Independent activity of children in physical development. Independent motor activity of children in a group room Guidance of independent motor activity of children

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From the moment of birth, a normally developing child strives for movement. At first, these movements are erratic. However, gradually they begin to acquire a more coordinated character. Movements have a comprehensive effect on the human body, and this effect is immeasurably higher for a growing organism. In whatever conditions a child is brought up, he needs the means for the timely and correct development of movements: a spacious room, aids and objects that encourage him to act, outdoor games, musical OD, as well as GCD for the development of physical qualities. In addition to organized forms of work on the development of movements in the motor mode of children, independent activity occupies a large place. The child has the opportunity to play, to move at his own will. However, here, too, his actions largely depend on the conditions created by adults. With proper guidance of children's motor activity, it is possible to significantly influence the variety of their games, movements, without suppressing initiative.

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The main means of physical education of young children are proper nutrition, the widespread use of natural factors of nature, good hygiene care, a well-organized daily routine, methodically correct routine processes (feeding, sleeping, toileting), creating favorable conditions for a variety of activities and, above all, for the development of movements. child

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According to modern data, children move half as much as it is provided for by the age norm, which means that not enough attention is paid to the independent motor activity of children.

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One of the aspects of the organization of upbringing and personal development is physical culture, which expands the adaptive capabilities of the child. Motor activity helps to improve human health, increases its functionality, the ability to withstand negative environmental factors. This is especially important today, in conditions of a sharply increased pace of life. Motor activity is a necessary condition for the versatile development of the child: the world he learns through movements, in them he finds an outlet for his irrepressible thirst for knowledge, energy, fantasy. Movements create conditions for the development of intelligence, stimulate speech and emotional activity, teach communication; In a word, movement is the life of a child, his element!

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Independent activity of children is one of the main models for organizing the educational process of preschool children: the free activity of pupils in the conditions of a subject-developing educational environment created by teachers, which ensures that each child chooses activities according to interests and allows him to interact with peers or act individually

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Independent motor activity of children affects the following functions: Health: protecting the life and strengthening the health of children, promoting the correct physical and mental development of the child's body, increasing mental and physical performance. Developing: development of movements, formation of motor skills and physical qualities (dexterity, speed, strength, endurance), formation of correct posture. Educational: enriching children's knowledge about their body, health, about ways to strengthen it, preserve it, and take a responsible attitude. Educational: education of positive character traits (courage, determination, perseverance), moral qualities (goodwill, mutual assistance), volitional qualities (willpower, the ability to win and lose), the formation of a healthy lifestyle habit, the desire to exercise (including not for the sake of achieving success as such, but for your own health).

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The organization of a rational motor mode is one of the main conditions for ensuring a comfortable psychological state of children. In addition, there is a direct relationship, as experts point out, between the motor rhythm and the child's mental performance. Harmful, they note, both insufficient and excessive physical activity. The starting point in the organization of the motor regime of children should be the natural need of the body for movement. It averages from 10 to 15 thousand active movements in space per day for children 6-7 years old; 10-12 thousand - for children 5-6 years old; 8-10 thousand - for children 3-4 years old; 6-8 thousand - for children 2-3 years old. About 60-70% of this number of movements should fall on the period of the child's stay in an educational institution.

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Increasing the independent motor activity of children can be considered as one of the effective means of maintaining the health of the child, improving his physical fitness, enriching the motor experience, increasing creative and cognitive potential. Children's need for movement is most fully realized in their independent activities. Independently, but under the guidance of the educator, the development of all basic movements takes place. That is why it is so important to create the conditions necessary for each child to have the opportunity to move as much as he wants, so that his activities are meaningful and varied. “... 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.”

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Each of the regime segments of independent motor activity is a certain "improving dose" in the form of movements, physical activity, working on the child's health, his correct physical development and physical fitness, gives the child the opportunity to communicate with peers and caregivers, i.e. social comfort, and the development of motor skills is an opportunity for self-expression. When should children move on their own? Anytime they want it! Therefore, the conditions for movements must be thought out. Be sure each of the children should receive their "motor dose" during the morning intake, after breakfast before the OD, for a walk, after a daytime sleep. Each of the regime segments corresponds to special requirements for the intensity of movements. During the morning reception, motor activity is calm, moderate. The teacher is busy receiving children, cannot pay due attention to direct guidance and therefore creates conditions in advance for simple movements that are well known to children and do not require insurance: lay flat tracks, cords, arcs, skittles on the floor, change their location several times, something cleans up quickly.

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On a walk, children should move a lot, actively. Movements can be complex, as it is possible to teach each child separately and provide him with the necessary insurance. The teacher himself determines the time, content, duration, venue, number of students, guided by his knowledge of the individual characteristics of the kids. An important role in the independent activity of the child is played by outdoor games with rules, with their help initiative, organizational skills and creativity develop. These games contribute to the formation children's team and adherence to their rules. In the evening, you can use games that promote the development of accuracy and dexterity of movements: checkers, exercises with health balls, hand expanders, etc. It is very good if older children are taught to play chess, which develop logic and active thinking, concentration and purposefulness.

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The main activity in preschool age, as you know, is the game. Therefore, the motor environment should be saturated with various equipment and sports equipment that helps to satisfy the need for movement.

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One of the reasons for the low physical activity of children in independent games is the insufficient and irrational use of physical education aids and sports equipment (balls, hoops, jump ropes, bicycles, scooters, etc.). Taking into account the individual characteristics of children and relying on their interests, the teacher can show different options for more active actions with benefits than those performed by the child, help enrich the game plot, fill it with a variety of movements.

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To meet the motor needs of children, special conditions must be created based on the following principles: continuity (from morning to evening); voluntariness (cause desire, not force); availability of exercises; alternation of organized forms with independent motor activity.

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Communication has a significant impact on the motor activity of preschoolers in games. The introduction of movements into games using aids increases the duration of children's communication

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The formation of the skills of independent motor actions in a child is facilitated by various small and large physical education aids, toys. The third year of life - toys are selected that stimulate initial independent actions - these are wheelchairs, strollers, cars, balls, balls that are used for throwing, rolling into the gate, rolling and rolling down the hill. Large physical education aids are used: slides, ladders, gates, benches, boxes, etc., on which the child practices climbing, crawling, stepping over, etc. The fourth year of life - motor toys, small aids and games: balls of different sizes, bags, rings, ring throwers and ball throwers, throwing shields, hoops, short and long ropes, as well as bicycles, etc. are given for throwing and throwing exercises. , contributing to orientation in space, leading to the assimilation of the rules of safe movement along the street. For 5-6-year-old children, sports games are widely used - towns, serso, ring toss, basketball, badminton, table tennis, etc. These games help prepare for school, go in for sports. Children independently and creatively participate in ball school games, organize relay races and games with elements of competition. The teacher observes these games and corrects their course.

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In the process of guiding the motor activity of children, a significant place should be given to showing a variety of movements with physical education aids. It is important to take into account the individual manifestations of each child. So, overly mobile children should be shown actions that require accuracy or special care when using the manual, for example, roll the ball along a narrow board into the collars; hit the target with a sandbag, etc. Sedentary children can be offered active actions and movements that do not require accuracy: throw the ball into the distance and run after it; jump from hoop to hoop, jump rope, etc.

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Thus, two main stages can be distinguished in the guidance of children's motor activity. First, direct contacts of the educator with each child are established, his interest in games, exercises and physical education aids, his relationships with peers are revealed, and his motor experience is revealed. For the development of independent activities of children are created the necessary conditions: timely assistance to each child in the choice of games and exercises, physical education aids, a place to play. At this stage, the following methods and techniques can be applied: joint exercise of the child with the teacher or with other children; explanation and demonstration of more complex elements of movements; promotion. The main direction of the guidance of children's motor activity in the process of independent activity is its enrichment with various movements.

Knowledge and skills, motor skills, formed in a child in organized forms of motor activity, are successfully transferred to everyday life, to independent motor activity (SMA) during the day. They are purposefully organized by the teacher, who thinks through the forms and types of activities and carries out its adjustment. DDS activates thought processes, teaches to show perseverance, purposefulness, independence and creativity. The teacher activates his motor skills and abilities, depending on individual abilities, giving him the opportunity to make decisions. The teacher can complicate or simplify tasks, causing useful psychophysical efforts. The formation of the skills of independent motor actions in a child is facilitated by various small and large physical education aids, toys. In the third year of life, toys are selected that stimulate initial independent actions - these are wheelchairs, strollers, cars, balls, balls, which are used for throwing, rolling into gates, rolling and rolling down a hill. Large physical education aids are used: slides, ladders, gates, benches , boxes, etc., on which the child practices climbing, crawling, crawling, stepping over, etc. The use of these toys and aids is carried out under the guidance of a teacher after preliminary learning of actions with them in the classroom. Explaining the methods of action, the educator teaches the child to master the spatial terminology, the names of the exercises, the starting positions, which contributes to the development of the muscles of the legs, arms, body, and basic movements. For a child of the fourth year of life, the teacher selects motor toys, small aids and games: for throwing and throwing exercises, balls of different sizes, bags, rings, ring throwers and ball throwers, throwing shields, hoops, short and long ropes, as well as three- and two-wheeled bicycles, cars with pedal control, etc., which contribute to orientation in space, leading to the assimilation of the rules of safe movement on the street. In older groups (for 5-6-year-old children), sports games are widely used - towns, serso, ring-toss, ringo, basketball, badminton, table tennis, ball-throwing, shield-ball, etc. These games help prepare for school, go in for sports. The child independently and creatively participates in ball school games, organizes relay races and games with elements of competition. The teacher monitors the progress of these games and corrects their progress. In the evening, you can use games that contribute to the development of accuracy and dexterity of movements: "Spikers", "Impatient Sticks", checkers, exercises with health balls, hand expanders. An important role in the independent activity of the child is played by outdoor games with rules, with their help initiative, organizational skills and creativity develop. These games contribute to the formation of the children's team and the observance of the rules adopted in them. I The educator systematically and consistently plans and directs the independent motor activity of the child.

Thu, 11/30/2017 - 12:30 | admincgmiideia

MBDOU "Kindergarten No. 4" Tullukchaan "s. Byadi" Ust - Aldansky Ulus Republic of Sakha (Yakutia)

ORGANIZATION OF INDEPENDENT MOTOR ACTIVITY OF CHILDREN OF THE OLDER PRESCHOOL AGE

Completed by: Syrovatskaya

Sardana Nikolaevna

educator

INTRODUCTION………………………………………………………………………3

1. Characteristics of the motor mode in a preschool institution….…………………….……………………………………………..5

2. Theoretical foundations of independent motor activity of preschool children…..……………………………..9

3. Conditions for organizing independent motor activity of children at senior preschool age…..….……………..13

CONCLUSION………………………………………………………………16

LITERATURE………………………………………………………………….18

APPENDIX……………………………………………………………...21

INTRODUCTION

"Movement as such can by its action

to replace any
but all the remedies of the world

cannot replace the action of movement."
J. Tissot

To date, the system preschool education special attention is paid to the health of children. According to many studies, most of the diseases of adults are laid down in childhood. But it is in childhood that the nervous and musculoskeletal systems are formed in the child, the respiratory apparatus is improved, the foundations of good health and full physical development are laid. One of the indispensable conditions for this is the formation of independent motor activity of children.

According to GEF DO educational area"Physical development" includes the acquisition of children's experience in motor activities associated with the implementation of exercises aimed at developing physical qualities that contribute to proper formation musculoskeletal system of the body.

It should be noted that the low level of motor activity, starting from preschool age, is the primary problem of deterioration in the state of both the physical, mental and mental development of children. Therefore, the relevance and practical aspect of this problem lies in the fact that the need to raise the level of motor activity should begin precisely from preschool age and continue throughout life. Based on the indicated Problems, formulate topic of our work: "Organization of independent motor activity of children of senior preschool age".

Target The work consists in revealing the features of the organization of independent motor activity of children of senior preschool age.

Based on the goal, the following tasks are set:

To characterize the motor mode in a preschool institution.
To reveal the theoretical foundations of independent motor activity of preschool children.
To study the conditions for organizing independent motor activity of children at senior preschool age.

Methodological basis of the work are the works of Runova M.A., Stepanenkova E.Ya., Kozlov I.M., Snigur M.E. Leontiev A.N. Zaporozhets A.V., Usova A.P., and others.

This work consists of: an introduction, three paragraphs that consider the theoretical aspects of independent motor activity of preschool children, a conclusion, a list of literature studied.

CHARACTERISTICS OF THE MOTOR MODE IN THE PRESCHOOL INSTITUTION

Since 2013, there have been significant changes in the system of preschool education, first with the introduction of federal state requirements, and then with the Federal State Educational Standard.

One of the main tasks of the Federal State Educational Standard is "to protect and strengthen the physical and mental health of children, including their emotional well-being." Therefore, the organization of motor activity of preschoolers is relevant and occupies an important place in the system of the educational process in preschool educational institutions. The federal state educational standard defines targets at the stage of completion of preschool education: the child has developed large and fine motor skills, he is mobile, enduring, masters basic movements, can control and manage his movements. The task of preschool teachers is to create all the necessary conditions for the implementation of this task.

It has been proven by experts that the main causes of neuropsychic and somatic diseases in preschool children are intellectual overload and a decrease in motor activity both in terms of volume and intensity. Unfortunately, the disease of our civilization is a sedentary lifestyle. The lack of motor activity is as dangerous as the lack of oxygen! We can assume that work on the implementation of this task is relevant not only in our republic.

The concept of motor mode includes the duration, frequency and distribution of all types of physical activity of children during the day. And it means all types of organized and independent activities in which the locomotor (associated with movement in space) actions of children clearly appear. Article 12.2 SanPin “motor mode, physical exercises and hardening activities should be carried out taking into account health, age and season.

When organizing a motor mode, the following requirements must be met:

The total duration of motor activity occupies at least 50% of the wakefulness period, while 90% - medium and low intensity, 10-15% - high. Fulfillment of these requirements will ensure the prevention of child fatigue throughout the day, create conditions for proper physical development;

According to the legal documents regulating sanitary and epidemiological rules and norms for preschool educational institutions, the maximum duration of continuous wakefulness of children aged 3-7 years is 5.5-6 hours, up to 3 years - in accordance with medical recommendations;

The volume of physical activity of pupils aged 5-7 years in organized forms recreational and educational activities should be 6-8 hours a week, taking into account the psychophysiological characteristics of children;

During the child's stay in DOW use different forms of physical education should provide physical activity in the range from 9000 to 15000 movements, which corresponds to the physiological needs of the children's body;

To implement the motor activity of children, the equipment and inventory of the gym, group rooms and sports grounds are used in accordance with age;

A certain part of the motor regime, which includes both physical exercises and specially selected for the formation of systems and functions of the body, and corrective work, which go through individual and organizational forms of work;

Every child must be given the opportunity to move independently at will, and not under duress;

Mandatory moderate and expedient motor activity before breakfast and before direct educational activities, requiring mental stress from children.

Taking into account the individual characteristics of the motor activity of children, the optimization of the motor mode is characterized by flexibility, but at the same time a clear structuring, therefore, a model of the motor activity of children should be developed in the preschool educational institution, which allows you to trace all the work not only during the day, but also during the week, month, the entire academic year. This model is variable, the content can be adjusted and compiled taking into account the exemplary program "Childhood" (see Appendix 1).

There is a problem in organizing motor activity in a group. Children are not very good at organizing independent activities where space is limited. It is necessary to create conditions, since this is one of the requirements of the Federal State Educational Standard (physical education corners in groups, a card file of various games, etc.). The Federal State Educational Standard, which has entered into force, sets certain requirements for the developing subject-spatial environment:

saturation
polyfunctionality
variability
availability
security
transformability.

The assessment of the motor mode is carried out on the basis of a set of indicators:

time-motor activity of children with a reflection of the content and quality at various regime moments, determined using the method of individual timing;
volume of motor activity using the method of pedometer for quantification motor activity;
the intensity of motor activity by the method of pulsometry during the performance of various types of muscle activity.

The life of children during the day should proceed within the established optimal motor regimen, without haste and constant haste. The task of the educator is to ensure that the children leaving home have an interesting perspective for tomorrow - to play the promised interesting games, to go on a long walk. Each educator can create such an interesting full-fledged life.

Thus, the organization of a rational motor mode is one of the main conditions for ensuring a comfortable psychological state of children. Satisfaction of the age-related needs of children in movement in the time allotted by the regime can be carried out only with a very clear organization of their activities, strict compliance with the requirements for the content of this activity in each regime segment.

THEORETICAL FOUNDATIONS OF INDEPENDENT MOTOR ACTIVITY OF PRESCHOOL CHILDREN

Motor activity is a set of motor acts.

The motor activity of the child is one of the necessary conditions for maintaining the normal functional state of the child, the natural biological need of the child. Normal life activity of almost all human systems and functions is possible only at a certain level of physical activity. Lack of muscle activity, like oxygen starvation or vitamin deficiency, adversely affects the child's formative body.

In childhood, motor activity can be divided into 3 components:

Motor activity in the process of physical education;
Physical activity during training socially useful and labor activity;
Spontaneous physical activity during free time.

Motor activity is a natural and specially organized motor activity of the child, ensuring his successful physical and mental development. It is one of the main factors that determine the level of metabolic processes of the body and the state of bone, muscle and cardio - vascular system, since it is closely related to three aspects of health: physical, mental and social during a person's life plays a different role. The need for movement is individual, therefore, it is conditionally possible to distinguish in each group of children of high, low, medium mobility. .

The level of need for independent motor activity is largely determined by hereditary and genetic characteristics.

There are 3 levels of physical activity:

High level: children are characterized by high mobility, a high level of development of the main types of movements, a fairly rich motor experience that allows them to enrich their independent motor activity.
Children with an average level of motor activity have medium and high rates of physical fitness and a high level of motor qualities. They are characterized by a variety of independent motor activity.
Low level of physical activity - sedentary children. They have a lag in the indicators of development of the main types of movements and physical qualities from age standards, general passivity, shyness.

What is independence? Independence - independence, freedom from external influences, coercion, from outside support, help. Independence - the ability for independent action, judgment, initiative, determination. In pedagogy, this is one of the volitional spheres of the individual. This is the ability not to be influenced by various factors, to act on the basis of one's views and motives.

Independent activity is such work that is performed without the direct participation of the educator, but on his instructions, at a time specially provided for this, while the child consciously seeks to achieve the goal, using his efforts and expressing in one form or another the result of mental or physical (or both) actions.

Qualities that characterize the presence of independence in a child:

1. The ability to act on one's own initiative, to notice the need for one's participation in certain circumstances.

2. The ability to perform the usual things without turning to adults and without adult control.

3. The ability to consciously act in a situation of given requirements and conditions (which the educator creates) in the plan in the independent activity block, requirements, conditions, a system of tasks should be planned.

4. The ability to act in new conditions (set a goal, take into account the conditions, carry out elementary planning and get a result.

5. The ability to carry out elementary self-control and self-assessment of one's activities.

6. The ability to transfer known methods of action to new conditions.

There is an algorithm for constructing independent activities of children:

Step 1 Determining and communicating to the child the purpose of the work (individually or in a subgroup)

Step 2 Familiarize the child with the sequence of the task.

Step 3 Choice by the child with the help of an adult of the ways of action leading to the completion of tasks.

Step 4 Children planning their independent activities to complete the task.

Step 5 Execution independent work child.

Step 6 Self-control, self-assessment.

Independent motor activity of children is organized at different times of the day: in the morning before breakfast, between GCD, during play hours after daytime sleep, and during a walk (morning and evening). Active activities of children should alternate with more relaxed activities. It is important to take into account the individual characteristics of each child, his well-being. The motor activity of children is closely connected with the game, and, consequently, with objects, toys, and aids. Adults should make sure that the children have toys at their disposal. Benefits that stimulate motor activity, increasing interest in movements. The task of adults is to teach children how to use them correctly and in a variety of ways.

The content of independent motor activity is a variety of movements. Its advantage lies in the fact that the child himself chooses movements, moves at his own pace, pauses, alternates between them. Independent motor activity is an activity that occurs at the initiative of the child. Being engaged independently, the child focuses on the actions leading to the achievement of the goal that captivates him.

In a preschool educational institution, this type of activity can be individual and group, includes games and exercises that children choose in accordance with their own desires, interests and abilities.

The motor activity of older preschool children becomes rich and varied, but outdoor games remain a form of education. A wider range of knowledge, skills, motor skills allows you to use a variety of games and plot and non-plot games, relay races, as well as some elements of sports games.

Thus, independent motor activity includes a lot of movements performed by the child in the course of his life. By creating conditions for independent motor activity of children, adults contribute to the development of their initiative, independence, which ultimately leads to the development of children's creativity. Increasing the independent motor activity of children can be considered as one of the effective means of preserving the health of the child, improving his physical fitness, enriching the motor experience, increasing creative and cognitive potential.

CONDITIONS FOR ORGANIZING INDEPENDENT MOTOR ACTIVITY OF CHILDREN IN SENIOR PRESCHOOL AGE

Forms of work on physical education with preschoolers are a complex of recreational and educational activities, the basis of which is motor activity. This complex includes organized physical culture activities (morning gymnastics, gymnastics after a daytime sleep, walks, outdoor games, etc.), as well as independent motor activity.

Motor activity should be purposeful and correspond to the experience of the child, his interests, desires, functional capabilities of the body. Therefore, preschool teachers take care of the organization of independent motor activity, its diversity.

The skill of the teacher is most clearly manifested in the organization of independent activities of children. How to direct each child to a useful and interesting activity for him, without suppressing his activity and initiative?

The function of the educator is to create a varied playing environment that provides the child with cognitive activity that meets his interests and has a developing character. The environment should also provide opportunities for children to act individually or with peers, without imposing joint activities. The educator can connect to the activities of children in cases of conflict situations that require the intervention of an adult, or, if necessary, help a particular child enter a peer group.

The organization of independent motor activity of mobile children should not go in the direction of limiting mobility, but focusing their attention on movements that require restraint, caution, meaningfulness and controllability. Useful are all kinds of throwing, precise movements with balls, walking and running in a limited area, action with one object for two, when the movement is performed in turn.

accumulation and enrichment of motor experience of children (mastery of basic movements);
regulation of pupils' need for motor activity and physical improvement;
development of physical qualities (speed, strength, flexibility, endurance and coordination);

The methods of guidance, motor activity of children are the same for children of different mobility. So it is necessary to provide children with sufficient areas for movement, while for those who are inactive they increase, for children of greater mobility they may be somewhat limited. It is useful to combine children of different mobility in joint games, giving one toy, an allowance for two, hold the doll, holding her hand along the path, play horses together using a hoop, rope, ribbon, roll the ball to each other, rotate the rope together, etc. d.

Toys and aids should be arranged so that the kids, taking them out, make additional movements. Shelves with toys can be hung at different levels. To one shelf, in order to get a toy, children must bend over, and to the other, on the contrary, stretch, climb on their toes, etc. A straight path can lead to a garage with cars, and the next time a winding one, to a house - ladders 100 cm high, etc.

Allowances and toys should be in the group in sufficient quantity, however, not too much. This scatters the attention of children and tires their nervous system. At the same time, we must remember that children are characterized by great imitation. Seeing the ball in the hands of a neighbor, the child wants to take it by all means. Therefore, it is important that there are several toys of the same type. Gradually, as the children master the action with the aid, the toy, the teacher teaches the kids to act together with one object, for example, roll the ball to each other or roll it one by one along the track. Benefits need to be changed periodically so that children do not lose interest in them.

The personal participation of an adult in the games of children activates the kids, creates a joyful mood in them. An adult helps the child to change the type of activity in a timely manner in order to prevent fatigue. When creating conditions for independent motor activity of children, it is good to use obstacle courses, which are most often used by educators in older groups.

Great opportunities for the development of independent motor activity open up on a walk. It is important that in addition to stationary benefits, there are portable benefits on the site: balls, hoops, skittles, buckets, shovels, sleds, ice floes, bicycles, etc. In winter, independent motor activity will be more meaningful if there are snow buildings on the site: slides, snow ramparts, snow paths, snowmen, multi-colored ice floes, etc. At different times of the year, adults think through various motor tasks.

On each walk, as a rule, a complex of interrelated tasks is solved: health-improving, educational and educational. Improving tasks are aimed at the formation of a healthy lifestyle and the education of a conscious attitude to the manifestation of one's physical activity. When developing the content of educational tasks, it is important to pay attention to the development of independence, activity and communication, as well as the formation of the emotional, moral and volitional spheres of children in the process of motor activity. At the same time, a distinctive feature of walks in older age groups is the emphasis on solving educational problems: mastering the necessary program material for the development of movements, the formation of accessible knowledge about the basics of physical culture and a healthy lifestyle. These tasks are solved in close relationship with the development of motor qualities and abilities of children, as well as the formation of optimal motor activity.

During walks, it is important to carefully consider the methods and techniques for regulating the motor activity of children, the main attention should be paid to the creation of a high variability of pedagogical conditions that contribute to a more effective implementation of the motor activity of children, mainly through the selection of differentiated tasks. In order to enhance the motor activity of children during walks, it is important to use different techniques.

Thus, various means, methods and techniques of organizing independent motor activity help to increase mental and physical performance, improve the emotional state, the full physical and mental development of children, improve children's health, so expanding and enriching the motor experience of preschool children is one of the main tasks.

CONCLUSION

In connection with the increase in the incidence of children in the whole country, the decrease in the level of their physical fitness, there is a need to find new effective approaches to the organization in modern conditions of education and training, which ensure the preservation of the physical and mental health of the younger generation. In pedagogical practice, insufficient attention is paid to the organization of independent motor activity of children. Despite the fact that children are very fond of playing outdoor games, they cannot organize a game, even a game they know well, on their own. The adult becomes the leader of the children's independent activities. This guidance is carried out by showing, as well as through verbal storytelling, explanations and directions. In the development of new movements by children, in the development of independent motor activity of a child, an adult plays a leading role.

Independent motor activity is defined as the sum of all movements produced by the child in the course of his life. This is effective remedy preservation and promotion of health, harmonious development of personality, disease prevention. An indispensable component of motor activity is regular physical education and sports.

Motor mode is a part of the general mode of a preschooler that regulates active muscular activity, including physical exercises, walks, etc.

As the child ages, exercise should take an increasing place in the daily routine. They are a factor contributing to an increase in adaptation not only to muscle activity, but also to cold. Physical activity contributes normal development central nervous system, improving memory, learning processes, normalizing the emotional and motivational sphere, improving sleep, increasing opportunities not only in physical, but also in mental activity.

Creating a safe developing environment for independent motor activity of children, adequate to their age and needs, will help to improve health, expand motor experience, form a strong interest in physical exercises, self-organization skills and communication with peers.

Thus, with the correct organization of independent motor activity, attention and observation, discipline, the ability to control their feelings and movements are brought up in children, and therefore the will develops and character is developed.

LITERATURE

Federal State Educational Standard for preschool education. M, 2014.
Sanitary and epidemiological requirements for the device, content and organization of the working regime in preschool organizations - San - Pin 24.1.3049 - 13 No. 26 of 05/15/2013.
Abramyan L.A. Receptions and methods of teaching preschoolers - M, 2000.
Butin I.M., Vikulov A.D. Development of children's physical abilities: a book for toddlers and their parents. Yaroslavl, 1996.
Glazyrina L.D. Physical culture - for preschoolers. M, Vlados, 1999.
Demidova E. Organization of independent motor activity of children // preschool education, № 1, 2004.
Zaichenko E.K. Increasing motor activity in an independent game / / Preschool education No. 4, 1999.
Kulik N.A. Diagnosis of physical skills and qualities of children. M, 2009.
Litvinova O.M. The system of physical education in the preschool educational institution: planning, information and methodological materials, development of classes and exercises, sports games. Volgograd: Teacher, 2007.
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Britova Ekaterina Vladimirovna Article "Organization of independent activities of preschool children" Published: February 28, 2015 at http://www.maam.ru
Tarasova Oksana Independent motor activity of children in a confined space

Everyone knows that motor activity (DA) is of decisive importance for a growing organism. A special and important role in strengthening the health of the child, his all-round physical and mental development, as well as for the realization of potential mental and motor abilities and stimulation of cognitive and creative activity, the construction of such a developing subject and motor environment plays a role, which, according to L.S. Vygotsky, should correspond to the “zone of actual development” of the weakest and the “zone of proximal development” of the most strong child in a group.

An essential component of any type of activity (game, theatrical, constructive, educational, etc.) are movements.

When studying the motor activity of children, two aspects were important:

Determination of the most adequate activity that contributes to the full satisfaction of the child's needs in movement, his motor development;

Search for ways and means of rational organization of motor activity of children in organized and independent activities.

The motor activity of a preschooler should be directed and correspond to his experience, interests, desires, functional capabilities of the body, which forms the basis of an individual approach to each child. The content side of the motor regime of preschoolers should be aimed at developing the mental, spiritual and physical abilities of children.

Giving special importance to the role of motor activity in improving the health of preschool children, it is necessary to determine the priorities in the daily routine.

First place in the motor mode of children belongs to sports and recreational activities (morning exercises, outdoor games and physical exercises during walks, physical education minutes in classes with mental stress, etc.)

Second place in the motor mode, children are occupied with physical education classes - as the main form of teaching motor skills and developing the optimal DA of children.

Third place independent motor activity arising at the initiative of children is assigned. It gives a wide scope for the manifestation of their individual motor abilities.

Independent activity is an important source of activity and self-development of the child. Its duration depends on the individual manifestations of children in motor activity.

Creating favorable pedagogical conditions for the physical education of children only within the framework of a preschool institution is not a sufficiently effective measure.

After all, children spend part of the time of active wakefulness in the family, and parents have a special responsibility for organizing physical education and health work with them.

For the formation of a sports and health-improving climate in the family, it is necessary to start with family traditions that are passed on to the younger generation in various forms of physical education, as well as the creation of a subject-developing environment adequate to the age and individual characteristics of the child at home.

To implement this problem, it is necessary to use well-established forms of traditional education of parents about the ways of physical culture and health improvement work (meetings, open days, actions, visual agitation, open events) and non-traditional forms (individual conversations about the organization of a subject-developing environment at home, organization of workshops - with a demonstration of options for using toys and sports equipment).

The main component of the subject-developing environment that provides physical education for children at home is the sports and recreation complexes "Home Stadium", balls, sledges, bicycles, skis, badminton.

If the family has these basic (key) items necessary for the normal physical education of children in the family, then this will partially help to realize the physical development of children.

However, as the analysis of the obtained survey data shows, the possibilities of this subject environment are often used to a limited extent.

Parents need to more successfully organize the motor activities of their children in accordance with their age and individual characteristics. Parents should take the position of an active participant, by their example show their children that physical exercises are necessary for health.

At home, parents allocate a range of basic items for independent motor activity of a preschool child.

Developing environment at home:

Provide free access to a bicycle, a sled, a swing, a hanging net - a bag for throwing balls, the simplest exercise equipment (a mini exercise bike, a mini stepper - “steps”), a ball - a jumper (hop, gymnastic) and skis.
It is necessary to equip a place for independent physical activity of children, freeing up a section of the room and covering it with carpet.

The teacher may recommend that parents use musical accompaniment during joint or independent games: include songs from their favorite cartoons. At the end, you should change the nature of the musical accompaniment to calm and relaxing, so that it is easier for the child to switch to another type of activity.

The role of physical education for the health, physical and mental development of the child. Creation of conditions for independent physical activity and improvement of the child. Formation of the habit of a healthy lifestyle, the essence of the model of the motor mode of a preschooler.

In each group, it is necessary to have sports equipment for each child (balls, jump ropes, hoops, dumbbells, expanders, etc.), which allows children to be creative, demonstrating their skills and achievements.

The main activity in preschool age, as you know, is the game. Therefore, the motor environment should be saturated with various equipment and sports equipment that contribute to the development of the game. To stimulate DA in the group, on the veranda and the site, it is necessary to create obstacle courses so that children can perform various motor tasks (walk along the paths, jump from bump to bump, climb into the tunnel, climb the ladder-"mast", etc.) . In doorways, you can strengthen the “Get in the Ring” simulator, make markings for playing “Classics” on the floor with bright electrical tape. It is desirable to organize the space in such a way that there is an opportunity for multi-variant games.

Along with factory simulators, you can use your equipment from waste and natural material(different massagers, walking and running tracks, devices for developing dexterity, coordination, etc.). This equipment is especially effective for developing children's interest in physical culture. In addition, it allows you to do without significant material costs, which is very important in the context of insufficient funding for preschool institutions.

In addition, in groups it is good to have a card file of various games, movements, exercises, consisting of cards that schematically depict general developmental exercises, the main types of movements, elements of rhythmic gymnastics and acrobatics, fragments of relay races and other outdoor games.

Working with cards helps children to use the accumulated motor experience in independent activities, teaches them to organize competitions with their peers, and obey the rules. The criterion for preparing children for the independent organization of motor leisure is their ability to perform game movements, schematically indicated on special cards. So, by connecting cards, children, for example, make up a variant of a relay game and play it first mentally, psychologically preparing themselves for the upcoming competition.

Cards may indicate physical fitness standards that a child must meet in order to receive some kind of encouragement, such as a badge. For children of older preschool age, standard cards can be offered, including age indicators of control exercises in running, jumping, throwing. In addition, according to the standard, the child needs to master the ability to play "hopscotch" (two or three types), jump rope in different ways (four to eight ways), catch the ball with a trap, etc. Standard cards for each child are in the typesetting cloth in group. After completing tasks on a walk, in free gaming activity children, under the guidance of a teacher, cut strips of the corresponding color and strengthen them on their card. The results are summed up twice a year (in winter and spring) and announced at the sports festival, everyone gets badges.

The desire to win, to achieve the goal makes each child take the initiative, perform the task as best as possible, improve skills, involve a teacher and comrades to control their achievements. As motor skills are mastered, each child begins to enjoy the fact that he performs movements with high quality. Thus, the task itself stimulates the activity of the child, awakens the desire to try his hand at new exercises.

To increase the interest of children in improving results in running, jumping, throwing and other activities, it is important to design the "Board of Champions" with photographs of pupils ("The best runner, jumper, etc."), photomontage (children performing various exercises), release newspapers such as “Dad, Mom, I am a sports family”, “My dad is a master of sports”, “Strong, dexterous, courageous”, etc. It is recommended to collect books, magazines, brochures, albums, postcards and other visual information about sports in the group , as well as records, discs, cassettes on the same topic.

The deepening of knowledge about physical culture is facilitated by the solution of crossword puzzles by children, the collection of split pictures depicting a familiar sport, sports equipment. The staging of performances, puppet theaters, and the organization of exhibitions of children's creativity: drawings, applications, crafts on a sports theme also play an important role. All of the above factors form children's knowledge about a healthy lifestyle and the need for movement.

Increasing the independent DA of children can be considered as one of the most effective means of preserving the health of a child, improving his physical fitness, enriching his motor experience, and increasing his creative and cognitive potential.

Thus, the creation of a favorable psychological environment, subject and motor environment encourages the child to show YES, to satisfy interest in a variety of different types movements and the need for them.

The physical development of the child, the state of his health, motor readiness depend on the conditions in which he lives, and the proposed general regime, an integral part of which is the motor regime. Its content includes a complex of organizational forms of physical culture (classes, morning exercises, physical education minutes, etc.), which is used in the pedagogical process of a preschool institution, and independent motor activity of children.

The child has an inherent need for movement. AT early age it occurs in connection with objective activity, and later it is realized in various games, physical exercises and feasible work.

Independent motor activity takes half the time for kids from their total activity during their stay in kindergarten. In addition, it tires children least of all in relation to all forms of motor activity.

The increase in the motor activity of babies in independent games and exercises is influenced by the correct placement of equipment, toys and aids, the novelty of the game material, and a sufficient area for games. It is desirable that in the group room for children of two or three years there is a gymnastic wall (one or two spans), a ladder-ladder, gymnastic lava, cubes, balls, hoops, various toys (cars, carts), which stimulate the diverse motor activity of children. They are placed in such a way as to contribute to the emergence of motor creativity in children, to consolidate the acquired skills and abilities.

The management of independent motor activity provides for the constant supervision of the educator over the children and their timely switching to another type of activity. It is necessary to encourage children to do everything they can for themselves, to accustom them to correct execution movements in household activities, during games and for a walk. Given the rapid fatigue of babies from monotonous movements and postures, their inability to appropriately regulate their activities, it is necessary to monitor the change in movements in alternation with a short rest.

Starting from the second younger group, the creation of favorable environmental conditions helps to cause physical activity in children. If there are interesting motor toys in the group room or on the playground, small physical education equipment (balls, hoops, jump ropes, etc.) and appropriate equipment installed, all this stimulates the activity of preschoolers. In group rooms, a sports corner is equipped, in which children's exercise equipment, a ladder, a rope or a pole are installed. They provide an opportunity to consolidate skills in climbing, balance, develop physical qualities (dexterity, strength, endurance, etc.).

An increase in the motor activity of preschoolers is achieved, first of all, by encouraging them to play individually with balls, toys, as well as increasing the mobility of children in role-playing games. However, the most significant for the creation of a full-fledged motor regime are outdoor games that are organized by the educator, and various independent games, as well as exercises and games of a sports nature that are performed by children during walks.

The successful organization of independent motor activity of children depends on their physical fitness and existing motor experience. Therefore, during walks, it is advisable to direct it to improve movements and repeat games that are already familiar to children. An increase in motor activity during games also contributes to the communication of children.

Games in which they participate as a subgroup are longer and more active than individual games.

The main conditions for increasing the motor activity of children in games (according to E.A. Timofeeva) are as follows:

1) the correct selection of toys, a sufficient number of motor toys, their convenient placement for games, the novelty of the game material;

2) timely assistance to the child in choosing a toy, plot and content of the game, especially when moving from one regime moment to another;

3) enrichment of motor skills of children in the process of playing with different toys and objects;

4) organization of active communication of children in games.

A walk is the most favorable time for a variety of physical exercises and outdoor games. Means of physical education are selected taking into account the period of the year and weather conditions; rational use of equipment and physical culture equipment at the site; activating the independence of children, creating positive emotions in them, stimulating the individual capabilities of each child.

In all age groups, 4-5 outdoor games are held throughout the day, and 5-6 in summer. One of them is planned on the site in the morning during the morning reception of children. Basically, this is a game of medium mobility, which was previously learned with children. At this time, you can also offer individual children training with a ball, jump rope (older children). Those children who show independence should be encouraged to repeat exercises they enjoy on their own initiative. The total duration of exercises and participation in games during the reception for preschoolers of different age groups is from 15 to 20 minutes.

Every week, children learn one outdoor game, which is repeated four to six times throughout the month, depending on the complexity of its content. In addition, every month 8-10 outdoor games are held, which were learned earlier.

With older children, sports games and relay races should be played more often. In addition to outdoor games, it is necessary to widely use a variety of exercises in basic movements: running at different paces, jumping, throwing objects at a target and at a distance, climbing a gymnastic wall, exercises in balance, etc.

When selecting games and physical exercises throughout the day, one should take into account the ratio of the program material that is planned for a physical education lesson (both in the hall and on the playground), with daily exercises and games that are performed by children during morning and evening walks. Applying these funds, take into account the period of the year and weather conditions. In the warm period (summer, May and September), almost all basic movements are real to perform, as well as games where running and throwing predominate, relay race games.

In autumn and early spring, various balance exercises are introduced into the content of walks, with balls, hoops, jump ropes, and mobile toys. They can be organized in inclement weather on the veranda or under a canopy.

In winter, they plan to walk on a log, snowy ramparts, throwing at a target, etc., sledding, skiing and skating. Outdoor games are widely used during walks at any time of the year.

If weather conditions allow, in order to consolidate and improve skills in basic movements, the development of agility and speed, starting from middle group children are encouraged to perform exercises in certain sequence, using a strip of "obstacles" (a log, arcs, a climbing hoop, walking on car tires buried in the ground, etc.). Since these exercises have already been studied by children during classes, their implementation on the obstacle course does not cause any particular difficulties for children.

A significant place on the walk is given to sports exercises, which are planned depending on the period of the year (in winter - sledding, sliding on ice tracks; skiing; in spring and summer - cycling or scooter, roller skates). Regularly introducing them during walks, you can significantly enhance the motor activity of children, especially in adverse weather conditions (low temperature, snow).

Along with sports activities, older children are offered games with elements of sports: basketball, football, towns, badminton, table tennis, bandy (in the warm season) and ice hockey without skates (in winter). Training in exercises of a sports nature and elements of most sports games is carried out during physical education, and they are fixed in the process of walking.

An important point in the selection of games and exercises during walks is the alternation of physical activity with rest, more intense physical exercises with less mobile ones. For example, if the children of the middle group practiced throwing sandbags at a target or rolling a ball to each other, after this exercise they are offered a running game “At the bear in the forest” or “Find a mate”.

When conducting games and exercises, you should use different ways children's organizations. So, the teacher conducts outdoor games with the whole group. Each game is repeated 3-5 times. All children also take part in sports activities. Some games (towns, table tennis, cerso) and exercises (cycling, jumping rope, etc.) are attended by several children who have a desire to practice them.

Trying to enrich walks with outdoor games and physical exercises, you need to remember that the physical activity of children at the end of the walk should be reduced. Therefore, regardless of the content of the morning walk, 10-15 minutes before its end, the mobility of children is limited. This ensures their calm transition to dinner and daytime sleep.

It is necessary to appropriately distribute the physical activity of children during their stay in a preschool institution. The second half of the day needs special attention, when sedentary and calm activities are often carried out for preschoolers. Therefore, on an evening walk, more dynamic means of physical culture should be used (basic movements, sports exercises, games, relay races).

In the guidance of children's motor activity during a walk (on the recommendation of M.O. Runova), two stages can be distinguished.

First, the teacher finds out the child's interests in games and exercises, relationships with peers, discovers his motor readiness. For the development of independent activity of children, the necessary conditions are created: timely assistance to each child in the choice of games and exercises, physical education aids. At this stage, the following methods and techniques are used: the general performance of the child's exercises with his peers, the explanation and demonstration of more complex elements of movements, and encouragement. The main direction in the management of the motor activity of children in the process of independent activity is enriching them with diverse movements.

At the second stage, a more intensive influence of the educator on the motor activity of children is carried out. Sedentary children are involved in activities that promote interest in games and exercise. Very mobile and excitable children are directed to perform exercises that require them to be precise in their movements (throwing at a target, exercises in balance), they restrain them from significant mobility and contribute to the formation of attention. Individual approach for children of different age groups should be applied taking into account the child's interest in games and various types of physical exercises.

The teacher needs to know well the state of health, physical development, motor fitness, behavioral characteristics and other indicators of the individual development of the child. In the process of independent motor activity, children basically regulate themselves physical activity, replacing more intense movements with less intense ones and, if necessary, pause. However, it is necessary to monitor the state of health of children, carrying out individual management of their activities.

Individual work should also be aimed at activating sedentary children, improving the physical and motor fitness of weaker preschoolers. Taking into account the individual characteristics of the children, the educator assists one of them in performing the exercises, and reminds the others how to do them, encourages and evaluates motor actions. Some children are offered to rest, preventing them from fatigue and too much overheating from motor activity.

Children, whose motor activity is limited after illnesses, need a special approach. You should consult with your doctor about what exercises they can do and what games to actively participate in. Gradually, these children are offered more intense movements and dynamic games.

It is necessary to ensure that children practice more often in those ways of performing movements that they know worse. To support the desire of the child to help his peers master the exercise that is difficult for them. For example, in older groups - jumping rope, throwing a basketball into a basket, etc.

Thus, independent motor activity is exceptional; importance for the formation of a child's habits and needs for the systematic implementation of physical exercises and affects its comprehensive development. Along with the consolidation and improvement of various motor actions, a sense of collectivism is formed in children, sociability, goodwill towards their comrades, and self-confidence are brought up.