INTEGRATION OF VALEOLOGICAL KNOWLEDGE INTO VARIOUS TYPES OF ACTIVITIES OF PRESCHOOL CHILDREN

Abstract

The article explores theoretical and practical ways to integrate valeological knowledge into various activities of preschool children. The study addresses the need to develop early awareness of health value, health-preserving skills, and responsible attitudes toward one’s body and well-being. Modern preschool education should implement valeological content comprehensively through play, cognitive, artistic-productive, motor, and labor activities. The research methodology included analysis of scientific sources on valeological education, identification of integration principles (visuality, accessibility, play orientation, practical significance, systematicity), and generalization of pedagogical experience in preschool institutions. Both domestic and international studies inform current Ukrainian preschool programs and methodological approaches. The article presents examples of applying valeological knowledge in children’s play, cognitive, experimental-research, artistic, musical, motor, and labor activities. Its scientific novelty lies in conceptualizing this integration as a holistic pedagogical system aimed at developing children’s health-preserving competence. Systematic implementation of valeological content fosters hygiene habits, rational nutrition, safe behavior, and a positive attitude toward physical activity and personal health. The study highlights prospects for further research, including the development of assessment systems for healthpreserving competence and the introduction of innovative technologies in preschool valeological education.