Planning game activities in the senior group

Role-playing games in the senior group: a card index with goals according to the Federal State Educational Standard

By participating in games with everyday stories, children master the system of relationships in the family, learn to perform their household duties, and master self-care skills.

Let's go for a walk

Goal : to teach children, when going for a walk, to dress for the weather, to choose comfortable clothes and the necessary accessories; develop vocabulary (names of clothing items); cultivate a caring attitude towards the environment, develop skills of aesthetic contemplation.

Before the walk, the teacher informs the children that new friends have come to their group. The children are invited to get acquainted with the dolls. After this, the teacher offers to take the dolls with them for a walk, but to do this they need to help them choose the right clothes for the weather.

Children are divided into groups, each of which must dress one doll. First, they need to choose and name the items of clothing correctly (the set should include clothing for all seasons). It is advisable for children to explain their choice.

After all the clothes have been collected, you need to discuss the order of dressing the dolls and proceed to its implementation. Particular attention should be paid to buttoning clothing and tying shoelaces or ribbons.

When all groups have completed the task, the children dress themselves and go for a walk with their dolls. Returning back, they must undress the dolls while commenting on their actions.

Daughters and mothers

Goal : to encourage children to reproduce family relationships and interpret them creatively; introduce a wide range of household responsibilities; reveal the moral meaning of the actions of adults; cultivate a sense of mutual understanding and care for others.

Both boys and girls are invited to participate in the game. They usually fill the roles of parents or grandparents and other adult relatives. The role of children is given to dolls.

First, everyone must recreate the home environment together: arrange the furniture, put things away. Children also need to agree on who will perform what roles. The teacher can only observe this process and help resolve conflict situations. It is best not to let the game take its course, but to invite children to “live” specific situations:

• “Getting the children ready for kindergarten”;
• "Day off";
• "Big Cleaning"
• “Repairing a stool”;
• “At the dinner table”, etc.

The course of the game should involve not only communication between children, but also contain elements of labor. Before the game, you can read a story to the children on a family household topic, and then discuss it and offer to demonstrate the correct model of behavior in the described situation through the game.

Visiting Moidodyr

Goal : to develop hygiene skills in children, expand their knowledge about how to use hygiene items; teach daily hygiene procedures; cultivate cleanliness and a desire to take care of one’s health.

At the beginning of the game, the teacher informs the children that a package from Moidodyr was brought to their group. If necessary, you can talk about who he is, show a cartoon, or read a book of the same name and look at its illustrations.

Next, children get acquainted with the contents of the parcel and study the purpose of each item. The teacher offers, using the personal hygiene products received, to teach the dolls how to use them.

You can invite the children to act out the story of getting ready for kindergarten in the morning or dressing up in the evening before bed.

We welcome guests

Goal : teach children to prepare for receiving guests, do cleaning, and set the table correctly; develop collaboration skills; instill the need to constantly maintain cleanliness.

The teacher warns the children that children from another group will come to visit them today. Therefore, you need to be well prepared to receive them.

There are two options for playing the game:

• children are divided into groups, and each performs a separate task (clean up, set the table, think about what to do with the guests);
• children act collectively, and all tasks are completed one by one.

After preparation, the children receive guests.

This type of game also includes “I have a younger brother”, “Little pets”, “Harvesting ”.

Role-playing games on production topics

The file of plot-based role-playing games in the senior group according to the Federal State Educational Standard with goals includes scenarios on production topics. This group of games is aimed at familiarizing children with professions, characteristics of work, and basic production processes.

Morning in kindergarten

Goal : introduce children to the responsibilities of kindergarten employees; develop communication skills; cultivate respect for work and the desire to provide all possible assistance.

For this game it is necessary to carry out preliminary preparation. Children are invited to observe the actions of the staff for several days during the morning reception of pupils, breakfast or any other events intended for later reproduction.

The game begins with a conversation about what professions people work in their kindergarten. The responsibilities of each of them can be briefly discussed. After this, you should distribute roles, arrange the workplace and distribute the necessary equipment. Visitors to the kindergarten will be toys and dolls.

To begin with, children are given specific tasks: simulate a meeting with the children’s teacher, prepare breakfast and feed everyone, do morning exercises, etc. The presenter monitors the relationships between the children, teaches them to communicate politely with each other, introduces them to the established wording of greetings and voicing commands.

Shop

Purpose : to introduce the peculiarities of the professional activities of store employees; develop dialogical speech; develop skills to coordinate their actions with other peers; cultivate neatness, sociability, politeness.

At the preparatory stage, it is recommended to take a tour of the store and observe the unloading of goods, their placement on shelves, sale and purchase. You can invite the children to talk about how they and their parents make purchases in the store. If someone's parents work in a store, you need to ask about their professional responsibilities.

The game itself involves staging the following plots:

• select and buy the desired product;
• get advice from a manager;
• pack your purchases correctly;
• return defective goods.

The game can be played several times, inviting children to visit different product departments.

Hospital

Goal : to arouse interest in the professions of a doctor and nurse; expand children's knowledge about the responsibilities of medical staff; develop interviewing skills; cultivate empathy, the desire to care for others, and provide assistance.

The game may be preceded by a visit to a medical office and listening to stories on a relevant topic. Children will talk about their experience of going to the doctor.

All participants in the game are assigned to roles and discuss their responsibilities: doctor (conduct an examination, listen to complaints and prescribe treatment), nurse (provide first aid, carry out procedures), patients (depict symptoms of the disease). We must not forget about the use of special clothing.

You can play out the following stories:

• being examined by a doctor;
• sore throat;
• cut my finger;
• we go for vaccination, etc.

During the game, children should pay attention to expressing sympathy for patients and showing care for them.

The topics of such role-playing games are vast. Children really like the games “School”, “Construction site”, “Hairdressing salon”, “Beauty salon”, “Pizzeria”, “Police”, “Firemen”, “Cosmonauts”, etc.

Role-playing games on social topics

Role-playing games in the older group include plots in which various situations are played out in public places and in the company of friends. By involving children in the games of this group, they can develop skills in social behavior and communication with their peers and adults.

Zoo

Goal : teach rules of behavior in the zoo; expand knowledge about animals, their food preferences and habits; develop vocabulary (names of animals); cultivate a love for animals.

The teacher announces to the children that they will go on an excursion to the zoo and finds out what they know about this place. Next, the presenter introduces the children to the procedure for purchasing tickets and presenting them at the entrance. After explanations, this situation is played out by the children.

The main part of the game is learning about the rules of behavior at the zoo and talking about the animals they will meet there. Children especially need to pay attention to observing safety precautions when dealing with predators.

Mashenka's birthday

Goal : introduce children to the rules of receiving guests; expand knowledge about how to give and receive gifts; learn to set a festive table; develop communication skills; cultivate politeness and attentive attitude towards comrades.

The plot of the game is that Mashenka is going to celebrate her birthday and invites all the guys to visit her. This game can be divided into several parts:

• going to visit;
• select congratulations;
• we accept gifts;
• we treat guests;
• birthday entertainment.

At the end of the game, you can ask the children what they liked most about the holiday.

Street

Goal : learn the rules of behavior on the street as a pedestrian or driver; learn to recognize signs and traffic lights, respond to sound signals; develop the ability to act according to an algorithm and control your behavior; cultivate a sense of responsibility and tolerance.

The game is preceded by a lot of preparatory work. Over the course of several walks, the teacher introduces the children to the general appearance of the street, the type of buildings and their purpose, and the various cars that drive along the street (including specialized cars).

It is also recommended to look at pictures depicting the street, invite children to draw the street themselves, and make models of houses and buildings. Then these products can be used as decorations for the game.

Since street traffic is very complex, with a large number of participants and rules, it is recommended that such a game be played in the form of a story with illustrations. After the roles are assigned, the teacher begins to describe the “life” of the street, and the children stage it. In this way, it will be possible to combine disparate events into a single plot.

Replies can be as follows:

Seryozha approached the traffic light. The traffic light turned red. What should the boy do? That's right, wait. Cars drive past him.

Now the traffic light is green. What is Seryozha doing? (Moves) How should this be done correctly? (On the pedestrian crossing).

Children not only answer the teacher’s questions, but also carry out voiced actions. It is better in this game to choose two or three main characters who must complete a specific task: get to school, drive to the hospital, etc. The rest play the role of extras.

You can also offer children such games as “Let’s go to the cafe”, “We are athletes”, “Library”, “Circus” .

By taking part in role-playing games, children expand their knowledge of social relations, develop interaction skills, and learn to find solutions in various situations. Thanks to such play activities, an effective social environment is created for the children, promoting the development of each person’s personality in accordance with their individual characteristics and creative inclinations.

Marina Gladko, Denisova Tatyana Vladimirovna, Boldysheva Elena Sergeevna, speech therapists, GBDOU Kindergarten No. 74, St. Petersburg from the article Markers of the play space.

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Source: https://pedsovet.su/dou/6421_kartoteka_syuzhetno_rilevyh_igr_fgos

Recommendations for educators on play activities

• Kapralova Tatyana Nikolaevna, senior teacher

Sections: Working with preschoolers

Recommendations for educators on the development of play activities in the younger group

1. Remember! Play is an important and essential component of the life of children in kindergarten.
2. Provide every child with the opportunity to realize their needs and interests.
3. When playing with children, help them adapt to living conditions in kindergarten.
4. Formation of children’s ability to accept and verbally designate a playing role.
5. To develop in children the skills necessary for plot-based play: objective actions “make-believe”.
6. Rely on the interests of each of the children, develop themes close to them in the game (family life, kindergarten, traveling by transport, etc.), use motifs from familiar fairy tales.
7. Lead the child to understand this or my role (he himself can be someone else in the game - a mother, a driver, a doctor, etc.).
8. Encourage the child to use story toys, substitute objects (thermometer stick, etc.).
9. Include episodes of “telephone conversations” and various characters into a game on any topic to activate role-playing dialogue.
10. Encourage children's desire to bring toys to life.
    Play the role for yourself and the toy.
11. When playing with children, take the position of an equal, interested partner.
12. Induce in the child a feeling of emotional community with adults and peers, a sense of trust in them.

Recommendations for the teacher on the development of play activities in the middle group

1. The teacher constantly uses a variety of themes for children's games based on famous fairy tale and literary stories.
2. Provide conditions for free, independent individual play (director's play), support the emotional and positive state of the child.
3. To develop in children more complex gaming skills, behavior in accordance with different roles of partners, and change the playing role.
4. The teacher encourages children to play independently together in small subgroups.
5. The teacher, if necessary, helps the child to join the play of his peers, finding a meaningful role for himself.
6. The teacher places significant emphasis on role-playing dialogue
7. The teacher should be included in the joint game as a partner.
8. During the game, the teacher does not adhere to a rigid plan, but improvises, accepting the suggestions of the partner - the child regarding further events.
9. Learn to develop a joint game in small subgroups, taking into account the plot plans of the partners.
10. Teach children to relate their playing role to many other roles to develop an interesting plot.
11. To develop children's interest in play, to develop the ability to independently engage themselves in play (individual and joint with peers).
12. Use a minimum number of toys so that manipulation with them does not distract the child’s attention from role-playing interaction.
13. To develop in children new, more complex ways of constructing role-playing games.

Recommendations for educators on developing play activities with older children

(senior, preparatory groups).

1. Encourage children to use expressive means of speech and gestures when conveying the characters of the character being performed.
2. Provide conditions for children's play activities.
3. Give the child the opportunity to freely choose a game that suits his interests.
4. The teacher encourages children's initiative.
5. Can connect to the game, taking on a role that is not directly related to the plot-semantic context, can introduce a role from a different semantic context into the game (this forces children to develop the plot in a new direction).
6. The teacher promotes the development in children of initiative and independence in play, activity in the implementation of play plans.
7. Encourage the child’s desire to make the missing items for play with his own hands.
8. Pay attention to developing in children the ability to create new and varied game plots, coordinate plans with partners, come up with new rules and follow them during the game.
9. Contribute to the strengthening of children's play associations, to be attentive to the relationships that children develop in play.
10. To orient children towards cooperation in joint play, to regulate their behavior based on creative play ideas.
11. To develop children’s ability to independently organize joint play and fairly resolve conflicts that arise in the game. Use normative methods for this (queue, different types of lots).
12. To develop in children the ability to widely use the role of the game to develop a variety of plots, to be included in a game coordinated with their peers.
13. Improve children's ability to regulate behavior based on game rules.
14. The teacher gradually develops in children the ability to creatively combine various events, creating a new plot of the game.
15. The teacher supports children's interest in free improvisational play based on fairy tales and literary works, offering different forms: role-playing dramatization, puppet theater, and participating together with the children.
16. The teacher organizes with small subgroups of children (6-7 years old) a dramatization game based on ready-made plots in the form of a short performance for younger children or peers.

Recommendations for planning gaming activities

Recommendations for compiling a summary of a role-playing game

1. Objectives: educational; on the formation of the plot of the game (bus, space).

2.

Development of imagination, observation, imitation, use of knowledge, skills and abilities of children:

• educational: mastering the norms and rules of behavior in a team, following the rules according to the plot of the game;
• labor: children’s actions during the game and in preparation for the game;
• the use of artistic expression and artistic activity;
• speech development and vocabulary activation.

3. Methodological techniques for managing the game.

Participation of the teacher with younger groups of children, instructions, reminders, conversations with children, individual work with inactive children.

4. Preparation of material for this game.

5. Preparing the teacher for this game:

• study of methodological literature;
• drawing up a game plan, notes;
• preparation of attributes by children with parents.

Preliminary work with children, preparation for the game in order to present the game.

6. Children's activities in the game.

Distribution by game groups. List of rules for each game.

7. Progress of the game.

8. Result of the game. Assessment of behavior based on the plot, children's interest in continuing the game.

Recommendations for preparing role-playing games and complicating their plots

1. Using surprise moments (receipt of a letter, parcel, telegram, arrival and meeting of a guest, etc.) in order to maintain children’s interest in the game.
2. Sending a letter, a parcel with a message, with a request.
3. Reading books on the topic of the game, discussing the plot, the actions of the characters.
4. Conducting a tour on the topic of the game.
5. Observation of the work of adults in the child’s immediate environment (doctor, nurse, cook, seamstress, etc.).
6. Conducting conversations about various professions, accompanied by viewing pictures of relevant illustrations.
7. Introduction of a new role into an already familiar game, clarification of responsibilities.
8. Assisting children in organizing a play environment.
9. Playing together with children.
10. Introducing new attributes, clarifying their meaning and application options.
11. Setting problem game tasks.
12. Visiting another group, watching a similar game, discussing it.
13. The teacher's story about the games of another group.
14. Instructing children to talk with their parents about the topic of the game (why this or that profession is interesting), after which the children share with each other what they have learned.
15. Instructing parents to visit the theater, zoo, shops, etc. with their children; exchange impressions.
16. Children compose stories on the topics “How we played”, “How we can play even more interestingly”, “How we helped each other”, etc.
17. Compiling stories based on plot-shaped toys.
18. Compiling an album with children on the theme of the game.
19. Discussion with children about the plan for role-playing games.
20. Discussion of the progress and results of the game (goal: to help children understand their actions and actions in the role-playing game).
21. The use of facial studies and elements of psycho-gymnastics.
22. Involving children in the production and design of game attributes.

Organization of independent motor activity of children of senior preschool age

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

ORGANIZATION OF INDEPENDENT MOTOR ACTIVITY OF SENIOR PRESCHOOL CHILDREN

Completed by: Syrovatskaya

Sardana Nikolaevna

teacher

CONTENT

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

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

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

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

CONCLUSION……………………………………………………………16

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

APPENDIX………………………………………………………………………………21

INTRODUCTION

“The movement as such can, by its action,

replace any remedy, but all medicinal remedies in the world

cannot replace the actions of the movement.” J. Tissot

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

According to the Federal State Educational Standard for Additional Education, the educational area “Physical Development” includes the acquisition of children’s experience in motor activities associated with performing exercises aimed at developing physical qualities that contribute to the correct formation of the musculoskeletal system of the body.[1]

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

The purpose of the work is to reveal the features of the organization of independent motor activity of children of senior preschool age.

Based on the goal, the following tasks were set:

1. Characterize the motor mode in a preschool institution.
2. To reveal the theoretical foundations of independent motor activity of preschool children.
3. To study the conditions for organizing independent motor activity of children in older preschool age.

The methodological basis of the work is the works of Runova M.A., Stepanenkova E.Ya., Kozlova I.M., Snigur M.E. Leontyev A.N. Zaporozhets A.V., Usova A.P., etc.

This work consists of: an introduction, three points examining the theoretical aspects of the independent motor activity of preschool children, a conclusion, and a list of literature studied.

CHARACTERISTICS OF MOTOR MODE IN PRESCHOOL INSTITUTION

Since 2013, significant changes have occurred in the preschool education system, first with the introduction of Federal state requirements, and then the Federal State Educational Standard for Preschool Education.

One of the main tasks of the Federal State Educational Standard for Education is “to protect and strengthen the physical and mental health of children, including their emotional well-being.” Therefore, the organization of motor activity of preschool children is relevant and occupies an important place in the system of educational process in preschool educational institutions. The federal state educational standard defines target guidelines at the stage of completion of preschool education: the child has developed gross and fine motor skills, he is mobile, resilient, masters basic movements, can control and manage his movements. The task of preschool teachers is to create all the necessary conditions for the implementation of this task.[1]

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

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

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

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

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

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

— during the child’s stay in the preschool educational institution, the use of various forms of physical education should ensure motor activity in the range from 9,000 to 15,000 movements, which corresponds to the physiological needs of the children’s body;

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

— the content of the motor regime is motor activity, varied in the composition of movements, physical exercises, periods of activity alternate with “quiet” types of activity;

- a certain part of the motor regime, which includes both physical exercises and specially selected ones for the formation of systems and functions of the body, and correctional work that goes through individual and organizational forms of work;

- each child must be given the opportunity to move independently of his own free will, and not under coercion;

- moderate and appropriate physical activity is required before breakfast and before direct educational activities, which require mental stress from children. [19.10]

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

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

• saturation
• multifunctionality
• variability
• availability
• safety
• transformability.

The motor mode is assessed based on a set of indicators:

1. time of motor activity of children with a reflection of content and quality at various regime moments, determined using the method of individual timing;
2. volume of motor activity using the pedometer method to quantify motor activity;
3. intensity of motor activity using the pulsometry method when performing various types of muscle activity. [1]

The life of children during the day should proceed within the framework of the established optimal motor mode, without haste and constant haste. The teacher’s task is to ensure that the children, when they go home, have an interesting prospect for tomorrow - to play the promised interesting games, to go on a long walk. Every educator can create such an interesting, fulfilling life.

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

THEORETICAL FOUNDATIONS OF INDEPENDENT MOTOR ACTIVITY OF PRESCHOOL CHILDREN

Motor activity is a set of motor acts.

The motor activity of a child is one of the necessary conditions for maintaining the normal functional state of the child, a natural biological need of the child. Normal functioning of almost all human systems and functions is possible only with a certain level of physical activity. Lack of muscle activity, like oxygen starvation or vitamin deficiency, has a detrimental effect on the child’s developing organism.

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

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

Motor activity is the natural and specially organized motor activity of a child, ensuring his successful physical and mental development. It is one of the main factors that determine the level of metabolic processes of the body and the state of the skeletal, muscular and cardiovascular systems, since it is closely related to three aspects of health: physical, mental and social, and plays a different role during a person’s life. The need for movement is individual, so we can conditionally distinguish in each group children with high, low, and average mobility. [28.145].

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

There are 3 levels of motor activity:

• High level: children are characterized by high mobility, a high level of development of basic types of movements, and a fairly rich motor experience that allows them to enrich their independent motor activity.
• Children with an average level of motor activity have average and high levels of physical fitness and a high level of motor qualities. They are characterized by a variety of independent motor activities.
• Low level of physical activity - sedentary children. They have indicators of development of basic types of movements and physical qualities lagging behind age standards, general passivity, and shyness.

What is independence? Independence - independence, freedom from external influences, coercion, from outside support and assistance. Independence - the ability to act independently, make judgments, have initiative, and determination. In pedagogy, this is one of the volitional spheres of the individual. This is the ability not to be influenced by various factors, to act on the basis of one’s views and motives.

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

Qualities that characterize a child’s independence:

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

2. The ability to perform usual tasks without turning to adults and without adult supervision.

3. The ability to consciously act in a situation with given requirements and conditions (which are created by the teacher) in the plan in the independent activity block, the requirements, conditions, and system of tasks must be planned.

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

5. The ability to exercise basic self-control and self-assessment of one’s activities.

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

There is an algorithm for constructing children’s independent activities:

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

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

Step 3 The child, with the help of an adult, chooses methods of action leading to completing tasks.

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

Step 5 The child performs independent work.

Step 6 Self-control, self-esteem.[24]

Independent motor activity of children is organized at different times of the day: in the morning before breakfast, between activities, during play hours after naps, and during a walk (morning and evening). Active actions of children should alternate with calmer activities. It is important to take into account the individual characteristics of each child and his well-being. The motor activity of children is closely related to play, and, consequently, to objects, toys, and aids. Adults should make sure that children have toys at their disposal. Benefits that stimulate physical activity and increase interest in movement. The task of adults is to teach children how to use them correctly and in a variety of ways. [18.144]

The content of independent motor activity is a variety of movements. Its advantage is that the child chooses the movements himself, moves at his own pace, pauses, and alternates them. Independent motor activity is an activity that occurs on the child’s initiative. When studying independently, the child focuses his attention on actions leading to the achievement of a goal that captivates him.

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

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

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

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

Forms of work on physical education with preschoolers represent a complex of health-improving and educational activities, the basis of which is motor activity. This complex includes organized physical education activities (morning exercises, exercises after naps, walks, outdoor games, etc.), as well as independent motor activities.[15.p144]

Motor activity must be purposeful and consistent with the child’s experience, interests, desires, and functional capabilities of the body. Therefore, preschool teachers take care of the organization of independent motor activity and its diversity.

The teacher’s skill is most clearly demonstrated in organizing children’s independent activities. How to direct each child to something useful and interesting for him, without suppressing his activity and initiative?

The function of the educator is to create a varied play environment that provides the child with cognitive activity that corresponds to his interests and is developmental in nature. The environment should also provide children with the opportunity to act individually or together with peers, without imposing mandatory joint activities. The teacher can get involved in the activities of children in cases of conflict situations that require the intervention of an adult, or, if necessary, help a particular child join a peer group.

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

The content of the educational field in accordance with the Federal State Educational Standard for Additional Education is aimed at developing in children an interest and value-based attitude towards physical education classes and harmonious physical development. The main tasks to achieve this goal are:

• accumulation and enrichment of children’s motor experience (mastery of basic movements);
• standardization of pupils' needs for motor activity and physical improvement;
• development of physical qualities (speed, strength, flexibility, endurance and coordination);

Techniques for guiding children's motor activity are the same for children of different mobility. So it is necessary to provide children with sufficient areas for movement, while for those who are sedentary they increase, for children with greater mobility they may be somewhat limited. It is useful to unite children of different mobility in joint games, giving one toy, an allowance for two, holding a doll by the hand along the path, playing horses together using a hoop, jump rope, ribbon, rolling a ball to each other, spinning a jump rope together, etc. d.[5.18]

Toys and aids should be placed so that children make additional movements when reaching for them. Shelves with toys can be hung at different levels. To reach one shelf, children must bend over to get a toy, and on the other, on the contrary, stretch, rise on their toes, etc. A straight path can lead to a garage with cars, and next time a winding one, to a house there can be stairs 100 cm high, etc. [6.28]

There should be enough aids and toys in the group, but not too many. This distracts children's attention and tires their nervous system. At the same time, we must remember that children are characterized by great imitation. Seeing a ball in the hands of a neighbor, the child certainly wants to take possession of it. Therefore, it is important that there are several toys of the same type. Gradually, as children master the action with a manual, a toy, the teacher teaches the kids to act together with one object, for example, to roll a ball to each other or to roll it one by one along the path. Benefits must be changed periodically so that children do not lose interest in them.

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

Great opportunities for developing independent motor activity open up during a walk. It is important that in addition to stationary aids, there are also remote aids on the site: balls, hoops, skittles, buckets, shovels, sleds, ice cubes, bicycles, etc. In winter, independent motor activity will be more meaningful if there are snow buildings on the site: slides, snow banks, snow paths, snowmen, colorful pieces of ice, etc. At different times of the year, adults think through different motor tasks.

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

During walks, it is important to carefully consider methods and techniques for regulating children’s motor activity; the main attention should be paid to creating a high variability of pedagogical conditions that contribute to more effective implementation of children’s motor activity, mainly through the selection of differentiated tasks. In order to enhance the motor activity of children during walks, it is important to use different techniques.[25]

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

CONCLUSION

In connection with the increase in the incidence of children throughout the country and the decrease in the level of their physical fitness, there is a need to find new effective approaches to organizing education and training in modern conditions, ensuring the preservation of the physical and mental health of the younger generation. In pedagogical practice, insufficient attention is paid to the organization of independent motor activity of children. Despite the fact that children love to play outdoor games, they cannot organize a game, even one that is familiar to them, on their own. The adult becomes the leader of the children’s independent activities. This guidance is carried out by demonstration, as well as through verbal narration, explanations and instructions. In children’s mastering of new movements and in the development of the child’s independent motor activity, adults play a leading role.

Independent motor activity is defined as the sum of all movements made by a child in the course of his life. This is an effective means of maintaining and strengthening health, harmonious personal development, and disease prevention. An indispensable component of physical activity is regular physical education and sports.

The motor regime is part of the general regime of a preschooler, regulating active muscle activity, including physical exercise, walking, etc.

With age, physical exercise should occupy an increasing place in a child’s daily routine. They are a factor contributing to increased adaptation not only to muscle activity, but also to cold. Physical activity contributes to the normal development of the central nervous system, improvement of memory, learning processes, normalization of the emotional and motivational sphere, improved sleep, and increased capabilities not only in physical but also in mental activity.

Creating a safe developmental environment for children’s independent motor activity, adequate to their age and needs, will help improve health, expand motor experience, develop a strong interest in physical exercise, self-organization skills and communication with peers.

Thus, with the correct organization of independent motor activity, children develop attention and observation, discipline, the ability to control their feelings and movements, and therefore develop their will and character.

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