FEATURES OF THE ORGANIZATION OF PHYSICAL CULTURE AND HEALTH WORK WITH CHILDREN WITH SPECIAL NEEDS IN A PRESCHOOL INSTITUTION

The issue of upbringing and teaching children of preschool age with special needs is stipulated by the tendency to increase the number of children with developmental problems. The aim of the article is to summarize the literature data and specialists' own observations concerning the features and specifics of the organization of physical culture and health work with the preschool children with special needs. 36 pupils with special needs, aged 4‒7, who reside at the Children's home «Sonechko» in Zaporizhzhya participated in the experiment. In addition to the generalization of literary data, the medical documentation of the children constituting the dispensary group was worked out, their psychophysical status and quality of life (QA) were monitored by means of questionnaires filled in by their parents or persons who represent them. It has been shown that in recent years the use of traditional means of physical education for correction of the psychophysical condition of the children with special needs has not led to significant positive changes within the indicators of physical compliance. There is a decrease in such physical qualities as agility, speed, strength, flexibility and endurance demonstrated by the children suffering from cerebral palsy at all age stages. Therefore, special exercises are essential for them in terms of forming the basic motor skills and abilities, which promotes the development of physical qualities. Children learn to correctly capture objects various in shape, volume and weight as well as manipulate with them. Many children demonstrate non-concordance between the rhythm and motion, which substantiates the importance to teach them to coordinate movements with a given rhythm, for example, perform exercises according to the count, clapping, music, which will improve their active understanding. When conducting a frontal lesson, long stay of children in one and the same posture should be avoided. A long explanation of the problems leads to fatigue and a decrease in their motor activity. Excessive excitement of children increases muscle tension and makes it difficult to perform exercises. The organization of physical education of children with special needs in a pre-school educational institution, based on the use of a complex of means providing adaptive physical education, will increase the efficiency of direct educational activities, which will positively influence children's physical, psychological and emotional well-being. The physical development of children with special needs, constructed in the proposed way, will help to strengthen their health and physical development as well as consolidate children's achievements in correctional and developmental work.