Creation of a health-preserving system in a modern preschool institution

Health-saving activities of preschool teachers

We offer creative development for preserving health in preschool educational institutions. This material can be useful for both teachers and parents. This development is aimed at preserving and strengthening the health of the younger generation, preparing the child for a healthy lifestyle.

Content

Introduction

I. Health-saving activities of preschool teachers as a psychological and pedagogical problem;

1.1. The concepts of “health” and “health-saving activities of preschool educational institutions”;

1.2. Health-saving technologies in the educational process of preschool educational institutions;

1.3. Features of the development of health-preserving competence in preschool children;

II. Health-saving activities of preschool teachers and families;

2.1.Creation of a health-preserving environment in a kindergarten;

Mastering modern technologies in the educational process.

2.2.Use of health-saving technologies in conditions of cooperation between preschool educational institutions and families.

Conclusion.

Bibliography.

Application.

Introduction

In modern conditions, the social and pedagogical importance of preserving the health of a child is increasing. Research in recent years has shown a deterioration in the health of the Russian population. The mortality rate is increasing, the birth rate is falling, the problem of poverty is worsening, and a significant part of the country's population is in a state of chronic distress. These negative trends acutely affect the health of the younger generation. According to D.I. Zelinskaya, over the last decade there has been a deceleration, i.e. slowdown in the rate of development of young Russians. The number of healthy children and adolescents barely reaches a fifth of their total number; about a third of children entering school already have a chronic pathology.

Preparing a child for a healthy lifestyle based on health-saving technologies should become a priority in the activities of every educational institution, especially for preschool children. According to the Ministry of Health and Industry and the State Committee for Epidemiological Surveillance of Russia, only 14% of children are practically healthy, 50% have functional abnormalities, and 35-40% have chronic diseases. The number of children who, already in primary school, are unable to master the program in the allotted time and to the required extent ranges from 20% to 30% of the total number of students.

It is necessary to improve the education system, intensify children's health-preserving activities, implement an individually differentiated approach to instilling the basics of a healthy lifestyle, training and development of children in preschool and family settings.

Much attention must be paid to the organization and pedagogical support of the formation of useful habits, attitudes towards a healthy lifestyle, understanding the intrinsic value of health and ways to preserve it.

The purpose of the development is to consider the features of the health-preserving activities of preschool teachers in working with children and parents.

Tasks:

1. consider the essence of health-saving technologies and their application in the educational process of preschool educational institutions;

2. characterize the areas of health-preserving activities of a teacher in a preschool educational institution;

3. reveal the features of the activities of parents and teachers of preschool educational institutions to form the foundations of a healthy lifestyle for preschool children.

I. _ Health-saving activities of preschool teachers as a psychological and pedagogical problem

1.1. The concepts of “health” and “health-saving activities of preschool educational institutions.”

Health is a complex concept. It depends on the socio-economic status of children, the environmental situation in their places of residence, the quality of food, medical care, preventive work with children by doctors and teachers, and the system of health institutions.

It is known that the World Health Organization defines health “as a state of complete physical, mental and social well-being and not merely as the absence of disease or infirmity.” This formulation is rightly criticized for the idealization of the goal, the subjective understanding of well-being, the static approach to health and the absolutization of complete well-being, which leads to a decrease in the stress of the body and its systems, and therefore to a decrease in resistance and a precondition for ill health [4]. Some researchers see health as the realization of a person’s specific abilities to manifest the body’s reserves, to sustainability, to resistance, self-preservation and self-development [6]. It is obvious that the formation of such abilities in the younger generation is becoming one of the highest priority tasks in the practical activities of Russian teachers today.

An analysis of definitions of health shows that six of its signs are most often found:

- absence of disease;

- normal functioning of the body;

— harmonization of the body and the environment;

— a person’s ability to fully perform basic social functions;

- complete physical, mental and social well-being;

— human adaptation to an increasingly complex and changing environment.

The most complete definition is A.G. Shchedrina [13], who, from the standpoint of a systems approach, proposes to consider health as an integral multidimensional dynamic state (including its positive and negative indicators) in the process of implementing the genome (a set of genes) in a specific social and environmental environment, allowing a person to realize his biological functions to varying degrees. and social functions.

Considering health as a single whole, scientists at the same time identify interconnected parts in it: physical and spiritual; physical, mental and social; physical, psycho-emotional, intellectual, social, personal and spiritual. Following I.I. Brekhman, G.K. Zaitsev, V.V. Kolbanov [15], we adhere to a three-component structure of health, which includes physical, mental and social elements.

By the physical component of health, researchers mean how the body functions, all its organs and systems, and the level of their reserve capabilities. This aspect of health also includes the presence or absence of physical defects and diseases, including genetic ones (S. Shapiro).

From the point of view of such WHO experts as Sortarius, M. Jehed, mental health is the normal course of mental processes, characterized by the absence of severe mental disorders and the presence of certain reserves of human strength, thanks to which he can overcome unexpected stress or difficulties that arise in exceptional circumstances, as well as a state of balance between a person and the world around him, harmony between him and society, the coexistence of the ideas of an individual with the ideas of other people about objective reality [7]. Mental health, according to experts, includes such components as a positive attitude towards oneself, optimal development, growth and self-actualization of the individual, mental integration (authenticity, congruence), personal autonomy, realistic perception of others, and the ability to adequately influence them.

According to S. Shapiro, the social component of health is the individual’s awareness of himself as a male or female subject and the interaction of the individual with others. This element reflects the way of communication and relationships with different groups of people (peers, colleagues, parents, neighbors), i.e. with society. In our opinion, the formation of a system of value relations, readiness for self-determination of life path, as well as social activity and the ability to social adaptation are important for the social component of human health.

Educators, psychologists and social workers are unanimous in the opinion that, in an environment of complex and ambiguous development of market relations in the country, negative trends in raising children have intensified. Such manifestations of an unhealthy personality as dependence on bad habits, maladjustment of behavior, conflict, hostility, inadequate perception of the surrounding world, passive life position, avoidance of responsibility for oneself, loss of faith in one’s abilities, weakening of will, egocentrism, passivity, loss of interest have become widespread. and love for loved ones, hypertrophied (or vice versa) self-control, etc.

Identification of the composition and disclosure of the characteristics of social health criteria seem to be key issues, the degree of awareness of which largely determines the practical solution by teachers of the above-mentioned problem. Summarizing the statements of scientists, we present a list of criteria for the social health of an emerging personality. First of all, these include the need for security, affection and love (according to A. Maslow), unselfishness, interest in the world around us, adequate perception of social reality, adaptation to the physical and social environment, focus on socially useful work, altruism, democratic behavior , the ability to interact with representatives of different social groups (including adults and peers), etc. [9].

Teaching how to take care of your health and lead a healthy lifestyle is the task of parents and educational institutions. This can be expressed through direct teaching of children the basic techniques of a healthy lifestyle (preventive methods - health, finger, breathing exercises, self-massage, etc.); instilling in children basic hygiene skills (washing hands, using a handkerchief when sneezing and coughing, etc.); through health-developing technologies of the learning and development process using physical education and active breaks; ventilation and wet cleaning of premises; aromatherapy, vitamin therapy; functional music; alternating activities with high and low activity; through specially organized physical activity of the child (health-improving physical education classes, outdoor games); in the process of rehabilitation measures (herbal medicine, inhalation, physical therapy); mass recreational events (themed health holidays, going out into nature); and also in working with families and teaching staff.

The health-saving activities of preschool educational institutions include a whole system. This system can be presented in the form of the following sections:

1. Comprehensive medical, psychological and pedagogical assessment of the level of physical development and health of children, which includes diagnostic measures to assess and monitor the health status of kindergarten students by various specialists.

2. Medical and health work covers the areas of healing and hardening through a set of activities.

3. Physical education and development work with children reveals a complex of physical education activities, various types of specially organized activities.

4. Psychological and pedagogical activities highlight the system of organizing psychological support for children with methods and techniques for creating a favorable emotional and psychological climate.

5. Health-saving components in the organization of the educational process.

6. Resource support for health-saving activities in kindergarten [11].

Comprehensive medical, psychological and pedagogical assessment of the level of physical development and health of children

A comprehensive medical, psychological and pedagogical assessment of the level of physical development and health of children is a basic component in the holistic system of health-preserving activities of a kindergarten.

The conceptual provisions that determined the development of a system of health-preserving activities in kindergarten are:

1. An integrated humanitarian approach to child health [5].

2. Approaches to organizing physical education and health work with a predominance of cyclic, primarily running, exercises and especially their combinations.

3. Contents, forms of developmental motor play activities and principles of health-improving work with children [7].

4. Rational combination of different types of activities [8].

5. Individually differentiated principle of organizing motor activity [1].

The structuring of the educational process in the institution is based on a health-preserving dominant and the use of new forms and methods of working with children in the educational process within the framework of a single comprehensive health-improving and developmental space.

The contents of this work include:

· monitoring the state of development;

· determination of health level;

· observation of the formation of systems, body functions and motor skills of preschool children.

Medical and health work

The work is carried out through the organization of hardening and therapeutic activities. The main goal is to prevent and reduce acute and chronic morbidity in children. To harden children in kindergarten, environmental factors are used - air, water, sun.

These factors and means of hardening are used in kindergarten both separately and comprehensively, the main thing is to follow an individual approach, take into account the recommendations of medical specialists and develop continuity with parents.

Physical education and development work

Only with a systematic and scientifically based approach does physical education become an effective means of preserving and strengthening the health of children and improving their physical development.

Physical education and health work with children is carried out through various types of specially organized activities, where personal development technologies and integrated forms of organizing motor activity are used. Physical education classes as the most important form of physical education and health work involve taking into account the functional state of health of each child and his level of preparedness. They are built on the content provided for by the programs implemented by the institution.

The purpose of physical education work is the formation of the motor sphere and the creation of psychological and pedagogical conditions for the development of children’s health based on their creative activity.

Optimal conditions for the development of physical culture created in a preschool institution solve a complex of health-improving, educational and educational tasks.

The content is based on the principles of developmental pedagogy of health improvement by V. T. Kudryavtsev.

Psychological and pedagogical activities

Since physical health forms an inextricable unity with mental health, the following goals and objectives are solved in a preschool institution, taking into account the complexity and multifaceted nature of this concept.

Goals: mental health; creating conditions that promote emotional well-being and ensure the free and effective maximum development of each child.

Tasks:

· creating a safe psychological space, developing a sense of confidence and psychological comfort;

· formation of the optimal status of each individual child in the interacting group, ensuring emotional well-being;

· creating conditions for the creation and resolution of personal problems and interpersonal conflicts.

Health-saving components

By creating a developmental space for children's health, the efforts of all specialists are combined: speech therapists, educators, educational psychologist, director of a theater studio, physical education instructor, music director.

The structuring of the educational process in the institution is based on the health-preserving dominant:

· introduction of therapeutic measures (stabilizes the health of children, reduces the level of neuroticism, creates harmony of the child’s mind and feelings, increases endurance to stress in a healthy daily routine and the organization of a flexible regime in bad weather);

· the use of binary, polynarious activities (as a result of which children feel in a comfortable, psycho-emotional state, which allows them to increase motivation for learning activities and confidence in themselves and their capabilities);

· personality-oriented education (reduces children’s complexes, allows them to use basic socionic attitudes, select developmental technologies for a specific group, determine the basic psychotype of a given children’s group);

· integration of the content of educational activities in a single field of knowledge (through the method of thematic immersion and gaming activities).

Resource support for health-saving activities in kindergarten

Subject-spatial support.

The solution to children's health problems is also facilitated by the creation of a subject-spatial environment for the child to endlessly demonstrate his growing capabilities.

The kindergarten's material and technical base includes the following spaces: specially equipped physical education and music rooms, a medical unit, speech therapy rooms designed in accordance with hygienic requirements, a psychologist's office, and group rooms.

Regulatory, legal and methodological support.

The primary basis of the system of scientific and methodological support for health-preserving activities is the legal and regulatory framework. It includes legislation, Russian state and regional laws, regulations, letters and instructions.

Scientific and methodological support for health-preserving activities are programs in the following areas.

1. Protecting and promoting the health of preschool children.

2. Physical education and development work.

3. Psychological support.

Staffing.

Protecting the life and health of children is one of the most important areas of work of a preschool institution. The health improvement system includes, as an indispensable condition, careful attention to the health of children and all employees. For the most effective organization of health-preserving measures, job descriptions of both teachers and kindergarten specialists should include job responsibilities of a health-improving nature.

1.2. Health-saving technologies in the educational process of preschool educational institutions

In recent years, we have to talk about the need to use health-saving pedagogy. At the same time, health-saving pedagogy cannot be expressed by any specific educational technology. At the same time, the concept of “health-saving technologies” combines all areas of activity of an educational institution to form, preserve and strengthen the health of students.

Health-saving technology is: the conditions for a child to stay in kindergarten (lack of stress, adequacy of requirements, adequacy of teaching and upbringing methods); rational organization of the educational process (in accordance with age, gender, individual characteristics and hygienic requirements); compliance of educational and physical activity with the age capabilities of the child; necessary, sufficient and rationally organized motor mode.

The teacher, possessing modern pedagogical knowledge, in close cooperation with students, with their parents, with medical workers, with colleagues, plans his work taking into account the priorities of preserving and strengthening the health of participants in the pedagogical process. However, only then can we say that the educational process is carried out using health-saving educational technologies if the implementation of the pedagogical system used solves the problem of preserving the health of children and teachers.

The fundamental goal of health-saving educational technologies is to provide children with the opportunity to maintain health during their stay in a preschool educational institution, to develop in them the necessary knowledge, skills and abilities regarding a healthy lifestyle, and the use of acquired knowledge in everyday life.

To implement the educational process based on health-saving technologies, it is necessary to highlight the patterns of the pedagogical process, which are expressed in the basic provisions that determine its organization, content, forms and methods, that is, principles that should contribute to the prevention, diagnosis and correction of children’s health; development of cognitive activity of pupils; humanization of education.

The principles act in organic unity, forming a system that includes general didactic principles and specific principles that express the specific laws of health improvement pedagogy.

Specific principles include:

1. The principle of no harm.

2. The principle of the triune concept of health (the unity of physical, mental and spiritual-moral health).

3. The principle of repetition of skills and abilities in order to develop dynamic stereotypes.

4. The principle of gradualism, which assumes continuity from one stage of education to another.

5. The principle of accessibility and individualization has its own characteristics in the health-improving orientation of health-saving educational technologies. The principle of individualization is carried out on the basis of general laws of training and education. Based on individual characteristics, the teacher comprehensively develops the child, plans and predicts his development.

6. The principle of continuity expresses the laws governing the construction of health improvement pedagogy as an integral process. It is closely related to the principle of systematic alternation of loads and rest.

7. The principle of cyclicity. The principle of cyclicity contributes to streamlining the process of healing pedagogy. It consists of a repeating sequence of lessons, which improves the child’s preparedness for each subsequent stage of learning.

8. The principle of taking into account the age and individual characteristics of pupils. This principle contributes to the formation of motor skills, the development of the child’s motor abilities, and taking into account the functional capabilities of the preschooler’s body.

9. The principle of comprehensive and harmonious development of the individual. This principle is of utmost importance, as it promotes the development of psychophysical abilities, motor skills and abilities, carried out in unity and aimed at the comprehensive physical, intellectual, spiritual, moral and aesthetic development of the child’s personality.

10. The principle of health-improving orientation solves the problems of strengthening the child’s health during his stay in a preschool educational institution.

11. The principle of an integrated interdisciplinary approach involves close interaction between teachers and medical workers.

12. The principle of forming responsibility in children for their health and the health of others.

13. The principle of connecting theory with practice calls for persistently teaching preschoolers to apply their knowledge on the formation, preservation and promotion of health in practice, using the surrounding reality not only as a source of knowledge, but also as a place for their practical application [9].

To achieve the goals of health-saving technologies, it is necessary to determine the main means of training and education: means of motor orientation; healing powers of nature; hygienic. The integrated use of these funds allows for the high-quality use of health-saving approaches in the educational process of preschool educational institutions.

Motor-oriented means include motor actions that are aimed at implementing health-saving approaches. This is movement; physical exercise; physical education minutes; emotional releases and “moments of peace”; gymnastics (health-improving gymnastics, finger exercises, corrective exercises, breathing exercises, for the prevention of colds, for vigor); physiotherapy; outdoor games; specially organized physical activity of the child (health-improving physical education classes, timely development of the basics of motor skills); massage; self-massage; psycho-gymnastics, trainings, etc.

The use of the healing powers of nature has a significant impact on achieving the goals of health-saving technologies. Carrying out games and activities in the fresh air helps to activate biological processes, increase the overall performance of the body, and slow down the process of fatigue. As relatively independent means of healing, one can single out sun and air baths, water procedures, herbal medicine, aromatherapy, inhalation, vitamin therapy (vitaminization of the diet, iodization of drinking water, use of the amino acid glycine twice a year in December and spring in order to strengthen the memory of preschoolers). It is possible to introduce new elements into the life of preschool educational institutions: herbal bars, a physiotherapy room, wellness treatments for teachers and children.

Hygienic means of achieving the goals of health-saving technologies that promote health and stimulate the development of adaptive properties of the body include: compliance with sanitary and hygienic requirements regulated by SanPiNs; personal and public hygiene (cleanliness of the body, cleanliness of places of activity, air, etc.); ventilation and wet cleaning of premises; compliance with the general daily routine, physical activity, diet and sleep patterns; instilling in children basic skills in washing hands, using a handkerchief when sneezing and coughing, etc.; teaching children basic healthy lifestyle techniques (HLS), basic first aid skills for cuts, abrasions, burns, bites; organizing the procedure for vaccinations to prevent infections; limiting the maximum level of physical and intellectual activity to avoid overwork.

One of the main requirements for the use of the above tools is their systematic and comprehensive use in the form of classes using preventive techniques; using functional music; audio accompaniment of classes, alternating classes with high and low physical activity; in the form of rehabilitation measures; through mass recreational events, sports and recreational holidays, themed health holidays; going out into nature, excursions, through health-developing technologies of the learning and development process in working with families in order to promote a healthy lifestyle in the system of organizational, theoretical and practical classes in parent lectures, in working with the teaching staff as training of the teaching staff in an innovative educational institution.

Thus, to preserve the health of preschool children in the educational process, it is necessary to implement the principles, forms and methods of health-preserving training and education.

The full version of working with applications is available.

ORGANIZATION OF A HEALTH-FREE EDUCATIONAL ENVIRONMENT IN PRESCHOOL EDUCATION INSTITUTIONS

ORGANIZATION OF A HEALTH-FREE EDUCATIONAL ENVIRONMENT IN PRESCHOOL EDUCATION INSTITUTIONS

The priority goal of an innovative preschool institution is to develop in children the motivational sphere of hygienic behavior, safe life, a value-based attitude to health and the implementation of acquired knowledge and ideas in behavior. The success of health-preserving activities will be achieved through the creation of a health-preserving educational environment. The article examines the essence of the concept of “health-saving educational environment” in a preschool education institution, reveals its content and characteristics. The issues of organizing a health-preserving educational environment within the framework of key areas are substantiated: personality-oriented, social, organizational-methodological and subject-spatial development.

Key words: health-preserving educational environment, health-preserving activities, health-preserving competence, valeological literacy, innovative health-preserving technologies.

The issues of preserving and strengthening the health of preschool children in the modern sociocultural space are a priority, requiring active action, first of all, on the part of pedagogical science, since the phenomenon of health itself is the most important socially significant value, an indicator of vitality and comprehensive harmonious development of the individual.

Many domestic and foreign scientists are studying the problem of creating a health-preserving educational environment in preschool educational institutions, studying psychological and pedagogical conditions and the peculiarities of constructing such an environment: T.K. Andryushchenko, D.V. Rotfort, N.V. Levinets, L.N. Voloshina, T.S. Ovchinnikova, L.V. Lokhvitskaya, V.N. Rostovtsev, V.N. Shebeko, Yu.N. Kislyakova S. Stevenson and others. However, its relevance today has been proven by the following factors: stressful tactics of psychological and pedagogical influences (the organization of the educational system of preschool education institutions is not fully focused on preserving the health of children, allows for systematic mental, intellectual and physical overload, the occurrence of situations of experience in play and communication); The readiness of teachers to work in conditions of priority of health and the implementation of professional activities on the basis of health-saving principles has not been formed; insufficient equipment of the scientific and methodological base, organizational-spatial, subject-spatial environment of preschool education institutions, valeological illiteracy of parents of pupils, etc.

A health-saving educational environment in a preschool education institution is a socio-cultural space of a group that allows you to create pedagogical conditions for the positive socialization of children in the field of leading a healthy lifestyle, creating material and spiritual conditions for health-oriented activities, demonstrating the nature-like needs of a developing personality in health conservation. Being one of the innovative areas of work for a teacher, this area involves solving the following problems: organizing work with the greatest effect for preserving and strengthening health; creating conditions for children to feel joy during the learning process; developing the ability to live in harmony with oneself and the surrounding world; fostering a culture of health; development of creative abilities; motivation for a healthy lifestyle; teaching children to use the acquired knowledge in everyday life; introduction of innovative pedagogical technologies [p. 310-316.].

O.E. Podgornaya and L.N. Voloshin offer a synonymous definition of the definition of “health-saving educational environment”, considering this phenomenon as a “health-saving educational space” and justify it as a multi-level educational system, a socially organized educational environment, part of a pedagogically meaningful reality that integrates the potential of educational institutions, the socio-cultural sphere, the family, child, as well as systems of interactions aimed at increasing his physical education and health capabilities. Such an environment, according to researchers, ensures that its subjects understand the value of a healthy lifestyle, preserving and strengthening health, the productive activity of all participants in the space in developing the skills of a culture of health and spiritual and moral self-improvement (health-saving educational process) to preserve and strengthen the health of children [6; 3].

According to research results by I. A. Anokhina, a health-preserving environment in a preschool educational institution should include:

— conditions for a favorable course of adaptation to kindergarten;

- a comfortable subject-development environment in the group and an atmosphere of emotional comfort for each child;

— conditions for the formation of the foundations of a culture of health and healthy lifestyle habits, a health-saving component;

— organizing activities that are interesting for children;

— an individual approach to the child from the moment of admission to a preschool institution until graduation from school [2 p. 3-11].

The formation of a health-saving educational environment in a preschool education institution, in our opinion, should be implemented in four directions:

• personality-oriented direction;

• social direction;

• organizational and methodological direction;

• subject-spatial developmental direction.

Within the framework of the personality-oriented direction, when organizing the health improvement of preschool children in a health-preserving environment, it is assumed that the natural process of self-development and creative potential of the individual will be supported, which provides for:

• a psychologically comfortable space that helps meet the needs for personal and confidential communication;

• forecasting the manifestations of individual characteristics of physical fitness;

• a system of comprehensive preventive medical care (carrying out medical-physiological, sociological, psychological and pedagogical monitoring of the health status of children);

• inclusion of preschoolers in various types of motor activities for the purpose of mandatory development, improvement and monitoring of the growth of motor skills.

Personality-oriented direction, as noted by T.A. Andryushchenko, provides psychological comfort in the process of children consolidating health-saving life skills, the implementation of an individual approach to students, the absence of stressful situations, as well as a positive example of significant adults [1, pp. 6-12.].

The social direction involves the health-saving activities of the teaching staff of preschool educational institutions as part of the development of health-saving competence in them, the valeological literacy of parents of pupils (propaganda and educational activities), as well as cooperation and interaction between teachers and parents in the health-saving sphere as participants in the health-saving educational process (consulting work in within the framework of educational work, seminars, educational work).

As part of the methodological work of a preschool institution, the effectiveness of the formation of health-preserving competence of preschool teachers will be achieved through the use of interactive technologies that perform not only educational and cognitive, but also communicative, developmental and socially oriented functions. In this case, the following can be actively used:

• positional technology of interactive learning N.E. Veraxes (active discussion of the content, forms, methods of health conservation in a preschool institution in problem groups “Question”, “Opposition”, “Expert”, etc.);

• methods of brainstorming and heuristic conversation (lectures-visualization, problem-based seminars, reflective workshops, during which issues of forming and strengthening the health of students and families are considered);

• case study method (discussion and analysis of pedagogical situations and tasks taken from the real practice of health-preserving activities of preschool educational institutions);

• method of integral body therapy (awareness of the connections between bodily sensations and emotional experiences or processes, for example, the “Dancing Point” exercise);

• method of business games (imitation of situations simulating health-preserving, health-forming activities, in a playful way;

• project method (designing a model of health-saving activities of a preschool educational institution with subsequent presentation of the finished product; conducting thematic monitoring of the effectiveness of health-saving in a preschool institution and family; child-parent fitness programs);

• information and computer technologies (participation of teachers with their health-saving projects and consultations in the pedagogical Internet club, virtual parenting academy, etc.) [5].

Psychological and pedagogical education of parents in order to improve their pedagogical culture and competence in matters of preserving and strengthening the health of children is one of the areas in cooperation between a preschool institution and a family. The methodology of joint work to develop valeological literacy of parents in the field of health conservation assumes: unity of goals and objectives of raising a healthy child in a preschool educational institution and family; an individual approach to each child and each family, systematic and consistent work throughout the entire period of the child’s stay in kindergarten; mutual trust and mutual assistance between teachers and parents; strengthening the authority of teachers in the family, and parents in kindergarten; developing an attitude towards parents as equal partners in educational work [7].

The organizational and methodological direction is characterized by a safe health-preserving infrastructure, including material, technical, sanitary, hygienic and methodological (carrying out sports and recreational activities, improving methods aimed at developing the health-preserving competence of preschool children) conditions. An important aspect is the introduction of innovative health-saving technologies into the educational process of preschool educational institutions. Today, the following types of health-saving technologies in preschool education can be distinguished: medical and preventive (biofeedback (BF), acupressure, self-massage); physical education and health (rhythmoplasty, relaxation, gymnastics: orthopedic, corrective, breathing, for the eyes, etc.); technologies for ensuring the socio-psychological well-being of the child (communicative games, problem-based game training); correctional technologies (psycho-gymnastics, phonetic rhythms, art therapy, behavior correction technologies).

The modern context of creating a health-saving subject-spatial development environment involves the use of material and technical resources along with scientific and methodological ones, as well as the creative potential of the teaching staff. An example for such an environment in a preschool educational institution is the creation in the educational space of a group of children's activity centers that promote physical, social, mental and spiritual health. For example, the “Cognition Center” provides solutions to the problems of cognitive and research activities of children (educational and logical games, speech games, games with letters, sounds and syllables; experiments and experiments; information and communication tools that allow enhancing the effect of immersion in an imaginary situation with using virtual reality projections, multimedia presentations and clipart.), “Physical training and health center” provides physical activity and organization of health-preserving activities for children, a specially equipped sensory room, as an environment organized in a certain way, including many different kinds of stimulants that affect the organs of vision , hearing, smell, touch, vestibular receptors, etc. The formation of a health-saving developmental subject-spatial environment in a preschool educational organization, which is saturated with various materials, means, objects, allows the child, through natural curiosity in play activities, to master approaches to maintaining a healthy lifestyle, creatively transform received ideas, demonstrate in situations of choice new, introduced ideas about elements that are focused on preserving, strengthening and developing individual health [4, p. 32-42].

Thus, based on the above, it should be noted that a health-preserving educational environment in a preschool education institution, being one of the priority areas of scientific research, not only ensures the preservation and strengthening of health, but also creates a culture of health; serves as the basis for the formation of a value-based attitude towards health; encourages the child to be active and take independent initiative in leading a healthy lifestyle; allows you to transform acquired knowledge and ideas in practical activities; serves as an incentive for self-realization of preschool children, being the basis for the comprehensive development of the child’s personality. In addition, the formation of such an environment will be successfully implemented through the interaction of all subjects of the educational process.

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SUMMARY AND ORGANIZATION OF HEALTH EDUCATIONAL ENVIRONMENT IN PRESCHOOL EDUCATIONAL INSTITUTIONS

The priority objective of the innovative pre-school is to form children's motivational sphere of hygienic behavior, safe life, physical training and the implementation of learned knowledge and understanding in their behavior. The success of this will be achieved through the creation of health-educational environment. The article deals with the essence of the concept of “health-educational environment” in the establishment of pre-school education, disclosed its contents and characteristics. Substantiates the organization of health-environment within key areas: student-oriented, social, organizational and methodical and detail-spatial developmental.

Keywords: health-educational environment, health-saving activity, health-competence, valeological literacy, innovative health-saving technologies.

Modern health-saving technologies in Doustya

“Modern health-saving technologies used in kindergarten in accordance with the Federal State Educational Standard for Education”

Currently, one of the most important and global problems is the health of children. Raising a healthy child is the most important thing that we, preschool teachers, need to do. Full physical development and health of a child is the basis for personality formation.

Children's physical health is inextricably linked with their mental health and emotional well-being. Based on the principle “a healthy child is a successful child,” I consider it impossible to solve the problem of raising a socially adapted individual without implementing a system of measures for health-improving work and physical education of children. Therefore, at present, the use of health-saving technologies in kindergarten conditions is highlighted as one of the priority areas of pedagogical activity.

The use of health-saving pedagogical technologies in the work of preschool educational institutions will increase the effectiveness of the educational process, will form among teachers and parents value orientations aimed at preserving and strengthening the health of pupils, if conditions are created for the possibility of adjusting technologies, depending on the specific conditions and specialization of the preschool educational institution; if, based on statistical monitoring of children's health, the necessary amendments are made to the intensity of technological influences, an individual approach to each child is ensured; Positive motivation will be generated among preschool teachers and parents of children.

Health-saving technologies used in combination ultimately form a strong motivation in the child for a healthy lifestyle. Only a healthy child is happy to participate in all types of activities; he is cheerful, optimistic, and open in communication with peers and teachers. This is the key to the successful development of all spheres of personality, all its properties and qualities.

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

The concept of “health-saving pedagogical technologies” is debatable and different authors have different interpretations. N.K. Smirnov, as the founder of the concept of “health-saving educational technologies”, argued that they can be considered as the technological basis of health-saving pedagogy, as a set of forms and methods of organizing the education of children without compromising their health, as a qualitative characteristic of any pedagogical technology based on the criterion of its impact on the health of the child and teacher. He believes that, as an adjective, the concept “health-saving” refers to a qualitative characteristic of any pedagogical technology, showing to what extent the implementation of this technology solves the problem of preserving the health of the main subjects of the educational process - children and their parents, teachers. Health-saving technologies can be considered as a health safety certificate and as a set of those principles, techniques, methods of pedagogical work that complement traditional pedagogical technologies with health-saving tasks.

The goal of health-saving technologies in preschool education

In relation to a child - ensuring a high level of real health for a kindergarten pupil and nurturing a valeological culture, as the totality of a child’s conscious attitude towards human health and life, knowledge about health and the ability to protect, support and preserve it, valeological competence, allowing a preschooler to independently and effectively solve problems healthy lifestyle and safe behavior, tasks related to the provision of basic medical, psychological self-help and assistance.

In relation to adults - promoting the establishment of a culture of health, including a culture of professional health for preschool teachers and valeological education of parents.

Types of health-saving technologies in preschool education

• medical and preventive;
• physical education and recreation;
• technologies to ensure the socio-psychological well-being of the child;
• health preservation and health enrichment for preschool teachers;
• valeological education of parents; health-saving educational technologies in kindergarten.

Medical health-saving technologies in preschool educational institutions - ensure the preservation and enhancement of children's health under the guidance of a preschool educational institution nurse in accordance with medical requirements and standards, using medical supplies.

• disease prevention technologies,
• in-depth medical examination with the participation of narrow specialists coming from the clinic,
• correction of emerging functional deviations,
• tracking the nature of the course of chronic pathology (for children with health group III-U),
• rehabilitation of somatic health status,
• anti-epidemic work and medical control of the catering unit in accordance with current sanitary and hygienic rules,
• vitamin prophylaxis (rosehip decoction in the autumn-winter period, fortification of third courses using ascorbic acid),
• sanitary and hygienic activities of all preschool educational institutions.

Physical education and health technologies are aimed at the physical development and strengthening of the child’s health, the development of physical qualities, motor activity and the formation of physical culture of preschool children:

• hardening of KGN;
• conversations on valeology;
• sports holidays;
• sports entertainment and leisure;
• health weeks;
• competitions;
• walks and hikes.

Technologies for health conservation and health enrichment for teachers are technologies aimed at developing a culture of health for kindergarten teachers, including a culture of professional health, and developing the need for a healthy lifestyle.

Health conservation in working with preschool teachers:

• Training seminars “Psychological health of teachers”;
• Consultations for teachers “Signs of fatigue in a preschool child”, “Prohibited physical exercises for preschool children”, “How to properly conduct gymnastics (various types) with preschoolers”, “Prevention of fatigue in preschool children in preschool educational institutions” “The work of a teacher in the sections of the program “Fundamentals of Safety and Health” life activity of children”, etc.;
• Workshop for teachers of preschool educational institutions “Techniques for relaxation and stress relief during the working day”;
• Discussion of health preservation issues at pedagogical councils and medical and pedagogical meetings in early age groups and correctional groups.

Valueological education of parents is a technology aimed at ensuring the valeological education of parents of preschool children and their acquisition of valeological competence. Valueological education of parents should be considered as a continuous process of valueological education of all family members.

Interaction between preschool educational institutions and families on issues of protecting and promoting children’s health:

• Information stands for parents in each age group have sections covering issues of health improvement without drugs (sets of exercises for the prevention of disorders of the musculoskeletal system, visual organs, for the development of general and fine motor skills, finger games;
• Information stands for medical workers about preventive medical work with children in preschool educational institutions;
• Involving parents in participating in physical culture events of preschool educational institutions (competitions, sports festivals, open days, Health Days and Weeks, meetings of preschool educational institution children with parent-athletes, etc.);
• Consultations and conversations with parents on health issues.

Health-saving educational technologies in kindergarten are, first of all, technologies for educating a valeological culture or a culture of health in preschoolers.

Modern health-saving technologies used in the preschool education system reflect two lines of health-improving and developmental work:

• introducing children to physical education
• use of developmental forms of health-improving work.

Stages of implementation of health-saving technologies

• Analysis of the initial state of health, physical development and physical fitness of preschool children, their valeological skills, as well as the health-preserving environment of preschool educational institutions.
• Organization of a health-saving educational space in preschool educational institutions.
• Establishing contacts with social partners of preschool educational institutions on health issues.
• Mastering by preschool teachers of methods and techniques for preserving the health of children and adults of preschool educational institutions.
• Introduction of various forms of work to preserve and promote health for different categories of children and adults.
• Work of valeological orientation with parents of preschool educational institutions.

Health preservation system in preschool educational institutions:

• various health regimes (adaptive, flexible, gentle, seasonal, during the holidays);
• a set of hardening measures (air hardening, walking on “health paths”, prevention of flat feet; walking barefoot, “stomping” in basins, gargling and mouthwashing, maximum exposure of children to the fresh air, invigorating gymnastics);
• physical education activities of all types;
• optimization of motor mode: traditional motor activity of children (morning exercises, physical education classes, outdoor games, walks) and innovative technologies for health improvement and prevention (rhythmoplasty, logorhythmics, dry pool, massagers, tactile paths);
• organization of rational nutrition;
• medical and preventive work with children and parents;
• compliance with SanPiN requirements for organizing the pedagogical process;
• a set of measures to preserve the physical and psychological health of teachers.

Areas of work on health conservation in preschool educational institutions

• Integration of tasks of physical culture and health work into various types of joint activities;
• Introduction of innovative health-saving technologies into the educational process of preschool educational institutions;
• A variety of forms of physical education and leisure activities with preschoolers;
• Formation of healthy lifestyle habits among preschoolers, teachers and parents;
• Improving physical qualities and ensuring a normal level of physical fitness in accordance with the capabilities and state of health of the child;
• Identification of interests, inclinations and abilities of children in physical activity and their implementation through a system of sports and recreational work;
• Ensuring the physical and mental well-being of every child in the preschool educational institution.

Currently, an analysis of thematic literature shows many health-saving technologies that are taking place. In preschool educational institutions, health-saving technologies are most often used in the following areas (further we will talk about pedagogical health-saving technologies):

1. 1. Technologies for preserving and promoting health.
2. 2. Technologies for teaching a healthy lifestyle.
3. 3. Corrective technologies.

The use of health-saving pedagogical technologies in preschool educational institutions

Technologies for preserving and promoting health

Stretching - no earlier than 30 minutes. after meals, 2 times a week for 30 minutes. from middle age, in a physical education or music hall, or in a group room, in a well-ventilated room, special exercises to music. Recommended for children with sluggish posture and flat feet. Responsible executor: head of physical education, teachers.

Dynamic pauses - during classes, 2-5 minutes, as children get tired. Recommended for all children as a preventive measure against fatigue. May include elements of eye exercises, breathing exercises and others, depending on the type of activity. Responsible executor: educators.

Outdoor and sports games - as part of a physical education lesson, on a walk, in a group room - low, medium and high degrees of mobility. Daily for all age groups. Games are selected according to the age of the child, the place and time of the game.

In kindergarten we use only elements of sports games.

Responsible executor: head of physical education, teachers.

Relaxation - in any suitable room, depending on the condition of the children and goals, the teacher determines the intensity of the technology. For all age groups. You can use calm classical music (Tchaikovsky, Rachmaninov), sounds of nature. Responsible executor: head of physical education, educators, psychologist.

Finger gymnastics – from a young age, individually or with a subgroup daily. Recommended for all children, especially those with speech problems. Conducted at any convenient time (at any convenient time). Responsible executor: educators, psychologist.

Gymnastics for the eyes – daily for 3-5 minutes. at any free time depending on the intensity of visual load from a young age. It is recommended to use visual material and demonstration by the teacher. Responsible person: all teachers

Breathing exercises – in various forms of physical education and health work. Ensure the room is ventilated and the teacher give children instructions on mandatory nasal hygiene before the procedure. Responsible person: all teachers

Dynamic gymnastics – daily after nap, 5-10 minutes. Responsible executor: educators.

Corrective gymnastics - in various forms of physical education and health work. The form of implementation depends on the task and the number of children. Responsible executor: head of physical education, teacher.

Orthopedic gymnastics – in various forms of physical education and health work. Recommended for children with flat feet and as a prevention of diseases of the supporting arch of the foot. Responsible executor: head of physical education, teacher.

Technologies for teaching a healthy lifestyle:

Physical education – 2-3 times a week in a sports hall or music hall. Early age - in a group room, 10 min. Young age - 15-20 minutes, middle age - 20-25 minutes, older age - 25-30 minutes. Before class, it is necessary to ventilate the room well. Responsible executor: head of physical education, teacher.

Problem-based game training, play therapy - in your free time, possibly in the afternoon. The time is not strictly fixed, depending on the tasks set by the teacher. The lesson can be organized unnoticed by the child, by including the teacher in the process of play activity. Responsible executor: educators, psychologist.

Communication games – 1-2 times a week for 30 minutes. from an older age. Classes are structured according to a specific scheme and consist of several parts. They include conversations, sketches and games of varying degrees of mobility, drawing, modeling, etc. Responsible person: educators, psychologist.

Classes from the series “Health Lessons” - once a week for 30 minutes. from an older age. Can be included in the lesson schedule as cognitive development. Responsible executor: educators, psychologist.

Self-massage. Depending on the goals set by the teacher, sessions or in various forms of physical education and health work

It is necessary to explain to the child the seriousness of the procedure and give children basic knowledge of how not to harm their body

Responsible executor: educators, art. nurse, head of physical education

Acupressure. It is carried out on the eve of epidemics, in the autumn and spring periods at any time convenient for the teacher from an older age. It is carried out strictly according to a special technique. Recommended for children with frequent colds and respiratory diseases. Visual material (special modules) is used. Responsible executor: educators, art. nurse, head of physical education.

Corrective technologies

Technologies of musical influence - in various forms of physical education and health work; or separate classes 2-4 times a month, depending on your goals. Used as an aid as part of other technologies; to relieve tension, increase emotional mood, etc. Responsible person: all teachers

Art therapy. Sessions of 10-12 lessons for 30-35 minutes starting from the middle group. The program has diagnostic tools and involves keeping training records. Responsible executor: educators, psychologist.

Fairytale therapy – 2-4 lessons per month, 30 minutes each. from an older age. Classes are used for psychological therapeutic and developmental work. A fairy tale can be told by an adult, or it can be a group story, where the narrator is not one person, but a group of children, and the rest of the children repeat the necessary movements after the storytellers. Responsible executor: educators, psychologist.

Color influence technologies – as a special lesson 2-4 times a month, depending on the tasks. Correctly selected interior colors in a group relieve tension and increase the child’s emotional mood. Responsible executor: educators, psychologist.

Psycho-gymnastics – 1-2 times a week from older ages for 25-30 minutes. Aimed at the development and correction of various aspects of the child’s psyche.

Responsible executor: educators, psychologist.

Phonetic rhythmics - 2 times a week from a young age in physical education or music halls. Classes are recommended for children with hearing problems or for preventive purposes. Responsible executor: educators, speech therapist, head of physical education.

Health-saving technologies used in combination ultimately form a strong motivation in the child for a healthy lifestyle.

The use of health-saving pedagogical technologies in the work of preschool educational institutions will increase the effectiveness of the educational process, will form among teachers and parents value orientations aimed at preserving and strengthening the health of pupils, if conditions are created for the possibility of adjusting technologies, depending on the specific conditions and specialization of the preschool educational institution; if, based on statistical monitoring of children's health, the necessary amendments are made to the intensity of technological influences, an individual approach to each child is ensured; Positive motivation will be generated among preschool teachers and parents of children.

Creating conditions for preserving health in preschool educational institutions

• February 10, 2013

Competition “My Pedagogical Initiative - 2012”
Nomination “Methodological work in preschool educational institutions”

Continuing to implement the task of protecting and strengthening the physical and mental health of pupils, improving their motor status, taking into account individual capabilities and abilities, the teachers of MBDOU No. 24 determined the principles of organizing activities:

• The principle of science.
• The principle of integrativeness.
• The principle of activity.
• The principle of targeting and continuity.
• The principle of effectiveness.

The result of the work was the creation in the preschool educational institution of all the necessary conditions for preserving health, namely the creation of conditions for increasing the physical activity of children, as well as relaxation and rest. Our gym is equipped with modern sports equipment and manuals made by the teachers and parents of our students. There is a gym equipped with multifunctional modules and children's exercise equipment.

To improve the skills acquired in physical education classes, physical education centers have been created in each age group, taking into account the age characteristics of children, their interests, and those that meet FGT.

A variety of physical education aids increase interest in performing various motor tasks in the process of directly organized activities, in organized games and exercises while walking, during morning and invigorating exercises, which leads to the satisfaction of the need for motor activity, and also has a beneficial effect on health.

The center for organizing various physical activities of preschool children is a sports ground on the territory of the preschool educational institution, and play areas where conditions have been created for various types of physical activity.

In the process of creating conditions for preserving health in preschool educational institutions, we strive to solve the following problems:

1. Provide conditions for the physical and psychological well-being of participants in the educational process.
2. To form accessible ideas and knowledge about the benefits of physical exercise, about basic hygiene requirements and rules.
3. Implement a systematic approach to using all means and forms of educational work with preschoolers for the timely development of vital motor skills and abilities of children.
4. Form the foundations of life safety; provide comprehensive assistance to the family in ensuring the health of children and introducing them to a healthy lifestyle.

Effective forms for creating conditions for preserving health in preschool educational institutions are:

• Morning and invigorating gymnastics with hardening procedures;
• Directly organized educational activities in the educational field “Physical Culture”;
• Joint leisure time with parents; sports events and entertainment.
• The implementation of health-improving activities of preschool educational institutions is a clear integration of preventive and organizational directions, pedagogical and physically formative influence on the child by specific and non-specific means, and the holistic organization of the pedagogical process.

The preventive direction includes ensuring a favorable course of adaptation through a system of measures, implementing a hygienic regime, conducting an examination according to a screening program and identifying pathologies, preventing acute diseases using preventive methods, and taking special measures to prevent and spread infectious diseases.

The organizational direction is focused on organizing a health-preserving environment in preschool educational institutions, determining indicators of physical development, motor readiness, drawing up individual health plans, studying advanced pedagogical, medical and social experience in children’s health, selecting and introducing effective technologies and methods, promoting healthy lifestyle and health methods in the team children, parents, employees.

The following technologies are actively used at the preschool educational institution:

• medical and preventive;
• physical education and recreation;
• technologies to ensure the socio-psychological well-being of the child;
• health preservation and health enrichment of teachers.

Author: Elena Yuryevna Anshukova, deputy head, MBDOU No. 24 of a combined type, Monchegorsk, Murmansk region. Teaching experience 26 years. She was awarded the badge “For personal contribution to the development of the education system of Monchegorsk.”