Педагогические условия профилактики плоскостопия у детей дошкольного возраста

 

Таблица .

МДОУ «Детский сад «Аленький Цветочек».

Динамика показателей  заболевания плоскостопия у детей 5-7 лет 

Период	Количество  детей	Норма	Уплощенная  стопа	Плоская стопа
2009-2010	50	35	5	10
2010-2011	73	62	2	8
2011-2012	80	71	6	3

 

 

 

 

Приложение  №9

МБДОУ «Детский сад «Аленький цветочек» 

Диагностическая карта «Физическое развитие».

сентябрь2011 –  апрель 2012 г.

(старший дошкольный  возраст).

Двигательные  навыки детей.

№ п/п	ФИ ребенка	Прыжок в длину с  места		Гибкость
		н.э.	к.э.	н.э.	к.э.
1	Пичугин Илья	2	3	3	3
2	Шобухова Ирина	2	2	2	3
3	Саитгалеева Ева	2	3	2	2
4	Чанышев Ильдар	2	3	2	2
5	Исаков Илья	2	3	2	2
6	Домрачева Ольга	3	3	3	3
7	Никонов Ваня	3	3	2	3
8	Гарифуллина Лина	3	3	2	3
9	Кочкина Тоня	2	3	2	3
10	Шафиков Арслан	2	2	2	3
Итого		2,3	2,8	2,2	2,7

 

 

 

 

 

Приложение  №10

МБДОУ «Детский сад «Аленький цветочек» 

Диагностическая карта «Физическое развитие».

сентябрь 2011 –  апрель2012 г.

(старший дошкольный  возраст).

Двигательные  навыки детей.

№ п/п	ФИ ребенка	Прыжок в длину с места		Гибкость
		н.э.	к.э.	н.э.	к.э.
1	Пичугин Илья	2	3	3	3
2	Шобухова  Ирина	2	2	2	3
3	Саитгалеева Ева  Ксюша	2	3	2	2
4	Чанышев Ильдар	2	3	2	2
5	Исаков Илья	2	3	2	2
6	Домрачева Ольга	3	3	3	3
7	Никонов Ваня	3	3	2	3
8	Гарифуллина Лина	3	3	2	3
9	Кочкина Тоня	2	3	2	3
10	Шафиков Арслан	2	2	2	3
Итого		2,3	2,8	2,2	2,7

 

 

 

G.Vostokov noticed that the Japanese raise their children "with such gentleness and love that does not work depressing per child. No grumbling, no strict rules, the almost complete absence of corporal punishment, the pressure on the children is in a mild form, it seems that children are raising themselves and that Japan - children's paradise in which not even the forbidden fruit ... "Similar principles of the Japanese try used in today's preschool.

To development

First kindergarten was opened in Japan in 1876. Visit his children could only affluent parents. The program of educational reform have included early childhood education after World War II.

In 1947, a law was passed on the formation, in which prescribes activities kindergartens (intended primarily for children's education), and the law for the welfare of children, on the basis of which create a center for the care of children (primary function - child care) . Kindergartens and now under the Ministry of Education, Science and Culture, while the care centers for children - Department of Health.

"Every child is valuable in itself"

Under the Education Act 1956 education in kindergarten was divided into six areas: health, interpersonal relationships, environment, language, music / rhythm, drawing / crafts. This law contains sufficient authoritarian wording - "children should", "need to get the kids to understand," etc.

In connection with the development of pre-school education in the early 1980s, initiated the process of revising the legislation and the effectiveness of day care centers. Studies conducted by the Ministry of Education, Science and Culture, have shown that in many gardens rather pleasant atmosphere of the game and to encourage children's curiosity teachers followed the curriculum-based goals. In addition, it was found that in some kindergartens children were taught writing and arithmetic, which was at odds with the basic idea of ​​pre-school education (taking as an end in itself childhood age period). The Ministry of Education, Science and Culture issued a warning about the inadmissibility of such gardens curriculum based on the development of specific items and skills. As a result, in 1990, a new education plan. It emphasis on the fact that every child is valuable in itself, regardless of its features and capabilities. Instead of the six pillars has five - health, social relationships, environment, language and expression of feelings.

In the late 1990s, new national standards for early childhood education, special attention was paid to the creation of physical and psychological environment, which should contribute to a child's understanding of the importance of its connection with other people. Now, in many kindergartens in Japan, there are programs to attract adults to work with kindergarten. Some gardens invite fathers to those talked about their work, while others - take mothers who spend the whole day with the children. These meetings also help workers gardens create the perfect curriculum that takes into account the peculiarities of life in the family and in this particular area of ​​the city.

Private or public?

Currently, pre-school education in Japan is not required. So that in this area there is a large variety and flexibility than other educational levels. Nursery schools and care centers are divided into public and private. About 80% of kindergarten and 60% of centers for child care belong to the private sector. Compared to private educational institutions in the state staff salaries above, time is much shorter, and the load is less (due to staffing). In private kindergartens because of staff shortages often to reduce parental contributions, the number of children in the group up to 40 people, who account for one teacher.

Education for educators

In kindergartens and care centers operate mainly women, many of them (about 60%) are under 30. The stronger sex in most cases, hold leadership positions - half of kindergarten directors - men.

In order to become a kindergarten, after school, you have a two-year (or four-year) training, which focuses on the practical aspects of the relationship with the child. Considerable attention in the training involves the development of techniques for drawing lessons, theater, work, origami, physical education, music, and other areas. The training also teaches courses in child psychology, physical and mental health of children, nutrition, and social relationships.

Tutor center for child care can be only received a certificate of graduation. However, most educators centers have incomplete higher education, some of them have graduated from the program, similar to those that are required for kindergarten teachers.

How to get into kindergarten

Parents who want to determine the child in day care, apply to the municipal office. Officials view as the baby falls into a group of "children in need of care" (to those in the first place, children are physically ill parents, children of single-parent families, children from low-income families, etc.) and make a decision. If a child is taken to a children's garden, the amount of the monthly fee for the service of the kindergarten will depend on family income - the higher, the higher the cost. If the child does not take a public preschool, parents turn to private institutions. At the same time, the younger a child is, the more expensive will be the cost of services. Some private kindergartens are more expensive private universities. Overall, however, due to the fact that private gardens receive grants from the state, in practice they are available to most parents. For example, a center for child care (working in the 8-hour day, 5 days a week) will cost the middle-four parents of baby 130-150 dollars a month.

From centers of care to "children's hotels"

Care centers for children accept children from 3 months. Normal operation center - from 7 am to 8 pm. However, in recent years have become popular venues that offer their services at night, and the "Child Friendly" working around the clock. The average center takes about 90 children, who account for more than 25 employees working full-time and more than 10 employees - part-time. The number of staff depends on the age of the children. For infants the ratio of teachers to children - 1:3 for children from one to three - 1:6, and for preschool children older than 3 years old - 1:20. In kindergartens accept children from 3 years old, although in recent years the Ministry of Education, Science and Culture of Japan under discussion is to enable parents to give the garden year-old children.

According to statistics, about 47 preschoolers from 3 to 5 years attend kindergartens, 30% - child care centers, and the other children remain at home under the care of relatives. If we compare the pre-school visits by Japanese and European children, it is safe to say that the former is much more involved in preschool education.

Should preschoolers learn

In many curricula preschools stresses that:

1. Every child needs to understand that he - one of many, so the opinions of others must be respected;

2. For children it is important to understand that there is the most acceptable way to perform a variety of cases and its development is worth your time and effort.

From the European point of view is evident at once no indication to the formal aspect of training - there is no suggestion that the child must learn to read or write. I must say that in practice in kindergartens do not teach any letter or bill. The main purpose of pre-school - to teach children to learn, that is, the ability to form, which in the future (when they start school) will enable them to acquire the necessary skills. Recently, however, part of the teachers began to defend the Western idea of ​​"cognitive-based learning," that is just learning the specific knowledge and skills. This area of ​​criticism from many Japanese authors for what its implementation involves ignoring the above areas of work, and in the field of cognitive development is reduced only to the account and writing, which represent a small portion of cognitive abilities.

Suzuki violin for gifted

One of the areas of pre-school education in Japan is teaching gifted children. But talent is not understood as something singular and unique, this nature again, but as something that can grow in many. Widely known (as in Japan, the U.S. and Europe) method of learning to play the violin Suzuki. It can be formulated in the following way - to begin training as early as possible and do as much as possible with good teachers. As noted by Suzuki, under these rules will be talent available to all children. The doctor began to teach Suzuki violin at three year olds, and they succeeded.

"The opportunity to feel like a member of the group"

In a study of adults Dzh.Tobin asked about what is the main purpose of teaching in kindergarten. Over 80% of Japanese respondents answered that it is "experience empathy," while in the U.S. this response found only in 39% of cases. Also, more than 60% of adults in Japan said, "to feel like a member of the group." In comparison, for example, China and the United States the answer was not so popular. Speaking of socialization, by the end of the preschool children in Japan from the child is expected to:

1. behaves as a member of the group;

2. attentive to the needs of the group members;

3. able to listen to others;

4. able to answer questions;

5. able to participate in group forms of activity (particularly in the group rituals as eating, cleaning and various games).

Special education practices

"In a meeting with Japanese children in the eye catches their level of training, independence and self-confidence," - said Dzh.Uitbern. In 1995-1996, under her leadership, a comparative study to assess the achievements of Japanese and English children 6-7 years in the field of mathematics. In England, for six years, all children for the past year to attend preparatory school classes, and because English children showed better results than the Japanese students. But a year later it was found that Japanese children significantly surpassed their English peers awareness in mathematics. Obviously, these results are based on the specific practices of preschool education. The main emphasis in early childhood education in Japan is not just for children's education in some subjects, and on the skills of the self as a group member.

For example, in the class each student takes on the role of a leader ("TOBA"). Toban helps the teacher to distribute the materials needed for training, ensure discipline in the classroom, led a discussion of various issues, is responsible for the cleanliness of the room, gathering students before classes etc. Because everyone takes on this role, the children are able to not only control their peers (which, of course, contributes to the development of self-control later), but also to feel the consequences of the collective decisions.

"Please, be persistent in their efforts!"

Often in kindergarten you can hear the words "Gambate kudasai!" Which means "Please, be persistent in their efforts!". Doing the job of teachers, children learn a very important principle - the skill attained effort. That hard work is highly valued in Japanese culture. While adults emphasize again the group of the child, which is manifested, for example, in the following rule: if the child has finished the job, then before you inform the teacher, he must ensure that his neighbor also coped with it. This orientation on the team seen in the non-teaching moments - for example, in Tokyo, from the first days of school, the children get to school in groups, which is headed by one adult.

Entire practice of education in preschools can be divided into three parts: the activities related to the implementation of the standards, the free play and activities organized by the teacher.

Fulfilling the required standards

Availability of rules and rituals necessary, according to the Japanese, to create a safe, predictable environment for the child. Every day is known in advance that allows the baby to gradually regain confidence, quickly turned into a group activity. Children know what is expected of them and how to behave. For example, when the kids come to kindergarten, they should hang up his coat on a hook, put the shoes in the closet, put on a change of shoes, go and sit in a circle with the other children, while the teacher plays the piano. When all the children are seated, each child (in a circle) are welcome teacher: it allows the baby to feel their importance and belonging to a group of kindergarten. I must say that, for example, in British nurseries, such organization is welcome unnecessary and is more informal. One of the important rituals in the preschool, also allows you to experience the group of the child is eating. Children take out their mats and together with teachers start to a meal. The children into groups of 5-6 people.

Free play

Free play is that children do what they want - to draw, build models, participate in subject-role-playing games, etc. This allows you to establish closer contacts with their peers, to face conflicts and solve them independently. I want to emphasize that the free game in Japan is free of adult intervention. If the child is in the United States, which faced with aggressive behavior, will complain to the teacher, and she will understand the conflict, the Japanese kindergarten pupil will find one way to resolve the conflict. The main role is played by the group and its pressure on the offender. In this case, however, the Japanese teachers strongly emphasize that aggressive behavior is not intentional, but a consequence of misunderstanding. The solution of the conflict is always a reason for the teacher to praise a child who found a way out.

At the same time, the whole praise and punishment in the practice of pre-school institutions are not as significant as in the European countries and the U.S.. Japanese teachers are convinced that the development of independence is only possible if the baby develops its own value, which is only feasible in a free environment. One can observe how the kindergarten children leave the group and walk the halls, go to other groups or sent directly to the director - preschooler can really go wherever he wants. Teachers do not prevent such movement - the function is assigned to instruct their peers, and the "lone traveler" always know where and when to come back. In this freedom is expressed primarily, according to Japanese teachers and parents, the value of pre-school education - save child in a child. Children are accepted for what they are - energetic, curious, and on the basis of such acceptance occurs in babies confidence and desire to belong to a group.

Together with the teacher

Activities organized by the teacher is also different from the practice of the European and American nurseries. A big role is played by physical activity - a game with a ball, running, dancing, etc., in connection with the problem of overweight preschoolers true in other countries. Any activity organized by the tutor, has a clear goal: a movement focused on the development of coordination, the music - for the development of rhythm, auditory memory and numeracy skills, the story - to enrich the vocabulary and language development. At the same time, the teacher organized activities are always somehow connected with the request, which comes from a child. For example, S.Teylor in a kindergarten in Kawasaki saw the boys in the hallway kicking cover of cans. Seeing this, many children began to seek cover and imitate the actions of the children.

 

 

 

Often in kindergarten you can hear the words "Gambate kudasai!" Which means "Please, be persistent in their efforts!". Doing the job of teachers, children learn a very important principle - the skill attained effort. That hard work is highly valued in Japanese culture. While adults emphasize again the group of the child, which is manifested, for example, in the following rule: if the child has finished the job, then before you inform the teacher, he must ensure that his neighbor also coped with it. This orientation on the team seen in the non-teaching moments - for example, in Tokyo, from the first days of school, the children get to school in groups, which is headed by one adult.