The influence of dance structures on anthropological status in preschool children

Sjedilački način života kod djece predškolske dobi proizveo je nedovoljno tjelesnih aktivnosti. Nužno je potrebno više kretanja, izlazaka u prirodu, bavljenja sportom i plesom. U samim početcima, ples je predstavljao dio rituala zajednice, iskazivanja osjećaja u najširem smislu. Ples je koristan za djecu predškolske i mlađe školske dobi jer se kroz plesne aktivnosti potiče usvajanje zdravih navika kao što su pravilna prehrana, održavanje higijene tijela i dr. Kroz ples se potiče razvoj socijalnih vještina i psihičkog zdravlja djece jer se mogu realizirati sadržaji i aktivnosti koje se u stvarnosti ne mogu provesti. Utječe na intelektualni razvoj jer dijete nadopunjava praznine u svom znanju te potiče mišljenje i stvara virtualne predodžbe. Djeca predškolske dobi brzo savladavaju nova motorička gibanja, spontano se izražavaju kroz plesne pokrete, gipki su, vole nove motoričke izazove i igru. Odgojitelj bira programske sadržaje i prilagođava ih mogućnostima djece. Mnogi problemi današnje djece i mladeži, kao što su pretilost, poremećaji ponašanja i učenja, agresivnost i pomanjkanje empatije mogli bi smanjiti uključivanje u kvalitetne odgojne plesne programe već od najranije dobi. Smisao za ritam se ne uči, nego je djeci urođen. Plan i program tjelesne i zdravstvene kulture za djecu predškolske dobi treba utjecati na razvoj i transformaciju antropološkog statusa djeteta, a sadržaji bi se trebali temeljiti na zadovoljavanju djetetove potrebe za kretanjem. Uloga odgajatelja u planiranju je od velike važnosti, a dobro i kvalitetno planiranje i programiranje jedan je od temelja za realizaciju cilja i programa tjelesne i zdravstvene kulture.The sedentary lifestyle of preschool children has produced insufficient physical activity. More movement, going out in nature, playing sports and dancing are urgently needed. From the very beginning, dance was part of a community ritual, expressing feelings in the broadest sense. Dance is useful for children of preschool and younger school age because it encourages the adoption of healthy habits such as proper nutrition, maintaining body hygiene, etc. Through dance, the development of social skills and mental health of children is promoted, as contents and activities can be realized. cannot be implemented in reality. It affects intellectual development because the child fills in the gaps in their knowledge and stimulates thinking and creates virtual perceptions. Preschoolers quickly master new motor movements, express themselves spontaneously through dance movements, are flexible, love new motor challenges and play. The educator selects the program contents and adjusts them to the possibilities of the children. Many problems of today's children and young people, such as obesity, behavioral and learning disorders, aggression and lack of empathy, could reduce inclusion in quality dance education programs from an early age. The sense of rhythm is not taught, but is innate to children. The curriculum of physical and health education for preschool children should influence the development and transformation of the anthropological status of the child, and the contents should be based on satisfying the child's need for movement. The role of the educator in planning is of great importance, and good and quality planning and programming is one of the foundations for the realization of the goal and programs of physical and health culture