Motor mode by age; methodological development on physical education on the topic
Motor mode of the younger group
| Kind of activity | Duration |
| Morning exercises | Daily in a group (in the warm season - on site), 5 min |
| Motor warm-ups | Every day during a 10-minute break between classes |
| Physical education minutes | Daily during static exercises, 2-3 min. |
| Outdoor games and exercise while walking | Daily 15-20 min. |
| Individual work on movement development | 2 times a week for a walk of 5-10 minutes. |
| Exercising after a nap | Daily 5-6 min. |
| Physical education classes | 2 times a week for 15 min. |
| Sports walk | 3 times a week for 10 -15 minutes |
| Physical education | Once a quarter, 20-25 min |
| Independent motor activity | Every day, under the guidance of a teacher, indoors and on a walk, the duration depends on the individual characteristics of the children |
Motor mode of the middle group
| Kind of activity | Duration |
| Morning exercises | Daily in a group (in the warm season - on site), 5-6 minutes |
| Motor warm-ups | Every day during a 10-minute break between classes |
| Physical education minutes | Daily during static exercises, 2-3 min. |
| Outdoor games and exercise while walking | Daily 15-20 min. |
| Individual work on movement development | 2 times a week for a walk of 5-10 minutes. |
| Exercising after a nap | Daily 5-6 min. |
| Physical education classes | 2 times a week for 20-25 minutes. |
| Sports walk | 3 times a week for 15-20 minutes |
| Physical education | Once a quarter, 20-25 min |
| Sports holiday | 2 times a year, 45 min. |
| Independent motor activity | Every day, under the guidance of a teacher, indoors and on a walk, the duration depends on the individual characteristics of the children |
Motor mode of the senior group
| Kind of activity | Duration |
| Morning exercises | Daily in a group (in the warm season - on the site), 6-7 min. |
| Motor warm-ups | Every day during a 10-minute break between classes |
| Physical education minutes | Daily during static exercises, 2-3 min. |
| Outdoor games and exercise while walking | Daily 20-25 min. |
| Individual work on movement development | 2 times a week for a 15-minute walk. |
| Exercising after a nap | Daily 5-6 min. |
| Physical education classes | 2 times a week for 30 minutes. |
| Sports walk | 3 times a week for 15-20 minutes. |
| Physical education | Once a month, 30 min |
| Sports holiday | 2 times a year, 1 hour |
| Independent motor activity | Every day, under the guidance of a teacher, indoors and on a walk, the duration depends on the individual characteristics of the children |
Motor mode of the preparatory group
| Kind of activity | Duration |
| Morning exercises | Daily in a group (in the warm season - on site), 6-7 minutes |
| Motor warm-ups | Every day during a 10-minute break between classes |
| Physical education minutes | Daily during static exercises, 2-3 min. |
| Outdoor games and exercise while walking | Daily 20-25 min. |
| Individual work on movement development | 2 times a week for a 15-minute walk. |
| Exercising after a nap | Daily 5-6 min. |
| Physical education classes | 2 times a week for 35 minutes. |
| Sports walk | 3 times a week for 20-25 minutes |
| Physical education | Once a month, 35-40 min. |
| Sports holiday | 2 times a year, 1 hour |
| Independent motor activity | Every day, under the guidance of a teacher, indoors and on a walk, the duration depends on the individual characteristics of the children |
MAGAZINE Preschooler.RF
Modern children, for the most part, experience a “motor deficit,” that is, the number of movements they make during the day is below the age norm. This happens mainly due to significant mental stress, both in kindergarten and at home. In preschool educational institutions, educational activities most often predominate, and at home the preschooler spends most of his time in a static position (at the table, at the computer, TV, etc.). This increases the static load on certain muscle groups and causes fatigue. The strength and performance of skeletal muscles decreases, which entails poor posture, curvature of the spine, flat feet, delayed age-related development, speed, agility, coordination of movements, endurance, flexibility and strength. Based on this, it is very important to rationally organize the regime so that children are in motion as much as possible. One of the diverse factors influencing the health and performance of a growing organism is physical activity. Motor activity is a natural need for movement, the satisfaction of which is the most important condition for the comprehensive development and upbringing of a child, and can have a targeted effect on the health and functional improvement of the child’s body. But at the same time, it is important to give children physical activity that is adequate to their age and level of readiness of the body. The regulation of physical activity should be aimed at achieving the optimal state of the child’s body at the moment and at the same time have a training, developmental effect. At the same time, it is important to take into account not only the achieved level of development of the child, but also the “zone of proximal development” (L. S. Vygotsky). With physical inactivity (inactivity), a number of negative consequences arise for the child: the functions and structure of a number of organs, the regulation of metabolism and energy are disrupted, and the body’s resistance to changing external conditions decreases. Hyperkinesia (great physical activity) also violates the principle of optimal physical activity, which can lead to overstrain of the cardiovascular system and adversely affect the development of the child’s body. Therefore, special attention is required to creating the prerequisites for providing children with a rational level of DA. The age and individual characteristics of DA children are largely determined by both the conditions for organizing the activity and its nature and content. Scientists have established a direct relationship between the level of motor activity of children and their vocabulary, speech development, and thinking. Under the influence of physical exercise, physical activity in the body increases the synthesis of biologically active compounds that improve sleep, have a beneficial effect on children’s mood, and increase their mental and physical performance. In a state of reduced activity, metabolism and the amount of information entering the brain from muscle receptors decrease. This worsens metabolic processes in brain tissue, which leads to disruption of its regulatory function. A decrease in the flow of impulses from working muscles leads to disruption of the functioning of all internal organs, primarily the heart, and affects the manifestations of mental functions and metabolic processes at the cellular level. The daily motor activity of a preschooler is at least 1 hour, 5-6 hours a week. The motor regime in our preschool institution includes all the dynamic activities of children, both organized and independent. When developing a rational motor regime, we tried to provide not only for satisfying the biological need of children for motor activity, but also for its rational content, based on the optimal ratio of different types of activities, taking into account the age and individual characteristics of the child: his motor experience, interests, desires, functional capabilities body. The content side of the motor regime of preschoolers was aimed at developing not only mental, spiritual, but also physical abilities. The current tasks of the work of preschool educational institutions in organizing the physical activity of preschool children are: • protecting and strengthening the health of children; • formation of vital motor skills of the child in accordance with his individual characteristics, development of physical qualities; • creating conditions for the fulfillment of children's needs for physical activity; • nurturing the need for a healthy lifestyle; • ensuring physical and mental well-being. Successful solution of the assigned tasks is possible only if all means of physical education are used comprehensively. Such activity can be ensured by the following activities: The first place in the motor mode of children belongs to physical education and health activities. These include well-known types of physical activity: morning exercises, outdoor games and physical exercises during walks, physical education in classes with mental stress, gymnastics after sleep, hardening procedures, exercises for the prevention of postural disorders and flat feet, etc. Morning exercises are one of the important components of the motor regime; its organization should be aimed at raising the emotional and muscle tone of children. Daily physical exercise promotes the manifestation of certain volitional efforts, developing a useful habit in children of starting the day with morning exercises. Morning exercises are carried out daily before breakfast for 6–12 minutes. outdoors or indoors (depending on environmental and weather conditions). When compiling morning exercise complexes throughout the year, we take into account their variability, content, complexity, and intensity. Along with traditional morning gymnastics, different types and variants of it have been introduced into the practice of preschool institutions, both in terms of content and in methods of implementation. We offer different options: - morning exercises of a play nature - includes 2-3 outdoor games or 5-7 play exercises of an imitation nature, as well as varying degrees of intensity, which are performed as a set of exercises with a general developmental effect. - exercises on an obstacle course - we offer children exercises with a gradual increase in load: increasing the complexity of motor tasks with the inclusion of different basic types of movements, increasing the number of repetitions, increasing the tempo of movements, changing the alternation of physical training aids. When weather conditions permit, we carry out recreational jogging. This type of morning exercises must be carried out in the air, for 5–7 minutes, at an average pace, with a gradual increase in distance and time. At the end of the gymnastics we offer breathing exercises. — a set of exercises with simple tempo equipment (gymnastic roller, children’s expander, rubber rings, “Health” disc). - a set of musical and rhythmic exercises (consisting of a warm-up, 5-6 basic developmental exercises in dance movements.) The content of morning gymnastics includes various formations and formations, types of walking, running, jumping with a gradual increase in the motor activity of children; balance and coordination exercises; outdoor games and basic developmental exercises. It is well known that physical education sessions are used to maintain mental performance at a good level. At the moment when children’s attention decreases and motor restlessness appears (usually for 12–15 minutes), fatigue sets in, you can offer several physical exercises while standing at their tables or in an empty seat in the group. These are general developmental exercises: bending the torso, moving the arms up and to the sides, half-squats and squats, bouncing, skipping, walking. Conducted by the teacher as necessary (within 3–5 minutes), depending on the type and content of activities for the development of speech, drawing, and the formation of elementary mathematical concepts, mainly at the moment of signs of fatigue in children. At the choice of the teacher, accompanied by text, sometimes with musical accompaniment, during which children perform dance exercises or improvised movements (circling, half-squats, bending, etc.). Motor warm-up during a long break between activities allows you to actively relax after mental stress and forced posture. It consists of 3-4 exercises, as well as voluntary movements of children using a variety of physical education aids. At the end of the warm-up, we perform a relaxation exercise (1-2 minutes). Long warm-up is no more than 10 minutes. Outdoor games are complex motor, emotionally charged activities, determined by established rules that help to identify the final outcome or quantitative result. Outdoor games serve as a method of improving motor skills already mastered by children and developing physical qualities. They are divided by content into outdoor games with rules and sports games. Outdoor games with rules include plot and plotless games. Sports (elements of sports games) - volleyball, basketball, badminton, gorodki, table tennis, football, hockey. There is a classification based on the predominant type of movement (running, jumping, throwing, etc.) and the degree of muscle tension caused in children (high, medium and low mobility). After a nap, it is important to improve the mood and muscle tone of each child, as well as take care of the prevention of posture and foot problems. This can be facilitated by a complex of gymnastics after daytime sleep, which is variable in nature; depending on this, its duration will also change (from 7–15 minutes). — gymnastics of a gaming nature consists of 2-3 exercises such as “Stretching”, “Cogs”, “Athletes”, warm-up in bed and a set of exercises. Children gradually wake up to the sounds of melodic music, lying in bed, for 3-4 minutes, perform 4-5 general developmental exercises. We offer exercises from various positions: lying on your side, on your stomach, sitting. After this, the children perform walking, gradually turning into running - they run out of the bedroom into a well-ventilated group with a temperature of 17–19 degrees, walk along corrective paths, perform arbitrary dance musical-rhythmic movements to music, then proceed to breathing exercises, then get dressed . Exercises with exercise machines or on exercise machines (in the gym). Children study in subgroups of 7–10 people. Jogging along the massage paths is carried out daily. Gymnastics after daytime sleep in combination with contrasting air baths helps improve children's mood and helps prevent postural disorders and flat feet. Duration - 7 - 15 minutes. Hardening is the most important part of the physical education of preschool children. The best means of hardening are the natural forces of nature: air, sun and water. Hardening is understood as increasing the body's resistance mainly to low temperatures, since the cause of a number of diseases (diseases of the upper respiratory tract, pneumonia, nephritis, rheumatism, etc.) is cooling the body. The purpose of hardening is to develop the body’s ability to quickly bring the functioning of organs and systems into line with the changing external environment. The body’s ability to adapt to certain environmental conditions is developed by repeated exposure to one or another factor (cold, heat, etc.) and a gradual increase in the dosage of such exposure. Air hardening is the most accessible means of hardening at any time of the year. Systematic exposure of a child to the air helps the body adapt more quickly to changing temperature conditions. The positive effects of air baths increase if combined with physical exercise. We consider walking barefoot in the summer on well-cleaned soil (grass, gravel, sand) to be an effective means of hardening. We begin to walk barefoot on hot, sunny days, gradually increasing the walking time from 2–3 minutes to 10–12 minutes or more. The minimum air temperature at which children are allowed to walk barefoot is 20–22 Cº. In this case, a set of procedures is used: barefoot walking; Walking along the “paths of health”; Extensive washing (up to the elbow); Washing the feet (for hygienic purposes in the summer); Rinsing your mouth with water at room temperature after each meal (prevention of caries); Gymnastics after sleep; Corrective gymnastics during routine moments; Air baths in lightweight clothing; Gymnastics in the fresh air during the warm season; Physical education classes on the street. The second place in the motor mode of children is occupied by the main form of teaching children motor skills and the development of optimal DA in children. We carry out the following types of physical activity (3 times a week, in the first half of the day (1 - in the air - 15-30 minutes): - classical (according to the scheme: introductory-preparatory part, main, final parts). - game (using games : folk outdoor games, relay race games, attraction games, etc.) - training (walking, running, drill exercises, sports games, climbing exercises, acrobatic elements, ball exercises, etc.) - plot (united with a certain plot, orienteering, with speech development, with quizzes, etc.) - rhythmic gymnastics (classes consisting of dance movements) - free independent activity (independent training of your choice, then checking the task by the teacher). -Healthy lifestyle “learning about your body” (talking about your body, teaching self-massage, instilling basic skills in self-care and first aid) -thematic (with one type of physical exercise) -control and testing (implementation of developmental delays in a child and solutions). The third place is given to independent motor activity that occurs on the initiative of children. It gives wide scope for the manifestation of their individual motor capabilities. Independent activity is an important source of activity and self-development of a child. Its duration depends on the individual manifestations of children in motor activity. Independent motor activity of children is organized at different times of the day: in the morning before breakfast, between classes, during play hours after naps and during walks (morning and evening). Active actions of children alternate with calmer activities. At the same time, we take into account the individual characteristics of each child and his well-being. In exercises and games with children, the personal example of the teacher is very important. Therefore, he must be able to ski, skate, play tennis, etc. Individual characteristics are clearly visible in the independent activities of older preschoolers. It has been noted that children with a high level of DA (hyperactive children), as a rule, are characterized by monotonous activities with a lot of aimless running. These children are dominated by games and exercises of high intensity (race running, one after another, running at speed, with catching and dodging, running long jumps, jumping rope, games with elements of sports), which make up more than 70% of all children's independent activity time. These children are distinguished by their inability to perform movements at a moderate pace and their reluctance to engage in quiet activities and alternate active with passive actions. Children with a low level of DA (sedentary children) are also characterized by monotonous activities, often interrupted by static poses. For these children, low-intensity games predominate (role-playing games, games with sand and snow, ring throwing, small towns, gray sand, etc.), which make up about 70% of the total time of children’s independent activity during a walk. These children usually prefer to play alone or together. They have a fairly stable interest in role-playing games, while the plots and actions are monotonous (rocking a doll, feeding, putting to bed, normal walking, etc.). Sedentary children do not want to participate in collective sports games, as they constantly feel unsure of their actions. Children with an average level of DA (optimal level of DA) are characterized by a variety of activities, rich in games and sports exercises of varying degrees of intensity. Such children widely use in their independent activities games and exercises learned earlier during organized motor activity. The most favorite games and exercises are games such as “Traps”, “Dashes”, “Sly Fox”, “Ball School”, fun with sleds, and cycling. The fourth direction is related to the implementation of treatment and preventive work. Within its framework, the following activities are carried out: · control of workloads for children who have recovered from illness and for children who are registered at the dispensary; · selection of furniture in accordance with the growth of children; · preventive use of immunomodulators: oxolinic ointment for the nose; · balanced diet; · vaccination against influenza; · consumption of phytoncides (garlic and onions); · consumption of juices and fruits. The sixth direction is a complex of psychohygienic measures: · psychodiagnostics; · elements of auto-training and relaxation; · elements of music therapy (musical accompaniment of routine moments); · individual and subgroup classes aimed at correcting cognitive processes and the emotional sphere; · ensuring a favorable psychological climate in preschool educational institutions. Seventh direction: active recreation, physical education and mass events. These include a health week, physical education leisure, physical education and sports festivals in the air and water, and competitive games. The eighth direction is advisory and information work: · providing advisory assistance to all participants in the educational process, parents of students on issues of health maintenance and preventive measures for preschoolers; · open viewings and displays using health-improving technologies; · Active participation of parents in the physical and health work of the DOW for the activities of the annual plan; · Design of folders, written consultations, information stands; · Organization of evenings questions and answers with the participation of DOW employees, invited specialists; · Conducting classes with children using wellness technologies. We believe that the system of work that we created on the formation of the needs of a preschooler in motor activity is presented in the form of different forms of organization of physical education in the preschool educational institution. And their combination creates a certain motor regime necessary for the full physical development and strengthening of children's health. The foundation of health is laid precisely in childhood. Whether this foundation will be strong enough, depends entirely on parents and teachers, on how the children will be brought up, what useful habits they will get.| Next > |
Center for physical activity in kindergarten according to the Federal State Educational Standard
Organization of a physical activity center in kindergarten groups.
Independent motor activity of children is an excellent means of physical and emotional development of the individual.
Let us dwell in more detail on the characteristics of the conditions for the development of movements of preschoolers in different age groups. Junior preschool age A child of two or three years old is actively exploring the world, using for this a still small reserve of movements: crawling, climbing, climbing, throwing, rolling, etc. His movements are not yet coordinated, steps when walking and running are mincing and noisy, there is no coordination in the work of his arms and legs, and with sudden movements he often falls. But how many positive emotions does the little researcher receive from satisfying the need for movement given to him by nature? The first task of the teacher is to choose the right physical education and gaming equipment. It is necessary to proceed from what basic types of movements should be developed at this age: walking and running, balance and coordination, jumping on the spot (at two years) and jumping from a height (at three years); rolling, rolling and throwing the ball; crawling, crawling under arches, climbing into a box, onto a cube, climbing over a log, climbing a stepladder, etc. In this regard, for independent motor activity of children in a group room, it is advisable to have the following set of physical education equipment and small equipment: - smooth board (length 1.5 m, width 20 cm); — gymnastic bench (length 2 m, height 15 cm, width 20 cm); - ribbed board (length 1.5 m, width 20 cm); — two arcs for climbing and rolling balls (height 50 cm, width 50 cm); - two cubes (edge 25-30 cm); — drawers for climbing in (height 20.15 and 10 cm, width and length 50, 47 and 44 cm, respectively); — stepladder (height 1.5 m); - balls (diameter 6-8 cm, 10-15 cm, 20-25 cm) - five of each size; - one or two inflatable balls (diameter 40 cm); — rolling toys (two sets of different types); - log (length 1.5 m, diameter 20 cm); — recreational and preventive path (fine gravel, footprints, fabric of different textures, massage mats, etc.); — large toys on wheels (at least four); — cord (length 10 m, diameter 10-12 mm); - rattles, rings, plumes, ribbons, flags - according to the number of children; - four gymnastic sticks (length 75-80 cm); - gymnastic pole (length 1.8-2 m). Multifunctional modular sports and play equipment - a transformer - is optimal for the development of a child’s motor sphere. The “Cubes” manual is interesting and useful for the comprehensive development of movements. The equipment must be bright, attractive, meet hygienic requirements and safety rules. The teacher is obliged to check the stability and reliability of the equipment. This is especially true for swings, slides, and ladders, which are used only with an adult’s safety net. The second task is to correctly place physical education and gaming equipment. Often, educators, in an effort to zone the playroom, place equipment in a specific safe place (in a drawer, box, on a rack, etc.). We believe that this is not entirely advisable for the following reasons. Firstly, children's behavior is involuntary and situational. Comprehending the basics of movements, they study the properties of various objects and toys that fall into the area of their attention. For example, a child will be interested in a musical hammer until he notices a rotating inflatable ball mounted on the ceiling. Having accidentally stumbled upon a box with rings, the child will try to fit into it, and when he finds the details of the pyramid here, he will try to assemble the structure. Secondly, children aged two or three always imitate their peers. Therefore, when he sees how enthusiastically another child plays with a ball or fervently runs around the group room with a rolling toy, he will definitely want to follow his example. Physical education equipment for a child is the basis for learning how to use it. Place equipment and small inventory around the perimeter of the room in safe areas, modeling the trajectory and nature of the children’s movements. Try to ensure that the child does not have difficulty finding the item he needs. The object itself should stimulate and at the same time suggest a way to perform actions with it or on it. Creating game situations (“a bear sitting on a gurney”, “a kitten stuck on the top rung of a stepladder”, “a car located under an arc-garage”, “a bunny sitting on a ribbed board”) will be a powerful incentive to repeatedly perform motor skills. actions with toys. Of course, there is no need to turn your playroom into an equipment storage area. However, it is important that the inventory fits logically into the interior of the room, and change its location once or twice a week, combining several items into a single obstacle course. Thus, in the first and second junior groups it is not advisable to create a special physical education corner. The entire room should be a single movement space in which each child can satisfy his need for movement, acting with a variety of physical education and play aids. Middle preschool age According to research, in the fifth year of life, preschoolers experience a significant increase in motor activity indicators. The child becomes more mobile and seems tireless. However, its capabilities are still small. He is poorly oriented in space and is not dexterous enough, so careful control over the intensity and content of his independent motor activity is necessary. Since physical education classes in the middle group are held in the gym, there is no need to keep all the equipment in the group room. We recommend setting up a special physical education corner for children to practice independently. The optimal place for such activities is an area away from windows, closets, and a corner of wildlife. Niches, shelves, hooks, drawers, carts and other options for placing equipment must meet hygienic and pedagogical requirements, and the equipment itself must meet the principle of expediency. For example, the Darts game should be placed at the child’s eye level, foot massagers should be placed in a niche on the floor, etc. The physical education corner should logically fit into the interior of the room, harmonizing with it in color and style. When selecting physical education equipment, it is also necessary to take into account the possibility of organizing the physical activity of children in a limited area individually and in small groups. It is advisable to place equipment that will help consolidate the motor skills acquired by children in classes. However, some of the equipment (ladders, arches, benches, etc.) are too cumbersome, and the use of other aids (gymnastic sticks, balls) is unsafe without the supervision of a teacher. It is advisable to place such equipment on the site and use it during a walk. Physical education and gaming equipment specially designed for a group room is universal - small-sized, lightweight, with a pronounced entertainment and developmental focus: - skittles (one or two sets); — game “Darts” (with Velcro balls); — rackets with balls with Velcro; — floor and hanging ring throwers; — game “Towns” (made of plastic); - foam and fabric balls; - two or three jump ropes, a cord; — plumes, ribbons, flags, plastic dumbbells (two or three sets); - two or three bags weighing 200 g; - two or three hoops; - tambourine, musical hammer; — health and preventive path (fine gravel, footprints, fabric and materials of different textures, massage mats, etc.). If in younger groups children learned the basics of movements and explored the possibilities of using each object, now they strive to perform movements in different ways, choosing the most rational one. In other words, children begin to master the correct technique of movements. Senior and preparatory preschool age A higher level of psychophysical development of a senior preschooler ensures corresponding changes in his motor activity: coordination of movements improves, motor actions become more economical, coordinated and rhythmic. Thanks to a fairly high level of orientation in space and volitional regulation, the child behaves confidently in a limited space, can slow down movement, change its direction, switch to another, which makes his activities in a group room safer. The accumulated motor experience allows children to spend their free time meaningfully, organize games with peers, and independently use a variety of equipment. In older preschool age, the child’s psychophysical qualities and motor abilities develop: speed (5 years), strength and flexibility (5-6 years), endurance (6 years), eye and coordination of movements (6.5 years). In addition, there is a difference in interests and preferences among children of different sexes. Preschoolers gravitate towards complexly coordinated motor actions and sports games, and training devices that allow them to perform a variety of movements, so the physical education corner in older groups has its own characteristics. Firstly, the corner becomes a “mirror”, which reflects the sports life of the group (competitions, family tourist gathering, etc.). For example, after a physical education festival or an Olympics, you can place a pennant, cup, and photographs of participants in a corner; after a tourist walk - children’s drawings reflecting their impressions, as well as crafts made from natural materials. Here you can also place thematic mini-collections of badges, stamps, postcards, talismans; Place board sports games (basketball, hockey, checkers, etc.) in a specially designated place (niche, folding table). Secondly, the contents of the physical education corner are replenished with sports equipment, with the help of which elements of sports games are taught. Thirdly, the simplest small-sized training devices are added to the corner. They can be replaced by homemade rubber expanders for strength exercises, elastic bands for jumping, balance beams for developing balance, etc. Fourthly, an option for equipping a corner can be a ready-made mini-stadium or a physical training complex. The apparatuses are arranged in the form of a “gymnastic tree” so that from one apparatus one can climb onto two adjacent ones. The following movements are basic for various combinations on apparatus: hanging (crossbar, rings and trapezes), jumping, rotation (waist looping), swinging (removable rocking bag, swing and vertical swing vines), rolling (indoor slide), balance ( inclined triangular ladder) and climbing (all of the above equipment). A trampoline is stretched under all the equipment or a mat is placed, which both insures and provides shock absorption during a dismount. In order for the mini-stadium to be popular, classes can be given a plot-like character. It is known that children are most attracted to performing entertaining exercises in accordance with the accepted role. They happily imitate the habits of a cat, squirrel, or monkey climbing from branch to branch. By joining in the plot proposed by the teacher or inspired by a fairy tale or cartoon, children gladly respond to the offer to climb to the top of a tree, stock up on nuts, get bananas from the top branch, etc. Shells can be decorated and diversified with homemade attributes. This will keep children interested in doing gymnastic exercises. Organizing independent classes at such a mini-stadium is possible subject to the following conditions: periodic testing of structures for strength and stability of fastenings; teaching children safe techniques for performing exercises, how to climb from apparatus to apparatus; strengthening the self-insurance technique; performing exercises in sports shoes or barefoot; provision of insurance by the teacher. Indicative list of equipment for a standard physical education corner: - game “Towns” (made of plastic); — rackets and ping-pong balls (two sets); - skittles (one or two sets); — a small basketball hoop and fabric balls; — game “Darts” (with Velcro balls); - ring throw; - one or two rubber expanders; — two “Health” disks; — mini treadmill; — track roller; - two or three jump ropes and elastic bands; - plumes, ribbons, braids; - tambourine; - two or three hoops; — board sports games; — simulators (foot, hand); — massagers (foot, hand). Older preschoolers prefer same-sex company and, accordingly, certain types of movements. Boys are more attracted to exercises aimed at developing strength, speed, agility, and accuracy; girls - to develop coordination, plasticity, flexibility, expressiveness of movements. Increasing the independent motor activity of children is considered as one of the effective means of preserving the child’s health, improving his physical fitness, enriching his motor experience, and increasing his creative and cognitive potential. References 1. Vavilova E.N. Develop agility, strength, and endurance in preschoolers. - M.: Education, 1981. 2. Glazyrina L.D. Physical education - for preschoolers. - M.: Vlados, 1999. 3. Gromova S. Subject-based physical education classes with elements of corrective gymnastics // Preschool education. - 1996.- No. 6, 8, 10. 4. Erofeeva T.I. Modern educational programs for preschool institutions. – M., 1999. 5. Lazarev M.L. Hello! Educational and methodological manual for teachers of preschool educational institutions. - M.: Mnemosyne, 2004. - 248 p. 6. Makhaneva M.D. Raising a healthy child. - M., 2000. 7. Fundamentals of safety for preschool children / Ed. V.A.Ananyeva. - M.: Academy, 2000. 8. Osokina T.I. Physical education in kindergarten. - M.: Education, 1986. 9. Runova M.A. Motor activity of a child in kindergarten: A manual for preschool teachers, teachers and students. - M.: Mozaika-Sintez, 2004. - 256 p. 10. Stasyuk A.M., Zhuravleva N.A. About the system of physical culture and health work // Preschool education. – 1997. – No. 9. — P.39-42. 11. Sukharev A.G. Health and physical education of children and adolescents. - M.: Medicine, 1991. - 272 p. 12. Fedorovskaya O.M. Physical education, health and preventive work in preschool educational institutions // Preschool education. – 2004. – No. 1. – P. 33-36. 13. Khukhlaeva D.V. Methods of physical education in preschool institutions. - M.: Education, 1984. 14. Khukhlaeva D.V. Theory and methods of physical development of preschool children. – M.: Education, 1976. 15. Shebeko V.N. Physical education of preschool children. – M.: Academy, 1996
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