the hunters don't shoot at us. People with baskets are more dangerous.

Children, tell me, what kind of chanterelles have you met? Why didn't they understand each other? Conclusion: one word can mean several objects. (Give examples of such words). The mushroom ran further.

Looks what a miracle?

Moved by the flower

All four petals

I wanted to rip it off

He fluttered and flew away.

Whom did the mushroom meet? Butterfly. (A picture of a butterfly is hung.)

Divide the word into syllables. Which syllable is stressed?

What sound do we hear first? Give a characterization to the sound.

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

Who deftly jumps on the trees

And flies up the oak trees?

Who hides nuts in a hollow,

Dries mushrooms for the winter?

Who flashed between the trees? Squirrel. (A picture of a squirrel is hung out). Make a sentence with the word protein.

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

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

Well done boys! - said the squirrel. Come to visit me in the forest. I will treat you to 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 frighten us, animals - after all, only you can protect us.

Conclusion: the sounds b and b in the letter are indicated by the letters B b. (A letter is posted).

Letter B with a large belly,

In a cap with a long visor.

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

Conclusion: Letter B denotes consonant sounds [b] [b].

Fizminutka

Charging for the eyes. (A butterfly is attached to the pointer.)

A butterfly flew in

Sat on a pointer

Try to follow her

Run your eyes.

Exercises to help relieve general fatigue

How long have we sat, our hands are numb

Our legs are numb, we stamp them: one, two, three

Hands to the sides, friend, one, two, three, then a jump,

Now sit down quickly, don't hold on to the battery.

Health is okay if you do exercises

Stand amicably from the desks and line up rather.

Turn left, right, work with your feet, work with your 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 run at a gallop.

Higher, higher, higher, higher, And now it's quieter, quieter, quieter.

We turn to walking, we stop the game.

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

The kids calmed down, 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 mean?

Let's sing along with the mushroom the syllables with the letter B. In which syllables is [b] hard? What is soft?

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

In the forest, you can get into a trap. If the sound [b] in the word is solid, then we clap our hands, if the sound [b] is soft, then sit down.

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

A game Silent ... (The teacher dictates 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 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 word does the schema match? (Squirrel)

Fizminutka

A physical minute to relieve general fatigue.

We went down to the fast river, bent down and washed.

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

And now they swam together. You need to do this with your hands:

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

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

Swaying on the wave, we swam on our backs.

We went to the steep shore, dusted themselves off and went home.

A physical minute to prevent visual fatigue.

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

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 turn your gaze to green from yellow.

Animation 1. Fold your hands in castle , grab the back of your head with them, put your hands forward. Pull your head towards your elbows. Do not resist, stretch the cervical spine (10-15 sec.)

Animation 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!

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

Reading the story by the teacher.

Who is the story about?

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

Where do you think the animals are better: at home, in warmth and captivity, or in the forest?

Dictionary work.

Choral reading from the syllables of the words written on the board: an interesting rope of a steering wheel. Explain the meaning of the words.

Whirring 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 animals did you see in the park?

What did the squirrel take from your hands?

Read the words in which you met the letter B.

Why should animals be protected?

How can you help them?

Fizminutka

Exercises to relieve general fatigue

We are doing great.

Don't mind taking a break now

And charging is familiar to us

He comes to class for a lesson.

Above your arms, together your heels,

Smile more cheerfully.

We'll jump like bunnies

We will immediately become more cheerful.

They stretched and sighed.

Have a rest? (in chorus) Have a rest!

Learning an excerpt from a poem by A.S. Pushkin The Tale of Tsar Saltan ... What letter are we getting acquainted with today in the lesson?

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

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

Consider the illustration on page 100. What tale is it for?

Who lives under the spruce?

What is the squirrel house made of?

What does a squirrel do?

What kind of nuts does she gnaw?

Who guards the squirrel?

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

Lesson summary

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

The bell will ring soon.

Get your briefcase, buddy.

Carefully, in order

A book, a pen and a notebook.

Table 1

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

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

I.A. Nesterova Health-preserving educational process // Nesterov Encyclopedia

The health-preserving 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-preserving environment allows the development of innovative educational technologies in a preschool educational institution.

Management of a health-saving educational environment

The problem of organizing health-preserving 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 subjects of education 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 provide joint activities of students, teachers, and service personnel.

Management of a health-saving educational environment is aimed at the formation, stabilization, optimal functioning and mandatory development of AIA with 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 subjects of the pedagogical process in kindergarten: children, teachers and parents.

In the broadest sense of the word, it is the following:

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

Health preservation and health enrichment are important conditions for organizing the pedagogical process in any preschool institution.

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

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

Physical health orientation as the basis for the health-preserving 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, high-quality nutrition, therapeutic 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 of psychological conditions for organizing the health-preserving 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 appearance of a positive emotional experience in the child;
• encouraging self-reliance;
• development of creative imagination;
• the formation of meaningful motor skills;
• developing the ability to empathize;
• development of skills for active creative self-expression.

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

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

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

Requirements for the implementation of the Federal state standard basic general education stipulates 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 constructing the concept and program of the advanced development of the school, which includes the main idea, general guidelines that are important for determining the goal, principles of managing the development of a health-saving environment, organization and functioning of the educational process.

Proactive management of the health-preserving environment of a preschool educational institution

T.I. Shamova characterizes leading management as quality management of the quality of education. When implementing anticipatory management, it is important to define 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. to highlight the competencies of the subjects of the educational process, allowing to successfully implement the introduced innovation in the process of joint activities;

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

In modern conditions, the work of an educational institution requires managers at all levels to use independence and take responsibility in making decisions. In this case, it is imperative to have a strategy.

A strategy is understood as a long-term plan of action for managing the team of an educational institution, the educational process and the institution as a whole. This plan pursues clearly defined goals and is built on the real capabilities of the organization, taking into account the conditions of its functioning.

Advanced control implements the second principle of leadership strategy, which follows from the first, and means the ability to foresee problems and build their actions in such a way as to exclude or at least weaken the influence 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 appropriate competence and conditions.

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

Advanced 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-based education, require advanced management in the development of health-preserving quality of the educational environment.

Separately, it should be noted that the personality-oriented concept of education is very important for the health-preserving educational process of a preschool institution.

The personality-oriented concept of education within management includes the following principles:

1. the formation of a general culture of the personality of students;
2. ensuring health protection and creating favorable conditions for personal self-realization;
3. monitoring and adjusting the mental development of students;
4. development and implementation of individual study programs in subjects;
5. monitoring and adjusting the emotional-volitional sphere and the level of education of schoolchildren;
6. using additional education, providing for the inclusion in the curriculum of excursions, music lessons, fine arts, choreography, ethics; as well as the organization of the work of the studios: vocal, choral, fine arts, choreographic, theater, vocal and instrumental ensemble;
7. instilling the values \u200b\u200bof a healthy lifestyle, education of citizenship, hard work, respect for human rights and freedoms, love for the surrounding nature, homeland, family;
8. daily control over the implementation of the daily routine, high-quality preparation of homework, the organization of purposeful work to foster a culture of behavior in the classroom, changes, extracurricular activities, fostering self-control, self-regulation, self-organization.

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

The process of forming a health-preserving environment in a preschool educational institution based on the constant interaction of all structural units of the educational institution. The activities of the administration are aimed at organizing effective activities and ensuring consistency in the interaction of all participants in the educational process. Creation of the most comfortable conditions for the classes of children and educators, as well as the implementation of control and regulation of the process.

Activities of teachers in preschool educational institutions It is mainly aimed at mastering the methodology of forming a healthy lifestyle for its pupils through the subject of instruction, implementing the principles and technologies of health preservation in the process of organizing the educational activities of students.

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

Literature

1. Federal Law of December 29, 2012 N 273-FZ as amended by of 05.05.2014 "On education in the Russian Federation" as amended. and additional, entry. in force from 06.05.2014 // Russian newspaper, N 303, 31.12.2012
2. Shamova T.I., Tretyakov P.I., Kapustin N.P. Management of educational systems - M .: Vlados, 2013.
3. Pletneva E.Yu. Territorial model of health-saving activity in the education system // Valeology. - 2010. - No. 1. - S. 5-8.

Everyone knows that health is the greatest value, the basis for self-realization and the main condition for people to fulfill their social and biological functions. Health-preserving behavior and thinking are laid in school. But at the same time, the school environment hinders health promotion. Early start training, the intensification of the educational process, the use of pedagogical innovations entail a mismatch between the load and the capabilities of the child's body and lead to the tension of adaptation mechanisms.

It is gratifying to note that today the educational system is aimed at preserving the health of schoolchildren. The task of teachers is not only to give children knowledge, but also to form successful individuals who are ready to live fully and raise the future generation. And without health it is impossible. That is why health-preserving technologies are currently being implemented in schools.

The role of the educator

The teacher can do more for the health of the student than the doctor. He is not required to perform the functions of a health worker, but teachers must work in such a way that learning does not harm schoolchildren. In the life of students, the teacher occupies one of the main places, for them he personifies everything important and new, including an example in matters of health preservation.

The teacher must have professional qualities that will allow him to generate fruitful ideas and provide positive pedagogical results. These qualities include the following:

What a teacher should be able to do

The effectiveness of the use of methods and means of health-preserving methods in the educational process is influenced by various skills of the teacher, namely:

• analysis of pedagogical situations in the aspect of health improvement;
• establishing contact with a team of students;
• knowledge of the basics of a healthy lifestyle;
• predicting the development of schoolchildren;
• modeling of the system of relationships in the conditions of health pedagogy.

The teacher should show students by example how to take care of their own health and the health of those around them. In the event that a healthy lifestyle is the norm for a teacher, students will properly adopt health-saving technologies at school.

Solution of problems

In order to effectively implement the ideas of a healthy lifestyle in the teacher's practice, three problems must be solved:

Concept

Health-saving educational technologies in the modern school (HST) are all technologies, the use of which in the learning process benefits students. If RTP is associated with the solution of narrower problems, then they include pedagogical methods and techniques that ensure students' safety during their stay in an educational institution.

All forms of health-preserving technologies in the school are linked into a single system and are based on the desire of teachers themselves to improve. If during the implementation of pedagogical functions the task of preserving health of teachers and students is solved, then we can say that the implementation of the educational process is carried out in accordance with the RTP.

The main task of the school is to prepare the child for an independent life by receiving the necessary education. But can a teacher be indifferent to the fact that his pupils have an unfavorable state of health, which is progressively worsening? This question is largely rhetorical, but one of the answers to it was the demand for health-saving technologies by the heads of educational institutions and teachers.

Objectives pursued in the process of implementing RTP

Health-saving technologies at school according to the Federal State Educational Standard are aimed at achieving the following goals:

Different approaches

The use of health-preserving technologies at school began relatively recently, before that, the concept of sanitary and hygienic measures existed in the pedagogical lexicon. Many people still identify these two terms with each other, but this is a primitive view of the content of the work to preserve and improve the health of schoolchildren, which should be carried out in an educational institution.

Pedagogy aimed at improving children's health cannot be expressed by any one educational technology. These are all areas of school health care, taking into account the child's living conditions and the most important characteristics of the educational environment.

Children in school should receive knowledge that they will be in demand in later life. And the achievement of this goal is impossible without health-preserving pedagogy, which is a combination of methods and techniques for organizing the educational process without prejudice to the health of teachers and students. Having pedagogical knowledge and closely interacting with schoolchildren, their parents, medical workers and colleagues, the teacher plans his activities taking into account the priorities of strengthening and maintaining the health of participants in the educational process.

Classification

Health-preserving technologies in schools according to the Federal State Educational Standard (FSES) presuppose a combination of psychological, medical, pedagogical influences, which are aimed at ensuring and protecting health, and forming the right attitude towards it. There is no single unique health technology. Health preservation is one of the tasks of a certain educational process. Such a process can have a medical and hygienic orientation (close contact between a teacher, a medical worker and a student), physical culture and health (physical education is a priority), environmental (the formation of harmonious relations with nature), etc. Only thanks to an integrated approach to teaching can the problems of improving students be solved ...

Health-saving technologies and health psychology at school include many psychological and pedagogical methods of work and approaches to solving possible problems that are familiar to most teachers. For example, the educational process, which has a medical and hygienic orientation, implies the use of preventive programs, the implementation of activities to educate students about sanitary standards, the provision of hygienic learning conditions, etc.

Environmental health-preserving technologies have somewhat different directions. Activities at school with this orientation of the educational process will be reduced to educating schoolchildren of the need to take care of nature, to familiarize them with research work in the field of ecology.

As for physical culture and health technologies, the main tasks here are to train willpower and endurance, hardening, the formation of healthy and trained individuals from physically weak people.

Health-preserving technologies in schools are classified not only by approaches to health protection, but also depending on the nature of the action. So, they distinguish protective and preventive, stimulating, informational and educational, compensatory-neutralizing and other technologies.

Functions

ZOT have a number of functions:

• Formative. It is realized on the basis of social and biological laws of personality formation. Individual mental and physical properties a person is predetermined by hereditary qualities.
• Reflective. It consists in rethinking the past personal experience, in increasing and maintaining health, which makes it possible to measure the results achieved with the existing prospects.
• Diagnostic. It consists in monitoring the development of schoolchildren on the basis of predictive control, due to which it is possible to measure the direction of the teacher's actions and efforts in accordance with the child's capabilities given to him by nature. Health-preserving technologies at school provide individual passage of the educational route for each child, instrumentally verified analysis of the factors and prerequisites for the future development of the educational process.
• Informative and communicative. OSTs provide a broadcast of the experience of forming a careful attitude to their own health.
• Integrative. Health-preserving technologies at school combine various educational systems and scientific concepts, folk experience, directing them along the path of increasing the health of the younger generation.

ZOT in primary school

Each educational institution is entrusted with specific obligations, both upbringing, educational, and child health protection. What health-saving technologies are used in primary school? In fact, there are a lot of them. After all, already from the first grade, children develop habits for a healthy lifestyle. The teaching staff has many tasks:

• promotion of a culture of health,
• improvement of methods and forms of work to preserve and further strengthen the health of schoolchildren;
• the formation of students' needs and qualities that contribute to the development of health.

Each class of elementary school must be assigned a separate room equipped with technical teaching aids. In the office, the air-thermal regime must be observed.

Health-saving teaching technologies in primary school involve the use of various forms of work with students and their parents, implemented by class teachers and school medical staff. Here is some of them:

• health monitoring;
• prevention and prevention of diseases;
• information stands design;
• timely information about upcoming vaccinations;
• speeches at parents' meetings, etc.

In primary grades, conversations with students should be held on the topic of personal hygiene, prevention of colds, the schoolchild's regimen, proper nutrition etc.

It is recommended in the work of an educational institution to use the "Full-time school" model, in which an individual regime is drawn up for each student, including the ability to "switch" from one activity to another, the development of independence and individual abilities, preventive actionsaimed at organizing the free time of students.

Health-saving technologies in the beginning. school are implemented through a set of recreational activities:

• class hours "Doctor Aibolit", "If you want to be healthy ...", "Visiting Moidodyr", "Forest Pharmacy", etc .;
• outdoor games during recess;
• gymnastics for the eyes and physical education in the classroom;
• school-wide sports competitions;
• conversations with a doctor;
• in the afternoon - sports watches "Strong, agile, courageous", "Fastest", "Merry relay race", etc .;
• newspaper releases.

The nervous system is especially sensitive for primary school students, therefore during the lesson it is important to change activities and work modes through physical education, listening to relaxing songs.

Health-saving technologies in high school

Middle and senior students are already more thoroughly and seriously study everything related to health preservation. They get acquainted with the problems of the interdependence of maintaining the body in good physical shape and proper nutrition, learn about how amateur and professional sports affect life expectancy, comprehensively discuss the bad habits of young people (drinking alcoholic beverages, smoking, drug addiction) and their impact on the mental and physical the state of a fragile organism, childbirth and so on.

High school students talk about the above problems in groups, at conferences, prepare reports, projects, abstracts on relevant topics, creatively process information of interest, thereby also developing educational competence and creative abilities.

Finally

Most of the modern problems, which reflect the complexity of the situations that have developed in the general education system and need to be resolved as soon as possible, are connected in one way or another with the health of the younger generation. This encourages teachers to contribute to the formation and preservation of the health of students through the use of health pedagogy.

According to statistics, the incidence rate among children and adolescents has been steadily increasing in recent years. And we are talking not only about physical deviations, but also about an increase in the number of inappropriate psychological reactions. Such phenomena cannot but disturb. Since children and adolescents spend more than half of their waking hours in educational institutions, it becomes obvious that the education system should take on part of the responsibility for preserving the health of the younger generation.

However, a school is not a hospital or a sanatorium; a teacher or educator should not be obliged to diagnose or treat a child's illness. Its task is different:

- to create for the child such learning conditions that will not injure his body and psyche, as well as give the younger generation knowledge about the measure of the value of health and ways to preserve it.

It must be emphasized once again that we are talking not only (and not so much) about physical health, but about a complex indicator of well-being, which also includes mental adequacy, social adaptation and the proper level of moral development.

So, health-preserving technologies in the educational process are a complex of methods, techniques and conditions that maximally contribute to the preservation and strengthening of the physical, spiritual and moral health of the subjects of the educational process.

Some ways to classify health-saving technologies

As can be understood from the definition, the concept of health-saving technology is very broad. They can be classified according to many characteristics, but only a few of them are really important in practice. One of these signs is subjective activity.

There are three types of health-preserving technologies on this basis:

• extra-subject (the student may not even know that at the moment he is taking care of his health);
• implying a passive position;
• implying an active position.

Despite the obvious advantage of an active position, an educator should work out methods for implementing the principles of maintaining health in all three types of student activity. After all, it must be borne in mind that the formation of a child's active position is influenced not only by positive, but also negative factors (peculiarities of upbringing in a family, false values \u200b\u200bimposed by the media or simply human laziness), and he does not necessarily willingly accept the teacher's position.

Also, in the entire volume of health-preserving technologies, sanitary and hygienic measures and pedagogical measures can be distinguished.

Hygienic component of health preservation technology

It includes:

• indoor conditions (temperature, lighting, ventilation, cleaning mode);
• organization of rational nutrition;
• compliance of the occupational regime with sanitary standards and age characteristics students;
• correct selection of furniture and other items used during classes;
• taking into account the student's health status when organizing his workplace.

It can be noted that this component of health-preserving technology is being implemented quite successfully in most schools. The state of lighting and temperature conditions are regularly monitored; most schools have canteens and canteens, where the sale of products harmful to children's health is prohibited. Recommendations for the rational organization of the working day are taken into account when scheduling lessons. And, of course, teachers will not put a visually impaired child on a back desk or a tall student at a low table. The activation of the student's position is also widely used in this area: children regularly take part in cleaning and landscaping premises.

It is important to note the fact that from the point of view of maintaining health, too widespread use of computers in the educational process cannot be approved. It is known that eyesight suffers from looking at a screen much more than from reading from a paper page.

Pedagogical health-saving technologies in education

They consist in the ability to build a lesson in such a way as to minimize the load on the child's body and psyche, and at the same time achieve effective assimilation of knowledge.

The simplest and most important of these pedagogical techniques are:

• frequent change of activities in the lesson (from five or more times);
• rational distribution of the load over the time of the lesson (the most intense work should be in the middle);
• the use of play and role-playing forms of work (among other things, this way you can subtly make children move);
• creating an atmosphere of cooperation (children have the right to questions, to their opinion);
• creating a favorable emotional atmosphere (a joke or a literary quote will not make the lesson frivolous).

Pedagogical health-preserving technologies are especially important in primary school, where children still do not have sufficient attention spanning skills. For younger schoolchildren, physical education minutes in the classroom are fairly recommended (they can include breathing exercises and gymnastics for sight). Children of this age perceive such events much better and need them more.

It is also necessary to remember that health-preserving technologies also mean taking care of the teacher's health, about his comfort and protection from stress. It is this aspect of the issue in the current education system that is frankly insufficiently developed.

Application of health saving technologies - video