Keyword: «health preservation»

The problem of professional health of specialists of the Department of Social Development with different lengths of service is considered. The empirical data characterizing professional adaptation and professional health are presented. The practice of professional health promotion is analyzed. It is proposed to supplement the ongoing health-preserving measures with the creation of psychological relief rooms and the introduction of supervision for specialists.

The article focuses on the meaning and role of using healthy technologies in school. Attention is focused on the relevance of the problem of health saving for a modern school, on the formation of the value of health and a healthy lifestyle among students. This article emphasizes that the use of healthy technologies makes it possible to productively use educational time and achieve high educational results.

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.

Preparing children for schooling is aimed at creating various levels of physical, mental, and social development that will ensure successful assimilation of the school curriculum while preserving the child's health. Incorporating STEM approaches into physical education classes for preschoolers contributes to their health promotion and lays the foundation for successful adaptation to schooling.

The relevance of the study is due to the contradiction between the declared transition in Russian national projects to a resource-based model of health preservation for older adults and the persistent dominance of the deficit approach in actual practice, in which education is not considered as a system-forming factor of active longevity. The absence of a pedagogically grounded resource-based model based on non-formal education creates a gap between scientific knowledge and the real needs of the state, education, and the individual. The aim of the article is to pedagogically substantiate a resource-based model of health preservation for older adults, in which non-formal education acts as a system-forming factor of active longevity. The methodological framework includes systemic, resource-based, and andragogical approaches. Theoretical methods were used: literature analysis, comparative analysis of deficit and resource-based models, content analysis of federal and regional programmes (“Older Generation”, “Moscow Longevity”, “Silver Age”) according to five criteria. The empirical analysis showed that education is considered as a system-forming factor of health preservation in none of the analysed documents. Three types of models were identified: deficit (focused on compensating losses), mixed (combining medical approach and information), and resource-based (including education as an element). Theoretical analysis confirms that non-formal education (voluntary, practice-oriented, flexible, providing social support and psychological safety) has the potential to become a system-forming factor in the transition to a resource-based model. A conceptual scheme of the resource-based model is proposed, including four components (cognitive, activity-based, social, and meaning-oriented) and a cyclic mechanism for their implementation. The theoretical significance lies in the pedagogical substantiation of the resource-based model of health preservation, where non-formal education acts as a system-forming factor of active longevity. The practical significance is that the proposed scheme can serve as a basis for designing educational programmes and evaluating their effectiveness. Further research will be aimed at the substantive content of the components, the development of diagnostic tools, and empirical testing of the model.