Foster physical development in early childhood: Physical Development: An Introduction | Virtual Lab School

Physical Development: An Introduction | Virtual Lab School

Objectives

• Discuss the importance of physical development and physical activity for preschool children.
• Identify examples of gross-motor and fine-motor skills in preschool children.
• Discuss how physical development is linked to overall health and learning.

Learn

Know

Our bodies go through amazing transformations when it comes to physical growth and development. Think about the vast physical changes that occur between a newborn baby and a young adult. Recall the different skills you or the children you know were able to do at different ages. Physical activity is very important for our overall development and growth. We use our bodies to explore our environment and learn about the world. Through the movement and coordination of the different parts of our bodies we are better able to access our environment; sitting up, rolling, crawling, walking, running, jumping, and manipulating different materials or objects are examples of ways we are able to further knowledge and exploration in our surroundings. Development of these skills keeps our bodies healthy, fit, and safe.

Physical development refers to the growth and refinement of motor skills, or in other words, children’s abilities to use and control their own bodies. These advancements are evident in gross- and fine-motor skills, and they are essential to children’s overall health and wellness. Gross-motor skills involve the use of large muscles in the legs or arms, as well as general strength and stamina. Gross-motor skills include jumping, throwing, climbing, running, skipping, and kicking. Fine-motor skills involve the use of small muscles in the arms, hands, and fingers. They are supported by advancements in perception, or the ways in which children use their senses to experience the world around them. Children use their fine-motor skills when they string beads, scribble, cut paper, and draw. Fine-motor skills also enable children to perform a variety of self-help tasks, such as using utensils and dressing themselves. There is a great deal of variation in the development of fine-motor skills (Trawick-Smith, 2014).

Preschool children’s motor abilities develop as a result of physical development. As their bodies mature, children progressively strengthen their muscles and are able to better control their bodies. Skill mastery and development, however, are also the result of brain growth and development. For example, consider a preschooler kicking a ball back-and-forth with a peer or caregiver. This child must have acquired control over muscles and their movement in order to be able to kick the ball. The child also depends upon vision to determine the location, the direction in which to kick the ball, and on hearing for instructions from a peer or caregiver. We will explore the body-brain connection and its impact on children’s overall learning and growth in more detail in Lesson Two (Developmental Milestones) when we examine influences on physical growth and factors that affect children’s physical development.

Physical Activity and Children’s Development

Physical activity is critical for young children’s development. The U.S. Office of Disease Prevention and Health Promotion specifically notes this point in their recently updated guidelines. Two key highlights include these recommendations: 

• preschool-aged children should be physically active throughout the day to enhance growth and development (and aim for at least 3 hours per day of light, moderate, or vigorous intensity-active play)
• adult caregivers of preschool-aged children should encourage active play that includes a variety of activity types 

(U.S. Dept. of Health and Human Services, 2018).

Because preschool children learn best when they are actively engaged in their environments, it is essential to provide them with ample opportunities to explore the environment by moving, touching, experimenting, and manipulating different toys, objects, and materials. Studies indicate that physical activity in young children is linked to brain growth and development. One study that explored body and brain connections found that preschoolers’ motor-play activities activate visual brain centers (James, 2010). Findings like this suggest that motor activity contributes to the general organization of the brain, ultimately supporting the notion that young children benefit from and require time to be active.

Moreover, physical well-being is also linked to mental health and cognitive development. The World Health Organization defines health as “a state of complete physical, mental, and social well-being and not merely the absence of disease or infirmity.” This definition fundamentally links physical health to mental health. Recent studies have also investigated the influence of physical activity and development on cognition. 80% of studies showed significant and positive changes in language learning, academic achievement, attention, and working memory (Zeng et al. 2017).As you think about young children’s physical development and as you engage with children and their families, keep in mind the role their physical development can play in all areas of development, including mental health and cognition.

See

Video not availableWatch this video to hear a preschool teacher talk about the importance of movement and physical activity for children’s learning.

Understanding preschoolers’ physical development creates opportunities for you to enhance the care you offer children and their families.

When you foster young children’s physical development, you help them build lifelong skills necessary for wellness, and also a love for physical activity. The Healthy Kids Healthy Future organization provides many tools and resources that you will learn about in this lesson’s Apply activity.

Tips for Getting Active as a Family

Do

As a preschool teacher, it is your responsibility to help children learn and develop, by providing developmentally appropriate experiences and activities that meet each child’s needs. As you meaningfully plan and implement these goals, you set the foundation for children’s school readiness and success. Your role is important in promoting preschoolers’ gross-and fine-motor skills as you help them reach their full potential. This means you will want to:

• Give children access to ample opportunities that promote physical development.
• Be responsive to children’s individual needs and differences.
• Establish appropriate expectations about what children should be able to do in terms of physical development and growth that is individualized to them. 

Promoting children’s physical development builds a foundation for long-term health and well-being. Learning occurs best when children are actively engaged in meaningful environments and when they use their bodies to explore their surroundings and practice new skills. By encouraging the children in your care to be physically active, you help them develop enjoyment in physical activity and the skills necessary for maintaining their wellness. 

Completing this Course

For more information on what to expect in this course, the Physical Development Competency Reflection, and a list of the accompanying Learn, Explore and Apply resources and activities offered throughout the lessons, visit the Preschool Physical Development Course Guide.  

Please note the References & Resources section at the end of each lesson outlines reference sources and resources to find additional information on the topics covered. As you complete lessons, you are not expected to review all the online references available. However, you are welcome to explore the resources further if you have interest, or at the request of your trainer, coach, or administrator.

Explore

In the Supporting Physical Development activity below, reflect on your experiences and the physical development of preschoolers. Answer the questions and then share your thoughts and responses with a trainer, coach, or administrator.

Supporting Physical Development

Reflect on the importance of physical development

Required: Complete and review this document with your trainer, supervisor, or administrator

Apply

Review the Healthy Kids, Healthy Future Activity and share your thoughts with a trainer, coach, or administrator.

Healthy Kids, Health Future Activity

Get ideas about how to incorporate physical activity into preschoolers’ day

Glossary

Demonstrate

At your Preschool Family Night, a parent says that her 3-year-old son is constantly “on the move. ” She wonders if he is developing normally or should be evaluated by their pediatrician. What do you say to her?

Yes, it would be a good idea to have your son evaluated by a pediatrician: He might have attention deficit hyperactivity disorder.

No, boys are just really active. He will outgrow this behavior eventually.

No, there is no need to discuss this issue with your pediatrician. Instead, you need to set stricter rules for behavior.

Preschool children need lots of time for physical activity. This is how they learn about their bodies and about the world around them. It is always a good idea to discuss concerns with your pediatrician; however, movement and preschool children go hand-in-hand.

Your teaching partner is planning activities that will improve fine-motor skills. Some activities she might plan include:

Kickball

Jumping onto mats

Stringing beads, cutting and painting

Running through a basic obstacle course

True or false? Healthy physical development is also linked to children’s brain development and function.

True

False

References & Resources

Berk, L. E. (2013). Child Development (9th ed.). Upper Saddle River, NJ: Pearson.

Centers for Disease Control and Prevention (2010). The Association Between School-Based Physical Activity, Including Physical Education, and Academic Performance. Retrieved from http://www.cdc.gov/healthyyouth/health_and_academics/pdf/pa-pe_paper.pdf

Centers for Disease Control and Prevention and SHAPE America—Society of Health and Physical Educators (2017). Strategies for Recess in Schools. Atlanta, GA: Centers for Disease Control and Prevention, US Dept of Health and Human Services. Retrieved from http://portal.shapeamerica.org/uploads/pdfs/recess/SchoolRecessStrategies.pdf

James, K. (2010). Sensori-motor experience leads to changes in visual processing in the developing brain. Developmental Science, 13, 279-288.

Zeng, N., Ayyub, M., Sun, H., Wen, X., Xiang, P., Gao, Z. (2017). Effects of Physical Activity on Motor Skills and Cognitive Development in Early Childhood: A Systematic Review, BioMed Research International, vol. 2017, Article ID 2760716, 13 pages, 2017.

Playworks. (2020). Game Library. Oakland, CA: Sports4Kids. Retrieved from https://www.playworks.org/game-library/

Schickeadanz, J. A., Hansen, K., & Forsyth, P. D. (2000). Understanding Children. Mountain View, CA: Mayfield Publishing Company.

Trawick-Smith, J. W. (2014). Early Childhood Development: A Multicultural Perspective, (6th ed.). Upper Saddle River, NJ: Pearson Education Inc.

U.S. Department of Health and Human Services. Office of Disease Prevention and Health Promotion. (2020). Physical Activity Guidelines for Americans. https://health.gov/sites/default/files/2019-09/Physical_Activity_Guidelines_2nd_edition.pdf

World Health Organization.(1948). Official records of the World Health Organization (no. 2). Retrieved from http://whqlibdoc.who.int/hist/official_records/2e.pdf

Promoting Childhood Healthy Physical Development

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Our Blog: June 29^th, 2016

It’s possible that as a result of lockdowns and learning from home, we may have spent the past couple years being more sedentary than we would like—especially as families. It’s the perfect time to get moving and to encourage healthy physical development in your children.

When children grow, it’s a process, a gradual move from one developmental stage to the next. For example, you must walk before you can run. Physical development refers to a child’s ability to move, coordinate, and control their body in two categories: gross and fine motor skills.

Gross motor skills means controlling large parts of the body, such as arms and legs. Fine motor skills means the coordination of small body parts, such as hands and fingers. Parents can foster healthy growth by providing opportunities to practice new skills as well as promoting healthy eating habits during these important childhood years.

We know today’s families are busy and schedules are usually full. That’s why these activities listed below are simple, inexpensive, and very kid-friendly.

• Move! Provide an environment that encourages lots of time and space for energetic (and noisy) play.
• Stretch! Get warmed up by stretching and gently wiggling toes, feet, legs, arms, and fingers. Gently stretch your neck by looking from side to side and then up and down.
• Get outside! Set aside family time for a hike, walk, or visit to a nearby park. Play games that involve running, hopping, throwing, and catching together.
• Switch things up! When playing ball, ask your child to use alternate feet for kicking or alternate hands for batting. You want to make sure the ball is large enough to promote success, yet small enough to present a challenge.
• Limit screentime! Discourage inactivity by limiting TV viewing and video/computer game playing to less than two hours a day.
• Rock and roll! Try rolling games. How many different ways can we roll? Slow and fast rolls, arms at side, or one arm up and one arm down.
• Be helpful! Invite children to help with dishwashing and other activities around the house.

Another big part of your child’s development is nutrition. Parents are the best resource here, according to the Institute of Medicine, Food and Nutrition Board, and Board on Health Promotion and Disease Prevention. Here are their suggestions:

Introduce New Foods: Parents serve as role models by introducing new foods in a persistent but non-coercive fashion. Studies show that repeated exposure is most critical during the early years of life and that it can take five to 10 exposures to a new food for a child to accept it.

Prepare Smaller Portions: In addition, parents should also consider serving smaller portion sizes, encouraging children to stop eating when they feel full, and avoid using food as a reward.

Stock Healthy Food: Parents also should stock their homes with healthy products, particularly fruits and vegetables, to encourage their children to choose them as snacks.

Remember when introducing physical activities or healthy foods, it’s essential that parents present them in a positive, cheerful way. Of course, you’re never too young (or too old) to commit to health and nutrition. It all starts with one small step.

What will be your first step toward a healthier lifestyle?

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Physical development of young children | Teaching and methodological manual on physical education (junior group):

Contents

Introduction 3

1. Features of the physical development of young children 4

90 002 2. Characteristics of the tasks and content of physical development of early age based on the analysis of two programs 20 30 90 Specifics of methods, means and conditions of physical development of young children 9

Conclusion 16

References 18

At the present stage of development of preschool education, one of the priorities is physical education. This is due precisely to the fact that in the process of physical development, the formation of vital motor skills and special physical education takes place, which positively affects the mental development of a preschooler. Gradually, significant changes occur in his cognitive, volitional, emotional processes, mental and personal qualities are formed. Education of physical qualities has a beneficial effect on the social development of the child. A healthy, cheerful child participates more actively in society. Mastering strength, speed, endurance, dexterity and flexibility is manifested in a change in his behavior, attitude towards others, in the features of participation in the affairs of the team, etc. The full physical development and health of the child is the basis for the formation of personality [3; 210].

Work on the physical education of preschoolers in recent decades has become particularly relevant, which is associated with a stable trend of deterioration in the health of the entire population of Russia, including children of early and preschool age. In the field of physical education, a rethinking of the values ​​of a healthy lifestyle is taking place, as well as the motor activity of children is being improved, their ideas about their capabilities are developing, motor skills are being improved, and physical qualities are developing.

Physical education of young children and preschoolers plays an important pedagogical role. It brings up a healthy spirit in a child, helps him in the future, to achieve success, to be physically prepared for difficulties. Physically educated children become healthy people and full-fledged citizens in society.

Early age is an extremely important and responsible period of a child’s mental development. This is the age when everything is for the first time, everything is just beginning – speech, play, communication with peers, the first ideas about oneself, about others, about the world. In the first three years of life, the most important and fundamental human abilities are laid – cognitive activity, curiosity, self-confidence and trust in other people, purposefulness and perseverance, imagination, creative position and many others. Moreover, all these abilities do not arise by themselves, as a result of the small age of the child, but require the indispensable participation of an adult and forms of activity appropriate for the age.

The main achievements of early childhood, which determine the development of the child’s psyche, are the mastery of an upright gait, the development of objective activity, and the mastery of speech [2, 72].

At the end of infancy, the child begins to take his first steps. The second year of life is a period of significant changes in the life of a small child and is characterized, first of all, by a high degree of mobility of the child. The main asset is the mastery of walking and increasing its speed. The control of walking movements has not yet developed, and therefore the child constantly loses balance. The slightest obstacle in the form of a chair that needs to be bypassed, or a small object that has fallen under the foot, makes it difficult for the child, and after one or two steps he falls on the hands of adults or on the floor. Walking exercises quickly lead to greater stability. The child falls less and less, confidently goes to the goal, but the movements themselves remain insufficiently coordinated for a long time. Gradually, children begin to move much more freely. Movements are already being made without the enormous tension that was before. It seems that when moving, they are even looking for additional difficulties – they go where there are slides, steps, all kinds of bumps. At a year and a half, children live with exercises in motion. Just running and walking doesn’t suit them anymore. Children themselves deliberately complicate their walking. At the first steps, mastering walking is a special task for the child, associated with strong feelings. Only gradually is the automation of this method of movement achieved, it ceases to be of independent interest to the child.

The transition from infancy to early childhood is associated with the development of a new relationship to the world of objects – they begin to act for the child not just as objects that are convenient for manipulation, but as things that have a specific purpose and a specific way of using them, i. e. in the function assigned to them by the social function.

In connection with the mastery of objective activity, the nature of the child’s orientation in situations that are new to him, when encountering new objects, changes. If during the period of manipulation, the child, having received an unfamiliar object, acts with it in all ways known to him, then later his orientation is aimed at finding out what this object serves for, how it can be used. Instrumental actions are actions in which one object – a tool – is used to influence other objects. The child masters instrumental actions in the course of training, with the systematic guidance of an adult who shows the action, directs the child’s hand, draws his attention to the result [6, 145].

Play is a special form of children’s activity, in which children satisfy their basic social need – the desire to live together with adults, which cannot be satisfied on the basis of participation in the work of adults. At this stage of development, a new type of game appears – a role-playing game. In a role-playing game, the reproduction of objective actions fades into the background, and the reproduction of social relations of labor functions comes to the fore. This satisfies the basic need of the child as a social being in communication and living together with adults [10, 36].

Early childhood is a sensitive period for language acquisition. Intensive preparation for such assimilation occurs already in infancy: the child develops the foundations of phonemic hearing, the pronunciation of speech sounds is practiced, and finally, the understanding and pronunciation of the first words arises, which expands the possibilities of his communication with adults [6, 56].

Thus, the qualitative transformations that a child undergoes during the first 3 years are so significant that the so-called crisis of 3 years sets in.

The characteristics of the physical development of children under 3 years of age include the strengthening of the muscular apparatus. Young children are increasingly beginning to perform complex movements that require some amount of strength, for example, walking up stairs, climbing up and down stairs. The age period from 2 to 3 years is characterized by the peak of motor activity of a small child. At an early age, children are active and mobile, regardless of gender. But here, too, individual characteristics of both the mental and physical development of each individual child play an important role. A slight lag in the development of motor skills and abilities can also be observed in young children with increased body weight. But no matter how active children of primary preschool age are, they still quickly get tired, and often after an active walk, the child needs considerable time to rest. Therefore, it is important to alternate mobile activities with passive ones so that the child has time to recuperate [6,45].

The psycho-physiological features of the organism of young children are characterized, first of all, by low functional capabilities, which are expressed in poor development of the muscular and other systems, rapid fatigue, difficult adaptation to environmental conditions in general. This is the cause of quite frequent diseases.

A characteristic feature of this age is a great interest in movements. Of particular importance are vital movements – walking, running, jumping, climbing, throwing.

The movements of a child of two or three years are not yet formed as voluntary. They are often not intentional, they are of a “research” nature: the child tests the motor skill that has appeared in games, in actions; the seen movement and action tries to repeat. Although at this age the child already has the ability to establish some similarity with the model, he, acting imitatively, does not adhere to a precisely given form of movement [6,72].

A characteristic feature of age is a huge interest in new movements, the need to persistently master them. The nature of movements is influenced by the features of constitutional and physiological development. At this age, children have relatively short limbs, a significant weight of the head and torso, so it is difficult for a child to maintain balance when walking and running, even pace, stride length. Children hardly follow directions when walking, their movements are poorly coordinated. They cannot stop quickly, run into objects, and are poorly oriented in space.

At an early age, children do not know how to coordinate their actions with the actions of their peers, recognize their motor interests, subordinate their actions to certain rules, although the interest in joint outdoor games is quite high.

One of the main tasks of the physical development of young children is the formation of the need for movement, the promotion of the accumulation of motor experience, the gradual transition from the elementary performance of basic movements to mastering their various methods.

In the second year of life, work continues to improve such basic movements as walking, running, crawling, throwing, jumping.

When mastering throwing, a child often makes many unnecessary movements. He often doesn’t know how to aim. He shoots far better than he hits the target. Ball games – training in throwing objects occupies an important place in working with a child of this age.

Climbing continues to improve in a 2-3 year old child. He is taught to use the ladder, to climb to the very top. It is necessary to create conditions for crawling, climbing, climbing, climbing [2, 27].

To consolidate the basic movements, it is necessary to create conditions in the group room and on the site for free movement. Special physical education equipment should include the following components: a slide with a ladder and a ramp, a log, a gymnastic wall, a ladder-ladder, boxes, baskets, benches, etc. , which makes it possible for the child to perform various movements.

Physical education classes with a child of 2-3 years old are held in the first half of the day no less than 30 minutes after breakfast. When conducting classes, the teacher distributes the children into subgroups. Children from 1 year to 1 year 6 months are combined into subgroups of 2 – 3 or 4 – 5 people; children from 1 year 6 months to 2 years – 6-8 people each [2, 36].

For physical exercises and outdoor games, the simplest aids are used: benches, balls, bridges, logs, climbing stairs. Allowances are selected with the age of the child.

Early childhood classes are conducted in subgroups. Their methodology and organization correspond to the age characteristics of the child. In early age groups, at the beginning of the year, physical exercises are carried out individually with each child.

General developmental exercises alternate with exercises in basic movements. By the end of the year, exercises are performed in subgroups in a flow or frontally. In these groups, considerable attention is paid to the development of walking and balance. To this end, various exercises in walking, stepping over objects, climbing, climbing, throwing, etc. are included in the classes.

Outdoor games and imitative exercises are carried out with young children. Toddlers are impressed by the emotional involvement in the game of an adult, his emotional mood is transmitted to them. In children, perception is aggravated, attention is focused. They learn to understand the game rules and obey them, to act in an imaginary situation. Toddlers begin to control their own movements, in accordance with the movements of their peers.

Children are taught to move in a flock, without interfering with each other, in one direction with a reference to the visual image “Let’s go visit the bear.” The kids, together with the adult, call: “Bear, come out!”, Dance with the character; walk along a narrow path, crawl under the “fallen tree”. They learn to act without interfering with their comrades, for example, when they collect rolled rings (balls). To do this, the teacher arranges for the children to run: “Ran to the bunny, and now back to me” (this makes it possible to suspend the children, calm the overexcited ones, so that they can be included in the game again).

Children after 1 year 8 months can perform imitative movements, imitating not only a familiar character, but also natural phenomena: they show how snowflakes fly (A. Barto “Snow is spinning”), etc.

When conducting an outdoor game, the educator takes a leading role. In the course of the game, he tells the children their actions, encourages the insecure, shy: “Everyone flies like sparrows, drinks water, pecks grains” (game “Sparrows and a car”). Toddlers perform movements, imitating the teacher. The outdoor game is repeated 2-3 times, noting the positive attitude of the children: “All the sparrows were dexterous, no one got caught, they played well. Well done!”

The content of gymnastics is 3-4 general developmental exercises, walking, running and jumping. Gymnastics begins with a short walk, alternating with a slow run for 20 – 30 seconds, and building a group. It is most convenient at this age to build in a circle. At the beginning of the year, it is better to use the construction in all directions, since children are still poorly oriented. And it takes too much time to organize the construction in a certain form.

The opening and closing walking can be done in a group in a certain direction or in pairs, holding hands, scattered or one after another. Walking should be calm and unhurried. Having lined up, the children begin to perform exercises to strengthen the muscles of the shoulder girdle and arms, legs, back, abdomen and the entire body.

General developmental exercises are selected from among the recommended exercises. Almost all of them are imitative in nature and are held in a playful way. In morning exercises, sitting, lying on your back and on your stomach are widely used. In the second half of the year, small objects can be used for general developmental exercises: rattles, flags, cubes.

The number of repetitions of each exercise is 4-5 times, it depends on the nature of the movements, their complexity and the preparedness of the children.

From the exercises in the named sequence, a complex is compiled, which is performed without significant changes for 2 weeks in a row.

When performing morning exercises, children of this age are characterized by dynamism and the presence of an extremely small number of completed fixed positions. Almost all movements are performed sequentially. This determines the features of the explanation and demonstration of exercises.

The organization of outdoor games for a walk is one of the conditions for increasing the motor activity of children, during which the mental and emotional state of the child improves, stress is relieved, children learn to obey the rules, and skills of collective play are brought up.

Outdoor games are the most accessible and effective method of influencing a child with his active help. Middle and senior preschool age is the most favorable time for the inclusion of outdoor games in the education process [1;68].

Conducting outdoor games and exercises during a walk increases the motor activity of children, contributes to the further consolidation of physical skills, improves health, develops the cardiovascular, respiratory, muscular and other important systems of the children’s body.

The special significance of outdoor games lies in the fact that they are widely available to people of all ages. Outdoor games, despite the huge variety, reflect such common characteristics as the relationship of the players with the environment and the knowledge of reality. The mobile game is characterized as a multifaceted, complex in terms of impact, pedagogical means of education. Complexity is expressed in the formation of motor skills, the development and improvement of vital physical, mental and moral-volitional qualities. But in order for the effect of the game to be positive, it is necessary to take into account the physiological characteristics of children of different ages when choosing it; in many ways, the success of the game depends on the choice of the venue and the preparation of this place for the game, the explanation of the rules, the division into teams and the choice of drivers.

Thus, playing outdoor games on a walk and implementing various forms of activity, children learn about the world around them, themselves, their body, invent, create, while developing harmoniously and holistically.

Synopsis of physical education

In the early age group

“The cat came to visit us”

Purpose: to develop the physical activity of children.

Tasks:

Educational: Learn to walk and run without bumping into each other. Exercise in crawling on all fours at a slow and fast pace; in climbing into a hoop.

Developing: To develop coordination of movements. Develop independence when performing physical exercises

Educational: To cultivate a friendly attitude towards each other, respect for animals.

Material for the lesson:

• hoops;

• rattles (2 pcs.) per each,

• cat toy,

• basket.

The course of the lesson.

Educator: Today a guest came to our lesson. And guess who it is:

Soft paws, scratches in the paws

Milk drinks, meow-meow sings.

Children: Cat.

Educator: Where is she? Call her: kitty-kitty.

(The children are calling, a cat appears.)

Educator: Look, the cat brought us a basket with a surprise.

And what’s in it, we’ll see a little later. In the meantime, I suggest playing with the cat (the junior teacher rolls out a massage path and puts the cat on it).

Educator: Let’s go along the path with the cat. See where the cat is sitting?

Children: On the track.

Educator: You and I know a poem, upon hearing which our guest will run away from the path.

Pussy, pussy, pussy, come on!

Don’t sit on the path,

Our baby will go,

It will fall through the pussy.

(the cat runs away from the path and sits on the sidelines)

Educator: So the cat ran away from our path. Let’s go bolder (children walk along the massage path).

Feet stomp on a colored path…

Educator: Well done! And now let’s play – catch up with the cat!

Children scatter in all directions.

Educator: Caught up! And again the legs are walking along the colored path (the children are walking along the massage path).

Educator: Guys, remember, when the cat just came to us, she brought a basket. I suggest we see what’s in there. Look, the cat brought us funny toys – rattles. Take the rattles, we stand in a circle, we will continue to play (the teacher and the junior teacher distribute rattles to the children).

General developmental exercises.

1. Raise the rattles, lower the rattles. Raise again, lower again. And one more time from the beginning … (raise up, lower).

2. And now guys, let’s play hide and seek. Hidden toys – our rattles.
And again, guys – let’s play hide and seek (hid behind the back, pointed ahead).

2. The children began to squat, knock with rattles.
3. They knocked, got up again, and now let’s start again

Knock with rattles

And one more time… (they sat down, knocked, stood up).

4. And now in our circle,
5. Let’s dance with rattles.
6. We’ll have a little rest, one-two, one-two!
   And again we will start dancing (jumping alternates with walking).

Educator: That’s how nice we played with rattles. Let’s put them back in the basket (children put the rattles in the basket).
Educator: Guys, look, our kitty is sad. Probably, she remembered her children – kittens. I suggest now to turn into kittens and play a little with the cat. We close our eyes, we turn into a kitten. Kitty, look what kittens we have, play with us.

At the present stage of development of preschool education, physical education is one of the priorities. This is due precisely to the fact that in the process of physical development, the formation of vital motor skills and the transfer of special physical education knowledge take place, which positively affects the mental development of a preschooler.

The practice of a modern pre-school educational institution shows that the stay of children in the fresh air is of great importance for physical development. Walking is the first and most accessible means of hardening the child’s body. It helps to increase its endurance and resistance to adverse environmental influences, especially to colds. It is the preschool age, according to modern research by scientists (E. A. Babenkova [1], T. M. Paranicheva [1]), that is the most important period for the formation of movements: the structure, functions and interaction of various organs and systems reach during this period functional readiness.

Gradually there are significant changes in his cognitive, volitional, emotional processes, in the formation of mental qualities and personality traits. Education of physical qualities has a beneficial effect on the social development of the child. A healthy, cheerful child is more actively involved in the life of society.

Mastery of strength, speed, endurance, dexterity and flexibility is manifested in a change in his behavior, attitude towards others, in the features of participation in the affairs of the team, etc. The full physical development and health of the child is the basis for the formation of personality.

Young children are active, mobile, but teachers and parents cannot always give them the opportunity to realize these inclinations. During educational activities in physical education, adults tend to bring up the need for self-organization, self-regulation, self-affirmation, but they do not pay enough attention to the enrichment of motor experience and the upbringing of spiritual and moral qualities and aesthetic ideas in physical culture and sports activities.

It is necessary to improve the health of children and develop their physical activity on a daily basis. And in order to involve children in motor activity and physical recovery, non-standard equipment should be used.

The central backbone component should be the physical education of young children in the course of joint activities of teachers, children and parents, carried out in the process of outdoor games, organized learning and independent activities of children.

Physical education can be successful as a result of providing a set of pedagogical conditions: introducing a set of measures for the physical education of preschoolers into the educational process, increasing the teacher’s competence in matters of physical education of preschool children, unity of requirements for children from teachers and parents in matters of physical education, organization subject-developing environment, one of the elements of which is non-standard equipment made by teachers on their own, as well as with the involvement of parents in the process of its manufacture.

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How to engage in the physical development of a child at home: tips

Contents

• Physical development of children of different ages
• How to conduct classes at home?
• What exercises to perform and in what quantity?
• A set of exercises for children at home

In early childhood, the foundation is laid for the further physical development of the child. Therefore, it is so important to accustom the baby to physical education , because even if he is not a champion, physical education will help him grow up healthy and active.