MODERN EDUCATION AND DEVELOPMENT
Выпуск журнала №-20
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THE PROBLEM OF CHILDREN'S PHYSICAL DEVELOPMENT
THROUGH ACTIVITY GAMES
Ilyosboyev Sirojiddin Baxtiyor oʻgʻli
2 nd year student of the Faculty of Preschool and Primary Education,
ChDPU
Abstract: In the practice of pedagogy, subject, action and didactic games with
subjects are distinguished. Movement games are very important in children's physical
education, movement games can have a small, medium and high level of movement.
Children of preschool age learn natural movements with the help of games (walking,
running, jumping, throwing, crawling). Active games are one of the main means of
physical education of children
Keywords: action games, children's physical education, preschool children,
pedagogy.
Humanization of preschool education is the basis of the process of its renewal.
More and more scientists and practitioners come to the conclusion that the system of
physical education of children of preschool age should have a complex, humane effect
on the individual, and ensure that every child's right to regular and as full as possible
physical development is realized. The environment surrounding children is changing.
Simple, simple games were replaced by computer games. Mental and aesthetic
development of the child is becoming a priority. Without denying their importance,
it should be said that the child's time for active games, walks, communication with
peers is getting less and less. Game and other types of children's activities, imbalance
between different types of games (moving and sitting, separate and joint) have a
negative impact on the health of preschool children and the level of development of
motor skills. The search for new ways to solve the problems of physical development
of preschool children is connected, firstly, with the need to resolve the indicated
conflicts, and secondly, with the need to study the laws, methodological and
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Выпуск журнала №-20
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methodological conditions of improving the development process of the physical
fitness of the growing young generation. Independent movement games with various
toys are very useful. Children can for all intents and purposes be grouped by two or
three. The child's actions mostly are usually determined by the types of toys, for
example, running with flags, hoops, driving cars, rolling balls, throwing, catching.
Children mostly are interested in sort of such toys in a subtle way. In some
independent games, children cannot immediately show activity and initiative, their
actions actually are uniform and kind of limited in a sort of big way. But in games
related to the fulfillment of adults' tasks, children's actions are directed to a generally
specific goal, they kind of repeat the actions really several times, strengthen their
movement skills, specifically develop agility and dexterity. It basically is very
important to guide the children even when they really are engaged in the game in a
subtle way. It for the most part is advisable to essentially complicate the game of some
of them, to definitely teach others to essentially finish what they started, and if the
third one for the most part is playing quietly, it actually is advisable to keep talking
in a subtle way. Children often actually perform fairly wrong and even dangerous
actions in generally independent games. Thus, in our final words, we can definitely
essentially say that the results obtained during the pedagogical experience essentially
are not unambiguous in a subtle way. In 4-year-old children, when one or another
muscle group particularly is developing definitely more strongly at one or another
stage of ontogenesis, the heterochronic aspect of strength development is considered
natural, and therefore, the inadequate indicators we obtained are the result of a poorly
planned experiment in a subtle way. The age-related characteristics of the
development of children's motor activity in the conditions of pre-school education
institutions definitely were determined through experiments and theoretically
justified. In the conditions of pre-school educational institutions, the use of mobile
games in physical education training really helps to mostly develop children's
movement capabilities, generally physical fitness, and also increases the quality of
their preparation for the transition to basically junior school age in a definitely big
way.
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REFERENCES:
1. Masharipova M.I. Technology of development of movement potential of children
in pre-school education institutions. Tashkent. 2018.
2. Abdullaev A., Honkeldiev Sh.Kh. Physical education theory and methodology.
Tashkent. 2005.
3. D. Yadgarova. Education of physical qualities in preschool children through the
use of action games. Tashkent. 2021.
