Problems of health protection of children in modern society. Educational portal

THE PROBLEM OF HEALTH-SAVING AND HEALTH-SAVING TECHNOLOGIES IN THE EDUCATIONAL PROCESS

Kvetko I.L., Chuprakova I.V.

Russian Federation, Kotlas, MOU "Secondary School No. 91"

what you don't want

drink what you don't like

and do things you don't like.

M. Twain

Modern education is faced with the most difficult problem - not only to educate the younger generation, but also to maintain sustainable health. The results of medical examinations indicate that 25-30% of children who came to the first grade have physical disabilities or chronic diseases; only 8-10% of school graduates can be considered healthy. These data indicate that the health of children is declining catastrophically, the task of each school is to preserve and strengthen the health of schoolchildren, because success in learning is associated not only with the level of a person’s intellectual capabilities, but also with the level of health of the student.

Preserving the health of a student begins, first of all, with the organization of the educational process.

An educational institution should act as an initiator and organizer of purposeful and effective work to preserve and promote health. The administration and teachers of schools, medical workers, families should work closely together to achieve the highest results of such work.

The concept of health-saving activities of an educational institution includes the forms and methods of moral and hygienic education, the conditions for fulfilling the rules and requirements of mental hygiene, the organization of rational nutrition and personal hygiene, active motor mode and systematic physical education, thoughtful organization of leisure.

Recently, the computer has become an integral part of our lives. It opens up huge opportunities for us, a fast and affordable way to search for information, interesting leisure, the opportunity to communicate with relatives and friends. But, despite the positive aspects of information technology, the computer is a huge danger. It's no secret that the impact of a computer on human health is great, especially if you do not follow sanitary rules when working.

So that the computer does not turn out to be an enemy, but turns into a very useful tool that makes life very easy, you need to reasonably approach the organization of the workplace, the correct selection of occupations, time allocation, and the use of simple exercises to relieve fatigue and stress.

The main harmful factors when working at a computer:

cramped posture,

Diseases of the joints of the hands,

Labored breathing,

The development of osteochondrosis,

The presence of radiation from the monitor,

Mental stress and stress in case of loss of information,

Computer addiction.

The development of ICT and the introduction of Federal State Educational Standards provides for the use of a computer in the educational process.

What should the teacher do to ensure the safe cooperation of the child with the computer at school?

1. Create appropriate working conditions in the office:

Air-thermal mode (optimal temperature support 19 - 21 0 C and relative humidity 50 - 60%, regular airing of the cabinet),

Illumination (you can combine natural and artificial lighting),

Cleanliness of the office (perform daily wet cleaning),

Aesthetics of the office (use calm light colors for furniture, walls, floor and ceiling),

2. Systematically carry out gymnastics for the eyes, exercises to improve cerebral circulation, relieve fatigue from the shoulder girdle and arms, from the torso and legs, as well as general-purpose physical education.

3. Carefully monitor the implementation of sanitary and hygienic standards.

4. Create a favorable emotional climate(in some cases it is a kind word or folk wisdom, in others it is humor, but one should always try to understand the student and help him), students should not be embarrassed or afraid to ask for clarification or help.

5. Alternate different types of work, because Changing activities is an essential condition for health saving.

Given these factors of the computer's harmful effect on the human body, parents can help organize the safest environment for the child at home when interacting with the computer, or the children themselves can do this (with sufficient self-organization).

To relieve eye strain:

It is necessary to properly organize the lighting of the computer desk, sunlight should not fall on the monitor, as glare on the screen contributes to eye fatigue,

Monitor the cleanliness of the screen and monitor settings (brightness, contrast),

Choose a table and chair that allow you to maintain the optimal distance from the screen to the eyes (50-70cm),

It is necessary to take breaks every 10-20 minutes - to give rest to the eyes.

With prolonged sitting with lowered shoulders, a permanent change in the musculoskeletal system may occur. To avoid a cramped position, a child needs:

In the process of working on a computer, it is necessary to monitor the observance of the correct posture,

Work at a special computer desk with a pull-out keyboard board that allows him to change his posture,

Sit on a special height-adjustable swivel chair (the height of the chair can be changed according to the height of the child),

Regularly interrupt "communication" with the computer, get up, move around, do mini-exercises.

Recently, computer games have become very popular among young people. Working on a computer requires a lot of concentration. Games require a lot of pressure. The negative picture is supplemented by the appearance of psychological dependence, which is expressed in the following pathological symptoms: the child develops a sense of imaginary superiority over others, the ability to switch to other entertainment is lost, and poverty of the emotional sphere is revealed. Some computer games provoke aggressive behavior among young users, create a cult of violence and war. The narrowing of the circle of interests of the child, the departure from reality to the creation of their own "virtual" world are also highlighted as negative consequences. In this regard, in everyday life there should be more "live" sincere communication, you need to communicate, pay attention to what he does and what worries him.

Many parents do not always have the opportunity to personally control the use of a child's home computer, you can install a program to limit the time spent on the computer for children and adolescents, which allows you to create a schedule for your child's work at the computer and automatically monitor compliance with it, prohibit the launch of unwanted games and programs, block access to unwanted sites on the Internet.

Children's interest in the computer is huge, and we need to direct it in a useful direction. The computer should become an equal partner for the child, able to respond very subtly to all his actions and requests. On the one hand, he is a patient teacher and a wise mentor, an assistant in studies, and later in work, and on the other hand, a creator of fairy-tale worlds and brave heroes, a friend with whom it is not boring. Compliance with the simple rules of working on a computer will allow you to maintain health and at the same time open up a world of great opportunities for your child.

Bibliography

1. Bezrukikh M. M. Health saving school. - M .: Moscow Psychological and Social Institute, 2004

2. Voloshchuk A.N., Influence of a computer on human health, 2004 electronic resource: http://referat.ru/referats/view/22617.

3. Gymnastics at the computer

electronic resource: http://vi-ta.ru/forum/archive/index.php/t-2600.html

4. Health-saving technologies

electronic resource: http://wmarina2007.narod.ru/zdorovesberezhenie

5. Computer - friend or foe? // Parent meetings: grades 1-4 / E.O. Yaremenko, E.K. Lobachev. - 2nd ed., stereotype. - M .: Publishing house "Exam", 2009. - S. 146-159

6. Smirnov N. K. Health-saving technologies in the work of teachers and schools / N. K. Smirnov. – M.: ARKTI. - 2003. - 272 p.

7. Styazhkina V. A., Development of health-saving competence of a teacher

electronic resource: http://www.ipkpro.ruwww.ipkpro.ru/library/method/tradnov/

2012/2/Styazhkina%20V.A.doc

8. To make the computer a friend//Handbook of the class teacher: personal development, educational activities, spiritual and physical development of the student. Grades 1-4 / L.I. Salyakhov. - 2nd ed., stereotype. – M.: Globus, 2009. – 247-248

9. Shchurkova, N.E. and others. New technologies of the educational process / N.E. Shchurkov. - M., 1994.


Creation date: 2013/11/29

At the moment, in conditions when a person’s spiritual, moral and physical wealth is being rethought, everyone strives to take a different look at himself, his tasks, prospects, to accurately determine his place in the general system of St. Petersburg education. I must say that today we need a school of a healthy lifestyle. It must be remembered that the Russian has always been distinguished by excellent health, distinguished by a special ability to create, and that is why he felt healthy. At present, the school must take into account these features of the Russian in the content of education. Today, more than ever, society needs early identification and development of children who have the ability to perceive a wide range of knowledge, including in the field of health, on the one hand, and on the other hand, to identify children who need special conditions for their life at school. .

Currently, some schools in St. Petersburg do not pay enough attention to physical education lessons. The number of teaching hours has been reduced, especially in elementary school. Students lose interest in sports. Therefore, the relevance of the chosen topic is obvious. To revive the love of sports, in addition to practice, it is necessary to learn the theory of physical culture (as well as any other culture). And for this, you first need to figure out what it is, what types it is divided into and what is its role in human social life and culture.

The study of the problem of health is again of particular relevance. According to the Ministry of the Russian Federation for 2006, 87% of students need special support. Up to 60-70% of students by the graduating class have an impaired visual structure, 30% - chronic diseases, 60% - impaired posture. Unfortunately, many have developed a firm belief that the issue of health or ill health depends entirely on children's doctors. In other words, many of the current schoolchildren - children, like many adults, believe that how well a doctor treats, so much depends on their health. “However, recently, scientists have proven that only 10% of a healthier person depends on the healthcare system, while at the same time more than half depends on his lifestyle.”

Modern youth does not have the necessary knowledge to preserve their health, they are not ready to get out of a stressful state, various difficult situations without physical and mental losses. Little time is devoted to improving their health.

Analysis of scientific and pedagogical literature on the impact of lifestyle on children's health.

The effectiveness of the upbringing and education of children and adolescents depends on health. Health is an important factor in the performance and harmonious development of the child's body.

A number of philosophers - J. Locke, A. Smith, K. Gelvetsky, M.V. Lomonosov, K. Marx and others, psychologists - L.G. Vygotsky, V.M. Bekhterev and others, medical scientists - N.M. Amosov, V.P. Kaznacheev, I.I. Brekhman and others, teachers - V.K. Zaitsev, S.V. Popov, V.V. Kolbanov and others have tried and are trying to solve the problem of health, the formation of a healthy lifestyle for children. They developed and left numerous works on maintaining health, prolonging life potential and longevity.

An interesting statement of the outstanding English philosopher John Locke, contained in the treatise "Thoughts on Education": "In a healthy body - a healthy mind" - this is a brief but complete description of a happy state in this world. Those who have both have little to desire, and those who are deprived of even one can to a small extent compensate for anything else. The happiness or unhappiness of a man is mainly the work of his own hands. One with an unhealthy and weak body will never be able to move forward on this path.” In our opinion, it is difficult to disagree with this statement.

In the words of Adam Smith, a Scottish thinker: “Life and health is the main concern of nature instilled in every person. Concerns about our own health, about our own well-being, about everything that concerns our safety and our happiness, and constitute the subject of a virtue called prudence ... "" ... It does not allow us to risk our health, our well-being, our good name ... "... in a word prudence, aimed at maintaining health, is considered a respectable quality. The French philosopher Claude Helvetius wrote in his writings about the positive impact of physical education on human health: “The task of this kind of education is to make a person stronger, stronger, healthier, and therefore happier, more beneficial to his Fatherland” . “The perfection of physical education depends on the perfection of the government. With a wise state structure, they strive to educate strong and strong citizens. Such people will be happy and more able to perform the various functions to which the interest of the state calls them.

Thus, philosophers and thinkers of different times argued that the person himself should mainly take care of his health, well-being and strive to maintain it. Human happiness depends on this. As mentioned earlier, the problem of health was also of interest to many educators. V.A. Sukhomlinsky argued that “Care for the health of a child is a set of sanitary and hygienic norms and rules ... not a set of requirements for regimen, nutrition, work and rest. This is, first of all, care in the harmonious fullness of all physical and spiritual forces ... "

What is "health"? In 1968, WHO adopted the following formulation of health: Health is a person's ability to perform his biosocial functions in a changing environment, with overload and without loss, provided that there are no diseases or defects. Health is physical, mental and moral. Although this definition, like many proposed in various sources, is not indisputably insufficient for application in the practice of diagnosing and measuring health, it seems to us that there is no more accurate one yet.

"Health is not everything, but everything without health is nothing." This wisdom of Socrates helps to better understand the wearing of health and other goals of human life. A modern person needs much more in life than just feeling healthy. At the same time, health is the most important condition and means of achieving other goals of life. So, you need to take care of your health before you lose it and constantly accumulate and maintain its reserves. This idea is clearly reflected in the modern definition of health given by WHO in 1986: “Health is not the goal of life. But this is the most important resource for everyday life, a positive life concept that combines the social, mental and physical capabilities of a person.” In this definition, it is fundamentally important to understand health as a healthy life philosophy that allows you to successfully realize yourself in teaching, professional work, in various forms of leisure, interpersonal relationships, etc.

A number of factors affect the health of an individual. Among them, it is important to highlight the factors that a particular person, especially a student, cannot directly control. These are the economic and social conditions of life in the country, the climate, the ecological situation in the region. On the other hand, there are a number of factors that can be controlled by a school, a particular teacher, or a student. This is the school environment, as well as the worldview, philosophy of life and way of life.

Academician Yu.P. Lisitsin, saying that: “Human health cannot be reduced only to a statement of the absence of diseases, malaise, discomfort, it is a state that allows a person to lead an unnatural life in his freedom, to fully perform the functions inherent in a person, primarily labor, to lead a healthy lifestyle, that is, experience mental, physical, and social well-being.”

Thus, from the above definitions it can be seen that the concept of health reflects the quality of the body's adaptation to environmental conditions and represents the result of the process of interaction between a person and the environment; the state of health itself is formed as a result of the interaction of external (natural and social) and internal (sex, age, heredity) factors.

“According to the conclusion of WHO experts for 2005, if we take the level of health as 100%, then the state of health depends only 10% on the activities of the healthcare system, 20% on hereditary factors, 20% on the state of the environment. And the remaining 50% depend on the person himself, his lifestyle that he leads.

A healthy lifestyle is understood as “... typical forms and methods of everyday life of a particular person, which strengthen and improve the reserve capabilities of the body, thereby ensuring the successful performance of their social and professional functions, regardless of political, economic and socio-psychological situations. And it expresses the orientation of the activity of the individual in the direction of the formation, preservation and strengthening of both individual and public health.

Based on the foregoing, we can conclude how important it is, starting from a very early age, to educate children in an active attitude towards their own health, understanding that health is the greatest value bestowed on man by nature.

Characteristics of the state of development of physical culture and sports in the Russian Federation

In recent years, the problem with the state of public health has become aggravated in Russia, the number of people who use drugs, abuse alcohol and are addicted to smoking has increased. The main reasons that negatively affect the state of health of the population include a decrease in the standard of living, deterioration in the conditions of study, work, rest and the state of the environment, the quality and structure of nutrition, an increase in excessive stress loads, including a decrease in the level of physical fitness and physical development in practice. all socio-demographic groups of the population. At present, only 8-10% of the population is engaged in physical culture and sports in the country, while in the economically developed countries of the world this figure reaches 40-60%. The most acute and urgent problem is the low physical fitness and physical development of students. The real volume of physical activity of pupils and students does not ensure the full development and strengthening of the health of the younger generation. The number of pupils and students assigned to a special medical group for health reasons is increasing. In 1999, there were 1,300,000 of them, which is 6.5% more than in 1998. The prevalence of physical inactivity among schoolchildren reached 80%.

In the new socio-economic conditions, there have been negative changes in the organization of physical culture, health and sports work in labor and production teams. The multiple increase in the cost of physical culture and sports services has made the institutions of physical culture and sports, tourism and recreation inaccessible to many millions of working people. Since 1991, the trend of reducing the network of health and fitness and sports facilities has continued. In 1999, their number decreased by 22% compared to 1991 and amounted to about 195 thousand with a one-time throughput capacity of about 5 million people, or only 17% of the provision standard. Under the pretext of economic inexpediency, enterprises and organizations refuse to maintain sports and recreation facilities, close, sell, transfer them to other owners or use them for other purposes.

Physical education lessons at school are often perceived as something of secondary importance, having a subordinate significance in relation to such things as mathematics, physics, literature, etc. Having succumbed to the attitude of subject teachers to physical education lessons that has developed in the pedagogical environment as something optional, students often neglect them. Yes, and parents, sometimes, without having enough serious reasons, try to free their child from physical education lessons. However, the time has come to rethink the role of these lessons not only in the physical but also in the mental development of students.

The generally accepted idea that physical culture should mainly be aimed at developing the physical qualities of students (strength, speed, endurance, jumping ability, etc.) and achieving a health-improving effect, to a large extent, impoverishes the very content of this concept. At the same time, a number of components fade into the background, without which a true culture of physical education is impossible.

These include:

  • education of aesthetic attitude to physical culture,
  • knowledge and observance of hygiene rules,
  • the ability to control one's physiological state,
  • possession of techniques and methods of recuperation,
  • the need to improve their health, and therefore the presence of interest and desire for independent physical exercise.

Among these components, I would especially like to highlight the culture of performing movements and mastering any new motor action. The formation and development of the psychological mechanisms of this component should be one of the main psychological and pedagogical tasks of physical education at school.

In the conditions of the modern world, with the advent of devices that facilitate labor activity (computer, technical equipment), the motor activity of people has sharply decreased compared to previous decades. This, ultimately, leads to a decrease in the functional capabilities of a person, as well as to various kinds of diseases. Today, purely physical labor does not play a significant role, it is replaced by mental labor. Intellectual work sharply reduces the working capacity of the body.

The relevance of the problem of orientation of the entire education system towards health-saving education and upbringing.

There are many problems in the modern system of Russian education. One of the priorities is the orientation of the entire education system towards health-saving education and upbringing. This problem is both of strategic importance for the development of education in Russia for the foreseeable future, and of high relevance today. The country is going through a difficult time of change in all spheres of life. Changes also affected the education system: new types of schools, new paradigms, new technologies. Changes in society are reflected in the change in the demand for education of the younger generation. The country needs active figures, creators who can take responsibility for their own lives. This led to the emergence of developing education in the school, personality-oriented, differentiated education.

Society needs Personality- harmoniously developed, creative, active, understanding her purpose in life, able to manage her own destiny, healthy physically and morally. According to the World Health Organization, health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.

Various studies by physicians, physiologists, psychologists and hygienists show that already in the first grade, 15% of children have chronic pathologies, more than 50% - certain deviations of physical health, 18-20% - borderline mental health disorders. In 20-60% of children of primary school age, a high level of violation of the body's adaptive systems was revealed, the immune system in 70-80% of cases functions in overvoltage mode. During the years of schooling, the number of healthy schoolchildren decreases even more.

The steady decline in the level of children's health is due, of course, to the impact on the growing body of numerous social, economic, biological factors:

  • deterioration in the quality of life;
  • severe environmental situation;
  • the disadvantaged social position of many children;
  • insufficient financing of public education, healthcare, social programs.

However, the situation that has arisen is also the result of unresolved pedagogical and medical and preventive problems in the field of preserving and strengthening the health of schoolchildren.

For therapeutic, preventive and educational purposes, sick children need physical activity to maintain and strengthen their health, disturbed by past diseases. Such students belonging to a special medical group should be engaged in physical education according to programs adapted to various types of diseases.

At the same time, the pedagogical comprehension of the problem of physical culture of students with poor health made it possible to identify a number of contradictions, the resolution of which will contribute to increasing the efficiency of the development of adaptive physical culture:

  • between the desire of students for physical culture and the impossibility of its implementation without a sufficient stock of knowledge and experience;
  • between the need to develop adaptive physical culture of students and the lack of purposeful work of the teacher in this direction;
  • between the objective need for the development of physical culture of students and the insufficiency of introducing the ways of its development in pedagogical science.

The term "health saving" has become generally accepted in modern pedagogical literature. It includes a system of measures aimed at preventing the so-called "school diseases" and improving the health of participants in the educational process - students and teachers - using health-developing technologies.

According to N.V. Nikitin, today there are several areas of health-saving activities that are reflected in pedagogical technologies:

- creation of author's programs in subjects of the natural science cycle, focused on an in-depth study of the biological foundations of the health-improving effect of physical exercises on the student's body;
- Strengthening the health-saving component in the system of physical education and sports;
- development of technologies for health-improving work with schoolchildren (due to a new mode of activity that is adequate to the needs of children in recovery and rest; rational nutrition);
– rational use of material and technical resources and financial resources for health-saving purposes.

In the domestic practice of preserving the health of the children's team, one of the first examples (if not the very first) can be considered the experience of the Pavlysh secondary school under the guidance of its director, the outstanding Soviet teacher A.V. Sukhomlinsky.

The school day for schoolchildren began with gymnastic exercises "especially for developing posture ...". Classes were held in one shift, and only in natural light. The time that children spent at their desks was no more than 4.5 hours in grades 5-6, and in grades 7-10 - no more than 5.5 hours.

The second half of the day was devoted to creative work: classes in circles, excursions, independent study of popular science literature, and at least 90% of this time was spent outdoors. With such a schedule, "familiarization with the most difficult issues of the program in physics, chemistry, geometry always began with extracurricular, optional work ...". Thus, interest was created and motivation for learning increased, the problem of “cramming”, which had a negative impact on the health of students, was removed.

In the Sukhomlinsky system, an important role was assigned to the observance of the night rest regimen for children: going to bed - no later than 21 hours, sleep duration - at least 8–8.5 hours.

The peculiarity of Sukhomlinsky's methodology - the children doing homework before, and not after school, that is, in the morning of the next day - is surprising to this day. According to the teacher, “... with the correct formulation of all educational work ... in 1.5–2 hours (sometimes in 2.5 hours) of mental work in the morning, you can do 2 times more than in the same time after school ... Mental work child in the morning begins with a repetition of what needs to be memorized, memorized, forever stored in memory ... ".

The effectiveness of all activities carried out at the Pavlysh school was achieved through regular work with the parents of students, real help and advice on maintaining the health of children.

Unfortunately, in recent years the state of health of children and adolescents in our country has deteriorated catastrophically.

The number of practically healthy children has significantly decreased: according to the Research Institute of Hygiene and Health Protection of Children and Adolescents of the Russian Academy of Medical Sciences, only every tenth first-grader can be considered healthy. By the time they enter school, 40% of children already have posture disorders, 70% have caries, and 20% are underweight (data for 2000).

The number of functional disorders and chronic diseases in adolescents is growing. Half of schoolchildren aged 7–9 and more than 60% of students in grades 10–11 have chronic diseases. Among school graduates, the number of healthy children does not exceed 5%. In recent years, the number of diseases of the endocrine system has increased - by 34.1%, mental and behavioral disorders - by 32.3%, neoplasms - by 30.7%, diseases of the musculoskeletal system - by 26.4%, diseases of the circulatory system - by 20.5%.

There has been an increase in the number of students suffering from several diseases at the same time. According to the Research Institute of Hygiene and Health Protection of Children and Adolescents of the SCCH RAMS, children 7–8 years old have an average of two diagnoses, 10–11 years old have three, 16–17 years old have three or four diagnoses, and 20% of high school students have five or more functional diagnoses. disorders and chronic diseases.

In terms of the level and structure of chronic and acute morbidity, rural schoolchildren differ little from urban ones. Some lag in the incidence rate among rural schoolchildren in comparison with Moscow and other large metropolitan areas can only be attributed to the lack of diagnostic capabilities in the countryside. At the same time, among rural schoolchildren there is an unexpectedly high level of allergic and ENT diseases, the development of myopia.

Children transitioning from primary to mainstream are most vulnerable, which may be due to:

- an increase in the volume and complication of the nature of the training load;
- the coming to the fore of the evaluation factor, now called upon to play the main, if not the determining role, in the child's self-control and control by parents over his academic performance;
- the complication of the nature of the relationship "teacher - student" and interpersonal relationships within the class with an increase in the risk of conflict situations.

All this requires close attention on the part of teachers and the school administration to the regulation of educational material, the creation and maintenance of a favorable psychological microclimate both in the learning process and outside school hours.

In the structure of morbidity of teachers in the Russian Federation, the same forms prevail as in schoolchildren: disorders of the musculoskeletal system, various degrees of borderline mental disorders and pathologies related to the nervous system, sensory organs, cardiovascular and digestive systems.

Taking into account the adjustments for the age and social status of participants in the educational process (students and teachers), for the natural and socio-economic conditions of individual regions of Russia, such a coincidence only confirms the unity of the influence of environmental factors on the health status of both those who teach and those who teach. These factors include the volume of educational information, with the complexity of its assimilation, on the one hand, and the imperfect method of presentation and evaluation, on the other. One should also not discount the real problems of organizing the educational process in a particular educational institution, taking into account the possibilities of observing sanitary and hygienic standards in it: the level of illumination, the size of school furniture, etc.

It is interesting that the term “school illnesses” itself was introduced by the German doctor R. Virchow relatively recently - only in 1870. Even then, to “eliminate the main causes of school illnesses”, it was proposed to use games, dances, gymnastics and all types of fine arts in educational institutions. Thus, the place of "passive-receptive learning" was to be replaced by "observational-pictorial" learning. The "verbal school" was replaced by the "school of action".

Up until the 1980s. health protection in educational institutions was built on the basis of a "three-component" model.

1. The curriculum focused on the principles of health and behavioral change for health.

2. The school medical service carried out prevention, early diagnosis and elimination of emerging health problems in children.

3. A healthy environment in the learning process was associated with a hygienic and positive psychological atmosphere, with the safety and rational nutrition of children.

The Strasbourg Conference in 1990 by the decision of the World Health Organization (WHO) and the European Economic Community (EEC) approved the creation of the so-called "schools of health" to implement the developed in the mid-1980s. new, "eight-component" model of health saving. It included a catering service with an expanded range of healthy food; carrying out activities for the physical education of the younger generation and the “health service of the school staff” with the involvement of parents and the help of the general public.

Since then, more than 500 schools from 40 states have taken part in this project, and this network is constantly expanding. It has already included many educational institutions in Poland, the Czech Republic, Slovakia, Bulgaria, Germany and other countries.

In Russia, educational institutions that have received the status of a “school of health” operate today in the republics of Bashkortastan, Tatarstan and Karelia, in a number of cities and regions of Russia.

According to the results of their work in 11 regions, a positive trend in the health status of students was noted: a decrease in ENT diseases, SARS (in the Leningrad region, for example, by 25%), chronic pathologies (in the Tula region - by 12–16%), dermatitis, and digestive diseases. and respiratory system, neurosis (in the Belgorod region - by 25%), vegetative-vascular dystonia. During the influenza epidemic, when most schools in the Leningrad and Voronezh regions were closed for quarantine, the lowest incidence rates were noted precisely in the “schools of health”. The general well-being of children in such schools is more often than in Russia as a whole rated rather as “good” and less often as “satisfactory”.

However, the material possibilities of the majority of Russian schools in modern conditions hinder the implementation of the concept of "school of health".

How is the problem of health saving being solved today?

In most cases, attention is paid to the physical state of health (posture, vision, internal organs, etc.), without taking into account the mental state. But there is a direct relationship between physical and mental health. It is known that early damage to the central nervous system, i.e. the disturbed mental health of the child is the cause of various deviations in the functioning of a number of body systems, and, conversely, somatic diseases mask mental disorders, chronic illnesses are accompanied by secondary mental health disorders.

There is still no clear feedback between the medical service of the school and teachers and parents. As a result, no measures are taken at the early stages of the development of the disease, and often acute diseases in children turn into chronic ones, a number of functional indicators of the body deteriorate over the years of study.

Parents, who are often better informed about the state of health of their child than a school doctor or teacher, cannot influence its correction within the walls of an educational institution. But the child spends here about 70% of the time. As a result, his health deteriorates.

Despite the fact that during the development of most projects, the preservation of the health of all participants in the educational process is declared, in reality, it only concerns the health of children, and teachers remain “overboard”.

In our opinion, in order to change the situation in the performance of health-preserving tasks in the bulk of our educational institutions, the teacher should be recognized as a key figure.

Caring for the health of the younger generation begins with the concern of the teacher about the state of his own health, and it largely depends on the lifestyle that he leads. Extreme forms of maintaining health (“winter swimming”, many kilometers of jogging, etc.) are the lot of a few enthusiasts. We also cannot always influence the decision-making that affects the ecological state of the city (district, region, republic) where we live. But you can always avoid bad habits, diversify your diet, learn how to regulate your professional activities in such a way, planning your work schedule in order to avoid overloads and observe the regime of work and rest.

Knowing the methods of supporting the forces of one's own body, its capabilities and the symptoms of certain diseases will help the teacher to be more attentive to the state of health of his pupils. And your own example will serve better than any words to teach children to follow the rules of a healthy lifestyle.

The state of health of the student should not be indifferent to the teacher also because it can cause him to lag behind in his studies. The negative consequences of this, both for himself and for the relations that develop between him and family members, in one way or another are reflected in the state of the whole society. In the Soviet years, 85% of children were unsuccessful, mainly due to health problems. And in our time, this reason is paramount.

Inactivity during the lesson and a poor variety of educational activities have a negative impact on the health of students. Opposition to the first was found in a number of schools, where the so-called "dynamic pauses" are used in the learning process, especially in the primary grades: children work part of the lesson while sitting, part - standing at the desks. The situation is more complicated with the change of activities and, most likely, the situation will not change until the material and technical base of most educational institutions improves.

Special attention should be paid to the volume and complexity of the material given at home. It is best to analyze its main points in the lesson together with the students, so that the children learn them during the lesson, and at home it remains only to repeat. Interesting is the experience of some teachers who evaluate the assimilation of the material immediately after its explanation and brief summary. Then the guys have a chance to correct the assessment during the survey in the next lesson.

A well-didactic “worked out” lesson is also the most health-oriented for all its participants. But the teacher's efforts to conduct the lesson at a good pace and at the same time make it easier for students to assimilate new material is often blocked on their part by a lack of interest in the subject. So far, this is an unresolvable contradiction. Whether the implementation of the profile education project in the senior classes will help in this respect, the future will show. But even with the interest of children, this reform can significantly increase the total teaching load not only within the walls of an educational institution, but also at home, with all the ensuing negative consequences for health.

In conclusion, all those interested in various aspects of the problem of health preservation are recommended to read the following recently published books.

1. Methodological recommendations "Health-saving technologies in a secondary school: analysis methodology, forms, methods, application experience" / Ed. MM. Bezrukikh and V.D. Sonkin.– M.: Triada-farm, 2002. This manual contains a lot of factual material, it discusses "school risk factors" in detail.

2. Smirnov. N.K. Health-saving educational technologies in the modern school. – M.: APKiPRO publishing house, 2002. The book presents extensive theoretical material and gives recommendations for analyzing training sessions from the standpoint of health saving.

And those who have access to the Internet, we recommend visiting a website dedicated to the development and implementation of health-saving technologies in educational institutions - www.schoolhealth.ru

The problem of preserving and strengthening the health of preschool children has always been relevant. The history of domestic and foreign education shows that the problem of the health of the younger generation arose from the moment the human society appeared and was considered differently at subsequent stages of its development.

In ancient Greece, special education systems stood out: Spartan and Athenian. In the conditions of the harsh military system of life of the landed aristocracy, education in Sparta was of a pronounced military-physical nature. The ideal was a hardy and courageous warrior. A vivid picture of Spartan education was drawn by Plutarch in the biography of the Spartan legislator Lycurgus. Education in Athens assumed intellectual development and the development of body culture. The works of Socrates and Aristotle contain views on the need to form the physical culture of the body.

In full accordance with the ancient ideal of man, teachers of the Renaissance took care of the health of children, developed a method of physical education - Tommaso Campanella, Francois Rabelais, Thomas More, Michel Montaigne.

In the pedagogical theory of the 17th century, the principle of utility was considered the guiding principle of education. Teachers of that time paid great attention to the care of improving the health of children. John Locke, in his main work Thoughts on Education, offers a carefully designed system of physical education for the future gentleman, proclaiming his basic rule: "A healthy mind in a healthy body is a brief but complete description of a happy state in this world ...". Locke describes in detail the methods of hardening, substantiates the importance of a strict regimen in the life of a child, gives advice on clothing, food, walks, and sports.



For the first time in the history of Russian pedagogical thought, the Russian educator Epiphanius Slavinetsky, in his pedagogical essay Citizenship of Children's Customs, tried to give a set of rules that children should have followed in their behavior. It says how to treat your clothes, appearance, how to follow the rules of hygiene.

The ideas of the physical development of the child through work, exercises, war games, campaigns were put forward by Johann Heinrich Pestalozzi and Adolf Diesterweg.

In Russia, progressive public figures and educators I. I. Betskoy, N. I. Novikov, and F. I. Yankovich worked to transform the cause of education. N. I. Novikov in the article "On the upbringing and instruction of children" notes that "... the first main part of upbringing is the care of the body, since the education of the body is already necessary even then, when there is no other education yet ..."

At the end of the 19th - beginning of the 20th century, a social movement in the field of public education was growing in Russia. At this time, P.F. Lesgaft, a prominent scientist, organizer of the pedagogical movement for the introduction of physical education in schools and children's institutions, was working. In the work "Guide to the physical education of schoolchildren" Lesgaft offers an original system of physical education based on the law of gradualness and sequence of development and the law of harmony.

During the formation of Soviet pedagogy, the main attention was paid to the labor education of the younger generation in an organic connection with the mental, physical and aesthetic. The health of the child was considered in his development through the performance of physical labor (N. K. Krupskaya, P. P. Blonsky, S. T. Shatsky, V. N. Shatskaya, A. S. Makarenko, etc.). A wide network of children's institutions of a new type was created, health grounds, outdoor schools - forest, steppe, seaside, sanatorium.

In 1980, I. I. Brekhman proposed the term "valueology", which designated a direction in science related to the study and formation of health, the identification of methods for its active formation. At the intersection of human sciences, a new direction in pedagogical science is developing - pedagogical valueology as the science of including a person in the process of shaping one's health (G.K. Zaitsev, V.V. Kolbanov, L.G. Tatarnikova).

The concept of preschool education (1989) identified the formation, and not just the preservation and strengthening of the health of children of early and preschool age, as a priority.

Law of the Russian Federation of July 10, 1992 No. 32661 "On Education", as well as Federal Laws of March 30, 1999 No. 52-FZ "On the Sanitary and Epidemiological Welfare of the Population" and of April 10, 2000 No. 51-FZ "On Approval of the Federal Program for the Development of Education" educational institutions are responsible for the life and health of students and pupils during the educational process.

The Law on Education in paragraph 1 of article 2, among the main principles of state policy in the field of education, proclaims “the priority ... of human health” (paragraph 1 of article 2), and in paragraph 3.3. Article 32 establishes that an educational institution is responsible for the life and health of students during the educational process (clause 3.3. Article 32). In these regulations, the emphasis is on protecting the health of children. In paragraph 1 of Art. 51 of the Law on Education, in addition to these provisions, it is required from an educational institution "to create conditions that guarantee the protection and promotion of the health of students."

According to the World Health Organization, health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.

The sociological concept of health includes:

A state opposite to illness, the fullness of a person's life manifestations;

A state of complete physical, mental and social well-being and not merely the absence of disease or infirmity;

The natural state of the body, characterized by its balance with the environment and the absence of any painful changes;

The state of optimal life activity of the subject (personality and social community), the presence of prerequisites and conditions for its comprehensive and long-term activity in the areas of social practice;

Quantitative and qualitative characteristics of the state of human life and social community.

Currently, it is customary to distinguish several components (types) of health:

Somatic health is the current state of the organs and systems of the human body, the basis of which is the biological program of individual development, mediated by the basic needs that dominate at various stages of ontogenetic development. These needs, firstly, are the trigger mechanism for human development, and secondly, they ensure the individualization of this process.

Physical health is the level of growth and development of organs and systems of the body, which is based on morphophysiological and functional reserves that provide adaptive reactions.

Mental health is a state of the mental sphere, the basis of which is the state of general mental comfort, which provides an adequate behavioral response. This state is due to both biological and social needs, as well as the ability to satisfy them.

Moral health is a set of characteristics of the motivational and need-informative sphere of life, the basis of which is determined by the system of values, attitudes and motives of the individual's behavior in society. Moral health mediates the spirituality of a person, since it is connected with the universal truths of goodness, love and beauty.

Thus, the concept of health reflects the quality of the body's adaptation to environmental conditions and represents the result of the process of interaction between a person and the environment; the state of health itself is formed as a result of the interaction of external (natural and social) and internal (heredity, gender, age) factors.

In pedagogical science, the concept of "health saving" has been used since the 90s of the XX century. and reflected the specifics of attitudes towards the preservation of children's health through the organization of the educational process in different periods: "protect health" - "do not burden" - "health care" - "health promotion" - "health protection" - "valeology" - " health care".

Currently, in the concept of "health saving" scientists distinguish various aspects: self-actualization and self-fulfillment, physical self-development and self-education, integration of physical education. In accordance with the foregoing, health saving will be considered as a process that includes a set of specially organized sports and recreation, educational, sanitary and hygienic, medical and preventive, etc. activities of a person for a fully healthy life at each stage of his age development.

Health saving in the personal aspect is a way of expressing a person's individuality in life, implemented through physical culture and recreation activities, which are provided in an educational institution by the process of physical education. The main place in health saving is given to physical culture and health-improving activities, because the use of physical education has received a leading place in the system of preventive measures aimed at correcting health.

Health saving as a system characterizes the actual health saving aspect of the functioning of an educational institution of the appropriate level and profile. Any such system consists of the following interrelated components:

The goals of health-saving activities;

Methods of health saving (procedurally understood technology of health saving activities); Means used in the process of health saving;
Organizational norms in which health-saving activities are implemented with one effect or another.

Thus, health protection is understood as a process that includes a set of specially organized sports and recreation, educational, sanitary and hygienic, medical and preventive and other human activities for a fully healthy life at each stage of its age development.

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

In a narrower sense of the word, it is a specially organized, developing over time and within a certain educational system, the interaction of children and teachers, aimed at achieving the goals of health saving and health enrichment in the course of education, upbringing and training.

The system of health-saving education, along with providing the necessary conditions for the full natural development of the child, contributes to the formation of his conscious need for health, understanding the basics of a healthy lifestyle, and provides practical mastering of the skills to preserve and strengthen physical and mental health.

2. Preschool programs for the preservation and promotion of children's health

At the present stage of development of education, there are several concepts of the physical development of preschool children. The philosophy of this or that program is based on a certain view of the authors on the child, on the laws of his development, and, consequently, on the creation of conditions that contribute to the formation of the personality, protect his identity and reveal the creative potential of each pupil. The development of children's motor activity should proceed in the form of their familiarization with physical culture as a natural component of universal human culture in the proper sense of the word.

An important role in the work of the kindergarten in preserving and shaping the health of the child is played by such programs as: “The program of education and training in kindergarten (team of authors: M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova);

A program for preschool educational institutions and a methodological set “Fundamentals of safety for preschool children” (team of authors: H. N. Avdeeva, O. L. Knyazeva, R. B. Sterkina);

A comprehensive program and methodological guide for teachers of preschool institutions "Rainbow" (group of authors: V. V. Gerbova, T. N. Doronova, T. I. Grizik);

Health-saving technology of separate education (author V. F. Bazarny) and others.

T. N. Doronova, a candidate of pedagogical sciences, in her program "Rainbow" draws attention to the upbringing and development of kindergarten children; she preferred the most important subject of education - physical culture - as the main component. “Human health depends on how physical education work with children is organized. A child in preschool childhood should feel muscular joy and love movement, this will help him carry the need for movement through his whole life, join sports and a healthy lifestyle.

She defined the main forms of work with children in the chapter "Raising a healthy child" on the motor regime, hardening, physical culture and health work. All the work is presented in the sections “Forming the habit of a healthy lifestyle”, “Daily mode of life”, “Wakefulness”, “Sleep”, “Nutrition”, “Health skills”, “Forming a culture of movements”.

Gradually, the child masters the basic cultural and hygienic skills, gets acquainted with the elements of self-control during a variety of motor activities. It highlights the issues of behavior in situations that threaten the life and health of children, the ability to avoid or even anticipate them, which are important at the present stage.

T. N. Doronova disclosed the means and forms of physical education. These are hygienic factors, hygiene of the nervous system, physical exercises. Preventive, developing, therapeutic, rehabilitation orientation in the selection of physical exercises.

The program of the group of authors under the leadership of L. A. Wenger "Development", which contains two theoretical provisions: the theory of A. V. Zaporozhets about the intrinsic value of the preschool period of development, the transition from a utilitarian understanding of preschool childhood to a humanistic understanding, and the concept of L. A. Wenger about the development of abilities, which are understood as universal actions of orientation in the environment with the help of figurative means of solving problems specific to the preschooler.

This program does not contain tasks for the physical development of the child. M. D. Makhaneva and Doctor of Psychology O. M. Dyachenko in 2000 developed methodological recommendations for raising a healthy child for the “Development” program. They contain, on the one hand, a general description of the means that ensure the health of the child (hygienic, hardening, physical exercises), on the other hand, specific descriptions of physical education classes held in the gym. They are valuable because they allow you to use them when planning the most diverse aspects of organizing a healthy lifestyle for children, combining classes in the "Development" program and a number of additional ones with carrying out the necessary recreational activities.

M. D. Makhaneva pays great attention to the proper nutrition of children. On the need for its completeness. She criticizes the generally accepted system of physical education, which cannot solve problems at the present stage, since it does not take into account the specific conditions of children's institutions in different regions of Russia, does not provide for a differentiated approach to children in accordance with their individual characteristics and health, and does not meet the needs of children in movement .

V. T. Kudryavtsev - Doctor of Psychology, B. B. Egorov - Candidate of Pedagogical Sciences defined the idea of ​​an integrated interdisciplinary approach to the issue of physical education of a preschooler, and a developing pedagogy of health improvement arose in 2000. Their program and methodological manual reflects two lines of health-improving and developmental work: 1) familiarization with physical culture, 2) a developing form of health-improving work.

The authors of the program proceed from the premise that a child is an integral spiritual and bodily organism - a mediator and a transformer of natural and social and environmental ties that are significant for him. The educational and health-improving effect is seen in the upbringing of the child's ability to meaningfully regulate these connections through special forms of motor-playing activity.

The general goal of this program and methodological material is to form the motor sphere and create psychological and pedagogical conditions for the development of children's health based on their creative activity.

In the program "Fundamentals of safety of preschoolers" V. A. Ananiev in the sections "Human health and the environment", "Health and lifestyle of a person" sets the tasks of developing children's physical activity: they need to be taught to take care of their health and the health of others, to form personal skills hygiene, give knowledge about healthy food, orient children to a healthy lifestyle, give basic knowledge about what an infectious disease is, what needs to be done so as not to get infected. Ways to solve problems: classes, games - classes, visual activities, walks, hygiene procedures, tempering activities, games, sports events, holidays, conversations, reading literature, the use of emotionally attractive forms, work with parents aimed at improving children's health and developing them physical activity
The program "Fundamentals of Life Safety for Preschool Children" was developed by N. N. Avdeeva and R. B. Sterkina, Candidates of Psychological Sciences, O. L. Knyazeva, Candidate of Pedagogical Sciences. The authors note that safety and a healthy lifestyle are not just the sum of knowledge acquired by children, but a lifestyle, adequate behavior in various life situations, including unexpected ones.

Determining the main content of the work on life safety and the direction of development of children, the authors of the program considered it necessary to highlight such rules of behavior that children must strictly follow, since their health and safety of life depend on this. The main content of the work on the program should be built, according to the authors, in several areas: “Child and other people”, “Child and nature”, “Child at home”, “Emotional well-being of the child”, “Child on the streets of the city”, “Child health ".

The content of the section "Health of the child" the authors of the content of the section direct to the formation of the child's ideas about health as one of the main values ​​of life. A child must know his body, learn to take care of it, not harm his body. The teacher working on this program should tell the children how the human body works, how the main systems and organs work (musculoskeletal, muscular, digestive, excretory, blood circulation, respiration, nervous system, sensory organs). At the same time, it is important to form in the child the ability to listen to his body, help him work rhythmically, respond in time to signals that indicate the state of all organs and systems.

So, the analysis of the content of modern programs for preschool institutions allows us to conclude that, despite the differences in concepts, approaches, methods and means of solving the problem of improving the health of preschool children, in the content of each program, the authors recognize the problem of preserving children's health as a priority and give it priority. meaning. The programs offer to be active in the work of not only teachers, but also the children themselves, parents.

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

The essence of pedagogical technology lies in the fact that it has a pronounced phasing (step by step), includes a set of specific professional actions at each stage, allowing the teacher to foresee the intermediate and final results of his own professional and pedagogical activity even in the design process.

Pedagogical technology is distinguished by: concreteness and clarity of goals and objectives; the presence of stages: primary diagnosis; selection of content, forms, methods and techniques of its implementation; using a set of means in a certain logic with the organization of intermediate diagnostics of achieving the goal, criteria-based assessment of results. The most important characteristic of pedagogical technology is its reproducibility. Any pedagogical technology should be health-saving.

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

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

There are various types of health-saving technologies in preschool education, depending on the goals and tasks to be solved, as well as the leading means of health saving and health enrichment of the subjects of the pedagogical process in kindergarten. In this regard, the following types of health-saving technologies in preschool education can be distinguished:

Medico-prophylactic;
Physical culture and recreation;
Technologies for ensuring the socio-psychological well-being of the child;
Health saving and health enrichment of teachers of preschool education;
Valeological education of parents.

Medical and preventive technologies in preschool education technologies that ensure the preservation and enhancement of children's health under the guidance of the medical staff of the preschool educational institution in accordance with medical requirements and standards, using medical devices. These include the following technologies:

Bibliography

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Antonov, Yu. E. The main provisions of the program "Healthy preschooler" / A. Yu. Antonov, E. Yu. Ivanova // Obruch. - 1996. - No. 1. - P.5-6.
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Everyone saw the problem.

The topic of the health of the younger generation has been discussed more and more actively in recent years. For example, in February last year, a collegium of the Ministry of Education and Science of the Russian Federation was held, at which the activities of educational institutions to preserve and improve the health of schoolchildren were analyzed. And in October 2010, an international symposium was held, which raised the question even more broadly: what can and should education in Europe do for the harmonious development of the younger generation.

Both events highlighted the seriousness and urgency of the problem. According to the data presented at the board meeting, more than half of the 13.4 million schoolchildren, 53 percent, have poor health; two-thirds of children aged 14 have chronic diseases, and only 10 percent of graduates of general education institutions can be classified as healthy. Indicators of the physical development of children are deteriorating. About 10 percent of schoolchildren have reduced anthropometric characteristics. About 7 percent are obese, that is, malnourished and lead a sedentary lifestyle. Regarding the last figure, it is worth making a reservation: in Europe, the same indicator looks much worse. Of the 77 million children living in the EU, 14 million are overweight. However, all other data on Russia cannot but cause alarm. Especially when it comes to teenagers.

Before reaching the age of fourteen, some of them are already in the dispensary for socially significant diseases: syphilis, drug and substance abuse. Cases of HIV infection have been registered. Rates of teenage alcoholism are on the rise.

Not happy with the results and medical examinations of conscripts. Young people are poorly prepared physically, many have bad habits. But they have to defend their homeland, work in production, take care of the ever-increasing older generation. In this regard, some experts recall the TRP complex developed in the Soviet Union and propose to develop a similar one, but taking into account the current state of health of adolescents and young people.

Coming to a decision

An attempt to normalize the situation with the health of children, adolescents and youth has been made at the highest level. In 2005, the Government of the Russian Federation adopted the Concept for the Protection of Children in Russia until 2010, in which the problem of developing a healthy young generation is singled out as an independent and priority area of ​​state policy. But for some reason, its solution is entrusted only to medicine. Education has been left out, despite the fact that up to 70 percent of the time children spend in school. Yes, and medicine is struggling, mainly with the consequences, and not with the causes.

In 2010, President Dmitry Medvedev devoted most of his annual Address to the Federal Assembly of the Russian Federation to the younger generation. “Today, by the first grade of school, almost a third of children have health problems,” he said. - Even more depressing indicators are usually diagnosed in adolescents. Two-thirds of them have health deviations.” The head of state instructed to conduct in-depth medical examinations of children and adolescents from 2011. Particular attention, he said, should be given to vaccination, access to high-quality medicines for children and adolescents, and early diagnosis of tuberculosis, cancer and other dangerous diseases. The President noted that the necessary funds should also be allocated for these purposes. In addition, the president set the task of carrying out technological modernization of children's polyclinics and hospitals, and improving the skills of their employees. At least 25 percent of the funds allocated for the modernization of healthcare should go to the development of children's medicine. This is a big amount. In practice, it can reach up to 100 billion rubles in two years.

The education sector must also contribute to the fight against disease. This was pointed out a little earlier - when formulating the national educational initiative "Our New School".

Early diagnosis can predetermine the course of the disease, and sometimes overcome it in its infancy. But, since the health status of schoolchildren does not improve from year to year, questions arise: why are established diseases not treated, and sometimes they progress? how to save the precious gift of nature?

If we exclude family problems from the field of view, the search for an answer first of all leads to school, because young people come to secondary and higher educational institutions with a “bouquet” of pathologies earned at their desks. First of all, these are diseases of the digestive system, spine, respiration, and eye diseases. And all of them have already received the persistent epithet "school", because in most cases they were acquired in educational institutions.

The power of negative factors was underestimated

It is well known that health (physical, mental, moral and intellectual) is affected by the whole complex of socio-economic, environmental and spiritual factors of society. But school illnesses have their own reasons. These include the organization of the educational process and extracurricular activities inconsistent with the nature of the child, the inconsistency of teaching methods with the age and functional characteristics of children, the stressful tactics of pedagogical influences and the high information load of students, from which moral education lags behind.

Every year children are given more and more knowledge. In order to learn and analyze a huge amount of information, the child has to attend additional classes and electives, prepare for reports, conferences, do research and the like, and as a result, sit more and more at the table, most often equipped with a computer. In elite educational institutions with in-depth study of subjects (including homework), children spend up to ten hours a day on classes. A continuous increase in the intensity of educational activity, a sedentary lifestyle cause stress and neurosis. Researcher A.A. Korobeinikov claims that 60 to 80 percent of schoolchildren are subject to stress.

Some scholars also doubt the need for an early start of systematic preschool education. Kindergartens did not accidentally change their name. These are now preschool educational institutions, and children study there. The mental load on the kids is increasing. Is it good is another question. Underestimation of the importance of physical activity leads to many diseases.

“Over the past ten years, the overall incidence of neurotic disorders associated with stress and psychopathic disorders among children of fifteen to seventeen years old has increased by almost 26 percent, and the primary one by almost 50. Often the school environment itself is harmful to health: school furniture, lighting of rooms do not correspond child physiology, non-observance of hygienic modes of work on computers leads to the formation of neuropsychic disorders and eye diseases.

In the 21st century, a number of schools still lack toilets... It is highly unacceptable for children to study in extremely unfavorable sanitary and epidemiological conditions.” (Data as of early 2009.)

Valentina PETRENKO, Chairman of the Federation Council Committee on Social Policy and Health.

The symposium raised the question of the harmonious development of the personality, that is, the balanced intellectual, physical, spiritual and moral health of children. Physical education lessons bring elements of harmony into the educational process. Unfortunately, the programs they run are designed for the average student. It is not possible to carry out an individual approach to everyone, because for this, in addition to desire, one must have both funds and specialists. Children with physical disabilities most often sit in the classroom. They do not like physical education lessons and are painfully experiencing collective competitions, as they understand that they are letting their classmates down.

Experts say that it is necessary to change the general direction of physical education in elementary school: to make it health-improving, and the content of physical education - focused on the formation of a conscious attitude to regular physical exercises and the development of hygiene skills and the foundations of a healthy lifestyle. It is very good if the children will swim. But in Russia only two percent of schools have swimming pools. Even gyms are not in every school. The task is to create such conditions so that the child has a desire to engage in physical culture, sports, so that he understands the usefulness of movement for his health.

Everyone should listen to Socrates

Unfortunately, for various reasons, modern parents are poorly versed in the organization of the educational process and health-saving activities and, for the most part, cannot influence their organization. At the international symposium mentioned above, one of the scientists noted with bitterness: “When we ask parents what is more important for you - the health of the child or success, they choose the latter.” Moms and dads of graduate students (87 percent) believe that the main task of the school is to provide a good education. The wise thought of the ancient Greek philosopher Socrates - health is not everything, but everything is nothing without health - is still insufficiently realized in our society.

It cannot be said about school leaders and teachers that they have the opportunity and are able to build the educational process and lessons in such a way that the search-motor and sensory-emotional capabilities of each student expand, and the child experiences only positive emotions. The authoritarian style of communication prevails in the school. Moreover, children can be humiliated and insulted. An ignoramus, a klutz, a cow - these are perhaps the most harmless definitions with which teachers reward their pets. Not out of malice, of course. A.A. Korobeinikov argues that in terms of the degree of tension, the load on the teacher is greater than on the manager and banker, the general director and president of the association. As a result, many teachers experience a state of chronic physical and emotional fatigue. Enthusiasm for work decreases, sensitivity to criticism increases, tension arises in communication with colleagues and parents. Available to students as well. This is a burnout syndrome, a stress reaction. And it shows that adults also need psychological support. In our country, there are good techniques tested in hot spots that help get rid of stress. But Russian teachers do not yet own them. But in general, the issue of the state of health of teachers has been little studied, and therefore it is not known what and how to treat them.

In Western society, a system of rejection of everything that we call "unhealthy lifestyle" has been created. Smoking, alcohol consumption, obesity and simply inappropriate appearance are regarded there as vices and cause a negative reaction from employers. Beer addiction is also not approved. Our public opinion is indifferent to teachers with bad habits, with rare exceptions, although everyone knows that the behavior of a teacher is an example for a student. Let's imagine that a first-grader, for whom the teacher is the personification of everything new, kind, interesting, saw that the teacher smokes ... No stories about the perniciousness of bad habits and the virtues of a healthy lifestyle will help later. The teacher, as, indeed, every person, should have a responsible attitude to their health. And for this purpose it is necessary to develop specialized programs. So, at least, the head of the department of theory and practice of managerial activity in education of the Academy of advanced training and professional retraining of educators A.B. Bakuradze.

Scientists also propose to develop educational and labor legislation that regulates the workload of schoolchildren and students.

From understanding to consistent policy

Today in Russian society there is an understanding that it is time to say “no!” to school illnesses of children and adolescents. And this must be done at the level of state policy, by formulating the relevant articles in the law, backing it up with certain amounts in the budget and determining who is responsible for what. But practical steps for this are not enough. Sometimes even current affairs are slowed down. Thus, participants in the First Forum of Directors of Secondary Specialized Educational Institutions, subordinate to the Ministry of Education and Science of the Russian Federation, said that it is easier to fly into space than for a college to obtain a license to operate a medical center. At the same time, it was a question of a purely organizational side of the matter, independent of educational institutions.

In Russia, there are schools and colleges that work on health-saving technologies and achieve good results in both the spiritual, moral and physical development of children. There are regions where school meals are properly organized. There are cities whose leaders are not indifferent to the state of sports facilities and adjacent territories and the promotion of physical culture and sports. But so far there aren't many of them.

We invite our readers to discuss the most serious issues: how to disseminate and put into practice the experience of the best in modern conditions, what physical education programs should be at school, technical school, college, university, how to effectively organize health-saving activities, support medical workers, what points to include in connection with all this in the new law on education - in a word, everything that concerns the work of educational institutions for the harmonious development of the younger generation. This is very important, because it is connected with the future of our country and its greatest value - children.

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