Health-saving methods as a factor in personality development. Health-saving technologies in the educational process An ideal educational organization using health-saving methods

Everyone knows that health is the greatest value, the basis for self-realization and the main condition for people to fulfill their social and biological functions. Health-saving behavior and thinking are laid down at school. But at the same time, the school environment hinders the promotion of health. The early start of education, the intensification of the educational process, the use of pedagogical innovations entail a discrepancy between the load and the capabilities of the child's body and lead to a strain of adaptive mechanisms.

It is encouraging to note that today education system aimed at maintaining the health of students. The task of teachers is not only to give children knowledge, but also to form successful individuals who are ready to fully live and raise the future generation. And without health it is impossible. That is why health-saving technologies are currently being implemented at school.

The role of the teacher

A teacher can do even more for a student's health than a doctor. He is not required to perform the functions of a medical worker, just teachers must work in such a way that training does not harm schoolchildren. In the life of students, the teacher occupies one of the main places; for them, he personifies everything important and new, including being an example in matters of health conservation.

The teacher must have professional qualities that will allow him to generate fruitful ideas and provide positive pedagogical results. These qualities include the following:

What should a teacher know

On the effectiveness of the use of methods and means of health-saving techniques in educational process influence of various skills of the teacher, namely:

analysis of pedagogical situations in the aspect of recovery;
establishing contact with a group of students;
mastering the basics of a healthy lifestyle;
forecasting the development of schoolchildren;
modeling of the system of relationships in the conditions of health-improving pedagogy.

The teacher should show students by personal example how to take care of their own health and the health of others. In the event that a healthy lifestyle is the norm for a teacher, students will properly accept health-saving technologies at school.

Problem solving

In order to effectively introduce healthy lifestyle ideas into the practice of a teacher, three problems must be solved:

concept

Health-saving educational technologies in modern school(SOT) are all technologies, the use of which in the learning process benefits students. If ZOT is associated with the solution of narrower tasks, then they include pedagogical methods and techniques to ensure the safety of students during their stay in educational institution.

All forms of health-saving technologies at school are connected in single system and are based on the desire of the teachers themselves to improve. If during the implementation of pedagogical functions the task of maintaining the health of teachers and students is solved, then we can say that the implementation of the educational process is carried out in accordance with the LOT.

The main task of the school is to prepare the child for an independent life by obtaining the necessary education. But how can a teacher be indifferent to the fact that his pupils have an unfavorable state of health, which is progressively worsening? This question is largely rhetorical, but one of the answers to it was the demand for health-saving technologies by the heads of educational institutions and teachers.

Goals pursued in the process of implementation of the AST

According to GEF, health-saving technologies at school are aimed at achieving the following goals:

Different approaches

The use of health-saving technologies at school began relatively recently; before that, the concept of sanitary and hygienic measures existed in the pedagogical lexicon. Many people still equate these two terms with each other, but this is a primitive view of the content of the work to preserve and improve the health of schoolchildren, which should be carried out in an educational institution.

Pedagogy aimed at improving the health of children cannot be expressed by any one educational technology. These are all areas of activity in the school for health protection, taking into account the living conditions of the child and the most important characteristics educational environment.

Children in school should receive knowledge that in later life will be in demand by them. And the achievement of this goal is impossible without health-saving pedagogy, which is a set of methods and techniques for organizing the educational process without harming the health of teachers and students. owning pedagogical knowledge and working closely with schoolchildren, their parents, medical workers and colleagues, the teacher plans his activities taking into account the priorities of strengthening and maintaining the health of participants in the educational process.

Classification

According to the Federal State Educational Standard, health-saving technologies at school involve a combination of psychological, medical, pedagogical influences which are aimed at ensuring and protecting health, the formation of the right attitude towards it. There is no single unique health technology. Health saving acts as one of the tasks of a certain process of education. Such a process can have a medical and hygienic orientation (close contact between a teacher, a health worker and a student), a physical culture and health improvement (physical education is a priority), an environmental one (the formation of harmonious relationships with nature), etc. .

Health-saving technologies and health psychology at school include many psychological and pedagogical methods of work and approaches to solving possible problems that are familiar to most teachers. For example, the educational process, which has a medical and hygienic orientation, involves the use of preventive programs, the implementation of activities to educate students about sanitary standards, the provision of hygienic learning conditions, etc.

Environmental health-saving technologies have slightly different directions. Activities at school with such an orientation of the educational process will be reduced to educating schoolchildren to take care of nature, introducing them to research work in the field of ecology.

As for physical culture and health technologies, the main tasks here are to train willpower and endurance, hardening, forming from physically weak people healthy and trained individuals.

Health-saving technologies at school are classified not only by approaches to health protection, but also depending on the nature of the action. So, there are protective-preventive, stimulating, information-training, compensatory-neutralizing and other technologies.

Functions

POTS have a number of functions:

Formative. It is implemented on the basis of social and biological patterns of personality formation. Individual mental and physical properties human are predetermined by hereditary qualities.
Reflective. It consists in rethinking past personal experience, in increasing and maintaining health, which makes it possible to measure the results achieved with the available prospects.
Diagnostic. It consists in monitoring the development of schoolchildren on the basis of predictive control, due to which it is possible to measure the direction of the actions and efforts of the teacher in accordance with the child's capabilities given to him by nature. Health-saving technologies at school provide an individual passage of the educational route for each child, an instrumentally verified analysis of the factors and prerequisites for the future development of the educational process.
Informative and communicative. ZOT provide a broadcast of the experience of forming a caring attitude to one's own health.
Integrative. Health-saving technologies at school combine various education systems and scientific concepts, folk experience, guiding them along the path of increasing the health of the younger generation.

OST in elementary school

Each educational institution has specific obligations both for educational, educational and health protection of children. What health-saving technologies are used in elementary school? In fact, there are a lot of them. After all, from the first grade, children develop the habits of healthy lifestyle life. There are many challenges facing the teaching staff.

promoting a culture of health,
improvement of methods and forms of work to preserve and further strengthen the health of schoolchildren;
the formation of students' needs and qualities that contribute to the development of health.

Each primary school class should be assigned a separate classroom equipped with technical teaching aids. In the office, the air-thermal regime must be observed.

Health-saving education technologies in primary school involve the use of various forms of work with students and their parents, implemented by class teachers and school medical staff. Here are some of them:

health monitoring;
prevention and prevention of diseases;
design of information stands;
timely information about upcoming vaccinations;
speeches at parent meetings, etc.

In the primary grades, conversations should be held with students on the topic of personal hygiene, the prevention of colds, the schoolchild's regimen, proper nutrition, etc.

It is recommended to use the “Full Day School” model in the work of an educational institution, in which an individual regimen is drawn up for each student, including the ability to “switch” from one activity to another, the development of independence and individual abilities, and preventive measures aimed at organizing students’ free time.

Health-saving technologies at the beginning. schools are implemented through a complex of recreational activities:

class hours "Doctor Aibolit", "If you want to be healthy ...", "Visiting Moidodyr", "Forest Pharmacy", etc.;
outdoor games during breaks;
gymnastics for the eyes and physical education in the classroom;
school sports competitions;
conversations with a doctor;
in the afternoon - sports watch "Strong, dexterous, courageous", "The fastest", "Merry relay", etc.;
newspaper editions.

Particularly sensitive in students primary school is the nervous system, so during the lesson it is important to change activities and modes of work through physical education minutes, listening to relaxing songs.

Health-saving technologies in secondary school

Pupils of the middle and senior levels are already more thoroughly and seriously studying everything related to health protection. They get acquainted with the problems of the interdependence of maintaining the body in good physical shape and proper nutrition, learn about how amateur and professional sports affect life expectancy, comprehensively discuss the bad habits of young people (drinking alcohol, smoking, drug addiction) and their impact on mental and physical the state of a fragile organism, childbearing, and so on.

High school students talk about the above problems in groups, at conferences, prepare reports, projects, abstracts on relevant topics, creatively process information of interest, thereby also developing educational competence and creative abilities.

Finally

Majority contemporary problems, which reflect the complexity of the situations that have developed in the system of general education and need to be resolved as soon as possible, are somehow connected with the health of the younger generation. And this encourages teachers to contribute to the formation and preservation of the health of students through the use of health-improving pedagogy.

Health-saving technologies are one of the types of modern innovative technologies, which are aimed at maintaining and improving the health of all participants in the educational process in preschool educational institutions. The use of such technologies has a two-way focus:

the formation of the foundations of valeological culture among preschoolers, i.e. teach them to take care of their own health;
organization of the educational process in kindergarten without a negative impact on the health of children.

Health-saving technologies in preschool educational institutions are perfectly combined with traditional forms and methods in pedagogy, complementing them with various ways of implementing health-improving work. The use of such technologies solves a number of problems:

laying the foundation for good physical health;
improving the level of mental and social health of pupils;
carrying out preventive health-improving work;
familiarization of preschoolers with the principles of maintaining a healthy lifestyle;
motivation of children for a healthy lifestyle;
the formation of good habits;
formation of valeological skills;
formation of a conscious need for regular physical education;
cultivating a value attitude towards one's health.

To ensure an integrated approach to protecting and improving the health of pupils required by the Federal State Educational Standard, the preschool educational institution uses different kinds modern health-saving technologies:

medical and preventive (medical examinations, monitoring the health of children, anti-epidemiological work, organizing specialized correctional groups, preventing many diseases, sanitary and hygienic work, quality control of catering, etc.);
physical culture and health (, sports events, valeological classes, hardening procedures, etc.)
valeological education of parents (motivation of parents to maintain a healthy lifestyle, teaching parents how to interact with children to form a valeological culture in them);
valeological education of teachers (familiarizing educators with innovative health-saving technologies and methods of their implementation, motivation for a healthy lifestyle, expanding knowledge about the age and psychological characteristics of preschoolers);
health-saving education of children (formation of valeological knowledge and skills).

Only by implementing all these types of health-saving technologies can we achieve close interaction of the main factors affecting the health of preschoolers.

Card file of health-saving technologies

There are many effective varieties of modern health-saving technologies that should be in the file cabinet of a kindergarten teacher.

Physical education minutes

One of the simplest and most common types of health-saving technologies in preschool educational institutions is physical education minutes. They are also called dynamic pauses. These are short breaks in the intellectual or practical activities during which children perform simple physical exercises.

The purpose of these physical exercises is to:

change of type of activity;
fatigue prevention;
relieving muscle, nervous and brain tension;
activation of blood circulation;
activation of thinking;
increasing the interest of children in the course of the lesson;
creating a positive emotional background.

Holding dynamic pauses has some peculiarities. They are designed to be performed in confined spaces (near a desk or table, in the center of a room, etc.). Most physical education sessions are accompanied by a poetic text or are performed to music.

Such dynamic pauses last 1-2 minutes. All children are involved in the implementation of physical education. This does not require a sports uniform or equipment. The time for holding is chosen arbitrarily, depending on the degree of fatigue of the children. Physical education may include individual elements of other health-saving technologies.

Breathing exercises

Studying the experience of many educators preschool institutions shows that the most popular types of health-saving technologies in preschool educational institutions include breathing exercises. It is a system of breathing exercises that are part of the complex of corrective work to improve the overall health of the child.

The use of breathing exercises helps:

improve the functioning of internal organs;
activate cerebral circulation, increase oxygen saturation of the body;
train the respiratory apparatus;
to carry out the prevention of respiratory diseases;
increase the body's defense mechanisms;
reestablish peace of mind, calm down;
develop speech breathing.

In the respiratory gymnastics classes, the following rules must be observed. It is recommended to carry it out in a well-ventilated room and before meals. Such classes should be daily and last 3-6 minutes. To perform breathing exercises, a special form of clothing is not required, but it must be ensured that it does not hamper the movement of the child.

During the exercise, special attention should be paid to the nature of the inhalations and exhalations. Children should be taught to inhale through the nose (breaths should be short and light), and exhale through the mouth (exhale long). Breathing exercises also include breath holding exercises. It is important that in children, when performing exercises for the development of speech breathing, the muscles of the body do not tense up, the shoulders do not move.

Finger gymnastics

Finger gymnastics is a type of health-saving technology that is used not only to develop fine motor skills of the hands (which is important for preparing a child for drawing, modeling and writing), but also to solve problems with speech development in children. In addition, such gymnastics contributes to the development of:

tactile sensations;
coordination of movements of fingers and hands;
creative abilities of preschoolers.

Finger gymnastics is carried out in the form of staging poetic texts with the help of fingers. This is almost the first kind of gymnastics that can be performed with children. In the course of finger gymnastics, children make active and passive movements with their fingers. The following types of exercises are used:

massage;
actions with objects or materials;
finger games.

It is recommended to do finger exercises daily. During its implementation, you need to ensure that the load on both hands is the same. In addition, it must be remembered that each session of finger gymnastics should end with relaxing exercises. Such classes can be carried out collectively, in groups or individually with each child.

Gymnastics for the eyes

Also, gymnastics for the eyes is one of the health-saving technologies in preschool educational institutions. It involves a system of exercises aimed at correcting and preventing visual impairment. Gymnastics for the eyes is necessary for:

stress relief;
fatigue prevention;
eye muscle training
strengthening of the eye apparatus.

To perform such gymnastics, 2-4 minutes are enough. The main rule of this gymnastics is that only the eyes should move, and the head remains stationary (except in cases where head tilts are provided). All exercises should be done while standing.

Usually, the teacher shows a pattern for performing each action, and the children repeat after him. Often such gymnastics has poetic accompaniment. It may include exercises with objects, special tables or ICT.

Psycho-gymnastics

Psycho-gymnastics refers to innovative health-saving technologies that are used in kindergarten for the development of the emotional sphere of the child, strengthening his mental health. The purpose of psycho-gymnastics is as follows:

conducting psychophysical relaxation;
development of cognitive mental processes;
normalization of the condition in children with neuroses or neuropsychiatric disorders;
correction of deviations in behavior or character.

Psychogymnastics is a course of 20 special classes, which are held in a playful way. They are organized twice a week and last from 25 to 90 minutes. Each lesson consists of four stages that involve acting out:

sketches using facial expressions and pantomime;
sketches for depicting emotions or character traits;
sketches with a psychotherapeutic orientation.

The session ends with psycho-muscular training. During the lesson, a “minute of prank” is held, when children can perform any actions that they want.

Rhythmoplasty

Rhythmoplasty is innovative method work with children, which is based on the performance by them of special plastic movements that have a healing character to the music. Purpose of rhythmoplasty:

replenishment of "motor deficit";
development of the motor sphere of children;
strengthening the muscular corset;
improvement of cognitive processes;
formation of aesthetic concepts.

Rhythmoplasty is organized in the form of special music lessons. Physical exercises should be performed at a slow pace with a wide amplitude. These sessions should be done twice a week for 30 minutes each. It is recommended to engage in rhythmoplasty not earlier than half an hour after eating.

Game therapy

The Federal State Educational Standard states that for preschoolers, the leading activity is the game. Therefore, game therapy should be an obligatory type of health-saving technologies in preschool educational institutions. This technology involves involving children in a variety of games, during which they will have the opportunity to:

show emotions, experiences, fantasy;
express yourself;
relieve psycho-emotional stress;
get rid of fears;
become more self-confident.

Play therapy is considered an excellent tool for dealing with children's neuroses.

aromatherapy

Aromatherapy involves the use of special items with essential oils in the room where the children are. It can be called a passive method of influencing the health of preschoolers, since the children themselves do not have to perform any actions. They can engage in any kind of activity and at the same time inhale aromatic vapors. This is how it happens:

improving the well-being and mood of children;
prevention of colds;
solving sleep problems.

Essential oils can be applied to figures made of clay or untreated wood (the dose of the aromatic substance should be minimal). It is also recommended to make special aromatic pillows with parents, filling them with dried herbs, or individual aroma medallions.

In addition to the described health-saving technologies, other types of them can be used in preschool educational institutions:

herbal medicine;
color therapy;
music therapy;
vitamin therapy;
physiotherapy;
heliotherapy;
sand therapy.

The essence of such technologies is clear from their names. The ultimate goal of using health-saving technologies in kindergarten according to the Federal State Educational Standard is to preserve and strengthen the health of children, which is a prerequisite for improving the effectiveness of the educational process. Only a healthy child can become a good student and a successful person.

Tasks: 1. To test in practice the model of health-saving activities at school; 2. Develop and implement programs to improve the professional level of teachers in the field of health conservation; 3. Organize educational activities with teachers, students and parents on the formation of healthy lifestyle skills; 4. Provide information support for the healthy lifestyle model

Legal Framework - Constitution Russian Federation- Law of the Russian Federation "On Education" - National Doctrine of Education in the Russian Federation for the period until 2025 - Convention on the Rights of the Child - Law of the Russian Federation on the Rights of the Child - Law of the Stavropol Territory "On Education" - Federal Law 124-FZ "On Basic Guarantees of the Rights of the Child" - Federal Law 120 - Federal Law "On the basics of the system for the prevention of neglect and juvenile delinquency" - Model regulation on an educational institution - Strategy for the development of the education system of the Stavropol Territory until 2020 - "Our new school» (presidential initiative) - SanPin requirements

Health of students: Physical Mental Social Implementation of the Federal State Educational Standards Cooperation with the Suvorov Central District Hospital (medical examinations, professional examinations) Compliance with the rules of SanPiN Work in society Diagnosis and monitoring of schoolchildren's health Implementation of innovative health-saving technologies Prevention bad habits Model of health-saving activities MKOU OOSH 23 Predgorny municipal district Stavropol Territory

Principles of health-saving activities: 1. The principle of priority of effective care for the health of students 2. The principle of not causing harm 3. The principle of a triune idea of physical, moral, mental health 4. The principle of the priority use of active teaching and upbringing methods 5. The principle of compliance with the content and organization of the learning process and education age characteristics students 6. Delayed result principle 7. Active feedback principle

The health-saving system model consists of blocks-directions. 1. Creation of a health-saving infrastructure: Creation of complex conditions for the development of the child and the preservation of his health Catering. Psychological and logopedic service Social and legal service 2. Rational organization of the educational process. - The implementation of this block creates conditions for relieving overload, normal alternation of work and rest, increases the efficiency of the educational process, while preventing excessive functional stress and overwork: - Compliance with hygiene standards and requirements for the organization and volume of educational and extracurricular workload of students a new scale of difficulty of educational subjects, which allows you to build a lesson schedule taking into account each age group - The use of health-saving technologies in the educational process (problem-based learning, differentiated learning, project-based learning, developmental learning, modular learning, game technologies)

3. Medical and hygienic technologies: Control and assistance in ensuring proper hygienic conditions in accordance with the SanPiN regulations. Conducting vaccinations. 4. Physical culture and health technologies: Aimed at the physical development of those involved: hardening, strength training, endurance, speed, flexibility. 5. Ecological health-saving technologies: Creation of nature-friendly, ecologically optimal conditions for people's life and activities. Arrangement of the school territory. Aerophytomodule: green plants in classrooms. 6. Technologies for ensuring life safety The literacy of students on these issues is ensured by studying the course of life safety.

5. Health-saving educational technologies: Health-saving educational technologies can be considered both as a technological basis for health-saving pedagogy, and as a set of techniques, forms and methods for organizing schoolchildren's education without harming their health, and as a qualitative characteristic of any pedagogical technology in terms of its impact on students' health and educators. 6. Compensatory-neutralizing technologies: Conducting physical training sessions and physical training breaks, which allows to some extent neutralize the adverse effects of static lessons. Emotional discharges, "minutes of rest", allowing you to partially neutralize stressful effects.

7. Stimulating technologies: These techniques allow you to activate the body's own forces, use its resources to get out of an undesirable state. Physical exercise. Education psychological tricks struggle with despondency, bad mood. 8. Information and learning technologies: They provide students with the necessary level of literacy to effectively care for the health of themselves and their loved ones. Conducting thematic class hours. Lectures by the medical staff of the school on Health Days. Design of thematic stands on the topic of health.

9. Monitoring. Monitoring is essential tool verification of the evaluation of the effectiveness of the implemented content of education, the methods used, serves as the basis for the main ways to eliminate the shortcomings of the educational process at school. Monitoring tasks: Description of health-saving activities. Analysis of the real situation in the field of students' health and factors that positively and negatively affect health. Evaluation of the effectiveness of the use of health-saving pedagogical technologies. Creation and dissemination of effective models of health. Evaluation of the adaptive capabilities of the child's body and physical condition.

The criteria for assessing the state of health of students are indicators of the physical condition of students, levels of general and acute morbidity. In order to track the impact of the learning process on the quality of education, monitoring should be carried out according to the following indicators: 1. Monitoring the health of students and its impact on academic performance: 1) the state of health of students; 2) absenteeism due to illness; 3) the level of anxiety; 4) hot meals coverage; 5) classes in sports sections; 6) the level of adaptation and motivation of students; 7) learning outcomes. 2. Monitoring the health of teachers and its impact on the results of activities: 1) the state of health of teachers; 2) application of new technologies; 3) diagnosis of difficulties; 4) the level of neuroticism.

Expected results: Creation of an active health-saving infrastructure of the school, contributing to the preservation of health and the formation of motivation for participants in the educational process for a healthy lifestyle. Improving the system of physical education based on the implementation of an individual approach. Motivation of the teaching staff to improve their professional level in mastering and using health-saving technologies. Reducing the incidence rate among children and adolescents. Creation of a favorable moral and psychological climate in the school, implementation of the principles of pedagogy of cooperation. improving student nutrition; increasing the level of material and technical equipment of an educational institution.

Predictive student model. This is a person: relating to health as an important personal and social value; knowing the mechanisms and ways of maintaining health; physically developed; striving for physical perfection; without bad habbits; who knows and owns the techniques and methods of healing his body.

The use of health-saving technologies plays an important role in the life of every student, makes it easier and more successful to acquire the necessary knowledge in the classroom, overcome difficulties in achieving the goals and objectives of education, teaches children to live without stress, as well as to preserve their own and value other people's health.

Methodical development "Health-saving technologies in educational process»

Author Chikota Olesya Valerievna
2015
CONTENT
Introduction …………………………………………………...2
Health-saving technologies in the classroom and
outside school hours…………………………………………2
Basic principles of health
activities………………………………………………..4
Systematics and relationship of health-saving
technologies…………………………………………………….5
Conclusion…………………………………….…………...8
Application………………………….……………………..9
Literature………………………………………………...12
Introduction
To date, special measures are needed to preserve and improve the health of schoolchildren, to create health-saving conditions for learning.
These provisions have recently been included in the most important state documents that determine the development strategy
education.
« The concept of modernization Russian education for the period up to 2020" provides for the creation of conditions for improving the quality general education, and for these purposes, along with other activities, it is planned to optimize the educational, psychological and physical load of students and create conditions in educational institutions to preserve and improve the health of students, including through:
real unloading of the content of general education;
usage effective methods learning;
increasing the proportion and quality of physical education;
organizing monitoring of the health status of children and youth;
improvement of catering for students in educational institutions;
rationalization of leisure activities, vacation time and summer holidays for children and youth.
The measures to protect and promote the health of schoolchildren proposed in the Concept actually determine the directions for eliminating the main school risk factors, provide for the development and testing of promising models of the health-saving educational process in educational institutions various types and types.
Health-saving technologies in the classroom and
during off-hours.
Human health is a topic of conversation that is quite relevant for all times and peoples, and in the 21st century it becomes paramount. The state of health of Russian schoolchildren causes serious concern among specialists. A clear indicator of trouble is that the health of schoolchildren is deteriorating compared to their peers twenty or thirty years ago. At the same time, the most significant increase in the frequency of all classes of diseases occurs during the age periods coinciding with the child receiving a general secondary education.
According to the All-Russian medical examination, by the age of 7-10 years, the proportion of children with the 3rd health group increases by 1.7 times and amounts to 14.9%, and at the age of 15-17 years - 22%, i.e. increases by 2.5 times in relation to children under the age of 1 year. In adolescence, every fifth child has a chronic disease or is a child with a disability.
The health of the child, his social - psychological adaptation, normal growth and development are largely determined by the environment in which he lives. For a child from 6 to 17 years old, this environment is the education system, since more than 70% of his waking time is associated with being in educational institutions. At the same time, during this period, the most intensive growth and development takes place, the formation of health for the rest of his life, the child's body is most sensitive to exogenous environmental factors.
According to the Institute of Developmental Physiology of the Russian Academy of Education, the school educational environment generates risk factors for health disorders, which are associated with 20-40% of negative influences that impair the health of school-age children. IVF RAO studies allow ranking school risk factors in descending order of significance and strength of influence on the health of students:
stressful pedagogical tactics;
inconsistency of teaching methods and technologies with the age and functional capabilities of schoolchildren;
non-compliance with elementary physiological and hygienic requirements for the organization of the educational process;
insufficient literacy of parents in matters of maintaining the health of children;
failures in the existing system of physical education;
intensification of the educational process;
functional illiteracy of the teacher in matters of health protection and promotion;
partial destruction of school medical control services;
lack of systematic work on the formation of the value of health and a healthy lifestyle.

Thus, the traditional organization of the educational process creates constant stress overload in schoolchildren, which leads to a breakdown in the mechanisms of self-regulation of physiological functions and contributes to the development of chronic diseases. As a result, the current system school education health is costly.
Many teachers believe that administrators and specially trained professionals should be involved in maintaining and strengthening the health of students at school. However, the analysis of school risk factors shows that most of the health problems of students are created and solved in the course of daily practical work teachers, i.e. associated with their professional activities. Therefore, the teacher needs to find reserves of his own activity in preserving and strengthening the health of students. The lesson remains the main organizational form educational
process, which is directly dependent on the teacher. Revealing the criteria for the health-saving potential of a school lesson and building a lesson on a health-saving basis is the most important condition for overcoming the health-consuming nature of school education.
Basic principles of health-saving activity.
The effectiveness of the analysis of health-saving activities at school depends on methodological and methodological approaches and is based on the principles worked out over the past decades at the Institute of Developmental Physiology of the Russian Academy of Education, namely:
complexity;
consistency;
integrity;
dynamism (repeatability);
representativeness;
methodological unity.
Complexity implies the simultaneous coverage of a wide range of indicators that reflect both the state of the educational environment and personal data that characterize the level and nature of the educational and extracurricular workload, as well as the student's individual adaptive capabilities.
Consistency means an analysis not only of the qualitative and quantitative indicators of the activity of an educational institution, but also (and first of all) the relationships between them, reflecting the structure and effectiveness of the health-saving activities of a general education institution.
Integrity - necessary condition for a full-fledged data analysis, which implies a comprehensive presentation of the results for each educational institution.
Dynamism (repeatability) implies multiple (twice a year - in autumn and spring; for a number of years) examination of the same educational institutions, contingents of students, specific students.
Representativeness (representation) is due to the requirements of statistics, according to which the reliability of conclusions and conclusions depends on the size of the studied sample. Representativeness is achieved by examining sufficiently large contingents of students.
Methodological unity is an indispensable condition for the comparability of data obtained at different stages of the study, in different regions, in different educational institutions.
Systematics and relationship of health-saving technologies. Among the health-saving technologies used in
system of education, several groups can be distinguished in which a different approach to health protection is used, and, accordingly, different methods and forms of work:
medical - hygienic technologies (MGT);
physical culture and health technologies (PHOT);
environmental health-saving technologies (ECT);
life safety technologies (TOBZh);
health-saving educational technologies (HTE);
There are other reasons for classifying
health-saving technologies.
By the nature of the action, they can be divided into the following groups:
protective and preventive;
compensatory-neutralizing;
stimulating;
information and training.
The most generalized of the possible classifications is the allocation of 2 types of health-saving technologies - organizational and pedagogical.
As a system-forming principle of health-saving pedagogy, the priority of caring for the health of students is the priority, within which it is possible to single out such mandatory conditions as scientific and methodological support of work, selection and training teaching staff(including taking care of their health) and, finally, sufficient financial support for the entire project.
W health-saving educational technologies can be divided into three subgroups:
organizational and pedagogical technologies (OPT), which determine the structure of the educational process, partially regulated in SanPiN, contributing to the prevention of states of overwork, physical inactivity;
psychological and pedagogical technologies (PPT) associated with the direct work of the teacher in the classroom, the impact that he has for all 45 minutes on his students; this also includes the psychological and pedagogical support of all elements of the educational process;
educational - educational technologies(UHT), which include programs to teach competent care of their health and the formation of a culture of students' health, motivate them to lead a healthy lifestyle, prevent bad habits, which also provide for organizational - educational work with schoolchildren after school, education of their parents.
Health-saving technologies in the work of an individual teacher can be represented as a combination of the principles of cooperation pedagogy, “effective” pedagogical techniques, elements of pedagogical skill aimed at achieving optimal psychological adaptation of a student to the educational process, taking care of preserving his health and educating him personal example of a culture of health.
A teacher who is ready to use health-saving educational technologies in his work, at the first stage in this regard, faces the following tasks:
an objective assessment of one's strengths and weaknesses related to professional activities, drawing up a plan for the necessary self-correction and its implementation;
the necessary advanced training on health issues, health-saving technologies;
revision used in their work pedagogical techniques and technicians in terms of their intended impact on student health;
targeted implementation of health-saving educational technologies during the training sessions and out-of-school work with students, tracking the results obtained, both according to their own feelings, and with the help of objective assessment methods;
promote the formation of a health-saving educational environment in their educational institution as an effective interaction of all members of the teaching staff, students and their parents to create conditions
and implementation of programs aimed at maintaining, shaping and strengthening health.
The educational process is always associated with obtaining new information, which is better remembered if various channels are involved. For example, only 10% of information remains in memory from what is simply read, -20% from what is heard, -30% from what is seen, -50% from what we hear and see; from what we use in our practical activities and especially in independent creativity - 90%. Hence the conclusion: it is necessary to use various sources information.
Ensuring a comfortable emotional and mental state of students and teachers.
Help students to adapt to new conditions.
Creation of a general emotionally positive, friendly, trusting, kind atmosphere in the classroom.
Creating a situation of success, which allows a person to be in a state of psychological balance, eliminates the stress caused by the performance of tasks, ignorance of the educational material.
Using a person-centered approach, organization various forms activities (group, collective, etc.).
Improving control and evaluation activities: students summarize the material studied, evaluate their activities, the activities of their comrades, successes, failures, and make adjustments.
The development of intellectual and creative abilities, thinking, especially logical, rational, the formation of practical skills. Students with advanced logical thinking, memory, attention, they study successfully and with interest, and this is directly related to mental health, knowledge of the world around them, the formation of moral qualities, and the ability to adapt in the modern world.
Optimal dosage homework(including the use of different-level differentiated tasks).
Use of non-traditional game forms conducting a lesson, creating conditions for the manifestation creative activity(competitions of crossword puzzles, wall newspapers, essays, poems on the topic under study), extracurricular activities.
Collaboration with a psychologist to identify psychological features students to develop a personality-oriented approach to training and education.
Lesson density, i.e. the amount of time students spend on academic work not less than 60% and not more than 75-80%.
Each lesson for a student is work that takes place in conditions of almost complete immobility. As a rule, we see energetic children with a gleam in their eyes only at breaks, but with the bell for the lesson, the burning look disappears, the smile disappears, the posture also changes: the shoulders are lowered, the head hangs down.
Discharge is needed, so it is necessary to arrange pauses, the so-called physical minutes, when children perform simple exercises. True, sometimes teachers are reluctant to do this. I do not want to interrupt a lesson saturated with complex material, to be distracted. But still such pauses are a necessary element of the lesson. But they also need to be approached creatively, trying in every possible way to diversify this event. For example, “revive” the lesson emotionally or use the game (in groups, in pairs, at the blackboard) to move children around the class. Alternately entrust the conduct of physical education minutes to the children themselves. Teach children to use the necessary set of exercises for self-relaxation in the classroom at school and at home.
The start time of the physical education session is chosen by the teacher himself (approximately 20 minutes after the start of the lesson) or with the development of the first phase of mental fatigue in a significant part of the students in the class (the phase of motor restlessness). Such work is necessary to increase the mental performance of children and relieve them of muscular statistical tension.
A healthy lifestyle does not yet occupy the first place in the hierarchy of human needs and values in our society. But if we do not teach children from the very beginning early age to value, protect and strengthen our health, if we demonstrate a healthy lifestyle by personal example, then only in this case we can hope that future generations will be healthier and developed not only personally, intellectually, spiritually, but also physically.
Thus, the main task of implementing health-saving technologies is such an organization of the educational process at all levels, in which high-quality education, development and education of students is not accompanied by damage to their health.
Observations show that the use of health-saving technologies in the educational process allows students to more successfully adapt in the educational and social space, reveal their creative abilities, and the teacher to effectively prevent antisocial behavior.
Conclusion
An integrated approach, thanks to which not only the tasks of protecting the health of students and teachers from threatening or pathogenic influences, but the tasks of shaping and strengthening the health of schoolchildren, educating them and their teachers a culture of health, can be called health-saving pedagogy.
Currently, there is a special direction in pedagogy
health pedagogy. Health improvement is based on the idea of a healthy child, which is a practically achievable norm of child development and is considered as an integral body-spiritual organism.
Health-saving technology cannot be expressed by a specific educational technology. At the same time, the concept of "health-saving technologies" combines all areas of activity of an educational institution in the formation, preservation and strengthening of the health of students.
The health of the student is normal if:
a) in physical terms - he knows how to overcome fatigue, health allows him to cope with the academic load;
b) in social terms - he is sociable, sociable;
c) emotionally - balanced, able to be surprised and admired;
d) intellectually - shows good mental capacity, observation, imagination, self-learning;
e) in moral terms - honest, self-critical, empathic.
The goal of health-saving educational learning technologies is to provide the student with the opportunity to maintain health during the period of study at school, to form in him the necessary knowledge, skills and abilities for a healthy lifestyle, to teach him to use knowledge in Everyday life.
Appendix.
The simplest exercises for the eyes:
1) vertical eye movements up and down;
2) horizontal movements to the right and left;
3) rotation of the eyes clockwise and counterclockwise;
4) close your eyes and imagine the colors of the rainbow in turn as clearly as possible;
5) on the board before the start of the lesson, draw some kind of curve (spiral, circle, broken line); it is proposed to “draw” these figures with the eyes several times in one and then in the other direction.
Preventive eye exercises:
Exercise for the eyes - "Coloring". The teacher invites the children to close their eyes and imagine a large white screen in front of them. It is necessary to mentally color this screen one by one with any color: for example, first yellow, then orange, green, blue, but you need to finish coloring with your favorite color.
Relaxation exercises:
The game “We drop hands” relaxes the muscles of the entire body. Children raise their arms to the sides and lean forward slightly. At the command of the teacher, relieve tension in the back, neck and shoulders. The body, head and arms fall down, the knees are slightly bent. Then the children straighten up, successively unbending in the hip, lumbar and shoulder girdle, and take their original position. The exercise is repeated.
Exercises for the formation of the correct posture (“Up the arm and down the arm”) and breathing exercises.
Up hand and down hand.
Pulled them up a little.
Quickly changed hands!
We are not bored today.
(One straight arm up, the other down, jerk to change hands.)
Clap Squats:
Down - cotton and up - cotton.
Legs, hands stretch,
We know for sure - it will be good.
(Squats, clapping hands overhead.)
We turn our heads,
Stretching the neck. Stop!
(Rotation of the head to the right and left.)
And on the spot we walk
We raise our legs higher.
(Walking in place, raising your knees high.)
Stretched out, stretched out
Up and to the side, forward.
(Sipping - arms up, to the sides, forward.)
And everyone returned to the desks -
We have a lesson again.
(Children sit at their desks.)
Gymnastics.
"Sipping". The feet are firmly planted on the floor. Raising your hands in the "castle", we put the leg back one by one. Can be done while sitting on a chair, leaning on the back.
"Massage of the abdomen" We stroke the stomach clockwise, pinch, pat the edge of the palm and fist. We perform after visiting the school cafeteria.
"Massage of the chest area." Performed sitting, feet on the floor. We stroke the chest area with the words: "How sweet, wonderful, beautiful I am." We learn to love ourselves, we cultivate a caring attitude.
"Swan neck". We stretch the neck and stroke it from the chest to the chin. We pat on the chin, admire the long beautiful neck of a swan.
"Head massage". We work out the active points on the head by pressing with our fingers (washing the head). As a "rake" we lead to the middle of the head, then we comb the hair with our fingers, with spiral movements we lead from the temples to the back of the head.
"Pinocchio". We sculpt (mentally) a beautiful nose for Pinocchio. Pinocchio “draws” with his nose the sun, a carrot, a house, etc.
"Hand massage". “My” hands, strongly with three palms until a feeling of strong heat, pressing each finger. With the phalanges of the fingers of one hand, three along the nails of the other.
"A bike". Holding on to the seat of the chair, we “twist” the bicycle pedals (it is possible with sound accompaniment).
Exercises to improve posture.
"Bird before takeoff" Standing, breathe calmly, then lean forward, do not bend your legs, head forward, arms behind your back, raised up with tension, like wings. They dropped their heads, their hands relaxed down and hang freely (5-6 seconds).
"Who's there". With both hands we take the back of the chair and turn right and left to the limit, returning to the starting position, relaxing.
"Friendly family". Students stand in front and behind their desks and do at the same time:
2 steps to the right - clap, step forward - 2 claps, 2 steps to the left - clap, step back - 2 claps. Then we repeat in reverse order.
Sit with your legs stretched out and holding on to the seat of the chair, slowly raise your legs bent at the knees (can be straight) and slowly lower them.
Place your feet shoulder-width apart and, clasping your hands high above your head, tilt alternately to the left and right. Try to bend as much as possible, slowly at first, then springing.
From a standing position, legs straight together, bend over, trying to touch the floor with your toes.
With the word "please":
- get up
- hands up
- hands to the side
- hands down
- put your hands down
- hands to shoulders
- clap your hands.
(Pay attention to attention).
"Space flight":
Teacher - Prepare for the rocket launch
Students - Get ready! (clapping hands over head)
Teacher - Fasten your seat belts!
Pupils - Fasten your seat belts! (finger snaps)
Teacher - Turn on the ignition!
Pupils - There are turn on the ignition! (rotational hand movements)
Teacher - Start the engines!
Pupils - There are motors to start! (arms to shoulders, rotation forward and backward)
All: 5,4,3,2,1, start; Hurrah, hurrah, hurrah!
Psychogymnastics.
1. "Merry bee." Inhale free. While inhaling, make the sound “z-z-z-z”. Imagine that the bee sat on the nose, arm, leg. The exercise teaches you to direct your breath and attention to a specific area of the body.
2. "Cold - hot." A cold wind blew, the guys huddled into a ball. The summer sun came out, you can sunbathe. We relaxed and fanned ourselves with a fan (we make it from a sheet of paper). There is relaxation and tension of the muscles of the body.
3. "Humpty - Dumpty." The guys stand in a relaxed state, their arms hang freely. We make turns under the text, hands dangle freely, like a rag doll.
- Humpty - Dumpty sat on the wall,
- Humpty - Dumpty fell in his sleep.
Breathing and sound gymnastics.
Purpose: to teach breathing through the nose; while preventing diseases of the upper respiratory tract.
Stroke the nose (its lateral parts) from the tip to the bridge of the nose - inhale. Inhale with the left nostril, the right nostril is closed, exhale with the right (while the left is closed). As you exhale, tap your nostrils 5 times.
Make 8-10 breaths and exhalations through the left and right nostrils, in turn closing the resting nostril with the index finger.
Breathe in through your nose. As you exhale, draw out the sounds “mmmm” while tapping your finger on the wings of the nose.
Close the right nostril and stretch out “hmmm”, exhale the same thing, close the left nostril.
Vigorously pronounce "t-d". Exercise serves to strengthen the muscles of the tongue.
Vigorously pronounce "p-b". The pronunciation of these sounds strengthens the muscles of the lips.
Stick out your tongue, vigorously pronounce "k-g", "n-g". The muscles of the pharynx are strengthened.
Yawn and stretch a few times. Yawning stimulates brain activity and relieves stress.
"Steamboat whistle". We take in air through the nose with noise; we hold our breath for 1-2 seconds, then we exhale with noise through the lips, folded in a tube, with the sound "y" (long).
LITERATURE.
Amonashvili Sh.A. Personal and humane basis pedagogical process. Moscow: Education, 1990.
Antropova M.V. Fundamentals of student hygiene: Education, 1971.
Health-saving technologies in the educational process
/aut.-stat. S.A. Tsabybin.-Volgograd: Teacher. 2009.
Selevko G.K. Modern educational technologies. M .: Education, 1998.
Modern technologies preservation and promotion of children's health: Proc. allowance / Under the total. ed. N.V. Sokratova.- M.: TC Sphere, 2005.

Sections: School psychological service

Three global tasks are set for educational institutions:

child's physical health
moral health,
psychological health.

Therefore, the purpose of the psychological service is the mental and psychological health of the individual. This implies attention to the inner world of a person, his feelings, experiences, interests, inclinations, his attitude towards himself, towards other people, towards the world around him. At the Russian Academy of Natural Sciences (Moscow), department "Noospheric education", head - Maslova N.V., I took courses where I gained knowledge about health-saving methods. This knowledge correlates well with the purpose of the psychological service. In general, the concept of noospheric education answers many questions of the time. I was interested in the question of how to orient a person in modern society. Mostly the new technology of noospheric education has allowed me to go deeper into working in health-saving mode.

A person with noospheric thinking will correctly understand his place in nature. Noospheric development is aimed at restoring the ecological balance on the planet and the emergence of a new person, the hallmark of which will be a new quality of thinking - a holistic perception of the world. For this, it is necessary to educate holistic thinking, it is based on the idea of the unity of the universe and man, as its particles, that is, man is part of the System of nature. A person must realize his natural conformity or biological adequacy. This is based on energy-saving techniques, which served as the basis for the creation of this program.

I would like to point out the factors on which health depends. According to Yu.P. Lisitsina (1986), human health is only 8-10% dependent on medicine, 20% on heredity, 20% on the external environment, and 50% on a person's lifestyle.

Inadequate psycho-emotional reactions can significantly reduce the level of health. It has been noticed that the same disease in different people proceeds differently. The same drugs have different effects: in some cases they help in recovery, in others they give complications. Under the same conditions, one freezes and dies, and the other is not. This is directly related to the spiritual development of a person, which underlies the difference in organisms, reactions to both illness and treatment. The human body is a laboratory and even a whole factory for the production of drugs, hormones and other useful substances. Thus, a person - the creator of his own health. There are some "powers within us that can protect us from the disease or change its course.

One can strengthen one's health only by raising the quality of one's consciousness through constant work and eternal movement forward, improving oneself and developing the high qualities of the spirit. It is the development of spiritual and psychological forces that will give a person the path to the happiness of the future. And when a person follows the path of love, joy, he feels stronger, more resilient, able to withstand various kinds of influences.

So, working in the "health-saving methods" mode, I developed a system of primary non-drug prevention of disease reduction and health promotion. This system includes the following activities:

Testing quantitative self-assessment of health (test "Measure your health").
The study of self-esteem of personality.
The study of the level of anxiety on the Spielberger scale.
Conducting trainings for the development of personal growth.
Mastering the methodology of personality harmonization - relaxation.

The introduction of such a program, in my opinion, contributed to an increase in the rating of health among various life values.

How was this work actually carried out?

The experiment included 10 people who were identified after testing "Measure your health". The low results obtained could be due to an exacerbation or onset of the disease, as well as the presence of such risk factors for diseases as overweight, low mobility, inadequate psycho-emotional reactions, sleep disorders, and others.

Experimental and clinical psychologists have irrefutably shown that our nervous system is unable to distinguish between an actual situation and a situation created vividly and in detail by our imagination. And in most cases, this happens on an emotional and subconscious level.

Psychology is a school of self-mastery. It allows a person to know himself and unite his spiritual world with the material one. This must be learned. The image of one's own "I" is changing for the better through the accumulation of knowledge about oneself, practical experience. Having mastered the psychology of the image of one's own "I", a person creates a basis for self-hypnosis.

Worked on the following topics:

"A Few Touches to the Portrait of a Happy Man";
"The image of "I" or the secrets of self-confidence";
"An aggressive person is a war with himself";
"I'm O'Kay!" or again about the subconscious.

We came to the conclusion that at the heart of our failures and ailments are emotional traumas, and they cause mental pain. Then the person morally suffers and "leaves" in the opposite direction.

I will give examples of this work on increasing the self-esteem of the individual, regulating the level of anxiety and mastering the method of harmonizing the personality - relaxation.

1. To look into inner world It is enough to ask a child: "Who do you feel, imagine, imagine?" The pictures loomed different, like the children themselves:

bright clearing with multicolor;
lonely tree in the field;
a cloud in the sky and a gap in the sun's rays;
rock by the sea...

According to this picture, there is a reasoning about what kind of person this is, that is, the image of self-image allows a person to make discoveries about himself.

2. Seriously worked on the concept of "compliments". They make a person softer and warmer, more responsible in their choice.

3. Conducted exercises:

a) Autopilot. Write down 10 phrases, attitudes like: "I'm smart, I'm handsome." These attitudes should be directly related to the individual, reflecting his goals and aspirations. This is an optimistic program for the future.
b) Association. Show that each person is an individual. Rethinking his "I", a person acquires the knowledge of an objective assessment of himself.
c) An exercise in awareness of one's character traits. Write on the envelope character traits that appear in individuals and everyone knows about them. Inside the envelope, place the character traits that the person tries to hide from others (work in pairs, reflection).

4. We studied the program for gaining self-confidence (Rogov E.I. "Handbook of a school psychologist in education", M., 1996.).

5. We have mastered relaxation - a powerful way to harmonize the personality. They did it like this:

a) work on an audio recording of a Leningrad psychotherapist;
b) relaxation technique according to Jacobson (10 muscle groups);
c) relaxation according to Maslova N.V.

Relaxation (according to Maslova N.V.)

"Feel a pleasant source of peace and harmony. Feel how it spreads through your body, along the entire spinal column, as if waves of relaxation pass from the middle of the body. The source brings peace, purity, clarity, cleanses your head. Your brain becomes clear, pure. Clarity and purity settle in your forehead, temples.Wrinkles straighten out, the forehead becomes clean, smooth.Your eyelids are soft, hung, relaxed.Feel relaxed eyes.Try to feel gratitude from your eyes, they are grateful to you.Feel how harmony and relaxation settle in your neck and cleanse it. Feel the fresh and cool air. Try to feel the waves envelop your shoulders, spread a sense of harmony. Enjoy the pleasant sensations. Try to feel the rhythm of your breathing, your lungs breathe freely. Waves of relaxation envelop your heart, all organs. Source caresses the thighs, legs and displaces everything that is not purity. and, the ankles become light. Everything comes out through the heels, fingers. Feel how easy it is for you, good. Everything that is not pure comes out of your body, out of your cells, out of your soul. Now take a mental look at yourself from head to toe. Imagine that you are an artist. With a slight movement of your hand, you can freely correct everything in your body that you consider necessary. Admire yourself, enjoy your condition, the state of a healthy mind and body. Wrap yourself in love, and send your love to the world around you."

Reflection on the implementation of the entire program showed that the children became less conflicted, the level of anxiety and aggressiveness decreased, there was a desire to lose weight, they felt brave, strong, confident, their well-being improved. This is the result of my work. It can be concluded that well-being is a reflection of the state of health.