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"Educational bulletin "Consciousness" /"Образовательный вестник "Сознание"
УДК
http://dx.doi.org/10.26787/nydha-2686-6846-2019-21-7-37-41
ПРЕЕМСТВЕННОСТЬ В ВОСПИТАНИИ ОСНОВ ЗДОРОВОГО ОБРАЗА ЖИЗНИ У ДЕТЕЙ ДОШКОЛЬНОГО И МЛАДШЕГО ШКОЛЬНОГО ВОЗРАСТА
Барабаш В.Г.
ФГБОУ ВО «Шадринский государственный педагогический университет», г. Шадринск, Российская Федерация
CONTINUITY IN HEALTHY LIFESTYLE BASIS EDUCATION OF CHILDREN OF PRESCHOOL AND ELEMENTARY SCHOOL AGE
Barabash V.G.
Shadrinsk state pedagogical university, Shadrinsk, Russian Federation
Аннотация. Коренные преобразования в российском обществе привели к изменениям в системе дошкольного и начального школьного образования. Мотивация на здоровый образ жизни, знания, практические умения и навыки по вопросам сохранения и укрепления здоровья с ранних лет является необходимым условием развития полноценной личности. Ребенок должен не только узнать и научиться правилам здорового образа жизни, но и захотеть быть здоровым. Однако эффективность воспитания основ здоровья возможна только в том случае, если соблюдается преемственность формирования здорового образа жизни на всех этапах учебно-воспитательного процесса. Современное состояние преемственности обучения в педагогике дошкольного учреждения и начальной школы характеризуется разносторонностью охвата вопросов и неоднозначностью толкования отдельных понятий в данной области.
Анализ педагогического опыта позволяет говорить о преемственности как о двустороннем процессе, в котором на дошкольной ступени образования сохраняется самоценность и формируются фундаментальные личностные качества ребенка, те достижения, которые служат основой его успешного обучения в школе. В то же время школа как преемник дошкольной ступени образования учитывает достижения ребенка-дошкольника и строит свою педагогическую траекторию, опираясь на его индивидуальный потенциал.
Именно этой проблеме посвящена настоящая статья, в которой дается анализ научных исследований вопросов преемственности в воспитании основ здорового образа жизни у детей дошкольного и младшего школьного возраста.
Annotation. Radical restructurings in the Russian society led to changes in the system of preschool and elementary school education. The motivation for a healthy lifestyle, knowledge, practical skills concerning preservation and promotion of health since early years of life is a necessary condition for development of the full-fledged personality. The child has to learn not only rules of a healthy lifestyle, but also want to be healthy. However, the efficiency of health bases education is possible when continuity of a healthy lifestyle formation is observed at all stages of teaching and educational process. The current state of continuity of teaching in preschool and elementary school is characterized by versatility of questions and controversal of particular concepts interpretation in the field. The analysis of pedagogical experience allows to speak about continuity as a double-sided process. Preschool step of education remains the worthiness and fundamental personal qualities of the child, this achievements form a base of one's successful learning at school. At the same time school as the successor of a preschool step of education considers achievements of the child and builds the pedagogical trajectory, relying on one's individual potential. The present article controversial interpretation of particular concepts in this field which gives the analysis of scientific research about continuity in education of healthy lifestyle fundamentals in children of preschool and elementary school age is devoted to this problem.
"Educational bulletin "Consciousness" /"Образовательный вестник "Сознание"
Ключевые слова: здоровый образ жизни, преемственность, непрерывное образование, система «дошкольное учреждение - начальная школа».
Key words: healthy lifestyle, continuity, continuous education, «preschool-elementary school» system.
БИБЛИОГРАФИЧЕСКИМ СПИСОК
[1] Должикова Р.А., Федосимов Г.М., Кулинич Н.Н., Ищенко И.П. Реализация преемственности при обучении и воспитании детей в ДОУ и начальной школе. - М.: Школьная Пресса, 2008. - 128 с.
[2] Ильина Г.В. Реализация принципа преемственности в развитии физических качеств старших дошкольников и младших школьников // Дошкольное воспитание. - 2011. - № 8.
- С. 107-114.
[3] Казин Э.М., Блинова Н.Г., Литвинова Н.А. Основы индивидуального здоровья человека: введение в общую и прикладную ва-леологию: учеб. пособие для студентов вузов. - М.: ВЛАДОС, 2000. - 192 с.
[4] Каратаева, Н.А. Стандартизация и вариативность дошкольного образования [Текст] / Н.А. Каратаева, О.В. Крежевских, В.Г. Бара-баш. - учебно-методическое пособие. -Сфера. - М., 2017. -128 с.
[5] Лагутин А.Б. О преемственности физического воспитания детей дошкольного и младшего школьного возраста // Физическая культура в школе. - 2002. - №4. - 12-15.
[6] Лисицин Ю.П. Состояние здоровья населения и факторы риска. - Пермь, 1989. - С. 611.
[7] Лыкова В.Я. Педагогические основы преемственности воспитательной работы детского сада и школы - Одесса, 2000. - 343с.
[8] Мухина, М.П. О преемственности физического воспитания детей дошкольного и младшего школьного возраста в условиях применения педагогической технологии [Текст] / М.П. Мухина // Научно-теоретический журнал «Ученые записки Университета им. П.Ф. Лесгафта». - СПб. - 2008. - № 7(41). - С. 61-65.
[9] Юрченко М.В. Формирование здорового образа жизни детей в системе «ДОУ - начальная школа»: учеб. пособие. - Барнаул, 2008.
- 45 с.
REFERENCES
[1] Dolzhikova R.A., Fedosimov G.M., Kulinich N.N., Ishchenko I.P. Realization of continuity during the education of children in preschool and elementary school. - M.: School Press, 2008. - p.128.
[2] Ilyina G.V. Realization of the principle of continuity in development of physical qualities of the senior preschool children and elementary school students // Preschool education. - 2011. - No. 8. - pp. 107-114.
[3] Karataeva N.A., Krezhevskikh O.V., Barabash V.G. Standardization and variability of preschool education - teaching guide. - Sphere. -M., 2017. - p.128.
[4] Kazin E.M., Blinova N.G., Litvinova N.A. Fundamentals of human health: introduction to the general and applied valueology: schoolbook for students of higher education institutions. - M.: VLADOS, 2000. - p.192.
[5] Lagutin A.B. Continuity of physical training of preschool and elementary school children // Physical culture at school. - 2002. - No. 4. - pp. 12-15.
[6] Lisitsin Y.P. Condition of population's health and risk factors. - Perm, 1989. - pp. 6-11.
[7] Lykova V.Y. Pedagogical bases of continuity in educational work at preschool and school. -Odessa, 2000. - p.343.
[8] Mukhina M.P. On the continuity of children's physical education of preschool and elementary school age in terms of the educational technology use // Scientific-theoretical journal «Scientific Notes of the P.F. Lesgaft's University». -SPb. - 2008. - № 7 (41). - p. 61-65.
[9] Yurchenko M.V. Formation of children's healthy lifestyle in a «preschool- elementary school» system: schoolbook - Barnaul, 2008. - p.45.
«Health of the nation - is a basis of Russia's prosperity», this position is enshrined in the national Health project, the main goal of which is designated as preservation and promotion of health of Russia's population on the basis of a healthy lifestyle formation.
The healthy lifestyle is an optimum state of a child's health: endurance, resilience to adverse effects; sufficient level of development of the motive sphere; good development of cultural and hygienic skills and many other things. Physically developed child easier copes with the difficulties connected with systematic training at school [6].
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"Educational bulletin "Consciousness" / "Образовательный вестник "Сознание
The continuity of pre-school and elementary education is absolutely impossible without improving the health of children. Article 29 in «Convention on the Child Rights» states that the education of a child should be directed towards the development of physical abilities to the fullest extent.
Now days the state of health of the younger generation is a particular concern for the State and society. According to the Scientific and Research Institute of Hygiene and Health Protection of Children and Adolescents, and to the Scientific Center for Children's Health of the Russian Academy of Medical Sciences lately, the number of healthy preschool children has decreased by 5 times and only about 10% of the number of children enter school.
The motivation for a healthy lifestyle, knowledge, practical skills concerning preservation and promotion of health since early years of life is a necessary condition for development the full-fledged personality. However, the efficiency of health culture education is possible when continuity of a healthy lifestyle formation is observed at all stages of teaching and educational process.
Formation of steady valuable health orientations will allow children avoid acquisition of negative experience of addictions, keep the need of physical activity, and strengthen their growing body. Success of this work depends on respect for continuity between preschool educational institution and elementary school. At the same time such researchers as E.M. Kazin, N.G. Blinova, N.A. Litvinova and others note the need of increasing in efficiency of health care activity, use of reserve opportunities for education of the healthy child, creation of process of formation of the valuable attitude towards health taking into account consistency and the sequence. It will allow raising a priority of health culture and a healthy lifestyle in children [4].
According to the Federal State Educational Standard for Preschool Education, the targets for preschool education include: curiosity, interest in cause-effect relationships, basic knowledge about oneself, knowledge of children's literature, elementary ideas about living nature. At the same time, it is important to recognize the child as a full-fledged participant in educational relations [3].
Such an important characteristic of personal development as behavior arbitrariness, considered by many psychologists as an essential component of school readiness, acts as a natural consequence of the high level of educational motivation development. In other words, it is again about the development of an important component of learning activities. However, the point is that readiness for school should be developed in the child before he or she enters school.
To prepare a child for school means actively developing his educational and cognitive motives (desire to learn) and those specific components of activity and mental processes that will provide him with an easy adaptation to a new stage of life.
The child has to learn not only the rules of a healthy lifestyle, but also to be healthy. V.Y. Lykova speaks in her works about insufficient realization of a continuity in tasks, contents, means, forms and methods of formation of a healthy life style in the «kindergarten-elementary school» system, and about the need of education of health culture in children of preschool and elementary school age [7].
«Gradualness» of knowledge and skills assimilation, a variety of forms and methods are characteristic of an education system as one of the most important mechanisms of health education. At the same time, it becomes clear that discontinuity of this system is the main difficulty for pupils.
The continuity problem in education is connected with a problem of continuity of education in life of each person. A large number of psychology and pedagogical researches are devoted to it (R.A. Dolzhikova, G.M. Fedosimov, N.N. Kulinich, I.P. Ishchenko, G.V. Ilyina, A.B. Lagutin, M.P. Mukhina). However, the continuity of education, quite often in practice, is considered as addition and expansion of the available volume of knowledge. Often, we forget that educational process, whatever important it is for adults, for children is only one of making their activity [1, 2, 5, 8].
The concept of continuous education is focused on interrelation of preschool and primary education and assumes the solution of the following priority tasks in childhood:
• familiarizing children with values of a healthy lifestyle;
• ensuring emotional wellbeing of each child, development of one's positive attitude;
• development of initiative, inquisitiveness, randomness, ability of creative self-expression;
• stimulation of communicative, informative, play and other activities in children;
• development of competence in the sphere of the relations to the world and other people;
• inclusion of children in various forms of cooperation (with adults and children of different age);
"Educationalbulletin "Consciousness"/"Образовательный вестник "Сознание"
• formation of readiness for active interaction with the world (emotional, intellectual, communicative, business and so on);
• development of desire and ability to study, formation of readiness for education in school and for self-education;
• development of initiative, independence, skills of cooperation in different types of activity;
• improvement of achievements of preschool development (throughout all primary education);
• the special help with development of the qualities which are not created in the preschool childhood;
• training process individualization, especially in cases of the advancing development or lag. Modern transformations are directed to improvement of children development in preschool and
ensuring continuity of preschool and primary school education. In particular, transformations concern changes in contents and methods of work, the developed forms of interrelation of kindergarten and school. One of the directions of interrelation of two educational steps is ensuring the high-quality psychology and pedagogical maintenance allowing not only to overcome the arising difficulties in the course of training, but also to prevent them.
The analysis of pedagogical experience allows us to speak about continuity as a bilateral process in which at a preschool step of education the worthiness forms as fundamental personal qualities of the child and those achievements that form a basis of his successful training at school. At the same time the school, as the successor of a preschool step of education, considers achievements of the preschool child and builds the pedagogical trajectory, relying on his individual potential. Such understanding of continuity allows to realize continuity in development and education of children.
All work with children of preschool and elementary school age needs to be planned with the account of principle "do not harm" and be directed to maintaining health, emotional wellbeing and development of identity of each child.
Therefore, both preschool and general educational institutions need to jointly adjust the work in this direction:
— preschool teachers and physical education instructors have to take into account the requirements of the school curriculum of primary general education;
— elementary school teachers and physical education teachers should adjust the curriculum, taking into account the individual characteristics of each child at the initial stage of education.
Some of essential results of continuity between preschool and elementary school appear in development of the leading activity of every period of the childhood (play - in preschool, educational -in elementary school). It is the most important factor of a mental and personal child development, and leads to painless adaptation at the subsequent step of education. At preschool age, special attention has to be paid to formation of psychological readiness for school, development of perception, imagination, art and creative activity of children. It is necessary to strengthen work on education of moral and strong-willed qualities, independence, and initiative. These activities of preschool institution have to become leading activities.
Conducting sports and recreational work in preschool should be carried out by an instructor with a physical education degree. Such specialist will be able more fully and efficiently carry out work on mastering children's techniques of basic types of movements, on educating physical qualities, on shaping the needs for a healthy lifestyle.
Each educator and teacher need to know that the adaptive capabilities of children of preschool and elementary school age are sharply reduced in the period from 6 to 8 years. Enrolling a child in school is a turning point in his life, causing a change in the stereotype developed in preschool institutions and the family. The first 2-3 months of study are difficult for almost all students, regardless of their level of physical and mental development. The task of the teacher is to facilitate the adaptation of the child to new conditions, reduce the neuropsychic trauma of the transitional period from preschool to school life.
To exclude the practice of enrollment of pupils contradicting the interests of the child, violating one's constitutional rights. Any diagnostics of child readiness for school can be considered only as a stage in the organization of the subsequent individualization of teaching.
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"Educational bulletin "Consciousness" / "Образовательный вестник "Сознание
Preschool institutions and elementary schools have to carry out pedagogical promotion to parents and public, explaining the purposes of education and training at each age stage of a child development. Thus, establishment of continuity between kindergarten and school promotes rapprochement of conditions of education and training of children of preschool and elementary school age.
Continuity of healthy life style formation in children in the «kindergarten-elementary school» system can function only by means of the adequate technology including the next steps of ensuring continuity:
• acquaintance with logic of teaching and educational process for the purpose of justification of contents, means, forms and methods selection, in formation a healthy lifestyle in children;
• identification of key indicators of children's health state and development;
• level of formation of healthy lifestyle elements at each stage of health culture education;
• planning a healthy lifestyle formation process according to development and the state of health of the child;
• uniformity of forms and methods in the course of healthy lifestyle formation at each stage: observance of a day regimen, nutrition; physical activity; optimization of conditions of teaching and educational process, development of improving techniques;
• consecutive development of skills of healthy lifestyle formation at each step of teaching and educational process [9].
The technology of successive healthy lifestyle successive formation in the «kindergarten-elemen-tary school» system carries out consecutive transition from technologies of healthy lifestyle formation in kindergarten to elementary school.
The principle of continuity concentrates positive results at all levels of healthy lifestyle formation, allows to accumulate the facts for the analysis, correction and forecasting of efficiency of healthy lifestyle formation in the «kindergarten-elementary school» system. In scientific works concerning the theory and implementation of this problem in educational institutions, the idea of need of formation and strengthening of a continuity in the course of health culture education at all its stages is obviously traced. However, the analysis of references allows to draw a conclusion that process of healthy lifestyle education in preschool and elementary school children from a position of continuity still is not a subject of a separate research.
The carried-out analysis of pedagogical researches showed that the problem of health and a healthy lifestyle is one of the most relevant in the light of the happening welfare, economic, political and moral changes in society today. The multidimensionality and complexity of such phenomena as health and a healthy lifestyle testify about indisputable advantages of an integrated approach when determining their essence. Modern theoretical sources indicate existence of serious developments in the sphere of continuity research in the course of teaching. Summarizing the available data on category of continuity, it is necessary to allocate the next moments: at the philosophical level continuity is connected with concepts by «movement», «development», «communication». Depending on approaches to the analysis, continuity is defined as methodological, pedagogical or didactical principle. In our opinion the most significant aspect that continuity is a forward development. Also known interpretations of continuity as communication forms between elements of a teaching system, all-pedagogical regularity or a pedagogical condition of educational process. Continuity provides dynamic development and stability of any of systems, connecting together its separate components. Authors unanimously specify that a basis of continuity implementation appears the establishment of successive and perspective communications between all stages of pedagogical process. Thus, it is clear how important to teach in children, since the earliest age, the active attitude towards own health, understanding that health - the greatest value granted to the person by the nature.
