Функціональні можливості серцевого ритму залежно від особливостей вегетативного гомеостазу в дітей молодшого шкільного віку

In the modern realities of martial law and quarantine restrictions, the issue of improving the physical and mental state of the population of Ukraine is being brought up to date. The problem of improving the health of children of primary school age deserves special attention.
 The purpose of the study is to investigate the influence of swimming physical culture and health classes on the physical condition of children of primary school age.
 Research organization: the research was conducted during 2022 in accordance with the thematic plan of scientific research of PDAFKiS for 2021-2025 on the topic "Theoretical and methodological foundations of training athletes in Olympic and professional sports" (state registration number 0121U108253).
 Research methods: theoretical analysis, generalization and comparison of literary sources, pedagogical experiment, methods of mathematical statistics.
 A total of 30 children of primary school age participated in the research. It was established that during 6 months of physical culture and health classes in the conditions of the pool, the average group indicators of physical development of children did not undergo significant changes and were within age norms. After conducting the pedagogical experiment, it was found that there were statistically significant changes (р˂0.05) in the level of flexibility development, there was also a tendency to improve indicators of strength, speed, speed-power abilities and endurance, but no significant changes were recorded. The analysis of children's physical condition after the introduction of swimming physical education classes with children of primary school age showed the transition of children to a higher level and a decrease in the number of children with low and below average levels.

The article objectifies the problem of formation of moral feelings in children of senior preschool and primary school age. The author's definition of the concept of moral feelings is offered “moral feelings of children of senior preschool and primary school age we consider to be emotional attitudes to the behavior of others and to their own, which reflect social morality, moral traditions, the real attitude of people to each other”. The main types of moral feelings that should be formed in children at the stage of senior preschool and primary school age are outlined. These include feelings of truth, trust, justice, empathy, kindness, commitment, dignity, friendship and camaraderie, fear, shame, guilt, conscience, altruism, responsibility, duty, success (failure), and civic feelings. Theoretical analysis of scientific and pedagogical literature showed that at the present stage of development of Ukrainian society scientists have paid insufficient attention to the development of theoretical and experimental model of moral feelings of preschoolers and primary school students, did not study the pedagogical conditions of their formation. The article highlights theoretical substantiation and development of pedagogical conditions for the formation of moral feelings in older preschool children. Here the researchers mean deepening and expanding children's knowledge and ideas about moral and ethical categories and their characteristics; emotional saturation of the content of tasks aimed at stimulating the manifestations of children's moral feelings in interaction with the social environment; acquisition by children of moral experience by involvement in various kinds of activity (game, educational-cognitive, pictorial, communicative, estimation-orientation, charitable, socially useful); maintaining a positive emotional state of each child; systematic diagnosis and correction of negative experiences. Various forms and methods were used for their implementation: reading and discussion of fiction and fairy tales, staging, puppet theatrical performances, fairy-tale game technologies and psychological technologies, ethical conversations, moral choice situations, building classes on the methodology of "philosophy for children", ethical training, various games, exercises, project and volunteer activities. Among the pedagogical conditions for the formation of moral feelings of junior students are identified: sufficient comprehension of moral knowledge, norms and rules of conduct by children of primary school age; development of the emotional sphere as a basis for the inclusion of students in educational and cognitive and diverse extracurricular activities, which is based on the principles of personality-oriented approach; gradual process of education of moral feelings of moral schoolchildren with systematic diagnosis and correction of negative experience. Their implementation is ensured by the propaedeutic course "Steps to Responsibility" and the club of extracurricular reading of children's works "Grammar of Morality".

The article highlights the pedagogical ideas of S. Rusova in the context of the socio-cultural concept of the functioning of the developing environment for children of preschool and primary school age on the territory of the then Ukraine. We consider the sociocultural concept of the functioning of developing environments in the pedagogical heritage of S. Rusova in the context of the influence of social and cultural factors on the formation of the child’s personality. The results of the study of printed works and manuscripts from the personal fund of S. Rusova (Form 3889) of the Central State Archive of the highest authorities and administration of Ukraine are evidence of the influence of the environment on the comprehensive development of children of preschool and primary school age and the formation of their social and cultural skills. To achieve the goal of the study, we used the following methods: historical and retrospective methods to study the views of S. Rusova on the role of the developing environment for the social and cultural development of children of preschool and primary school age; constructive-genetic for the analysis of the socio-cultural concept of the functioning of developing environments in the works of S. Rusova; chronological – to establish the time limits of S. Rusova’s pedagogical activity; hermeneutic for a new reading of works and pedagogical materials from the personal archive of S. Rusova. To generalize the data, we used a complex of general scientific and historical-pedagogical research methods: specific historical analysis – with the aim of analyzing the works of S. Rusova about the role of the social and cultural component in creating a developing environment in public institutions for children on the territory of Ukraine within certain chronological limits; generalization of the worked out materials – for the formulation of conclusions, recommendations for the introduction of S. Rusova’s pedagogical ideas into the modern system of preschool and primary education in Ukraine. Application of our research: the results of the research will help teachers creatively adapt the productive ideas of S. Rusova regarding the socio-cultural concept of the functioning of the developing environment for preschool and primary school children in the modern educational space of preschool education institutions and primary schools. The purpose of the study is to highlight the socio-cultural concept of the functioning of developing environments for children of preschool and primary school age in the legacy of Sofia Rusova. To achieve a scientific search, the following tasks have been identified: to highlight the pedagogical views of Sofia Rusova on the creation of developing environments for children of preschool and primary school age, taking into account the socio-cultural factor; to highlight the socio-cultural significance of the developing environment in the personal development of children of preschool and primary school age in the works of Sofia Rusova. Based on the results of studying the theoretical and practical heritage of Sofia Rusova, we have identified ideas that reflect the sociocultural basis of the functioning of developing environments for children of preschool and primary school age. It was revealed that the environments of kindergartens and schools are separate social organizations for the allround development of the child and a factor in the formation of culture. Therefore, the activity of Sofia Rusova was aimed at adapting the software of kindergartens and schools to the individual characteristics of children of preschool and primary school age.

The purpose of the study is to assess the possibility of applying the calliperometric method to assess the physical development of children of primary school age who have chronic diseases in the stage of compensation. The research was carried out during 2017–2022 on the basis of the clinical units of the ONMedU. 120 children of primary school age were examined, including 30 – practically healthy (control group), 30 – from the group of frequently and long-term patients (Group I), 30 – from the number of children with congenital heart defects without signs of heart failure (Group II), and 30 – with signs of alimentary and constitutional obesity (III group). The physical development of children of primary school age was evaluated based on the results of anthroposcopic, anthropometric and physiometric indicators according to national standards of physical development. The assessment of body composition components (fat and lean body mass) was carried out according to Saunders R. in the modification of Velichko V.I., etc. The research was carried out in compliance with modern bioethical requirements, the children's parents signed a voluntary consent for the children's participation in the research. Statistical processing was carried out by methods of variance analysis using MS Excel software. It has been shown that obese primary school-age children have a body fat mass of (18.8±0.8)% for boys and (19.7±0.9)% for girls. In children of primary school age with normal body weight, in the presence of chronic diseases, body fat decreases by (10–15)%. Caliperometric method can be used to assess the physical development of children of primary school age who have chronic diseases in the stage of compensation. Keywords: prevention, primary school age, body weight, assessment of fat deposition, chronic diseases.

The article deals with the actual problem of the functioning of the respiratory system of elementary school students under the influence of health and sports tourism activities. Goal. Investigate the specifics of the impact of health and sports tourism on the functioning of the respiratory system of children of primary school age. Methods. Analysis of scientific and methodical literature, pedagogical, physiological methods, methods of mathematical statistics. Results. The study consisted of ascertaining (63 students of 2nd - 4th grades) and formative (40 students of 3rd - 4th grades) experiments. The main distinguishing feature of the means of health and sports tourism is the purpose of their use in the process of physical education: improving health and obtaining pleasure from motor activity within the framework of physical recreation and achieving sports results, respectively. During the ascertaining experiment, it was determined that the respiratory system of children of primary school age is characterized by reduced values of lung volumes and unsatisfactory indicators of hypoxic tests. During the formative experiment, it was found that children engaged in health tourism showed more significant increases in respiratory system indicators compared to those engaged in sports tourism, namely: the vital capacity of the lungs – by 17.50 ml; Stange test – for 0.20 s; Genchi's test – for 0.30 s. It should be added that more children in the experimental group compared to children in the control group improved the values of the Stange test by 15% and the Genchi test by 10%. Conclusions. the use of means of health tourism in the physical education of younger schoolchildren significantly contributes to the development and functioning of their respiratory system. The child's breathing function can be significantly developed and improved not only during the natural age-related development of the body, but also due to cumulative adaptations to physical exertion. Means of health tourism, used in the framework of physical recreation, have great potential for optimizing the development of the respiratory system of children of primary school age.

Autorka zwraca uwage na celowośc i wartośc ksztalcenia plastycz-nego dziecka w wieku wczesnoszkolnym, ktore oddzialuje na nie i ksztaltuje jego rozwoj w sferze enaktywnej, ikonicznej i symbolicznej. Wskazano na uniwersalne zalozenia edukacji plastycznej dziecka w oparciu o program Autorki. Wynika on z podejścia psychologiczno-analitycznego w ksztaltowaniu percepcji wzrokowej jako stymulatora dzialan plastycznych dziecka. Jest to interesująca i innowacyjna propozycja w zakresie edukacji plastycznej dziecka.

The article identifies the causes of deviations in the development of posture in children of primary school age and characterizes the influence of this pathology on the health and physical development of schoolchildren. The necessity of development of coordination of movements in children of 6-10 years old, as well as its role in the formation of posture, prevention and correction of its defects has been substantiated. The modern approaches to the development of the motor function of schoolchildren with postural disorders are disclosed. The specificity of the action of physical exercises for the formation of the correct motor stereotype of the posture of students is highlighted, the features of the influence of dosed muscle tensions for the prevention and correction of the posture of younger students are characterized. During primary school age it is important to form the correct posture, prevent and prevent various deformities of the spine, as well as the use of dosed muscle tension and skills to maintain physiologically correct torso position in the sagittal plane and symmetrical spine position in the front to eliminate deviations in posture development at the initial stages of the ir appearance. The degree of development and opportunities for improvement of the motor sphere of children is limited by the presence of disorders of the functional activity of sensory and physiological systems of the body, including disorders of the musculoskeletal system, which include deviations in posture development. Lag in the development of motor skills of children increases the risk of forming an incorrect motor stereotype of posture and vice versa, in children with deviations in posture development there is a complication of motor skills, insufficient development of certain muscle groups, impaired balance, coordination. There are no medical contraindications to exercise in children of primary school age with postural disorders. Formation of motor function of junior schoolchildren with posture disorders involves the use of dosed exercise for the development of musculoskeletal sensitivity, development of rational flexibility of the spine, strengthening muscle groups of the muscular corset, normalization of torso muscle tone, taking into account the type of posture disorder. The development of coordination of movements of junior schoolchildren is a necessary condition for consolidating physiologically correct tors o positions while maintaining a stable posture and movement.

Стаття присвячена проблемі розвитку інтелектуальних здібностей у дітей молодшого шкільного віку. Шлях її вирішення лежить через активну форму психодидактичної взаємодії. Такою ми вбачаємо дидактичну гру. В ній гармонійно поєднується гра та навчання. 
 Роблячи цей вибір, ми виходили з тих міркувань, що у перших класах відбувається адаптація до навчального процесу, а також зміна провідної діяльності. У цьому контексті найкраще підходить дидактична гра, яка забезпечує плавний перехід до нової провідної діяльності – навчання. Відповідно, запропонована модель педагогічної взаємодії це, комплекс елементів навчально-ігрової взаємодії спрямований на розвиток пізнавальної сфери та інтелектуальних здібностей дітей молодшого шкільного віку.

Мета. Виявити вплив засобів таеквон-до на корекцію плоскостопості у молодших школярів.Методи. До педагогічного експерименту, за згодою батьків, було залучено 25 дітей чоловічої статі віком 7–10 років, з І–ІІ ступенем плоскостопості, з числа учнів 2–4 класів закладів середньої освіти м.Івано-Франківська. Секційні заняття проводилися під керівництвом тренера-інструктора з таеквон-до тричі на тиждень протягом 9-ти місяців, тривалістю 60 хвилин. Максимальна ЧСС не перевищувала 140 уд/хв. Для дослідження стопи використовували метод Е.Г. Мартиросова [4], який передбачає зняття відбитків підошовної поверхні стоп (плантограми). Результати. Виокремлюють наступні фактори,які впливають на розвиток плоскостопості: недорозвинені м’язи стопи, слабкість м’язово-зв’язкового апарату, надмірні фізичні навантаження, надлишкова вага, тривала гіпокінезія, неправильно підібране взуття, косолапість, ікс-подібна форма ніг, травми стопи та надп’ятковогомілкового суглобу, а також генетично детермінована форма стопи. Розробка нових і вдосконалення існуючих засобів збереження соматичного здоров’я дітей молодшого шкільного віку та відновлення їх організму при різних порушеннях є одним із важливих завдань фізичної культури. В цьому контексті була розроблена інноваційна програма для дітей молодшого шкільного віку з порушеннями склепінчастого апарату стопи. В підготовчій частині заняття, окрім гімнастичних вправ для різних груп м’язів, використовували комплекс суглобової гімнастики з метою підготовки організму молодших школярів до виконання технічнихелементів таеквон-до. В основній частині заняття акцент робився на вивчення й удосконалення базових ударів ногами, а в заключній використовували релаксаційні вправи, самомасаж, дихальну гімнастику. Аналіз плантограм зроблених до початку і в кінці педагогічного експерименту дозволив встановити вірогідне покращення коефіцієнту К, пяточного кута і кутів біля першого і п’ятого пальців, що є свідченням повної корекції плоскостопості. Висновок. Отже встановлено, що комплексне застосування засобів таеквон-до і суглобової гімнастики забезпечує нормалізацію склепінчастого апарату стопи у дітей молодшого шкільного віку з І-ІІ ступенем плоскостопості.Ключові слова: молодші школярі, плоскостопість, таеквондо.

In the article "Relevance of implementation of the program "Remedial physical education for children of primary school age with functional postural disorders in the conditions of general educational institutions" the priority of corrective classes in schools for children with postural disorders was researched, revealed and updated. Therapeutic physical education is not only a medical discipline that uses physical education for the purpose of treatment and rehabilitation of students, as well as disease prevention. To increase the effectiveness of exercises, the task of exercise therapy includes the use of pedagogical means of influence: developing confidence in one's abilities, a conscious attitude to classes and the need to actively participate in them. The form of therapeutic physical culture is the organizational form in which the means of therapeutic physical culture are used and the methods of exercise therapy are carried out. The methods of physical therapy are actually the tasks of physical therapy. The name of the exercise therapy method indicates the disease or pathological condition in which this method is used. Means of exercise therapy are active therapeutic factors, such as gymnastic exercises, physical exercises in water, walking, classes on simulators, etc. The article also examines the theoretical issues of training physical education teachers for the implementation of the program "Remedial physical education for children of primary school age with functional postural disorders in the conditions of general educational institutions", reveals the age-related anatomical and physiological features of the development of younger schoolchildren, the main causes of functional postural disorders in younger students schoolchildren in the conditions of general educational institutions and at home, the tasks of the program, the prospects for the formation of knowledge, abilities, skills and competences in the process of studying the program are described. Key words: therapeutic physical education, primary school age, functional postural disorders, round back, lateral curvature of the spine, general educational institutions, therapeutic physical education lesson, lesson structure.

The article deals with the actual problem of social orphanhood, education and training of children of primary school age in boarding schools. The authors reveal the specificity of conflict interpersonal interaction among children of primary school age. The research methods used were the analysis of scientific literature on the problem of research, comparative analysis, synthesis, generalization. As a result, a program of conflict training for children was developed. Prevention and resolution of interpersonal conflicts among social orphans of primary school age will help to prevent the increase of socially negative phenomena in society.

Objective. To study the relationship between emotional disorders, behavioral disorders and tension headache, as well as the main predictors of tension headache among children of primary school age. Material and methods. We reviewed appropriate systematic reviews, randomized controlled trials, cohort and cross-sectional studies between 2001 and 2023 in the PubMed and eLibrary databases. Results. The relationship between emotional disturbances, behavioral disorders and tension headache was proven. The main predictors of tension headache in children of primary school age are anxiety, sleep disturbance, difficulties in social and psychological adaptation, unfavorable family situation, high demands on academic performance from parents, cognitive impairment followed by decreased attention, hyperreactivity and slow cognitive activity, lack of psychological and muscle relaxation. Conclusion. Prevention of tension headache in children of primary school age requires analysis of predisposing psychogenic factors, neuropsychological examinations of children and informing the parents of schoolchildren about this issue through training seminars.

Childhood obesity increases the risk of diseases as diabetes, cardiovascular disease, and nonalcoholic fatty liver disease. To evaluate the prevalence of comorbidities in school-age children with obesity and to compare its prevalence and the effect of a lifestyle intervention between children in primary and secondary school and between boys and girls. Cross-sectional analysis and lifestyle intervention. Centre for Overweight Adolescent and Children's Healthcare. Comorbidities were evaluated in 149 primary and 150 secondary school children with (morbid) obesity (162 girls). The effect of lifestyle intervention was studied in 82 primary and 75 secondary school children. One-year interdisciplinary lifestyle intervention. Insulin resistance (37%), impaired glucose tolerance (IGT) (3%), dyslipidemia (48%), hypertension (7%), and elevated liver transaminase levels (54%) were already common in primary school children. Glomerular hyperfiltration and insulin resistance were more prevalent in secondary school children. IGT was more prevalent in girls. The change in body mass index z score after intervention was greater in primary school children (primary vs secondary: -0.25 ± 0.32 vs -0.11 ± 0.47), even as the change in low-density lipoprotein cholesterol concentrations [primary vs secondary: -0.30 (interquartile range, -0.70 to 0.10) vs -0.10 (interquartile range, -0.40 to 0.30)] and systolic blood pressure z score (primary vs secondary: -0.32 ± 1.27 vs 0.24 ± 1.3). The change in body mass index z score, but not in comorbidities, was greater in boys (boys vs girls: -0.33 ± 0.45 vs -0.05 ± 0.31). The presence of comorbidities is already evident in primary school children with obesity. The effect of a lifestyle intervention on these comorbidities is greater in primary compared with secondary school children, stressing the need for early interventions.

The aim: Generalization of the results of research by various scientists in the context of anxiety as a stable personality trait, determining the list of causes of anxiety during play in children of preschool and school age. Materials and methods: The research was conducted within the framework of the agreement for international cooperation between Borys Grinchenko Kyiv University and University of Natural Sciences and Humanities in Siedlce. 400 people took part in the research from the Ukrainian side, 125 people from the Polish side, a total of 525 people. Of them: 130 (100/30) preschool children, 132 (105/27) primary school children, 130 (96/34) adolescents and 133 (99/34) young people. The methodologies "CMAS Explicit Anxiety Scale" (adapted by A. Prihozhan) and "Personal Anxiety Scale" (A. Prihozhan) were used to achieve the stated goal of the research. Results: Play as a social phenomenon has a positive impact on the health of preschool and school children. The positive impact is in identifying and resolving emotional and social issues. Negative effects on the health of preschool and school-age children have also been identified. This is the formation of anxiety as a stable personality trait. Three blocks of causes of anxiety in children of preschool and school age have been identified. The first block of reasons concerns the low level of organization of preparation for the game. The second block includes the reasons that are a consequence of the low level of the game process. Subjective experience of participation of children of preschool and school age in the game is reflected in the third block of reasons "Negative subjective result of the game". Conclusions: The article summarizes scientific data on the need to take into account during play the levels of activity of preschool and school age children, their individual psychophysiological capabilities and the existing situational and personal anxiety. Also, three blocks of causes of anxiety during the game were identified (block I - during the preparation of the game; block II - during the game; block III - getting a negative subjective result in the game).

Objective. To evaluate the effectiveness of complex treatment in combination with ozone therapy in children with moderate atopic dermatitis and concomitant moderate persistent allergic rhinitis.
 Materials and methods. Under observation were children of preschool and primary school age with moderate atopic dermatitis and concomitant moderate persistent allergic rhinitis. In these children, we studied clinical indicators, the content of populations and subpopulations of lymphocytes in the blood, immunoglobulins and circulating immune complexes in the blood serum, phagocytosis indicators, expression of toll-like receptors on leukocytic cells. Patients were divided into two groups depending on the therapy. The first group received complex conventional therapy, the second group received complex treatment in combination with ozone therapy.
 Results. It was found that in the first group of patients during the period of clinical remission, changes in immunological reactivity persisted. In the second group of patients, a more rapid onset of clinical remission was recorded, during which normalization of most immunity parameters was noted. The duration of complete clinical remission in the second group of patients more than twofold exceeded its duration in the first group of patients.
 Conclusions. The inclusion of ozone therapy in complex treatment of preschool and primary school children suffering from moderate atopic dermatitis and concomitant moderate persistent allergic rhinitis provides a more rapid onset of clinical remission. During the period of clinical remission, normalization of most immunity parameters, a pronounced increase in the expression of toll-like receptors-2 and toll-like receptors-6 on lymphocytes, monocytes and neutrophils are recorded. This indicates an increase in nonspecific antibacterial resistance. Conducting a repeated course of complex treatment in combination with ozone therapy ensures the preservation of complete clinical remission, the duration of which is twice as long as in the first group. High therapeutic effect of ozone, the availability of ozone therapy, the absence of complications and adverse reactions when using complex treatment in combination with ozone therapy allow us to recommend the widespread use of this method in children of preschool and primary school age suffering from moderate atopic dermatitis and concomitant moderate persistent allergic rhinitis.