Me and my body. Lesson program, exercises, didactic games

· “Me and My Body” program by S.E. Shukshin. Goal: through exciting activities and didactic games, to introduce preschool children to the structure of the human body and the functions of various organs.

· program “Fundamentals of the safety of preschool children” by R. Sterkina, N. Avdeeva, O. Knyazeva. Goal: using various forms and methods of teaching, taking into account individual and age characteristics

children's unique local and living conditions, to form their adequate behavior in various life situations, life safety.

· programs “Talk about proper nutrition” by M.M. Bezrukikh, T.A. Filippova, A.G. Makeeva. The goal is to teach a healthy lifestyle and proper nutrition in a fun, accessible way for children, to acquaint children with the benefits or harm that certain foods bring.

· “Game massage” - methods of special hardening of children by A. Umanskaya and K. Dineika. Goal: prevention and correction of children’s health in a playful way, improvement of the emotional and mental state of preschool children.

· non-standard health and development program “Igroplasty”, developed by the team of authors of preschool educational institution No. 383 of the Volga region of Kazan. Goal: development of the capabilities inherent in children by nature.

The goal of our program is the following: To form the foundations of a healthy lifestyle in preschoolers, to achieve conscious compliance with the rules of health conservation and a responsible attitude towards both their own health and the health of others.

To achieve the set goals, it is necessary to solve the following tasks: AAAAAAAAAAAAAAAAAAAAAAAA

· to form in children an adequate idea of ​​the people around them (about the structure of their own body);

Help your child create a holistic view of his body,

· teach to “listen” and “hear” your body;

· realize the intrinsic value of your own and the value of another person’s life;

· to form the need for physical and moral self-improvement, for a healthy lifestyle;

· instill the skills of prevention and hygiene, first aid, develop the ability to foresee the possible life-threatening consequences of their actions for themselves and their peers;

· develop protective self-awareness, cultivate respect for the life of another person, the ability to sympathize, empathize with the pain of others;

· familiarize yourself with the rules of conduct on the street and in everyday life;

· teach your child how to handle substances hazardous to health;

· familiarize children with traumatic situations, give ideas about the rules of caring for the sick (take care, don’t make noise, follow requests and instructions).

· to form the correct behavior of the child in the process of performing all types of activities;

The program covers the issues of familiarizing children with health care, rules of personal hygiene, the structure of the body, and rules of behavior in various situations.

For children 4-5 years old (middle group) the following tasks are set:

"I!". Continue to identify your name with yourself; introduce the external parts of the body; give an idea of ​​the ways of expressing one’s states using facial expressions and gestures (raised eyebrows, pursed lips, puffed out cheeks); appreciate your body; know the basic rules of caring for him; establish connections between the structure of an organ and its purpose, between one’s condition and ways of caring for oneself and the world around us. Learn to dress and undress independently, fasten buttons, lace shoes, neatly fold and put clothes away; politely ask a peer or adult for help. Clarify the child’s knowledge about his first name, last name, age, and his home.

"Physical training!". Continue to form a stable habit of physical activity; tell that a person is a living organism, in order to live, it is necessary to actively move, this is what human organs are designed for: legs, arms, torso, head. Talk about health (how you can know and change yourself, how to find your path to health); introduce disease prevention: self-massage, hardening, proper breathing, alternating active movement and rest. With the help of an adult, establish a connection between the actions performed, habits and the state of the body, mood, and well-being. “I will run like my dad to get healthy and strong.” “I brush my teeth properly every day, which means they won’t hurt.” Develop perseverance and determination in caring for your body, physical education and health activities.

"Attention!". Talk about traffic rules.

"Danger!". Talk about the rules of first aid for injuries and frostbite: if your face is frozen in the cold, rub it lightly with a scarf, but not with snow; your feet are cold - jump, move your toes; If your feet get wet, change into dry clothes.

“My - to - holes!” Talk about food culture, rules of behavior at the table, the sequence of dressing, washing, hygiene rules; teach rational methods of self-care. Learn to wash your hands, face, and neck yourself; After washing, rinse off soap suds from the sink and tap. Sit calmly at the table, use a fork and spoon correctly, eat carefully, don’t rush, don’t get distracted, don’t play with cutlery, don’t stuff your mouth, don’t talk with your mouth full, don’t slurp, take bread or cookies from a common plate, but don’t change what you’ve taken; do not disturb other children; use a napkin, calmly leave the table, say “thank you.” Have a conversation about germs, prove the need to use soap and water. Teach to take care of the health of others: cover your mouth and nose with a tissue when sneezing and coughing; if you are sick, do not go to kindergarten.

Principles of program implementation.

1. Availability:

Taking into account the age characteristics of children

Adaptation of material to age

2. Systematicity and consistency:

Gradual presentation of material from simple to complex

Frequent repetition of learned rules and regulations.

Visibility:

Taking into account the peculiarities of thinking

Dynamism:

Integration of the program into different activities

Differentiation:

Creating a favorable environment for every child to learn the norms and rules of a healthy lifestyle.

Implementation conditions, forms, means and teaching techniques used in the program

The goal of our health system is to create conditions that will help every child become physically and mentally healthy, multi-faceted, joyful and happy.

To implement this program in kindergarten, the following conditions have been created:

· music and physical education hall equipped with modern equipment;

· physical education corner in the group room. The aids that are available stimulate active movements of children and help consolidate motor skills mastered in physical education classes. Each benefit remains in the corner for no more than 5-7 days, until it arouses interest among children and is used correctly by them, and then is replaced by another. Throughout the group room there are traces, classes, lines.

· sports ground (on the kindergarten site),

· relaxation corner in the group room;

· medical office.

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Part one. BODY PARTS

You can start a conversation with a child about his body even when he is not yet able to comprehend his body, but is already able to understand what the parts of the body are called. When looking at the pictures, ask your child why he needs hands And legs, palms And fingers on the arms and legs. Explain to him that body flexibility is provided by joints- movable bone joints, thanks to which a person can make many different movements with his hands and feet. Practice with your children using the actions of body parts. To this end, play games: “Who can run faster on straight legs”, “Take an apple from the table with a straight hand and, without bending your arms, bite off a piece”, “Draw with a pencil, placing it in your toes” etc. These exercises are interesting to the child, and by trying to perform them, he learns the need for just such a structure of his body. We also recommend creating problematic situations during classes in order to understand the capabilities of the body and its organs. For example, children with tied hands can be asked to draw a picture, tie their shoelaces, get dressed, perform some task alternately with their hands and feet, etc. Tasks of this kind lead the child to understand the importance of hands and feet for a full life, to realize the need for a careful, caring attitude towards them. They also increase his mental and cognitive activity, help him master the functional capabilities of the upper and lower extremities: which tasks can be performed only with his hands, which only with his legs, and which can only be performed with coordination of movements of the arms and legs. An approximate set of tasks: 1. Play a musical instrument (metallophone, piano, drum). 2. Draw a sun, write a word. 3. Cut out a square, circle, star from paper. 4. Eat porridge. 5. Build a tower using cubes. 6. Run, jump, walk, wait... 7. Play ball. 8. Climb the ladder. In the first part of the manual, children are also given an idea of ​​the great substitution capabilities of the human body using the example of people with disabilities. (For example: no hands - plays a musical instrument, draws, holds a spoon with his legs.) While studying according to our book, regularly conduct physical education with your children: turns with head tilt; circular movements of the neck, bending of the torso; hand jerks; jumps; squats. Such exercises allow children to consolidate their ideas about the structure of the human body, develop motor skills, spatial orientation, activate interest in knowing themselves, their body, their capabilities, and evoke a joyful mood.

Part two. SENSE ORGANS

The picture material proposed in this part of the manual is aimed at studying sense organs: vision(eyes), hearing(ear), sense of smell(nose). It will help expand children's understanding of these sense organs and tell them that, for example, eyes are needed in order to see, they come in different colors and different shapes. You can tell about a person’s mood by a person’s eyes, as they can be happy and sad, they can laugh and cry. And if you don’t take care of your eyes, they see worse and you need to wear glasses. It is better to look at pictures with a child in different forms. You can talk with your child on given topics, and during the conversation ask questions, ask him to tell you about what he sees in the picture. Another option is to invite the child to talk about how the organ shown in the picture helps him. In this case, it is useful to ask the child to remember and show how and in what cases he relies on the help of his senses or body parts. Accompany the children’s answers with sayings and poems (“let’s clap our hands, stomp our feet,” “ears on top of the head,” etc.). After you are convinced of the child’s ability not only to name and show his senses, but also to explain why a person needs them, move on to the next stage. Tell your child that animals have the same sense organs, but they differ from humans in that, for example, a cat can see in the dark, but a person cannot; that an eagle can see its prey from a very long distance, but a person cannot, etc. But man came up with devices that make up for these shortcomings: glasses, binoculars, a magnifying glass, etc. We advise you to play a game with your child “Who knows more about themselves?”. To questions like “What can my eyes do?” or “Which organ helps me hear what the trees in the forest are saying?” etc. - both children and adults answer. In this case, the children themselves choose a picture and begin the story. The next stage is mastering ways to take care of your senses. Children, with the help of adults, draw up a set of rules for each sense organ: for the eyes - look at books in good lighting, draw without bending over the paper, wash the entire face and especially the eyes every morning and evening, etc.; for the ears - do not play music very loudly, do not shout in your ear, wear a hat with ears in winter so as not to catch a cold in your ears, clean your ears, etc. And so for each sense organ. The conversation about the “enemies” of the senses is carried out using pictures and explanations to children. We can talk about at least four main “enemies”: dirt, temperature differences, external irritants, dangerous objects. And finally, you can talk with children about how bad life is for a person who does not have some sense organ, and about how you can help him. At the same time, you should draw the child’s attention to the fact that these are very strong-willed people; they live, sometimes not being able to speak or not hearing or seeing the world.

Part three. INTERNAL ORGANS

The pictures in this part of the manual are intended for working with children 6-7 years old, since children of this age are already interested in “what’s inside them.” With this question you can start looking at the pictures when talking with your child. Let's see what's inside. But first, touch yourself, me. What do you feel? Is the person soft or hard? Even in those places where it seems soft to you, if you press hard, you can feel the hardness - this bones. All the bones together make up skeleton person. Now let's see how it is depicted in the picture. This is a skeleton, and on it muscles, they are soft. Why does a person need a skeleton? It helps us “keep” our body and protect our internal organs. You see: inside the skeleton there are lungs, heart. The skeleton protects them from blows. It is only thanks to the skeleton that our body retains its shape. Human bones are very strong, but with a sharp blow, an unsuccessful jump, or a fall, they can break. Therefore, you should be careful not to damage them. Here in the picture there is a doctor, he is examining the child, checking whether all his bones are in order, whether he broke any when jumping.

A very important internal organ - heart. The picture shows a human heart and shows how it, like a powerful pump, pumps blood throughout the body. Blood enclosed in long

tubes - vessels which carry blood throughout the body. That is why, wherever we cut our skin, blood immediately appears. This means we cut some kind of vessel. It is important to stop the bleeding immediately so that the person does not lose a lot of blood when injured. The heart always works, even when a person is sleeping or resting. The doctor checks the functioning of the heart using a special device called a phonendoscope. (It would be nice to show the child a real phonendoscope and give him the opportunity to listen to how the heart beats.) In the next picture (p. 27) the child will see Airways person. Look at the picture with your child and show him how breathing occurs. Let him take in air through his nose, then “release” it. Remember with your child, if this was in his experience, how he was given an x-ray. Tell him what lungs- a very important organ. A person always breathes, even when he sleeps. Watch a sleeping person with your child. Explain that the respiratory tract can easily become cold. A person constantly inhales air, and if it is very cold, then you can chill the bronchi, cause a runny nose, and even get pneumonia. Therefore, you cannot resist when adults say that you need to dress warmer. Other pictures in this series are considered in the same way. Then the games can be played. Invite your child to make up a riddle story based on a picture, i.e. compose it so that the listener can guess what picture the child is describing. You can play the game “What do you know about...” You ask your child the question: “What do you know about the human heart?” or “What do you know about the human skeleton?” etc., and the child answers. Or another game “What would happen if...” What would happen if a skeleton ran away from a person? What if a person had no teeth? Would the brain stop responding to all signals from the body? What if a person's heart decided to rest and stopped beating? What if a person ate a lot of food? What if there is very little? Particular attention should be paid to the consideration of pictures on the topic “Help yourself” (p. 31). They should not be treated as medical advice. The purpose of these classes is to develop in children

skills of a conscious attitude towards your body, towards your health.

Sections: Working with preschoolers

annotation

The presented methodological complex is intended to familiarize preschool children (4-7 years old) with the external and internal structure of the human body; formation of beliefs and habits of a healthy lifestyle.

The methodological complex is intended for employees of preschool educational institutions and additional education institutions providing natural science education to children. Its creation is based on the A.I. program. Ivanova “What preschoolers can know about a person”; section “What I know about myself”, included in the program of Doctor of Pedagogical Sciences S.A. Kozlova “I am a man”, pre-school preparation course by M.L. Lazarev “Hello!”, program by L. Bobarykina, N. Shumilova “Doctor Nebolit”.

Description of methodological material

Over the past 10 years, there has been a trend towards deterioration in the health of the child population throughout the world.

Environmental problems, various negative household factors, chemical additives in food, poor-quality water, accumulating irritation in society associated with an unsatisfactory economic situation are just some of the factors that aggressively affect the health of a preschooler.

The very concept of “health” has always been considered as complete physical, mental and social well-being, as a harmonious state of the body, which allows a person to be active in his life and achieve success in various activities.

To achieve harmony with both nature and yourself, you need to learn to take care of your health. since childhood , preserve it, strengthen it, join a healthy lifestyle. It is especially important to know this for children living in the Far North.

To understand the importance of this problem, preschoolers must first get acquainted with what the human body is, with the features of its structure, functioning and life activity.

Thus , target This methodological complex can be formulated as follows:

familiarizing preschool children with the external and internal structure of the human body; formation of beliefs and habits of a healthy lifestyle in a preschool educational institution.

This goal is achieved through the following tasks:

– to form preschool children’s ideas about the state of their own body and the functioning of the human body;
– to form a positive self-awareness, a value-based attitude towards one’s own life and the life of another person;
– expand the knowledge of preschoolers about nutrition, hardening, daily routine, cultural and hygienic skills;
– develop the ability to see the causes of health problems; the relationship between the health of nature and human health;
– develop a free, healthy personality with self-esteem and respect for people;
– develop an interest in experimentation, introspection, self-examination;
– cultivate the need for a healthy lifestyle; love and respect for your body; admiration for its capabilities.

The implementation of this complex includes the following Components:

– value-based – the formation of a value-based attitude towards human life, responsibility for one’s life and health;
– Gnostic – specially selected and adapted to the perception of preschoolers material on the study of the human body;
– developing – formation in children of an active position aimed at self-development;
– practical – practical implementation and application of what has been learned.

– scientific character – the proposed material corresponds to the modern approach to promoting a healthy lifestyle among preschool children;
– realism and accessibility – the scope of ideas about the structure of the human body is adapted to the perception of preschool children and corresponds to their age-related abilities to acquire knowledge; excessive simplification and complexity are not allowed;
– value attitude towards life and health – It is brought to the consciousness of children that life and health are a huge value and must be treated wisely, observing all the necessary rules;
– businesslike and entertaining – the material is presented in an entertaining, playful manner and contains business information useful for practical activities.

The methodological complex consists of three blocks.

First block “Your amazing body” Designed for children 4-5 years old. In it, children first become acquainted with the fact that all people on Earth are different and unique, they learn what complexion is, why people have different skin, eye and hair colors, nose shapes; learn to carefully observe a person’s face, determine a person’s mood and well-being from it; receive the first information about the parts of the human body and their functions; become familiar with skin, hair and nails; penetrate into the mystery of birth; learn to identify people by gender; get acquainted with the senses; learn experimentally to navigate the diagram of their own body (Appendices No. 1, No. 4).

Second block “A small country inside you” Designed for children 5-6 years old. As you probably already guessed, he tells children about the internal structure of the human body. Here are the lesson topics from this block: “What am I made of. Cell”, “What everything is held on. Skeleton and muscles”, “Look with all your eyes!”, “Listen with all your ears!”, “Heart and blood circulation. The Great Worker and the Magic Rivers”, “Breath. In the Land of the Lungs, or the Journey of Air Men”, “The Brain is the Central Computer”, “Digestion. About the amazing transformations of food in the human body" (Appendices No. 2, No. 5).

Third block “Secrets of your health” Designed for children 6-7 years old. He invites children on a journey through the magical land of Microbia, through the Tooth Kingdom, to visit the Queen Cold; tells children where diseases come from; about such current diseases as scoliosis and flat feet; introduces the specializations of doctors who help us monitor our health; talks about the relationship between the health of nature and human health. At the end of the year, children take an exam with Dr. Nebolit, i.e. The final lesson is held in the form of KVN (Appendix No. 3, No. 6).

Classes on the implementation of the complex lasting from 20-30 minutes (depending on age) are held throughout the academic year 1-2 times a month and represent free cognitive-experimental activity. Next, the information received by children is consolidated and tested in everyday life in games, in classes

any other type of activity, on walks, in free independent activity during the day, in the form of unique tasks in a program developed by me notebooks “Studying the human body.”

During classes with children, the following teaching methods are used: story, conversation, introspection, self-examination, experimentation (frontal and demonstration), game, logical reasoning, independent activity of children, observation, modeling, TRIZ, practical activities for children, demonstration of illustrations and photographs, productive activities, explanations, instruction, role-playing games, discussion, imitation of actions, creative activities, fantasy.

I really want to hope that the implementation of this complex will help children in the future treat their health as a value that needs to be constantly taken care of. I strive to ensure that they understand and remember the folk wisdom for the rest of their lives: “To lose money is to lose nothing, to lose time is to lose a lot, to lose health is to lose everything!”

List of used literature

1. A.I. Ivanova “Natural science experiments and research in kindergarten. Man”, Creative Center “Sphere”, Moscow, 2004.
2. S.E. Shukshina “Me and my body”, Moscow, publishing house “School Press”, 2004.
3. A. Barille “Human Body”, No. 25, 2007.
4. P. Bronstein “You and your body”, Moscow, ROSMEN, 2007.
5. S. Bulatsky “Human Body” (encyclopedia), Minsk, “UNION”, 2007.
6. M. Lukyanov “My first book about a person”, Moscow, JSC “ROSMEN-PRESS”, 2007.
7. T.A. Alekseeva, R.G. Apresyan “365 stories about man” (encyclopedia), Moscow, “ROSMEN”, 2008.
8. A. Claiborne “Man” (encyclopedia), Moscow, “ROSMAN”, 2008.
9. E. Prati “Human Body” (encyclopedia), Moscow, “Swallowtail”, 2006.
10. L.V. Belkin “Adaptation of young children in preschool educational institutions.”
11. N.Yu. Sinyagina, I.V. Kuznetsova “How to preserve and strengthen the health of children”, Humanitarian Publishing Center “Vlados”, Moscow, 2004.
12. V.A. Doskina, L.G. Golubeva “Growing Healthy”, Moscow, Education, 2006.
13. L. Bobarykina, N. Shumilova, program “Doctor Nebolit” (Internet resource).
14. V.N. Volchkova, N.V. Stepanova “Lesson notes in the second junior group of kindergarten”, “Lesson notes in the senior group of kindergarten. Cognitive development”, shopping center “Teacher”, Voronezh, 2006.
15. L.G. Gavryuchin “Health-saving technologies in preschool educational institutions”, Creative Center “Sfera”, Moscow, 2007.
16. V.V. Polyakov “Fundamentals of life safety”, “DIK”, Moscow, 1997.
17. “Preschool education”, No. 14 2004, No. 4 2007.
18. “Child in kindergarten” No. 4, 2008.
19. “Preschool pedagogy”, September-October 2006.

Lyubov Pork

Participants: children of the preparatory group.

Number of participants: subgroup (6 people).

GCD form:“open” educational activities (OA) for educators.

Materials and equipment:

1. Sports equipment and attributes: massage paths; gymnastic sticks (6 pcs.); scarves (6 pcs.); balls (6 pcs.); yellow markers (red, orange) - 6 pcs. ; sheet A4 - 6 pcs.

2. Musical accompaniment: "Background music".

3. Sweatshirts with buttons (or shirts) - 6 pcs.

Used Books:

Shukshina S. E. "Me and my body." Lesson program, exercises, didactic games. Methodological manual for teachers, educators, parents. - M.: School Press, 2009. - 96 p.

Target:

Teach children to take care of their health (health of the body, arms and legs). Prevention of flat feet.

Tasks:

1. Give children an idea of ​​the structure of the human body and that hands are man’s helpers, and legs are his support.

2. Introduce children to the basic functions of hands and feet.

3. Bring children to understand the importance of arms and legs for a full human life.

GCD move:

The children enter the hall to the music. They stand in line. Welcome guests.

Leading:

Guys, now we are going on an exciting journey - to a country called “Man”. There you will learn a lot of interesting and surprising, unexpected and unusual things. Each person is unique in his character, hair and skin color, spiritual qualities, spoken language and, at the same time, all people have the same body structure. So, let's go!

"Fairytale music" from the film "Three Nuts for Cinderella" is playing. Children follow the leading “snake” and move around the hall along massage paths. Suitable for chairs located near the smart board. They sit down on chairs. A picture appears on the screen depicting a person and the table “Structure of the Human Body”.

Leading:

And here he is, Man! How similar he is to you and me! Guys, please tell me what he has that we also have?

Children:

Head, arms, legs, eyes, ears, mouth. (children's answers).

Leading:

That's right, children! He has: head, neck, torso, arms, legs.

What is our body?

What can it do?

Smile and laugh.

Walk, run, tumble.

Our ears can hear sounds.

Our nose breathes air.

The mouth can tell.

The eyes can see everything.

Legs - run.

Handles - do.

Fingers grab tenaciously

And they squeeze tightly.

To be healthy in body,

We need to do exercises!

Leading:

Guys, would you like to do exercises and check what your body can do?

Children:

Leading:

Fine! Stand at arm's length. Watch carefully, listen and repeat after me.

A physical education session is held.

I have a head. Right, left - one, two (head tilts).

She sits on a strong neck. Turned and turned (head turns).

Then, the torso comes. Bend back, tilt forward.

Turn, turn (tilt, turn).

Everyone has skillful hands (hand jerks).

Up down. Down-up (swing your arms alternating up and down).

We need legs (walking in place,

To run, jump, squat, stand (running in place, jumping, squats).

This is our body. You can do everything with perfection with him!

Children sit on chairs.

Leading:

Well done boys! Sit down. So, as you just saw, our body can perform many different movements: run, jump, squat, stand, walk, bend over, do what you love. The neck allows our head to be mobile. With the help of hands a person can perform various actions. And to find out what exactly the actions are, I suggest you play.

The presenter again draws the children’s attention to the smart board. On the screen is the task “What relates to what?”. Children determine which actions are performed by the arms and which by the legs.

Leading:

Well done boys! And you completed this task easily and quickly. Despite the fact that people have the same body structure, some often get sick, while others are always cheerful and healthy. Why do you think this happens?

Children's answers.

Leading:

Do people perform the same actions if one of them is healthy and the other is sick? To find out, I suggest you complete the task: “A person is healthy and sick.”

The presenter draws the children's attention to the smart board. Two people are depicted on the screen: “healthy” and “sick”. Invites children to determine what actions people perform while in two different states. Children complete the task.

Leading:

Well done boys! Correctly identified! But in human life it also happens that some people are born without arms or legs, while others lose arms or legs due to injury. Such people are called “disabled people” or “people with disabilities.” How do they live?

Children's answers.

Leading:

To feel the difficulties that disabled people face in life, I suggest you guys take part in the exercise “Who can put it on faster.”

Children go to the center of the hall. The exercise is performed in pairs. One child puts on a jacket and fastens buttons with two hands, and the other with one hand. Then, the children change places. The results are compared.

Leading:

So guys, how did you feel when you did this exercise? What difficulties did you have to face?

Children's answers.

Leading:

You see how important hands are in a person’s life!

Handles can reach everything.

You can hold it in your hands:

And a toy, and a blade of grass,

And a heavy chair behind the back.

You can wave your arms,

You can play with cubes

Draw, dig sand,

Break off a piece of bread

Petting and hugging a cat

Or help mom. (S. Volkov).

Take care of your hands and don't pass by people in need of help! Now, answer the question - Why does a person need legs? Feet?

Children's answers.

Leading:

Human legs perform supporting and motor functions. Without legs, a person will not be able to move or stand. Remember the boy whom the girl Zhenya met from the fairy tale “The Little Flower of Seven Flowers”. Why did he refuse to play with the girl?

Children's answers.

Leading:

That's right, guys! The boy's legs were not healthy and he could not run. What should you do to keep your legs strong and healthy?

Children's answers.

Leading:

That's right, guys! You need to do exercises in the morning, exercise and do sports. Be able to take care of your feet, avoid dangerous situations and injuries, and also use therapeutic and preventive exercises. Our feet especially need such gymnastics! And now, I invite you to go to the “Health Glade”.

Children go to the center of the hall and, under the guidance of the teacher (leader), perform exercises to prevent flat feet.

Exercises:

1. "Walking on your toes and heels"(hands on waist, head raised):

One two three four five

Let's go for a walk on our toes,

Now let's walk on our heels,

Higher your nose, straighter than your shoulder blade!

2. "Nimble Legs"

Children are standing on the floor. There is a gymnastic stick between the widely spaced legs. At its end, on the right, there is a scarf. Children take it with the toes of their right foot, pinch it and move it to their left foot without touching the stick. The movements are repeated alternating with the words:

I'll take the handkerchief with my foot,

I'll bring it to another,

And I carry, I carry, I don’t sleep -

I won't catch the stick.

3. "Disobedient ball"

Children, sitting on the floor, roll the ball between the soles of their feet, with their knees spread as far apart as possible. Neither the ball nor the feet leave the floor.

4. "Sitting football"

Children sit on the floor, opposite each other. Grab the ball with your feet and throw it to your partner sitting opposite.

5."Not ordinary drawing"

Place a felt-tip pen between your toes and draw a sun. At the same time, the foot of the left foot stands on the sheet, as if holding it. First, draw a circle with one leg and rays extending from it. Then, trace this drawing with the other foot. Present the drawing to the guests present.

At the end of all the exercises, the children stand in a line.

Leading:

Guys, our journey to the country with the wonderful name “Man” has ended. Did you enjoy traveling?

Children's answers.

Leading:

What do you remember most?

Children's answers.

Leading:

Would you like to continue your journey?

Children's answers.

Leading:

Even though you and I are not octopuses,

But we need legs.

Just two, you don't need a lot.

The road is already waiting for us.

Narrow forest path,

In winter the slide is icy.

Skates, two silver brothers, -

We are invited to go for a ride.

And the stairs to our attic

Everything will never wait for us.

And even if we are a little tired,

But again the legs are calling somewhere! (N. Knushevitskaya).

We will definitely come back, and now they are waiting for us in kindergarten! Goodbye!

The presenter and children say goodbye to those present and leave the hall along the massage paths, just as they entered at the beginning. The "Background Music" sounds the same as at the beginning.