Keyword: «health culture»

The article presents the results of a study of students of a pedagogical University on the issues of a healthy lifestyle. The presence of a significant proportion of students with health deviations and the General trend towards its deterioration puts the problem of forming healthy lifestyle habits of students in the forefront. Of particular relevance is the promotion of orientation to a healthy lifestyle among future teachers (teachers-psychologists, social educators). The purpose of the article is to increase the psychological and pedagogical competency of pedagogical University students in the formation of attitudes and value orientations to a healthy lifestyle. Research methods: theoretical (analysis of psychological and pedagogical literature), empirical (questionnaires). The study revealed the need for systematic and comprehensive work to prepare future teachers to preserve and strengthen the health of their students, to use health-saving educational technologies in the educational process: diagnostics and information on healthy lifestyles; designing work in the field of health improvement of children and young people, formation of orientation to a healthy lifestyle for all participants of the educational process; prevention of deviant behavior. The authors draw attention to the potential of project activities with the aim of forming positive attitudes to the preservation of various types of health, a life position aimed at a healthy lifestyle of students. One of the main objectives of the events is to develop students ' experience of a healthy lifestyle, which can be used in the future with participants in the educational process (students, parents, teachers), development and implementation of programs for the formation of a health culture. Forms of work: discussions, thematic conversations, organizational and activity games, foresight sessions in the form of games, actions that provide an interactive format, classes with elements of training, art therapy, practices that include the implementation of projects and programs, exchange of experience in the framework of health-improving events. The results of the study showed the feasibility of using innovative experience in forming healthy lifestyle habits of students - future teachers, their application in working with students of different age categories.

This article examines the issues of forming a culture of personal health, the importance of a healthy lifestyle in forming the social and psychological well-being of a person, and the development of human capital as the value potential of society.

The article examines the issues of continuity in the formation of a health culture in preschool and primary school children. The relevance of the topic is due to the need to create a unified health-preservation system that ensures the continuity of the educational process and takes into account the characteristics of children with different educational needs. The authors propose an integrated approach that combines pedagogical and defectological methods aimed at strengthening the physical, mental and social health of children. The article presents the theoretical foundations of continuity, practical recommendations for teachers and specialists, as well as examples of successful practices. The materials of the article may be useful for workers of preschool and primary school education, defectologists and researchers in the field of pedagogy and psychology.

The relevance of the study is determined by the contradiction between the strategic importance of health preservation, enshrined in the Federal Educational Standards, and the insufficient development of pedagogical approaches that foster a conscious attitude of primary school pupils to their own health. As an analysis of existing practice shows, it is often limited to hygiene measures and one-off events, without addressing the child's motivational sphere and without ensuring the integration of knowledge and behavior (this thesis is confirmed in our research and literature analysis). The aim of the article is to analyze the development level of ideas about a healthy lifestyle (HLS) among second-graders and their readiness to implement health-preserving practices in everyday life. The leading research method was pedagogical testing with the use of an adapted diagnostic methodology that allowed us to assess cognitive (knowledge about HLS) and behavioral (actual adherence to rules) components. The cognitive component was diagnosed through answers to questions about daily routine, hygiene, and healthy habits; the behavioral component was diagnosed through the analysis of adherence to these rules in the school environment. To increase the reliability of the results, the method was supplemented by an analysis of pupils' medical records (indicators of physical development, health group) and included pedagogical observation of children's activities during routine moments (meals, physical activity, hygiene procedures). The empirical base consisted of 60 second-grade pupils from the "Pozharskaya School" Municipal Budgetary Educational Institution in the Simferopol district of the Republic of Crimea. Main results of the article: A statistically significant correlation was revealed between the objective health status of pupils and their subjective readiness to follow a healthy lifestyle. It was found that a significant part of children (more than 40%) have fragmentary ideas about HLS that are not supported by regular health-preserving activities. A significant gap was recorded between the knowledge of HLS norms and their implementation in everyday life: the declared rules are followed situationally and require external control from adults. At the same time, the level of awareness about the rules of a healthy lifestyle among the majority of second-graders is assessed as average and above average; however, corresponding behavioral habits are developed in only a third of the respondents. The theoretical significance lies in clarifying the structure of the concept of "readiness to follow a healthy lifestyle" in relation to primary school age through the identification and interrelation of cognitive and behavioral components, as well as in substantiating their age-specific content. The practical significance is determined by the possibility of using the adapted diagnostic tools by primary school teachers for monitoring the effectiveness of health-preserving activities and designing individual work with pupils who have a low level of motivation to take care of their health.