Technology for managing health-preserving school space. Basic approaches to creating a health-preserving environment in the educational space of an educational institution

Features of the ZPS are a positive basis, focus on those processes and resources, organizational and content capabilities of the pedagogical system that contribute not only to the preservation, but also to the formation and increase of the health potential of students; innovative and creative basis for the formation and implementation of all efforts aimed at increasing the efficiency of health conservation; focus on involving students themselves in activities to optimize this space.

The characteristics of the ecological space are focused on a qualitative assessment of the impact of the entire set of homogeneous factors; the focus is on the subjects of the pedagogical process and these processes themselves; in the pedagogical space there are many elements that are either not yet regulated or cannot be regulated and cataloged

PollutantBiological purifiers Carbon monoxide (iv) All plants Phenol Spathiphyllum Formaldehyde Chlorophytum, dracaena, spathiphyllum Styrene All plants Benzene, toluene, xylene, ethylbenzene Chlorophytum, dracaena, sansevieria striped, common ivy Acetone, ethyl acetate Leaves and roots of all plants Acetamide All plants Vinyl chloride All plants PerboratesAll plants HexachloropheneAll plants Trichlorethylene Ficus Benjamin, common ivy, striped sansevieria Pathogenic bacteria Dieffenbachia variegated, hibiscus, ficus dwarf, Kalanchoe, citrus Dust All plants, especially pubescent Sources of indoor air pollution and the possibility of biological treatment.

Lemon (Citrus limon) is an ornamental, evergreen fruit tree. Lemons can be grown from seeds, but they must be grafted to bear fruit. It can be too difficult to grow fruits, since lemon is very sensitive to the lack of moisture in the air. Lemon leaves also have a medicinal effect. The smell of lemon leaves has an invigorating effect, stimulates the autonomic nervous system, and helps with VSD. Lemon leaves contain many times more vitamin C than fruits: 100 g of fruit contains up to 80 mg of vitamin C, and leaves - up to 880 mg. Lemon essential oils are an antiviral agent, they help with influenza, chickenpox, herpes, measles, mumps, viral hepatitis, and stimulate the immune system

Chlorophytum crested is the best plant in polluted areas. It is unique in its ability to purify the air from chemical pollutants. The capabilities of the plant have not been fully studied. During the experiment, chlorophytum destroyed 80% of all microorganisms within 24 hours. According to experts, ten such plants are enough to clean the air of a 20-meter room from pathogenic particles. Chlorophytum has been grown indoors for more than 200 years. He grows quickly and rarely gets sick. Furniture, interior decoration, and thermal insulation are often made from synthetic materials that emit harmful substances, such as formaldehyde. According to the latest data from Moscow scientists, the concentration of these substances in the air can be 1.5-4 times higher than the street level; chlorophytum absorbs not only formaldehyde, but also carbon monoxide, and releases phytoncides that cleanse the air of harmful bacteria. Not a single flower company can do without it. Simple, but with its green spontaneity it can decorate any interior.

Ficus rubber plant. Ficus trees are suitable for rooms where numerous synthetic materials are used in the decoration and interior, releasing harmful chemicals into the air, including formaldehyde. Most ficus plants are fast-growing plants; they absorb substances in the air that are toxic to humans (benzene, trichlorethylene, phenols) and convert them with the help of enzymes into amino acids and sugars.

Dracaena fragrant. Because of their woody, leafless, unbranched stems with a tuft of leaves at the top, they are called false palms, but they are not related to true palms. Dracaena is capable of accumulating toxins, absorbing poisons such as xylene, benzene, formaldehyde, toluene, ethylbenzene, trichlorethylene through leaves and roots - it has a therapeutic effect.

Kalanchoe. All Kalanchoes are resistant to diseases and pests. They have antiviral activity, destroying staphylococcus by 31% and sarcina by 16%. Cyperus umbelliferum. Used to decorate aquariums, artificial ponds, fountains. Cyperus reduces the number of pathogenic bacteria in the air by 2-3 times and moisturizes it.

Spathiphyllum. If the minimum requirements are met, it is smart in any season, winters well in heated rooms, loves light, but will patiently endure its lack. Its wide leaves are excellent helpers in cleaning rooms; they attract dust, so they like to wash off dust. It has phytoncidal activity and has a therapeutic effect.

Aloe arborescens. Evergreen, perennial plant. Widely distributed throughout the world in indoor culture, in Russia it is known as “gave plant” or “doctor”. The stem is erect, branched. The leaves are alternate, fleshy, juicy, dark green with a matte coating. Aloe leaf juice is used in medicine; it contains anthracene derivatives, enzymes, vitamins, and antimicrobial substances. Aloe juice has a laxative effect, as well as bacteriostatic and bactericidal effects, reducing the number of harmful microorganisms in the air by 38%.

Geranium or pelargonium. This is the oldest indoor perennial plant. Geranium leaves are covered with hairs that contain bubbles with essential oil, so geraniums smell not of flowers, but of leaves. The plant releases essential oil vapors to protect itself from overheating or hypothermia. Geranium, due to the release of essential oils, is capable of killing pathogenic and pathogenic organisms in indoor air. Its essential oils prevent the occurrence of airborne diseases. In addition, geranium essential oils have a calming effect on the nervous system, preventing stress and promoting healthy sleep.

Emotional-behavioral ZPS Characteristics of space: -level of communicative culture of students and teachers; -characteristics of the emotional and psychological climate in the school as a whole and in each class separately, as well as in the teaching staff of the school; -style of behavior of students and teachers in the classroom; -forms and nature of student behavior during breaks; -concern of students and teachers about the psychological results of their impact on other people in the process of communication.

The article is devoted to the topical issue of the formation of the educational space of the school in the light of the implementation of the Federal State Educational Standard of LLC through the prism of the humanistic direction in pedagogy and health-saving technologies. The article examines such an aspect of the problem as the directions of formation of a health-preserving educational space of an educational organization in interaction with microsociety. The authors present the results of a scientific study of the implementation of health-saving work in an educational organization, taking into account various aspects of educational activities. The authors propose a model for the formation of a health-preserving environment of an educational organization in the aggregate of various objective and subjective factors for implementation in the space of an educational organization, and reveal the content of the components of the educational space. Possible directions of activity of teachers of an educational organization to implement the tasks of forming all components of a health-preserving educational space are considered in detail.

educational space

health-preserving environment

educational organization

microsociety

creating a health-saving space

1. Bashmakova E.A. Teacher’s health: axiological aspect: monograph / E.A. Bashmakova, O.I. Zhdanova. – Saratov: Publishing Center “Science”, 2017. - 168 p.

2. Bezrukikh M.M. How to develop a program for creating a culture of healthy and safe lifestyle in an educational institution. Primary school / M.M. Bezrukikh, T.A. Filippova. – M.: Education, 2012. – 127 p.

3. Modern educational process: basic concepts and terms / ed. M.Yu. Oleshkov, V.M. Uvarov. - M.: Sputnik+ Company, 2006. – 191 p.

4. Banykina S.V. Methodology for testing and introducing health-saving pedagogical technologies into educational practice / S.V. Banykina, E.A. Bashmakova and others - M.: State Educational Institution "Pedagogical Academy", 2008. - 60 p.

5. Health-saving technologies at school. Theory and practice of implementation (methodological manual) / comp. Gusachenko O.I., under the general direction ed. S.V. Banykina. – M.: State Educational Institution “Pedagogical Academy”, 2008. – 200 p.

6. Health-preserving technology for junior schoolchildren: a methodological manual. – ASOU, 2015. – 112 p.

Currently, a new model of education is emerging, the core of which is the emerging personal paradigm. The humanistic paradigm in education presupposes the holistic development of the individual, that is, the development of not only the professional skills of students, but also the general culture of thinking, a holistic worldview and moral qualities of a person. In the learning process, the main guideline for the teacher is the personal principle. Each person, through understanding the meaning of his existence, realizing his capabilities in study and work, comes to general ideas about human purpose and the values of social life and finds his place in this natural and social world.

In addition, today, when implementing the educational process, reliance on traditional national values remains relevant. High demands for moral social ideals, as well as the collective principle characteristic of the Russian mentality, are still important. Real reality dictates the need to present to the younger generation an attractive image of the future both for the country and for each person. This problem is widely discussed in society and is awaiting a solution.

In this regard, the system-forming and key element of the humanistic direction in pedagogy is the theory and technology of health-saving and health-forming education. Considering health as a trinity of spiritual, moral, mental and physical principles, we can present the characteristics of a personality in demand by society today and propose an image of such a personality as the goal of the educational process. This is an image of a person who is educated and capable of self-education and self-development, purposeful, possessing key competencies (informational, social, political, communicative, as well as tolerance), active, having civic responsibility and ready for professional and social creativity.

However, the implementation of health-saving and health-forming technologies in the modern educational space of the school faces a number of contradictions, namely:

between the complication of the social environment in which the school operates and the low level of competence of teachers in creating a health-preserving space for an educational organization in interaction with the microsociety to develop healthy lifestyle skills for subjects of the educational process;
between the activities of the school in the conditions of the socio-economic crisis and multiculturalism, on the one hand, and the insufficient technological equipment of teachers in the formation of tolerant relationships in the dyads “student-student”, “teacher-student”, “teacher-parent” and “student-parent” ;
between the increasing requirements for the quality and effectiveness of education, on the one hand, and the insufficient competence of teachers in implementing the requirements of the Federal State Educational Standards of NOO and LLC, on the other, including in working with different groups of students (gifted, children at risk, children with disabilities);
high educational loads and the lack of ways to socially and psychologically adapt schoolchildren to modern conditions of the educational process.

The need to resolve these contradictions, the degree of development of the issues raised and the relevance of the topic presuppose the search for psychological and pedagogical conditions for the formation of a health-preserving space of an educational organization in the interaction of the school and the microsociety to preserve and develop the health of all subjects of the educational space and improve the quality of educational results in mastering healthy lifestyle skills.

In this regard, a study was organized on the basis of an educational organization in the Moscow region, which is designed to clarify the problems of creating a health-preserving space in a regular school and ways to solve them. In our activities, we relied on the educational space of MBOU “Secondary School No. 6” in the city of Zheleznodorozhny (currently MBOU “Secondary School No. 6” in Balashikha, Savvino microdistrict).

The importance of the problem of preserving the health of the younger generation and mastering by schoolchildren the skills of self-preservation of health, instilling in them a culture of a healthy lifestyle requires conceptual approaches and technological equipment to solve it. This study is based on the concept of orthobiosis, developed at the Department of Human Studies and Physical Culture of the State Budgetary Educational Institution of Higher Education of the Moscow Academy of Social Management, as well as options presented in the literature for school work on the problem of healthy lifestyle culture for children.

Object of study: the process of forming a health-preserving space in an educational organization.

Subject of research: identification of psychological and pedagogical conditions for creating a health-preserving space in an educational organization in the interaction of school and microsociety and their implementation.

The purpose of the study: to create a health-saving space for an educational organization in the interaction between school and microsociety, to develop technologies aimed at preserving and developing the health of subjects of the educational process and improving the quality of educational results in mastering healthy lifestyle skills.

In this regard, it seems necessary to identify an educational organization and create an educational model aimed at developing healthy lifestyle skills for all subjects of the educational process. It is also important to develop appropriate technologies that develop the socio-psychological adaptation of schoolchildren in class and extracurricular activities, taking into account different groups of students.

The educational space of an educational organization is understood as a set of specially organized, structured, socialized educational environments that perform the functions of transmitting social and individual experience and mastering culture. To develop healthy lifestyle skills among subjects of the educational process, it is necessary that all components of this space, by their content and functioning, contribute to the solution of the task.

Microsociety usually refers to the environment of a person’s immediate surroundings, a small social group (family, production team, etc.). We propose to consider microsociety as the immediate environment of an educational organization.

The experimental work is conceptually based on humanistic, activity-based and systemic approaches. The basic principles of humanistic pedagogy on which the work is based are:

1. Conformity to nature (the basic principle of humanistic pedagogy). It is carried out in the educational process, organized in accordance with the individuality of the student.

2. Cooperation. It is carried out in the process of building constructive relationships between all subjects of the educational process, organizing mutual support, creating a comfortable psychological climate in the teaching staff.

3. Pedagogization of the environment. It is realized in the process of influence of teachers of an educational organization on the entire educational environment.

Not only the pedagogical system must be open to the social environment, but also the sociocultural environment itself must be open to the school, must be understood, studied by the teaching staff and used for educational purposes.

4. Connections between learning and the daily life of students. Formation of competencies (knowledge in action) in accordance with the Federal State Educational Standards of NOOs and LLCs.

5. Openness to new scientific approaches.

6. Life optimism. It is implemented in the process of strengthening the student’s faith in himself, his life path, and the formation of social ideals.

Experimental activities are carried out in accordance with the conceptual developments of the Department of Human Science and Physical Culture of the Academy of Social Management, in particular based on the basic model of health conservation developed here, presented below in the figure.

Model of health conservation in an educational organization

Thus, we can distinguish two groups of psychological and pedagogical conditions for the implementation of health-saving work: the first is associated with the organization and implementation of the educational process in an educational organization, the second - with the activities and state of the subjects of the educational process. In this article we propose an interpretation of the first group of conditions. In addition, it is necessary to reveal the direction of interaction between the school and microsociety as a resource for increasing the effectiveness of health-preserving and health-forming activities for all components of the educational space.

Let us reveal the content of each position, based on the task of forming a health-saving educational space in the interaction of the school and the microsociety. Tables 1 and 2 below reveal the content of the components of the health-preserving space, objective and subjective, as well as possible and necessary areas of work in their area in order to solve the stated problems.

Table 1

Components of the health-preserving space of an educational organization

(a set of conditions for health preservation in an organization)

Components of a health-saving space		Areas of work
An educational organization and a complex of health-preserving conditions implemented in its activities	Organizational and managerial conditions	Optimization of management, management communication, development of methods and ways of communication in public organizations, introduction of effective and health-saving time management techniques. Preserving old and creating new traditions. PR activities
	Socio-economic conditions	Maintaining the school building in working condition, efficient use of funding to update the material base, and stimulate teachers. Contributing to the maintenance of a consistently calm situation in the microsociety
	Environmental conditions	Taking care of the school space. Environmental projects reaching out to microsociety
	Sanitary conditions	Compliance with SanPiN standards, compliance with hygiene standards
	Medical conditions	Regular medical examinations, monitoring, planned events. Availability of honey help
	Psychological and pedagogical conditions	Psychological examinations. Availability of psychological help for children, their parents and teachers. Constant expansion of teachers’ psychological knowledge and skills in using psychological technologies. Pedagogy of cooperation
	Didactic conditions	Use of health-saving technologies in educational and educational processes. Regular training of teachers in health-saving techniques and techniques. Introduction of modern pedagogical technologies

In addition to those described above, it is necessary to talk in more detail about the remaining components of the educational space, which are the subjects of the educational process and the components of the microsociety.

table 2

Components of the health-preserving space of an educational organization (in the activities of subjects of the educational process)

Components of a health-saving space		Areas of work
Subjects of the educational process, the state of their mentality and the nature of interaction	The value of health, motivation to maintain a healthy lifestyle	Formation of health-saving value orientations through teaching orthobiotics (taking into account the trinity of health - physical, mental and spiritual-moral), promotion of a healthy lifestyle. Personal example, influence of authoritative people. Involvement in physical education and sports. Club work, electives, competitions. Tourism. Local history. Historical and cultural education
	Knowledge in the field of health conservation	Constant expansion of knowledge on anatomy, the functioning of body systems and ways to maintain health. Lessons, events, project activities
	Environmentally friendly behavior	Prevention of behavior that is harmful to the environment. Cultivating tolerance. Lessons, extracurricular activities, events
	Effective, low-conflict communication	Training in effective communication techniques. Tolerance. Conflict Management. Lessons, trainings, games. Possibly - the creation of a specialized body for conflict management
Components of microsociety and the nature of interaction of public organizations with them	Educational organizations for additional education of children	Using the resource of educational organizations of additional education for the education of children, organizing leisure activities, extracurricular activities
	Residents of the microdistrict	Involving residents in joint events. The school is the cultural center of the neighborhood
	Business environment	Attracting sponsorship. Organization of professional tests with the help of local enterprises and firms. Mutually beneficial cooperation
	Power structures	Optimization of communication. Involvement in joint events

Thus, the components of the health-preserving educational space of an educational organization, the psychological and pedagogical conditions for creating this space in the interaction of the school and the microsociety have been proposed, and the main directions of work for their implementation have been determined.

Bibliographic link

Bashmakova E.A., Zhdanova O.I. DIRECTIONS FOR FORMING A HEALTH-SAVING SPACE OF AN EDUCATIONAL ORGANIZATION IN THE INTERACTION OF SCHOOL AND MICROSOCIUM // Modern problems of science and education. – 2017. – No. 6.;
URL: http://science-education.ru/ru/article/view?id=27226 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

Radical changes in the priorities of socio-economic development of Russia, which began in the 90s of the twentieth century, affected the operation of all social institutions, including the education system, and led to the emergence of new problems in the field of social education of the younger generation. The health and quality of life of children are recognized as the fundamental values of the education system, which is reflected in the Concept for the Modernization of Russian Education, adopted by the Government of the Russian Federation for the period until 2010. The health of the population currently determines the prospects and future development of any country. The future of Russia largely depends on what school and university graduates will be like. In foreign pedagogy in the early 90s. It has been proven that the formation of a culture of health and a positive change in the lifestyle of students is associated with the improvement of the entire educational space of the school.

In these conditions, the tasks of creating a health-preserving space in educational institutions, and in secondary schools in particular, are being updated as a possible alternative in influencing the consciousness of the younger generation, forming a hierarchy of values, a creative, constructive attitude towards the surrounding reality.

It should be noted that the lack of priority for health has led to the fact that the educational process in educational institutions has been and remains minimally focused on cultivating a student’s conscious attitude towards their health. The health and quality of life of students are recognized as the fundamental values of the education system, which is reflected in the Concept of modernization of Russian education adopted by the Government of the Russian Federation for the period until 2010. Among the factors that negatively affect the health of students, Russian researchers E.N. Weiner, N.K. Ivanova, A.M. Kulikov, and others include overload with training sessions, an authoritarian style of relationships between teachers and students, insufficient consideration of individual characteristics in teaching and upbringing, physical inactivity, etc.

A holistic perception of a person dictates an adaptive approach to solving the problem of maintaining his health. In modern conditions of development of the national secondary school, it becomes obvious that the successful solution of the problem of preserving and strengthening the health of students largely depends on the integration of the efforts of all participants in the educational process.

Analysis of scientific psychological and pedagogical literature, our own pedagogical experience, the results of the ascertaining stage of experimental research work allow us to identify the following set of organizational and pedagogical conditions that provide pedagogical assistance to the rehabilitation of children with diabetes, scientific and organizational support for adaptive and health-saving approaches to the process of rehabilitation of children, patients with diabetes mellitus: 1) establishment of humanistic interaction between subjects of the educational process in the process of joint activities; 2) creation of a health-preserving space in an educational institution to achieve maximum efficiency of physiological, mental functions and behavioral reactions of the individual in the educational process; 3) inclusion in the educational process of the rehabilitation course “School of Diabetes”.

The second organizational and pedagogical condition is the creation of a health-saving space in an educational institution to achieve maximum efficiency of physiological, mental functions and behavioral reactions of the individual in the educational process.

The problem of pedagogical assistance in the rehabilitation of children with diabetes mellitus accumulates not only a health problem from a medical point of view, but also involves mental health, social, physical, spiritual and moral. Medical-psychological, social and pedagogical studies (N.P. Abaskalova, V.M. Kabaeva, O.I. Kovaleva, O.V. Richter, U.L. Semenova, etc.) contain convincing evidence of the deterioration of the health of sick children diabetes mellitus, during the period of study in educational institutions. It should be noted that the lack of priority for health has led to the fact that the educational process in educational institutions has been and remains minimally focused on cultivating a student’s conscious attitude towards their health.

From the position of the adaptation approach, health acts as a universal human value, correlates with the basic value orientations of the individual and occupies a certain position in the value hierarchy. There are many definitions of the phenomenon of “health”. The most general definition, formulated in the preamble of the Constitution of the World Health Organization (WHO) in 1948, is based on the provisions put forward by G. Sigerist: “Health is a state of complete physical, mental and social well-being, and not just the absence of disease or physical defects." WHO experts in the 80s of the twentieth century determined that human health is 15–20% determined by genetic factors, 20–25% depends on the state of the environment, 10–15% on medical care and 50–55% depends on lifestyle.

Based on content analysis of psychological and pedagogical literature (N.P. Abaskalova, L.S. Elkova, V.K. Zaitsev, V.V. Kolbanov, S.V. Popov, L.G. Tatarnikova, etc.) under By the health-preserving space of an educational institution, we understand a system of managerial, organizational, training conditions aimed at preserving and strengthening the social, physical, mental health and adaptation of students on the basis of psychological, pedagogical and medical-physiological means and methods of supporting the educational process, implementing a set of interdepartmental health-improving activities.

The educational value of a health-saving educational space is that when it is implemented both within school hours and during extracurricular and leisure time, including vacation time, conditions are created for strengthening, maintaining and restoring their health, taking into account their requests, needs, organizing opportunities for self-realization, productive communication and amateur performances in a variety of forms, including work, knowledge, culture, play and other areas.

The main indicators of a health-saving educational space in a secondary school include: the humanistic orientation of the emotional-behavioral space; taking into account the individual age characteristics of students; comprehensive development of a creative personality; organization of treatment, preventive and awareness-raising events; promoting self-realization and self-affirmation of subjects of the educational process; compliance with sanitary and hygienic standards; correction of physical health disorders, including the use of a complex of health and medical measures without interruption from the educational process; health-improving system of physical education; development and implementation of additional educational programs to create a culture of health, preserve and strengthen the health of students, and prevent bad habits.

Traditional forms of preserving and strengthening the health of students are consultations, conversations, briefings, trainings, workshops, classes, conversations with specialists, etc. The most acceptable and productive in the process of preserving and strengthening health are interactive forms that are health-saving in nature and provide :

Impact on the emotional sphere of the student, the ability to cause a variety of experiences associated with the awareness of certain health phenomena;

Awakening creativity, strategic and critical thinking abilities;

Representation in the student’s mind of the world of culture, nature and education as a living organism. The student should feel the naturalness and regularity of health-preserving, health-forming, cultural and educational processes.

The formation of a health-saving educational space within the society of an educational institution is a controlled pedagogical process. The levers for managing this process should be in the hands of the public - a coordinating council on the problems of preserving and strengthening the health of students and the formation of a healthy lifestyle for children, which should include representatives of local executive authorities, public and commercial organizations, and the media operating within the radius of the pedagogical influence of the educational institution , as well as, taking into account the limited health capabilities of children with diabetes, representatives of specialized medical institutions and pharmaceutical companies.

Health is a state that allows you to lead an active, fulfilling life: have good mental, physical qualities, material and social well-being.

E. A. Koshelyaeva

FORMATION OF A HEALTH-SAVING SPACE IN THE CONDITIONS OF IMPLEMENTATION OF THE NEW GENERATION GEF

« Health care -

This is the most important work of a teacher.

From life activity,children's cheerfulness

depends on their spiritual life, worldview,

mental development, strength of knowledge,self-confidence..."

V.A. Sukhomlinsky

In accordance with the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation,” the health of children and adolescents is a priority area of state policy in the field of education. Health is a state that allows you to lead an active, fulfilling life: have good mental, physical qualities, material and social well-being.

The system of work to create a culture of healthy and safe lifestyle is presented in the Federal State Educational Standard in the form of interconnected blocks: (directions)

creation of health-saving infrastructure,
rational organization of educational and extracurricular activities of students,
effective organization of physical culture and recreational work,
implementation of an educational program and educational work with parents.

The health of a child, his socio-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, because More than 70% of his waking time is associated with his stay in educational institutions. At the same time, during this period, the most intensive growth and development occurs, the formation of health for the rest of life. An analysis of school risk factors shows that most of the health problems of students are created and solved during the daily practical work of teachers, i.e. related to their professional activities. Therefore, the teacher needs to find reserves for his own activities in preserving and strengthening the health of students.

An ancient legend says: - Once upon a time there lived a wise man who knew everything. One man wanted to prove that the sage does not know everything. Holding a butterfly in his palms, he asked: “Tell me, sage, which butterfly is in my hands: dead or alive?” And he thinks: “If the living one says, I will kill her; if the dead one says, I will release her.” The sage, after thinking, replied: “Everything is in your hands.”

Our health is in our hands. We must constantly remind children of this, try to make them understand the reasons for deteriorating health, gain motivation for a healthy lifestyle, and engage in active activities to preserve and shape their health through proper nutrition, observance of personal hygiene rules, and a negative attitude towards bad habits.

I consider a health-saving space as a set of techniques, forms and methods for organizing the education of younger schoolchildren without compromising their health.

The most important thing in elementary school is to instill in students a conscious need for health and a healthy lifestyle. A health-saving space should be aimed at developing in a child the value of health, a sense of responsibility for preserving and strengthening his health, and expanding students’ knowledge and skills in hygienic culture.

The goal of a health-saving space: to teach children to be healthy in soul and body, to strive to create their own health, applying knowledge and skills in accordance with the laws of nature, the laws of existence.

Objectives of the health-saving space: formation in children of the motivational sphere of hygienic behavior, safe life, physical education; ensuring physical and mental self-development.

In the activities of our educational institution, this is expressed through direct teaching of children the basic techniques of a healthy lifestyle; instilling basic hygiene skills in children; proper organization of educational activities (strict adherence to the school schedule, construction and analysis of the lesson from the point of view of preserving health, use of visual aids, mandatory compliance with hygiene requirements, favorable emotional mood, etc.); alternating activities with high and low physical activity; in the process of carrying out mass recreational events.

Thus, the sphere of activity of our teaching staff includes all components of educational health-saving technologies: organizational and pedagogical, psychological and pedagogical, information and physical education.

The organizational and pedagogical conditions of the educational process, as well as the technology of the teacher’s work in the classroom, form the core of health-saving educational technologies. Therefore, the first thing you should pay attention to is drawing up a lesson schedule. A rationally designed school schedule should take into account the complexity of subjects and the predominance of dynamic or static components during classes.

An important part of a teacher’s health-preserving work is the rational organization of the lesson. The functional state of students in the process of learning activities, the ability to maintain mental performance at a high level for a long time and prevent premature fatigue largely depend on the correct organization of the lesson and the level of its hygienic rationality. When organizing a lesson, there are three main stages from the point of view of health conservation, which are characterized by their duration, volume of load and characteristic types of activities. This must be taken into account when preparing for the lesson. The effectiveness of students’ knowledge acquisition during the lesson is as follows:

1. 5 - 25th minute - 80%;

25 - 35th minute - 60-40%;
35 - 40th minute - 10%.

The functional state of schoolchildren in the process of educational activities largely depends on compliance with hygienic (lighting, equipment, ventilation, plants) and psychological and pedagogical conditions for conducting a lesson.

To increase the mental performance of children, prevent premature onset of fatigue and relieve static muscle tension, it is necessary to conduct physical education minutes (about 15 minutes from 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). In addition, it is advisable to record the psychological climate in the lesson and organize emotional release if necessary; constantly pay attention to students’ compliance with correct posture, position at the table, its compliance with the types of work and alternation during the lesson.

Particular attention should be paid to the prevention of visual functions in younger schoolchildren. Myopia and other visual disorders have become widespread. The way out of this situation is as follows: expand visual-spatial activity in the school lesson mode. This goal can be achieved using the techniques proposed by Doctor of Medical Sciences V.F. Bazarny.

The use of information and communication technologies in the classroom helps not only to diversify the educational process, but also to diversify the form of eye gymnastics. Electronic exercises for the eyes with music are popular with children. In recent years, due to the introduction of information and communication technologies into the educational process of primary schools, it has become possible to use electronic physical exercises for the eyes or, as they are also called, ophthalmic simulators. Such physical education lessons can be held in mathematics lessons, writing and speech development, reading, when working on a computer, all for the same purpose: preserving vision, relieving eye fatigue while working in class, increasing efficiency and mood.

In addition, a variety of working techniques are used in the lessons so that students do not get tired. The introduction and consolidation of the material is carried out in a playful way using bright visual material.

An important area of a teacher’s health-preserving activities is the work to create a healthy lifestyle for students, both within the content of the subject area and in extracurricular educational work.

In order to preserve and strengthen the health of students, I conduct training sessions and extracurricular activities that help generate positive emotions in children, relieve psycho-emotional stress and, ultimately, master the program material.

It has become a tradition to hold “Health Day” (a school-wide event) and “Fun Starts” every fall and spring. “Is this possible for children” on the prevention of bad habits, practical lesson “Cleanliness is the key to health”, “Clean Water Lesson” - a conversation with viewing of a presentation. At the end of each month there are safety briefings “Road ABC”, “The street is full of dangers”. In November 2014, a regional seminar for primary school teachers was held at our school, where I presented the “Flower of Health” event.

The teacher needs to formulate in the child the need to be healthy, teach him this, and help him in maintaining and developing health in an organized manner. Ideally, a child should be a spiritually, physically and socially healthy person, capable of managing and strengthening his or her health. The main criterion for the effectiveness of work should be the state of physical, psychological, emotional and social well-being of students.

Bibliography:

Kovalko V.I. Health-saving technologies in primary school, grades 1-4 M: Wako 2008.
Smirnov N.K. Health-saving educational technologies in a modern school. M: APK PRO 2009
Federal State Educational Standard Program for creating a culture of healthy and safe lifestyle.
Mitina E.P. Health-saving technologies today and tomorrow

// “Primary School”, 2006, No. 6. P. 56.

Oshchepkova TL. Nurturing the need for a healthy lifestyle in children of primary school age // “Elementary School”, 2006, No. 8. P. 90.
Shevchenko LL. From health care to academic success // “Elementary School”, 2006, No. 8. P. 89.
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In the context of the implementation of the new generation Federal State Educational Standards

The health status of the younger generation is the most important indicator of the well-being of society and the state, reflecting not only the current situation, but also giving an accurate forecast for the future. The idea of health as a trinity of physical (somatic), mental and spiritual-moral health reflects the impossibility of maintaining and strengthening health, caring only about physical or only spiritual well-being; there is a need for an integrated approach. “To be healthy, you need your own efforts - constant, and that means nothing can replace them” (N. Amosov). Medicines will not help if the person himself violates the norms of a healthy lifestyle. It is known that healthy habits are formed from a very early age. Therefore, the role and importance of the family and family education in this process cannot be overestimated. Undoubtedly, parents try to instill in their children basic hygienic skills and monitor their health. However, to ensure continuity in the formation of healthy lifestyle habits in younger schoolchildren, the joint work of teachers and parents is necessary.

According to the Institute of Developmental Physiology of the Russian Academy of Education, the school educational environment generates risk factors for health problems, the action of which is associated with 20-40% of the negative influences that worsen the health of school-age children. Research by IWF RAO makes it possible to rank school risk factors in descending order of importance and strength of influence on student health:

Stressful pedagogical tactics;
Inconsistency of teaching methods and technologies with the age and functional capabilities of schoolchildren;
Failure to comply with basic physiological and hygienic requirements for organizing the educational process;
Insufficient literacy of parents in matters of maintaining children's health;
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 to develop the value of health and a healthy lifestyle.

Thus, the traditional organization of the educational process creates constant stress overloads in schoolchildren, which lead to breakdown of the mechanisms of self-regulation of physiological functions and contribute to the development of chronic diseases. As a result, the previously existing school education system was health-intensive.
The problem of maintaining and developing health has acquired the status of a priority area. The idea of preserving the health of students in education runs through the national project “Education” of the Federal State Educational Standard.

FSES - Federal State Educational Standard. From September 1, 2011, all schools in Russia switched to the new Standards of general primary education. What is the difference between the new standards and the current ones, from the point of view of creating a health-saving space?

The formation of a healthy lifestyle should occur continuously and purposefully. This problem is especially relevant for elementary school, which is associated with fundamental changes in the child’s usual way of life. A high percentage of first-graders come to school with congenital and acquired diseases. “Health is not everything, but everything without health is nothing,” says a famous aphorism.

The second generation standard ensures the formation of knowledge, attitudes, guidelines and norms of behavior that ensure the preservation and strengthening of health, an interested attitude towards one’s own health, knowledge of negative health risk factors, etc. A huge number of individual events: traditional Health Days, the third hour of physical education, as well as the targeted Health Saving program are aimed at creating a culture of health, strengthening and preserving the health of children.

The Second Generation Standard defines the “portrait” of a primary school graduate:

Loving his people, his land and his homeland;

Respecting and accepting the values of family and society;

Curious, actively and interestedly exploring the world;

Possesses the basics of learning skills and is capable of organizing his own activities;

Ready to act independently and be responsible for their actions to family and society;

Friendly, able to listen and hear the interlocutor, justify his position, express his opinion;

- following healthy rulesand safe for yourself and others lifestyle.

One of the innovations of the second generation standards, which was noticed by all participants in the educational process, is the appearance of extracurricular activities in the curriculum. Ten hours a week are allotted to it in the afternoon, i.e. an average of two hours every day. These hours are not part of the required course load. Extracurricular activities are not a continuation, but a deepening of the basic content of education. These are elective curriculum hours. Now each child, together with their parents, has the opportunity to choose an interesting activity: sports and recreational activities, drawing, music, etc.

The structure of systematic work on the formation of a health-preserving space in the context of the implementation of the Federal State Educational Standard at the level of primary general education can be presented in the form of the following diagram:

Formation of a health-saving space

What is the basis for the formation of a health-saving space in the context of the implementation of the Federal State Educational Standard? In my opinion, this is the teacher’s observance of the following principles:

Taking into account age and gender characteristics.
Taking into account the student’s health status and his individual psychophysiological characteristics when choosing forms, methods and means of teaching.
Structuring the lesson into three parts depending on the level of mental performance of students.
The use of health-saving actions to maintain working capacity and expand the functional capabilities of students’ bodies (optimal lesson density, alternating types of educational activities, the presence of physical education, the presence of emotional releases, correct working posture, positive emotions)
Implementation of a systematic approach:

Man is a unity of the physical and spiritual. It is impossible to keep the body healthy if you do not improve the emotional and volitional sphere, if you do not work with the soul and morality of the child.

Successful solution of the problems of valeology education is possible only by combining the educational efforts of the school and parents.

Using an activity approach (it is necessary not to direct children on the path to health, but to lead them along this path).
The principle of “do no harm!”

It is envisaged that only safe healing techniques, tested by thousands of years of human experience and officially recognized, will be used in the work.

The principle of humanism.
The principle of altruism is “If you learn it yourself, teach it to a friend.”
Principle of measure - What is good for health is what is in moderation.

Working in the context of the implementation of the new Standards of general primary education, the teacher must know the main types of technologies:

Health-saving(preventive vaccinations, physical activity, vitamin supplementation, healthy nutrition)
Wellness(physical training, physiotherapy, hardening, gymnastics, massage)
Health education technologies(inclusion of relevant topics in general education subjects)
Fostering a culture of health(optional classes for the development of students’ personality, extracurricular and extracurricular activities, festivals, competitions, etc.)

The selected technologies can be presented in hierarchical order according to the criterion of the student’s subjective involvement in the educational process:

Extra-subjective: technologies for the rational organization of the educational process, technologies for the formation of a health-preserving educational environment, organization of healthy nutrition, etc.
Assuming a passive position of the student: massage, ophthalmic simulators, etc.

The following health-saving technologies are used in elementary schools:

Compliance with San Pin standards when conducting classroom and extracurricular activities;
Individuality of homework;
Carrying out exercises before the first lesson;
Conducting a physical education minute during lessons;
Carrying out gymnastics for the eyes;
Organization of sufficient physical activity;
Changing activities during lessons;
Development of fine motor skills of the hands;
Construction of the educational process taking into account the individual health characteristics of students;
Walks in the fresh air including outdoor games.

Our school has created and successfully operates social, correctional, health, and medical services. There are social educators and medical personnel working on issues of preserving and correcting the health of students. The school has a dental office, a gym and sports halls that are open and successfully operating. Systematic improvement of children's health is being carried out at SHORTS (school health rehabilitation center). In primary and secondary schools, teachers have mastered a set of exercises that they use during physical education and eye exercises. Teachers at our school widely use the project method, both during and after school hours. Integrated lessons are widely used, where aspects of health are considered in conjunction with other sciences. The school does a lot of work with students' parents. At parent meetings, they are given information about medical examinations, as well as seasonal epidemics and infectious diseases and ways to combat them. Our teaching staff realizes that a teacher can do much more for the health of a school student than a doctor. The teacher should not perform part of the duties of a doctor or nurse, but should be trained in psychological and pedagogical technologies that allow him to work in such a way as not to harm the health of his students both in his lessons and in the general work program of the school, which actually solves the priority task of protecting health everyone under her roof.

Realize your abilities, create conditions for their development, contribute to the preservation and strengthening of the child’s health - these are the tasks that can be successfully solved in our school, with the correct organization of health-saving technologies.

The main thing that a school acquires in the process of creating a health-preserving space in the context of the implementation of the Federal State Educational Standard is the desire to reorganize its work taking into account the priority, which is the preservation and strengthening of the health of students.