PhD Yu.F. Nikolenko¹
A.A. Shibaeva¹
E.I. Ovchinnikova¹
E.F. Ivanova^1
1Transbaikal State University, Chita
²Regional Clinical Psychiatric Hospital named after V.Kh. Kandinsky, Chita

Keywords: physical education, preschoolers, integration, key reference points, physical and verbal activity progress rates.

Background. Integrated education models that combine a few progress vectors are given a special attention by the modern research [3, 5]. Thus M.A. Yakubovich [13] recommends correcting the motor development patterns of the 5-7 year-olds by special exercises geared to normalize muscular tonus, correct postural disorders, improve static endurance, body balancing, movement pacing, movement and speech synchronizing qualities, motor memory, responses to verbal instructions and writing-skills-specific qualities. V.M. Akimenko [1] emphasizes the fact that the higher is the child’s motor activity, the better are the verbal qualities. Special and precisely performed physical exercises for legs, arms, trunk and head are known to train and improve at the same time the articulation and speaking fluency. This is the reason why the efficient preschool physical education models are commonly viewed as critical for the personality shaping and socializing purposes. The relevant theoretical studies, however, still have left largely underexplored the physical and verbal activity integrating physical education models for preschool education system.

Objective of the study was to develop and test benefits of a new physical and verbal activity integrating preschool physical education model.

Methods and structure of the study. The physical and verbal activity integrating physical education model testing experiment was run in the period of September 2017 through May 2018 at a Child Development Center of Kindergarten No. 86 in Chita city, with 6-7-year-olds sampled for the experiment and split up into EG and RG. Motor skills of the sample were tested by experts using 4 key reference points in the following tests: walking on gymnastics bench; standing long jump; one-hand ball hitting on the ground; and all-fours gymnastic bench crawl tests [10, 11]. Physical fitness of the sample was tested by the standard set of the flexibility, speed-strength, dexterity and strength endurance tests [8]. And verbal skills of the sample were tested by the scheduled yearly logopedic tests based on the M.A. Povalyaeva method [7] with the verbal communication (speaking fluency) and articulation test components.

The physical and verbal activity integrating model was designed based on a ‘Childhood’ Training Method, with the developmental physical practices including special walking, running, balancing, jumping, throwing and crawling exercises [9]. The trainings used the circular method by L.I. Penzulayeva [6] with the following standard stages: basics mastering; perfection; motor skill excellence; and further skill progress stages. For one month, the children mastered one-by-one the balancing, jumping, throwing, climbing, walking and running exercises and excelled in the foregoing motor skills.

A special attention in the motor skills mastering process the new model paid to the key elements and execution quality, with the children encouraged to focus on the key reference points [2, 10, 11] and loudly verbalize every move in the execution process and then repeat the verbal formula in mind. Technologically, the key-reference-points-controlled process included the key reference points formulation for every exercise and every physical activity type; followed by the key reference points formulas for more complex movement sequences as provided by the A.V. Chudinovsky and A.T. Vorobiev [12] logical system with its  necessity, brevity and accuracy sequence.

The key reference points for every next motor skill was learned at the beginning of the core part of every physical education session right after the warm-up stage when the children were fresh and fit for learning. To ensure every motor skill being mastered on a conscious basis and with interest, the learning process was staged as follows: construct the motor skill frame; execute the motor skill; illustrate the execution by a loud verbal formula; and repeat the verbal formula in mind when repeating the skill [4, 10].

The above key-reference-points-assisted motor skills mastering process was supplemented, in every third training session, by special selected exercises and active games as recommended by the ‘Childhood’ Training Method for preparatory groups. These practices and games made it possible to effectively consolidate, memorize and test in practice the learnt and mastered motor skills and effectively integrate the physical and verbal progress vectors, particularly by the children being immersed in natural game situation on a positive emotional background.

Results and discussion. Having analyzed the progress test data with the preschoolers’ training progress rates (COᵪ) classified by the main movements classes, we found significant differences in the EG versus RG progresses in every of the four test exercises (p≤0.05). Thus the EG was tested with the highest progress rates in the standing long jump test (COᵪ = 74.28%) and gymnastic bench walking test (COᵪ = 71.43%); followed, in descending order, by progresses in the one-hand ball hitting test (COᵪ = 68.57%) and the all-fours gymnastic bench crawl test (COᵪ = 62.22%). The RG was tested with the lowest progress rate in the all-fours gymnastic bench crawl test (COᵪ = 43.33%), and the highest progress in the standing long jump test (COᵪ = 59.05%).

The physical development rates of the sample were tested to vary within the age norm. The post-experimental tests found no statistically significant intergroup test data differences, and it may be explained, in our opinion, by the possible concomitant influence of the psycho-emotional development process associated with the comprehension sphere underdevelopment and high emotional lability. However, our analysis of the group-specific progress in the physical fitness tests showed a significant progress of the EG virtually in every tested aspect, whilst the RG was tested with comparable progress only in the girls’ subgroup (p≤0.01-0.001).

Furthermore, the EG was far ahead of the RG in the physical qualities growth rates, with the highest progress in the frontal bents test (37.74% and 36.36% in the girls’ and boys’ subgroups, respectively) – that may be explained by the age group being particularly sensitive to the flexibility trainings. The RG progress was significantly lower (25.85% and 11.41% in the girls’ and boys’ subgroups, respectively). The targeted trainings also facilitated progress of the EG in the sit-up test and ball hitting on the ground test (T=14.5% in the girls subgroup) versus the RG progress (T=8%) – that was insignificant and attributable to the natural growth and development process.

Benefits of the experimental training tools may be explained by the special motor skills excellence exercises including the ball hitting on the ground and all-fours gymnastic bench crawling practices. It is the coordination qualities and strength endurance test rates that may be used as the most efficient progress markers equally useful for testing verbal progress in the age-specific ontogenesis and, hence, indicative of the high integration of the physical and verbal progresses in the special training process. This assumption was verified by the significant improvements in both of the groups in the main verbal skill tests during the experiment, although the EG showed the higher progresses in the communicative and articulation aspects. Thus the pre-experimental tests rated 13%, 67% and 20% of the EG low, average and high on the verbal development scale; whilst the post-experimental tests rated 0%, 13% and 87% of the EG low, average and high on this scale, respectively (p≤0.01).

As for the articulation and other speaking quality rates, the post-experimental tests found the EG improving its grammar, accurately agree nouns with adjectives and numerals, and correctly use prepositions. The passive and active vocabulary was tested to expand with the associated improvements in the speaking fluency and articulation – with the latter progressing particularly fast.

Conclusion. The new physical and verbal activity integrating preschool physical education model was tested beneficial by the model piloting experiment as verified by the meaningful progress of the EG versus RG in most of the physical and verbal progress tests.

References

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Corresponding author: uliya-22@yandex.ru

Abstract

Preschool age is a period of particular "sensitivity" to pedagogical influences aimed to develop motor and speech activity in children. Moreover, the issue of methodological support of this process in the pre-school practice is still insufficiently studied.

Objective of the study was to develop and experimentally justify the methodology of physical education classes for senior preschool children, based on the integration of their motor and speech activity. The educational experiment was carried out in the period from September 2017 through May 2018 on the basis of the Municipal Budgetary General Education Institution "Child Development Centre - Kindergarten No. 86" in Chita. The experiment involved the 6-7 year-old children, who composed the Experimental and Control Group.

The authors presented the content of physical education classes related to lexicon, during which the main types of movements were taught based on the setting and pronunciation of the key reference points by children. The study results indicated the beneficial effect of the proposed methodology on the indicators of technical and physical fitness of children, as well as their speech development.