"Health forming educational technologies", according to N.K. Smirnov, - these are all those psychological and pedagogical technologies, programs, methods that are aimed at fostering a culture of health in students, personal qualities that contribute to its preservation and strengthening, the formation of an idea of ​​health as a value, motivation to maintain healthy way life.

Health-saving technology, according to V.D. Sonkina is:

the conditions for a child's education at school (absence of stress, adequacy of requirements, adequacy of teaching and upbringing methods);

rational organization of the educational process (in accordance with age, gender, individual characteristics, hygiene requirements);

correspondence of educational and physical activity to the age-related capabilities of the child;

necessary, sufficient and rationally organized motor regime.

Under health-saving educational technology(Petrov) understands a system that creates the maximum possible conditions for the preservation, strengthening and development of the spiritual, emotional, intellectual, personal and physical health of all subjects of education (students, teachers, etc.). This system includes:

1. Use of data from monitoring the health status of students, carried out by medical workers, and their own observations in the implementation of educational technology, its correction in accordance with the available data.

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

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

4. The use of various types of health-saving activities of students, aimed at maintaining and increasing the reserves of health, working capacity (Petrov OV)

The so-called Health lessons.

Their main goal is the formation of a culture of health. In many schools, they represent an integral system that covers all age groups of students. They can be carried out both within the educational process and in extracurricular activities.

The experience of work on the implementation of health lessons at one of the schools of the Vsevolozhsky district of the Leningrad region seems to be interesting. In grades 1-4, classes are held in groups of 12-15 people (the class is divided in half), within the framework of the curriculum for all the topics of the program, which are presented in each class commensurate with the student's age. In grades 5-9, the study is carried out modularly on individual topics, as well as integrated with subjects educational area"Natural science" in grades 5-11, through project activities in grades 1-11. School teachers have developed an integrated course "Health" for grades 5-11, integration with subjects: geography, chemistry, biology, life safety, which is reflected in the school curriculum. General principles and the approaches of the course are used in other disciplines: Russian language, literature, English language, mathematics, reading, information technology, labor and others. Areas of integration of the content of health saving programs:

Vertical or connection between knowledge in one subject (anatomy, biology, chemistry, life safety), from simple to complex,

· Horizontal integration - the connection between different subjects (the program "Pedagogy" itself with the listed subjects, as well as issues of preservation in the subjects of biology and life safety, chemistry and biology, geography and life safety) through mutual support, versatility of ideas, integration of skills, complex solution of problematic problems ...

Health lessons promote the active involvement of students in solving the problem of developing a healthy lifestyle, help them make sure of the need to maintain their own health, form appropriate motivation, develop the ability to analyze their own attitudes, habits, behavior, stimulate critical thinking and responsible decision-making, while using the entire wide range of educational receptions. The educator helps students master the following skills: positive communication, decision making, problem solving, interpersonal communication, self-standing, resisting negative peer group pressure, managing stress and anxiety, and coping with emotions. When implementing the program, the teacher is guided not by the transfer of his own knowledge, but by the formation of an appropriate system of ideas of schoolchildren about health and a healthy lifestyle. Preference is given to developing a strategy for health-saving behavior. A system of ideas about health and a healthy lifestyle is being formed in schoolchildren. The formation of a healthy lifestyle culture is a complex problem. We cannot talk only about the ways and methods of health promotion, disease prevention. It is necessary to increase the role of a person's personal qualities in the conscious and volitional acceptance of the principles of a healthy lifestyle, and care for health, its strengthening should become the value motives of behavior. In this case, it becomes necessary to restructure the management of the child's behavioral activity. Undoubtedly, this area of ​​activity lies in the field of professional interests and competence of teachers (V.V. Kolbanov, 1999). The peculiarity of this control is the presence of inertia of feedbacks, the correction of the lifestyle has a delayed effect, the results may appear after several years, in addition, constant monitoring of changes and the encouragement of positive changes in the child's lifestyle is necessary.

A. A. Dmitriev (1990) points out that one of the priority tasks of the school is to concentrate the efforts of the entire teaching staff on the formation of a student's healthy lifestyle. This applies to living conditions, nutrition, regime, educational and cognitive activities, physical education and sports, etc.

Healthy lifestyle in the philosophical literature is interpreted as "a set of typical types of life of an individual, which is taken in unity with the conditions of life." In connection with this definition, it is possible to quite clearly identify the conditions, forms of activity, behavior, communication, interests, needs, customs, traditions among students. In this case, the main categories will be their learning activities, communication with peers, parents, teachers, homework, leisure, physical activity, nutrition and sleep. In these very general categories of the schoolchild's lifestyle, there are huge opportunities for the formation of a healthy lifestyle.

A pedagogical strategy for the formation of a healthy lifestyle should contribute to the independent development of students' beliefs based on the acquired knowledge and experience. Thanks to convictions, first a stable motivation for a healthy lifestyle is created, then valeo-readiness and self-controlled activity in creating one's own health.

V. V. Kolbanov (1999) notes that in addition to positive motivation for his health, the child must have basic knowledge about the body, health and possible ways to strengthen it. However, the author admits that the child may have incomplete information about his actual and possible development, this is due to the prevention of iatrogenism and psychosomatic disorders. Further, the author recommends, when forming a healthy lifestyle, to demonstrate to the child a known analogue (model). Ideally, for children, taking into account their constitutional characteristics, gender and age, such models could serve as the norms of behavior and health status of parents, teachers, famous sportsmen, science, and art. Unfortunately, very often a child from the “risk group” cannot find such models either in the family or in the media. That is why the school should become a “school of health” for such a child, where he can acquire knowledge, practical skills and abilities necessary to maintain and strengthen his health. The introduction of a healthy lifestyle in the daily activities of people should be carried out on the basis of the formation of traditions.

Human health (a state of complete physical, spiritual and social well-being) depends on lifestyle (up to 70%), heredity (15%), environment(8-10%), medicine (8-10%). Consequently, the main task in maintaining and strengthening the health of children is the formation of a healthy lifestyle culture in them. The lifestyle of a person can be considered healthy if this person actively exists in a favorable psychophysical space, without showing aggressiveness towards himself and the space in dangerous forms.

Based on the study of the works of V.V. Kolbanov, I.I.Sokovni-Semenova, B.N. Chumakov, N.M. Amosov, the main components of a healthy lifestyle can be distinguished:

1. Rational nutrition.

2. Optimal physical activity for the body.

3. Compliance with the daily routine (taking into account individual biorhythms).

4. Warning bad habits and the formation of good habits.

5. Increasing psycho-emotional stability.

One of the components of a healthy lifestyle is the rejection of the destroyers of health: smoking, drinking alcoholic beverages and drugs. A successful fight against this or that negative phenomenon is possible when the reasons for this phenomenon are known.

The formation of a healthy lifestyle culture is an incentive to include in daily life the individual of various forms of behavior that are new to him and are beneficial to health. The creation of an information environment "Health" around the child, which not only directly, but also indirectly affects the formation of his worldview, the mastery of knowledge, on the basis of which it is possible to interact with the outside world competently, safely and with benefit for the body, will gradually lead to the fact that the existing ways to improve health become habitual and grow into a need.

1.3 Forms and methods of forming knowledge about a healthy lifestyle among primary schoolchildren

Chapter 2. Experimental and experimental verification of the effectiveness of forms and methods of forming a healthy lifestyle in primary schoolchildren

2.2 Program for 3 years of study "We want to be healthy"

INTRODUCTION

The problem of upbringing a healthy generation is now becoming increasingly important. Many factors influence the deterioration of health, including the wrong attitude of the population towards their health and the health of their children.

results scientific research(V.F.Bazarny, I.I.Brekhman, L.G. Tatarnikova and others) testify to the fact that the tendency of deterioration of the health status of schoolchildren that has developed in previous years has become stable. As a result of the analysis of the medical records of future first-graders, it was found that the majority of children were diagnosed with visual impairment, in second place - impaired posture, in third place - the presence of chronic diseases and very few children were recognized as practically healthy. This situation is due to the deterioration of the socio-economic and economic situation, the exacerbation of the problems of rational nutrition, heredity, overloading of children. Research results have shown that children spend a lot of time at the computer, near the TV, and lead a sedentary lifestyle.

The deterioration in the health of schoolchildren in Russia has become not only a medical problem, but also a serious pedagogical problem. The impetuousness with which the crisis phenomena are growing in this sphere of life is striking. One of the reasons for this is the lifestyle of families where children are being brought up today. In most families, you can find the so-called risk factors: chronic infectious diseases, unbalanced diet, low physical activity, smoking, alcohol, drug abuse, etc. Moreover, often in the family there is not one, but a combination of several factors.

Students and their parents have not formed a value attitude towards their health, which is explained by the insufficient propaganda of pedagogical and medical knowledge about a healthy lifestyle.

Scientists have always been interested in the formation of a healthy personality in a child (see the works of II Brekhman, LS Vygotsky, GK Zaitsev, PF Lesgaft, NI Pirogov, VA Sukhomlinsky [31] , L. G. Tatarnikova [32; 33], KD Ushinsky and others). The development of school programs for teaching healthy lifestyles began in the late 70s - early 80s, the twentieth century. However, despite considerable efforts invested in the development and implementation of programs, the results were much lower than expected. This was explained both by the difficulties of changing behavioral habits (many of them are formed in early childhood and therefore very stable), and by the unpreparedness of teachers for educational activities in the field of health.

Since the mid-90s of the twentieth century, many scientific works of educational and health-improving direction have appeared, investigating: the organization of the educational process and the readiness to study at school, the hygiene of education and upbringing of schoolchildren, risk factors for the health of children and adolescents when studying at school, school valeological work ...

Analysis of psychological and pedagogical literature allowed us to assume that one of the possible solutions the problem of deterioration in the health of primary schoolchildren is the formation of their knowledge of a healthy lifestyle.

Purpose of the study: to identify effective forms and methods of forming knowledge about a healthy lifestyle in younger students.

Object of study: knowledge about a healthy lifestyle.

Subject of study: forms and methods of forming knowledge about a healthy lifestyle.

Research hypothesis:

It seems that the formation of knowledge about a healthy lifestyle will be successful when using methods and techniques that correspond to the age development of younger schoolchildren, namely games, quizzes, contests, holidays, health lessons, sports competitions.

Research objectives:

1. To study the psychological and pedagogical literature on the research topic.

2. Describe the basic concepts of the research: "health", "healthy lifestyle".

3. To reveal the age-related characteristics of knowledge about the healthy lifestyle of junior schoolchildren.

4. To develop criteria for the formation of knowledge about a healthy lifestyle.

5. To reveal and experimentally test the effectiveness of forms and methods of formation of knowledge about a healthy lifestyle in younger students.

Research methods: observation, questioning, testing, pedagogical experiment.

CHAPTER 1. THEORETICAL RESEARCH ON FORMING KNOWLEDGE OF A HEALTHY LIFESTYLE IN YOUNGER SCHOOLS

1.1 The essence of the concepts of "health", "healthy lifestyle"

Improving the state of health of a new generation is the most important task of our time, in a comprehensive solution of which it is impossible to do without comprehensive school... Teachers, together with parents, healthcare professionals, psychologists and the community, need to organize school activities in such a way that students improve their health and graduate healthy. At the same time, the school is obliged to form the child's need to be healthy, to lead a healthy lifestyle. For this, teachers need to have a clear understanding of the essence of the concepts of "health" and "healthy lifestyle", which are widely used in the system of concepts of modern education.

There is no unambiguous and comprehensive definition of the concept of health. Based biomedical signs of N.M. Amosov points out: "Health is the natural state of the body, characterized by its balance with the environment and the absence of any painful phenomena."

Taking into account the same signs, G.I. Tsaregorodtsev believes that "health is a harmonious course of various metabolic processes between the body and the environment, the result of which is a coordinated metabolism within the body itself." In this context, health is presented as a natural harmonious state of the body with the normal course of metabolic processes in it, excluding any painful phenomena.

WITH evolutionary and ecological positions of D.D. Venediktov reveals the meaning of the concept of health as a dynamic balance of the body with the surrounding natural and social environment, in which all the abilities inherent in the biological and social essence of a person are manifested most fully and all vital subsystems of the human body function with the maximum possible intensity, and the general combination of these functions is maintained at the level that is optimal from the point of view of the integrity of the organism and the need for its rapid and adequate adaptation to the continuously changing natural and social environment.

WITH sociological From the point of view, health is a measure of social activity and activity attitude of the human individual to the world. Developing this idea, I.I. Brekhman believes that such an attitude should first of all be manifested in the system of improving the quality of the environment, preserving one's own health and the health of other people.

V psychology are of the opinion that health is not the absence of disease, but rather its reflection, in the sense of overcoming: health is not only the state of the body, but also the strategy of a person's life.

V.P. Kaznacheev expresses the meaning of the concept of human health from the position integrated approach... He believes that health is "a dynamic state (process) of preserving and developing biological, physiological and mental functions, optimal working capacity and social activity with a maximum life expectancy."

Thus, in the literature, the essence of the concept of "health" is presented in different ways, depending on the criteria that determine the basis for its expression. In a generalized form, this concept can be characterized as a capacious system that contains a set of criteria correlated with the requirements of the general culture of mankind.

In our opinion, health- this is a state in which the full implementation of biological, mental, social, economic, spiritual functions of a person and society, as well as optimal working capacity and activity with a maximum life expectancy, which are determined by the level of development of universal, state, regional and national cultural values, is carried out.

Concept "health" inseparable from the concept "Lifestyle", which is defined as a stable, established in certain socio-economic conditions way of life of people, manifested in their work, leisure, satisfaction of material and spiritual needs, norms of communication and behavior.

The way of life predetermines the mechanisms of adaptation of the human body to environmental conditions, harmonious interaction of all organs and systems of organs, contributing to the full performance of social functions and the achievement of a long life. Lifestyle is also the fruit of a person's cultural creativity and the result of his free choice.

Forms, methods and means "healthy lifestyle"

So, human health depends on many factors: hereditary, socio-economic, environmental, and the activities of the health care system. But a special place among them is occupied by a person's way of life.

A healthy lifestyle is created both in the family and at school. General control should be the study load, daily routine, nutrition, physical activity, hardening procedures, nervous stress, the psychological climate at home, at school and in the classroom, the relationship between parents and children, students and teachers, types and forms of leisure, entertainment and interests. Apanasenko G.A. Health protection of healthy people: some problems of theory and practice // Valeology: Diagnostics, means and practice of ensuring health. SPb, 1993 p. 12

Improperly organized work of schoolchildren can be harmful to health. Therefore, the establishment of a rational lifestyle is of great importance.

A person who has been able to organize his work and rest routine since school time will remain vigorous and creative for a long time in the future.

A healthy lifestyle is formed by all aspects and manifestations of society, is associated with the personal-motivational embodiment of the individual by an individual of his social, psychological and physiological capabilities and abilities. On how successfully it is possible to form and consolidate in the minds of the principles and skills of a healthy lifestyle at a young age, subsequently all activities that hinder the disclosure of the potential of the individual depend.

According to modern concepts, the concept of a healthy lifestyle includes the following components:

refusal from harmful addictions (smoking, consumption of alcoholic beverages and drugs);

optimal motor regime;

balanced diet;

hardening;

personal hygiene;

positive emotions.

According to S.V. Popov, the existing system of school education does not form the proper motivation for a healthy lifestyle. Indeed, most people know that smoking, drinking and using drugs is harmful, but many adults are committed to these habits. Nobody argues with the fact that you need to move, temper, but most adults lead a sedentary lifestyle. Improper, inappropriate nutrition leads to an increase in the number of overweight people and all the ensuing consequences. The difficulties of modern life leave very little room for positive emotions. Popov S.V. Valeology at school and at home // On the physical well-being of schoolchildren. SPb, 1997. p. 164

The foregoing allows us to conclude that the "knowledge" of adults about a healthy lifestyle did not become convictions that there is no motivation to take care of their own health.

One of the components of a healthy lifestyle is the rejection of the destroyers of health: smoking, drinking alcoholic beverages and drugs. There is an extensive literature on the health consequences of these addictions. If we talk about school, then the teacher's actions should be aimed not at making the student quit smoking, drinking alcohol and drugs, but at preventing the student from starting to do this. In other words, the main thing is prevention.

Habits are a form of our behavior. No wonder A.S. Pushkin said: "A habit from above is given to us, it is a substitute for happiness."

Good habits help the formation of a harmoniously developed personality, harmful ones, on the contrary, inhibit its formation. Habits are extremely resilient.

Even Hegel emphasized that habits make a person their slave. Therefore, in school age it is important to develop good habits in oneself and resolutely fight against harmful ones that threaten to turn into vices.

Useful habits include the desire to regularly improve knowledge, to exercise, as well as to such wonderful forms of spending free time as reading, going to theaters, movies, listening to music. All these forms of leisure, naturally in reasonable parameters of time, enrich a person, make life more interesting, and contribute to self-improvement.

However, during school years, there are many bad habits. These include an irrational daily routine, irregular preparation for classes. But the most harmful are smoking and alcohol abuse. These habits can imperceptibly develop into a vice that can ruin a person's life.

Smoking cessation methods are being actively developed around the world. Group psychotherapy, consultations with a doctor are used, new medications are being developed, anti-nicotine chewing gum, etc. However, it is most correct to turn on your will, convince yourself of the uselessness and harmfulness of debate and resolutely stop smoking. The most inveterate smoker, already after 8-10 days of stopping smoking, normalizes health, increases efficiency.

A successful fight against this or that negative phenomenon is possible when the reasons for this phenomenon are known. As for smoking, the overwhelming majority of schoolchildren first get acquainted with a cigarette in grades 1-2, and they are driven primarily by curiosity. Making sure that smoking is accompanied by unpleasant sensations (bitterness in the mouth, profuse salivation, cough, headache, nausea), children no longer reach for tobacco, only a few smoke in grades 2-6. But at an older age, the number of schoolchildren who smoke begins to grow, and the reasons for this are already other than curiosity. According to research by sociologists, most often this is an imitation of older comrades, especially those whom one would like to be like (including parents), a desire to seem adult, independent, a desire to “be like everyone else” in a smoking company. The reason for smoking adolescents in some cases is the strict prohibition of parents, especially in cases where the parents themselves smoke. Also, advertising of tobacco products in the mass media makes a significant contribution to the fact that adolescents begin to smoke. It is extremely important to exclude smoking from the actions of the heroes of films and television films and theatrical plays. It is very important to fight against smoking among parents by the efforts of the students themselves. And, finally, the teacher himself should in no case be a smoking person (in any case, schoolchildren should not see him smoking).

The use of alcoholic beverages by schoolchildren is, unfortunately, very common. Opinion polls show that more than half of first-graders are familiar with the taste of wine or beer, and most often this happens with the knowledge and consent of the parents: "an innocent glass" in honor of a birthday or other celebration. It turns out that drinking alcohol for a child is almost always (with the exception of, of course, children of alcoholics) associated with the atmosphere of the holiday and, at first glance, there is no particular danger here. However, such an introduction of children to wine poses a certain danger, because it removes the psychological barrier, and the student feels entitled to have a drink with friends or even alone, if such an opportunity arises.

Although the reasons for drinking alcohol are known to be very different, the main one is perhaps the fact that today alcohol is the only legalized drug that causes rapid euphoria: a subjectively pleasant state, consisting in a feeling of excitement, cheerfulness, a surge of strength, unlimited possibilities , Have a good mood... Sometimes euphoria manifests itself in a feeling of pleasant relaxation, serenity, well-being. Being a subjectively pleasant sensation, alcoholic euphoria is an objectively harmful state, since in this case a person is always disconnected from reality to one degree or another, feeling himself on top of bliss without any objective grounds.

Narcotic euphoria (alcoholic - as a special case) is also harmful because it requires constant repetition, a person develops a painful habit of experiencing this state again and again, there is a need for something not to get the substance that causes this euphoria. Hence the change of all value orientations person. In addition, it should be remembered that substances that cause euphoria are all, without exception, poisonous, they poison the body, aggravating mental degradation by a disorder of the activity of almost all life support systems.

All of the above is well enough known, nevertheless, millions of people on earth use one or another alcoholic drinks in one amount or another. And if for adults, alcohol is primarily a means of relieving stress, improving mood, leaving at least for a while from solving complex everyday problems, then for a teenager, a schoolchild, the main reason for drinking alcohol is the inability (and in some cases the lack of opportunity) is correct, to organize their leisure for the benefit of themselves and society. Raising the need for the correct organization of leisure time, for the all-round development of one's physical and spiritual potential - this is the main task of anti-alcohol and anti-drug work among young people.

Quite often, when talking with adolescents about the fight against the "green snake", there is no clear distinction between the concepts of "drunkenness" and "alcoholism". They should be distinguished: drunkenness is a form of immoral, antisocial behavior, alcoholism is already a disease. And among adolescents, it is necessary to fight drunkenness so that they do not have to be treated for alcoholism.

The task of teachers is, firstly, to bring to the attention of children information about the harm that drinking man their health and the health of their loved ones (first of all, children), and secondly, tell students about the essence of alcoholism.

As for the use of narcotic substances, in recent years their number has been growing and this takes place in almost all regions of the world. Conducting a conversation with schoolchildren about drug addiction and substance abuse, the teacher should keep their information as follows. As you know, a person does not become a heavy smoker or alcoholic immediately, for this a certain time must pass. And in order to become a drug addict, that is, for a physical and mental dependence on a drug to arise, it is enough to try it 1-2 times, which does not happen, which does not happen most often, since the teenager is driven by curiosity. Having tried the effect of the drug, the teenager is no longer able to get rid of it. This circumstance is widely used by drug dealers, offering the first "dose" practically free of charge, knowing full well that in the future a teenager will do anything to get a drug at any price.

In conclusion, it should be emphasized that virtually all drugs, including tobacco and alcohol, are used in most cases to relieve stress, and one should be aware that optimal physical activity is significantly more successful in relieving stress and that it can serve as a healthy alternative to smoking, alcohol and drugs.

The daily routine is one of the basic conditions for a healthy lifestyle. A clear fulfillment of a pre-thought out and reasonably compiled daily routine for at least several weeks will help the student to develop a dynamic stereotype in himself. Its physiological basis is the formation in the cerebral cortex of a certain sequence of excitation and inhibition processes necessary for effective activity.

The author of the doctrine of the dynamic stereotype I.P. Pavlov emphasized that its creation is a long-term work. Established habits of regular exercise and a reasonably organized daily routine help to maintain good performance throughout the school year.

The organization of a rational daily routine should be carried out taking into account the peculiarities of the work of a particular higher educational institution(lesson schedule), optimal use of existing conditions, understanding of their individual characteristics, including biorhythms.

Each of us has a kind of biological clock - time counters, according to which the body periodically and in certain parameters changes its vital activity. All biorhythms are classified into several groups. Of particular importance among them are daily, or circadian, rhythms.

It is known that the transition from day to night is accompanied by a number of physical changes. The air temperature decreases, its humidity increases, atmospheric pressure and the intensity of cosmic radiation change. These natural phenomena in the process of human evolution, they contributed to the development of appropriate adaptive changes in physiological functions. In most of the body's functions, the level of activity increases during the daytime, reaching a maximum by 16-20 hours, and decreases at night.

For example, in most people, the lowest bioelectric activity of the brain is recorded at 2-4 am. This is one of the reasons for the increase in the number of errors during mental work late in the evening and especially at night, a sharp deterioration in the perception and assimilation of information during these hours.

The efficiency of the heart muscle changes twice during the day, usually dropping at 13 and 21 hours. Therefore, at such a time it is undesirable to expose your body to great physical exertion. The capillaries are most dilated at 6 pm (at this time a person has high physical performance), and narrowed at 2 am.

Daily biorhythms affect the work of the digestive system, endocrine glands, blood composition, and metabolism. So, most low temperature the body in humans is observed in the early morning, the highest - at 17-18 o'clock. The daily rhythms are highly stable. Knowing the considered patterns, a person can build his daily routine more correctly.

It should also be borne in mind that not all people have diurnal biorhythms in the same time parameters. For "owls", for example, the mental processes improves in the evening. There is a desire to study. In the morning they cannot "swing" in any way, they want to sleep longer, "Larks" like to go to bed early. But early in the morning they are already on their feet and ready for active mental work.

However, with the help of volitional efforts, a person is able to gradually somewhat rebuild his daily biorhythms. This is necessary when changing the change of study, changing the time zone. In such cases, powerful adaptive mechanisms of the body are activated.

A healthy lifestyle is an active activity of people, aimed, first of all, at maintaining and improving health. At the same time, it should be taken into account that a person's lifestyle does not develop by itself, depending on the circumstances, but is formed purposefully and constantly throughout life.

Conditions for the formation of a healthy lifestyle 1. Taking into account the age characteristics of children. 2. Creation of conditions for the formation of a healthy lifestyle. 3. Improving the forms of teachers' work on the formation of a healthy lifestyle. 3. Improving the forms of teachers' work on the formation of a healthy lifestyle.

Tasks: fostering a respectful attitude to one's health as a necessary element of the general culture; the formation of a healthy lifestyle as a determining factor in achieving social well-being in life; development of sanitary and hygienic skills necessary for fostering a healthy lifestyle

“If a person is often encouraged, he gains self-confidence; if a person lives with a sense of security, he learns to trust others; if a person manages to achieve what he wants, he is strengthened in hope: if a person lives in an atmosphere of friendship and feels needed, he learns to find love in this world ”“ If a person is often encouraged, he gains self-confidence; if a person lives with a sense of security, he learns to trust others; if a person succeeds in achieving what he wants, he is strengthened in hope: if a person lives in an atmosphere of friendship and feels needed, he learns to find love in this world "

Master class for teachers

"Organization and conduct of events with parents on healthy lifestyles"

Prepared by the teacher:

Easy Yu.

Maykop 2018

1 part. Introduction.

V. A. Sukhomlinsky said: “I am not afraid to repeat again and again:
Taking care of your health is the most important
the work of the educator. From cheerfulness,
the cheerfulness of children depends on their spiritual life,
worldview, mental development,
strength of knowledge, self-confidence ”.

In the era of computer technology, there is a tendency for the deterioration of the health status of children. Formation of a healthy lifestyle in a child is unthinkable without the active participation of educators and parents in this process.

Part 2 is theoretical.

The interaction of the preschool educational institution and the family should be systemic. The system of such interaction consists of various forms of work, the common goal of which is to establish cooperative relations with parents. As for the purpose of the work on the formation of a healthy lifestyle, it is the establishment of cooperation with parents in the field of children's health improvement. As you know, the development and upbringing of a child largely depends on the adults who surround him, and on what example they set with their behavior. Therefore, a conscious attitude to their own health and the health of children, first of all, must be formed in the parents. This goal is achieved by solving specific problems:
- expanding the ideas of parents about the psychophysical characteristics of a child of a certain age;
- motivating parents to study the health of their child, strengthening their faith in potential opportunities;
- mastering by parents of traditional and non-traditional ways of improving children's health;
- implementation of a system of joint measures to preserve, strengthen and form the health of children.

The unity of the preschool educational institution and the family in matters of preserving the health of children is achieved if the goals and objectives of raising a healthy child are well understood not only by educators, but also by parents; when the family is familiar with the basic content, methods and techniques of physical culture and health-improving work in kindergarten, and teachers use the best experience of family education.

Practice shows that one of the main ways to increase the interaction of a preschool educational institution and the family is the use of non-traditional forms and means of working with parents to form a healthy lifestyle for preschoolers.

There are various forms of work with parents: collective, individual, visual and informational. A creative informal approach of teachers to the issue of organizing interaction with parents is desirable. It is important to remember that parents need not only theoretical information, but, most importantly, practical skills. Therefore, it is advisable to organize various workshops for parents, where they can acquire certain pedagogical experience.

The main collective form of work with the family still remains such a form as parenting meetings. (SCH)

I want to tell you more about non-traditionalcollective forms of work with the family:

Among them is the functioning advisory points on the problem of valeological education, (u)

conferences for parents to exchange experience on the organization of rational leisure for children, motor regime, optimal nutrition;

workshops on revival national traditions valeological content in families.

Sessions of discussion clubs provide for various topics and forms of work, including, for example:

lecture-consultation"Folk pedagogy about a healthy lifestyle",

discussion"The role of parents in the formation and strengthening of children's health",

evening of questions and answers"What is valeological education and how to carry it out at home?"

round table"Let's figure it out together what prevents our children from being healthy."

It is very important to use visual and informational forms of work with the families of pupils.

Information communication between the teacher and parents is carried out at the expense of visual means. In order to attract the attention of parents, the following are used: brochures; newspapers; (they can be both group and published by a creative group of teachers kindergarten), information sheets.

When using visual and informational forms, it is desirable to solve pedagogical problems and tasks for parents with valeological content. These tasks can be logical, the main goal of which is to stimulate the activity of parents, to independently acquire pedagogical valeological knowledge, skills, understanding the important provisions of pedagogical valeology, raising children in a family. Logical tasks help to analyze, compare with practical activities raising children in the family and in preschool, draw conclusions, notice the prospects and ways of improving valeological education.

Practical tasks (For example: parents are offered a set of morning exercises to music, or "Tradition of the day off: going to the forest (to the pool, to the lake, skiing") help parents to form and develop pedagogical skills and abilities, to apply them in specific situations of raising children in a family This can be research into the specific conditions of raising children, studying the causes of deficiencies in upbringing and developing, on this basis, measures to improve the educational process in the family and in preschool educational institutions.

Learning tasks (For example: to acquaint parents with the Nikitin hardening system) are widely used by teachers in the system of parental universal education. Fulfilling such tasks, parents individually or collectively analyze the literature on the formation of a healthy lifestyle for children, discuss pedagogical situations, suggest ways and means of improving the valeological education of children.

To introduce parents to kindergarten life, the following are used:

Doors open days

Joint celebration and entertainment (For example: "Mom, Dad, I am a sports family" or "Growing strong and healthy")

showing open classes or regime moments for parents.

I would also like to talk about the individual forms of work with the family.

To individual forms of work include the joint activity of a teacher - parent - child. Very popular is project activities when parents become full partners in solving any problems.

Also, parents are involved in the joint implementation of the teacher's recommendations on the development of any individual qualities of the child, in the design of albums, games, manuals (a healthy family diary ..., or a visiting card of my family), as well as the design of the album of the group "Variety, sport, sport !!! "

By systematizing and combining the forms of work of the teaching staff of the preschool educational institution and the family, one can make sure that there is no such part pedagogical process, which could not include content about the preservation and promotion of children's health.

Valeology expands, diversifies the forms and methods of technology of the pedagogical process and family education, makes it possible to widely use games, physical exercises, interesting intellectual tasks, take walks, hygiene procedures, classes.

However, this does not mean at all that parents at home, from day to day, every hour should explain valeological knowledge to children. We must beware of the loss of interest by children in valeological knowledge due to the overload of their inaccessible information, the lack in practice of convincing the importance of the knowledge gained for self-development and self-improvement.

It is very important that every discovery for a child, a miracle previously unknown, calls for introspection and further development. Only in this case it is possible to achieve a positive result, to develop in the kids a clear and constant desire to be healthy, dexterous, vigorous, cheerful, to make health an object of constant concern for the child, and not only the parents. The child learns to analyze every phenomenon, action from the point of view of usefulness or harm, learns to value life and health, which is the main task of the preschool educational institution and the family.

Modern parents, on the one hand, are quite educated people, and on the other, they are poorly informed about pedagogy, psychology, physiology and other areas of knowledge.

Parents can receive psychological and pedagogical information from various sources: periodicals, television and radio broadcasts, popular science literature, Internet. But do all the parents in your group take advantage of these opportunities? A more accessible way is to communicate with you, dear teachers. And it depends on us what kind of person today's baby will become.

Part 3 is practical.

And now I want to invite you to draw up a plan of work with your parents on the formation of a healthy lifestyle.

Let me remind you that for work you can use the forms of work with parents that you see on the screen (slide 2).

Advisory point;

The conference;

Workshop workshop;

Lecture-consultation;

Discussion;

An evening of questions and answers;

Round table“Let's figure out what prevents a child from being healthy”;

Booklets, newspapers;

Information sheets, leaflets that contain some kind of tasks for parents.

An open door day or a show of some regime moments or elements of health-preserving technology;

Joint holding of holidays and entertainment;

Design of a family album or a group album.

To them I would also like to add such forms as:

Questioning - identifying the level of knowledge of parents on this issue (u)

Interviewing - identifying the child's attitude to this issue (u).

Master classes - for example: "How to carry out morning exercises with children" or "How to make sports equipment from waste material" (u);

Entertainment for children, to which parents are invited as spectators;

Parents can also be offered weekend traditions - for example, "Going to the pool with the whole family" (u) - every weekend during the month, families of pupils visit the pool, bring photographs, share their impressions.

Teachers draw up a plan to work with parents to develop a healthy lifestyle.

Part 4 - Reflection.

In conclusion of our master class, I would like to ask you what new things have you learned today? What forms of work with parents are most familiar and familiar to you? What forms of work with parents interested you and you want to apply them in your practice?

Thank you for your attention! Good luck with your work!