Features of forming the fundamentals of a healthy lifestyle of older preschool-age children using the relay games in the preschool education institution's educational space

Abstract

The article presents various scientific approaches to the interpretation of the essence of the concept’s “health”, lifestyle”, “healthy lifestyle”. The analysis of modern psychological-pedagogical, valeological, methodical literature and reference sources was carried out, the concept of “healthy lifestyle of a child of older preschool age” was clarified as the presence in a child aged 5-6 (7) of a set of knowledge and ideas about human health and an important role in a person's life, the components of a healthy lifestyle (observance of the daily routine and nutrition; rules of hygiene; mandatory morning gymnastics and physical activity during the day), the child’s emotional and positive attitude towards these components and their practical implementation in behavior and activities with the help of available to them methods of action.

The four-component structure of a healthy lifestyle of a child of older preschool age, represented by cognitive, emotional, motor and motivational-behavioral components, was defined and characterized.

It has been established that one of the effective means of forming a healthy lifestyle in older preschool children is relay games as mobile team games with rules aimed at orienting participants to achieve a specific goal, as they activate children's motor activity, teach them vital motor skills and the ability to apply them independently in life, form children's physical qualities and motor experience, as well as a conscious and careful attitude to their body and health.

Based on the generalization of scientific literature and leading pedagogical experience, the basic requirements that teachers of preschool education institutions should follow during the organization and conduct of relay games are defined; the classification of relay games conducted with children 5-6 (7) years old is characterized (by the method of actions of the participants; by the number of game tasks; by the method of organization and by the way of moving the participants; by the types of game exercises; by the requirements for the tasks performed).

Prospective directions for further scientific developments on the raised issues are outlined.