Children Of Older Preschool Age Research Articles

Intellectual functionality of speech in children of older preschool age with logopathology

Background. The purpose of this study is to identify the current state of intellectual functioning, which affects the speech readiness to study at school, of older preschool children with logopathology. The study included 607 older preschool children (5–6 years old), 250 with normotypical psychophysical development and 357 with speech disorders (dyslalia, stuttering, rhinolalia, dysarthria). Materials and methods. To evaluate the intellectual functioning of older preschool children with logopathology, methods were developed aimed at studying visual-motor coordination, auditory-verbal memory, verbal-spatial representation, verbal-logical thinking, verbal attention. Results. The results of the experimental study give a clear idea that there are significant differences in the formation of intellectual functionality between children with logopathology and those with normotypical psychophysical development. Older preschool children with speech disorders had low ability to copy graphic images, violations of independent control and planning their own activities, problems with the consistent reproduction of words, the volume of memorization, the strength of retention of stimuli, the speed and accuracy of reproduction of speech information, the difficulties understanding spatial relations in the addressed and own speech; verbal and logical skills are formed heterogeneously. Some preschoolers with logopatho­logy can classify objects by features, generalize them, understand the figurative meaning of words and the content of texts. Others experience certain difficulties and make many mistakes; their verbal attention is not sufficiently developed, which prevents children from perceiving educational material. Conclusions. Accordingly, low indicators of visual-motor coordination, auditory-verbal memory, verbal-spatial representation, verbal-logical thinking, verbal attention in older preschool children with speech disorders indicate insufficiently formed intellectual functionality. This will affect their speaking readiness and learning the curriculum at school.

The influence of rhythmic gymnastics on the mobile readiness of older preschool children

Preschool age is the most favorable period for the development of a child's personality, physical and motor qualities. One of the tasks of working with children of older preschool age is to prepare them for a successful transition to systematic, organized schooling. Children's readiness for schooling determines the set of morphophysiological and psychological characteristics of children of older preschool age. Children's physical and motor readiness for learning characterizes their functional capabilities and state of health. One of the main indicators of children's physical and motor readiness for learning is the level of development of physical qualities and the technique of performing motor actions. The goal is to determine the influence of artistic gymnastics on the level of motor readiness of children 5-6 years old. Material and methods: analysis and generalization of scientific and methodological literature and Internet resources, pedagogical observation, pedagogical experiment, pedagogical testing, methods of mathematical statistics. The study was conducted on the basis of preschool education institutions No. 355 and No. 123. 80 children of the control and experimental groups, 40 each, took part in the study. Research results. The initial level of motor readiness of almost half of the children in both the control and experimental groups was at a low level. After the experiment, the percentage increase in motor readiness was significantly better (p<0.05) in the experimental group (13.9%) than in the control group (5.6%). Thus, the indicators in the experimental group increased from a low level to the average in 10.0% of children, and in the control group this indicator was 12.5%. On the other hand, 12.5% of children from the experimental group increased their indicators from average to high levels, while only 5.0% of children from the control group.

Influence of gender stereotypes on the socialization of the children of older preschool age

Within the framework of the theoretical analysis of psychological and pedagogical sources, the content and essence of the concepts “gender”, “gender socialization”, “gender sociability”, “gender stereotypes” were clarified and pedagogical conditions, namely: organization of an effective subject-playing area of the group for meaningful enriching the experience of gender communication in the children’s team; stimulation of the interaction of different gender subjects in a single social-and-developmental educational environment of a preschool educational institution; presence of positive incentives for interaction in a mixed-gender group as a factor in the formation of a child’s gender competence were determined. It was proven that their implementation was ensured through an optimal combination of effective forms and methods of working with children of older preschool age, aimed at the formation of gender socialization, culture of relationships with peers of the same and opposite gender, a tolerant attitude towards them, and ability to establish friendly partner relationships. Specified pedagogical conditions were implemented at three successive stages: cognitive-oriented, organizational-targeted, activity-directive, using the following forms and methods of work as: a series of games, exercises, conversations, communication, work in nature, method of problem situations aimed at raising children’s awareness of gender roles.

FEATURES OF THE DEVELOPMENT OF MATHEMATICAL IDEAS OLDER PRESCHOOL CHILDREN WITH INTELLECTUAL DISABILITIES

This article is devoted to the theoretical analysis of the problem of the development of mathematical concepts of older preschoolers with intellectual disabilities. The peculiarities of thinking as a cognitive process of the individual are analyzed. The basis of the thinking process is always analysis and synthesis. Analysis is a necessary condition for the scientific interpretation of facts. It requires completeness, depth and accuracy. This is the first stage of studying any phenomenon. Synthesis, as a thinking process, can occur at different levels in human activity, starting from a simple mechanical connection of parts of a whole to the creation of a scientific theory based on the generalization of individual facts and research materials. It can be carried out both on the basis of perception and on the basis of memories and ideas. Although opposite in nature, the operations of analysis and synthesis are actually closely related.
 The psychological features of older preschool children are analyzed. During this period of development, the child’s cognitive sphere is significantly enriched and developed; perception becomes more conscious and purposeful; voluntary and involuntary attention, the ability to analyze and the ability to reproduce what was previously learned develop; there is a transition from visual-active to visual-figurative thinking; verbal and logical thinking begins to develop; generalized ways of thinking are formed: comparison, search for similarities, differences, classification, analysis, combination; the grammatical structure of the native language is mastered.
 The psychological characteristics of mathematical representations of children with intellectual disabilities are provided. Such children in older preschool age have no desire to engage in intellectual games, there is an increased interest in mobile, non-targeted games. The pace of perception is slowed down, the volume is narrow. They can hardly distinguish the main or general thing in the picture, in the text, grasping only individual parts and not understanding the internal connection between the parts, they often confuse graphically similar letters, numbers, objects. All mental operations (analysis, synthesis, comparison, generalization, abstraction) are not sufficiently formed. A distinctive feature of thinking is uncriticalness, the inability to independently evaluate one’s work.
 The methodological foundations of the empirical study of the development of mathematical concepts of older preschoolers with intellectual disabilities are substantiated. The obtained indicators of the formation of mathematical representations of older preschoolers with intellectual disabilities are experimentally analyzed; specifics of combinatorial and conceptual thinking of children with intellectual disabilities; indicators of the development of thinking operations of children of older preschool age.

TRAINING OF FUTURE EDUCATORS TO THE DEVELOPMENT OF THE EMOTIONAL INTELLIGENCE OF CHILDREN OF OLDER PRESCHOOL AGE

The article reveals the problem of professional training of future preschool teachers for the development of emotional intelligence in children of older preschool age. Several definitions of the concepts of «emotions» and «emotional intelligence» are presented. It is noted that emotional intelligence is interpreted as a set of mental abilities to understand one's own emotions and the emotions of other people, as well as managing the emotional sphere. D. Goleman. The components of emotional intelligence presented by scientists are characterized, namely: awareness and recognition of feelings; the desire to understand another person; understanding emotions; managing emotions. An analysis of the emotional development of older preschool children was carried out, in particular, it was indicated that they are characterized by wide social contacts, namely parents, educators, pupils from kindergarden, friends at the place of residence, etc. As a result of the existing wide circle of communication, preschoolers are often in interaction with others, which requires from them the ability to express their own emotions and understand the emotions of other people. It is emphasized that a child of older preschool age is able to understand such emotions of others as joy, surprise, sadness, anger, irritation, fear, etc. It has been proven that the teacher plays a significant role in the emotional development of preschoolers. In order to effectively carry out the outlined activities, the training of future teachers of preschool education institutions should include the following components: cognitive (mastery of professional knowledge and competences), motivational (motivation to interact with children and the presence of a desire to implement professional activities), activity component (set of practical skills and abilities , which are necessary for successful work with preschoolers). It is noted that in order to develop the emotional intelligence of older preschoolers, it is expedient for future preschool educators to organize the following types of activities: reading the books with further analysis of the emotions and feelings of various characters; carrying out game exercises of the corresponding topic; organization of various types of theatrical activities, etc.

Optimisation of motor activity of senior preschool children in natural conditions by means of sports games

The article analyzes research on the problem of optimizing motor activity in children of older preschool age. An important factor affecting the health and performance of a child’s body is motor activity, i.e., the natural need for movement, the satisfaction of which is an indispensable condition for the comprehensive development of the child. Only such motor activity, which is within the limits of optimal values, is useful for the child’s body. Since hypodynamic and hyperkinesia equally negatively affect the development of a preschooler’s body, providing preschool children with a rational level of motor activity requires careful attention from specialists. Research goal – optimization of physical activity for older preschool children in natural conditions through sports games. During the experimental research, the following methods were used: analysis of special scientific and methodical literature; pedagogical experiment; control tests; methods of mathematical statistics. The results. On the basis of the analysis of scientific and methodological literature, we identified the main criteria of volume, duration, intensity of determining motor activity in children at the age of six. The level of organization in older preschool children’s motor activity was determined. A system for optimizing the physical activity of older preschool children in natural conditions through active use of sports games is presented, consisting of two stages. The work system for optimizing motor activity of older preschool children in natural conditions is presented, which includes two stages. The first stage – cognitive – involved familiarizing children with physical and health activities in the air, forming ideas about motor activity in natural conditions. The goal of the second stage in the work - the activity stage was to activate motor activity of older preschoolers in natural conditions. Practical recommendations for educators on optimizing motor activity of older preschool children in natural conditions are offered.

Development of older preschool children’s coordination abilities by means of basketball

The purpose of the work is to substantiate theoretically and verify experimentally the effectiveness of the system of work on the development of coordination abilities of older preschool children by means of the basketball game. Material and methods. 24 children of older preschool age participated in the study (two groups). At the ascertainment stage, two groups of older preschool children were formed (control (CG) – 12 children and experimental group (EG) – 12 children). CG and EG worked according to the educational program «Confident Start», but in EG a system of work on the development of coordination abilities of older preschool children was implemented by means of playing basketball. During the research, the criteria, indicators and levels of development of older preschool children’s coordination abilities were developed. Research methods: theoretical analysis of scientific and methodological literature, pedagogical experiment, control tests (investigation of the level of development of balance using the «Flamingo» method; the level of development of coordination using the «Shuttle Run» 3x10 m2; the level of development of dexterity using the «Throwing and Catching a Ball» method), methods of mathematical statistics. The results. At the ascertainment stage of the pedagogical experiment, the following indicators of the general level of development of older preschool children’s coordination abilities were obtained: in CG, 26 % of children possessed a high level of development of coordination abilities, 32 % had an average level, and 42 % had a low level. In EG, 26 % of children also had a high level of development of coordination abilities, 31 % had an average level, and 43 % had a low level. Attention was drawn to the fact that the indicators of CG and EG were at the same level. At the formative stage of the pedagogical experiment, a system of work on the development of coordination abilities of older preschool children by means of the sports game basketball called «Basketball for pre-schoolers» was developed This work system was implemented in three stages: preparatory, main and final. Each stage included the development of activities with children, teachers and parents. At the control stage of the experiment, the following results were obtained: in CG, 38 % of children had a low level of coordination abilities, 34 % had an average level, and 28 % had a high level. In EG, 21 % of children had a low level of coordination abilities, 42 % had an average level, and 37 % had a high level. Thus, we observed a significant improvement of indicators in EG; indicators in CG remained almost at the same level as at the ascertainment stage. Conclusions. The implemented system of work on the development of older preschool children’s coordination abilities by means of basketball has proven its effectiveness. The final results of the study have confirmed the proposed hypothesis and shown that the use of the basketball game in the process of physical education and health work in preschool education institutions is effective.

DIAGNOSTICS OF OLDER PRESCHOOL CHILDREN’S SENSITIVITY FORMATION LEVELS

The article covers the general issues of the organization and content of the ascertainment experiment and analyzed the results of diagnostics of the state of older preschoolers’ sensitivity formation. The criteria for choosing the diagnostic toolkit for determining the level of preschoolers’ sensitivity formation were age and individual characteristics, as well as the possibility to identify and characterize the indicators of sensitivity formation proposed by us. The toolkit included the development of a questionnaire in the form of a conversation, and the diagnostic game “Who is sensitive?” based on plot diagnostic cards; plots were developed for the organization of role-playing games “Hospital” and “Veterinary Clinic”. Characterization of the levels of older preschool children’s sensitivity formation has been carried out according to the specified criteria and indicators. We have found that, according to the cognitive criterion children of older preschool age have an average and low level of sensitivity formation. We got the highest score for the emotional-motivational criterion because children are prone to showing moral feelings. Yet, they often need additional incentives for charitable activities. And unfortunately, the results of diagnostics according to the activity-behavioral criterion also turned out to be low due to the lack of preschool children’s skills in showing sensitive attitudes toward others. The confirmatory section has proved the necessity of carrying out systematic, planned work in preschool educational institutions on preschoolers’ sensitivity formation. A confirmatory experiment to determine the initial levels of older preschool children’s sensitivity formation in the conditions of the traditional educational process in a preschool education institution according to cognitive, emotional-motivational, and activity-behavioral criteria revealed that the average and low levels of sensitivity education prevailed among children, which caused the need for the search for ways to solve this problem, in the justification and practical approbation of pedagogical conditions for the preschoolers’ sensitivity formation in the conditions of preschool educational institutions.

Outline of the problem of developing the phonetic level of speech in older preschool children with logopathology

The scientific article presents the theoretical position of modern research on the content of the phonetic level of speech. Attention has been focused on the problem of studying the components of the phonetic level of speech in older preschool children with normotypical psychophysical development and speech disorders. The phonetic level of speech in children with logopathology was experimentally investigated and a comparative analysis was carried out with peers with normotypical psychophysical development. The purpose of the study is to study the current state of formation of the phonetic level of speech in older preschool children with speech pathology. The task of the research: scientific and theoretical substantiation of scientific positions regarding the development of the phonemic level of speech in children with normotypical psychophysical development and outlining the features of its development in children with logopathology; definition of tasks and evaluation criteria for studying the phonemic level of speech; carrying out a comparative analysis of the results of the study of the state of formation on the development of the phonemic level of speech in children of older preschool age with normotypical psychophysical development and with logopathology. The methods of research are tasks aimed at researching the components of the phonetic level of speech, namely phonetic perception (the ability to differentiate phonemes that are similar in sound, distinguish a sound from a group of sounds, determine the sound in a word), phonetic analysis (the ability to determine the first and last sounds in a word, as well as the number of sounds in a word) and phonetic representation (the ability to correlate sounds with the name of an object) in older preschool children with normotypical psychophysical development and speech disorders. The results of the ascertainment experiment indicate that there are significant differences in the formation of the phonemic level of speech between the groups of the studied older preschool children with logopathology and those with normotypical psychophysical development. Phonemic processes in preschoolers with logopathology, as compared with normotypical indicators, develop with a delay, which leads to a number of errors: during phonemic perception, children do not recognize close-sounding sounds; do not know how to distinguish a sound from a group of sounds or in a word; during phonetic analysis – they incorrectly detect the first and last sounds in a word (name the first syllable or part of a word), make a mistake in determining the number of sounds in a word; during phonemic representation - cannot find the sound in the name of the object.

FORMING OF RESPONSIBILITY IN CHILDREN OF OLDER PRE-SCHOOL AGE BY MEANS OF FICTION LITERATURE

A civilized society sets requirements for the democratic coexistence of persons who possess moral values, benefit society and develop their own abilities. An important characteristic of a person is responsibility, which is formed as a result of the integration of thought processes, social norms, personal attitude in solving dilemmas in life. Responsibility as a child’s conscious behavior in relation to people and nature begins to develop in the period of older preschool age. Independent thinking in judgments acquires logic and a personal attitude to reality. In the pursuit of social activity, children imitate the behavior of significant adults, heroes of their favorite films, cartoons, and works of art. Educators and parents are faced with the task of developing the philosophy of children's worldview through conducting moral and ethical discussions. Our survey of children’ parents with special needs showed a low level of parents’ and educators’ attention to the education of responsibility (4%) compared to other personal qualities (discipline ‑ 18%, ability to adapt to life ‑ 20%, respect to parents ‑ 14%, etc.). This indicates the need to conduct special educational activities that compensate for gaps in value orientations. Emphasis has also been shifted in the education of executive responsibility as opposed to initiative responsibility (75% : 25%), which gives reasons to look for new ways in organizing the interaction of participants in the educational process, to use moral and ethical conversations, to study educational children's literature, in particular, the works of V. Sukhomlynskyi (2018), which became the goal of our scientific exploration. Examples of artistic works and developed problematic questions and tasks for educational work with children of older preschool age in the conditions of a preschool education institution are given.

Peculiarities of Future Educators’ Training for the Forming of the Fundamentals of National Consciousness in Children of Older Preschool Age

The peculiarities of professional training of future educators for the forming of older preschool-age children’s national consciousness are substantiated in the article. The main tasks, directions, and means of national education of children of older preschool age are analyzed. The main ethnographical means that contribute to the forming of the fundamentals of the national consciousness of children in the sixth year of life are specified and characterized, and the content of pedagogical activities aimed at expanding their horizons with specific ethnographical knowledge and ideas about important social phenomena and events is determined. All this can be realized with the help of various genres of oral folk art, traditions and customs of the Ukrainian people, folk games and toys, folk industries and crafts, and national symbols. All the ethnographical means listed above in figurative and rhythmic forms reflect real life in all its diversity (everyday life, social phenomena, work, human relationships) and contribute to national education, forming of the fundamentals of the national consciousness of older preschool-age children.
 It was established that preschool national education should help the child to form and apply the acquired social knowledge, and contribute to the forming of the skills of spiritual perception of national and cultural heritage. The result of national education should be reflected in the children's acquisition of social experience, the inheritance of the spiritual and moral values of the Ukrainian people, the achievement of a high level of national consciousness, as well as in the forming of a personality as a patriot of one's country. It is worth noting that national feelings are the basis of national consciousness and they do not arise by themselves, but only as a result of long-term educational influence on the personality, starting from the older preschool age.
 The future IPE teachers’ training for the development of national consciousness in children of older preschool age should be aimed at self-realization and the disclosure of their individual creative abilities. Gradually, the student’s vocabulary is enriched with everyday words, proverbs, sayings, tongue twisters, riddles, and other works of oral folk creativity, they learn to dramatize fragments of familiar Ukrainian fairy tales, make toys, decorate national dishes, clothes, and other household items. A systematic approach in work promotes the development of higher education getters’ interests in ethnography.

Color in the Art-Productive Activity of Preschool Children

The article analyzes the theoretical aspects of the formation of ideas about colors in children from 1 to 7 years old. It was found that color is an important means of expressiveness in artistic activity, a way of organizing the aesthetics of life, self-expression. The issue of children's attitude to colors and their use in their own artistic and productive activities is highlighted. The study carried out a definitional analysis of the main concepts of the study: "color", "artistic and productive activity". The works of Ukrainian and foreign scientists dealing with the investigated problem are considered. The peculiarities of the use of color by children of older preschool age in artistic and productive activities were clarified, the influence of gender stereotypes on the perception and use of colors by children was confirmed. The influence of various motives on the artistic and productive activity of children and their relationship with the use of colors in creative activity are considered. It was found that children choose the color of materials for making products according to their own preferences, but the purpose of the product is a significant factor influencing their choice. Experimental research proves: children are ready to give in to their own desires and tastes are not based on their own preferences, but on the tastes of the recipient of the gift, so it allows us to note the influence of moral motives. The structure of artistic and productive activity of children of older preschool age is singled out. The conclusions of scientists regarding the perception of colors by older preschool children in modern practice have been confirmed.

Resources of social and emotional development of children of older preschool age with autism in an inclusive environment

Resources of social and emotional development of children of older preschool age with autism in an inclusive environment

Outline of the problem of the development of the lexical level of speech in children of older preschool age with logopathology

Outline of the problem of the development of the lexical level of speech in children of older preschool age with logopathology

Дескрипція сформованості вербально-логічного мислення в дітей старшого дошкільного віку з логопатологією

The purpose of this study is to identify the current state of formation of verbal and logical thinking in older preschool children with speech development disorders, which affects their speech readiness for learning in general secondary education institutions. Research tasks is a theoretical analysis of scientific sources on the problem of study; specify research methods and parameters that reveal the level of formation of verbal and logical thinking; carrying out a comparative analysis of the study results of children of older preschool age with malignancy and normotypical psychophysical development. Research methods are methods with tasks aimed at learning the ability to classify subjects by common features at the verbal level, generalize issues and abstract phenomena, understand the figurative meaning of words (metaphors), analyze and draw conclusions from the content of the story. The results of the experimental study give a clear idea that there are significant differences between the groups of the studied older preschool children with speech pathology and those with normotypical psychophysical development regarding the formation of verbal-logical thinking and the psychological component of speech readiness. Children of older preschool age with speech disorders needed constant help from an adult. During the tasks, most of them made a slow transition from one type of question to another. In addition, these children made many mistakes: they incorrectly classified and summarized objects by features, could not explain the meaning of metaphors and their figurative meanings, and also had difficulties when analyzing and formulating conclusions to the text. The results of the experimental study show the unformed readiness of this category of older preschool children to integrate into the conditions of general secondary education institutions.

THE INFLUENCE OF MODERN EDUCATIONAL GAMES ON PRESCHOOL CHILDREN’S GAME COMPETENCE FORMATION

The article reveals the peculiarities of preschool children’s game competence formation. Educational games have been identified as one of the effective ways to increase the level of game competence formation. Educational games meet preschoolers’ natural needs and combine elements of learning, applied, reproductive and creative activities, which makes it possible to develop the child’s emotional sphere, cognitive interests, intellectual and spiritual needs, and creativity.Educational games are defined as a set of games of various types by the authors. They have the following common characteristics: they contain a task that needs to be solved, necessarily accompanied by written, oral, pictorial, and drawing instructions; compliance by teachers or parents with the principles of accessibility, systematicity, and consistency; taking into account the child's individual and maximum capabilities; providing a free, creative atmosphere; lack of hints in solving tasks, to form responsibility and independence; providing educational space and time for creative problem solving; encouragement to complete a difficult task and enjoy the result, which has a real material display.A pedagogical experiment was conducted to determine the impact of educational games on the level of preschool children's game competence development. Thirty children of older preschool age participated in the experiment, divided into experimental and control groups. At the ascertainment stage of the experimental study, to determine the level of preschool children’s game competence, indicators and criteria for preschool children’s game competence were determined. When determining the criteria and indicators, we focused on the Basic component of preschool education, namely the educational direction “Child’s Game”. We defined motivational, activity, and cognitive criteria and their indicators. Based on selected criteria and indicators, we substantiated the levels of older preschool children’s game competence formation: high, medium, and low. At the formative stage, a system of educational games was implemented in the experimental group. The control experiment data showed that the use of educational games in working with preschool children contributes to the positive dynamics of the growth of the level of the formation of game competence, and has a positive effect on the preschool children’s comprehensive development.

EFFICIENCY OF THE METHODS OF FORMING COMMUNICATIVE COMPETENCE IN CHILDREN OF OLDER PRESCHOOL AGE WITH MOTOR ALALIA

The article substantiates the feasibility of using special psychological and pedagogical conditions in the process of forming communicative competence in older preschool children with motor alalia, which provide for the creation of an educational-corrective, speech-communicative space with the help of a specially organized communicative environment. The step-by-step (coordination-diagnostic, correction-motivational and reproductive-communicative) work on the formation of communicative competence in older preschool children with motor alalia is characterized based on the developed methodology, which made it necessary to conduct the formative stage of the experiment. The effectiveness of the author’s methodology, which contributed to the control of communicative and speech development of children, ensuring wide dynamic connections with the environment, and the continuity of the results of the process, was proven. Quantitative and qualitative indicators of the formation of communicative competence in older preschool children with motor alalia are highlighted. The indicators of the formation of communicative competence determine the levels (high, sufficient, average, low) of the formation of the structural components of communicative and speech activity: impressive-active, non-verbal-impressive, expressive-active, non-verbal-expressive, communicative-active, which are subordinate to the goals of forming communicative competence in children with motor alalia. The indicators indicate significant changes in the direction of improvement, which took place under the condition of an integrated approach to the planning of corrective speech tasks and a system of organizational-methodical and corrective speech therapy measures taking into account the components of speech and communicative competence in each speech therapy class. This confirms the effectiveness of the application of the method of forming communicative competence in children of older preschool age with motor alalia.
 Keywords: communicative competence; communicative and speech development; psychological and pedagogical conditions; speech; diagnosis; efficiency of the technique; children with motor alalia; children of older preschool age.

Research of the level of aquatic competence of older preschool age children

Age 4-6 is an important age of growth and development to introduce the basic swimming skills, to improve fitness and body functions, as the nature of water reduces excessive stress on joints, reduces static body tension. The aim of the research is to improve the content and structure of the swimming training program for older preschool children to form their aquatic competence. The object of the research is the process of teaching swimming of older preschool children. The subject of the research is the means, methods, and forms of teaching swimming of children of older preschool age. In the article the state of the problem of teaching swimming of children of older preschool age is analyzed, the methods of teaching swimming of children of older preschool age are considered. According to the results of experimental diagnostics, the levels of the integral indicator of water competence (IIWC) of children of older preschool age have been determined, which indicated its insufficient level (13.3% – the children of the experimental group EG1; 20.0% – the children of the experimental group EG2 and 20.0% – the children of the control group CG). Changes in their indicators during the conducted experiment have been studied, which proved the effectiveness of the interactive swimming training program implemented in the training process of older preschool children on the level of their water competence. The comparative analysis of the final values of indicators of water competence (IIWC) of children of older preschool age has revealed changes in values at a statistically significant level in the experimental groups.

Methods of developing the ability to control temporal, spatial and force parameters of movements in children of older preschool age

In the process of physical education of preschool children, special attention should be paid to the purposeful development of coordination abilities. The level of development of coordination abilities, like any physical quality, largely depends on the manifestation of the properties of the nervous system and especially the sensory systems of a person. Preschool age is favorable for the development of a wide range of coordination abilities, so their purposeful development should begin precisely at preschool age. Only in this case, it is possible to ensure the necessary and general physical fitness of children. The article is devoted to the issue of improving the level of development of the abilities of older preschool children to manage temporal, spatial and force parameters of movements. The purpose of the study is to investigate the influence of experimental methods of physical tasks on the performance of older preschool children. During the pedagogical experiment, experimental and control groups were created. Boys and girls aged 5 and 6 were involved in the study, respectively 20 children in each group. The control group was engaged in physical education classes according to the educational program of the preschool educational institution, and the children who were included in the experimental group were engaged in the method of the program, which is based on the use of exercises to increase the level of coordination abilities. In the course of the study, the level of coordination, namely the children's ability to control the temporal, spatial and force parameters of movements, to the experiment, and the increase in the indicators of the experimental and control groups was determined. The experimental technique of special physical training of children of older preschool age for the development of abilities to manage temporal, spatial and force parameters of movements had a positive effect on the general level of physical condition of children and on the improvement of children's coordination abilities.

Health systems as component of physical education for children of older preschool age

A theoretical analysis of the problem of implementing health systems in the physical education of preschool children with the aim of improving their health was carried out. Scientists have noticed that it is advisable to use modern physical culture and health technologies for a productive solution to the health-improving tasks of physical education of preschool children. The use of modern technologies for improving the health of children becomes effective under certain conditions, namely: mastering by teachers of such technologies that have motor actions that include various proprioceptors and activate in a complex all the organs and systems of the children's body, their analyzers and contribute to the formation of basic program motor skills and skills, i.e. physical education; creation of a health-preserving environment in physical education classes. Well-known healthcare systems can be conditionally divided into modern and traditional. The content of wellness systems, as a rule, can consist of blocks of physical exercises, breathing exercises, music therapy, dance exercises, hardening exercises, etc. the successful implementation of the health-improving orientation of physical education lessons in a modern school will be facilitated by the use of health-improving systems. The purpose of all health technologies is to teach children to use the acquired knowledge in everyday life and to form in them all the necessary skills, abilities and knowledge about a healthy lifestyle. Health systems contribute to improving the quality of the pedagogical process, its modification, tolerance and flexibility.
 As a result of the study, the problems related to children's health, the need to reorient the content of the teaching methods to the health-improving effect and the formation of valeological skills, as well as the expansion of the use of health- improving systems in the physical education of children in preschool education institutions are outlined.
 The effectiveness of the use of health-improving systems in various forms of physical education of preschool children has been established and experimentally confirmed. At the end of the pedagogical experiment, the functional indicators of the cardiovascular (according to heart rate, blood pressure, functional test of Martine-Kushelevsky, endurance coefficient, index of functional changes according to R.M. Baevsky) and respiratory system improved in both girls and boys (tests Stange-Henchi, vital capacity of the lungs, Skibinsky index). According to the state of physical health (methodology T.Yu. Krutsevich) at the end of the study, a positive redistribution of boys and girls from lower to higher levels was found.