Psychological and physiological characteristics of primary school age. Physiological characteristics of school-age children

Radchenko S.V. teacher of biology and chemistry MBOU Bortsovskaya secondary school No. 5

Physiological features children school age

The health of a child is closely related to the level of his physical, mental and functional development.

Health is not only the absence of disease and physical defects, but a state of complete physical, spiritual and social well-being. Basic distinctive feature a child is that he grows and develops according to certain laws and is not a copy of an adult.

Anatomical and physiological characteristics of children of primary school age

Children of primary school age include schoolchildren from 7 to 11 years old. During this period, the child’s memory and coordination of movements improve. In connection with these physiological characteristics, the child has the opportunity to learn: writing, reading, counting.

When school begins, some problems arise: the child spends less time outdoors, the child’s daily routine changes and is disrupted, including his diet. As a result, the likelihood of diseases such as infectious, allergic, cardiovascular, and gastrointestinal diseases increases. Also, at this age, the likelihood and danger of childhood injuries is high.

To the numberchildren of primary school age include the following.

1. The growth rate stabilizes: a child’s height at 8 years old is 130 cm, at 11 years old – about 145 cm.

2. Some accumulations of fat cells appear under the skin in the chest and abdomen, which, if not properly controlled, can lead to obesity. Hypothermia and overheating become less dangerous, as the formation of sweat glands ends.

3. The child’s muscular system increases in size and strengthens. Now the student becomes physically stronger and more efficient. His fingers are capable of more delicate work: writing, modeling, butThe development of large muscles outpaces the development of small ones, and therefore children are better able to perform strong and sweeping movements than small ones that require precision (for example, when writing).

4. The growth and strengthening of bones continues, but final ossification has not yet occurred, and therefore there remains a danger of curvature of the spine due to incorrect posture when reading and writing. The chest is increasingly involved in breathing, and its volume increases. By the age of 11, differences in the skeletal structure of boys and girls begin to appear: girls have a wider pelvis, and there is a tendency for the hips to widen.

5. The formation of the structure of the lung tissue is completed, the diameter of the airways (trachea, bronchi) increases. An increase in the mucous membrane ceases to pose a serious danger in diseases of the respiratory system. The respiratory rate decreases at 10 years of age to 20 times per minute.

6. In the cardiovascular system, the trend towards a decrease in heart rate continues (from 5 to 11 years it decreases from 100 to 80 beats per minute) and an increase blood pressure(110/70 mmHg).

7. The digestive organs and digestive glands are well developed, actively functioning, the digestion process is practically no different from the digestion of adults. The frequency of bowel movements is 1–2 times a day.

8. The structure of the kidneys and other urinary organs is almost the same as in adults. The daily amount of urine gradually increases.

9. The body's defenses are well developed. Laboratory indicators immune system practically correspond to similar indicators for adults.

10. At the age of 7 years, the active activity of the thymus gland ceases, as a result of which the brake on the activity of the reproductive and a number of other endocrine glands is removed. During this period, the mobility of nervous processes increases, excitation processes predominate, and this determines such characteristic features of younger schoolchildren as increased emotional excitability and restlessness.The development of the endocrine system ends. Signs of puberty appear.

11. The nervous system is improved, the functions of the cerebral hemispheres are intensively developed, and the functions of the cerebral cortex are enhanced. The weight of the brain reaches the brain of an adult and increases to 1400g.By the age of 7, the frontal parts of the cerebral hemispheres mature morphologically, which creates the basis for a greater harmony of excitation and inhibition processes than in preschoolers, necessary for the development of purposeful voluntary behavior.Development nervous system characterized by the expansion of analytical capabilities, the child reflects on his own actions and the actions of others. However, there are still many playful elements in the behavior of children of primary school age; they are not yet capable of long-term concentration. Some children, especially those who were raised without peers, are withdrawn and have difficulty settling into a group, which can subsequently affect their mental type of character.

12. At the same time, growing physical endurance and increased performance are relative, and in general, children remain characterized by increased fatigue and neuropsychic vulnerability. This is manifested in the fact that their performance usually drops sharply 25-30 minutes after the start of the lesson and after the second lesson. Children become tired when they attend an extended day group, as well as when lessons and activities are intensely emotional.

Anatomical and physiological characteristics of children of senior school age

Children of high school age (from 12 to 18 years old) are otherwise called adolescents. This period of a child's life is characterized abrupt change work of the endocrine glands. For girls this is the time of rapid puberty, for boys it is the beginning of this process. This period is characterized by the completion of the formation of the child’s personality.

To the numberanatomical and physiological features children of senior school age include the following.

Due to the fact that at the beginning of middle school age girls are somewhat ahead of boys in physical development, but then the trend changes to the opposite, standards physical development Children of this age have a kind of cross.

At high school age, boys are already confidently superior to girls in physical development. The physical development standards for boys and girls aged 18 are no longer practically different from the physical development standards for an adult.

Changes in the endocrine system continue. In this regard, the formation of a figure according to the female and male type occurs under the influence of sex hormones

– in girls aged 16–18, skeletal growth ends;

– in boys, at the age of 14–15 the change in voice is complete; at the age of 17–21, skeletal growth stops.

Disharmony in the endocrine system causes instability of reactions in the emotional and mental sphere of adolescents. There is inconsistency in the morphological and functional development of individual organs and systems. There is a lag in the growth rate of the heart from the rate of lengthening of the body, a lag in the growth of the lumen of blood vessels from the increase in the power of myocardial contractions, and a 1-2 year lag in the growth of the body in length from the lengthening of the limbs. These changes cause temporary impairment of motor coordination and reduce mental and physical performance. A decrease in performance is also associated with an increase in energy consumption with an increase in body size, which reduces the possibility of energy supply for muscle work in the body of a teenager.

Particularly noticeable in the maturation of the musculoskeletal system is the “pubertal growth spurt” - a sharp increase in body length, mainly due to rapid growth tubular bones. In girls, it occurs on average at about 13 years of age, when their annual growth reaches 8 cm, and in boys - at 14 years of age, amounting to up to 10 cm per year. At the same time, the teenager’s limbs stretch out unusually, but his growth lags. chest. This explains the appearance in children of pain in the heart, legs, headaches, increased blood pressure, the appearance of irritability, fatigue, increased gastric secretion - these are all functional changes. But against this background, the risk of somatic diseases is high. The usual body proportions and coordination of movements are temporarily disrupted.

The gradual and step-by-step strengthening of bones, ligaments and muscle mass in a teenager makes it necessary to constantly monitor the formation of his correct posture and the development of the muscular corset, to avoid prolonged use of asymmetrical poses and one-sided exercises, and excessive weights. An incorrect relationship between the tone of symmetrical muscles leads to asymmetry of the shoulders and shoulder blades, stooping and other functional disorders of posture. At middle school age, postural disorders occur in 20-30% of cases, spinal curvature - in -10% of cases. In girls and young women, the posture is more straight than the posture of boys and young men. The structure of the chest, pelvis and skeletal system is generally similar to their structure in adults. Ossification of the skeleton ends, so incorrectly healed fractures, curvatures of the spine, arm and leg bones after rickets and other defects are very difficult or even impossible to correct.Hands are capable of doing very delicate work - writing, drawing, sculpting, constructing something.The process of skeletal ossification is finally completed by the age of 25.

Respiratory functions experience some developmental difficulties during puberty. Delayed growth of the chest with significant extension of the body makes breathing difficult for a teenager. The weight of the lungs at 12 years of age turns out to be 10 times greater than the initial one, but still half that of adults. Increased excitability of the respiratory center and temporary disturbances in breathing regulation cause a particular intolerance to oxygen deficiency in adolescents. In hypoxic conditions, they may experience dizziness and fainting.

The capabilities of the respiratory system, even in adolescence, are still lower than those of an adult body. At 17-18 years of age, breathing reactions to stress are even less economical; the endurance of the respiratory muscles is insufficient.

The digestive system functions actively. Digestive juices are secreted in approximately the same volume as in an adult. Peristaltic function is well developed.However, diseases typical for this age are gastrointestinal tract: gastritis, duodenitis, peptic ulcer.

The immune system is well developed. The body is highly resistant to infectious and other diseases. By following the correct daily routine, performing the necessary hygienic measures, and following the principles rational nutrition and when leading a fairly active lifestyle, the child practically does not get sick.But when physical activity Myogenic leukocytosis often occurs in the blood system of children of middle and high school age. Large muscle loads cause inadequate blood reactions in adolescents - they reduce the body's immunity. At the same time, inhibition of activity and a decrease in the number of T-lymphocytes in the blood are observed, the amount of the immune protein interferon gamma decreases, and the phenomenon of disappearing antibodies appears.

Physical changes in the body are completed, resulting in a large mental and emotional load,he still cannot engage in intellectual work with the activity of which an adult is capable - middle and high school students get tired faster.Against this background, teenage ailments are typical: dizziness and headaches caused by decreased cerebral vascular tone - vegetative-vascular dystonia.

Conclusion: basedanatomical and physiological characteristics of school-age children, attention should be paid to the volume of educational load, homework, the presence of physical education minutes in the lesson,

Physiological features of development of a child of primary school age.

Junior school age covers the period of life from 6-7 to 10-11 years and is determined by the most important circumstance in a child’s life - his admission to school.
1. At this time, intensive biological development of the child’s body occurs (central and autonomic nervous systems, skeletal and muscular systems, activity internal organs). The basis of this restructuring (it is also called the second physiological crisis) is a distinct endocrine shift - “new” endocrine glands come into action and “old” ones cease to function.

2. Improvement occurs cognitive processes(perception, memory, attention), the formation of higher mental functions (speech, writing, reading, counting), which allows a child of primary school age to perform more complex mental operations compared to a preschooler. Under favorable learning conditions and a sufficient level of mental development, prerequisites for the development of theoretical thinking and consciousness arise on this basis. Under the guidance of a teacher, children begin to assimilate the content of the basic forms of human culture (science, art, morality) and learn to act in accordance with traditions and new social expectations of people. It is at this age that the child first begins to clearly understand the relationship between him and others, to understand social motives of behavior, moral assessments, and the significance of conflict situations, that is, he gradually enters the conscious phase of personality formation. With the arrival of school, the emotional sphere of the child changes. On the one hand, younger schoolchildren, especially first-graders, largely retain the characteristic characteristic of preschoolers to react violently to individual events and situations that affect them. Children are sensitive to the influences of environmental living conditions, impressionable and emotionally responsive. They perceive primarily those objects or properties of objects that cause a direct emotional response, emotional attitude. Visual, bright, lively is perceived best. On the other hand, entering school gives rise to new, specific emotional experiences, because freedom preschool age is replaced by dependence and submission to new rules of life. Situation school life introduces the child into a strictly standardized world of relationships, demanding from him organization, responsibility, discipline, and good academic performance. By tightening living conditions, the new social situation increases mental tension for every child entering school. This affects both the health of younger schoolchildren and their behavior. Entering school is an event in a child’s life in which two defining motives of his behavior necessarily come into conflict: the motive of desire (“I want”) and the motive of obligation (“I must”). If the motive of desire always comes from the child himself, then the motive of obligation is more often initiated by adults. How can children resolve this conflict between “I want” and “need”, what ways out of the situation can they choose? According to the logic that has been used more than once in Russian fairy tales, there can be at least four of these paths: forward, backward, left and right. The first path, the “must”, is the direct road “forward” to adulthood with its norms, requirements and obligations. The second path, “I want,” is a kind of retreat “backward,” a defensive regression to early childhood forms of behavior. The third path, “to the left,” is used by the so-called “rational” children, who try with all their might to transform the school situation in such a way that instead of adults’ “shoulds,” children’s “wants” are in charge. Such children openly doubt the very content of adult norms and requirements, always offer something, change the original rules, protest and quickly switch off from work if they are not followed and listened to. These children are quite inconvenient for adults, as they always have their own opinions and tend to contradict adults (conflict). The fourth path, “to the right,” is the most interesting. A child who chooses this path strives with all his might to comply with all the “shoulds” that follow from a particular situation. But he is not entirely satisfied with how he does it. As a result, he withdraws into himself and experiences everything very deeply. He experiences vivid, emotionally charged states. He is torn apart by contradictions between a variety of aspirations, desires and desires. The child cannot accept himself in the situation and therefore more or less consciously strives to transform not the external, but his internal mental world, to somehow relieve internal tension and discomfort, that is, to protect himself with the help of psychological mechanisms. And here some things work out for him, and some things don’t. And if some experiences remain poorly realized and unreacted, they can turn into psychological complexes, which we often observe in adults. Whatever strategy the child chooses, the inability to meet the new standards and demands of adults inevitably makes him doubt and worry. A child entering school becomes extremely dependent on the opinions, assessments and attitudes of the people around him. Awareness of critical comments addressed to oneself affects one’s well-being and leads to a change in self-esteem. If before school some individual characteristics of the child could not interfere with his natural development, they were accepted and taken into account by adults, then at school there is a standardization of living conditions, as a result of which emotional and behavioral deviations of personal characteristics become especially noticeable. First of all, hyperexcitability, increased sensitivity, poor self-control, and lack of understanding of the norms and rules of adults reveal themselves. Dependency is growing more and more junior school student not only from the opinions of adults (parents and teachers), but also from the opinions of peers. This leads to the fact that he begins to experience a special kind of fear: that he will be considered funny, a coward, a deceiver, or weak-willed. As A.I. Zakharov notes, if in preschool age fears caused by the instinct of self-preservation prevail, then in primary school age social fears prevail as a threat to the well-being of the individual in the context of his relationships with other people. In most cases, the child adapts himself to the new life situation, and they help him with this various forms defensive behavior. In new relationships with adults and peers, the child continues to develop reflection on himself and others. At the same time, achieving success or suffering defeat, he can, in the figurative expression of V.S. Mukhina, fall “into the trap of accompanying negative formations,” experiencing a feeling of superiority over others or envy. At the same time, the developing ability to identify with others helps to relieve the pressure of negative formations and develop accepted positive forms of communication.
Thus, entering school leads not only to the formation of the need for knowledge and recognition, but also to the development of a sense of personality. The child begins to occupy a new place inside family relations: he is a student, he is a responsible person, he is consulted and taken into account. Mastering the norms of behavior developed by society allows the child to gradually turn them into his own, internal requirements for himself.

Municipal budgetary educational institution "Khovanshchinskaya Secondary School"

Report

On the topic: “Features of the physiological and psychological development of younger schoolchildren. Prevention of difficult school adaptation. Meaning correct mode»

Completed by: teacher primary classes

Makeeva Margarita Yurievna

Psychological characteristics.

Psychologists around the world talk about a certain general infantilization of children, that is, modern seven-year-olds are personally younger than their peers ten years ago. Despite the selection, many children still miss letters and confuse their multiplication tables. But the most unpleasant thing is that the majority of modern children do not like and do not want to study, and that even after graduating from school and passing university exams with the help of tutors, they experience enormous difficulties in the process of further education.

The child’s desire to occupy a new social position leads to the formation of his internal position as a schoolchild. Study becomes a significant activity. At school, a child acquires not only knowledge and skills, but also a certain social status, his self-awareness changes (the birth of the social “I”). There is a reassessment of values; interests and motives are related to studies.

At the same time, intensive biological development of the child’s body occurs. The basis of this restructuring is an endocrine shift. Such a physiological restructuring requires a lot of stress from the child’s body to mobilize all its reserves. During this period, the mobility of nervous processes increases, excitation processes predominate, and this determines such characteristic features of children as increased emotional excitability and restlessness.

Children are sensitive to the influences of environmental living conditions, impressionable and emotionally responsive.

Depending on the influence that parents and surrounding adults have on the child, the further development of the child’s individuality, the formation of his self-esteem, and filling him with new value orientations will depend.

Depending on the level mental development child, i.e. on how developed the voluntary sphere is (the ability to listen, accurately follow the instructions of an adult, act in accordance with the rules, the development of voluntary attention, random memory), speech sphere, certain types of thinking have been formed, how socially developed the child is, etc. and the level of psychological readiness for school will depend.Those. psychological readiness for school is a certain level of mental development of a child.

You should not take on the child’s responsibilities for preparing the workplace or collecting school things and supplies for school.

The child needs to complete the task independently, but at the same time he must constantly feel that adults are not indifferent to his work, he needs kind and intelligent help from you (from time to time, in fact, and always - emotional psychological support).

So, kindness, patience, faith in the strength of the little schoolchild, the conviction that he is good and capable - these are the main tips that will help organize children’s homework.

Mistakes that both parents and children can make.

1. Parents limit themselves to the question: “Have you done your homework?” This is not a test. And the children soon understand this.

2. Children do the exercise and then learn the rule, and not vice versa!

3. Adults overly control the student or try to do everything for him themselves.

4. Parents forget to praise their child for a successfully completed task.

5. If the child does not understand the topic, parents begin to explain in their own way. The child is lost and does not know who to listen to: the teacher or the parents.

Parental “DON’Ts” when following a daily routine

IT IS FORBIDDEN:

Do not forgive the child’s mistakes and failures.

Wake up the child at the last moment before leaving for school, explaining this to yourself and others with great love for him.

Feed the child dry food and sandwiches before and after school, explaining to yourself and others that the child likes this kind of food.

Demand from the child only excellent and good results at school if he is not ready for them.

Do your homework immediately after school lessons.

Deprive children of games fresh air because of bad grades at school.

Wait for mom and dad to start doing homework.

Sitting in front of the TV and computer for more than 40 - 45 minutes a day.

Watch scary movies and play noisy games before bed.

Scold your child before bedtime.

Do not engage in physical activity during free time from lessons.

Talking to a child about his school problems is both evil and edifying.

Physiological features.

Primary school age is one of the most important periods in the growth and development of the body. From the age of 5-7 years to 10-11 years, the length of the limbs rapidly increases, exceeding the rate of body growth. Body weight gain lags behind the rate of increase in body length.

Children's bones and skeletal muscles contain a lot of organic matter and water, but little minerals. The slight extensibility of the muscular-ligamentous apparatus provides the child with well-defined flexibility, but cannot create a strong “muscle corset” to maintain the normal alignment of the bones. As a result, skeletal deformations, development of asymmetry of the body and limbs, and flat feet are possible. This requires special attention to organizing the normal posture of children and the use of physical activity.

Significant changes are observed in all organs and tissues of the body, and the formation of the spine continues. Attention to the formation of posture is especially important, since for the first time the child is forced to carry a heavy briefcase with school supplies. The motor skills of the child's hand are imperfect, since the skeletal system of the phalanges of the fingers has not formed. The role of adults is to pay attention to these important aspects of development and help the child take care of his own health.

Nervous system

Unstable

Excitation and inhibition of the nervous system is associated with its low mobility

The balance between nervous excitation and inhibition has not developed

Fatigue, inability to perform monotonous work for a long time, easily distracted, inability to switch from one type of activity to another

Haste in actions, inaccuracy, sloppiness

Organize safe, active recreation; use a variety of dynamic pauses; change the type of activity more often

Attention

Involuntary, selective

Unsustainable

Easily distracted

Use bright, visual, unusual and unexpected material; connect auditory, kinesthetic, and visual perception systems

The child thinks primarily in visual representations, on which he relies in the course of reasoning.

Use visual and household materials, diagrams, symbols; specify questions

Memory

mechanical

involuntary

You remember easily and simply what is in itself connected with emotions, actions, with what causes a smile and interest.

Develop logical ways of memorizing; it is very important to teach ways to obtain results (teach to listen, observe, remember, think); use of non-standard tasks and questions; creating unusual situations to attract children's attention

Attitude towards yourself

There is no personal self-esteem, there is an assessment of actions, depending on the assessment of adults and associated with educational activities

More is fair to encourage; know more individual characteristics baby

Behavior

Impulsive, direct

Not restrained in emotions; fulfillment of momentary desires; there is a great need for approval and tactile contact

Regulate behavior through workload, assignments, and solving a specific problem.

From my small experience I can confirm the validity of what I said above.

To avoid the formation of incorrect psychological and physiological characteristics, parents and teachers need to work together. Parents should also monitor everything that the teacher monitors at school and at home. What is the child’s mood, is he ready for lessons, how does he sit while reading books, writing, during lunch, etc. Maintain the child's interest and support physical fitness child. Dads should pay more attention to physical education for boys because... a man should be strong, courageous and strong, treat elders with respect and not offend younger ones, and mothers should be raised primarily as housewives and helpers.

The transition to school is not easy even for well-prepared children. When a child arrives at school, everything begins completely new stage in its development, which is characterized by the emergence of a new social position: the child becomes a student, i.e. participant educational activities, which requires a lot of effort, will, and intellect. The adaptation of a young student to many of the new school requirements occurs gradually, not always smoothly, and is necessarily associated with the breaking of existing psychological stereotypes.

First of all, the lifestyle changes. Now every day you need to get up on time by the alarm clock in order to have time to do exercises, wash, get dressed, eat and not be late for school when classes start. We must learn to count and value time so that there is enough time not only for studying, but also for games and walks. Moreover, he will be able to rest after he has done the most important thing - prepare for tomorrow's school day.

A restructuring of value orientations is also taking place. Previously, the child was praised for quickly eating, washing, and dressing. Now it turns out that all this is necessary in order to have time to fulfill, first of all, educational duties. Often they begin to scold him for what they previously praised him for: “You’re playing again, instead of studying.” And the attitude of adults and peers towards him will be largely determined by his success in learning.

The child's main concern is studying. You can’t forget about it, put it off while doing something more interesting, or refuse it if you’re not in the mood. The degree of regulation of behavior also changes: in the classroom: you cannot engage in extraneous matters, be inattentive, demand special treatment, ask questions without the teacher’s permission, be offended by his comments.

This one is no longer far full list problems that a child faces shows that readiness for school does not directly depend on the level of his knowledge.

I would like to warn parents against a common misconception - focusing on excellent grades. Parents often tell their children that at school they should only get good grades, since bad grades are given to those who are careless and incapable. As a result, the guys get the impression that the main task schoolchild - getting excellent marks.Or if you receive good grades we'll buy you a scooter orIPfone, laptop.There is a substitution of goals: the main thing is to get a good grade, to avoid a bad one in every possible way, and not the desire for knowledge. The child must understand that the main thing is not the mark itself, but what it was put for. After all, in itself it is neither good nor bad: a mark makes it possible to see your mistakes, mistakes and achievements. A bad mark received for unlearned educational material must be discussed with the child and try to explain what it suggests, what he does not know, what rule he did not apply. “2” cannot be punished. What is needed here is a particularly calm, friendly, constructive approach in order to outline specific measures to overcome the backlog.

It is equally important to pay constant attention to all the school affairs of the little student and to his learning.

The goals that we set for the child must be specific, understandable, and evoke the desire to achieve them at any cost. The child is little inspired by distant, vague prospects. For example, we say: “If you learn to read, you will be able to read books yourself.” A child who still barely knows how to read syllables may experience not joy, but disappointment: it seems to him that he will be deprived of the enormous pleasure that an adult’s reading gives him.

Even peers make their demands. The child begins to worry and tries to think through the situation: will he be able to study like everyone else, will the guys in the class be friends with him, will they not offend him with words or actions. Interpersonal connections arise, mutual demands and mutual evaluation appear, the feeling of sympathy for a peer becomes stable (he defends his right to sympathy for another child and can contrast his opinion with the opinion of an adult if he does not approve of his choice). During this period, adults should pay attention to how children address each other and stop unacceptable forms of treatment.

Positive relationships with other children become of great importance for a primary school student, therefore one of the main motives of his behavior is the desire to earn the approval and sympathy of other children, and at the same time he strives for recognition from an adult. Thanks to this, the child tries to behave correctly because adults are interested in him. In unfamiliar situations, the child most often follows others against his wishes, and often common sense. At the same time, he experiences a feeling of strong tension, confusion, and fear. Peer following behavior is typical for this age. This is confirmed in lessons: the child raises his hand after everyone else, although he does not know the answer to the question and is not ready to answer. The child is trying to establish himself among his peers, to be better than everyone else.

With all these significant changes that have occurred, parents should not forget thatjunior schoolchildrenremain very emotional, have increased excitability, so they get tired quickly, their attention is very unstable, and their behavior largely depends on the external situation. Children do not yet know how to work in a team. A new, unusual environment at school does not affect everyone in the same way: some experience psychological stress, others react to the novelty with physical stress, which may be accompanied by disturbances in sleep, appetite, and weakened resistance to disease.

It is necessary to develop the child’s independence, awaken in him a sense of responsibility for the work, the desire to look for and correct his own mistakes. In cases where he finds it difficult, he needs to be helped, suggested the path to search, and find it together.

So, primary school age largely determines the child’s future life: how he studies, with whom he communicates, what motives have developed - all this characterizes the child as a person who will become someone in the future

Literature for teachers:

Voskoboynikov V.M. How to identify and develop a child's abilities. St. Petersburg: Respex, 1996

Lokalova N.P. How to help a low-performing student. - M.: Axis - 89, 2003

Sonin V.A. Psychological workshop: Problems, studies, solutions. - M., 1998

N.I. Derekleeva. New parent meetings: grades 1-4. - M.: VAKO, 2006

Kaleidoscope of parent meetings. Ed. E.N. Stepanova. - M.: Sphere shopping center, 2002

N.I. Derekleeva. Parent meetings: 1-4 grades. - M.: VAKO, 2004

L.I. Salyakhova. Parent meetings: grades 1-4. - M.: Globus, 2007

25 modern themes parent meetings at school. Teacher's handbook. V.P.Shulgina.- Rostov n/a: “Phoenix”, 2002

N.A. Maksimenko. Give children love. - Volgograd: Teacher, 2006

L.I. Salyakhova. Desk book class teacher. 1-4 grades. - M.: Globus, 2007

Parent meetings in 1st grade. Check everything with your heart. Author-compiler V.N. Maksimochkina. - Volgograd: Teacher, 2008

Parent meetings: 1st grade. - M.: VAKO, 2011

M.M. Bezrukikh. Learning difficulties in primary school. - M., AST: Astrel, 2004

O.V.Perekateva, S.N.Podgornaya. Modern work with parents in elementary school. - Publishing center "Mart", Moscow - Rostov-on-Don, 2005

M.M. Bezrukikh, S. Efimova, B. Kruglov. Why is it difficult to study? Family and school. Moscow, 1995

M.M. Bezrukikh, S.P. Efimova, B.S. Kruglov. How to help a first grader study well. - M., AST: Astrel, 2003

M.M. Bezrukikh, S.P. Efimova. The child is coming to school. - Moscow, Academy, 1996

Literature for parents:

Kolyada M.G. Cheat sheet for parents. _ Donetsk: BAO, 1998

Gippenreiter Yu.B. Communicate with the child. How? -M., AST: Astrel, 2010

Gippenreiter Yu.B. We continue to communicate with the child. So? -M., AST: Astrel, 2010

I.A.Bartashnikova, A.A. Bartashnikov. Learn by playing. - Kharkiv. "Folio", 1997

L. Mashin, E. Madysheva. Educational games. Mysterious stories. - Kharkiv. “Folio”, 1996 E.N. Korneeva. Why are they so different? - Yaroslavl. Development Academy. -2002

E.N. Korneeva. Oh, these first-graders!.. - Yaroslavl. Development Academy. -1999

L.B. Fesyukova. Education with a fairy tale. - Kharkiv. "Folio", 1996

B.S.Volkov, N.V.Volkova. How to prepare your child for school. - M.: “Os-89”, 2004

A.I.Barkan. His Majesty the CHILD.- M.: “Century”, 1996

G. Monina, E. Panasyuk. Pre-school boom. Ekaterinburg: U-Factoria, 2007

E.N. Korneeva. Children's whims. - - Yaroslavl. Academy Holding. -2002

A.L.Korobeinikova, I.M.Enaleeva. A smart book for smart parents. - Vozyakov Publishing House. Ekaterinburg, 2004

A sports director working with children of primary school age needs to have a good knowledge of their anatomical, physiological and psychological characteristics. Insufficient knowledge of the characteristics of the child’s body can lead to errors in the technique physical education and, as a result, to overload of children, causing damage to their health.

A child's body is not a smaller copy of an adult's body. At each age, it is distinguished by the characteristics inherent in this age, which affect the life processes in the body, the physical and mental activity of the child.

It is customary to distinguish between the following age groups school age children:

• 1. Junior school (from 7 to 12 years old);
• 2. Secondary school (from 12 to 16 years);
• 3. Senior school (from 16 to 18 years old).

The physical development of primary school children differs sharply from the development of children of middle and special senior school age. Let us dwell on the anatomical, physiological and psychological characteristics of children 7-12 years old, i.e. children classified as primary school age. According to some development indicators big difference There is no primary school age between boys and girls; until the age of 11-12, the body proportions of boys and girls are almost the same. At this age, the structure of tissues continues to form and their growth continues. The rate of growth in length slows down somewhat compared to the previous period of preschool age, but body weight increases. Height increases annually by 4-5 cm, and weight by 2-2.5 kg.

The circumference of the chest increases noticeably, its shape changes for the better, turning into a cone with the base facing upward. Thanks to this, the vital capacity of the lungs increases. The average vital capacity of the lungs for 7-year-old boys is 1400 ml, for 7-year-old girls - 1200 ml. For boys 12 years old - 2200 ml, for girls 12 years old - 2000 ml. The annual increase in vital capacity of the lungs is, on average, 160 ml in boys and girls of this age.

However, the respiratory function remains imperfect: due to the weakness of the respiratory muscles, the breathing of a primary school student is relatively rapid and shallow; in exhaled air there is 2% carbon dioxide (versus 4% in an adult). In other words, the respiratory apparatus of children functions less efficiently. Per unit volume of ventilated air, their body absorbs less oxygen (about 2%) than older children or adults (about 4%). Delay, as well as difficulty breathing in children during muscle activity, causes a rapid decrease in blood oxygen saturation (hypoxemia). Therefore, when teaching children physical exercises, it is necessary to strictly coordinate their breathing with body movements. Teaching proper breathing during exercise is the most important task when conducting classes with a group of children of primary school age.

In close connection with respiratory system circulatory organs function. The circulatory system serves to maintain the level of tissue metabolism, including gas exchange. In other words, blood delivers nutrients and oxygen to all cells of our body and takes in those waste products that need to be removed from the human body. The weight of the heart increases with age in accordance with the increase in body weight. The weight of the heart is close to the norm for an adult: 4 kg per 1 kg of total body weight. However, the pulse remains elevated to 84-90 beats per minute (in an adult 70-72 beats per minute). In this regard, due to accelerated blood circulation, the supply of blood to organs is almost 2 times greater than in an adult. High metabolic activity in children is also associated with a large amount of blood in relation to body weight, 9% compared to 7-8% in an adult.

The heart of a younger schoolchild copes better with its work, because... The lumen of the arteries at this age is relatively wider. Blood pressure in children is usually slightly lower than in adults. By 7-8 years it is 99/64 mm. Hg, by 9-12 years - 105/70 mm Hg. With extreme intense muscular work, children's heart rates increase significantly, usually exceeding 200 beats per minute. After competitions associated with great emotional arousal, they become even more frequent - up to 270 beats per minute. The disadvantage of this age is the slight excitability of the heart, in the work of which arrhythmia is often observed, due to various external influences. Systematic training usually leads to improvement of the functions of the cardiovascular system and expands the functional capabilities of children of primary school age.

The vital functions of the body, including muscle work, are ensured by metabolism. As a result of oxidative processes, carbohydrates, fats and proteins break down, and the energy necessary for body functions appears. Part of this energy goes to the synthesis of new tissues of the growing body of children, to “plastic” processes. As is known, heat transfer occurs from the surface of the body. And since the surface of the body of children of primary school age is relatively large compared to the mass, it gives off environment more heat.

Both heat transfer, growth, and significant muscle activity of a child require large amounts of energy. Such energy expenditure requires a greater intensity of oxidative processes. Younger schoolchildren also have a relatively low ability to work in anaerobic (without sufficient oxygen) conditions.

Physical exercise and participation in sports competitions require significantly more energy expenditure from younger children compared to older schoolchildren and adults.

Therefore, the high costs of work, the relatively high level of basal metabolism associated with the growth of the body, must be taken into account when organizing classes with primary schoolchildren, remember that children need to cover the energy costs for “plastic” processes, thermoregulation and physical work. With systematic physical exercise, “plastic” processes occur more successfully and fully, so children develop much better physically. But only optimal loads have such a positive effect on metabolism. Excessively hard work or insufficient rest worsens metabolism and can slow down the growth and development of a child. Therefore, a sports counselor needs to pay great attention to planning the load and scheduling classes with younger students. The formation of organs of movement - the bone skeleton, muscles, tendons and ligamentous-articular apparatus - is of great importance for the growth of the child's body.

The muscles of primary school age are still weak, especially the back muscles, and are not able to support the body for a long time. correct position, which leads to poor posture. The muscles of the trunk very weakly fix the spine in static poses. The bones of the skeleton, especially the spine, are highly susceptible to external influences. Therefore, the children’s posture seems very unstable; they easily develop an asymmetrical body position. In this regard, in younger schoolchildren, curvature of the spine can be observed as a result of prolonged static stress.

Most often, the strength of the muscles of the right side of the body and right limbs at primary school age is greater than the strength of the left side of the body and left limbs. Complete symmetry of development is observed quite rarely, and in some children the asymmetry is very sharp.

Therefore, when doing physical exercises, you need to pay great attention to the symmetrical development of the muscles of the right side of the torso and limbs, as well as the left side of the torso and limbs, and the development of correct posture. Symmetrical development of the strength of the trunk muscles during various exercises leads to the creation of a “muscle corset” and prevents painful lateral curvature of the spine. Rational sports always contribute to the formation of good posture in children.

The muscular system in children of this age is capable of intensive development, which is expressed in an increase in muscle volume and muscle strength. But this development does not occur on its own, but in connection with a sufficient amount of movement and muscle work. By the age of 8-9 years, the anatomical formation of the brain structure ends, however, functionally it still requires development. At this age, the main types of “closing activity of the cerebral cortex” are gradually formed, which underlie the individual psychological characteristics of the intellectual and emotional activity children (types: labile, inert, inhibitory, excitable, etc.).

The ability to perceive and observe external reality in children of primary school age is still imperfect: children perceive external objects and phenomena inaccurately, highlighting random signs and features in them that for some reason attracted their attention.

A feature of the attention of younger schoolchildren is its involuntary nature: it is easily and quickly distracted by any external stimulus that interferes with the learning process. The ability to concentrate attention on the phenomenon being studied is also insufficiently developed. They still cannot hold attention on the same object for a long time. Intense and concentrated attention quickly leads to fatigue.

Memory in younger schoolchildren has a visual-figurative character: children remember the external features of the objects they study better than their logical semantic essence. Children of this age still have difficulty connecting in their memory the individual parts of the phenomenon being studied, and have difficulty imagining the general structure of the phenomenon, its integrity and the interrelation of parts. Memorization is mainly of a mechanical nature, based on the strength of impression or on repeated repetition of the act of perception. In this regard, the process of reproducing what is memorized by younger schoolchildren is characterized by inaccuracy, a large number of errors, and what is memorized is not retained in memory for long.

All of the above is directly related to learning movements during physical education. Numerous observations show that younger schoolchildren forget a lot that they learned 1-2 months ago. To avoid this, it is necessary to systematically, over a long period of time, repeat the completed educational material with children.

Thinking in children at this age is also distinguished by its visual-figurative nature, inseparable from the perception of the specific features of the phenomena being studied, and is closely related to the activity of the imagination. Children still have difficulty mastering concepts that are highly abstract, since apart from verbal expression they are not connected with concrete reality. And the reason for this is mainly in the lack of knowledge about the general laws of nature and society.

That is why at this age, methods of verbal explanation, divorced from visual images of the essence of phenomena and the laws that determine it, are not very effective. The visual teaching method is the main one at this age. The display of movements should be simple in content. It is necessary to clearly highlight the necessary parts and main elements of the movements, and consolidate the perception with the help of words.

Of great importance for the development of the thinking function are games that require the manifestation of strength, dexterity, speed, both the movements themselves and reactions to various circumstances and situations of the game. The educational significance of outdoor games is great: in the process of play activities, literally all mental functions and qualities of the child develop: acuity of sensations and perceptions, attention, working memory, imagination, thinking, social feelings, volitional qualities.

However, such a positive effect is achieved only with the right pedagogical leadership games. Outdoor games are also useful for developing the abilities of younger schoolchildren to regulate their emotional states. Children's interest in games is associated with vivid emotional experiences. They are characterized by the following features of emotions: spontaneous character, vivid external expression in facial expressions, movements, exclamations. Children of this age are not yet able to hide their emotional states; they spontaneously succumb to them. The emotional state changes rapidly both in intensity and character. Children are not able to control and restrain emotions if circumstances require it. These qualities emotional states, presented to the spontaneous flow, can take hold and become character traits. At primary school age, volitional qualities are formed and nurtured. As a rule, in their volitional activity they are guided only by immediate goals. They cannot yet put forward distant goals that require intermediate actions to achieve them. But even in this case, children of this age often do not have endurance, the ability to persistently act, or the required result. Some goals are quickly replaced by others. Therefore, it is necessary to cultivate stable determination, endurance, initiative, independence, and determination in children.

The character traits of a younger schoolchild are also unstable. This especially applies to the moral traits of a child’s personality. Children are often capricious, selfish, rude, and undisciplined. These undesirable manifestations of the child’s personality are associated with improper preschool education.

The specificity of physical exercises opens up great opportunities for the education and development of the necessary volitional qualities in children.

Having become familiar with the anatomical, physiological and psychological features, it is necessary to pay attention to the correct organization and construction of additional physical exercise classes with children of primary school age. Exercises should be given taking into account the physical fitness of the students. The load should not be excessive. Classes are held no more than 1-2 times a week, taking into account the fact that the children study 2 times in physical education lessons. Training should be visual in nature with a simple and intelligible explanation.

Need to pay Special attention on developing correct posture in children and teaching proper breathing when performing physical exercises. In the classroom, make extensive use of outdoor games as an indispensable educational tool for developing the moral, volitional and physical qualities of a junior schoolchild.

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Introduction

Chapter 1. General characteristics

1.1 Age characteristics

1. 2 Psychological and physiological characteristics

Chapter 2. Concepts"Physical Culture"

Conclusion

Bibliography

Introduction

Junior school age begins at 6 - 7 years old, when the child begins school, and lasts until 10 - 11 years old. The leading activity of this period is educational activity. The junior school period occupies a special place in psychology also because this period of schooling is a qualitatively new stage in a person’s psychological development. Consolidation of physical and psychological health child. Attention to the formation of posture is especially important, since for the first time the child is forced to carry a heavy briefcase with school supplies. The motor skills of the child's hand are imperfect, since the skeletal system of the phalanges of the fingers has not formed. The role of adults is to pay attention to these important aspects of development and help the child take care of his own health.

Purpose of the work: to consider the features of age and physical development in primary school age.

Object of study: age and physical development of primary school age.

Subject of the study: analyze age-related physical development and pay special attention to physical education in primary school age.

1. Consider age characteristics at primary school age.

2. Consider the physiological and psychological characteristics of primary school age.

3. Theoretically substantiate the effectiveness of the influence of gymnastic exercises on the formation of a culture of movement in a primary school student.

Chapter 1. General characteristics

school physiological psychological gymnastic

1.1 Age characteristics

The boundaries of primary school age, coinciding with the period of study in primary school, are currently established from 6-7 to 9-10 years. Social situation of development: The internal position of the student as a person improving himself. The leading activity at primary school age is educational activity. It determines the most important changes occurring in the development of the psyche of children at this age stage. Within the framework of educational activities, psychological new formations are formed that characterize the most significant achievements in the development of primary schoolchildren and are the foundation that ensures development at the next age stage. Gradually, motivation for learning activities, so strong in the first grade, begins to decline. This is due to a drop in interest in learning and the fact that the child already has a won social position and has nothing to achieve. To prevent this from happening, learning activities need to be given new, personally meaningful motivation. The leading role of educational activities in the process of child development does not exclude the fact that the younger student is actively involved in other types of activities, during which his new achievements are improved and consolidated. Features of educational communication: the role of the teacher, the role of the peer. Joint discussion of an educational problem. Psychological new formations:

Ability to learn

Conceptual thinking

Internal action plan

Reflection - intellectual and personal

New level of arbitrariness of behavior

Self-control and self-esteem

Peer group orientation

Dependence of the level of achievement on the content and organization of educational activities.

At primary school age, children's desire to achieve increases. Therefore, the main motive of a child’s activity at this age is the motive of achieving success. Sometimes there is another type of this motive - the motive of avoiding failure.

Certain moral ideals and patterns of behavior are laid down in the child’s mind. The child begins to understand their value and necessity. But in order for the development of a child’s personality to be most productive, the attention and assessment of an adult is important. “The emotional-evaluative attitude of an adult to the actions of a child determines the development of his moral feelings, individual responsible attitude to the rules with which he becomes acquainted in life.” “The child’s social space has expanded—the child constantly communicates with the teacher and classmates according to the laws of clearly formulated rules.”

It is at this age that a child experiences his uniqueness, he recognizes himself as an individual, and strives for perfection. This is reflected in all areas of a child’s life, including relationships with peers. Children find new group forms of activity and activities. At first they try to behave as is customary in this group, obeying the laws and rules. Then begins the desire for leadership, for superiority among peers. At this age, friendships are more intense but less durable. Children learn the ability to make friends and find mutual language with different children. “Although it is assumed that the ability to form close friendships is determined to some extent by the emotional connections a child develops during the first five years of his life.”

Children strive to improve the skills of those types of activities that are accepted and valued in an attractive company in order to stand out in its environment and achieve success.

The ability to empathize is developed in the context of schooling because the child participates in new business relationships, he is involuntarily forced to compare himself with other children - with their successes, achievements, behavior, and the child is simply forced to learn to develop his abilities and qualities.

Thus, primary school age is the most critical stage of school childhood.

The main achievements of this age are determined by the leading nature of educational activities and are largely decisive for subsequent years of education: by the end of primary school age, the child must want to learn, be able to learn and believe in himself.

Full-fledged living of this age, its positive acquisitions are the necessary foundation on which the further development of the child as an active subject of knowledge and activity is built. The main task of adults in working with children of primary school age is to create optimal conditions for the development and realization of children's capabilities, taking into account the individuality of each child.

1.2 Physiological and psychological characteristics

At this age, significant changes occur in all organs and tissues of the body. Thus, all the curves of the spine are formed - cervical, thoracic and lumbar. However, the ossification of the skeleton does not end here - its great flexibility and mobility, which open up both great opportunities for proper physical education and playing many sports, and fraught with negative consequences (in the absence of normal conditions for physical development). That is why the proportionality of the furniture at which a junior schoolchild sits, the correct seating position at the table and desk are the most important conditions for the normal physical development of a child, his posture, and the conditions for his entire future performance.

In younger schoolchildren, muscles and ligaments vigorously strengthen, their volume increases, and overall muscle strength increases. In this case, large muscles develop earlier than small ones. Therefore, children are more capable of relatively strong and sweeping movements, but have a more difficult time coping with small movements that require precision. Ossification of the phalanges of the metacarpus ends by the age of nine to eleven, and of the wrist by ten to twelve. If we take this circumstance into account, it becomes clear why younger schoolchildren often have great difficulty coping with written assignments. His hand gets tired quickly, he cannot write very quickly and for an excessively long time. You should not overload younger schoolchildren, especially students in grades I-II, with written assignments. Children's desire to graphically rewrite a poorly done task most often does not improve results: the child's hand quickly gets tired.

In a junior schoolchild, the heart muscle grows rapidly and is well supplied with blood, so it is relatively resilient. Due to the large diameter of the carotid arteries, the brain receives enough blood, which is an important condition its performance. Brain weight increases noticeably after age seven. The frontal lobes of the brain, which play a large role in the formation of the highest and most complex functions of human mental activity, are especially enlarged.

The relationship between the processes of excitation and inhibition changes.

Thus, at primary school age, compared to preschool age, the musculoskeletal system is significantly strengthened, cardiovascular activity becomes relatively stable, and the processes of nervous excitation and inhibition become more balanced. All this is extremely important because the beginning of school life is the beginning of a special educational activity that requires from the child not only significant mental stress, but also great physical endurance. Psychological restructuring associated with the child’s entry into school. Each period of a child’s mental development is characterized by a main, leading type of activity. So, for preschool childhood the leading one is play activity. Although children of this age, for example in kindergartens, are already studying and even working as hard as they can, the true element that determines their entire appearance is role-playing game in all its diversity. In the game, a desire for social appreciation appears, imagination and the ability to use symbolism develop. All this serves as the main points characterizing a child’s readiness for school. As soon as a seven-year-old child enters the classroom, he is already a schoolchild. From this time on, the game gradually loses its dominant role in his life, although it continues to occupy an important place in it. The leading activity of the younger schoolchild is learning, which significantly changes the motives of his behavior, opening up new sources for the development of his cognitive and moral powers. The process of such restructuring has several stages. The stage of the child’s initial entry into the new conditions of school life stands out especially clearly. Most children are psychologically prepared for this. They happily go to school, expecting to find something unusual here compared to home and kindergarten. This internal position of the child is important in two respects. First of all, the anticipation and desire for the novelty of school life helps the child quickly accept the teacher’s demands regarding the rules of behavior in the classroom, the norms of relationships with friends, and the daily routine. These demands are perceived by the child as socially significant and inevitable. The situation, known to experienced teachers, is psychologically justified; From the first days of a child’s stay in the classroom, it is necessary to clearly and unambiguously disclose to him the rules of student behavior in the classroom, at home and in in public places. It is important to immediately show the child the difference between his new position, responsibilities and rights and what was familiar to him before. The requirement for strict adherence to new rules and regulations is not excessive severity towards first-graders, but necessary condition organization of their lives, corresponding to the own attitudes of children prepared for school. Given the instability and uncertainty of these requirements, children will not be able to feel the uniqueness of the new stage of their lives, which, in turn, can destroy their interest in school. The other side of the child’s internal position is associated with his general positive attitude towards the process of acquiring knowledge and skills. Even before school, he gets used to the idea of ​​​​the need to study in order to one day truly become what he wanted to be in the games (a pilot, a cook, a driver). At the same time, the child naturally does not imagine the specific composition of knowledge required in the future. He still lacks a utilitarian-pragmatic attitude towards them. He is drawn to knowledge in general, to knowledge as such, which has social significance and value. This is where the child’s curiosity and theoretical interest in the environment manifests itself. This interest, as the main prerequisite for learning, is formed in the child throughout his whole life. preschool life, including extensive gaming activities.

At first, the student is not yet truly familiar with the content of specific academic subjects. He does not yet have cognitive interests in himself educational material. They are formed only as they delve deeper into mathematics, grammar and other disciplines. And yet, from the first lessons, the child learns the relevant information. His educational work is based on an interest in knowledge in general, a particular manifestation of which in this case is mathematics or grammar. Teachers actively use this interest in the first lessons. Thanks to him, information about such essentially abstract and abstract objects as the sequence of numbers, the order of letters, etc. becomes necessary and important for the child.

The child’s intuitive acceptance of the value of knowledge itself must be supported and developed from the first steps of schooling, but by demonstrating unexpected, tempting and interesting manifestations of the very subject of mathematics, grammar and other disciplines. This allows children to develop genuine cognitive interests as the basis of educational activities. Thus, the first stage of school life is characterized by the fact that the child submits to the new requirements of the teacher, regulating his behavior in the classroom and at home, and also begins to be interested in the content of the academic subjects themselves. A child’s painless passage through this stage indicates good readiness for school activities.

Chapter 2. The concept of “physical culture”

Physical culture is considered from the active and effective side, in the unity of objective and personal values. There are attempts to form a more integrative view of the essence physical culture, which is based on the named concepts that synthesize one-sided ideas about physical culture into a single system model.

It is noted that these concepts are consistent with the general process of cultural development. They establish a connection between culture and spiritual production, with the transformation of the natural, social environment and the nature of man himself. Therefore, these approaches and concepts can serve as the basis for studying various aspects of human physical culture from the perspective of medical-biological, pedagogical, psychological, sociological, cultural and philosophical knowledge.

From the standpoint of the methodological approach, the main way to develop personal physical culture in schoolchildren is its education in the process of various types of physical education activities aimed at their physical improvement. Physical activity is the methodological basis and system-forming factor in the education of personal physical culture among students.

The purpose of physical education is a historical phenomenon. It is developed and shaped as a reflection of the trend social development, presenting a set of requirements to to modern man taking into account his spiritual and natural capabilities. It contains, on the one hand, the interests and expectations of various social and ethnic groups, and on the other, the needs and aspirations of the individual.

It is very important for every person (regardless of age) to recognize themselves as a comprehensively developed personality. Without this, high self-esteem, which is the core of personality, and maintaining an active life position, internal balance, and creative potential are impossible.

Therefore, from a psychological and pedagogical point of view, the education of personal physical culture in schoolchildren is presented as instilling in them the needs, motives and interest in the values ​​of physical culture and in systematic physical education as a social phenomenon in the process of the above types of physical education activities. This means that the need-motivational sphere is a system-forming factor of all educational influences (means, methods, techniques) and is formed in the process of socio-psychological, intellectual and motor (physical) education. Moreover, all types of education must be carried out in unity (in a complex), since a person represents integrity and multidimensionality.

Thus, the needs, motives and interests of a schoolchild in the values ​​of physical culture and in systematic physical education are a psychological mechanism for transforming the public values ​​of physical culture into their personal values.

Chapter 3. Gymnastics in the formation of a culture of movement in children of primary school age

Physical activity has a positive effect on all psychological functions of children. For example, studies by psychologists have shown a direct correlation between the nature of motor activity and manifestations of perception, memory, emotions and thinking. Movements contribute to an increase in the vocabulary diversity of children's speech, a more meaningful understanding of words, and the formation of concepts, which improves the child's mental state. In other words, physical activity not only creates energy basis for normal growth and development, but also stimulates the formation of mental functions. Physical education classes relieve fatigue of the nervous system and the whole body, increase efficiency, and promote health. Gymnastics lessons conducted at school allow students to develop willpower, endurance, collective creativity, and, accordingly, to more deeply study the history of the culture of human behavior in society and in everyday life, learn about honor and duty, justice and the manner of communication.

The variety of physical exercises and methods of their application, which make up the content of gymnastics, allows you to purposefully influence the development of all the main functions of the body in accordance with the motor capabilities of a person. Therefore, gymnastics is one of the most effective means of harmonious physical development for those involved. The wide range of gymnastics means and methods makes it accessible to people of any age, gender and physical fitness.

Due to the specificity of the means and methods, gymnastics has a significant pedagogical impact on those involved. A clear organization of classes, strict requirements for the accuracy of performing exercises, the formation of an idea of ​​​​the grace of movements, the beauty of the human body, and encouragement for physical self-improvement contribute to the development of important moral and volitional qualities.

Gymnastics are widely used to preserve health and improve the performance of middle-aged and elderly people.

The main means of gymnastics are mainly specially developed forms of movement of an analytical nature. Only a small part of the exercises is borrowed directly from life practice. But these exercises (most of them are classified as so-called applied exercises) often differ significantly in their structure from natural human movements.

It is important to emphasize that the main means of gymnastics, which are a combination of various artificially created forms of movements, are used to improve the natural, vital motor abilities of a person, which he needs in life. Everyday life, in labor and military activities. With the help of gymnastic exercises, they form many motor skills and abilities necessary in life, improve the school of movements, and develop basic motor qualities(strength, flexibility, agility. speed, different kinds endurance), correct postural defects, restore lost functionality of the musculoskeletal system.

The arsenal of gymnastics tools was formed gradually, as scientific knowledge accumulated, expanding the understanding of the structure and functions of the body, and the possibilities of controlling the process of development of human motor abilities. The content of gymnastics is updated and refined continuously. New achievements in the theory and methods of physical education are used to increase the effectiveness of gymnastics classes with people of different ages.

The arsenal of gymnastics includes all anatomically possible movements from elementary single-joint flexion and extension to the most complex motor actions in terms of coordination, the implementation of which requires high level development of basic motor qualities.

The most typical groups of exercises for gymnastics are:

1. General developmental exercises. They are used for versatile physical training, expanding the functional capabilities of the body, and developing correct posture.

The effectiveness of influencing students through gymnastic exercises depends not only on the skillful selection of exercises by the teacher, but also on his verbal influences, on the nature of the musical accompaniment of the classes and the external conditions in which they are conducted.

Long-term exercise in gymnastics, like any other type of activity, leaves a specific imprint on those involved. Gymnasts differ from other categories of athletes in their versatile physical fitness. They are especially well developed in their ability to control their movements, flexibility, muscle strength, jumping ability, orientation in space, determination, persistence in achieving their goals, self-control, discipline, and the habit of carefully thinking through the technique of performing an exercise. They are more organized, outwardly collected and smart, and are distinguished by correctness in communicating with others. All this helps them in their studies, labor activity, performing military service.

Of course, each sport has its own advantages in influencing those involved. Sports players are superior to gymnasts in the ability to distribute and switch attention, in operational and tactical thinking. Swimmers, runners and skiers have superior endurance to gymnasts.

But no other sport shapes the beauty of the body and the culture of movement as much as gymnastics.

This is gymnastics as a subject of knowledge and its place in the system of human physical education.

The great influence of gymnastic exercises on the harmonious development of the individual is evidenced by its methodological features.

1.Usage large quantity various movements with the help of which it is possible to diversify the development of body functions. Gymnastics classes exclude specialization in any narrow circle movements associated with mastering a small number of motor skills and abilities and limiting the scope of influence of physical exercises on the body of those involved.

2. The ability to relatively locally influence various parts of the motor apparatus and system of the body. With the help of gymnastic exercises, you can selectively develop the strength of individual muscles and muscle groups,” increase mobility in various joints, improve the functions of the respiratory, cardiovascular, digestive and other body systems, have a beneficial effect on metabolic processes, train the vestibular apparatus, etc. .

3. The ability to very accurately regulate loads and strictly regulate the pedagogical process. Using various methodological techniques, you can vary the load over a wide range from minimum to maximum. The dosing of the load is carried out by changing the tempo and amplitude of movements, using weights, changing the conditions for performing the exercise, increasing or decreasing the number of repetitions, changing the sequence of exercises, etc. The ability to precisely regulate the load creates the most favorable conditions for an individual approach to students. An individual approach, planning and consistency in increasing loads are also facilitated by the fact that gymnastics classes are characterized by strict order, discipline and a clear organization of the educational and training process.

4. The possibility of using the same gymnastic exercises for different purposes. This is achieved by a variety of methodological techniques (various methodological design of exercises). For example, jumping can be used to strengthen the muscles and ligaments of the legs, develop jumping ability, improve coordination of movements, develop balance functions, train endurance (multi-jumps), for teaching applied and sports skills, cultivating courage and determination, etc.

5. The ability to effectively influence aesthetic education engaged. The requirements of gymnastics to master the form of movements perfectly, to strive for their grace, plasticity and expressiveness, to be beautifully built, and to be able to combine movements with music have a significant impact on the formation of aesthetic taste among those involved.

The means of basic gymnastics are very diverse. These include numerous general developmental, floor and applied exercises, jumping, simple acrobatic exercises and exercises on gymnastic apparatus, outdoor games, dance exercises. With the help of these exercises, they develop basic motor skills, form vital motor skills and correct posture, and improve coordination of movements. Basic gymnastics plays a leading role in the physical education of children of preschool and school age (it forms the basis of state programs for the physical education of preschoolers and schoolchildren).

Due to the specificity of the means and methods, gymnastics has a significant pedagogical impact on those involved. Gymnastics contributes to the formation of an idea of ​​the grace of movements and the beauty of the human body.

Gymnastics in our country is one of the most widespread means of physical education. Its importance is especially great in the matter of physical improvement of the younger generation.

Let's look at some gymnastics exercises to develop a culture of movement in younger schoolchildren.

Ex. 1. “Posture” - walking on a bench, maintaining the posture previously fixed against the wall.

The student stands with his back to the wall so that the back of his head, shoulder blades, buttocks and heels touch the wall, then moves away and, trying to maintain the correct posture, walks along the gymnastics bench. The student’s ability to maintain correct posture (without straining) while walking on a bench is assessed. The test, which focuses on the formation of correct posture as the basis of plasticity, also includes the use of additional weight. A bag of sand is placed on the head and held while walking through two hoops, a figure eight and a zigzag. The consistency and smoothness of movement when holding the bag on the head are assessed.

Ex. 2. “Plasticity” - wave with the body. Standing half a step from the gymnastic wall, facing it, hands forward with an overhand grip on the wall. A body wave is performed from a round half-squat. The degree of unity of the movement is determined: sequential touching of the knees, hips, chest and a smooth return to the half-squat.

Ex. 3. “Coordination” - general developmental exercises - on-line. Perform three general developmental exercises - one by one. The precise execution of the exercises and the correct transition from one exercise to another (the consistency of the exercises), as well as the observance of dynamic posture are assessed.

Conclusion

The relevance of the problem of forming a culture of movement in schoolchildren through physical education is noted in their works by a number of scientists. Many authors emphasize that it is at primary school age that the foundations of a person’s physical culture are laid, interests, motivations and needs for systematic physical activity. Primary school age is especially favorable for mastering the basic components of the culture of movements, mastering an extensive arsenal of motor coordination, and the technique of various physical exercises.

Thus, the culture of movements, which includes the ability to maintain correct posture, plasticity, motor-coordination qualities, can be purposefully developed and improved using special means and methods of gymnastics, taking into account the age and individual characteristics, character and inclinations of those involved in this or that activity. other type of sports activity. So, I believe that the tasks have been completed and the purpose of the essay has been achieved

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course work, added 10/22/2014


Social orientation of educational activities in primary school age. Objectives and features of teaching at the first level school. Educational activity: concept and features in primary school age. Formation of social activity of a junior schoolchild.

presentation, added 08/07/2015


Theoretical study of the developmental features of children of primary school age. Creating conditions for children’s successful adaptation to learning upon transition to secondary education. Formation of a sense of competence in educational activities. Development of self-esteem.

course work, added 09/01/2014


The study of memory as a cognitive process in general psychology. Theories of memory, characteristics of its processes. Features of the development and formation of memory in primary school age. Techniques and ways to increase the efficiency of memorizing educational material.

course work, added 05/01/2010


Concept, specificity and development of attention and perception, memory and thinking, imagination and speech in primary school age. Characteristics of the main features of the development of memory and thinking as leading cognitive processes of primary school age.

course work, added 02/28/2016


course work, added 07/30/2014


Development problem creativity children of primary school age. Psychological factors development of creative abilities at primary school age. System Contents creative tasks. Creative development program.

abstract, added 06/10/2014


Basic theoretical approaches to the study of parenting styles in different life periods in domestic and foreign psychology. Features of the development of children at primary school age. Comparison of educational methods in young and mature families.

thesis, added 08/14/2017


Theoretical basis problems of self-esteem in primary school age. The main factors in the formation of self-esteem in primary school children. Research and diagnostics of the “I-concept” of excellent students and low-achieving junior schoolchildren.

course work, added 06/28/2015


Definition of the concepts of ability and giftedness, the manifestation of these qualities in primary school age. Goals and methods of identifying gifted children. Experimental study of creative activity in students junior classes. The role of the teacher in the development of children.