Associate professor, PhD N.I. Dvorkina¹
Dr.Hab., professor L.I. Lubysheva²
Dr.Hab., professor S.M. Akhmetov^1
1Kuban State University of Physical Culture, Sport and Tourism, Krasnodar
²Russian State University of Physical Culture, Sport, Youth and Tourism (GTsOLIFK), Moscow

Keywords: basic personal physical culture, preschoolers, development, educational system

Introduction. Underage personality social development component of the preschool ontogenesis is generally viewed as a complicated process that manifests itself in the child’s activities. It is through the studies of regularities and mechanisms of these activities in the context of every specific age period of the preschool ontogenesis and based on the personality socialization process characteristics revealed and studied that we can obtain an insight into the personality improvement and self-perfection processes at the child growth stage – from the birthday to the first day of the school period of individual social development. It should be mentioned in this context that the very process of identification of (and getting a foothold in later on) the basic components of a personal physical culture – from infancy through the school graduation time – appears to be problematic in itself and requiring a special study.

Objective of the study was to develop a child’s basic personal physical culture formation process model applicable to the preschool ontogenesis stages.

Methodology and structure of the study

It was Adygeya State University; Kuban State University of Physical Culture, Sport and Tourism (Krasnodar); the Territorial Children’s Clinic; the Perinatal Centre in Krasnodar; the Kindergartens #211, #126 and #191 in Krasnodar; and the Combined Type Kindergartens #34 and #15 in Maykop – that kindly furnished as with a base for experiments under the study in the period of 2000 through 2014.

Study results and discussion

Modern pedagogics and psychology give a high priority to the notion of a system process model and its design. The notion of process was in fact first introduced in physics (A.G. Asmolov, 1996). Further the meaning and content of the notion were largely modified by newly designed genetic (evolutionary) models (O.I. Genisaretskiy, 1975). We consider the present model as a complexly integrated united system rather than a variety of interacting systems. The developing process within the system is most productive when supported by analysis of the educational, biological and psychological process components of the ontogenesis (Z. Piazhe, 1994; L.S. Vygotskiy, 1996; G.P. Shchedrovitskiy, 1993, 1997). The notion of the child’s basic personal physical culture formation process model in our study case is logically built up on the above general theoretical concept. This model may be viewed as a new-type educational process model.

The proposed child’s basic personal physical culture formation process model applicable to the preschool ontogenesis is designed with due regard to the following three types of educational process models: first type that implies the process model design being governed by the process mission attained by the author’s productive actions to shape up the child’s basic personal physical culture; second type of the child’s basic personal physical culture formation process model is designed by bridging the gap (due to the shortage of necessary knowledge and problem solutions) between the practical actions and reflections; and the third type implies the modeled process being designed based on a new notion of the child’s basic personal physical culture, in the general following sequence: idea, project, presentation, objective, goals, system and specific preset conditions (G.G. Popov, 2011).

It is an imperative condition for any educational activity that life and health of a child must be duly protected by a variety of educational institutions acting based on sets of the relevant standard requirements. These requirements were duly factored in the proposed child’s basic personal physical culture formation process model by the relevant theoretical and methodological provisions for the preschool child’s base personal physical culture formation process, with the key components of the physical education being established.

Let us consider the design of particular components of the child’s basic personal physical culture formation process model in application to the preschool ontogenesis stages.

1. Theoretical and methodological provisions for the preschool child’s basic personal physical culture formation process at the preschool ontogenesis stages are designed to cover the following educational aspects:

– Factoring in the child’s practical abilities at the relevant ontogenesis stages when setting the process goals and applying the relevant educational tools and technologies;

– Finding support in the personal physical culture of the child’s parents and other adult potential contributors to the preschool child physical education process;

– Considering the applied physical education and basic personal physical culture formation process as a tool for and one of the ways of the preschool child integrated development process;

– Ensuring the physical, motor, mental, intellectual, social and physical development components being duly integrated within the preschool ontogenesis process design;

– Providing for the educational impacts of all the educational process actors being uniformly directed and harmonized to shape up every component of the preschool child’s personal physical culture and protect his/her life and health in the process;

– Providing for the potential health risks and emerging disorders being diagnosed by the adult process actors in a timely manner so as to take due counteractions based on a prudently designed process management strategy; and

– Securing a healthy and appropriately designed living and learning environment for the child’s physical education process at home and at the relevant preschool educational establishment.

2. Key components of the preschool child’s physical education process will be designed based on the following values (see Diagram 1 hereunder):

– Prudent design of the child’s living and learning environment to facilitate the child’s physical education process and strictly fulfill the recommended daily schedules and diets;

– Due protection of the child’s life and health by means of the relevant healthy lifestyle standards, appropriate and timely physical education practices, health improvement, conditioning and protection measures with due and timely corrections of every health pathology/ disorder that may occur in the process;

– Systemic, persistent and highly professional child’s health care and development process;

– Acquiring knowledge of the child’s physical education process regularities and methods to prevent underage health disorders;

– Maintaining and developing own health to build up the resource employable by the child;

– Shaping up the following: active attitude to physical educatio based on the actual needs; motor skills and knowledge; physical self-education process management skills and knowledge; practical, methodical and process monitoring skills and knowledge;

– Acquiring knowledge of the following: motor skills development regularities; unconditional reflexes formation periods; physical exercise application basics; physical education toolkits; and special requirements to the children’s physical education methodologies.

4. Parents’ potential resources employable by the child may be considered in the following aspects:

– Encourage the “enlivening complex” being developed on time to meet the demand of the child’s body for movements and to provide for the motor skills being formed in a timely manner;

– Tempering the child’s body; and

– Preparing the child for accepting the idea of physical education as a personal development tool geared to make the person fit for service to the Motherland, the fitness being confirmed by the GTO Physical Culture and Sport Complex tests.

3. Key components of the personal physical culture and the parents’ resource development process:

– Provide high-quality care to the child and maintain optimistic and positive mindset in your contacts with the child;

– Prudently design the child’s living and learning environment and physical education space; adhere to healthy living standards in your family life;

– Encourage the “enlivening complex” being developed on time; meet the demand of the child’s body for movements;

– Provide for the motor skills and qualities being formed in a timely manner; and help temper the child’s body;

– Detect health disorders/ pathologies on a timely basis and take due corrective actions.

5. Preschool children’s physical education tools applicable in aquatic and in/outdoor environments in the preschool ontogenesis stage are the following:

– Passive practices, i.e. the physical practices designed based on the natural motor action analysis; natural prime postures based physical exercises; and elementary massage practices;

– Active practices, i.e. postural development physical practices; preparatory practices to master natural movement sequences; manipulation physical practices using toys and/or special tools/ appliances; physical practices designed based on the natural prime postures combined with natural motor sequences; games and game elements mastering practices.

Given on Diagram 2 hereunder are the following educational conditions for the child’s base personal physical culture formation process model:

– Age-differentiated aspects of the model, including health protection and physical education aspects; tool selection conditions; educational process content; gender dimorphism management aspects; physical and spatial conditions of the child’s living and learning environment; knowledge contents of the physical education process; applicable education forms etc.;

– Integrated design of the process with due focus on the integrated personal development – in the physical, motor, mental, intellectual and social aspects – based on the physical education and sport training tools and methods applicable to senior school children;

– Due focus on the dominating forms of activity, with an emphasis on the inborn-reflexes-based physical practices (in the first post-natal year) and natural motor actions and their mastering through games and game elements including the game sport ones; and

– High priority being given to the biological components of the personal physical culture development, with an emphasis on the motor actions, skills and qualities, physical fitness, physical functions and focused physical development at the early process stage followed by increased contribution of the other process components.

Key activity components:

– Maintaining and developing own health to build up the resource employable by the child;

– Due emphasis on the follow-up (school age) stages of the long-term persistent physical education process – to prepare the child for school; make the child fit for the Russian Physical Culture and Sport GTO Complex tests; and meet the challenges of the preparatory and starting periods in the long-term sport training process when selecting the tools and methods as dictated by the priorities and contents of the physical education process design;

– Dominating contribution of families in the personal physical culture formation process components , including the efforts to improve the parents’ personal physical culture; ensure the physical education (and rehabilitation when necessary) process being managed on an uninterrupted basis through active cooperation of parents and family members in the process.

Diagram 2: Child’s base personal physical culture formation process model applied to the preschool ontogenesis stages

Conclusion

System effect of the proposed process model will be assessed based on ratings of the child’s basic personal physical culture components with a highest priority being given to the biological and cognitive components, emotional values, motivation values and active determination components.

References

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Abstract

Theoretical and methodological foundations for organization of the basic personal physical culture of a preschooler are: taking into account opportunities of children at the stages of ontogenesis in solving problems, applying tools and technologies; relying on the resource of personal physical culture of parents and other elders during physical education; using physical education and formation of the basic personal physical culture as a direction and tool of integral development of the child; ensuring the integration of the processes of physical, motor, mental, intellectual, social and physical training in preschool ontogenesis; providing unidirectional educational influence of all participants of the process to form the basic components of personal physical culture of a preschooler, protecting his health and life; adults' timely identifying of risks and diseases, preventing them with the help of properly structured behavioral strategies; ensuring a healthy and properly organized living space and physical education environment for a child at home and in other educational institutions.

The procedural model of the system of formation of the basic personal physical culture of a preschooler at the stages of preschool ontogenesis includes: family, preschool, medical and sports educational institutions.