A HEALTHY LIFESTYLE OF YOUNGER SCHOOLCHILDREN: RETROSPECTIVE ANALYSIS Such aspects as an over-use of modern information technologies, low physical activity of younger schoolchildren, destruction of their axiological knowledge and age-related functional changes in their body systems

Kocha Inna candidate of Pedagogics, Senior Lecturer of the department of theory and methods of preschool education, primary education and speech communication of Municipal higher education institution"Kherson Academy of Continuing Education» Mykola Halaidiuk Ph.D in Physical Education and Sports, Associate Professor of the Department of Physical Education, Kotsyubynskyi Vinnitsa State Pedagogical University Alla Heta Ph.D in Physical Education and Sports, Associate Professor of the Department of Social Work and Special Education, Poltava Institute of Economics and Law Vasyll Sharodi Senior lecturer of the Department of Physical Education, State University "Uzhhorod National University" Olha Kravchenko Lecturer of the Department of Physical Education, State University "Uzhhorod National University" Olga Dudash Assistant of the Department of Physical Education, State University "Uzhhorod National University"

These processes make scientific studies on health rather relevant. Particular attention should be paid to the promoting of a healthy lifestyle among primary school pupils since an early age contributes to teaching children to care for their health and keep a healthy lifestyle.
At the same time, such aspects as an over-use of modern information technologies, low physical activity of younger schoolchildren, destruction of their axiological knowledge and age-related functional changes in their body systems have negatively affected their health. Therefore, the problem of promoting a healthy lifestyle among primary school pupils as one of the key competencies specified in the State Standard for Primary Education remains rather relevant.
An analysis of scientific and methodological sources concludes that the second half of the 20 th century had witnessed significant changes in the promotion of a healthy lifestyle among pupils, especially younger schoolchildren. However, there have been no comprehensive studies on this problem thus far.
Taking into account the multi-faceted nature of health, this research interprets the promotion of a healthy lifestyle among primary school pupils a complex process, focused on the development of children's vital competence, cultivation of their valuesbased attitude towards their health, as well as the creation of relevant conditions for maintaining and strengthening physical, mental, spiritual and social spheres of pupils' health during the educational process in primary school.
A historical-and-pedagogical study of scientific literature shows that there are many studies on the history of pedagogy, physical education which attempt to define and justify the periods (stages) of the establishment, functioning and promotion of a healthy lifestyle among schoolchildren [7; 20-37]. Taking into account the characteristic trends in physical training of younger schoolchildren (Chyzhyk, 2018)), relying on the periodization of promoting a healthy lifestyle among younger schoolchildren in pedagogical practice and science (Chernii, 2014) and theoretical analysis of legal documents and holistic studies on the characteristics of the content, forms and methods of health promotion in primary school, one can distinguish the following three stages: Stage 1 (1950Stage 1 ( -1969  the preparatory stage (the first sub-stage  1950-1959; the second sub-stage  1960-1969); Stage 2 (1970Stage 2 ( -1990)  the transformational stage (the first sub-stage  1970-1983; the second sub-stage  1984-1990); Stage 3   the updating stage (the first sub-stage  1991-2001; the second sub-stage  2002-2017). Each period has its chronological boundaries, caused by socio-economic, educational, medical and hygienic, socio-cultural factors, as well as a gradual evolution of the content, forms and methods for promoting a healthy lifestyle among primary school children [7; 20].
Historical and pedagogical studies make little effort to search for ways of promoting a healthy lifestyle among pupils in the field of pedagogical, cultural and valeological education, which does not show a real picture of scientific views on this problem.
It is vital to study the historical and pedagogical experience in promoting a healthy lifestyle among primary school pupils in the second half of the 20 th century  the early 21st century. This period is characterized by the elaboration and implementation of relevant legal documents, as well as the justification of the content, forms and methods for promoting a healthy lifestyle. Despite a wide range of studies, this period remains poorly studied and therefore requires further scholarly exploration.
This research aims to reveal the content, forms and methods of promoting a healthy lifestyle among primary school pupils in the second half of the 20 th century  the early 21st century based on comprehensive retrospective analysis and identify the main areas of applying certain constructive experience in today's education.
Presentation of the main material. The research employs the following theoretical methods: comparative analysis (a comparison of theoretical and psycho-pedagogical approaches to solving this problem and clarifying concepts and terms; theory and practice of promoting a healthy lifestyle among primary school pupils at different stages of education development in diachrony), system-historical (consideration of historical prerequisites for updating the content, forms and methods of forming a healthy way of life of students), a systemic-and-historical analysis (a consideration of historical prerequisites for updating the content, forms and methods for promoting a healthy lifestyle among pupils); special scientific methods: chronological order (a study of the process of promoting a healthy lifestyle in primary school and its periodization); bibliographic search (a systematization and classification of philosophical, psycho-pedagogical and methodical literature, archival materials, documents, periodicals on the problem of promoting a healthy lifestyle in primary school); critical analysis of scientific and methodological literature, practical experience (a study, systematization and generalization of Ukrainian experience of promoting a healthy lifestyle among younger schoolchildren), empirical methods (a study of documents for identifying the characteristics of preserving and promoting children' health in different historical periods); structural-and-systemic analysis of the content, forms, methods and teaching aids (a generalizion of findings and their interpretation with respect to modern primary education; an outline of opportunities for creative use of the acquired experience in promoting a healthy lifestyle among younger pupils). The research finds that much attention has been paid to a rational organization of lessons (study/relax balance) to prevent overload. Such active forms as walks, games, physical exercises, sports play an essential role in promoting a healthy lifestyle.
The second sub-stage (1960)(1961)(1962)(1963)(1964)(1965)(1966)(1967)(1968)(1969) involved an intensive development of physical education, mass sports and extracurricular activities, as well as an improvement of hygiene education, which influenced the promotion of a healthy lifestyle among younger schoolchildren. The main tasks of education were to develop new physical education programmes for primary school pupils (grades 1-4), retrain primary school teachers in the context of physical education methods, organize physical exercises before lessons and implement sanitary and hygienic rules for pupils.
In addition to positive changes, there were also negative trends, including the deterioration of primary school pupils' health, the inefficiency of forms and methods for promoting a healthy lifestyle among schoolchildren and non-systematic pedagogical activities aimed at teaching primary school pupils to care about their health.
The transformational stage  is caused by dramatic changes in the promotion of a healthy lifestyle among primary school pupils after reforms in primary school.
The first sub-stage (1970)(1971)(1972)(1973)(1974)(1975)(1976)(1977)(1978)(1979)(1980)(1981)(1982)(1983) was aimed at updating the content, forms and methods of teaching and learning. Particular attention was paid to the restructuring of primary education. Given reforms in primary education (three-year education since 1971), the promotion of a healthy lifestyle among younger schoolchildren implied using the following health-promoting approaches in the educational process: the so-called -green lessons‖ (outside the classroom); active games during long breaks and in after-school clubs; music breaks during lessons, daily physical exercises; involvement of pupils in sports clubs and sections; installation of nonstandard sports equipment in school playgrounds.
The second sub-stage (1984)(1985)(1986)(1987)(1988)(1989)(1990) was characterized by the main historical-and-pedagogical processes of the period under study, namely, reforms in primary education, which introduced four-year primary education (1984). The basic health-promoting tasks of primary school included creating optimal conditions for the full development of pupils; enhancing the role of physical development; eliminating overload and making educational material more understandable; updating school facilities, which should meet all age characteristics of primary school pupils; ensuring links between preschool and primary education. Besides, new programmes underwent significant transformations since differentiated educational standards and homework, aimed at promoting a healthy lifestyle and motor activity, were included in physical education programmes). Health-promoting objectives, defined by legal documents on education reforms, caused the need to improve the forms and methods, which would provide all pupils with systematic physical training in school and after-school time, and enhance the physical development of children and meet the requirements of school hygiene. The effective forms of working with schoolchildren in school time included compulsory health hours daily, physical exercises, morning gymnastics, physical activity breaks, active games, breaks. Important extracurricular forms promoting a healthy lifestyle among primary school pupils were hiking, walking, sports competitions, sports sections.
The negative trends in education at that time were as follows: schools' inability to implement reforms; ineffective use of individual forms and methods of working with six-year-old children who had difficulties in learning; insufficient provision of schools with medical specialists, which significantly decreased efficiency of preventive work and hygiene education of pupils. Also, one could observe a certain inability to systematically promote a values-based attitude towards a healthy lifestyle among pupils, as well as the irregular organization of pupils' motor activity during the educational process.
The leading trend of the updating stage : the first sub-stage  1991-2001; the second sub-stage  2002-2017) was the Declaration on State Sovereignty of Ukraine, which caused shifts in educational paradigms. The beginning and the end of this stage covered the adoption of the Laws of Ukraine -On Education‖ (1991,2017), which became the basis for the introduction of new ideas, changes in the structure and content of curricula and programmes of primary education aimed at developing a healthy personality.

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The proclamation of Ukraine's independence resulted in the creation of certain favourable conditions for promoting a healthy lifestyle among schoolchildren in light of the adoption of new state standards on primary education (providing the necessary facilities; eliminating overload under psychophysiological factors in educational activities; organizing integrated learning based on gaming methods; establishing health-promoting centres and modern playgrounds and sports grounds; applying didactic tools aimed at promoting children's health).
Given its integration into the global educational space at that time, primary education witnessed a constant update of innovative approaches to promoting a healthy lifestyle of primary school pupils (frequent discussions on this problem at the state level; creation of a modern health-promoting educational space; integration and humanization of the educational process; expansion of the content, forms, and methods of working with primary school pupils).
It became vital to develop and scientifically justify innovative information technologies, forms, methods of work and elaborate educational programmes, textbooks and teaching aids for schools to promote a healthy lifestyle among primary school pupils. Innovative methods of working with primary school students included project activities, critical situations, analysis of social situations, portfolios, brainstorming.
Lessons and after-school time paid much attention to educational work (planning sessions, lectures, educational events, health days, health weeks, sports clubs classes; participation in competitions, such as -Cossack Fun‖, -Mini-Football‖, -Happy Sports Family‖, -Cheerleading‖) and physical education and health lessons (movement breaks, breathing exercises, gymnastics for eyes, psychological breaks, music therapy).
The main trends in the promotion of a healthy lifestyle among primary school pupils included the following: the increased attention to pupils' physical activity; the introduction of additional relaxing days during the working week; active implementation of health-promoting technologies in the educational process (related to physical education, recreation, hygiene); the creation of educational programmes aimed at preserving and promoting pupils' health; the enhancement of experimental research in primary education; the increasing impact of media and social networks on the overall health of the population.
Conclusions. Based on a systemic-and-historical approach and comparative analysis of health-promoting goals stated in legal documents, reports, analytical certificates, one can identify the following main factors in the promotion of a healthy lifestyle among primary school students in the period under study: socially-economic (European integration processes in education; the improvement of facilities in primary school (spatial environment, didactic tools, educational centres); educational (the elaboration of sectoral legal documents; the updating of primary education content; the introduction of research experimental work in primary education); medical and hygienic (compulsory medical examinations of pupils; the provision of hygiene and sanitary conditions in schools; the establishment of health care facilities, including child health centres, hygiene and public health centres); socio-cultural (the development of a values-based attitude towards health in children; promotion activities aimed at motivating pupils towards a healthy lifestyle).
The research proves that the promotion of a healthy lifestyle among primary school pupils is a complex process focused on the development of children's vital competency, their values-based attitude towards their health and the creation of necessary conditions for preserving and strengthening physical, mental, spiritual and social spheres of pupils' health in primary school.
Stage 3   the updating stage: the first sub-stage (1991)(1992)(1993)(1994)(1995)(1996)(1997)(1998)(1999)(2000)(2001) is devoted to the updating of primary education content; the second sub-stage (2002-2017)  the promotion of a healthy lifestyle among schoolchildren under the conditions of educational changes. This period is characterized by the following trends: the establishment of health promotion schools; the creation of health-promoting environment; the implementation of experimental research work in primary education; the elaboration of programmes aimed at preserving and promoting pupils' health; active introduction of health-promoting technologies into the educational process (related to physical education, recreation, hygiene).
The main trends that determined structural changes in the promotion of a healthy lifestyle among primary school pupils in the second half of the 20 th century  the early 21st century are as follows: structural and organizational  the organization of physical activities in after-school clubs; the provision of balanced nutrition through modernizing and constructing school canteens; contentrelated  the updating of the content and structure of primary education to ensure full development of children following their age and psychophysiological characteristics; the establishment of health promotion schools; educational and technological  the introduction of innovative technologies and methods (project-related health-promoting technologies, personality-oriented training, Yefymenko's technology, learning in motion); informational and educational  educational work (promotional speeches, organization of health months, health and sports days, meetings with doctors, athletes, coaches, psychologists).
The research highlights the ideas of effective historical-and-pedagogical experience in promoting a healthy lifestyle among primary school pupils, which teachers can use to improve the educational process in secondary schools.
The research finds that the promising areas for improving the promotion of a healthy lifestyle among primary school pupils are the following: the increase of pupils' physical activity during the educational process (daily health hours and after-school clubs;

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morning gymnastics, complex physical exercises of different intensity, participation in wellness challenges, CrossFit competitions); the cooperation with associations and public organizations through a series of activities aimed at promoting a healthy lifestyle among pupils (health-promoting marathons and actions; social health programmes); the creation of projects on social partnership within the school and educational environment aimed at promoting health (the establishment of special councils for promoting a healthy lifestyle); monitoring of pupils' motivation to care for their health, physical development and activity; the development and implementation of a system of lifelong education on children's health and lifestyle (video blogging, lifehacking, pedagogical coaching, workshops). The scientific value of the research covers the following: for the first time, a scientific pedagogical problem of developing theory and practice in promoting a healthy lifestyle in primary education in the second half of the 20 th century  the early 21st century has been studied; the author's periodization of promoting a healthy lifestyle in primary school in the second half of the 20 th century  the early 21st century (Stage 1 (1950-1969 the factors influencing the promotion of a healthy lifestyle among primary school pupils, which include socially-economic factors (European integration processes in education; the improvement of facilities in primary school (spatial environment, didactic tools, educational centres); educational factors (the elaboration of sectoral legal documents; the updating of primary education content; the introduction of research experimental work in primary education); medical and hygienic factors (compulsory medical examinations of pupils; the provision of hygiene and sanitary conditions in schools; the establishment of health care facilities, including child health centres, hygiene and public health centres); socio-cultural factors (the development of a values-based attitude towards health in children; promotion activities aimed at motivating pupils towards a healthy lifestyle), have been identified; the trends which caused the promotion of a healthy lifestyle among primary school pupils in the second half of the 20 th century  the early 21st century (structural and organizational  the organization of physical activities in after-school clubs; the provision of balanced nutrition through modernizing and constructing school canteens; content-related  the updating of the content and structure of primary education with the aim to ensure full development of children in accordance with their age and psychophysiological characteristics; the establishment of health promotion schools; educational and technological  the introduction of innovative technologies and methods (project-related health-promoting technologies, personality-oriented training, Yefymenko's technology, learning in motion); informational and educational  educational work (promotional speeches, organization of health months, health and sports days, meetings with doctors, athletes, coaches, psychologists) have been revealed; the prospects of using innovative experience in promoting a healthy lifestyle among primary school pupils in modern schools (the increase of pupils' physical activity through the introduction of innovative forms of work; the establishment of cooperation with associations and public organizations, the introduction of projects on social partnership aimed at promoting health among schoolchildren) have been determined; such concepts as -health‖, -healthy lifestyle‖ and -promotion of a healthy lifestyle among primary school pupils‖ have been defined; the provisions revealing the system of promoting a healthy lifestyle among primary school pupils have been further developed; little-known documents, historical facts and information about promoting a healthy lifestyle among primary school pupils, based on identified archival materials, in particular, the State Archives of Kherson Oblast  repositories 3706, 2239, 2004; the Central State Archives of Higher Authorities and Administration of Ukraine, Kyiv  repository 166.
The practical value of the research consists in the fact that its results are reflected in the specialized course, titled -A Healthy Lifestyle  a Healthy Nation‖ and methodological recommendations, titled -The Content, Forms and Methods of Promoting a Healthy Lifestyle among Schoolchildren: A Historical and Pedagogical Retrospective‖. Research findings can be used by higher education institutions to train primary and physical education teachers, as well as can be implemented in the system of postgraduate education and the organization of working with secondary school teachers.