ORGANIZATIONAL AND METHODOLOGICAL FEATURES OF PHYSICAL EDUCATION OF PRESCHOOL CHILDREN IN FOREIGN COUNTRIES

Abstract

 Introduction. At the current stage of reforming the education system in Ukraine, changes are taking place in all its links, including preschool education. The priority task is the implementation of European educational standards. The priority task is the implementation of European educational standards. New approaches, which were introduced in educational institutions of Ukraine according to the European model, are based on a competence- based approach to personality development. The analysis of the world experience of physical culture and health work in preschool education institutions will allow to determine the optimal ways to improve the system of preschool physical education and adapt them to Ukrainian realities. The goal is to analyze, generalize, and systematize data from literary sources on the organization and content of physical education of preschool children in foreign countries in order to find out the possibilities of using their experience in the practice of domestic preschool education institutions. Materials and methods. The study was conducted at the Grigory Skovoroda University in Pereyaslav. The following methods were used: theoretical analysis and generalization of data from special literature and documentary materials, comparison method, system analysis method. Research results. Changes in the educational system of the European Union and other countries are aimed at establishing continuity between individual stages of education, including through the expansion of “preschool – primary school” models. The fact that preschool education is not mandatory in most countries does not exempt preschool children from compulsory attendance (one year before entering school) at a preschool. The tasks of such preschool education include: social adaptation of children to new living conditions; stimulation of development in accordance with their potential; development of communication skills, motor activity of children, etc. Conclusions. Most programs of physical education of preschoolers in foreign countries define the following main tasks: development of physical abilities; formation of the basic vital motor skills and skills (walking, running, jumping, throwing, climbing, balance exercises); mastering the technique of special physical exercises (gymnastics, dancing, ball games, sports games); tempering and learning the rules of safe behavior. Analysis of foreign experience confirms that physical education plays a key role in the comprehensive development of preschoolers. Modern trends are aimed at the individualization of education, the use of various forms of physical activity and the creation of a favorable environment for motor activity.