Methodical development

Topic: "IMPLEMENTATION OF HEALTH-SAVING EDUCATIONAL TECHNOLOGIES IN THE MODERN SCHOOL"

English teacher

MBOU "Secondary school No. 35

with in-depth study of individual subjects "

city ​​of Cheboksary, Chuvash Republic

Cheboksary

Introduction

The concept of health-saving educational technologies at school, their classification and functions.

Health-saving educational technologies in primary and secondary schools according to the Federal State Educational Standard, the role of the teacher in their implementation.

The use of health-saving technologies in English lessons.

Conclusion.

Introduction

Human health is a topic of conversation that is quite relevant for all times and peoples. The problem of teaching and educating a healthy person, creating healthy learning conditions was considered by many representatives of pedagogical science. Important aspects of this problem can already be found in the works of K.A. Helvetius, J.A. Komensky, D. Locke, J.-J. Rousseau. Among the classics of Russian pedagogy who paid attention to the problem of health, one can note P.P. Blonsky, L.S. Vygotsky, K.D. Ushinsky, V.A. Sukhomlinsky.

The foundations of the concept of health saving in Russia were laid in 1904, when the congress of Russian doctors drew attention to a number of "harmful influences" on the part of the school on the health and physical development of students.

New opportunities and prospects for educating a value orientation towards a healthy lifestyle among students appeared in connection with the development of the concept of personality-oriented education, which indicates the priority of studying the axiological nature of education (Sh.A. Amonashvili, V.P. Bederkhanova, E.V. Bondarevskaya, N B. Krylova, I.S. Yakimanskaya and others), modern valeology (I.I. Brekhman, V.P. Kaznacheev, V.V. Kolbanov, E.M. Kazin, V.P. Petlenko and others. ).

A number of researchers pay special attention to the formation of a healthy lifestyle (I.I. Brekhman, I.A. Kolesnikova, V.V. Kolbanov and others) and the inclusion of valeological knowledge in other academic disciplines (V.N. Irkhin and others. ), as well as the ideas of health pedagogy (V.V. Kolbanov and others).

Currently, the topic of preserving the health of schoolchildren is becoming paramount. The relevance of the topic is due to the fact that the state of health of Russian schoolchildren causes serious concern among specialists. A clear indicator of trouble is that the health of schoolchildren is deteriorating compared to their peers twenty or thirty years ago. At the same time, the most significant increase in the frequency of all classes of diseases occurs during the age periods coinciding with the child receiving a general secondary education. The health of the child, his social and psychological adaptation, normal growth and development are largely determined by the environment in which he lives. For a child from 6 to 17 years old, this environment is the education system, because more than 70% of his waking time is associated with staying in educational institutions. At the same time, during this period, the most intensive growth and development takes place, the formation of health for the rest of his life, the child's body is most sensitive to exogenous environmental factors. According to the Institute of Developmental Physiology of the Russian Academy of Education, the school educational environment generates risk factors for health disorders, which are associated with 20-40% of negative influences that worsen the health of school-age children.

In this regard, in the new standards for primary and secondary schools, the section “Healthy and safe lifestyle” is highlighted, the tasks of which are to create a health-saving environment in educational institutions,

formation of the value of health and a healthy lifestyle.

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

The purpose of this work is to consider how health-saving educational technologies are used at school in the context of the Federal State Educational Standard.

To study what is included in the concept of health-saving educational technologies, what are their goals and functions.

To analyze how health-saving educational technologies are implemented in primary and secondary schools in the context of the Federal State Educational Standard.

Give examples of the use of health-saving educational technologies in English lessons.

1. The concept of health-saving educational technologies at school, their classification and functions.

Health-saving educational technologies in a modern school (HTE) are all technologies, the use of which in the learning process benefits students.

If ZOT is associated with the solution of narrower tasks, then they include pedagogical methods and techniques that provide students with safety during their stay in an educational institution.

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

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

According to GEF, health-saving technologies at school are aimed at achieving the following goals:

develop and implement ideas about the essence of health;

to form motivation for the correction of a person's lifestyle to improve health;

to acquire competence in the field of sports and recreation;

develop and build monitoring and diagnostic models for predicting and assessing the level of health;

to know the individual characteristics of the organism;

be able to use ZOT in independent studies;

create conditions for increasing the level of mastery of theoretical and practical knowledge in the field of health-saving support, child protection;

to introduce health-saving pedagogical technologies at school;

to form the ability to adapt some OST to a specific children's audience and the conditions of their subject.

Classification

Health-saving technologies at school according to the Federal State Educational Standards imply a set of psychological, medical, pedagogical influences that are aimed at ensuring and protecting health, forming the right attitude towards it. There is no single unique health technology. Health saving acts as one of the tasks of a certain process of education. Such a process can have a medical and hygienic orientation (close contact between a teacher, a health worker and a student), a physical culture and health improvement (physical education is a priority), an environmental one (the formation of harmonious relationships with nature), etc. .

Health-saving technologies and health psychology at school include many psychological and pedagogical methods of work and approaches to solving possible problems that are familiar to most teachers.

For example, the educational process, which has a medical and hygienic focus, involves the use of preventive programs, activities to educate students about sanitary standards, provide hygienic learning conditions, etc. Environmental health-saving technologies have slightly different directions. Activities at school with such an orientation of the educational process will be reduced to educating schoolchildren of the need to take care of nature, involving them in research work in the field of ecology.

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

Health-saving technologies at school are classified not only by approaches to health protection, but also depending on the nature of the action. So, there are protective-preventive, stimulating, information-training, compensatory-neutralizing and other technologies.

Functions

Health-saving educational technologies have a number of functions:

Formative. It is implemented on the basis of social and biological patterns of personality formation. Individual mental and physical properties of a person are predetermined by hereditary qualities.

Reflective. It consists in rethinking past personal experience, in increasing and maintaining health, which makes it possible to measure the results achieved with the available prospects. Diagnostic. It consists in monitoring the development of schoolchildren on the basis of predictive control, due to which it is possible to measure the direction of the actions and efforts of the teacher in accordance with the child's capabilities given to him by nature. Health-saving technologies at school provide an individual passage of the educational route for each child, an instrumentally verified analysis of the factors and prerequisites for the future development of the educational process.

Informative and communicative. ZOT provide a broadcast of the experience of forming a caring attitude to one's own health.

Integrative. Health-saving technologies at school combine various education systems and scientific concepts, folk experience, guiding them along the path of increasing the health of the younger generation.

2. Health-saving educational technologies in primary and secondary schools according to the Federal State Educational Standard, the role of the teacher in their implementation.

Each educational institution has specific obligations both for educational, educational and health protection of children. What health-saving technologies are used in elementary school? In fact, there are a lot of them. After all, already from the first grade, children are taught the habits of a healthy lifestyle. There are many challenges facing the teaching staff.

promoting a culture of health;

improvement of methods and forms of work to preserve and further strengthen the health of schoolchildren;

the formation of students' needs and qualities that contribute to the development of health.

Health-saving educational technologies in elementary school.

Each primary school class should be assigned a separate classroom equipped with technical teaching aids. In the office, the air-thermal regime must be observed.

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

health monitoring;

prevention and prevention of diseases;

design of information stands;

timely information about upcoming vaccinations;

speeches at parent meetings, etc.

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

It is recommended to use the “Full Day School” model in the work of an educational institution, in which an individual regimen is drawn up for each student, including the ability to “switch” from one activity to another, the development of independence and individual abilities, and preventive measures aimed at organizing students’ free time.

Health-saving technologies in elementary school are implemented through a set of recreational activities:

class hours "Doctor Aibolit", "If you want to be healthy ...", "Visiting Moidodyr", "Forest Pharmacy", etc.;

outdoor games during breaks;

gymnastics for the eyes and physical education in the classroom;

school sports competitions;

conversations with a doctor;

in the afternoon - sports watch "Strong, dexterous, courageous", "The fastest", "Merry relay", etc.;

health days;

newspaper editions.

Particularly sensitive in primary school students is the nervous system, so during the lesson it is important to change activities and modes of work through physical education minutes, listening to relaxing songs.

Health-saving educational technologies in secondary school.

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

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

The role of the teacher.

A teacher can do even more for a student's health than a doctor. He is not required to perform the functions of a medical worker, just teachers must work in such a way that training does not harm schoolchildren. In the life of students, the teacher occupies one of the main places; for them, he personifies everything important and new, including being an example in matters of health conservation. The teacher must have professional qualities that will allow him to generate fruitful ideas and provide positive pedagogical results. These qualities include the following: the ability to develop and form personal creative traits; high level of communicative, professional, ethical and reflective culture; knowledge of the functioning of mental states, processes, personality traits, creative improvement of a person; the ability to predict the results of their own activities; the ability to form an individual pedagogical style; knowledge of the basics of modeling and designing health-saving technologies.

What a teacher should be able to do.

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

analysis of pedagogical situations in the aspect of recovery;

establishing contact with a group of students;

mastering the basics of a healthy lifestyle;

forecasting the development of schoolchildren;

modeling of the system of relationships in the conditions of health-improving pedagogy.

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

Problem solving.

In order to effectively introduce healthy lifestyle ideas into the practice of a teacher, three problems must be solved:

Change the teacher's attitude towards students - he must accept them as they really are.

Change the teacher's worldview, his attitude to his own life experience. The teacher must learn to be aware of his experiences and feelings from the position of health saving.

To change the teacher's attitude to the educational process - it is required not only to achieve didactic goals, but also to develop schoolchildren with the maximum preserved health.

3. The use of health-saving technologies in English lessons.

The modern English lesson is characterized by great intensity and requires students to concentrate and exert their strength. In English lessons, students have to perform many different activities, which include: speaking, writing, reading, listening, so the teacher needs to use health-saving technologies in his lessons. If the teacher in his work takes into account all the points related to maintaining health, then it is noted that children retain a high level of motivation for learning and there is a good performance in mastering the program.

In my English lessons, I aim not only to achieve practical, general educational and developmental goals, but also use elements of health-saving technologies. Pupils, in my opinion, should feel a sense of comfort, security and, of course, interest in the lesson. I try to conduct each lesson in such a way that it leaves only positive emotions in the soul of the child. To do this, it is necessary to take into account the physiological and psychological characteristics of children and carefully consider the types of work that relieve tension and fatigue in the classroom.

In order to prevent students from becoming overtired, I change different activities, such as: work with a textbook and creative tasks, independent work and answering questions, reading, listening and writing - all these are necessary elements in every lesson. . They contribute to the development of memory, thinking, and the alternation of these activities allows you to keep the attention of schoolchildren and helps not to load children with the same type of activity, thereby preventing them from getting tired.

The same effect can be achieved by including health-improving moments in the lesson: minutes of relaxation, physical exercises, breathing exercises or exercises for the eyes. In addition to preventing fatigue, these small physical exercises serve to prevent postural and visual disturbances. A necessary condition for the effective implementation of health-improving elements is a positive emotional background. As an example of such an active form of work that I use in the lesson, the following exercise can be given:

Clap, clap, clap your hands!

Clap your hands together!

Stamp, stamp, stamp your feet!

Stamp your feet together!

The purpose of this exercise is to give children a little rest, to evoke positive emotions, and relieve mental stress. When carrying out exercises, I set the students the task of remembering the language material. At the initial stage, I spend 2 physical education minutes per lesson, accompanying them with songs, poems, tongue twisters in English. Following me, students repeatedly repeat words, speech clichés, sentences. Various kinds of movements are used: clapping, turning the body, stomping, walking, running in place. Of course, I want to approach the issue of health saving and creatively too. So, for example, physical education sessions for younger students are held both in the usual format (according to a counting rhyme, rhyming, a song that the guys themselves or I sing), and using video clips of “physical education sessions in English”. Watching cartoons and excerpts from feature films and documentaries in English also stimulates students' interest in the lesson. Sets up for memorization and at the same time gives psychological relief.

We often sing in English lessons. The song is one of the effective ways to influence the feelings and emotions of students, activates the functions of the vocal and respiratory apparatus, develops musical ear and memory, and increases interest in the subject. Through the song, we learn vocabulary, practice grammatical structures, work out the phonetics of the language, etc. This form of relaxation is based on the fact that muscle movement relieves mental tension, and music and words, acting in unity, affect the feelings and consciousness of children. I work according to the English textbooks of the UMK "English in Focus". In these textbooks for grades 2-4, many songs are presented that correspond to the age characteristics of younger students under the heading "Sing and do". For example, on page 47 of the English in Focus textbook for grade 2, there is a song:

I'm happy today

It's my birthday!

I'm happy, I'm happy today!

How old are you?

I'm five today!

I'm happy, I'm happy today!

Also, when conducting lessons, I widely use games that promote relaxation, cause positive emotions, lightness and pleasure. For example, pantomime games, various contests and competitions, outdoor games. Role-playing games in a group provide an opportunity to recreate a wide variety of relationships that people enter into in real life. Primary school students really like role-playing games (Hospital, Pharmacy, Doctor's appointment, Market, Grocery shopping). They forget about their psychological discomfort. For example, the game is pantomime: when learning the alphabet, I suggest depicting a letter (draw a letter in the air with your head or in a pair with a partner). The student at the blackboard completes this task, and the other students guess this letter of the alphabet. Such games contribute to the development of coordination of hands and feet, other parts of the body, and evoke positive emotions in the classroom.

Moving play, during which children can move freely around the classroom, also relieves stress. An outdoor game for children creates a fertile ground for the development of their motor activity, health promotion, and contributes to the solution of certain educational tasks, including teaching a foreign language. For example, the words are written on the board in two columns:

Students are divided into two teams and lined up between the rows. The teacher calls the word in English, and one student from each team goes to the board and circles the given word in their column. The team that circles all the words without mistakes wins.

If at the lesson the students are offered a voluminous written task, then after completing it we carry out exercises for the hands, more precisely for the hands “Clap your hands”. During this exercise, the students repeat such verbs of the English language as: clap, twist, rub, shake, bend, squeeze.

At the lessons I often spend relaxing breathing exercises - one of the necessary moments of the lesson in the lower grades. If a child is taught to use the possibilities of his breathing correctly, then there will be no unjustified failures, pauses in his speech. For example, various kinds of inhalations and exhalations, exhalation through the mouth with puffing out of the cheeks, breathing with the stomach. For example, the exercise "Balloon": I invite the children to imagine that they are balloons. "You are balloons"! On the count of 1-2-3-4-, the children take 4 deep breaths “Breath in!” and hold their breath. Then, at the expense of 1-8, slowly exhale “Breath out!”.

I also use elements of autogenic training - a system of methods for self-regulation of body functions, which helps to manage higher mental functions, strengthens willpower, improves attention, and normalizes breathing rhythm. Before starting autogenic training, it is necessary to reduce the lighting, turn on quiet, calm music. Next, students need to psychologically adjust themselves, take a comfortable position, adjust breathing, relax, close their eyes, put their feet on a full foot, put their forearms on the front surface of their thighs, and hang their hands freely. The whole body is at rest. Breathing is calm, do not be distracted by extraneous thoughts: Close your eyes. Breathe in. Breathe out. It is summer. You are lying on the warm sand at the seaside. The weather is fine. You are quiet. You are quiet in your body. You are relaxing. (Pause) You love your parents, friends. You are happy. The world is full of wonders. You are able to do everything.. Open your eyes. How are you?

I believe that the result of using health-saving technologies is that students actively work throughout the lesson, are quickly distracted from the previous lesson, thereby increasing their interest in the subject. Health-saving educational technologies in this context are a necessary help for the teacher, they introduce the student into the educational field with increased motivation and, most importantly, without loss of health. This helps the creative development of the individual and does not give any additional stress on the nervous system. If your lessons are structured in such a way that students will always expect something new and interesting; if the emotional atmosphere in your lessons will be an atmosphere of goodwill and cooperation; if your students have the opportunity to develop and show not only their knowledge, but also their creative abilities, then it will certainly be easy and joyful to teach and learn, which will certainly have a positive effect on the psychophysical health of your students.

Conclusion.

Health-saving educational technologies in a modern school are not an alternative to existing educational technologies. The purpose of pedagogical (educational) technology is the achievement of a particular result in training, education, development. Health saving cannot be the main and only goal of the educational process, it is one of the tasks to achieve the main goal.

Health-saving technologies are an integral part and a distinctive feature of the entire educational system, therefore, everything that relates to an educational institution - the nature of education and upbringing, the level of pedagogical culture of teachers, the content of educational programs, the conditions for conducting the educational process, etc. - is of direct importance to the problem of children's health.

Most of the problems in the modern school are somehow related to the health of the younger generation. That is why the Federal State Educational Standard ensures the formation of knowledge, attitudes, guidelines and norms of behavior that ensure the preservation and promotion of health, an interested attitude towards one's own health, and knowledge of negative health risk factors.

Preserving the health of the child, his social adaptation is an urgent and complex matter. It is necessary to widely use health-saving technologies so that teachers, children and parents live in a state of emotional comfort and high interest in learning, so that the student of the school is healthy and socially adapted, retaining curiosity and confidence for further learning. The introduction of health-saving technologies into education leads to a decrease in the incidence of children, an improvement in the psychological climate in children's and teaching staff. Therefore, each subject teacher should contribute to the formation and preservation of the health of students through the use of health-saving technologies in their lessons.

List of used literature.

Kovalko V.I. Health-saving technologies in elementary school. 1-4 classes. M.: "VAKO", 2004, 296 p. - (Pedagogy. Psychology. Management).

Approximate basic educational program of an educational institution. Primary school / [comp. E.S. Savinov]. - 2nd ed., revised. – M.: Enlightenment, 2010. – 204 p. – (Standards of the second generation).

Sample programs for academic subjects. Foreign language. 5-9 grades: project. - 3rd ed., revised. – M.: Enlightenment, 2010. – 144 p. – (Standards of the second generation).

Smirnov N.K. Health-saving educational technologies in modern school. - M .: APK and PRO, 2002. - p. 62.

N.I. Bykova, J. Dooley, M.D. Pospelova, V. Evans. English: textbook. For 2 cells. general education institutions. - 2nd ed. - M.: Express Publishing: Education, 2008. - 144 p.: ill. – (English in focus).

Yu.E. Valiulina, J. Dooley, O.E. Podolyako, W. Evans. English language. Grade 5: textbook. for general education institutions. - 4th ed. - M.: Express Publishing: Education, 2010. - 164 p.: ill. – (English in focus).

http://www.shkolnymir.info/. O. A. Sokolova. Health-saving educational technologies.

The full text of the work can be downloaded.

Modern health-saving technologies

Types of health-saving pedagogical technologies	Time of the day	Features of the methodology	Responsible
1. Technologies for maintaining and promoting health
Stretching	Not earlier than 30 min. after meals, 2 times a week for 30 minutes from middle age in a sports or music hall or in a group room, in a well-ventilated room		Head of Physical Education
Rhythmoplasty	Not earlier than 30 min. after meals, 2 times a week for 30 minutes. from middle age	Pay attention to the artistic value, the amount of physical activity and its proportionality to the age indicators of the child	Head of physical education, music director, teacher of preschool education
Dynamic pauses	During classes, 2-5 minutes, as children get tired		educators
Mobile and sports games	As part of a physical activity, on a walk, in a group room - small with an average degree of mobility. Daily for all age groups	Games are selected in accordance with the age of the child, the place and time of its holding. In preschool educational institutions we use only elements of sports games
Relaxation	Any suitable location. Depending on the state of children and goals, the teacher determines the intensity of the technology. For all age groups	You can use calm classical music (Tchaikovsky, Rachmaninov), sounds of nature	Educators, head of physical education, psychologist
Aesthetic technologies	Implemented in the classes of the artistic and aesthetic cycle, when visiting museums, theaters, exhibitions, etc., decorating the premises for the holidays, etc. For all age groups	It is carried out in the classroom under the preschool educational program, as well as according to a specially planned schedule of events. Of particular importance is work with the family, instilling aesthetic taste in children.	All preschool teachers
Finger gymnastics	From a young age individually or with a subgroup daily		Educators, teachers
Gymnastics for the eyes	Daily for 3-5 minutes. at any free time; depending on the intensity of visual load from a young age		All teachers
Respiratory gymnastics		Provide ventilation of the room, the teacher instructs the children on the mandatory hygiene of the nasal cavity before the procedure	All teachers
Gymnastics invigorating	Daily after daytime sleep, 5-10 min.	The form of carrying out is different: exercises on beds, extensive washing; walking on ribbed boards; easy running from the bedroom to a group with a difference in temperature in the rooms and others, depending on the conditions of the preschool educational institution	educators
Corrective gymnastics	In various forms of physical culture and health work	The form of the event depends on the goal and the contingent of children.	Educators, head of physical education
Orthopedic gymnastics	In various forms of physical culture and health work		Educators, head of physical education
2. Technologies for teaching a healthy lifestyle
Physical education	2-3 times a week in sports or music halls. Early age – in the group room, 10 min. Younger age - 15-20 minutes, middle age - 20-25 minutes, senior age - 25-30 minutes.	Classes are held in accordance with the program according to which the preschool educational institution works. Before class, it is necessary to ventilate the room well.	Educators, head of physical education
Problematic - gaming (game training and game therapy)	In your free time, you can in the afternoon. Time is not strictly fixed, depending on the tasks set by the teacher	The lesson can be organized invisibly for the child, by including the teacher in the process of playing activities.	Educators, psychologist
Communication games	1-2 times a week for 30 min. from older age	Classes are built according to a specific scheme and consist of several parts. They include conversations, sketches and games of varying degrees of mobility, drawing, modeling ...	Educators, psychologist
Classes from the series "Health"	1 time per week for 30 min. from older age	Can be included in the curriculum as a cognitive development	Educators, head of physical education, teacher-valeologist
Self massage	Depending on the goals set by the teacher, sessions or in various forms of physical culture and health work	It is necessary to explain to the child the seriousness of the procedure and give children basic knowledge of how not to harm their body	educators,
Acupressure	It is held on the eve of epidemics, in the autumn and spring periods at any time convenient for the teacher from an older age.	It is carried out strictly according to a special technique. It is indicated for children with frequent colds and diseases of the upper respiratory tract. visual material is used.	educators, Art. nurse, head of physical education
Biofeedback (BFB)	From 10 to 15 sessions of working with a computer for 5-10 minutes. in a special room. Recommended from older age	Compliance with the rules of work at the computer is required. A special technique for preschoolers is recommended	Teacher-valeologist, specially trained teacher
3. Corrective technologies
Art therapy	Sessions of 10-12 lessons for 30-35 minutes. from the middle group	Classes are conducted in subgroups of 10-13 people, the program has diagnostic tools and includes protocols for classes	Educators, psychologist
Technologies of musical impact	In various forms of physical culture and health work; or separate classes 2-4 times a month, depending on your goals	Used as an aid as part of other technologies; to relieve stress, increase emotional mood, etc.	All teachers
fairy tale therapy	2-4 lessons per month for 30 minutes. from older age	Classes are used for psychological therapeutic and developmental work. A fairy tale can be told by an adult, or it can be a group storytelling, where the narrator is not one person, but a group of people	Educators, psychologist
Color exposure technologies	As a special lesson 2-4 times a month, depending on the tasks	It is necessary to pay special attention to the color scheme of the interiors of the preschool educational institution. Properly selected colors relieve stress and increase the emotional mood of the child.	Educators, psychologist
Behavior Correction Technologies	Sessions of 10-12 lessons for 25-30 minutes. from older age	Conducted according to special methods in small groups of 6-8 people. Groups are not made up according to one criterion - children with different problems are engaged in the same group. Classes are held in a playful way, they have diagnostic tools and training protocols	Educators, psychologist
Psycho-gymnastics	1-2 times a week from older age for 25-30 minutes.	Classes are held according to special methods	Educators, psychologist
Phonetic rhythm	2 times a week from a young age		Educators, head of physical education, speech therapist

Game stretching (stretching): a set of exercises

The incidence is growing every year, despite all the achievements of medicine, and at the same time it is “getting younger”: already among the pupils of kindergartens, many children suffer from chronic diseases, have an abnormal posture, and disorders of the musculoskeletal system.

Real physical health and peace of mind is achieved only by those who from childhood have learned to live in harmony with themselves and with nature, have learned to control their minds, and are able to realize their physical and spiritual abilities. The technique of game stretching (or, in other words, stretching) is aimed at activating the protective forces of the children's body, mastering the skills of perfect body control and psychoenergetic self-regulation, at developing and releasing the creative and healing capabilities of the subconscious.

What is game stretching?

Game stretching is a creative activity in which children live in a world of images, often no less real to them than the surrounding reality. The implementation of gaming opportunities in order to improve and develop the child is the essence of stretching. Moreover, all classes are conducted in the form of a role-playing or thematic game, consisting of interrelated situations, tasks and exercises. The technique of game stretching is based on static stretching of the muscles of the body and the articular-ligamentous apparatus of the arms, legs, spine, which helps to prevent postural disorders and correct it, which has a deep healing effect on the entire body.
Exercises are performed without outside influence, because. the human body is its own coach. Self-manipulation of the body in a slow, and therefore safe rhythm is most effective. In children, the complexes associated with the physical imperfection of the body, the inability to control it disappear. In addition, children acquire a stock of motor skills that allow them to feel strong, beautiful, self-confident, and create a sense of inner freedom.
Game stretching classes with children from 4 years old show consistently high results: children get sick much less, become more open to communication not only with adults, but also with each other. And the images of the fairy-tale world close and understandable to children make it easy to perform difficult physical exercises. Exercises are aimed at preventing various deformities of the spine, strengthening its ligamentous apparatus, and forming a correct posture. In addition, muscle elasticity, coordination of movements develop, endurance and diligence are brought up.
A typical game stretching session looks like this.

Wgame stretching "Duck Quack"
After walking and warming up, children perform the “Grain” exercise to prepare the spine for the main load.
Starting position (hereinafter referred to as "I.p."): squatting, heels on the floor, legs together. Interlock your fingers into the lock and stretch them forward - down, lowering your head, slightly tilting your torso.
Once! - slowly rising, straighten your legs, and then, at the same time raising your torso and straight arms and without lifting your heels from the floor, stretch up, turning your palms. Two! - hands down through the sides.
After that, the children sit in the “Indian” position, in which they are all the time between exercises. (Sit on your heels, put your hands on your hips, spread your elbows to the sides. Imagine yourself as the leader of the Indians with a proud posture and follow it all the time.) Then the game begins ...
- Once upon a time there was a duckling in the big yard. The name of this duckling is Quack. Quack the duckling was very fond of swimming and bathing and could splash all day in a large puddle right in the middle of the yard. The water in the puddle was always warm, and the puddle was so big that it seemed to the duckling as if he were a brave captain who swims in the ocean.
One day, a wild duck flew into the yard where Kryak lived and began to tell that there was a wonderful Blue Lake with clean and clear water nearby. The duckling wanted to see this lake so much that he decided to go on a journey and be sure to swim in it.

Wgame stretching "Walking"
Prevents the development of flat feet, promotes the development of mobility of the joints of the legs, improves posture. (I.p. - sit in a right angle pose, legs together, socks extended, hands in support behind - high emphasis. Alternately pull the socks towards you, adhering to the rhythm of the music. Breathing is arbitrary.)
The duckling walked and walked and reached the meadow. And the grass in the meadow is high, thick - there is no way to see Quack, where to go next. The duckling was sad: “Is it really necessary to go back and I won’t see the Blue Lake?” Suddenly he sees a butterfly flying.

WAnimation by game stretching "Butterfly»
Increases intracavitary pressure, which has a strong effect on the abdominal organs. By creating general tension in the legs and hips, it stimulates the action of the saphenous nerves.
(I.p. - sit in a right angle pose, bend your knees, connect your feet. Spread your knees. Grasp your feet with your hands, your back is straight. Lower your knees to the floor. Hold for the right time. Raise your knees from the floor. Breathing is arbitrary, movements dynamic.)
- Hey, butterfly, stop! shouted Quack.

- What do you want, duckling? the butterfly asked.

“Dear butterfly, could you show me the way to the Blue Lake?”

“Good,” the butterfly agreed, and they set off.

But before they had gone even five steps, suddenly a hiss was heard from somewhere on the side, and right in front of them a snake blocked the road.

WAnimation by game stretching "Snake"
Increases intracavitary pressure, the rectus abdominis muscles are stretched. As a result of abundant blood flow to the spine and sympathetic nerves, all internal organs are abundantly supplied with oxygen and nutrients, which helps to improve their work. Stiffness of the spine and its deformation are overcome. The work of the kidneys is activated, brain activity and nerve conduction are improved. Bending the head back promotes blood flow to the tonsils, which helps with colds, sore throats.
(I.p. - lie on your stomach, legs together, hands resting near your chest on the floor. Slowly rising on your hands, first raise your head, then your chest. Bend as far as possible, not throwing your head back very much. The stomach lies on the floor. Hold for the required time Slowly return to the starting position Inhale in the first phase, exhale in the second.)

“Why are you making such a noise and not letting me rest after dinner?” the snake hissed menacingly.

“Excuse us, please, lady snake. I am looking for a way to the Blue Lake, and did not want to disturb you at all, - the frightened duckling murmured.

“Okay, you’re lucky, duckling, that I’m full,” the snake grumbled and crawled away.
Quack turned around looking for the butterfly, but it was nowhere to be seen. The duckling Quack was very upset and was about to turn back home, when he suddenly saw a bird high in the sky and ran after it.

Wgame stretching "Bicycle"
It has a great effect on the pancreas, which protects against diabetes. Restores and cleanses the digestive organs.

(I.p. - lie on your back, put your hands behind your head. Raise your legs, your socks are pulled back. Alternately straighten and bend your legs without lowering them to the floor. The movement is dynamic, breathing is arbitrary.)

“Bird, do you know where Blue Lake is?” - the duckling screamed as loudly as possible.

Take me to him, please!

“Okay, duckling, run after me,” the bird replied.

And Quack quickly ran after the flying bird.

Game stretching "Bird"

Stretches the muscles of the back and legs, affects the lumbar nerves. Prevents functional disorders of the stomach, liver, intestines, spleen. Improves the flexibility of the spine due to the maximum longitudinal load on it. Helps increase growth.

(I.p. - sit in a right angle position, spread your legs as wide as possible, pull your socks off, connect your hands behind your back with a “shelf”, your back is straight. One! - wave your arms, tilt to your right leg, try to reach the toe, linger. Two! - we return to SP. Three! - the same slope to the left leg, Four! - SP Inhale when swinging, exhale when tilting.)

Very soon the meadow ended, and a wonderful lake opened up in front of the duckling. The water in the lake was clean, transparent, and it reflected the blue sky. A large red cat was sitting on the shore, looking for something in the water and did not notice the duckling.

Game stretching "Cat"

Eliminates stiffness of the spine and its deformation. Helps children develop facial muscles and expression of emotions.

(I.p. - get on all fours, back straight. One! - raise your head, bend your back as much as possible. Two! - lower your head, arch your back as much as possible. Inhale in the 2nd phase, exhale in the 1st.)

Quack came closer to the cat and saw that she was watching the fish swimming in the water and wanted to catch one of them.

- Oh, you sly one! - the duckling shouted, grabbed a branch lying on the shore and rushed to the cat.

Playing stretching "Vetochka"

Improves the flexibility of the spine, promotes growth. (I.p. - lie on your back, legs together, socks pulled back. Hands resting on the back of your forearms. Without bending your knees, slowly raise your legs to a vertical position, trying to keep your socks pulled out. Hold the right time. Return to I.p. Inhale in the 1st phase, exhale in the 2nd.)

When the cat saw an angry duck with a twig in its beak, she was so frightened that she ran as fast as she could, only they saw her! Then a fish appeared from the water and thanked the duckling for saving her and her friends.

Game stretching "Rybka"

Increases intracavitary pressure, improves nerve conduction, brain activity. (I.p. - lie on your stomach, legs slightly apart, bend your arms at the elbows, put your palms on the floor, at shoulder level. One! - smoothly, without jerking, unbending your arms, raise your head and chest, while bending your legs in on your knees, try to reach your head with your feet. Hold for the right time. Two! - return to Ip. Inhale in the 1st phase, exhale in the 2nd.)

Quack swam a lot in the lake and after that every day he came to his fish friends. And no one has seen the red cat since then. They say that she ran far, far away and told everyone in the world about the brave duck Quack.

Principles of health-saving technologies:

Principle "Do no harm!";

The principle of consciousness and activity;

Continuity of the health-saving process;

Systematic and consistent;

The principle of accessibility and individuality;

Comprehensive and harmonious development of personality;

Systemic alternation of loads and rest;

Gradual build-up of health effects;

Age adequacy of the health-saving process.

There are ten golden rules for healthwhich areand toeducators:

1. Follow the regime of the day!

2. Pay more attention to food!

3. Move more!

4. Sleep in a cool room!

5. Do not extinguish anger in yourself, let it break out!

6. Constantly engage in intellectual activity!

7. Drive away despondency and blues!

9. Try to get as many positive emotions as possible!

10. Wish yourself and others only good!

Thus, health-saving technologies can be considered as one of the most promising systems of the 21st century and as a set of methods and techniques for organizing the education of preschoolers without compromising their health.

The full text of the work can be download.

The state of health of Russian schoolchildren causes serious concern among specialists. A clear indicator of trouble is that the health of schoolchildren is deteriorating compared to their peers twenty or thirty years ago. At the same time, the most significant increase in the frequency of all classes of diseases occurs during the age periods coinciding with the child receiving a general secondary education.

Deteriorating vision, chronic diseases of internal organs, asthenic state of the body - all these are the consequences of systematic overwork of schoolchildren. As long-term studies carried out at the Institute of Developmental Physiology show, a significant part of children have practically no free time due to the high intensity of school loads. Their working day, especially in high school, is 12-14 hours, which is much longer than the working day of adults. But the school years account for the period of the most intensive development of the child's body. By the end of children's education at school, 70% of functional disorders take a chronic form, the number of pathologies of the digestive system, eye diseases increases several times, the number of neuropsychiatric diseases increases. -- M.: Moscow City Fund for Support of School Book Publishing, 2004, p. 45..

In order to stop the regression of the nation and the process of its destruction, it is necessary to educate the child in a value attitude towards health, to form in him a clear civic position, which consists in striving to be strong, strong, flexible, fast and enduring, in understanding a healthy lifestyle as the basic principle of life and the only the path to a long, active and happy life.

Value for health- this is a set of views and ways of behavior of an individual, characterized by a responsible and close attitude to one's health, a conscious need to preserve it and a focus on strengthening the body and improving one's own physical skills and abilities.

Education of a value attitude towards health is a long and consistent process, which includes a complex of school-wide, extracurricular and extracurricular activities aimed at developing a stable active health-saving life position in children, supported by forms of behavior that contribute to the preservation and strengthening of health Dribinsky P. Education of a value attitude to health // Education of schoolchildren. - 2008. - No. 8. - S. 28 ..

It is necessary to use all forms of work with children in the education of a value attitude towards health in schools during the life safety lessons. This is both the pedagogical influence of the teacher (conversations, stories, classroom hours, “health lessons”), and the creation of an atmosphere of competition (sports games, relay races, Health Days, etc.). The role of the teacher during such events is reduced to the performance of his functional duties. However, such forms of work are more effective in which the OBJ teacher and students become active participants in joint creative activity. Such interaction allows you to consider the problem of health from different points of view, express your own opinion and compare it with the opinions of others, helping to form a clear idea for each of the participants on the issue under discussion and contributing to a deeper understanding of the value of one or another aspect.

Health-saving technologies are implemented on the basis of a student-centered approach and involve the active participation of the student himself in mastering the culture of human relations, in shaping the experience of health saving, which is acquired through the gradual expansion of the sphere of communication and activity of the student, the development of his self-regulation (from external control to internal self-control), the formation self-awareness and an active life position on the basis of education and self-education, the formation of responsibility for one's health, life and health of other people.

Health-saving pedagogical technologies should ensure the development of the child's natural abilities: his mind, moral and aesthetic feelings, the need for activity, mastering the initial experience of communicating with people, nature, and art.

Under health-saving educational technology Petrov K. Health-saving activities at school//Education of schoolchildren.-2005.- No. 2.- P.19-22. understands a system that creates the maximum possible conditions for the preservation, strengthening and development of the spiritual, emotional, intellectual, personal and physical health of all subjects of education (students, teachers, etc.). This system includes:

1. The use of data from monitoring the health status of students conducted by medical workers and their own observations in the process of implementing educational technology, its correction in accordance with the available data.

Taking into account the peculiarities of the age development of schoolchildren and the development of an educational strategy corresponding to the characteristics of memory, thinking, working capacity, activity, etc. students in this age group.

Creation of a favorable emotional and psychological climate in the process of implementing the technology.

4. The use of various types of health-saving activities of students aimed at maintaining and increasing the reserves of health, working capacity Smirnov N.K. Health-saving educational technologies in modern school. - M .: APK and PRO, 2002, pp. 12-14 ..

The main components of health-saving technology are:

axiological, manifested in students' awareness of the highest value of their health, the conviction of the need to lead a healthy lifestyle that allows you to most fully achieve your goals, use your mental and physical capabilities. Thus, education as a pedagogical process is directed on the formation of value-oriented attitudes towards health, health saving and health creativity, built as an integral part of life values ​​and worldview. In this process, a person develops an emotional and at the same time conscious attitude to health, based on positive interests and needs.

epistemological, associated with the acquisition of knowledge and skills necessary for the process of health preservation, knowledge of oneself, one’s own potential abilities and opportunities, interest in issues of one's own health, in the study of literature on this issue, various methods for healing and strengthening the body.

health-saving, including a system of values ​​and attitudes that form a system of hygienic skills and abilities necessary for the normal functioning of the body, as well as a system of exercises aimed at improving the skills and abilities to take care of oneself, clothes, place of residence, and the environment. A special role in this component is assigned to the observance of the daily regimen, diet, alternation of work and rest, which helps to prevent the formation of bad habits, functional disorders of diseases, includes psychohygiene and psychoprophylaxis of the educational process, the use of environmental health factors and a number of specific methods of recovery. weakened.

emotional-volitional, which includes the manifestation of psychological mechanisms - emotional and volitional. A necessary condition for maintaining health are positive emotions; experiences through which a person consolidates the desire to lead a healthy lifestyle.

ecological, taking into account the fact that a person as a biological species exists in a natural environment that provides the human person with certain biological, economic and production resources. Unfortunately, the ecological environment of educational institutions is not always favorable for the health of students. Communication with the natural world contributes to the development of humanistic forms and rules of behavior in the natural environment, micro- and macro-society. At the same time, the natural environment surrounding the school is a powerful healing factor.

physical culture and health component involves the possession of methods of activity aimed at increasing motor activity, preventing hypodynamia. In addition, this component of the content of education provides hardening of the body, high adaptive capabilities. The physical culture and health component is aimed at mastering personal-important life qualities that increase overall performance, as well as personal and public hygiene skills.

Functions health-saving technology:

forming: is carried out on the basis of biological and social patterns of personality formation. The formation of personality is based on hereditary qualities that predetermine individual physical and mental properties. Complementing the formative impact on the personality are social factors, the situation in the family, the classroom team, attitudes towards saving and multiplying health as the basis for the functioning of the individual in society, educational activities, and the natural environment;

informative and communicative: ensures the transmission of the experience of maintaining a healthy lifestyle, the continuity of traditions, value orientations that form a careful attitude to individual health, the value of every human life;

diagnostic: consists in monitoring the development of students on the basis of predictive control, which makes it possible to measure the efforts and direction of the teacher’s actions in accordance with the child’s natural capabilities, provides an instrumentally verified analysis of the prerequisites and factors for the future development of the pedagogical process, and individual passage of the educational route by each child;

adaptive: education in students of a focus on health work, a healthy lifestyle, optimize the state of their own body and increase resistance to various kinds of stressful factors of the natural and social environment. It ensures the adaptation of schoolchildren to socially significant activities.

reflective: consists in rethinking previous personal experience, in preserving and increasing health, which makes it possible to measure the actually achieved results with the prospects.

integrative: combines folk experience, various scientific concepts and education systems, guiding them along the path of preserving the health of the younger generation.

Technology types

Health saving(preventive vaccinations, ensuring physical activity, fortification, organization of a healthy diet)

wellness(physical training, physiotherapy, aromatherapy, hardening, gymnastics, massage, herbal medicine, art therapy)

Health education technologies(inclusion of relevant topics in the subjects of the general education cycle)

Nurturing a Culture of Health(optional classes for the development of the personality of students, extracurricular and extracurricular activities, festivals, competitions, etc.) Naumenko Yu.V. Health-saving activities of the school// Pedagogy.-2005.- №6.- P.37-44..

Thus, health-saving educational technologies can be considered as the technological basis of health-saving pedagogy - one of the most promising systems of the 21st century, and as a set of techniques, forms and methods for organizing schoolchildren's education without harming their health, and a qualitative characteristic of any pedagogical technology according to the criterion of its impact. the health of students and teachers.

Ekaterina Borovko
Seminar "Introduction of health-saving technologies into the educational process of preschool educational institutions"

« The introduction of health-saving technologies in the educational process of preschool educational institutions»

« Children's health is the health of the nation!» . This slogan has found its way into many educational documents, including in the Federal State educational preschool standards education. According to the Federal State Educational Standard, one of the priority activities of a kindergarten is to conduct physical education health work, including by using health-saving technologies in preschool educational institutions.

This is one of the types of modern innovative technologies aimed at maintaining and improving health of all participants in the educational process in preschool educational institutions. The use of such technologies has a bilateral orientation:

The formation of the foundations of a valeological culture among preschoolers, that is, to teach them to take care of their own health;

Organization educational process in kindergarten without negative impact on children's health.

Health saving technologies in preschool educational institutions are perfectly combined with traditional forms and methods in pedagogy, complementing them with various ways of implementation health work. The use of such technologies solves a range tasks:

Laying the foundation for good physical health;

Increasing the level of mental and social pupils' health;

Carrying out preventive health work;

Familiarization of preschoolers with the principles of management healthy lifestyle;

Motivation for children healthy lifestyle;

Formation of good habits;

Formation of valeological skills;

Formation of a conscious need for regular physical education;

Cultivating a value attitude towards oneself health.

To ensure an integrated approach to the protection and improvement pupils' health, various types of modern are used in preschool educational institutions:

Medical and prophylactic (medical examinations, condition monitoring children's health, anti-epidemiological work, organization of specialized correctional groups, prevention of many diseases, sanitary and hygienic work, quality control of catering, etc.);

Physical culture wellness(carrying out outdoor games, sports events, valeological classes, hardening procedures, organization of walks, etc.)

Valeological parental education(motivation of parents to conduct healthy lifestyle, teaching parents how to interact with children to form their valeological culture);

Valeological education of teachers (familiarization of educators with innovative health-saving technologies and methods of their implementation, motivation to healthy lifestyle, expanding knowledge about the age and psychological characteristics of preschool children);

health education for children(formation of valeological knowledge and skills).

Only by implementing all of the specified types health-saving technologies it is possible to achieve a close interaction of the main factors influencing preschool health.

There are many effective varieties of modern health-saving technologies, which should be in the file cabinet of the kindergarten teacher.

Physical education minutes

One of the simplest and most common types health-saving technologies in preschool are physical education minutes. They are also called dynamic pauses. These are short-term breaks in intellectual or practical activities, during which children perform simple physical exercises.

The purpose of such physical exercises is in:

Change of type of activity;

Fatigue prevention;

Removal of muscular, nervous and brain tension;

Activations blood circulation;

Activation of thinking;

Increasing the interest of children in the course of the lesson;

Creating a positive emotional background.

Holding dynamic pauses has some peculiarities. They are designed to perform in confined spaces. (near a desk or table, in the center of the room, etc.). Most physical education sessions are accompanied by a poetic text or are performed to music.

Such dynamic pauses last 1-2 minutes. All children are involved in the implementation of physical education. This does not require a sports uniform or equipment. The time for holding is chosen arbitrarily, depending on the degree of fatigue of the children. Physical education may include individual elements of other health-saving technologies.

Breathing exercises

A study of the work experience of many preschool teachers shows that the most popular types health-saving technologies breathing exercises are included in the preschool educational institution. It is a system of breathing exercises, which are included in the complex of corrective work to strengthen the general child health.

Use of breathing exercises helps:

Improve the functioning of internal organs;

Activate the brain circulation, to increase the saturation of the body with oxygen;

Train the respiratory apparatus;

To carry out the prevention of respiratory diseases;

Increase the body's defense mechanisms;

Restore peace of mind, calm down;

Develop speech breathing.

In the respiratory gymnastics classes, the following rules must be observed. It is recommended to carry it out in a well-ventilated room and before meals. Such classes should be daily and last 3-6 minutes. To perform breathing exercises, a special form of clothing is not required, but it must be ensured that it does not hamper the movement of the child.

During the exercise, special attention should be paid to the nature of the inhalations and exhalations. Children should be taught to inhale through the nose (breaths should be short and light, and exhalation through the mouth (exhale long). Breathing exercises also include breath holding exercises. It is important that in children, when performing exercises for the development of speech breathing, the muscles of the body do not tense up, the shoulders do not move.

Finger gymnastics

Finger gymnastics is a kind health-saving technologies, which is used not only for the development of fine motor skills of the hands (which is important for preparing the child for drawing, modeling and writing, but also for solving problems with speech development in children. In addition, such gymnastics contributes development:

tactile sensations;

Coordination of finger and hand movements;

Creative abilities of preschoolers.

Finger gymnastics is carried out in the form of staging poetic texts with the help of fingers. This is almost the first kind of gymnastics that can be performed with children. In the course of finger gymnastics, children make active and passive movements with their fingers. These types are used exercises:

Actions with objects or materials;

Finger games.

It is recommended to do finger exercises daily. During its implementation, you need to ensure that the load on both hands is the same. In addition, it must be remembered that each session of finger gymnastics should end with relaxing exercises. Such classes can be carried out collectively, in groups or individually with each child.

Gymnastics for the eyes

Also, gymnastics for the eyes belongs to the preschool educational institution. It involves a system of exercises aimed at correcting and preventing visual impairment. Gymnastics for the eyes is necessary for:

stress relief;

Fatigue warnings;

Eye muscle training

Strengthening the eye apparatus.

To perform such gymnastics, 2-4 minutes are enough. The main rule of this gymnastics is that only the eyes should move, and the head remains stationary. (except for cases where head tilts are provided). All exercises should be done while standing.

Usually sample the teacher shows the performance of each action, and the children repeat after him. Often such gymnastics has poetic accompaniment. It may include exercises with objects, special tables or ICT.

Psycho-gymnastics

Psychogymnastics is an innovative health-saving technologies, which are used in kindergarten to develop the emotional sphere of the child, strengthen his mental health. The purpose of psycho-gymnastics is to next:

Conducting psychophysical relaxation;

Development of cognitive mental processes;

Normalization of the condition in children with neurosis or neuropsychiatric disorders;

Correction of deviations in behavior or character.

Psycho-gymnastics is a course of 20 special classes, which are held in a playful way. They are organized twice a week and last from 25 to 90 minutes. Each lesson consists of four stages, which involve acting out:

Etudes using facial expressions and pantomime;

Etudes on image emotions or qualities of character;

Sketches with a psychotherapeutic orientation.

The session ends with psycho-muscular training. During the course, there is "moment of mischief" when children can do whatever they want.

Rhythmoplasty

Rhythmoplasty is an innovative method of working with children, which is based on their performing special plastic movements to the music, which have health character. Target rhythmoplasty:

replenishment "motor deficit";

Development of the motor sphere of children;

Strengthening the muscular corset;

Improvement of cognitive processes;

Formation of aesthetic concepts.

Rhythmoplasty is organized in the form of special music lessons. Physical exercises should be performed at a slow pace with a wide amplitude. These sessions should be done twice a week for 30 minutes each. It is recommended to engage in rhythmoplasty not earlier than half an hour after eating.

Game therapy

The Federal State Educational Standard states that for preschoolers, the leading activity is the game. Therefore, an obligatory view health-saving technologies in preschool education should be game therapy. This technology involves the involvement of children in various games, during which they will have possibility:

Show emotions, experiences, fantasy;

express yourself;

Remove psycho-emotional stress;

Get rid of fears;

Become more confident.

Play therapy is considered an excellent tool for dealing with children's neuroses.

aromatherapy

Aromatherapy involves the use of special items with essential oils in the room where the children are. It can be called a passive method of influencing preschool health, since the children themselves do not have to perform any actions. They can engage in any kind of activity and at the same time inhale aromatic vapors. So the way it goes:

Improving the well-being and mood of children;

Prevention of colds;

Solving sleep problems.

Essential oils can be applied to clay figurines or raw wood(dose of aromatic substance should be minimal). It is also recommended to make special aromatic pillows with parents, filling them with dried herbs, or individual aroma medallions.

In addition to those described health-saving technologies in DOW, you can use their other kinds:

Phytotherapy; color therapy; music therapy; vitamin therapy;

physiotherapy; heliotherapy; sand therapy.

The essence of such technologies understandable from their names. End purpose of use health-saving technologies in kindergarten according to GEF - preservation and strengthening children's health, which serves as a prerequisite for improving the effectiveness of educational process. Only healthy a child can become a good student and a successful person.

Methodological development "Health-saving technologies in the educational process"

Author Chikota Olesya Valerievna
2015
CONTENT
Introduction …………………………………………………...2
Health-saving technologies in the classroom and
outside school hours…………………………………………2
Basic principles of health
activities………………………………………………..4
Systematics and relationship of health-saving
technologies…………………………………………………….5
Conclusion…………………………………….…………...8
Application………………………….……………………..9
Literature………………………………………………...12
Introduction
To date, special measures are needed to preserve and improve the health of schoolchildren, to create health-saving conditions for education.
These provisions have recently been included in the most important state documents that determine the development strategy
education.
"The concept of modernization of Russian education for the period up to 2020" provides for the creation of conditions for improving the quality of general education, and for this purpose, along with other measures, it is planned to optimize the educational, psychological and physical load of students and create conditions in educational institutions to preserve and strengthen health of students, including through:
real unloading of the content of general education;
use of effective teaching methods;
increasing the proportion and quality of physical education;
organizing monitoring of the health status of children and youth;
improvement of catering for students in educational institutions;
rationalization of leisure activities, vacation time and summer holidays for children and youth.
The measures for the protection and promotion of the health of schoolchildren envisaged in the Concept actually determine the directions for eliminating the main school risk factors, provide for the development and testing of promising models of the health-saving educational process in educational institutions of various types and types.
Health-saving technologies in the classroom and
during off-hours.
Human health is a topic of conversation that is quite relevant for all times and peoples, and in the 21st century it becomes paramount. The state of health of Russian schoolchildren causes serious concern among specialists. A clear indicator of trouble is that the health of schoolchildren is deteriorating compared to their peers twenty or thirty years ago. At the same time, the most significant increase in the frequency of all classes of diseases occurs during the age periods coinciding with the child receiving a general secondary education.
According to the All-Russian medical examination, by the age of 7-10, the proportion of children with the 3rd health group increases by 1.7 times and amounts to 14.9%, and at the age of 15-17 years - 22%, i.e. increases by 2.5 times in relation to children under the age of 1 year. In adolescence, every fifth child has a chronic disease or is a child with a disability.
The health of the child, his social and psychological adaptation, normal growth and development are largely determined by the environment in which he lives. For a child from 6 to 17 years old, this environment is the education system, since more than 70% of his waking time is associated with staying in educational institutions. At the same time, during this period, the most intensive growth and development takes place, the formation of health for the rest of his life, the child's body is most sensitive to exogenous environmental factors.
According to the Institute of Developmental Physiology of the Russian Academy of Education, the school educational environment generates risk factors for health problems, which are associated with 20-40% of negative influences that worsen the health of school-age children. IVF RAO studies allow ranking school risk factors in descending order of significance and strength of influence on the health of students:
stressful pedagogical tactics;
inconsistency of teaching methods and technologies with the age and functional capabilities of schoolchildren;
non-compliance with elementary physiological and hygienic requirements for the organization of the educational process;
insufficient literacy of parents in matters of maintaining the health of children;
failures in the existing system of physical education;
intensification of the educational process;
functional illiteracy of the teacher in matters of health protection and promotion;
partial destruction of school medical control services;
lack of systematic work on the formation of the value of health and a healthy lifestyle.

Thus, the traditional organization of the educational process creates constant stress overload in schoolchildren, which leads to a breakdown in the mechanisms of self-regulation of physiological functions and contributes to the development of chronic diseases. As a result, the existing system of school education is health-consuming.
Many teachers believe that administrators and specially trained professionals should be involved in maintaining and strengthening the health of students at school. However, an analysis of school risk factors shows that most of the health problems of students are created and solved in the course of the daily practical work of teachers, i.e., are associated with their professional activities. Therefore, the teacher needs to find reserves of his own activity in preserving and strengthening the health of students. The lesson remains the main organizational form of educational
process, which is directly dependent on the teacher. Identification of the criteria for the health-saving potential of a school lesson and the construction of a lesson on a health-saving basis is the most important condition for overcoming the health-consuming nature of school education.
Basic principles of health-saving activity.
The effectiveness of the analysis of health-saving activities at school depends on methodological and methodological approaches and is based on the principles worked out over the past decades at the Institute of Developmental Physiology of the Russian Academy of Education, namely:
complexity;
consistency;
integrity;
dynamism (repeatability);
representativeness;
methodological unity.
Complexity implies the simultaneous coverage of a wide range of indicators that reflect both the state of the educational environment and personal data that characterize the level and nature of the educational and extracurricular workload, as well as the student's individual adaptive capabilities.
Consistency means an analysis not only of the qualitative and quantitative indicators of the activity of an educational institution, but also (and first of all) the relationships between them, reflecting the structure and effectiveness of the health-saving activities of a general education institution.
Integrity is a prerequisite for meaningful data analysis, which implies a comprehensive presentation of the results for each educational institution.
Dynamism (repeatability) implies multiple (twice a year - in autumn and spring; for a number of years) examination of the same educational institutions, contingents of students, specific students.
Representativeness (representation) is due to the requirements of statistics, according to which the reliability of conclusions and conclusions depends on the size of the studied sample. Representativeness is achieved by examining sufficiently large contingents of students.
Methodological unity is an indispensable condition for the comparability of data obtained at different stages of the study, in different regions, in different educational institutions.
Systematics and relationship of health-saving technologies. Among the health-saving technologies used in
system of education, several groups can be distinguished in which a different approach to health protection is used, and, accordingly, different methods and forms of work:
medical - hygienic technologies (MGT);
physical culture and health technologies (PHOT);
environmental health-saving technologies (ECT);
life safety technologies (TOBZh);
health-saving educational technologies (HTE);
There are other reasons for classifying
health-saving technologies.
By the nature of the action, they can be divided into the following groups:
protective and preventive;
compensatory-neutralizing;
stimulating;
information and training.
The most generalized of the possible classifications is the allocation of 2 types of health-saving technologies - organizational and pedagogical.
The system-forming principle of health-saving pedagogy is the priority of caring for the health of students, within which it is possible to single out such mandatory conditions as the scientific and methodological support of work, the selection and training of teaching staff (including care for their health) and, finally, sufficient financial support for the entire project. .
W health-saving educational technologies can be divided into three subgroups:
organizational and pedagogical technologies (OPT), which determine the structure of the educational process, partially regulated in SanPiN, contributing to the prevention of states of overwork, physical inactivity;
psychological and pedagogical technologies (PPT) associated with the direct work of the teacher in the classroom, the impact that he has for all 45 minutes on his students; this also includes the psychological and pedagogical support of all elements of the educational process;
educational technologies (UHT), which include programs to teach competent care of their health and the formation of a culture of health of students, motivate them to lead a healthy lifestyle, prevent bad habits, which also provide for organizational and educational work with schoolchildren after school, educating them parents.
Health-saving technologies in the work of an individual teacher can be represented as a combination of the principles of cooperation pedagogy, “effective” pedagogical techniques, elements of pedagogical skill aimed at achieving optimal psychological adaptation of a student to the educational process, taking care of preserving his health and educating him personal example of a culture of health.
A teacher who is ready to use health-saving educational technologies in his work, at the first stage in this regard, faces the following tasks:
an objective assessment of one's strengths and weaknesses related to professional activities, drawing up a plan for the necessary self-correction and its implementation;
the necessary advanced training on health issues, health-saving technologies;
revision of the pedagogical methods and techniques used in their work in terms of their intended impact on the health of students;
purposeful implementation of health-saving educational technologies in the course of training sessions and extracurricular activities with students, tracking the results obtained, both according to one's own feelings and using objective assessment methods;
promote the formation of a health-saving educational environment in their educational institution as an effective interaction of all members of the teaching staff, students and their parents to create conditions
and implementation of programs aimed at maintaining, shaping and strengthening health.
The educational process is always associated with obtaining new information, which is better remembered if various channels are involved. For example, only 10% of information remains in memory from what is simply read, -20% from what is heard, -30% from what is seen, -50% from what we hear and see; from what we use in our practical activities and especially in independent creativity - 90%. Hence the conclusion: it is necessary to use various sources of information.
Ensuring a comfortable emotional and mental state of students and teachers.
Help students to adapt to new conditions.
Creation of a general emotionally positive, friendly, trusting, kind atmosphere in the classroom.
Creating a situation of success, which allows a person to be in a state of psychological balance, eliminates the stress caused by the performance of tasks, ignorance of the educational material.
The use of a personality-oriented approach, the organization of various forms of activity (group, collective, etc.).
Improving control and evaluation activities: students summarize the material studied, evaluate their activities, the activities of their comrades, successes, failures, and make adjustments.
The development of intellectual and creative abilities, thinking, especially logical, rational, the formation of practical skills. Students with developed logical thinking, memory, attention study successfully and with interest, and this is directly related to mental health, knowledge of the world around them, the formation of moral qualities, and the ability to adapt in the modern world.
Optimal dosage of homework (including the use of differentiated tasks at different levels).
The use of non-traditional game forms of conducting a lesson, creating conditions for the manifestation of creative activity (competitions of crossword puzzles, wall newspapers, essays, poems on the topic being studied), holding extracurricular activities.
Joint work with a psychologist to identify the psychological characteristics of students in order to develop a personality-oriented approach to education and upbringing.
Lesson density, i.e. the amount of time spent by schoolchildren on educational work is not less than 60% and not more than 75-80%.
Each lesson for a student is work that takes place in conditions of almost complete immobility. As a rule, we see energetic children with a gleam in their eyes only at breaks, but with the bell for the lesson, the burning look disappears, the smile disappears, the posture also changes: the shoulders are lowered, the head hangs down.
Discharge is needed, so it is necessary to arrange pauses, the so-called physical minutes, when children perform simple exercises. True, sometimes teachers are reluctant to do this. I do not want to interrupt a lesson saturated with complex material, to be distracted. But still such pauses are a necessary element of the lesson. But they also need to be approached creatively, trying in every possible way to diversify this event. For example, “revive” the lesson emotionally or use the game (in groups, in pairs, at the blackboard) to move children around the class. Alternately entrust the conduct of physical education minutes to the children themselves. Teach children to use the necessary set of exercises for self-relaxation in the classroom at school and at home.
The start time of the physical education session is chosen by the teacher himself (approximately 20 minutes after the start of the lesson) or with the development of the first phase of mental fatigue in a significant part of the students in the class (the phase of motor restlessness). Such work is necessary to increase the mental performance of children and relieve them of muscular statistical tension.
A healthy lifestyle does not yet occupy the first place in the hierarchy of human needs and values ​​in our society. But if we do not teach children from a very early age to value, protect and strengthen their health, if we demonstrate a healthy lifestyle by personal example, then only in this case we can hope that future generations will be healthier and developed not only personally, intellectually, spiritually, but also physically.
Thus, the main task of implementing health-saving technologies is such an organization of the educational process at all levels, in which high-quality education, development and education of students is not accompanied by damage to their health.
Observations show that the use of health-saving technologies in the educational process allows students to more successfully adapt in the educational and social space, reveal their creative abilities, and the teacher to effectively prevent antisocial behavior.
Conclusion
An integrated approach, thanks to which not only the tasks of protecting the health of students and teachers from threatening or pathogenic influences, but also the tasks of shaping and strengthening the health of schoolchildren, educating them and their teachers of a culture of health, can be called health-saving pedagogy.
Currently, there is a special direction in pedagogy
health pedagogy. Health improvement is based on the idea of ​​a healthy child, which is a practically achievable norm of child development and is considered as an integral body-spiritual organism.
Health-saving technology cannot be expressed by a specific educational technology. At the same time, the concept of "health-saving technologies" combines all areas of activity of an educational institution in the formation, preservation and strengthening of the health of students.
The health of the student is normal if:
a) in physical terms - he knows how to overcome fatigue, health allows him to cope with the academic load;
b) in social terms - he is sociable, sociable;
c) emotionally - balanced, able to be surprised and admired;
d) in intellectual terms - shows good mental abilities, observation, imagination, self-learning;
e) in moral terms - honest, self-critical, empathic.
The purpose of health-saving educational technologies of education is to provide the student with the opportunity to maintain health during the period of study at school, to form in him the necessary knowledge, skills and abilities for a healthy lifestyle, to teach him to use knowledge in everyday life.
Appendix.
The simplest exercises for the eyes:
1) vertical eye movements up and down;
2) horizontal movements to the right and left;
3) rotation of the eyes clockwise and counterclockwise;
4) close your eyes and imagine the colors of the rainbow in turn as clearly as possible;
5) on the board before the start of the lesson, draw some kind of curve (spiral, circle, broken line); it is proposed to “draw” these figures with the eyes several times in one and then in the other direction.
Preventive eye exercises:
Exercise for the eyes - "Coloring". The teacher invites the children to close their eyes and imagine a large white screen in front of them. It is necessary to mentally color this screen one by one with any color: for example, first yellow, then orange, green, blue, but you need to finish coloring with your favorite color.
Relaxation exercises:
The game “We drop hands” relaxes the muscles of the entire body. Children raise their arms to the sides and lean forward slightly. At the command of the teacher, relieve tension in the back, neck and shoulders. The body, head and arms fall down, the knees are slightly bent. Then the children straighten up, successively unbending in the hip, lumbar and shoulder girdle, and take their original position. The exercise is repeated.
Exercises for the formation of the correct posture (“Up the arm and down the arm”) and breathing exercises.
Up hand and down hand.
Pulled them up a little.
Quickly changed hands!
We are not bored today.
(One straight arm up, the other down, jerk to change hands.)
Clap Squats:
Down - cotton and up - cotton.
Legs, hands stretch,
We know for sure - it will be good.
(Squats, clapping hands overhead.)
We turn our heads,
Stretching the neck. Stop!
(Rotation of the head to the right and left.)
And on the spot we walk
We raise our legs higher.
(Walking in place, raising your knees high.)
Stretched out, stretched out
Up and to the side, forward.
(Sipping - arms up, to the sides, forward.)
And everyone returned to the desks -
We have a lesson again.
(Children sit at their desks.)
Gymnastics.
"Sipping". The feet are firmly planted on the floor. Raising your hands in the "castle", we put the leg back one by one. Can be done while sitting on a chair, leaning on the back.
"Massage of the abdomen" We stroke the stomach clockwise, pinch, pat the edge of the palm and fist. We perform after visiting the school cafeteria.
"Massage of the chest area." Performed sitting, feet on the floor. We stroke the chest area with the words: "How sweet, wonderful, beautiful I am." We learn to love ourselves, we cultivate a caring attitude.
"Swan neck". We stretch the neck and stroke it from the chest to the chin. We pat on the chin, admire the long beautiful neck of a swan.
"Head massage". We work out the active points on the head by pressing with our fingers (washing the head). As a "rake" we lead to the middle of the head, then we comb the hair with our fingers, with spiral movements we lead from the temples to the back of the head.
"Pinocchio". We sculpt (mentally) a beautiful nose for Pinocchio. Pinocchio “draws” with his nose the sun, a carrot, a house, etc.
"Hand massage". “My” hands, strongly with three palms until a feeling of strong heat, pressing each finger. With the phalanges of the fingers of one hand, three along the nails of the other.
"A bike". Holding on to the seat of the chair, we “twist” the bicycle pedals (it is possible with sound accompaniment).
Exercises to improve posture.
"Bird before takeoff" Standing, breathe calmly, then lean forward, do not bend your legs, head forward, arms behind your back, raised up with tension, like wings. They dropped their heads, their hands relaxed down and hang freely (5-6 seconds).
"Who's there". With both hands we take the back of the chair and turn right and left to the limit, returning to the starting position, relaxing.
"Friendly family". Students stand in front and behind their desks and do at the same time:
2 steps to the right - clap, step forward - 2 claps, 2 steps to the left - clap, step back - 2 claps. Then we repeat in reverse order.
Sit with your legs stretched out and holding on to the seat of the chair, slowly raise your legs bent at the knees (can be straight) and slowly lower them.
Place your feet shoulder-width apart and, clasping your hands high above your head, tilt alternately to the left and right. Try to bend as much as possible, slowly at first, then springing.
From a standing position, legs straight together, bend over, trying to touch the floor with your toes.
With the word "please":
- get up
- hands up
- hands to the side
- hands down
- put your hands down
- hands to shoulders
- clap your hands.
(Pay attention to attention).
"Space flight":
Teacher - Prepare for the rocket launch
Students - Get ready! (clapping hands over head)
Teacher - Fasten your seat belts!
Pupils - Fasten your seat belts! (finger snaps)
Teacher - Turn on the ignition!
Pupils - There are turn on the ignition! (rotational hand movements)
Teacher - Start the engines!
Pupils - There are motors to start! (arms to shoulders, rotation forward and backward)
All: 5,4,3,2,1, start; Hurrah, hurrah, hurrah!
Psychogymnastics.
1. "Merry bee." Inhale free. While inhaling, make the sound “z-z-z-z”. Imagine that the bee sat on the nose, arm, leg. The exercise teaches you to direct your breath and attention to a specific area of ​​the body.
2. "Cold - hot." A cold wind blew, the guys huddled into a ball. The summer sun came out, you can sunbathe. We relaxed and fanned ourselves with a fan (we make it from a sheet of paper). There is relaxation and tension of the muscles of the body.
3. "Humpty - Dumpty." The guys stand in a relaxed state, their arms hang freely. We make turns under the text, hands dangle freely, like a rag doll.
- Humpty - Dumpty sat on the wall,
- Humpty - Dumpty fell in his sleep.
Breathing and sound gymnastics.
Purpose: to teach breathing through the nose; while preventing diseases of the upper respiratory tract.
Stroke the nose (its lateral parts) from the tip to the bridge of the nose - inhale. Inhale with the left nostril, the right nostril is closed, exhale with the right (while the left is closed). As you exhale, tap your nostrils 5 times.
Make 8-10 breaths and exhalations through the left and right nostrils, in turn closing the resting nostril with the index finger.
Breathe in through your nose. As you exhale, draw out the sounds “mmmm” while tapping your finger on the wings of the nose.
Close the right nostril and stretch out “hmmm”, exhale the same thing, close the left nostril.
Vigorously pronounce "t-d". Exercise serves to strengthen the muscles of the tongue.
Vigorously pronounce "p-b". The pronunciation of these sounds strengthens the muscles of the lips.
Stick out your tongue, vigorously pronounce "k-g", "n-g". The muscles of the pharynx are strengthened.
Yawn and stretch a few times. Yawning stimulates brain activity and relieves stress.
"Steamboat whistle". We take in air through the nose with noise; we hold our breath for 1-2 seconds, then we exhale with noise through the lips, folded in a tube, with the sound "y" (long).
LITERATURE.
Amonashvili Sh.A. Personal and humane basis of the pedagogical process. Moscow: Education, 1990.
Antropova M.V. Fundamentals of student hygiene: Education, 1971.
Health-saving technologies in the educational process
/aut.-stat. S.A. Tsabybin.-Volgograd: Teacher. 2009.
Selevko G.K. Modern educational technologies. M .: Education, 1998.
Modern technologies for the preservation and promotion of children's health: Proc. allowance / Under the total. ed. N.V. Sokratova.- M.: TC Sphere, 2005.