Improving the quality and accessibility of education is the most important task of modernizing the education system, set within the framework of the priority national project "Education" by the government Russian Federation. System upgrade preschool education, as defined in the Concept of long-term socio-economic development of the Russian Federation for the period up to 2020, is the basis of economic growth and social development of society, a factor in the well-being of citizens in the security of the country. It affects the structure, content, technologies of education and training at all levels of the educational system. At the present stage of development of society, the content of preschool education is being modernized.

Today, each preschool institution is given the opportunity to become independent both in financial and pedagogical activities. The integrity of the pedagogical process in the preschool educational institution is ensured by the implementation of a particular program that defines a new idea of ​​the development of the child, including the physical one.

The formation of a child's health in a preschool institution, the level of his physical fitness, the volume of acquired motor skills largely depend on what programs his teachers use.

Many existing programs do not take into account the possibilities of physical culture as a factor in the comprehensive development of the child, the formation of his mental functions, including speech.

Realizing the need to improve the process of physical education and education of children preschool age v terms of preschool, in order to best implementation health-improving and correctional-developing direction of physical education of preschoolers with OHP, we have developed " Sample program physical education of children speech therapy groups with general underdevelopment of speech (OHP).

The content of the correctional and developmental work on the physical education of preschoolers in this Program is fully consistent with the content educational field“Physical culture” of the Sample program of correctional and developmental work in a speech therapy group for children with general underdevelopment of speech (from 3 to 7 years old) ”(Nishcheva N.V. An approximate program of correctional and developmental work in a speech therapy group for children with general underdevelopment of speech (with 3 to 7 years old) - St. Petersburg: PUBLISHING HOUSE "CHILDHOOD-PRESS", 2013).

The goal of the program is to create optimal conditions for the comprehensive full development of motor and psychophysical abilities, health promotion of preschool children with OHP in preschool educational institutions by increasing
physiological activity of organs and systems of the child's body; correction of speech-motor disorders.

The program contains the following sections:

1. Characteristics of children with ONR.
2. Tasks of physical education of children with OHP.
3. Special tasks of physical education of children with OHP.
4. Forms and methods of work on the physical education of children with OHP.
5. Tasks and content of work on physical education (educational area "Physical culture") ... in the second junior speech therapy group (ONR).
6. Tasks and content of work on physical education (educational area "Physical culture") ... in the middle speech therapy group (ONR).
7. Tasks and content of work on physical education (educational area "Physical culture") ... in the senior speech therapy group (ONR).
8. The tasks and content of the work on physical education (educational area "Physical Education") ... in a preparatory group for school with OHP.
9. Exercises and outdoor games.
10. Medical and pedagogical supervision and control of the state of health of preschool children of speech therapy groups (OHP) 3-7 years old.
11. Evaluation of monitoring results educational process(the level of mastery of the necessary skills and
    skills in the educational field "Physical Education") in speech therapy groups (OHP) with children 3-7 years old.
12. Object-spatial developing environment in the gym.
13. The relationship in the work of teachers and specialists working with children with speech disorders (OHP).
14. Working with parents.

In this article, I would like to dwell on two sections of the program: "Characteristics of children with OHP" and "Tasks of physical education of children with OHP".

Characteristics of children with ONR

This category of preschoolers includes children who have deviations in the development of speech with normal hearing and intact intelligence. The general underdevelopment of speech can be expressed to varying degrees: from the complete impossibility of combining words in a phrase or from pronouncing separate onomatopoeic complexes (mu-mu, av, tu-tu) instead of words to expanded speech with elements of phonetic-phonemic and lexical-grammatical imperfection. But in any case, the violation concerns all components of the language system: phonetics, vocabulary and grammar. Hence the name of the defect - the general underdevelopment of speech.

The lowest level of speech development in such children is the first. At the first level of speech development, the active vocabulary is practically not formed, it consists of separate multi-valued distorted analogues of words, often of an onomatopoeic plan, for example:

• dog, goat, cow, ram-ava;
• car, ship, rocket, bicycle - tu-tu;
• eat, drink, chew, bite off - am and more.

Common words and their substitutes are used in different values, are often replaced by paralinguistic means of communication - gestures, facial expressions. Speech that is understandable only to close people in a specific communication situation.

The second level of speech development is characterized by an increase in the speech activity of children. Phrasal speech distorted in phonetic and grammatical design appears. The active vocabulary is expanded through the use of various parts of speech (nouns, verbs, adjectives, adverbs), there are attempts to use individual skills of inflection and word formation. Violation of sound pronunciation is clearly manifested. Children cannot pronounce a number of syllables, words that sound similar (pa-ta-pa, kot-tok-kot), grossly distort the syllabic structure and sound content of words (asiped - bicycle, et - plane, etc.). Children are not ready to master language analysis and synthesis.

A higher level is the third level of speech development. It is characterized by the fact that it lacks or contains in a distorted form less common words denoting the names of objects, objects, actions, their signs.

The most characteristic lexical difficulties concern knowledge and naming:

• parts of objects and objects (cabin, seat, trunk, porch, back of the head, mane, etc.);
• verbs expressing the clarification of actions (laps, gnaws, chews - everything is expressed by the word "eats");
• antonyms (smooth - rough, thick - liquid, deep - shallow, etc.);
• relative adjectives (woolen, clay, rubber, cherry, etc.).

There are problems with grammatical side of speech. Errors are common here in the use of prepositions, the coordination of various parts of speech (“I went to two horses”, “Take care of the hedgehog” and more), in the construction of sentences (“Petya went to pick forest mushrooms” and more).

Phonetically difficult. sound extraction(first, in the middle, last), children cannot pronounce a series of words that are similar in sound (cat - whale - current, bull - tank - side, etc.).

Suffering semantics- understanding the meaning of the word.

In the reproduction of texts according to the model, there is a noticeable lag behind normally speaking peers, the lack of a sense of rhyme and rhythm in children interferes with their memorization of poems.

Despite the different nature of the defects, children with ONR have typical manifestations indicating a systemic violation speech activity. One of the leading signs is a later onset of speech: the first words appear by three or four, and sometimes by five years. The speech of these children is incomprehensible. There is insufficient
speech activity, which with age, without special training, drops sharply.

Defective speech activity leaves an imprint on the formation of sensory, intellectual and affective-volitional spheres in children.

Lack of attention span, limited opportunities its distribution. With a relatively intact semantic, logical memory in children, verbal memory is reduced, and the productivity of memorization suffers. They forget complex instructions, elements, and sequences of tasks.

In the weakest children, low recall activity can be combined with limited opportunities for the development of cognitive activity.

Connection between speech disorders and other parties mental development causes specific features of thinking.

Possessing, on the whole, full-fledged prerequisites for mastering mental operations accessible to their age, children lag behind in the development of verbal logical thinking, without special training, they hardly master analysis and synthesis, comparison and generalization.

In addition to somatic weakness and slow development of locomotor functions, they also have a certain lag in the development of the motor sphere, which is characterized by poor coordination of movements, uncertainty in performing dosed movements, and a decrease in speed and dexterity. The greatest difficulties are revealed when performing movements according to verbal instructions.

Children with OHP lag behind normally developing peers in reproducing a motor task in terms of spatio-temporal parameters, violate the sequence of action elements, and omit its components. For example, rolling the ball from hand to hand, passing it from a short distance, hitting the floor with alternating alternation, jumping on the right and left foot, rhythmic movements to the music.

Lack of coordination of fingers, hands, underdevelopment fine motor skills. Slowness, stuck in one position are detected.

In children with speech disorders, there is a lag in psychomotor development in various parameters:

• According to the development of physical qualities, children with speech disorders differ from healthy children by a low level of dexterity and speed. There were no differences in endurance, strength and flexibility.
• According to the degree of formation of motor skills, children with speech disorders differ from healthy children in the lack of automation of movements and low learning ability. These features are associated with a low level of development of cognitive processes (perception, attention, memory).

A correct assessment of non-speech processes is necessary to identify patterns of atypical development of children with ONR and, at the same time, to determine their compensatory background.

Tasks of physical education of children with OHP

Preschool age is one of the most crucial periods in the life of every person. It is in this age period that the formation of motor abilities takes place, interest in physical culture and sports is formed, personal, moral-volitional and behavioral qualities are brought up, the foundations of proper physical development and health are laid.

How the upbringing and education of the child is organized, what conditions are created for his growing up, for the development of his physical and spiritual strength, development and health in subsequent years of life depend.

What is lost in childhood is difficult to make up. This obliges employees of preschool institutions to work in depth on the problems of physical education of children.

One of the main tasks of teachers and parents is to create conditions for the correct physical development of the child, to ensure the optimal mode of motor activity, which contributes to the timely development of motor functions, the correct formation of the most important organs and systems in accordance with age characteristics preschoolers, taking into account the periods sensitive for the development of certain motor skills. In each period of a child's life, the activity of his body is associated with the solution of certain priority, vital tasks. One of the most important socially significant tasks is the development of a child's speech.

Physical education of older preschool children with OHP involves solving both general educational and a number of correctional tasks aimed at eliminating shortcomings in the sensory, affective-volitional, intellectual spheres, due to the peculiarities of the speech defect. At the same time, the physical culture instructor directs his attention not only to the correction of existing deviations in the physical and mental development of children, to enrichment and understanding of the environment, but also to the further development and improvement of the activity of safe analyzers. This creates the basis for the favorable development of the child's compensatory abilities, which ultimately affects the effective mastery of speech.

Since the full formation of the child's personality cannot take place without comprehensive development, and since the vast majority of children with OHP are released from special groups to general education schools, it is necessary to implement a mass kindergarten program, but taking into account the characteristics of children with this diagnosis.

In the process of physical education of children of senior preschool age, the following tasks are solved:

1. Protecting the life and strengthening the health of the child.
2. Hardening of the body in order to strengthen the cardiovascular and nervous systems, improve the activity of the organs of the vascular and nervous systems, improve the activity of the respiratory system, and metabolism in the body.
3. Creation of conditions for expedient physical activity of children.
4. Continuous improvement of motor skills and abilities, taking into account age characteristics (psychological, physical and physiological).
5. Formation of correct posture, prevention of flat feet.
6. The development of speed, strength, endurance, flexibility, coordination abilities, the ability to maintain balance.
7. Formation of a wide range of gaming activities.
8. Raising interest in active motor activity and the need for it.
9. Daily use of such forms of work on the physical education of children as morning exercises, physical exercises, outdoor games, physical exercises, games and exercises for a walk, as well as competitive forms of work, such as competition games and relay races.

Material provided, May 2013.

Introduction

A healthy child is the happiness of a family. It is the preschool age that is the most important period when the human personality is formed and the solid foundations of physical health are laid. Motor activity is the main source and motivating force for the protection and promotion of health, improvement of physical and intellectual abilities small child. A preschooler learns the world, masters speech, space-time connections of objects and phenomena with the help of movements. Their development is the central task of physical education.

Systematic physical education classes, outdoor games and exercises, especially in the fresh air, have a positive effect on the growth and development of the child's body, increase the functionality of its leading systems, which contributes to their improvement.

The impact of physical activity on the health and physical development of children with OHP

underdevelopment speech children speech therapy

Physical development associated with a change in height, weight, increased muscle strength, improvement of the senses, coordination of movements, etc. In the process of mental development, there are significant changes in cognitive, volitional, emotional processes, in the formation of mental qualities and personality traits. The social development of the child, carried out in the process of his inclusion in the life of society, is manifested in a change in his behavior, attitude towards others, in the features of participation in the affairs of the team, etc.

In the first years of life, the development of motor activity is the basis for the comprehensive development of the child. In childhood, the foundation of health is laid and some important personality traits are formed. Success in any activity is largely determined by the physical condition of the child. Children's body reacts sharply to minor deviations from the norm in the environment, which is associated with its development and insufficient functional maturity of individual organs and systems. The connections between somatic and mental processes are closer than in adults. Therefore, the solution of many pedagogical problems must be carried out with the obligatory consideration of the physical capabilities and condition of the child.

Physical activity to achieve the goal of the action is determined by the intellectual-sensory, cognitive, as well as emotional-volitional and game activity of the child. For the development of movements of children with ONR, the feeling of “muscular joy” is also important. Satisfaction from overcoming the emerging difficulties of an objective (physical stress, object obstacles, etc.) and subjective (indecision, fear, etc.) character stimulates the solution of increasingly diverse and difficult motor tasks by children, leads to the mobilization of volitional efforts.

The higher the motor activity of the child, the better his speech develops. The relationship between general and speech motility has been studied and confirmed by the studies of many leading scientists, such as I. P. Pavlov, A. A. Leontiev, A. R. Luria. When a child masters motor skills and abilities, coordination of movements develops. The formation of movements occurs with the participation of speech. Precise, dynamic performance of exercises for the legs, trunk, arms, head prepares the improvement of the movements of the articulatory organs: lips, tongue, lower jaw, etc.

Sufficient physical activity in terms of volume has a positive effect on the functional state of the brain, an increase in working capacity, and an increase in arbitrariness in performing various actions. Activity in the sports corner allows you to provide sufficient physical activity during the day, contributes to the consolidation of motor skills, the development of physical qualities. When conducting physical education classes, a competitive element is necessary, because. emotional arousal affects the activation and increase in the volume of physical strength and capabilities of a child with ONR, tones up the activity of the entire nervous system and contributes to the penetration of impulses not only to the skeletal muscles, but also to various organs and systems of the body. From a physiological point of view, to include all body systems in vigorous activity, it is necessary to apply intense motor loads. At the heart of any sports and training process is the implementation of significant physical activity. Intensive work a large number muscles when performing movements makes high demands on the main functional systems of the body and at the same time has a training effect on them. And since children with OHP are not able to withstand significant and prolonged physical stress, this is an obstacle to performing a large amount of training loads, and as a result, to performing at competitions where high abilities of the nervous system are required.

The subject-developing environment plays a significant role in the development of movements. The subject environment, according to many teachers, psychologists, is of great importance for the development of children's activity, the formation of their initiative behavior and creativity. Developmental role subject environment lies in the fact that it stimulates the search activity of a small child, encourages effective knowledge of the world of objects, phenomena, as well as human relations and oneself, one's strengths and capabilities.

As optimal for children with OHP of preschool age, a motor regimen can be recommended that allows progressively achieve and maintain an above-average level of physical condition. This level is characterized by optimal age values ​​of the parameters of morpho-functional status, physical fitness and performance, as well as low morbidity. At preschool age, it is necessary to improve the coordination of movements, to stimulate the development of both the motor, and the cardiovascular and respiratory systems of the body. In this regard, children with OHP are recommended exercises in walking, running, climbing, crawling, throwing. In good health, children can perform any kind of basic movement. Restrictions in loads for them are selected taking into account the individual characteristics of children with ONR. At the same time, it is necessary to take into account their physiological readiness, functional state and development of basic qualities with a fairly deep understanding and analysis of the individual characteristics of a growing organism.

The use of basic movements in a dosage that is accessible to children and appropriate for their age, helps to increase the mental and physical capacity of children. During the performance of movements by children, the educator forms their moral and volitional qualities: purposefulness, perseverance, endurance, courage. It is especially important - it supports in children the desire and ability to overcome obstacles (run around, jump over, climb over).

When performing movements, the emotional state of children is enriched, this is especially important for children with ONR. They experience a feeling of joy, uplift from the manifested motor actions.

Organization of physical education classes with children with disabilities

preschool age with a diagnosis of general underdevelopment of speech

using health-saving technologies.

Physical education instructor

Teacher speech therapist

MADOU No. 44 "Cinderella", Naberezhnye Chelny

Unfortunately, the number of children with speech disorders has recently increased. The etiology of speech development disorders is quite polymorphic. The groups receive children with alalia, who have an organically conditioned damage to the speech zones of the cerebral cortex. Also, often, a severe speech disorder is diagnosed in children with an erased form of dysarthria. In these children, along with motor disorders due to insufficient innervation of the speech apparatus, movements of fine and general motor skills are impaired, paresis and paralysis are observed. Their movements are awkward, with insufficient volume, limited mobility, endurance, static. Very often they prefer to work with their left hand because of the clumsiness of the right hand, which in turn negatively affects the acquisition of speech skills, lack of orientation in space. A lot of work is required to teach these children self-care skills, skills manual labor and preparation of the hand for writing. In children with alalia, fine motor skills are also not formed, switchability and coordination of movements of not only the speech apparatus, but also fine and general motor skills are difficult. Very often, in children with speech disorders, there is a lack of voice modulation, timbre disorders, impaired coordination of movements of the respiratory, vocal and articulatory muscles, disorders of the melodic-intonation side of speech, difficulties in perceiving and reproducing intonation. Also, children have a superficial type of breathing, which negatively affects the quality of speech. All this indicates the need for a comprehensive corrective impact with the participation of various specialists of preschool educational institutions. Children with speech disorders need additional development of coordination of general movements and fine motor skills, as well as coordination of speech, breathing and motor skills, the formation of full-fledged motor skills, which in turn will stimulate the development of general speech skills. In addition, it is extremely necessary to develop orientation in space, because. its insufficiency affects the development of oral and written speech, and the mastery of finely coordinated and specialized hand movements is a necessary link in the general system of remedial education.

The novelty of this set of class notes lies in the fact that they take into account all the necessary areas of corrective action.

So for the development of fine motor skills, massage balls of various diameters, balls and rings of Su-Jok are used, which stimulate biologically active points. Children perform finger gymnastics, which develops not only fine motor skills, but also the imagination of children. V game form children are invited to sing vowels, consonants, combinations of sounds, syllables and words, thus lengthening the speech, voiced exhalation, developing the intonational and melodic side of speech, developing the volume and strength of the voice, chest - abdominal type of breathing. It is also important to include logo-rhythmic exercises with musical accompaniment in the complex of class notes, stimulating the coordination of speech with movements. The inclusion of kinesiology exercises improves the state of the motor sphere and stimulates the interhemispheric interaction necessary for the full development of children with speech disorders. Jumping, crawling, stepping over improve both the rhythm of general movements, as well as their pace and coordination.

In the process of properly organized classes, it is necessary to eliminate uncoordinated, constrained, insufficiently rhythmic movements.

Special attention is paid to the features of the psychomotor development of children, which should be taken into account in the process of children's motor activity (children with speech pathology, which has an organic nature of the disorder, usually differ in the state of the motor sphere from excitable with symptoms of distractibility, impatience, instability and inhibited with symptoms of lethargy, adynamism). ).

All work is aimed at normalizing muscle tone, correcting incorrect postures, developing static endurance, balance, streamlining the pace of movements, synchronous interaction between movements and speech, memorizing a series of motor acts, educating the speed of reaction to verbal instructions, developing fine motor coordination necessary for full development writing skills.

Synopsis of OOD on physical development with children with disabilities 6-7 years old

(with general underdevelopment of speech).

"Zoo"

Purpose: To activate the motor mental activity of children.

• Wellness.

Activate biologically active points with Su-Jok balls.

• Educational.

Learn to maintain balance while standing on a stuffed ball.

Improve the technique of high jump from a place and crawling in various ways.

• Developing.

To develop coordination of movements and orientation in space, the relationship of speech activity with movements.

Encourage correct pronunciation of sounds, syllables; encourage speech activity.

• Nurturing.

Cultivate the ability to maintain correct posture in various.

• To consolidate knowledge about animals and their habits living in the zoo.

Benefits: massage balls, arcs, stuffed balls, board, bench, cards with human figures, a set of color pictures 15x20 cm with images of animals (tortoise, crocodile, ostrich, kangaroo, monkeys, porcupine), coloring pictures.

Course progress.

Introductory part.

Hello guys! I work as a correspondent for the magazine "In the world of animals" and I was given the task to make a report about the animals living in the zoo, but my assistant photographer fell ill. How to solve this problem? I need your help (children's answers). And let's all together make a photo essay about the inhabitants of the zoo. What is a zoo? (children's answers). Let's tell together who lives in the zoo.

Finger game "Zoo"

We walk to the zoo, everyone is happy to visit there!
(with index and middle fingers of both hands, imitate walking fingers).
There are ponies, zebras, crocodiles, parrots and gorillas
(bend fingers alternately on the right hand),
There are giraffes and elephants, monkeys, tigers, lions
(bend fingers alternately on the left hand).

And now, let's show how animals move. Bypassing the hall step march!

"Peacocks" - walking with a gymnastic step, we pronounce - pa-pa-pa.

"Penguins" - walking heels together, socks apart, arms below, hands raised. we say - wee-wee-wee.

"Wild ducks" - walking in a full squat, hands on knees, we pronounce - quack-quack-quack.

“Tigers” - walking on low all fours (on the forearms and knees), we pronounce -ri-ri-ri.

"Lions" - walking on all fours (on the palms and knees), we pronounce -ry-ry-ry.

“Elephants” - walking on high all fours (on the palms and feet), we pronounce -tu-tu-oo-oo.

“Snake” - crawling in a plastunsky way, we pronounce -shhhh.

We speak 2 times before starting the exercises.

Chanterelles - running in small steps

"Zebra" - running with a high lifting of the hip

"Monkeys" - jumping with forward legs together - legs apart.

Walking with breathing exercise. On the exhale we pull -a-a-a-, on the second exhale -a-u-u-, on the third exhale -a-u-i-

Main part.

Rebuilding in 3 columns.

We know that various inhabitants live in the zoo: animals, fish. We go to the zoo, who do we see? Try to guess riddles.

Lives calmly - not in a hurry,

He carries a shield just in case.

Underneath knows no fear

Marine...

Children. ...Turtle.

Show picture. We point the lens (children imitate photography) and take a photo (children together say “click” while exhaling).

Body self-massage "Turtle"

Children perform light pinching with their fingers, chest and legs to Zheleznova’s song “The turtle was going to swim”

Rhythmic gymnastics "Sea turtle"

using kinesiology exercises

(to the song "Sea turtle named Natasha")

The zoo is home to a lot of animals from different continents:

Show pictures of animals (crocodile, ostrich, kangaroo). We aim the lens and take photos (the children say “click” as they exhale).

ATS (circular method):

1 subgroup "Crocodiles"

Crawling on the hands with support on the feet, the torso is straight.

Crawling on the bench on the stomach, pulling up with hands.

2 subgroup "Ostriches"

Stand on medicine balls (complication: stand on one leg)

3 subgroup "Kangaroo"

Jumping sideways with moving forward through a stretched elastic band (height 20-30 cm)

Walking sideways with side steps on the board, heels on the gloss, socks on the floor.

Walking around the hall with rebuilding in a circle.

At the zoo, in a blue cage
Deftly jumping on the net
Making faces, eating bananas
Who? Of course ... (monkey) - we sing.

The mobile game "Naughty Monkeys" according to schemes - cards.

• Children move in jumps to the music. When the music stops, the children take the pose drawn on the card.
• On a signal, only boys or girls take the desired position, depending on the image. The rest sit down.
• In this version, children guess the sound. The pose of the drawn man shows the sound.

Final part.

Very long needles
Like knives on an old Christmas tree.
The hedgehog has grown ten times
It turned out ... (porcupine) - we sing.

Show picture. We aim the lens and take a photo (the children say “click” as they exhale).

Massage with a ball "Su - Jok" "Porcupine".

Children pronounce the words together with the instructor and perform the movements.

Take the ball, put it on the palm of your hand.

One two three four. Five. Let's start counting again.

Press the ball on each finger of the right hand, then the left

We'll take it in our hands and rub it lightly

Roll the ball up and down in your palm.

Let's look at his needles, massage his sides.

Squeeze strongly with your right palm, then with your left.

I twist it in my hands, I want to play with it.

Roll between your palms.

I will make a house in the palms, the cat will not get it !!!

Hide in the palms, making a house.

Our journey ended happily. Thank you guys for helping to collect photos for my report. Was it difficult for you? Look again at our photos of the animals we have met. Our photographs will be printed in a magazine, and I will give you negatives (pictures - coloring pages) as a keepsake, which you will color at home or in a group.

Bibliography:

1. Wellness classes for children 6-7 years old. M.: TC Sphere, 2008. - 224p. (Healthy baby).
2. , Yu Integrated physical culture and speech classes for preschoolers with OHP 4-7 years old: Toolkit. - St. Petersburg: "CHILDHOOD-PRESS", 2005 - 224 p.
3. From Birth to School. Approximate ./ Edited by . - M .: Mosaic / / Synthesis, 2014.

Features of physical education of preschoolers with OHP

Introduction.

Since 2005 our kindergarten (GBDOU No. 196 of the Kirovsky district) has become a speech therapy. As a physical education director, I had to adapt my experience to work with speech children. First, I got acquainted with the types of speech disorders. Basically, children with ONR come to us.

ONR, general underdevelopment of speech- various complex speech disorders, in which the formation of all components of the speech system is impaired, i.e. the sound side (phonetics) and the semantic side (lexicon, grammar). The term OHP was first introduced in the 50-60s of the 20th century by the founder of preschool speech therapy in Russia R.E. Levina. The concept of general speech underdevelopment (ONR) is still actively used to form speech therapy groups of children in preschool institutions. General underdevelopment of speech can be observed in complex forms of childhood speech pathology: alalia, aphasia (always), as well as rhinolalia, dysarthria (sometimes). Despite the different nature of the defects, children with ONR have typical manifestations that indicate systemic speech disorders:

Later onset of speech: the first words appear by 3-4, and sometimes by 5 years;

Speech is agrammatic and insufficiently phonetically framed;

Expressive speech lags behind impressive, i.e. the child, understanding the speech addressed to him, cannot correctly voice his thoughts himself;

The speech of children with ONR is difficult to understand.

R.E. Levina singled out three levels speech development, which reflect the typical state of language components in children with ONR:

First level speech development is characterized by the absence of speech (the so-called "speechless children"). Such children use "babble" words, onomatopoeia, accompany "utterances" with facial expressions and gestures. For example, "b-b" can mean an airplane, a dump truck, a steamer.

Second level speech development. In addition to gestures and “babble” words, although distorted, but fairly constant common words appear. For example, "lyabok" instead of "apple". The pronunciation abilities of children are significantly behind the age norm. The syllable structure is broken. For example, the most typical reduction in the number of syllables is “teviki” instead of “snowmen”.

Third level speech development is characterized by the presence of extended phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment. Free communication is difficult. Children of this level come into contact with others only in the presence of acquaintances (parents, educators), who make appropriate explanations for their speech. For example, “aspak went with my mother. and then a child walked around, there she rang. then aspalki were not beaten. then send a pack” instead of “I went to the zoo with my mother, And then I went where the cage is - there is a monkey. Then they didn't go to the zoo. Then we went to the park."

Causes general underdevelopment of speech(OHP) are various adverse effects both in the prenatal period of development (intoxication, toxicosis), and during childbirth (birth trauma, asphyxia), as well as in the first years of a child's life.

Also since 2009. children with hearing impairment came to us after CI. The use of cochlear implantation (CI) is based on the fact that in sensorineural hearing loss, the cochlear receptors are most often affected, while the fibers of the auditory nerve remain intact. Cochlear implantation makes it possible to perceive high-frequency sounds that people with severe hearing loss cannot hear even with powerful hearing aids. Cochlear implantation is a surgical operation during which electrodes are inserted into the patient's inner ear, which provide the perception of sounds due to electrical stimulation of the auditory nerve.

Physical development of children

Motor function is the result joint work various brain links of a functional unified system, the loss or dysfunction of any of them leads to a disruption in the functioning of the system as a whole. Each link makes its own specific contribution to the work, depending on the level of dysfunction, violations are of a different nature. The lack of formation of the dynamic characteristics of motor activity, which is expressed in the difficulties of switching from one movement to another, comes to the fore. When performing motor tasks, there is a strong muscle tension, difficulties in the regulation of muscle tone, hidden hyperkinesis, etc.

All children with ONR are characterized by general motor clumsiness. Most of the children have poor coordination, look motor awkward when walking, running, moving to music. Basic motor skills and abilities are insufficiently formed, movements are not rhythmically organized, motor exhaustion is increased, motor memory and attention are reduced. In the absence of pronounced neurological disorders, there is a weak regulation of voluntary activity, the emotional-volitional sphere, and difficulties in mastering writing. They observe insufficient stability and volume of attention, limited possibilities for its distribution. With a relatively intact semantic, logical memory, verbal memory is reduced, memorization productivity suffers, complex instructions, elements and sequence of tasks are forgotten.

Children are inactive, they do not show initiative in communication. The presence of OHP leads to persistent violations of communication activities, the process of interpersonal interaction of children is hampered, problems are created in the way of their development and education.

The personality of the child is characterized by specific features, among which are low self-esteem, communication disorders, manifestations of anxiety and aggressiveness of varying severity. It is noted that the lack of formation of means of communication can be the main reason for unfavorable peer relationships.

The revealed features of the speech development of children with OHP (difficulties of morphological, syntactic, logical-syntactic and compositional nature) are combined with violations of the communicative function, which is expressed in a decrease in the need for communication, unformed ways of communication (dialogical and monologue speech), behavioral features (no interest in contacts, inability to navigate in a communication situation, negativism).

It can be concluded that speech disorders affect the relationship of the child with others, the formation of his self-awareness and self-esteem.

Practice shows that parents pay attention to the development of the child's speech late, the delay in the development of speech affects the intellectual development of the child, makes it difficult cognitive process disrupts the communication process. The problem can be solved by the development of the child's motor activity and fine motor skills of the hands. The formation of movements occurs with the participation of speech. The researcher of children's speech Koltsova M.M. writes: “The movements of the fingers historically, in the course of the development of mankind, turned out to be closely related to the speech function. The first form of communication primitive people there were gestures; the development of the functions of the hand and speech in humans proceeded in parallel. Approximately the same course of development of the speech of the child. First, subtle movements of the fingers develop, then the articulation of syllables appears; all subsequent improvement of speech reactions is directly dependent on the degree of training of finger movements. Thus, “there is every reason to consider the hand as an organ of speech - the same as the articulatory apparatus. From this point of view, the projection of the hand is another speech area of ​​the brain.

Researchers attached particular importance to the relationship between the state of motor skills and speech. More Gilyarovsky V.A. (1932) noted that the delayed development of speech may be a manifestation of a general underdevelopment of motor skills. IN AND. Dresvyannikov (1972) pointed to the parallelism and interconnection between speech and general motor ontogeny and emphasized that the development of motor skills and expressive speech in a child occurs in close unity. In the study of voluntary movements, Zaporozhets A.V. (1990), proved that the formation of voluntary movements in humans occurs with the participation of speech. It can be said that the connection between general motor skills and speech makes it possible to develop the necessary qualities of movements of the organs of the articulatory apparatus by developing similar properties of general motor skills.

Children with OHP, with general somatic weakness and slow development of locomotor functions, are characterized by a certain lag in the development of the motor sphere, characterized by poor coordination of complex movements, uncertainty in performing dosed movements, and a decrease in speed and dexterity. Children with OHP lag behind normally developing peers in reproducing a motor task in terms of spatio-temporal parameters, they violate the sequence of action elements, omit its components. It is difficult for them to perform such movements as rolling the ball from hand to hand, passing it from a short distance, hitting the floor with alternating alternation, jumping on the right and left foot, rhythmic movements to music. There is also a lack of self-control when performing tasks. Insufficient coordination of movements is noted in all types of motor skills - general, facial, fine and articulatory. The lag in the development of the motor sphere is expressed in the difficulties of performing the movement according to verbal and especially multi-stage instructions (the sequence may be violated, one of the components of the series may be omitted, there may be no self-control when performing the task). Characteristic is the development of facial motor skills: the accuracy and completeness of the execution of movements suffer, with preserved involuntary movements, the appearance of friendly movements is observed when trying to perform voluntary movements (participation of the muscles of the forehead, cheeks or lips when winking one eye). There are lags in the development of fine motor skills of the hands, there is insufficient coordination of the fingers, hands, coordination of movements is difficult when unbuttoning and fastening buttons, tying and untying shoelaces. Slowness is detected, stuck in one position. There are violations of articulatory motility, which are manifested in the presence of friendly movements, incompleteness and inaccuracies in the work of the muscles and organs of the articulatory apparatus. Violation of articulatory motility manifests itself in the form of mild paresis, tremor, violent movements of individual muscles of the tongue.

The development of speech in ontogenesis is closely related to the development of fine manual motor skills, especially during the sensitive period of speech development. The development of manual motor skills has a stimulating effect on the development of speech. This is due to the anatomical and physiological proximity of the speech zones of the cerebral cortex and the zones that regulate hand movements.

Physical education of preschool children with general underdevelopment of speech is built according to the program of preschool educational institution. In direct educational activities in physical education, it is necessary to constantly monitor the physical state children. Children with speech disorders, as a rule, belong to the second or third health groups. Many of them have contraindications that must be taken into account in physical exercises.

The subject of special attention is the work on posture, since a heavy gait (on the whole foot), lateral body swaying, half-bent legs, lowering the head, uneven steps are usually the main problem of children with speech disorders.

For children with general underdevelopment of speech, automation of movements must be carried out with speech accompaniment, that is, when pronouncing various poetic texts. The rhythm of poetry helps to subordinate the movements of the body to a certain pace, the power of the voice determines their amplitude and expressiveness.

In children of this category, the tone is changed, so the inclusion of exercises for active relaxation and muscle tension is necessary in work. The regulation of tone is facilitated by performing exercises with different amplitudes and speeds. At the same time, the child's performance of such exercises with poems stimulates speech, activates articulation and voice power, which is also a distinctive and necessary component in working with children of speech therapy groups of preschool institutions.

Breathing exercises in the course of correction should be given special attention. When performing physical exercises, the body needs more oxygen, and this can only be provided by increasing the number of breaths per minute and increasing the depth of breathing. At the same time, children with general underdevelopment of speech, when performing even relatively light exercises, often hold their breath, so they need to be specially taught to breathe correctly. For children with speech disorders, breathing exercises are of particular importance, since along with work on physiological breathing, correction is carried out. speech breathing, that is, work on a short breath and a long speech exhalation.

Of particular importance in the correction of children with speech disorders is the rhythm. Rhythm has the same patterns and methodology that are characteristic of ordinary gymnastics. The main structural unit is the composition, i.e. merged in technique and continuous in content motor exercise. The complex is 10-12 minutes. Each composition, in turn, should consist of four parts, represented by movements of different directions of influence.

Assistance to children with speech disorders consists of organizing a complex of sports and recreational activities aimed at strengthening the nervous system. Therefore, a positive emotional background should be created in the classroom, the teacher's speech should be calm, smooth, melodious. Situations should be purposefully created to help children feel dexterous and strong.

The development of each exercise is facilitated by music and poetic lines that teach the child to perform exercises in a certain rhythm, coordinating movements and speech. This technique is especially important for children with speech disorders, since the individual internal rhythm of children is often either accelerated or, conversely, slower than the general set rhythm.

An important means of physical education of children are outdoor games. For children with general underdevelopment of speech, it is necessary that these games be combined with the current speech therapy work and be a stimulating additional correctional tool that promotes psychomotor and speech correction.

The revealed psychomotor features in children with general speech underdevelopment allow us to conclude that this category of children should be considered from the standpoint of a holistic approach (identifying speech and non-speech symptoms, taking into account the relationship and nature of the connections of these components of the defect structure).

In this regard, physical exercises should contribute to the correction of not only psychomotor, but speech, emotional and general mental development.

General development of children

Physical education of preschoolers is an integral part of the educational process, in which all its participants must take part: children, teachers, parents. The bottom line is that everyone should act together, be partners, partners, form a common alliance, and none of them should stand above the other. We, adults, should show understanding, love, optimistic faith, tolerance for shortcomings, readiness for co-creation to children.

A prominent scientist, prominent public figure and teacher Pyotr Lesgaft said that physical education is the most important means of the comprehensive development of a person’s personality, closely related to mental, moral and aesthetic education: “It will help children become more active, cultured people who can productively and economically spend their strength and energy, both in personal and public affairs. This can be achieved only by joint efforts, the cooperation "child - teacher - parent" should be realized in common life preschool, taking various forms(commonwealth, complicity, co-creation, co-management).

Of particular importance is physical education for children with special needs of psychophysical development (OHP - general underdevelopment of speech, ZPR - mental retardation). In our kindergarten of the compensating type, much attention is paid to working with children with general underdevelopment of speech, which is carried out by all kindergarten specialists: group educators, speech therapists, speech pathologist, teacher-psychologist, physical education teacher and music director.

Under the general underdevelopment of speech is understood the disturbed formation of all components of the speech system in their unity (sound structure, phonemic processes, vocabulary, grammatical structure, the semantic side of speech) in children with normal hearing and primary intact intelligence. In the preschool period, children with OHP draw attention to themselves by slowing down physical development, general physical weakness, mental retardation, motor disinhibition, impaired active attention, visual and auditory perception. In many children with systemic speech underdevelopment, a neurological examination reveals various, usually not pronounced motor disorders, which are characterized by changes in muscle tone, balance disorders, coordination of movements, and insufficiency of differentiated motor skills of the fingers. Children with OHP lag behind normally developing peers in reproducing a motor task in terms of spatio-temporal parameters, violate the sequence of action elements, and omit its components. Slowness, "stuck" in one position is detected. A sharply reduced functional activity of the auditory analyzer causes inhibition of the center of the motor analyzer, the external signs of this process are a sharp limitation in the motor activity of children with ONR and their constant control over their every movement. High level motor activity is available only to a small number of children with ONR.

The main task of our preschool institution is to educate physically and mentally healthy child socially adapted to the conditions of modern life. The key to the success of the work of the team is systematic, systematic, consistency. The main directions of the correctional and educational process:

Development, formation and correction of non-verbal functions of coordination of movements, a sense of tempo and rhythm in movement, auditory attention and memory, spatial orientation, exercises to distinguish between sounds, tempo, rhythm of music (movement to music, dances, march), exercises aimed at orientation bodies in space, rhythmic and game exercises, elements of improvisation;

Correction of discoordination in the movements of the arms (including fine motor skills) and legs.

We correct the peculiarities of the motor development of children with the help of such special exercises as: physical education, outdoor games, breathing exercises, finger exercises, massage and self-massage, psychotherapy, music therapy, logorhythmics, swimming pool, exercise therapy. Their use makes it possible to achieve the necessary balance of nervous processes, contributes to the correction of sound pronunciation, coordination and regulation of muscle efforts.

Outdoor games conducted by kindergarten teachers and specialists have become an integral part of physical education and music classes, contributing to the development of a sense of rhythm, harmony of movements, positively affect the psychological state, and help the successful formation of children's speech.

The physical education teacher in his classes uses a special set of soft modules "Alma", which is a variety of geometric figures- cubes, cylinders, trapezoids, circles, rectangles. Exercises and games with modules contribute not only to maintaining children's interest in classes, but also to developing their motor skills, attention, perseverance and confidence in their actions. We include purposeful physical exercises in walking, running, climbing, crawling, throwing, mostly of medium intensity. They have a beneficial effect on the state of the musculoskeletal system, help develop the coordination abilities of children. In good health, children can perform any kind of basic movement. Breathing exercises, which are carried out at each lesson, help to restore breathing after physical exertion. Respiratory gymnastics complexes prepare children's articulatory apparatus for pronouncing sounds. Specialists in their classes pay great attention finger gymnastics, since the movements of the fingers are closely related to the speech function.

Of particular importance is sports and play equipment for the physical development of children with OHP: paths and "footprints" for walking and running, the use of which is aimed at developing coordination of movements and attention. The developed complexes of general developmental exercises are aimed at teaching the child to be more conscious about the task.

Working with children with developmental problems, the teacher-psychologist of our kindergarten conducts a series of classes on teaching older children the techniques of relaxation and relaxation. Relaxation includes the following components: awareness of bodily sensations associated with tension and relaxation, relieving tension and entering a state of relaxation, immersion in a sense of calm in game situations. These skills help children manage their behavior, focus on the statements of the interlocutor, which plays important role in the process of communication. Relaxation music, recording of natural sounds are used in the classes, poetic formulas are given to inspire a sense of peace and relaxation. After the exercises done with the children, there is a discussion of what they felt, what sensations they experienced, work on the development of interhemispheric interaction and the formation of spatial representations.

The music director deals with children with logorhythms. This is a system of motor exercises in which different movements are accompanied by the pronunciation of special language material with musical accompaniment. In children, clear coordinated movements are developed in conjunction with speech, auditory attention and memory develop, and correct posture is formed.

To meet the needs of a preschooler in movement, in each group of the kindergarten, such a microzone as a sports corner has been created. Its presence after physical exertion, respiratory gymnastics complexes prepare the articulatory apparatus of children for pronouncing sounds. Specialists in their classes pay great attention to finger gymnastics, since the movements of the fingers are closely related to the speech function.

Thanks to such work, the standards of children of the senior and preparatory groups are approaching, or even ahead of age standards healthy children. Children accept Active participation in district competitions, win prizes and perform with demonstration numbers. Since 2007 for six years in a row, the kindergarten team, together with the Central Economic Education Lyceum No. 389 of the Kirov District, organizes and conducts children's sports holidays among preschoolers and children of the 1st grade. This is a district competition: “Hello school”, where we take 1st place in the district for two years in a row. In 2010 Children preparatory group took part in the city competition "First Starts", and in 2007-2008. took part in the city competition: "Spring drops".

In addition to physical education, we have exercise therapy classes and a swimming pool in our kindergarten. Where children have great fun. The main tasks in the exercise therapy lesson for children with speech impairment is the development of general and fine motor skills.

GBDOU has developed and maintains a "Journal of the relationship of specialists in the correctional and educational process", where each specialist gives his recommendations.

Currently being developed, tested, implemented in the practice of our kindergarten " Individual program rehabilitation of disabled children after CT”. The ongoing work on physical education allows to increase the level of morphofunctional status and physical fitness of children with OHP. The key to success is: systematic, planned, consistent.

BIBLIOGRAPHY

Aleinikova T.V. Age psychophysiology: Tutorial For university students. - Rostov-on-Don: UNII of Valeology RSU, 2002. - 147 p.

Anokhin P.K. Selected works: Philosophical aspects of the theory of a functional system. - M., 1978.

Antakova-Fomina A.V., Koltsova M.I., Isenina E.I. Nalic motility of hands in children and their speech function. / Studies of the Institute of Physiology of Children and Adolescents of the Russian Academy of Sciences. – M.: 1986.

Antropov Yu.F., Shevchenko Yu.S. Psychosomatic disorders and pathological habitual actions in children and adolescents. - M .: Publishing house of the Institute of Psychotherapy; Publishing house of NSMA, 2000.

Ashmarin B.A., Theory and methods of physical education. - M .: Physical culture and sport, 1990 - 235 p.

Babina G.V., Garkusha Yu.F., Volosovets T.V., Ides R.E. Pedagogical practice program for junior students of the Department of Speech Therapy. – M.: 1997.

Badalyan L.O. Pediatric neurology. - M., 1998.

Badalyan L.O. Neuropathology. - M., 1987.

Belova-David R.A. Clinical features of preschool children with speech underdevelopment // Speech disorders in preschoolers. - M., 1972.

Bernstein N.A. Essays on the physiology of movements and the physiology of activity. – M.: 1966.

Yu.A.Kirillova, M.E.Lebedeva, N.Yu.Zhidkova Integrated physical culture and speech classes for preschoolers with OHP 4-7 years old St. Petersburg "Childhood-press" 2005

M.Yu. Kortushina Physical culture plot lessons with children 5-6 years old Creative center "Sphere" Moscow 2012.

E.K. Voronova Relay games for children 5-7 years old Practical guide Publishing house "Arktika" Moscow 2010.

O.S. Ushakova Classes on the development of speech in kindergarten Moscow 1999

The program of education and training in kindergarten. Ed. M.A. Vasilyeva Moscow.

Conduct form: the game is a journey.

Kind of activity: integrated (sports and recreation, games).

Educational area:"Physical education". "Health", "Safety", "Cognition", "Socialization", "Music", "Communication".

Target: the formation of motor skills and abilities of the child in accordance with his individual features and the need to take care of one's health in various forms motor activity.

Wellness: help strengthen the musculoskeletal system;

to form and consolidate the habit of correct posture.

Tutorials:

• crawling on your knees with support on the palms of your hands between objects (cones);
• to form the ability to maintain balance when walking on a gymnastic bench and jumping on half-bent legs;
• practice jumping on two legs, jumping from hoop to hoop;
• to consolidate the ability to crawl into the hoop sideways;
• exercise in walking and running, coordinating the movements of the arms and legs;
• to fix the rules of safe movement in the gym.

Developing:

• develop physical qualities: strength, speed, endurance, agility, flexibility;
• develop coordination of movements based on the experience already accumulated by children.

Educational:

• to cultivate a sense of empathy, mutual assistance, goodwill towards peers;
• to cultivate a conscious attitude to one's health, to promote the formation of positive emotions.

Equipment: cones, a gymnastic bench, hoops, a musical recording of "Chunga-chang", "It's fun to walk together", an audio recording of "Sounds of the Sea", attributes for an outdoor game.

Course progress.

1. Introduction.

(Children in sportswear enter the hall and line up.)

Instructor:

Hello guys! I want to invite all of you to make an exciting sea voyage with me.

What can you travel on?

(Children's answers.)

We will go on the ship. If you allow me, I will be your sea instructor and you will be sailors. Well, are you ready? Then go!

Turn around yourself, find yourself on the ship. Team, right, 1-2. We go ashore in a column one by one.

2. The main part.

Entertaining workout.

Walking in a column one at a time (20 sec.)

Sailors grow up, raise their hands to the sun.(Walking on toes - hands up, palms looking at each other, stretching high, high, looking forward, back straight, 25 sec.)

Sailors, do not be lazy, get on your heels.(Walking on heels, hands behind the back, shelf, look forward, back straight, 20 sec.)

Training is more fun, jump faster, faster.(Jumping on two legs moving forward - hands on the belt, looking forward, back straight, jumping lightly, breathing through the nose, 16-18 times.)

We became very fast and ran after each other.(Running in a column one at a time, breathing through the nose, working with our hands, looking forward, back straight, 20 sec.)

The sailors ran, they all raised their knees higher.(Running with a high knee lift, hands on the belt, breathe through the nose, look forward, pull the toe down, 20 sec.)

Large waves swept the ships.(Scatter run, breathe through the nose, hands in front of you, work with your hands, look forward, 30 sec.)

The storm subsides. (Children line up, perform breathing exercises.)

Instructor:

Team, through the center in two columns, march at a pace. Opened into outstretched arms. All around.

General developmental exercises: Chunga-Changa dance.

Instructor:

We ended up on the wonderful island of Chunga-changa. Dear sailors, I suggest you perform a cheerful and sports dance. So, they accepted the I.P.

1. I.p .: legs in a narrow path, arms bent at the elbows, palms up, open. V right side start.

Introduction: right-left tilts - “peep out from behind a palm tree”.

1. Chorus: on "time" - hands to the right-up, fingers to unclench; On "and" - return to i.p. ; on "two and" - the same to the left.
2. Chorus: rotational movements of the arms to the right, the same to the left, palms up, open forward, turns of the torso to the right and left.
3. Chorus: On "one and two" - swing movements of the hands above the head, on "three and four" - the same below.
4. Loss: kneel down, hands in front at an emphasis, socks pulled up. Rotation of the pelvis, kneeling with drawn socks.
5. I.p .: sitting in Turkish, hands on the back of the head. On “one and” - tilt to the right, touch the right knee with the right elbow, on “two and” - straighten up, on “three - four and” - also to the left.
6. Chorus: reclining with support on the elbows - circular motions feet; then hands in support behind, swinging the feet up and down.

Marine Instructor:

Well done, you performed the Chunga-Changa dance very cheerfully and provocatively. And now it's time for us to move on.

Team: closed, march behind the guide in one column.

The main types of movements.

“Ships are on the road.

Teachings begin.

Sailors are dashing people, they love to practice.

Run, jump, climb, swim,

even tumble."

Marine Instructor:

Look, I have prepared an obstacle course for you: (perform 2 times)

1. "Coral Reef". I.p .: crawling on your knees with support on the palms of your hands, between objects. (“Swimming past the reef.”)
2. "Along the masts and yards." Walking on the gymnastic bench, arms to the sides, the back is straight, we look forward, we jump onto half-bent legs.
3. "Sea pitching". Jumping from hoop to hoop. I.p .: hands on the belt, legs together. We jump easily, we look forward.
4. "Divers". Climbing into the hoop sideways. When climbing, the main focus is on children being able to group by tilting their heads as close to their knees as possible. Carefully climb through so as not to hurt.

Way: in-line, in 1 column one after the other. Well done! Once again we pass the obstacle course.

Marine Instructor:

Now you have gained strength, it's time to sail on.

"The captain is calling you all,

Cheerful honest people.

Show strength, dexterity,

Noisy, fun to play."

Mobile game "Fish and catfish".

Marine Instructor:

Well, brave sailors, we ended up with you on the river. The water in the river is clean and clear. What do you think, what kind of fish live in it? (Children's answers.)

I suggest playing the game "Fish and Catfish". Let's choose a driver according to the counting rhyme:

From the field, from the sea, from the distant mountains,

The winds fly to us in the yard,

The first wind bends the willow,

And the second birch oppression.

Who will catch up with the winds

He will drive.

Rules of the game:

“Catfish” swims away to its “house”, “fish”, approaching it, pronounce the words: “Fish, fish, do not make noise,

catfish moves its whiskers.

Swim away - he does not sleep.

Children scatter from the driver scattered around the hall, "catfish" catches "fish". At the end of the game, the children count the “fish” they have caught. The marine instructor praises the driver for agility and speed.

(Dosage: 2 times.)

Marine Instructor:

Well guys, our sea trip is coming to an end, but before we go back, let's first have a rest.

Relaxation "On the seashore".

Target: develop children's attention. Learn to listen to your feelings.

Children lie on their backs with arms and legs apart and eyes closed. The instructor turns on the music “Sound of the Sea” and begins to describe the seashore, the sound of the waves, how the sun warms, inviting the children to imagine this picture on their own, to feel it.

3 . Final part.

Alignment.

Marine Instructor:

Well done, sailors, coped with all the tasks, and now it's time for our ship to go back.

Turn around yourself and find yourself in the hall.

Summing up: today we made a sea voyage, sailed on a ship, were brave sailors. What obstacles have you overcome? (Children's answers.) What did you enjoy doing?

And for your dexterity and courage, you received a package from the inhabitants of the island of Chunga-changa, and what you will see in it in the group.

Always be strong and agile and be friends with sports!

In a column, one at a time, the children leave the hall.

Literature:

1. Penzulaeva L.I. "Physical education in kindergarten" M., Mosaic-Synthesis, 2009
2. Utrobina K.K. "Entertaining physical education in kindergarten", publishing house GNOM and D, 2008
3. Gorkova L.G., Obukhova L.A. Physical education classes in the preschool educational institution: Main types, scenarios of classes. - M .:% for knowledge, 2007