The priority activity of any preschool educational institution is: creating conditions for maintaining the mental and physical health of each child, ensuring the emotional well-being of children, providing pedagogical support for the preservation and development of the individuality of each child. All this is a health-saving environment of a kindergarten or a health-saving space.

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HEALTH-SAVING APPROACHES TO THE ORGANIZATION OF EDUCATIONAL ACTIVITIES IN DOE

Maintaining the health of modern children is an urgent problem. The significance of this problem is defined in the Law of the Russian Federation "On Education". Our preschool educational institution also bears its share of responsibility for the current situation. Therefore, the priority goal of working in a preschool educational institution is: raising a physically healthy and socially adapted child, ensuring his mental well-being, as well as forming a preschooler's responsibility for his health. And the role of the teacher of our preschool institution is to organize the pedagogical process that preserves the health of each pupil. All the conditions that depend on us have been created in the kindergarten in order to help each child become physically and mentally healthy, multifacetedly capable, joyful and happy. In this regard, a special place is given to health-saving activities, which ensure the direction of the educational process. The work of the health-saving education system is based on an integrated systematic approach.

The implementation of educational tasks in a preschool educational institution is carried out in close relationship with health-improving tasks. The harmonious physical and mental development of the child is facilitated by a flexible daily routine, which implies: a dynamic daily routine for children, a flexible work schedule for specialists and all service personnel. All activities are designed to preserve and strengthen the health of each pupil. In order to prevent a reduction in the duration of the morning walk, we allow partial use of the time of one of the classes for wellness procedures. And in order to exclude a lag in the assimilation of program material in children, the lack of their knowledge is filled in the process of individual work, both indoors and on the site of the kindergarten. The implementation of health-saving work in full has caused an urgent need to find the most appropriate forms of organizing other activities throughout the day.

Morning walks are held not only after the end of educational activities, but also before the start of educational activities, immediately after breakfast. To carry out health work, the content of educational activities, the time of which is partially used for carrying out procedures for individual children, is facilitated. The educator foresees and takes into account the schedule for the implementation of procedures and the number of children who need them in advance.

One of the areas of health-saving activities of the kindergarten is the rational organization of the educational process. For the implementation of health-improving and corrective measures that would not disrupt educational activities, we have developed an appropriate daily routine. Educational activities in kindergarten are carried out in the mode of changing dynamic positions, for which easels and massage mats are used. Part of the educational activity the child can sit, part - stand, thereby maintaining his vertical posture. The most important feature of all educational activities is that it is carried out in the mode of using visual educational and didactic material, constant visual search and performing tasks that activate children with the help of "mobile mobiles" - crosses. The problem of overloading the child is solved by organizing subgroup, individual work with children, introducing thematic days (Days of play, Days of health).

The most complete solution of the tasks of a preschool institution is promoted by the introduction of health-saving technologies into the educational process, which are a set of conceptually interconnected methods and teaching methods focused on the development of the child, taking into account the preservation and strengthening of his health. In the process of educational activities, elements of health-saving technologies are used, which contributes to raising the child's interest in the learning process, increases cognitive activity and, most importantly, improves the psycho-emotional well-being and health of children. Purposeful work to improve the movements of the fingers, as you know, is very useful and important for preparing the hand for writing, because. "Children's talents" are at their fingertips, so finger games are used for the speech development of children. For the development of self-control and voluntary regulation in educational activities in communication, breathing exercises are used, which are used to correct various speech anomalies. Visual gymnastics is used reasonably in various activities and the widespread use of visualization. To relax and relieve tension in the classroom, relaxation exercises are used. Sand therapy is successfully used in younger groups, thanks to which children develop their horizons, speech, improve coordination of movements, finger motor skills and improve children's well-being. The use of all the above educational technologies is carried out taking into account the age, gender, individual characteristics of children, as well as the state of health. Comprehensive systematic work on the use of health-saving technologies in the pedagogical process, aimed at maintaining and strengthening the health of each pupil, helps to improve the quality of education, reduce morbidity and form strong motivation in children for a healthy lifestyle, leads to an increase in health reserves and facilitates the child's adaptation to school loads .

Thus, in our kindergarten, the implementation of the health-saving system of the educational process is aimed at shaping the physical, mental and social health of a graduate of a preschool educational institution.

MAIN DIRECTIONS OF FORMING HEALTH-SAVING ACTIVITIES IN THE CONDITIONS OF EXPERIMENTAL WORK IN DOW

The health of children and adolescents is an urgent problem and a matter of priority, as it determines the future of the country, the gene pool of the nation, the scientific and economic potential of society. The state of health of the Russian population, according to official statistics and the results of epidemiological studies, has deteriorated significantly in recent decades, and further deterioration should be expected if conditions affecting health are not significantly changed in a favorable direction. The greatest importance is given to factors related to lifestyle and the environment.

The growing body of a child is especially sensitive to the effects of environmental factors, as well as to a deficiency of vital nutrients and microelements. Simultaneously with the negative impact of environmental and economic crises on the growing population of the country, many risk factors that take place in educational institutions are adversely affected. At the same time, the health of the child population, on the one hand, is sensitive to impacts, on the other hand, it is rather inert in nature: the gap between the impact and the result can be significant, reaching several years.

At preschool age, a significant part of modern children (68%) develop multiple functional disorders, 17% of children acquire chronic diseases, and only one child out of three remains healthy. Thus, the reduced initial level of health of children aged 6-7, who begin systematic education at school, significantly impairs their opportunities for successful education.

The identified health problems of modern children and adolescents require close attention not only of medical workers, but also of teachers, parents, and the public. A special place and responsibility in this healing process is assigned to the educational system, which can and should make the educational process health-saving.

In this regard, the creation of an experimental site in a preschool educational institution that implements the forms and methods of health-saving technologies used in educational institutions makes it possible to develop and test a regional model of a health-saving environment in an educational institution.

The main purpose of the experimental site is to design a model of a health-saving environment that provides conditions for maintaining and strengthening the health of a child based on the use of modern health-saving technologies in education.

To achieve this goal, the following tasks should be solved:

• Formation of a health-saving infrastructure of a preschool educational institution.
• Implementation of medical and preventive activities that ensure the preservation and strengthening of the health of children under the guidance of the medical staff of the preschool educational institution in accordance with sanitary and hygienic requirements.
• Organization of physical culture and health-improving activities aimed at the physical development and strengthening of children's health.
• Organization of sports and gaming activities that ensure the education of the need for movement and an active lifestyle.
• Implementation of educational health-saving activities in order to foster a culture of health for preschoolers.
• Implementation of socio-psychological activities aimed at ensuring the socio-emotional well-being of preschoolers.
• Implementation of outreach activities, including work with the family and staff of preschool educational institutions.

The activities of the experimental site are carried out in the following areas:

• Research

1. Designing and approbation of a model of systematic integrated work on the preservation and promotion of health in a preschool educational institution.
2. Monitoring the development of children in a health-saving environment.
3. Organization and holding of scientific and practical conferences, seminars, round tables and other forms of joint scientific activity.

• Organizational and methodological

1. Formation of the experimental site council and ensuring its functioning.
2. Formation of a creative community of teachers who use the principles of health saving in educational institutions in their work.
3. Creation of a scientific and methodological council in the direction of the experimental site on the basis of the MDOU Child Development Center-Kindergarten No. 28 "Zhemchuzhinka" in Sayanogorsk.
4. Providing scientific and methodological assistance to teachers of the MDOU Center for Child Development-Kindergarten No. 28 "Pearl" and parents on the use of health-saving technologies in teaching and upbringing.
5. Creation of master classes on modeling a health-saving microenvironment that ensures the preservation and promotion of health in preschool educational institutions.

• advisory

1. Helping parents with child development.
2. Provision of additional services to the population, teachers on the issues of diagnosis and correction of the physical, sensory, motor and psychophysiological development of children.

The following results testify to the effectiveness of the experimental site:

• the presence in the preschool educational institution of systematic and integrated work to preserve and strengthen the health of children (models of a health-saving environment);
• creation of a valeological model of a graduate of a preschool educational institution;
• stable indicators of the level of physical development and physical fitness of children, their health and emotional well-being; positive dynamics in the development of children of the "risk group";
• positive attitude of children towards themselves and others;
• development, implementation and dissemination of accumulated experience in modeling a health-saving environment in a preschool educational institution (scientific and methodological articles in collections of republican, Russian and international conferences, reports at regional and republican conferences, participation in competitions, teaching materials, teachers' reports on work, etc.);
• increasing the level of professional skills of teachers on the basis of the implementation of individual professional development programs.

Thus, the experimental activity of the preschool educational institution makes it possible to comprehensively and systematically solve the problems of preserving and strengthening the health of children with the use of health-saving technologies.

MODEL OF THE HEALTH-SAVING SYSTEM IN THE PRESCHOOL EDUCATIONAL INSTITUTION

Pereksina N.P., senior educator

We must learn to use our knowledge in a way that

to help us achieve our goals.

N. Enkelman

Modeling a health-saving system in a preschool educational institution required the solution of complex tasks:

• Determination of the basic principles of organizing the health-saving activities of teachers.
• Organization of work on the health protection of children in a preschool educational institution.
• Creation of conditions that ensure the effectiveness of the health-saving system.
• Development of criteria for evaluating the effectiveness of the implemented health-saving system.

A scientific approach to recreational activities - the opening in 2007 of a municipal experimental site on the topic "Medical-psychological-pedagogical support for children from 2 to 7 years old."

The main activities of a preschool educational institution:

• Organizational - the organization of the health-saving upbringing and educational process of the health-saving space in a preschool educational institution.
• Physical culture and health-improving - motor - educational activities, diagnostics of the development of physical qualities, health-saving technologies.
• Therapeutic - immunotherapy, vitamin therapy.
• Preventive - tempering measures, observance of the sanitary - epidemiological regime and daily routine.

A health-saving pedagogical system is a system that creates the maximum possible conditions for the preservation, strengthening and development of the physical, intellectual and social health of all its subjects.

Work plan of preschool educational institution No. 28 "Pearl"

on the creation of a health-saving pedagogical system

Tasks	Actions (events)	Deadlines	Responsible
Optimization of the educational process, strengthening its health-preserving and health-forming orientation on the basis of a real connection into a single whole of the processes of education, upbringing and development	Development and implementation of the Development Program "For the sake of the future of children" Development and implementation of a health program "Healthy child"	2007–2012	head of the preschool educational institution, senior educator
	Adjustment of the annual plan, long-term and calendar plans of educators in the inter-diagnostic period in order to improve the content of the health-saving educational process (planning samples, consultations, control)	2008–2012	Scientific director of the experimental site, head of the preschool educational institution, senior educator
	Implementation of active health-saving forms of organizing and conducting classes, health-saving methods, technologies	2008–2012	Scientific director of the experimental site, head of the preschool educational institution, senior educator
	Implementation of various projects in working with children (using the design method in the activities of preschoolers, intensifying experimental activities with children on health protection, etc.)	2008-2012	Scientific director of the experimental site, head of the preschool educational institution, senior educator
	Systematization of individual work with preschool children through a variety of circle and sectional work (planning circle work, holding exhibitions, creative reports)	2008-2012	Head of DOU senior educator
	Ensuring continuity in the health care of preschool and primary education (orientation to the needs of society, joint work plans in order to build a system “today a preschooler, tomorrow a schoolchild”)	2008-2012	Creative group "Neboleyka"
Strengthening the health of children on the basis of the integrated use of means of physical culture and health work	Prevention of diseases and functional disorders Optimization of motor activity of preschoolers Correctional work with children Organization of sports clubs	2008-2012	Head of DOU senior teacher, specialists, caregivers
Formation of readiness of teachers to implement a health-saving approach	The formation of a holistic system of knowledge among teachers of preschool educational institutions about preschooler health care	2008-2012	Head of DOU senior educator
	Approbation and implementation of health-saving programs, projects, methods, technologies by teachers	2008-2012	educators, specialists
	Development and use by teachers of diagnostic cards in the main areas of the health-saving educational process; observation of children's activities, control and verification classes, consultations.	2010-2012	Scientific director of the experimental site, head of the preschool educational institution, senior educator
Organization of a system of work with parents on health saving	Consultative and educational work with parents using non-traditional, interactive forms on health saving	2008-2012	Scientific director of the experimental site, head of the preschool educational institution, senior educator
	Involving parents in cooperation in the health care system	Constantly	Doe teachers
	Organization of the work of the parent club	Constantly	Scientific director of the experimental site, head of the preschool educational institution, senior educator
	Holding joint holidays and other events	Constantly	Doe teachers
Creation of an optimal health-saving educational and methodological environment in the infrastructure of the health-saving space of preschool educational institutions	The study, accumulation, generalization of the experience of teachers and the creation of a PPO bank for the introduction of health-saving programs, methods, technologies	Constantly	Head of DOU senior teacher, teachers
	Analysis of the solution to the problem of health saving in preschool educational institutions in order to create conditions for the development of a preschooler and his maximum self-realization in health saving (drawing up a work plan in this area)	2008	Scientific director of the experimental site, head of the preschool educational institution,
	Transformation of the subject-developing environment, taking into account the program being implemented in each age group (protection of projects for transforming the developing environment in all groups) in order to strengthen its health-saving focus	2008	Scientific director of the experimental site, head of the preschool educational institution, senior educator
	Equipping the methodological office with scientific and methodological literature, variable programs, methods, pedagogical technologies for training and education, methodological aids	Constantly	Scientific director of the experimental site, head of the preschool educational institution,
	Creation of an information and innovation bank of a kindergarten, including health-saving programs, methods, technologizations used by teachers	2010-2012	Scientific director of the experimental site, head of the preschool educational institution, senior educator, teachers
	Publication of the collection "Health-saving activities of a preschool educational institution: an innovative aspect"	2012	Scientific director of the experimental site, head of the preschool educational institution, senior educator, experimental site council

Criteria for the effectiveness of a health-saving system

The model of a health saving system developed and implemented in a preschool educational institution successfully solves the following issues of health saving:

• An optimal developing infrastructure of a health-saving space has been created in a preschool educational institution.
• A comprehensive program "Healthy Child", the author's program "Give yourself health" has been developed.
• An optimal health-saving subject-developing environment has been created for the development of children and their maximum self-realization in health conservation, taking into account the program being implemented in each age group.
• An effective system for the prevention of child road traffic injuries has been created.
• Various projects have been implemented in working with children (through the use of the “You are a pedestrian” design method and others, the activation of experimental and research activities of preschoolers).
• Parents are involved in active cooperation (through the board of trustees, joint meetings, consultative days "Cooperation", open days, "Family Museum", "Family Theater", etc.).
• The level of theoretical, methodological knowledge of teachers about ongoing programs and technologies for health protection and technological skills for their implementation has increased.
• Criteria for the effectiveness of a health-saving subject-developing environment have been developed.
• Diagnostic maps have been developed in the main areas of the health-saving educational process; questionnaires for parents, teachers.

All of the above are important criteria for the effectiveness of a health-saving pedagogical system.

In the process of implementing the comprehensive health-improving program "Healthy Child", we received positive results - a health-saving model of a preschool educational institution was created based on the integration of all subjects involved in the educational process through the implementation of an integrated approach:

• creation of conditions for the protection and strengthening of the physical, mental and social well-being of the child;
• successful adaptation of children to the preschool educational institution;
• increasing the competence of teachers, parents, children on health issues;
• increasing the level of physical development of children;
• reduction in the number of children who often suffer from colds;
• increasing the level of pedagogical reflection of teachers as a component of the subjective position of the teacher in professional activities, their focus on creating their own programs of pedagogical activity;
• formation of a culture of a healthy lifestyle for children in the family;
• improving the quality of education.

Thus, the main mechanism of the health-improving work of a preschool educational institution is the model of a health-saving system.

Health system model

Motor-educational activity	Wellness work	Preventive and curative measures	Diagnostics of the level of physical development, health status and physical fitness	hardening activities	Correctional work	Leisure	Organization of rational nutrition
physical education classes	health-saving technologies	chest massage	diagnostics of the level of physical development	air	logorite mika	outdoor games	Organization of a second breakfast (juices, fruits)
swimming	Vitamin therapy	solux	medical examination of children in a children's clinic	morning reception of children in the fresh air, morning exercises, air baths (airing)	artpeda-gogic	health days	Introduction of vegetables and fruits to lunch and afternoon snack
musical-but-rhythm-cal classes	phototherapy	Ultrasound inhalation "Monsoon"	diagnosis of child development	water	swimming	health week	Substitute Foods for Allergic Children
morning exercises	rosehip tincture with honey	tube quartz	examination of the psycho-emotional state of children by a teacher-psychologist	swimming in the pool, sauna, contrast shower, extensive washing, rinsing the throat with cool water, rinsing with a decoction of herbs, wiping with a soft mitten moistened with cold water	occupation of a speech therapist	sports entertainment, holidays, leisure	Drinking regime
wellness hour after sleep	phytoncides	UFO	examination by a speech pathologist	additional hardening measures	anti-drug activities	game day (once a month)
physical education minute	gargle with herbal infusion	electrophoresis		self-massage, reflexology, sunbathing, walking barefoot on grass, cones, sand, stones, ribbed board, salt path, spiked mats		holiday
health run	garlic and onion snacks					section "Blue Lagoon"
	eleuthero coccus extract
	lubrication of the nasal mucosa with oxolinic ointment
	garlic-lemon tincture

ENSURING THE OPTIMAL COURSE OF THE ADAPTATION PERIOD ON THE BASIS OF THE STAGED TRANSITION OF THE CHILD FROM THE FAMILY TO THE DOE

“Fear has big eyes,” says the proverb. They are also great for parents who do not dare to give their baby under the care of "someone else's aunt", not being sure of his complete safety. Perhaps such mothers and fathers were not lucky with their own kindergarten experience, or perhaps they are simply not well informed about modern forms of preschool education. All this must be taken into account by teachers who are going to open short-stay groups for children attending preschool institutions. Since 2009, an adaptation group for short stays for children from 1.5 to 3 years old has been working in our kindergarten.

The kindergarten is located in a residential area of ​​the city, where a large number of young families with children live. Some of these children attend preschool, others are at home with their mother or grandmother. To understand the attitude of parents towards the opening of short stay groups, we conducted a sociological survey, which showed that the majority of parents are interested in them. Especially in demand is a group designed for visiting young children together with their mothers in the evening.

The first distinguishing feature of our group is already in its name - "adaptation". By enrolling a child in this group, parents understand that the more successful the process of the baby’s stay here is, the more calmly he will adapt to kindergarten in the next academic year, when he will attend a group without a mother. It is also important that parents meticulously get acquainted with the life of the kindergarten throughout the year in order to calmly leave their child here.

Of course, the constant presence of parents in the group imposes additional responsibility on the workers not only of this group, but of the entire team. Love for the child and high professionalism of the staff is the most important condition for the successful functioning of any children's group. But in a group of short-term stay, the teacher must control not only the team of children, but also the team of parents, constantly activating and including them in the process of education and training. Here we need a creative, thinking teacher, who not only knows modern educational technologies, but also knows how to apply them depending on the situation.

The goals that we set ourselves when opening the adaptation group remain the same six years later:

• creation of prerequisites for the successful adaptation of the child to kindergarten;
• formation of pedagogical and psychological literacy of parents.

We named our short-stay adaptation group "Baby" for children aged 1.5 to 3 years with an evening stay in kindergarten. A group of 20 children attend. Time of stay: from 18.00 to 20.00. To organize the work of the "Krokha" group, a creative group was created, which included: a teacher-psychologist, educator, music director, physical education instructor. The work is carried out according to the long-term plan. Parents work in a variety of ways:

• study of the family (filling in an individual journal of the child, a social questionnaire for parents);
• parent clubs: "How to prepare a child for admission to a preschool educational institution", "Development of independence in children in self-service"; individual counseling on education;
• entertainment: "Visiting Santa Claus", "April Fool's Day".

Meeting the first babies and mothers, we faced some problems. It turned out that many parents do not even suspect that the baby cannot listen to both the teacher and the mother at the same time. Each parent considered it his duty to repeat the teacher's phrase several times and as loudly as possible, so that the baby better understands the meaning of what was said, as a result, the room was filled with a rumble of voices, in which the child literally “drowned”. We also encountered a different view on the purpose of the joint stay of mother and child in the group: some mothers sat comfortably on the sofa in the group room and began to discuss various issues with other parents, not paying any attention to their baby! In this regard, we begin work not with the child, but with the mother, explaining her role in this situation. By involving adults to participate in various activities, we strive to create a sense of psychological comfort in the child, arouse interest in the activity and promote emotional interaction between the child and the adult.

By the end of the school year, parents who attended the adaptation group with their children are completely transformed. They already have an idea of ​​what the baby should know and be able to do at this age, and most importantly, how to teach it. Parents grow in their self-esteem as educators of their own child. They gain confidence in their abilities, and they know exactly what to do with the baby and how to do it.

As a result of such interaction during the school year, parents become our active helpers. They are imbued with our concerns and aspirations and know about everything that happens in kindergarten, not by hearsay "from the sandbox", but from joint activities. Only when the task of joint activity of parents and children is solved, when parents begin to understand how they are necessary for the full development and upbringing of their child, only then can one be completely confident in the effectiveness of the work of the short stay group in kindergarten.

When children enter a preschool institution, adaptation to new microsocial conditions is accompanied by distinct changes in behavior, vegetative indicators, and body reactivity. Adverse consequences and failures of adaptation can be prevented by applying a set of sparing psychoprophylactic measures. However, for the implementation of these measures, it is necessary to diagnose the features of adaptation as early as possible and predict its course.

To quantitatively characterize individual behavioral and emotional reactions, taking into account their prognostic significance in children aged two to three years who first entered kindergarten, we use the method of expert scoring. Children entering the preschool educational institution are observed during the day by educators (at 1 and 2 half a day), who at the end of the day note the child's manifestations of behavioral and emotional reactions in 9 indicators (negative emotions, anger, fear, positive emotions, social contacts, cognitive activity , motor activity, sleep, appetite) and write down the corresponding scores in the observation form. Next, the sum of points per day is calculated, which represent a comprehensive assessment of the child's condition in terms of predicting his adaptation. Each child is observed until the onset of full adaptation (+40 points for three days). Along with this, the dynamics of body weight is monitored when the child enters kindergarten and then monthly until the onset of full adaptation, as well as the frequency of morbidity and exacerbations of chronic morbidity. Based on a comprehensive assessment, adaptation is considered favorable, conditionally favorable and unfavorable.

Only half of the children enrolled in a preschool educational institution have a favorable adaptation. Most often, this nature of the course of adaptation in the 1st junior group is noted among children aged 2 years and 2 years 3 months. At the same time, among children 2 years 6 months. more often there is a breakdown of adaptation in the form of a disease. Unfavorable course of adaptation in children aged 2 years and 6 months. may be due to the peculiarities of raising children in the family (insufficient socialization), health status. In the 2nd younger group, a favorable course of adaptation is noted more often, which indicates that these children are better prepared for new social conditions.

Among children with unfavorable adaptation, there are children who attend a short stay group before coming to kindergarten. These data may reflect violations of the socialization of such children and the desire of parents to compensate for these problems by gradually accustoming the child to caregivers, children, and conditions in the preschool educational institution. In this regard, in short-stay groups, it is necessary to carry out explanatory work with parents on the development of communicative behavior skills in children before entering kindergarten.

An analysis of the course of adaptation of children to preschool educational institutions made it possible to establish that the transition to a new routine moment (eating at lunch, sleeping) was accompanied by a decrease in a comprehensive assessment of the child's condition, which indicates the difficulties of children's adaptation to kindergarten conditions. Therefore, before the child enters the kindergarten, it is necessary to familiarize the parents with the menu of the institution in order to teach the child at home to eat the dishes that will be offered to him in the kindergarten. It is advisable to recommend that the mother organize the diet and cooking in advance in the same way as they do in the preschool educational institution.

Thus, when a child enters a preschool educational institution, it is necessary to take into account the individual characteristics of each child (age, communicative behavior skills, the nature of upbringing in the family, etc.). When analyzing a child's adaptation to kindergarten, it is important to analyze daily a comprehensive assessment of the child's condition in order to exclude premature transfer of the child to a new routine moment, which may adversely affect the course of adaptation. Psychological and pedagogical support of a child during adaptation to kindergarten should take into account his individual characteristics.

PSYCHOLOGICAL SUPPORT OF THE PROFESSIONAL ACTIVITIES OF THE TEACHER IN THE CONDITIONS OF THE HEALTH-SAVING SPACE OF THE DOE

Health is so disturbing to all the other blessings of life,

That a truly healthy beggar is happier than a sick king.

A. Schopenhauer

One of the most important links in the national educational initiative "Our New School" is a teacher. In connection with the transition to student-centered models of education, the requirements of society for the personality of the teacher, his role in the educational process have increased. The teacher is required to have a creative attitude to work, possession of pedagogical equipment, design skills. The personal qualities of a teacher, the state of his health, professional competence, the ability to use health-saving pedagogical technologies are put forward in the first place among the factors that can significantly affect the health of pupils. Over the past decades, the problem of the health of a teacher in an educational institution has become especially relevant due to the increase in the average age of a teacher and the additional workload.

A teacher is the only person who devotes most of his time to teaching and raising children. This requires society to create conditions under which the teacher would perform high-quality professional tasks. The behavior of modern teachers is characterized by increased tension, which results in rudeness, intemperance, shouting. Professional duty obliges the teacher to make informed decisions, overcome outbursts of anger, states of irritability, anxiety, and despair. However, the external containment of emotions, when a violent emotional process takes place inside, does not lead to calm, but, on the contrary, increases emotional stress and negatively affects the health of the child himself, as well as the psychological health of the pupils.

Health has always been and will be the greatest value for humanity. By and large, health is something that is always lacking and what a person strives for throughout his life. Recently, a lot has been said and written about such a phenomenon as professional burnout. In the process of performing any work, people tend to experience physical and neuropsychic stress. It has now been established that professional burnout syndrome affects specialists who, by the nature of their work, are forced to carry out numerous and intensive contacts with other people. These are social workers - teachers, psychologists, doctors, lawyers, police officers and leaders of various levels.

The profession of a teacher can be classified as a “risk group” in terms of the frequency of health disorders and the severity of ongoing diseases.Pedagogical activity is full of various kinds of stressful situations and various factors associated with the possibility of increased emotional response. In terms of the degree of tension, the workload of a teacher is on average greater than that of managers, bankers, general directors and presidents of associations, i.e. professionals working directly with people.

Emotional burnout among professionals is one of the protective mechanisms, expressed in a certain emotional attitude towards their professional activities. Taking into account all the above facts, a psychological study of the teaching staff was carried out in our team. The purpose of this study is to determine the range of personal and interpersonal problems in the team, to test in practice a diagnostic package aimed at studying the psychological health of a teacher.

To identify the syndrome of professional burnout, we used the method of V.V. Boyko, which made it possible to establish that 24% of teachers are at the stage of formation of emotional burnout, 9.5% have a formed phase of emotional burnout. When studying the degree of "chronic fatigue" of teachers, it was revealed that 16% of teachers are at the initial stage, 19% of teachers have a pronounced degree, and 9% of preschool teachers have a strong degree. Analysis of interpersonal relations in the team by assessing the socio-psychological climate in the team according to polar profiles according to the method of E.I. Rogova showed that 92% of teachers consider the psychological climate positive and assess it as a high degree of favorableness.

Teacher-psychologist Lvov Yu.L. calls professional activity after 10-15 years of work the so-called "pedagogical crisis". We conducted an analysis of the pedagogical activity (experience) of our educators and teachers. The results showed that 26% of teachers have a teaching experience of 10-20 years, 52% of teachers have more than 20 years. along with this, an analysis of the health status of teachers was carried out on the basis of statistical data from a dispensary examination in the 2010-11 academic year.

Thanks to the study, we received a comprehensive personality profile, a detailed picture of the professional burnout syndrome, which allowed us to determine measures for the prevention and psychocorrection of emotional burnout. The solution of the tasks set required the need to formulate and search for ways to solve the preservation of the health of teachers on the basis of the psychological support of pedagogical activity through the project "Health of the teacher". The purpose of this project is to ensure the physical and psychological health of teachers through the use of health programs and technologies. The project includes specific group and individual activities for the formation of skills for the regulation of psycho-emotional states, the correction of personal and interpersonal problems. Such events make it possible to teach teachers methods of non-traditional treatment and relieving psychophysical stress using various techniques: relaxation, meditation, autogenic training, good mood gymnastics, self-massage, aromatherapy.

Now they write and talk a lot about the psychological health of children, about preventive and corrective work with children with disorders in the emotional and personal sphere, but before helping children become psychologically healthy, you need to teach teachers to control their emotional state, teach them elementary methods of recovery, create favorable climate in the teaching staff.

Sections: School psychological service

Three global tasks are set for educational institutions:

• child's physical health
• moral health,
• psychological health.

Therefore, the purpose of the psychological service is the mental and psychological health of the individual. This implies attention to the inner world of a person, his feelings, experiences, interests, inclinations, his attitude towards himself, towards other people, towards the world around him. At the Russian Academy of Natural Sciences (Moscow), department "Noospheric education", head - Maslova N.V., I took courses where I gained knowledge about health-saving methods. This knowledge correlates well with the purpose of the psychological service. In general, the concept of noospheric education answers many questions of the time. I was interested in the question of how to orient a person in modern society. Mostly the new technology of noospheric education has allowed me to go deeper into working in health-saving mode.

A person with noospheric thinking will correctly understand his place in nature. Noospheric development is aimed at restoring the ecological balance on the planet and the emergence of a new person, the hallmark of which will be a new quality of thinking - a holistic perception of the world. For this, it is necessary to educate holistic thinking, it is based on the idea of ​​the unity of the universe and man, as its particles, that is, man is part of the System of nature. A person must realize his natural conformity or biological adequacy. This is based on energy-saving techniques, which served as the basis for the creation of this program.

I would like to point out the factors on which health depends. According to Yu.P. Lisitsina (1986), human health is only 8-10% dependent on medicine, 20% on heredity, 20% on the external environment, and 50% on a person's lifestyle.

Inadequate psycho-emotional reactions can significantly reduce the level of health. It has been noticed that the same disease in different people proceeds differently. The same drugs have different effects: in some cases they help in recovery, in others they give complications. Under the same conditions, one freezes and dies, and the other is not. This is directly related to the spiritual development of a person, which underlies the difference in organisms, reactions to both illness and treatment. The human body is a laboratory and even a whole factory for the production of drugs, hormones and other useful substances. Thus, a person - the creator of his own health. There are some "powers within us that can protect us from the disease or change its course.

You can strengthen your health only by raising the quality of your consciousness through constant work and eternal movement forward, improving yourself and developing the high qualities of the spirit. It is the development of spiritual and psychological forces that will give a person the path to the happiness of the future. And when a person follows the path of love, joy, he feels stronger, more resilient, able to withstand various kinds of influences.

So, working in the "health-saving methods" mode, I developed a system of primary non-drug prevention of disease reduction and health promotion. This system includes the following activities:

1. Testing quantitative self-assessment of health (test "Measure your health").
2. The study of self-esteem of personality.
3. The study of the level of anxiety on the Spielberger scale.
4. Conducting trainings for the development of personal growth.
5. Mastering the methodology of personality harmonization - relaxation.

The introduction of such a program, in my opinion, contributed to an increase in the rating of health among various life values.

How was this work actually carried out?

The experiment included 10 people who were identified after testing "Measure your health". The low results obtained could be due to an exacerbation or onset of the disease, as well as the presence of such risk factors for diseases as overweight, low mobility, inadequate psycho-emotional reactions, sleep disorders, and others.

Experimental and clinical psychologists have irrefutably shown that our nervous system is unable to distinguish between an actual situation and a situation created vividly and in detail by our imagination. And in most cases, this happens on an emotional and subconscious level.

Psychology is a school of self-mastery. It allows a person to know himself and unite his spiritual world with the material one. This must be learned. The image of one's own "I" is changing for the better through the accumulation of knowledge about oneself, practical experience. Having mastered the psychology of the image of one's own "I", a person creates a basis for self-hypnosis.

Worked on the following topics:

• "A Few Touches to the Portrait of a Happy Man";
• "The image of "I" or the secrets of self-confidence";
• "An aggressive person is a war with himself";
• "I'm O'Kay!" or again about the subconscious.

We came to the conclusion that at the heart of our failures and ailments are emotional traumas, and they cause mental pain. Then the person morally suffers and "leaves" in the opposite direction.

I will give examples of this work on increasing the self-esteem of the individual, regulating the level of anxiety and mastering the method of harmonizing the personality - relaxation.

1. To look into the inner world of a child, it is enough to ask him: "Who do you feel, imagine, imagine?" The pictures loomed different, like the children themselves:

• bright clearing with multicolor;
• lonely tree in the field;
• a cloud in the sky and a gap in the sun's rays;
• rock by the sea...

According to this picture, there is a reasoning about what kind of person this is, that is, the image of self-image allows a person to make discoveries about himself.

2. Seriously worked on the concept of "compliments". They make a person softer and warmer, more responsible in their choice.

3. Conducted exercises:

a) Autopilot. Write down 10 phrases, attitudes like: "I'm smart, I'm handsome." These attitudes should be directly related to the individual, reflecting his goals and aspirations. This is an optimistic program for the future.
b) Association. Show that each person is an individual. Rethinking his "I", a person acquires the knowledge of an objective assessment of himself.
c) An exercise in awareness of one's character traits. Write on the envelope character traits that appear in individuals and everyone knows about them. Inside the envelope, place the character traits that the person tries to hide from others (work in pairs, reflection).

4. We studied the program for gaining self-confidence (Rogov E.I. "Handbook of a school psychologist in education", M., 1996.).

5. We have mastered relaxation - a powerful way to harmonize the personality. They did it like this:

a) work on an audio recording of a Leningrad psychotherapist;
b) relaxation technique according to Jacobson (10 muscle groups);
c) relaxation according to Maslova N.V.

Relaxation (according to Maslova N.V.)

"Feel a pleasant source of peace and harmony. Feel how it spreads through your body, along the entire spinal column, as if waves of relaxation pass from the middle of the body. The source brings peace, purity, clarity, cleanses your head. Your brain becomes clear, pure. Clarity and purity settle in your forehead, temples.Wrinkles straighten out, the forehead becomes clean, smooth.Your eyelids are soft, hung, relaxed.Feel relaxed eyes.Try to feel gratitude from your eyes, they are grateful to you.Feel how harmony and relaxation settle in your neck and cleanse it. Feel the fresh and cool air. Try to feel the waves envelop your shoulders, spread a sense of harmony. Enjoy the pleasant sensations. Try to feel the rhythm of your breathing, your lungs breathe freely. Waves of relaxation envelop your heart, all organs. Source caresses the thighs, legs and displaces everything that is not purity. and, the ankles become light. Everything comes out through the heels, fingers. Feel how easy it is for you, good. Everything that is not pure comes out of your body, out of your cells, out of your soul. Now take a mental look at yourself from head to toe. Imagine that you are an artist. With a slight movement of your hand, you can freely correct everything in your body that you consider necessary. Admire yourself, enjoy your condition, the state of a healthy mind and body. Wrap yourself in love, and send your love to the world around you."

Reflection on the implementation of the entire program showed that the children became less conflicted, the level of anxiety and aggressiveness decreased, there was a desire to lose weight, they felt brave, strong, confident, their well-being improved. This is the result of my work. It can be concluded that well-being is a reflection of the state of health.

Nesterova I.A. Health-saving educational process // Encyclopedia of the Nesterovs

The health-saving educational process of a preschool institution requires a high level of competence from teachers and heads of educational institutions. The ability to manage a health-saving environment allows the development of innovative educational technologies in a preschool educational institution.

Managing a Healthy Educational Environment

The problem of organizing health-saving education lies, on the one hand, in the multidirectional theoretical approaches to its solution, on the other hand, in the fragmentation and one-sidedness of the efforts of individual educational subjects to practically solve this problem.

- this is a special type of activity in which its subjects, on the basis of planning, organization, leadership and control, are able to ensure the joint activities of students, teachers, and service personnel.

Managing a Healthy Educational Environment is aimed at the formation, stabilization, optimal functioning and mandatory development of AIA with a guaranteed achievement of educational goals.

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

Broadly speaking, it is:

1. the process of educating and educating preschool children in the mode of health saving and health enrichment;
2. a process aimed at ensuring the physical, mental and social well-being of the child.

Health saving and health enrichment are important conditions for the organization of the pedagogical process in any preschool institution.

Health-saving pedagogical process in a preschool institution in a narrow sense, it is a specially organized, developing over time and within a certain educational system, the interaction of children and teachers, aimed at achieving the goals of health saving and health enrichment in the course of education, upbringing and training.

The main guides of the health-saving educational process of a preschool institution are the factors that are presented below in detail.

Focus on physical health as the basis for the health-saving process of upbringing and development of children. At the same time, we consider physical education as a system that includes physical activity, hardening, sanitary and hygienic regime, quality nutrition, and medical and preventive work.

Application of the child development diagnostic system, including physical health, emotional and personal state, social status in the peer group, interest in activities and achievements in them (I.V. Zhitko, D.N. Dubinina, E.V. Gorbatova, T.Yu. Logvina, N .S. Starzhinskaya, L.S. Khodonovich, V.A. Shishkina).

Creation of psychological conditions for the organization of the health-saving process of upbringing and development of children which include:

• taking into account the age and individual characteristics of the child;
• organization of communication and activities for the child to have a positive emotional experience;
• encouragement of independence;
• development of creative imagination;
• the formation of meaningful motor skills;
• developing the ability to empathize;
• development of skills of active creative self-expression.

Creation of pedagogical conditions for the health-saving process upbringing and development of children in a preschool institution, the main of which are: organization of various types of activities for children in a playful way; equipping children's activities with equipment, toys, games, game exercises and manuals.

Implementation of administrative control for the competent organization of the health-saving process of upbringing and development of children in a preschool institution based on an assessment of its effectiveness.

The Law of the Russian Federation "On Education in the Russian Federation" determines that the content of education should be focused on "ensuring self-determination of the individual, creating conditions for its self-realization."

The requirements for the conditions for the implementation of the Federal State Standard for Basic General Education stipulate that the result of the implementation of these requirements should be the creation of an educational environment. The characteristics of the educational environment are shown in the figure.

Similar requirements are spelled out in the standards of primary and complete general education, conceptual program documents for the development of education in Russia. These strategic guidelines formed the basis for building a concept and program for the school's advanced development, which includes the main idea, general guidelines important for determining the goal, principles for managing the development of a health-saving environment, organizing and functioning of the educational process.

Advanced management of the health-saving environment of preschool educational institutions

T.I. Shamova characterizes advanced management as a quality management of the quality of education. When implementing advanced management, it is important to determine a system of management actions that could:

1. on the basis of the leading educational paradigm, highlight innovations that are relevant for a particular educational institution;

2. highlight the competencies of the subjects of the educational process, allowing to successfully implement the implemented innovation in the process of joint activities;

3. develop a program to improve the professional competence of all participants in the implementation of innovations focused on the implementation of the standard. Very important in the successful achievement of goals is the unification of the efforts of scientists, educators and practitioners.

In modern conditions, the work of an educational institution requires leaders at all levels to use independence and take responsibility in making decisions. In this case, you must have a strategy.

The strategy is understood as a long-term plan of action to manage the staff of an educational institution, the educational process and the institution as a whole. This plan pursues clearly defined goals and is based on the real capabilities of the organization, taking into account the conditions of its functioning.

Forward control implements the second principle of leadership strategy, which follows from the first, and means the ability to anticipate problems and build their actions in such a way as to eliminate or at least reduce the impact of undesirable consequences of these problems in the present and future. To implement this principle, management must have certain methods and techniques for implementing advanced management, have the appropriate competence and conditions.

Forward control is built from the further development of the content of education. Advanced management is predetermined by the new standard for the development of education in the Russian Federation.

Forward control due to the requirements of the time of intensification and modernization of education and is provided as the most important condition for compliance in the process of continuous updating of the content of education. Changing educational standards, moving away from the knowledge paradigm in the content of education and the transition to competence-oriented education, require advanced management in the development of the health-saving quality of the educational environment.

Separately, it should be noted that the student-centered concept of education is very important for the health-saving educational process of a preschool institution.

The student-centered concept of education within the framework of management includes the following principles:

1. formation of a common culture of the personality of students;
2. ensuring health protection and creating favorable conditions for self-realization of the individual;
3. monitoring and correcting the mental development of students;
4. development and implementation of individual training programs in subjects;
5. monitoring and adjustment of the emotional-volitional sphere and the level of education of schoolchildren;
6. the use of additional education, which provides for the inclusion in the curriculum of excursions, music lessons, fine arts, choreography, ethics; as well as the organization of the work of studios: vocal, choral, fine arts, choreographic, theatrical, vocal and instrumental ensemble;
7. instilling the values ​​of a healthy lifestyle, education of citizenship, diligence, respect for human rights and freedoms, love for the environment, Motherland, family;
8. daily monitoring of the implementation of the daily routine, high-quality preparation of homework, the organization of targeted work to educate a culture of behavior in the classroom, breaks, extracurricular activities, educate self-control, self-regulation, self-organization.

Activities of teachers in the process of building a health-saving environment

The process of forming a health-saving environment in a preschool educational institution is based on the constant interaction of all structural units of the educational institution. The activities of the administration are aimed at organizing effective activities and ensuring consistency in the process of interaction of all participants in the educational process. Creating the most comfortable conditions for the classes of children and educators, as well as monitoring and regulating the process.

The activities of teachers in the preschool educational institution is mainly aimed at mastering the methodology of forming a healthy lifestyle for its pupils through the subject of training, the implementation of the principles and technologies of health saving in the process of organizing the educational activities of students.

Formation of a sustainable health-saving environment is impossible without the active work of students, their parents and social partners - specialists from scientific and government institutions dealing with the health of children and adolescents. Undoubtedly, the vector of their efforts in the proposed model of a health-saving environment is possible with an increase in the level of health-saving competence, mastering the skills and habits of a healthy lifestyle, ways to correct one's psychological and physiological state, and the basics of planning the individual development of one's own health.

Literature

1. Federal Law No. 273-FZ of December 29, 2012, as amended. dated 05.05.2014 "On Education in the Russian Federation" with amend. and add., intro. in force from 05/06/2014 // Rossiyskaya Gazeta, N 303, 12/31/2012
2. Shamova T.I., Tretyakov P.I., Kapustin N.P. Management of educational systems - M.: Vlados, 2013.
3. Pletneva E.Yu. Territorial model of health-saving activities in the education system // Valeology. - 2010. - No. 1. - P. 5-8.

"Health-saving technologies, technologies for preserving and stimulating health"

Place of work MBDOU kindergarten №27

Position held senior educator

Total work experience 13 years .

13 years teaching experience

in position 5 years

Higher education , graduated from the Moscow Psychological and Social Institute, specialty: teacher-speech therapist, special psychologist.

1. Literature review

1.1. Physical education of preschoolers: tasks, goals, means ... p.4

1.2 A review of the proposed methods of a health-saving pedagogical system in a preschool educational institution with.6

1.3. History of studying the topic of pedagogical experience in an educational institution, the system of methodological work p.10

1.4. Basic concepts, terms in the description of pedagogical experience p.12

2. Technologies for stimulating and maintaining health

2.1. Description of the main methods and techniques used in the presented pedagogical experience p.14

2.2. Relevance p.20

2.3. Efficiency p.21

2.4. Novelty p.22

2.5. Manufacturability. Description of the main elements of the presented pedagogical experience p.23

conclusions p.24

Applications p.25

References p.36

1. Literary review.

1.1. Physical education of preschoolers: tasks, goals, means.

Starting work on this topic, I studied the literature on the physical education of preschoolers, as well as the tasks, means, ways to solve the problem of strengthening, developing and maintaining the health of preschool children. The study of the content of physical education was necessary to understand how this problem is formulated by scientists - didactics and developers of the methodology of physical education, what place the tasks of health-preserving technologies occupy in the physical education of preschoolers.

T. I. Osokina identifies the following tasks:

1. Protection of life.

2. Health promotion.

3. Improving the child's body, promoting its proper physical development.

4. Increasing efficiency.

IN AND. Loginova formulates the tasks of physical education in a slightly different way:

1. Protection of life and promotion of health.

2. Ensuring the timely and full development of all organs and functions of the body.

3. Formation of basic movements and motor skills, dexterity, flexibility, courage, etc.

A.V. Keneman, G.V. Khukhlaev formulated three groups of tasks:

1. Wellness - development and strengthening of the bone, muscle, cardiovascular, respiratory, nervous systems, internal organs: development of movements, as well as hardening of the child's body.

2. Educational - the formation of skills for performing basic movements; instilling the skills of correct posture, hygiene skills, mastering knowledge about your body, about health; formation of ideas about the regime, about activity and rest.

3. Educational tasks - the formation of moral and physical skills; to develop in children the need, the habit of daily physical exercise as a need for physical perfection; education of cultural and hygienic qualities.

M.A. Vasiliev provides for the protection and strengthening of the health of children, especially the nervous system, the improvement of the functions of the child's body, full physical development, the education of interest in various types of motor activity accessible to children, the formation of positive moral and volitional personality traits. She proposes to carry out this work not only as physical education, but in the context of the general pedagogical process.

E.N. Vavilov identifies several tasks: protection and promotion of health, full physical development, timely formation of motor skills and abilities in preschoolers, improvement of all functional systems of the body.

So, the task of improving the health of a child at preschool age in the works of the above scientists is set, recognized as one of the most important. In the same works, the means of physical education are singled out as a means of improving the health of the child. As means of physical education, the authors consider the healing forces of nature, good nutrition, a rational mode of life, the physical activity of the children themselves and even artistic means - literature, folklore, films and cartoons, works of musical and visual arts, etc.

1.2. Overview of the proposed methods of the health-saving pedagogical system in a preschool educational institution

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

T.N. Doronova- Candidate of Pedagogical Sciences in her program "Rainbow" draws attention to the upbringing and development of kindergarten children, the main component she preferred the most important subject of education - physical education. “Human health depends on how physical education work with children is organized. A child in preschool childhood should feel muscle joy and love movement, this will help him carry through his life the need for movement, join sports and a healthy lifestyle. She defined the main forms of work with children in the chapter "Raising a healthy child" on the motor regime, hardening, physical culture and health work. All the work is presented in the sections “Forming the habit of a healthy lifestyle”, “Daily mode of life”, “Wakefulness”, “Sleep”, “Nutrition”, “Health skills”, “Forming a culture of movements”. Gradually, the child masters the basic cultural and hygienic skills, gets acquainted with the elements of self-control during a variety of motor activities. It highlights the issues of behavior in situations that threaten the life and health of children, the ability to avoid or even anticipate them, which are important at the present stage. T.N. Doronova revealed the means and forms of physical education. These are hygienic factors, hygiene of the nervous system, physical exercises, preventive, developmental, therapeutic, rehabilitation orientation in the selection of physical exercises.

The program of the team of authors led by L.A. Wenger "Development", which contains two theoretical provisions: the theory of A.V. Zaporozhets about the intrinsic value of the preschool period of development, the transition from a utilitarian understanding of preschool childhood to a humanistic understanding, and the concept of L.A. Wenger about the development of abilities, which are understood as universal actions of orientation in the environment with the help of figurative means of solving problems specific to the preschooler. This program does not contain tasks for the physical development of the child. A M.D. Makhaneva and Doctor of Psychology O.M. Dyachenko in 2000 developed guidelines for raising a healthy child for the Development program. They contain, on the one hand, a general description of the means that ensure the health of the child (hygienic, hardening, physical exercises), on the other hand, specific descriptions of physical education classes held in the gym. They are valuable because they allow you to use them when planning a variety of aspects of organizing a healthy lifestyle for children, combining classes in the "Development" program and a number of additional ones with carrying out the necessary recreational activities. M. D. Makhaneva pays great attention to the proper nutrition of children, to the need for its usefulness. She criticizes the generally accepted system of physical education, which cannot solve problems at the present stage, since it does not take into account the specific conditions of children's institutions in different regions of Russia, does not provide for a differentiated approach to children in accordance with their individual characteristics and health, and does not meet the needs of children in movement. .

V.T. Kudryavtsev- Doctor of Psychological Sciences, B.B. Egorov - Candidate of Pedagogical Sciences, determined the idea of ​​an integrated interdisciplinary approach to the issue of physical education of a preschooler, and a developing pedagogy of health improvement arose (2000). Their program and methodological manual reflects two lines of health-improving and developmental work:

They criticize the well-established approach to the physical culture and health-improving work of preschool children, they speak of the need for a radical revision of the existing methods of physical education in preschool institutions and schools. Motor activity, various forms of its purposeful organization occupy a more than modest place in the life of a modern preschool child. They are placed, in their opinion, on the periphery of the educational process. They say the same about wellness work. All this, in their opinion, leads to the loss of the sources of development of the child, the growth of childhood morbidity.

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

Candidate of Pedagogical Sciences, Associate Professor N.N. Efimenko in 1999 he released the program "Theatre of physical development and recovery" for children of preschool and primary school age. In it, the author formulated the main fundamentally new systems of physical education and health improvement for children of the first 10 years of life. The idea to turn “monotonous classes into performances that give children joy and benefit their physical, intellectual development, and the formation of interpersonal relationships” runs like a red thread.

In the program "Fundamentals of Safety for Preschoolers" V.A. Ananiev in the sections "Human health and the environment", "Health and lifestyle of a person", the author sets the task of developing the physical activity of children, says that they need to be taught to take care of their health and the health of others, to form personal hygiene skills, to give knowledge about healthy food to orient children to a healthy lifestyle, to give basic knowledge about what an infectious disease is, what needs to be done so as not to get infected. Ways to solve problems: classes, games - classes, visual activities, walks, hygiene procedures, tempering activities, games, sports events, holidays. conversations, reading literature, the use of emotionally attractive forms, work with parents aimed at improving the health of children and developing their physical activity.

The program "Fundamentals of life safety for preschool children", developed by candidates of psychological sciences N.N. Avdeeva and R.B. Sterkina, candidate of pedagogical sciences O.L. Knyazeva. The authors note that safety and a healthy lifestyle are not just the sum of knowledge acquired by children, but a lifestyle, adequate behavior in various life situations, including unexpected ones. Determining the main content of the work on life safety and the direction of development of children, the authors of the program considered it necessary to highlight such rules of behavior that children must strictly follow, since their health and safety of life depend on this.

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

1.3. The history of the study of the topic of pedagogical experiencein an educational institution.

In 2012, the collected material on the introduction of health-saving technologies into the educational process, setting herself a number of tasks, and for their successful implementation developed a card file of games and exercises on physical education and health work in preschool educational institutions, as an addition to the "Program of education and training in kindergarten" M .A.Vasilyeva.

System of methodical work

The system of methodological work of the preschool educational institution includes various types of activities focused on awareness, testing and creative interpretation of innovative approaches to the problem of using health-saving technologies and health-saving technologies for preschool children by teachers. The conceptual foundations for the activities of the methodological service of the preschool educational institution for the implementation of the goals and objectives are the current approaches to updating the content of activities to create a health-saving environment in the preschool educational institution, improving the quality of health-saving work with children of different age groups, the values ​​of personality-oriented, humanistic pedagogy and psychology.

To implement the tasks set, a long-term plan of work on this problem was drawn up.

Perspective work plan

• Planning and organizing a system of work to improve the level of theoretical knowledge and practical skills of preschool teachers on the use of health-saving technologies in the educational process, recommendations for conducting various types of gymnastics.
• Organization of seminars, consultations, holding mo.
• study of the problem in the scientific and methodological literature.
• Identification, generalization and dissemination of advanced pedagogical experience of preschool teachers.
• Organization of an exhibition of methodological literature.
• Organization and holding of pedagogical councils.
• Preparation of publications for printing, file cabinets for educators, drawing up recommendations for teachers on the use of health-saving technologies in the educational space of preschool educational institutions.

1.4. Basic concepts, terms in the description of pedagogical experience.

Physical education- a pedagogical process aimed at achieving good health, physical and motor development of the child. In the process of physical education, the tasks of versatile development (mental, moral, aesthetic, labor) are simultaneously solved.

Physical development- this is the process of changing the forms and functions of the body under the influence of living conditions and education. In the narrow sense of the word, these are: anthropometric and biometric concepts (height, weight, chest circumference, posture conditions, vital capacity of the lungs.) In a broad sense, these are physical qualities (endurance, agility, speed, strength, flexibility, balance, eye).

Physical fitness- the level of development of motor skills and abilities, physical qualities of a person. As a result of a deep study of the capabilities of the child's body, normative indicators for all major types of physical exercises and requirements for the quality of their implementation were developed.

Physical training - this is a professional orientation of physical education /

physical education- one of the aspects of physical education, aimed at mastering professional knowledge, motor skills.

Physical exercise- movements, motor actions, certain types of motor activity, which are used to solve the problems of physical education.

motor activity- activity, the main component of which is movement, and which is aimed at the physical and motor development of the child.

Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity (WHO).

Technology -With strictly scientific forecasting (design) and accurate reproduction of pedagogical actions that ensure the achievement of planned results

Health saving technology- this is a system of measures that includes the relationship and interaction of all factors of the educational environment aimed at maintaining the health of the child at all stages of his education and development. the concept of preschool education provides not only for the preservation, but also for the active formation of a healthy lifestyle and health of pupils

2.1. Description of the main methods and techniques used in the presented experience.

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

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

• Introducing children to physical culture
• The use of developing forms of health work.

The focus is shifting from simple treatment and prevention of disease to health promotion. The task of the senior educator today is to equip teachers with the necessary knowledge in this direction, to prepare a card file of games and exercises so that teachers can use this material, share knowledge among parents and teachers of other institutions. The main thing, of course, is that educators could instill in children the need for a healthy lifestyle.

Types of health-saving technologies in preschool education

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

Medical and preventive technologies in preschool education - technologies that ensure the preservation and enhancement of children's health under the guidance of the medical staff of the preschool educational institution in accordance with medical requirements and standards, using medical devices. These include the following technologies: organizing monitoring of the health of preschool children and developing recommendations for optimizing children's health; organization and control of nutrition for children of early and preschool age, physical development of preschoolers, hardening; organization of preventive measures in kindergarten; organization of control and assistance in ensuring the requirements of SanPiNs; organization of a health-saving environment in a preschool educational institution.

Physical culture and health technologies in preschool education - technologies aimed at the physical development and strengthening of the health of preschoolers: the development of physical qualities, physical activity and the formation of physical culture of preschoolers, hardening, breathing exercises, massage and self-massage, prevention of flat feet and the formation of correct posture, fostering the habit of everyday physical activity and health care, etc.

The implementation of these technologies, as a rule, is carried out by specialists in physical education and educators of preschool educational institutions in the conditions of specially organized forms of recreational work.

Health-saving educational technologies in kindergarten - technologies for educating a valeological culture or a culture of health for preschoolers. The goal is the formation of a conscious attitude of the child to the health and life of a person, the accumulation of knowledge about health and the development of skills to protect, maintain and preserve it.

Technologies for ensuring socio-psychological well-being child - technologies that ensure the mental and social health of a preschool child. The main task of these technologies is to ensure emotional comfort and positive psychological well-being of the child in the process of communicating with peers and adults in kindergarten and family. These include: technologies of psychological or psychological and pedagogical support for the development of the child in the pedagogical process of the preschool educational institution

Technologies of health saving and health enrichment of teachers- technologies aimed at developing a culture of health for teachers, including a culture of professional health, developing the need for a healthy lifestyle. Technologies of valeological education of parents - the task of these technologies is to ensure the valeological education of parents of pupils of preschool educational institutions.

I believe that today the leading place should be given to the use of technologies for maintaining and stimulating health, as well as technologies for teaching a healthy lifestyle and corrective technologies:

Technologies for maintaining and stimulating health:

Stretching - not earlier than 30 min. after meals, 2 times a week for 30 minutes. from middle age in a gym or music room, or in a group room, in a well-ventilated room, special exercises to music. Recommended for children with sluggish posture and flat feet.

Dynamic pauses- during classes, 2-5 minutes, as children get tired. Recommended for all children as a prevention of fatigue. May include elements of gymnastics for the eyes, breathing exercises and others, depending on the type of activity.

Mobile and sports games– as part of a physical education lesson, on a walk, in a group room - low, medium and high 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 kindergarten, we use only elements of sports games.

Relaxation- in any suitable room, depending on the condition of the children and the goals, the teacher determines the intensity of the technology. For all age groups. You can use calm classical music (Tchaikovsky, Rachmaninoff), sounds of nature. A special relaxation room has been created in our kindergarten.

Finger gymnastics– from a younger age individually or with a subgroup daily. Recommended for all children, especially those with speech problems. It is carried out at any convenient time interval (at any convenient time).

Gymnastics for the eyes- daily for 3-5 minutes. at any free time, depending on the intensity of the visual load from a young age. It is recommended to use visual material, showing the teacher.

Respiratory gymnastics- in various forms of physical culture and health work. Provide ventilation of the room, the teacher instructs the children on the mandatory hygiene of the nasal cavity before the procedure.

Corrective gymnastics- in various forms of physical culture and health work. The form of conducting depends on the task and the contingent of children.

Orthopedic gymnastics- in various forms of physical culture and health work. It is recommended for children with flat feet and as a prevention of diseases of the supporting arch of the foot /

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. Before class, it is necessary to ventilate the room well.

Problem-playing (game trainings 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.

Communication games- 1-2 times a week for 30 minutes. 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, etc.

Correctional technologies

Technologies of musical impact– in various forms of physical culture and health-improving 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.

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 story, where the narrator is not one person, but a group of children, and the rest of the children repeat the necessary movements after the narrators.

Color exposure technologies- Properly selected interior colors in our group relieve tension and increase the emotional mood of the child.

The health-saving technologies used in the complex eventually form a stable motivation for a healthy lifestyle in the child. To arouse in children a desire to engage, it is important to interest the child from the first minutes. To do this, it is necessary to first think over the methodological techniques that will help to solve the tasks.

The tasks set will be successfully solved only when using open pedagogical principles and teaching methods, namely:

The principle of accessibility and individuality- takes into account the age characteristics and capabilities of the child. One of the main conditions for accessibility is the continuity and gradual complication of tasks - this is achieved by the correct distribution of material in the classroom. Individuality is the consideration of individual characteristics. Each child has his own functional abilities, so the material is absorbed in different ways.

The principle of gradual increase in requirements It consists in setting more and more difficult tasks for the child and their implementation. To do this, it is advisable to alternate load with rest.

The principle of systematic continuity and regularity of classes. Systematic classes discipline the child, accustom him to methodical and regular work.

The principle of visibility is essential in learning to move. Classes are provided with a number of methodological techniques that make the child want to study. The teacher for each task chooses the most effective way of explaining this task - these are methods such as showing, verbal, playful, illustrative and visual.

THEN. In order to create conditions for motivation to engage in physical culture, I believe that it is necessary to create such conditions so that the child “has an appetite” to engage in physical culture and sports, so that he understands the usefulness of movements for his health.

2.2. The relevance of pedagogical experience.

Health and a healthy lifestyle do not yet occupy the first places in the hierarchy of human needs in our society.

Now you almost never meet a completely healthy child. In connection with the deteriorating level of health of pupils, there is a need to organize GCD with an emphasis on solving the health problems of physical education, without violating the educational component of the process.

In accordance with the Law on Education, children's health is one of the priority areas of state policy in the field of education. The issue of strengthening and maintaining health today is very acute. Physicians note a trend towards an increase in the number of preschoolers with various functional abnormalities, chronic diseases.

Therefore, every teacher has questions: how to organize the activities of preschoolers in the classroom in order to give each child the optimal load, taking into account his preparedness, health group? How to develop interest in physical education, the need for a healthy lifestyle?

Therefore, there is problem, relevant both for pedagogical science and for practice: how to effectively organize the educational process without harming the health of preschoolers? It can be answered subject to the approach to the organization of education and training from the standpoint of the three principles of valueology: the preservation, strengthening and formation of health.

2.3. Efficiency .

The system of methodological support made it possible to achieve an improvement in the quality of work with teachers of preschool educational institutions, which was expressed in the following results.

The level of health and physical development of children:

The incidence rate decreased by 3.5%, the number of sick leave was significantly reduced.

The number of children with a high level of physical development increased by 10% and is 45%.

The number of children with a high level of ideas about a healthy lifestyle increased by 44% and is 82%.

The level of professional growth of teachers:

The number of teachers with a high level of theoretical knowledge and practical skills in organizing a health-saving environment in preschool educational institutions and conducting health-saving activities has increased by 30% and is 90%.

The motivation of teachers to use innovative approaches to the health care of pupils of preschool educational institutions has been significantly increased.

The number of teachers who systematically and methodically competently use health-saving technologies in the educational process and regime moments increased by 29% and is 82%.

The subject-developing environment in groups has been improved (new physical and sports equipment and attributes are being acquired, massage paths, manuals for performing breathing and finger gymnastics have been made.

For successful work on introducing parents of teachers to a healthy lifestyle, she released a methodological guide "Raising a healthy baby", in which you can find a lot of useful information, recommendations and reminders on the use of new health-saving technologies. The manual received positive feedback from teachers.

2.4. Novelty.

The novelty of the experience lies in the implementation of innovative health-saving technologies during the entire time the preschooler stays in kindergarten:

The use of valeological techniques to motivate a healthy lifestyle;

Use of information and communication technologies;

Use of modern equipment.

2.5. Manufacturability. Description of the main elements of the presented pedagogical experience.

In the process of work, material was collected on the use of health-saving technologies, card files of games and exercises were developed, and memos for parents were compiled.

Work experience includes the main elements:

• Educational process: physical education classes, gymnastics, relaxation exercises, cognitive classes, health minutes, physical education minutes, psychological unloading minutes.
• Strict adherence to the regime: morning exercises, classes, outdoor games for a walk, sports entertainment and leisure, corrective exercises after sleep, hardening procedures, diet, sleep, walks, etc.
• Visual agitation and work with parents: health corners for children and parents, days and weeks of health, a round table “We take care of the health of children together”, conversations, consultations, etc.
• A series of conversations for children: “Know your body”, “Keep hygiene rules”, “How to brush your teeth properly”, “Your mood”.

Conclusions:

1. Creating a health-saving environment and educating healthy lifestyle skills in children is one of the main activities of the teaching staff of the preschool educational institution, teachers successfully solve the problem of reducing emotional and volitional stress and strengthening the immunity of preschoolers through an integrated approach to the formation of the health of pupils.
2. Cognitive moments are organically combined with wellness, developing activities are combined with breathing exercises, vibrational gymnastics, eye gymnastics, relaxation, self-massage and other health-saving technologies.
3. Creation of a stable positive motivation to preserve and strengthen one's own health; the formation of the psychological health of preschoolers as an important factor in human health in general.

References:

1. Vavilova E.N. Strengthen the health of children: A guide for a kindergarten teacher, - M .: Education, 1986
2. Emelyanova V.N., from work experience at topic "Improving the quality of physical culture and health work through methodological support for the use of health-saving technologies."
3. Gavryuchina L.V. Health-saving technologies in preschool educational institutions Methodological guide. - M.: TC Sphere, 2008
4. Ikova V.V. Physical therapy for posture defects and scoliosis in preschoolers, state publishing house of medical literature., Leningrad, 1963
5. Makhaneva M.D. Raising a healthy child// Handbook for practitioners of preschool institutions. – M.: ARKTI, 1999.
6. Makarova Z.S. Improvement and rehabilitation of frequently ill children in preschool institutions. M.: Humanities Publishing Center VLADOS, 2004
7. Penzulaeva L.I. Recreational gymnastics for preschool children (3-7 years old). - M.: VLADOS, 2002
8. Runova M.A. Motor activity of the child in kindergarten. - M .: Mosaic - Synthesis, 2002.

Internet resources:

• http:// nsportal.ru (Health-saving technologies Leukina I.A.)
• http://festival.1september.ru. (Theoretical seminar "The use of health-saving technologies in the work of a teacher" Chebotareva O.V.)
• http://pedmir.ru/ (class on valeology) Masagutova I. Z.

The full version of working with applications can be downloaded.

Tasks: 1. To test in practice the model of health-saving activities at school; 2. Develop and implement programs to improve the professional level of teachers in the field of health conservation; 3. Organize educational activities with teachers, students and parents on the formation of healthy lifestyle skills; 4. Provide information support for the healthy lifestyle model

Legal and regulatory framework - The Constitution of the Russian Federation - The Law of the Russian Federation "On Education" - The National Doctrine of Education in the Russian Federation for the period until 2025 - The Convention on the Rights of the Child - The Law of the Russian Federation on the Rights of the Child - The Law of the Stavropol Territory "On Education" - Federal Law 124-FZ "On the basic guarantees of the rights of the child" - Federal Law 120 - Federal Law "On the fundamentals of the system for the prevention of neglect and juvenile delinquency" - Model regulation on an educational institution - Strategy for the development of the education system of the Stavropol Territory until 2020 - "Our new school" (presidential initiative) - Requirements SanPina

Health of students: Physical Mental Social Implementation of the Federal State Educational Standards Cooperation with the Suvorov Central District Hospital (medical examinations, professional examinations) Compliance with the rules of SanPiN Work in society Diagnosis and monitoring of the health of schoolchildren Implementation of innovative health-saving technologies Prevention of bad habits

Principles of health-saving activities: 1. The principle of priority of effective care for the health of students 2. The principle of not causing harm 3. The principle of a triune idea of ​​physical, moral, mental health 4. The principle of the priority use of active teaching and upbringing methods 5. The principle of compliance with the content and organization of the learning process and education to the age characteristics of students 6. The principle of delayed results 7. The principle of active feedback

The health-saving system model consists of blocks-directions. 1. Creation of a health-saving infrastructure: Creation of complex conditions for the development of the child and the preservation of his health Catering. Psychological and logopedic service Social and legal service 2. Rational organization of the educational process. - The implementation of this block creates conditions for relieving overload, normal alternation of work and rest, increases the efficiency of the educational process, while preventing excessive functional stress and overwork: - Compliance with hygiene standards and requirements for the organization and volume of educational and extracurricular workload of students a new scale of difficulty of educational subjects, which allows you to build a lesson schedule taking into account each age group - The use of health-saving technologies in the educational process (problem-based learning, differentiated learning, project-based learning, developmental learning, modular learning, game technologies)

3. Medical and hygienic technologies: Control and assistance in ensuring proper hygienic conditions in accordance with the SanPiN regulations. Conducting vaccinations. 4. Physical culture and health technologies: Aimed at the physical development of those involved: hardening, strength training, endurance, speed, flexibility. 5. Ecological health-saving technologies: Creation of nature-friendly, ecologically optimal conditions for people's life and activities. Arrangement of the school territory. Aerophytomodule: green plants in classrooms. 6. Technologies for ensuring life safety The literacy of students on these issues is ensured by studying the course of life safety.

5. Health-saving educational technologies: Health-saving educational technologies can be considered both as a technological basis for health-saving pedagogy, and as a set of techniques, forms and methods for organizing schoolchildren's education without harming their health, and as a qualitative characteristic of any pedagogical technology in terms of its impact on students' health and educators. 6. Compensatory-neutralizing technologies: Conducting physical training sessions and physical training breaks, which allows to some extent neutralize the adverse effects of static lessons. Emotional discharges, "minutes of rest", allowing you to partially neutralize stressful effects.

7. Stimulating technologies: These techniques allow you to activate the body's own forces, use its resources to get out of an undesirable state. Physical exercise. Teaching psychological techniques to deal with despondency, bad mood. 8. Information and learning technologies: They provide students with the necessary level of literacy to effectively care for the health of themselves and their loved ones. Conducting themed classes. Lectures by the medical staff of the school on Health Days. Design of thematic stands on the topic of health.

9. Monitoring. Monitoring is the most important tool for checking the effectiveness of the implemented content of education, the methods used, and serves as the basis for the main ways to eliminate the shortcomings of the educational process at school. Monitoring tasks: Description of health-saving activities. Analysis of the real situation in the field of students' health and factors that positively and negatively affect health. Evaluation of the effectiveness of the use of health-saving pedagogical technologies. Creation and dissemination of effective models of health. Evaluation of the adaptive capabilities of the child's body and physical condition.

The criteria for assessing the state of health of students are indicators of the physical condition of students, levels of general and acute morbidity. In order to track the impact of the learning process on the quality of education, monitoring should be carried out according to the following indicators: 1. Monitoring the health of students and its impact on academic performance: 1) the state of health of students; 2) absenteeism due to illness; 3) the level of anxiety; 4) hot meals coverage; 5) classes in sports sections; 6) the level of adaptation and motivation of students; 7) learning outcomes. 2. Monitoring the health of teachers and its impact on the results of activities: 1) the state of health of teachers; 2) application of new technologies; 3) diagnosis of difficulties; 4) the level of neuroticism.

Expected results: Creation of an active health-saving infrastructure of the school, contributing to the preservation of health and the formation of motivation for participants in the educational process for a healthy lifestyle. Improving the system of physical education based on the implementation of an individual approach. Motivation of the teaching staff to improve their professional level in mastering and using health-saving technologies. Reducing the incidence rate among children and adolescents. Creation of a favorable moral and psychological climate in the school, implementation of the principles of pedagogy of cooperation. improving student nutrition; increasing the level of material and technical equipment of an educational institution.

Predictive student model. This is a person: relating to health as an important personal and social value; knowing the mechanisms and ways of maintaining health; physically developed; striving for physical perfection; without bad habbits; who knows and owns the techniques and methods of healing his body.

The use of health-saving technologies plays an important role in the life of every student, makes it easier and more successful to acquire the necessary knowledge in the classroom, overcome difficulties in achieving the goals and objectives of education, teaches children to live without stress, as well as to preserve their own and value other people's health.