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MANAGING THE DEVELOPMENT OF SELF MOTOR ACTIVITY OF YOUNG CHILDREN IN BULGARIAN KINDERGARTENS
© Shabanski F.K.*
Department of sports, Sofia University, Bulgaria
All kids love to play but they could not organize to do so by themselves. Adult-led activity is necessary in order to develop the physical abilities of children. The goal of the paper is to offer a methodology for guiding the development of the self-motor activity of young children. The objectives are to examine the essence of the motor activity of children; to identify ways to optimize their physical activity and to propose some guidelines for the organization of sports corners in different age groups in the kindergartens. The main method was the observance of children's attitude in 3 childcare cen-ters.The motor activity of children is an excellent way of physical and emotional development of the individual. That it is why it is important to know the necessary conditions for the development of movements of preschool children in order to organize appropriate sports corners in different age groups.
Keywords: physical education, young children, adult-led activity.
Introduction
Physical education plays a vital role in the young children's development and growth. According to numerous medical studies, physical wellbeing of a man is directly related to his or her performance whether in class or in the office. The purpose of physical education is to instill in people the value of self-preservation and choosing a lifestyle that is good for both the mind and body. Physical education is a link to good health and a preventing measure against disease. With obesity at an all-time high, schools and universities alike are encouraging students to take part in activities that require physical involvement, be it in the form of exercise or sports. Physical education is commonly a part of the curriculum at schools, junior / senior colleges and universities. This is not the case with kindergartens where young kids do not get enough physical activities. The majority of Bulgarian children are in some type of childcare provision, so the childcare centre is the highest predictor of preschool physical activity.
According to current data during their stay in the kindergarten kids move freely and play less than 30 % of waking hours. This means that children realize less than half of the age norm recommended for young children. The USA's National Association for sports and physical education suggests for example the following guidelines for them: at least 60 minutes a day, cumulative, on struc-
* Assistant.
tured physical activities; at least 60 minutes a day (and up to several hours) on unstructured physical activities and no more than 60 minutes at a time engaged in sedentary activities, unless they are not sleeping. Other researchers believe that there is not a specific recommendation for the number of minutes young children should be active each day. They think that children ages 2-5 years should play actively several times a day. Their activity may happen in short bursts of time and not be all at once. Physical activities for young children should be developmental-ly-appropriate, fun, and offer variety.
In pedagogical practice, insufficient attention is paid to the organization of independent motor activity of the child. It is not considered as a component of physical culture and as a means of personal development. These and other factors reduce the possibility of preserving the health of children in kindergartens.
To strengthen the children's health it is necessary to improve the system of physical education, activate motor ability, and exercise individually differentiated approach in education, training and development.
Despite the fact that kids love to play outdoor plays, they could not organize a game, even familiar to them, good on their own. Adults must guide the private activity of the child. This guide is provided by the show, as well as through verbal story, explanations and instructions. The adult plays a leading role in the development of new movements and of independent motor activity of children.
Research methods
The purpose of the study is to offer a methodology for the development of the self-motor activity of young children. The objectives of the work are to examine the essence of the motor activity of children; to identify ways to optimize their physical activity and to propose some guidelines for the organization of sports corners in different age groups in the kindergartens.
Three childcare centers in Velingrad, Bulgaria, were selected to carry out the study (n = 93). Through the method of observation were tried different metholo-gies for the development of the motor activity of the children from different age groups. The kids under review had similar ethnical and social origin. The studies were implemented in the period September-December 2013 and March-June 2014. The author attended the selected kindergartens three days a week between 10 and 12 a.m. and worked with children from the different age groups.
Results
In childhood motor activity can be divided into 3 parts: activity in the process of physical education; physical activity carried out during training, community service and work; spontaneous physical activity in the free time. These components are closely linked.
Motor activity is among the main factors that determine the level of metabolic processes of the body and the condition of his bone, muscle and cardiovascular
system. It is closely linked with the three aspects of health: physical, mental, and social and plays a different role during the life span. Body's need for motor activity is individual and depends on many physiological, socio-economic and cultural factors. The level of motor activity needs is largely determined by hereditary and genetic traits.
A certain level of physical activity is required for the normal development and functioning of the body and for maintaining health. There is a minimum, optimal and maximum level of motor activity. The minimum level allows the maintenance of a normal functional state of the body. The optimum level leads to the best functionality of the organism. The maximum motor activity results in excessive load, which can lead to fatigue and a sharp decrease in vitality.
Motor activity influences the formation of psycho-physiological status of the child. There is a direct relationship between the level of his physical fitness and mental development. Physical activity stimulates perceptual and intellectual processes and rhythmic motion trains pyramidal and extrapyramidal systems. Children with a large amount of motor activity during the day are characterized by a medium and high level of physical development, adequate indicators of the state of the central nerve system, good operation of the cardiovascular and respiratory systems, enhanced immune resistance, low incidence of colds.
In the young preschool age groups are formed the basic skills of movement, correct posture, basic skills with the ball. The main field of the work with children form older preschool age is the development of mental and physical qualities (strength, endurance, speed, agility, flexibility), the formation of the most important motor skills in accordance with the biological rhythms of the year.
Physical activity of kids in kindergartens could be organized in the following forms (Table 1):
- Physical education classes;
- Morning gymnastics;
- Short time exercises;
- Physical activities during recess;
- Exercise after a nap;
- Organized walks;
- Corrective classes.
Physical education classes are the main form of physical training, aimed at familiarizing children with the basic, general developmental movements and games. Physical education classes, depending on the tasks, are carried out frontally in subgroups under the personal supervision of the trainer.
Morning gymnastics is a set of general developmental exercises aimed at improving the functional activity of the life-supporting systems. The exercises normalize the emotional tone of the body, improve the function of respiration and blood circulation, activate metabolism. Morning exercises are done daily before breakfast (outdoors in summer and indoors in winter).
Table 1
Structure of pre-school classes in physical education
Type of activity Form of physical activity Quantity and length of classes for different age groups
Physical education classes 3-4 years 5-6 (7) years
2-5 times a week
15-20 min. 25-30 min.
Morning exercises Every day
5-7 min. 8-12 min.
Short time exercises Every day
Sport and recreation activity 1-3 minutes depending on the other classes
Physical activities dur- Every day
ing recess 10-12 minutes depending on the content of the other classes
Every day after nap
Exercises after a nap 7-15 minutes
2 times a day
Organized physical activities during walks 20-25 minutes 25-30 minutes
Corrective exercise At least 2 times a week individually or in groups
Self-motor activity 20-30 minutes in the afternoons
Short time exercises are a set of special exercises and game assignments for individual muscle groups. They are conducted during classes of sedentary nature in order to provide relief from muscular and mental stress, create positive emotions, and stimulate kids' activity.
Physical activities during recess are implemented during breaks between classes and are organized as games, game tasks and sets of exercises. These activities are necessary to relieve emotional stress and fatigue in children, formed in the course of classes requiring mental training.
Exercises after a nap facilitate the gradual transition of the body from sleep to wakefulness, improve emotional and muscle tone, promote effective hardening of the body and can be accompanied by water treatments.
Organized physical activities during walks (morning and evening) are aimed at improving motor actions and training some personal qualities in real game ambiance. Kids usually use materials and equipment provided in accordance with the standard list for pre-school institutions. Sports games are held on the simplified rules.
Corrective exercise is a set of measures of medical, physical, and psychological character, which are aimed at restoring the individual health problems of children. Corrective classes are held by the trainer with the subgroups of children with similar medical indications or individually.
Self-motor activity in preschool centers can be organized individually or in groups and includes games and exercises chosen by the kids in accordance with their own desires, interests and abilities. In order to promote self-motor activity of children preschool education institutions use a variety of physical training equipment.
It is crucial that the activities gradually become more complex and time consuming. Another requirement is that exercises be performed using a variety of items and equipment with the help of adults. Children love these exercises. The best option is to carry out these physical exercises outdoors using sports equipment - horizontal bar, ladders, logs, etc.
Satisfying the evolving needs of children from movement within the daily routine can be performed only through a very good organization of their activities and strict compliance with the requirements regarding the content of these activities in any part of the day. Therefore it is necessary to follow not only the daily schedule, but also to implement the pedometer-determined volume of required movements in the care center which are: 9000-9500 steps for 3 years old, 10000-10500 for 4 years old, 11000-12000 for 5 years old, 13000-13500 for 6 years old, and 14000-15000 for 7 years old.
To achieve this level of motor activity over 70 % of it should be realized by using the organized forms of motor activity of children (physical training sessions, morning gymnastics, outdoor games, short-time exercises, sports games, walking, exercise combined with activities preventing colds and other sicknesses, music classes, work etc.).
Gymnastic classes are the main form of organized and systematic teaching of children. At the same time they help the implementation of interrelated tasks related with health, education and training. Gymnastic classes consist of three parts: introductory part, main part and final part. The goal of the introductory is to improve the emotional moods of the children, to attract their attention and to gradually prepare the body for the upcoming increased physical activity.
The purpose of the main part of teaching is learning and consolidating the basic motor skills, developing physical qualities, training different muscle groups, training and improving the physiological functions. This part starts with a general development exercises. They are performed from different starting positions -standing, sitting or lying down. Exercises are used to strengthen and develop various muscle groups - the shoulder girdle and arm muscles of the trunk (back and abdomen), the mobility of the spine, legs, running, exercises for the formation of correct posture, development and formation of the arch, exercises for in-depth breathing, repositioning in rows, etc. Follow the exercises in the main movements -learning new movements or improving and strengthening the known ones. As a rule, in one session 2-3 new movements are learned and fixed. The main ends by an organized game, which includes one or more of the basic movements (running, jumping, climbing, etc.).
The final part of the training is to implement a gradual transition from intense muscle activity to a calm, reduced motor activity, while maintaining the cheerful children's mood. In this part, are organized various types of walking, like walking with the execution of movements while breathing, as well as some games requiring little mobility and small motor tasks.
With the use of chronometer is determined by the total duration of the different activities and of its individual parts. The recommended total length of physical education classes is as follows: 15-20 minutes for 3-4 years, 20-25 minutes for 4-5 years, 25-30 minutes for 5-6 years, 30-35 minutes for 6-7 years (Table 1). Each class takes respectively 2-6 minutes for introductory part, 15-25 minutes for main part, and 2-4 minutes for final part. In the main part of teaching to general developmental exercises are dedicated 3-7 minutes, to main types of movements -8-12 minutes and to games - 4-5 minutes.
The evaluation of the physical activity in classes is done on the base of the total and motor intensity of the exercises.
To determine the total intensity it is necessary to take into account the time taken to perform the movements, the time of the trainer for showing and explaining the exercise, the time for re-arrangement of the kids, the time for cleaning the sports equipment (useful time), the time lost because of the poor organization, waiting and 'trying to restore the discipline.
During the fee final part of the class the heart rate decreases and exceeds the initial values by 5-10 %, and 2-3 minutes after the class is over the heart rate returns to the initial values.
To ensure the good effect of the physical education classes the average heart rate for children 5-7 years should be 140-150 beats / min, 3-4 years - 130-140 beats / min. The average heart rate level is determined by summing up the heart rate level after: 1) introductory part; 2) during the general development exercises; 3) during the main types of movements; 4) during the games; 5) during the final part and dividing the sum by 5.
Gymnastic classes are the main form of organized and systematic teaching of children. At the same time they help the implementation of interrelated tasks related with health, education and training. Gymnastic classes consist of three parts: introductory part, main part and final part. The goal of the introductory is to improve the emotional moods of the children, to attract their attention and to gradually prepare the body for the upcoming increased physical activity.
The purpose of the main part of teaching is learning and consolidating the basic motor skills, developing physical qualities, training different muscle groups, training and improving the physiological functions. This part starts with a general development exercises. They are performed from different starting positions -standing, sitting or lying down. Exercises are used to strengthen and develop various muscle groups - the shoulder girdle and arm muscles of the trunk (back and abdomen), the mobility of the spine, legs, running, exercises for the formation of correct posture, development and formation of the arch, exercises for in-depth breathing, repositioning in rows, etc. Follow the exercises in the main movements -learning new movements or improving and strengthening the known ones. As a rule, in one session 2-3 new movements are learned and fixed. The main ends by an organized game, which includes one or more of the basic movements (running, jumping, climbing, etc.).
The final part of the training is to implement a gradual transition from intense muscle activity to a calm, reduced motor activity, while maintaining the cheerful children's mood. In this part, are organized various types of walking, like walking with the execution of movements while breathing, as well as some games requiring little mobility and small motor tasks.
With the use of chronometer is determined by the total duration of the different activities and of its individual parts. The recommended total length of physical education classes is as follows: 15-20 minutes for 3-4 years, 20-25 minutes for 4-5 years, 25-30 minutes for 5-6 years, 30-35 minutes for 6-7 years, Each class takes respectively 2-6 minutes for introductory part, 15-25 minutes for main part, and 2-4 minutes for final part. In the main part of teaching to general developmental exercises are dedicated 3-7 minutes, to main types of movements - 8-12 minutes and to games - 4-5 minutes.
The evaluation of the physical activity in classes is done on the base of the total and motor intensity of the exercises.
To determine the total intensity it is necessary to take into account the time taken to perform the movements, the time of the trainer for showing and explaining the exercise, the time for re-arrangement of the kids, the time for cleaning the sports equipment (useful time), the time lost because of the poor organization, waiting and 'trying to restore the discipline.
During the final part of the class the heart rate decreases and exceeds the initial values by 5-10 %, and 2-3 minutes after the class is over the heart rate returns to the initial values.
To ensure the good effect of the physical education classes the average heart rate for children 5-7 years should be 140-150 beats/min, 3-4 years - 130-140 beats/min. The average heart rate level is determined by summing up the heart rate level after: 1) introductory part; 2) during the general development exercises; 3) during the main types of movements; 4) during the games; 5) during the final part and dividing the sum by 5.
The energy consumption of the organism depends on the muscular load. The largest energy consumption is observed when running (3-4 fold increase) and playing games (5 times). After the classes for 2-3 minute the energy consumption remains above the initial value at 20-15 %.
When assessing the motor regime acquires one should observe the external signs of fatigue (facial flushing, sweating, breathing and overall health). If all children have distinct signs of fatigue, the trainer should adapt the load level to the physical fitness of children of the corresponding group by reducing and restructuring the activities.
The organization of a rational physical activity regime is one of the main conditions to ensure the children's comfortable psychological state. Numerous researchers believe there is a direct correlation between the rhythm of the motor activity and the mental capacity of the child. Physical activity, they note, is harmful when insufficient or excessive.
Organization of rational motive mode is one of the main conditions to ensure a comfortable psychological state of children. In addition, there is a direct correlation, as experts point out, the rhythm between the motor and mental capacity of the child. Harmful, they note, as insufficient and excessive physical activity.
The starting point for the organization of children's' physical activity regime should be the natural need of the body in motion. This need is approximately 10 to 15 thousand loco motions per day for children 6-7 years; 10-12 thousand - for children 5-6 years; 8-10 thousand - for children 3-4 years; 6-8 thousand - for children 2-3 years. About 60-70 % of these movements must occur when the child is in the care center.
The optimum physical activity regime should be considered under the following conditions:
- The ratio between rest period and motor activity = 30 % to 70 %;
- During the day children show no signs of distraction of attention or express fatigue;
- There is a positive trend regarding the physical health of children;
- The blood pressure in children during the day corresponds to the age norm.
When organizing the motor regime one should take into account each child's degree of mobility.
According to this index children can be divided into three groups:
- Normally active.
- Hyper active.
- Sedentary.
It is interesting to point out that children with normal physical activity perform better in growth than children of the second and third groups. Their behavior and mood are more balanced.
In sedentary and hyper active children the motor processes are less perfect. Moreover, the researchers note that many of them develop such negative traits as envy, indecision aggressiveness, imbalance, etc. These children need individual medical and psycho-pedagogical support.
For example, it is necessary to change the mode of life and the quality of food in order to increase or limit their physical activity. One way to normalize the motor activity of sedentary or hyper active children is to encourage their friendship with peers on the base of common interests.
The objectives of the trainer when organizing the motor regime are:
- analysis and evaluation of the children's' physical activity during the day, week, month, using modern instrumentation;
- identification of the causes for hyper-activity or immobility considering the influence of some genetic factors;
- assisting in the arrangement of equipment on mini play grounds for independent motor activity according to children's' specific psychological characteristics;
- identification of common interests, aptitudes and inclinations of sedentary and hyper active children in order to create situations that stimulate their friendships.
There are several types of interventions for promoting the development of motor activity of preschool children:
- reading or discussing a Fairy Tale, reading poems or excerpts from children's fiction, using proverbs and nursery rhymes that help to understand the assignments and to implement the motor exercises independently and under different situations;
- examining artwork or reproductions of paintings on the theme. due to the strong impressions caused by such illustrations the brightness of emotional perceptions of the events become stronger, which helps to maintain the kids' interest in motor activity during the class;
- organization of reincarnations games (transformation into butterflies, climbers), creating the image of a musical composition («Flight of the Bumblebee», «Eruption») under the appropriate music or playback;
- Giving assignments regarding the further action plan and games implementation in accordance with the topic of the activity;
- Applying practical methods for testing the correct perception of motions as images or as elements of the competition.
When the child has difficulties in the course of the class, the trainer may provide different types of educational assistance in order to stimulate the proper implementation of motor assignments like:
- stimulating care (adult intervention, aimed at enhancing the child's own capacity to overcome difficulties);
- emotional and regulatory assistance (adult judgment favoring the child's actions);
- guiding assistance (all the activity is implemented by the child and the adult only directs him);
- organizing assistance (the child implements the performing part of the activities, and the adult plans and controls them by indicating the sequence of actions; the content of each phase and the evaluation is made by the child);
- educational assistance (i.e., teaching the child to implement a new activity, display or direct instructions what and how to do it).
The pedagogical assistance provided during the sessions stimulates the young child to:
- participate actively in the class work;
- feel free and not be afraid of difficulties, neither feel embarrassment and awkwardness;
- actively observe and learn about the ambiance and the world;
- realize his potential and personal qualities which ensure the development of motor activity;
- enhance communication between the adult and the child.
The implementation of pedagogical assistance in this sense encourages the physical activity of the child, promotes emotional interest (if everything works), development and strengthening of children's personality, as well as the reorientation of the trainer's professional functions toward a better interaction with the child. This is particularly important for those children who are shy or introvert.
Self-motor activity of a 6-years old child is rich and varied, but games remain a mandatory form of organized physical education. The wider range of knowledge, abilities, and motor skills allows the trainer to use a variety of games: games based on themes or without themes, relay games, as well as some elements of sports games.
Plays for children in the older age groups are more complex and may require kids to take different roles. For example, in the game "Cops and robbers" one group of the children are cops, and the group - robbers. It is played in a large outdoor area such as a playground. Two teams are formed; the cops and the robbers, and the cops chase the robbers until they catch them all. Many children can play the game «Who is stronger». There must be two teams. The children in each team stand behind each other holding each other's body, making a column. The teams are facing each other and divided by a line drawn on the ground. According to a signal the first members of both teams start holding each other by their hands and all the team start pulling. The team, which is stronger, manages to pull the members of the other team to their side of the line. Those who crossed the line become members of the other team and they stand behind and help this other team to pull more and more children from their own team.
Implementing the rules of the game requires a lot of attention and such physical and mental qualities as speed, agility, smartness, ability to navigate in space. Older children are usually good at remembering and observing the rules. Most children tend to act according to these rules and can correctly judge whether the others do the same. The trainer can thus require from the kids to stick to the precise implementation of the game.
Children this age are interested not only in the movements, but in their results, so they try to act as quickly and precisely as possible, while showing in the same time self-control, intelligence, initiative, agility (egg, games like «Who will touch first the flag?», «Do a figure», «Who will jump higher?»).
Games are organized every day at different times of the day, even during the classes of physical education. In the morning the trainer should encourage games requiring the use of objects like balls and pins.
The most appropriate time for collective games with intense movements is the morning walk. During the walk can be organized one or several different games (depending on weather conditions, previous classes, children's interest, etc.). One of them may be in common group, others - with small groups organized by the children themselves or custodian for the purpose of exercise children in certain types of movements, as well as playing sports character (badminton,
games like volleyball, basketball, etc.). In the winter time in many games can be used snow («Who will throw more snow?», «Hit the circle», «piece of ice in the paddock gate»). In summer kids could be organized in plays connected with the use of cones, pebbles, acorns, etc.
During the second half of the day the trainer may organize a variety of games: in one or in several groups, and playing with different objects - pins, hoops, balls, etc. Kids should be given a greater autonomy in participating in outdoor games and an opportunity to demonstrate their knowledge, abilities, strong interest of the games.
The organization of children at play can take different forms, but should not be too strict to make the participants lose interest in the game. With children, you can agree in advance that there will be a game during the walk, and agree on the signal to gather for the beginning; the trainer can authorize a few children or the kid on duty to notify the others about the start of the game, or choose other methods, depending on when it is carried out.
When organizing outdoor games the trainer should try to find the more appropriate time for the group game, and should avoid interrupting the creative play. He can organize a game in small groups of kids who are not currently engaged in any other activity.
One of the tasks of the trainer should be to observe state of children at play, which depends on the degree of physical exertion. He needs to regulate the alternation of action and active recreation, provide timely signals to change actions and playing time to switch to another game. After the game (immediately or later) it is advisable to talk in a casual conversation with the children about the results and the play of each child.
When the kids become familiar with the games, they become more complex and vary depending on the venue (indoor or outside), the increase or the decrease of the play site, the application of additional rules and more complicated performance. The motor activity of children is an excellent way of physical and emotional development of the individual. This it is very important to know the characteristics of the conditions for the development of movements of preschool children in order to organize appropriate sports corners in different age groups.
Discussion and conclusions
Motor activity is the sum of all the movements of man made in the course of his day life. It is an effective means of preserving and strengthening the health and harmonious development of the individual, and disease prevention. Physical culture and sports are an indispensable component of motor activity.
The physical exercises are part of the general regime of the preschooler regulating his active muscle activity, including physical movements, walking, etc.
With age, physical exercises play an increasingly large part of the daily routine of the child. They are a factor contributing to the increase of the adaptation
not only to muscular activity, but also to cold, and hypoxia. Physical activity contributes to the normal development of the central nervous system and leads to improved memory and learning processes, normalization of emotional-motivational sphere, better sleep, increasing physical and mental ability.
Creating a safe learning environment for self-motor activity of children, adequate to their age and needs, will promote health, expansion of their motor experience, the formation of stable interest in physical exercise, self-organization and communication skills with peers.
Literature:
1. Ruiz R., Tracy D., Sommer E., Barkin S. A novel approach to characterize physical activity patterns in preschool-aged children. - Obesity, 2013. - № 21 (11).
2. Zachopoulou E., Pickup I., Tsangaridou N. Early Steps Physical Education Curriculum // Theory and Practice for Children Under 8, Champaign, IL. -Human Kinetics, 2009.
