“There is every reason to consider the hand as an organ of speech - the same as the articulatory apparatus. From this point, the hand is another speech zone of the brain,” proves M. M. Koltsova (a famous researcher of children’s speech). Therefore, finger training, that is, development fine motor skills, should be started as early as possible, especially in children with speech impairment.
Fine motor skills are developed by:
The listed types of children's activities are used in daily work with children, since episodic activities cannot give a positive effect. To achieve the desired result, it became necessary to do regular work on the development of fine motor skills and coordination of movements of the fingers, using game exercises in various types of activities and routine moments.
“Finger pool” easy to do at home: scatter peas or beans 6-8 cm high in a large rectangular box with low sides. Carrying out finger exercises in such a “pool” helps to activate motor sensations.
Hedgehog brush. The working surface of the “hedgehog” can be made from a massage hair brush. Its surface area, if possible, should correspond to the surface area of the child's palm and fingers. The wide elastic band ensures a tight fit of the brush to the palm of the hand (thumb abducted). The brush can be used in two positions:
a) teeth to the palmar surface of the hand;
b) teeth to the outer surface of the hand.
With the help of numerous point stimuli, the arm muscles receive fairly strong and point motor sensations. This allows you to successfully use the new simulator in speech therapy physical education classes.
Finger gymnastics allows you to establish a close connection between speech function and the general motor system. The combination of movements of the body and speech organs helps relieve tension, monotony of speech, observe speech pauses, teaches you to control your breathing (a child under 7 years old still has respiratory arrhythmia), the formation of correct pronunciation, and the inclusion of tactile sensations in the work will improve and speed up the memorization of the poetic text. Gymnastics for the fingers are divided into passive and active. Passive gymnastics is recommended as a preliminary stage before active gymnastics for children with a low level of development of fine motor skills. Then you should move on to active finger gymnastics exercises. All exercises are carried out in a playful way. Their complexity should be chosen depending on the level of development of fine motor skills of the child’s hands.
Laces, fasteners, buttons, zippers . In everyday life we often come across these objects. A child's hands are not yet developed enough to manipulate them with ease. You need to train everywhere and always on everything that can be tied, fastened, laced, and in no case should you be upset if it doesn’t work out the first time. You need more patience, attention, endurance.
Laying out letters from various materials - serious business. It requires perseverance and patience from children, and develops the skill of performing an action according to a given pattern. The lesson can be divided into several stages. First, the adult lays out or draws a sample letter on paper and introduces it to the child. Then the baby copies a letter from the material provided. The next stage is when the preschooler, with the help of an adult, lays out simple words, learning to read, I use mosaics, seeds, small nuts, buttons, pieces of paper, twigs, counting sticks, thick threads for the lesson. I suggest that the child find the material to complete these tasks on his own. All activities involving small objects must be supervised by adults.
Games with pencil, cereal, beads, nuts . I suggest that the child regularly practice with cereals: sort, guess with his eyes closed, roll between the thumb and forefinger, press alternately with all the fingers of both hands on the table, while trying to make rotational movements. Teaching a child to roll two walnuts (pebbles, balls) with the fingers of one hand is not at all difficult; first, suggest rolling a hexagonal pencil between his palms. All this has an excellent tonic and healing effect. This one is simple and effective massage promotes blood flow to the nerve endings on the fingers consistently, sending positive impulses to the brain.
Main areas of work with children in the classroom:
One of the methods for developing fine motor skills: using the “from simple to complex” system, so developing fine motor skills in children’s hands can begin with learning self-massage techniques.
Self massage- this is one of the types of passive finger gymnastics. I did it every day 2-3 times a day, because... self-massage has a tonic effect on the central nervous system, improves the functions of receptors of the pathways. Self-massage began with lightly rubbing the fingertips in the direction from the tips to the palm of one hand, then the other.
After this, the palm was rubbed first with one hand from the middle to the edges with the thumb of the other.
To develop fine motor skills of the hands, you can use various sports equipment and some small objects: jump ropes, balls, gymnastic sticks, rings, sticks, flags, weighted bags.
Children are introduced to new exercises through physical education classes. Further formation of fine hand movements and improvement of motor skills is carried out during gymnastics, physical exercises, and walking.
A significant place in working with children to develop fine motor skills of the hands is given to exercises with small balls: different in size, material, color, texture, structure, and functional purpose. Such a variety of small balls,
firstly, it allows you to take into account the individual, age, and physical characteristics of the child;
secondly, through muscle feeling, visual and tactile sensitivity in the process of action, the child learns to compare objects;
thirdly, children become familiar with the names of specific actions, various signs and properties of objects, and later can
independently give a detailed description of different balls and the manipulations performed with them.
At the initial stage, instead of a ball, you can use a weighted bag filled with bulk material (preferably not sand). The bag is not filled too tightly; it should not be tight. The bag is more convenient than a ball to catch with one hand; when it falls on the floor, it does not roll away, the child feels it better in his hand.
You can do these exercises. Exercises in transferring an object.
Exercises in throwing an object, throwing it and catching it (juggling with one object).
Exercises in throwing and catching objects in pairs.
Throwing and catching bags with both hands, children stand at a distance of 2-4 m from each other.
Throwing the bag to each other with one hand. Same with the other hand
Simultaneously throwing bags to each other with both hands and then catching them.
Group exercises in passing, throwing and catching an object.
1. Children sit cross-legged in a circle. Passing bags to each other. musical accompaniment. The music stops - the transmission stops and the music resumes, the game continues.
2. Children stand in a circle, the driver is in the center with a bag in his hands. Throwing the bag up, the driver calls the name of one of the players, who must catch the bag. The one who catches it becomes the driver.
The skills developed in exercises with weighted bags are then transferred to similar exercises with other objects: cloth and then rubber balls, rings, etc. The use of exercises with various small objects allows a child with speech pathology to achieve noticeable results in the development of the motor sphere and stimulates his speech function.
Timely and comprehensive development of fine motor skills of children's hands is extremely important aspect working with children at home and in preschool educational institutions. Every parent must know that children's fine motor skills are the natural ability to perform dexterous and precise movements with their hands and fingers.
Coordination covers the activities of the skeletal, nervous, and muscular systems. The scope of hand motor skills includes a whole range of gestures, such as grasping an object, drawing, and writing.
To the children preschool age developed harmoniously, parents and educators must know all the features of the child’s psyche and use proven means of developing important skills.
Proper training of a child's fine motor skills is a fundamental aspect of child development as a whole. This area of skills is laid down already in the period when the child is considered a newborn.
The youngest children use fine motor skills in such a way that at first they only look at and study their own limbs. They soon learn to control their hands.
At an early age, the child grasps toys and other things with his palm. As he develops, he learns to use two fingers to grasp an object; the index finger and thumb are used.
The sooner children master the correct grip of objects, the more correctly and comfortably they will hold their first spoon for eating, then a pencil and brush for creativity.
putting colorful rubber bands on your fingers according to the patterns shown in the picturesParents must understand why they need to pay so much attention to the development of motor skills. It is worthwhile to work intensively with the child while he is attending the nursery (1.5-2 years), the first and second junior (2-4 years) groups, the middle (4-5 years) and senior (5-6 years) groups kindergarten. The fact is that at the final stage of training and education in a preschool educational institution, in the preparatory (6-7 years old) group, many tests are carried out to determine readiness to master the program at school.
Cognitive processes and other aspects depend on the perfection of fine motor skills. When there is complete order in this area, the child is predisposed to successfully learning to write, is capable of logical mental operations, can reason productively, has excellent memory, the potential for effective concentration, a rich imagination, and uses coherent, well-constructed speech when communicating.
Fine motor skills are not formed immediately, but according to a certain, gradually progressive pattern. Moreover, each child has an individual development scenario.
In young children, awkward and even funny movements predominate. Soon the body begins to work more harmoniously and more accurately. In order for the process of developing motor skills to proceed quickly and efficiently, we recommend practicing educational games. How to develop a child in this direction is described in detail below.
There is an important nuance in the area of improving children's motor skills. It should be noted that fine motor skills are closely interconnected with the sphere of perception, memory, children's nervous system, areas of attention and vision.
It has been scientifically proven that children who masterfully use their hands have the best speech development. This happens because the motor center is localized in the brain in close proximity to the speech center. The process of learning motor skills, where the fingers are involved, naturally activates the speech center.
In order for a child to develop broad speech abilities according to his age, it is worthwhile to focus on the development of fine motor skills in games and entertainment. It’s good that today a huge number of thoughtful toys are produced for this purpose.
By training fine motor skills, you can make a child’s life much easier, because as he grows up he will have consistently fast reactions, beautiful handwriting and pronounced manual dexterity.
To supplement the kindergarten program with home self-education, you need to determine the child’s abilities by consulting a specialist. During a conversation with a psychologist or other expert, you can discuss topics that concern you and prevent various developmental problems. Individual developmental diagnostics are required not only for children with disabilities, but also for all healthy children, as the number of mental disorders is increasing today.
The relevance of home activities with children is growing every day, as they organically complement education in preschool educational institutions. If you find it difficult to work with your child and cannot organize effective lessons in a playful way, then watch master classes on the Internet or enroll your child in a paid club. So, the benefits of developing fine motor skills are obvious. Next, we will look at the most popular types of training sessions.
All parents should familiarize themselves with generally accepted techniques for training children's motor skills.
A simple technique that promotes more effective development of motor skills is massaging children's palms and fingers. You can randomly stroke, massage and move your fingers in different directions along the child’s hand and combine these actions with funny rhymes. For example, a story about a magpie-crow.
A great workout for your hands is to screw and unscrew caps using bottles or jars. different forms and sizes. Soon your hands will become dexterous. This exciting game will not get boring.
All children can make crafts from plasticine. Depending on age and preferences, we take dough, plasticine or clay, and for convenience we use a board. For example, make a hedgehog, a dog or other simple animals. Modeling skills will also be useful when making homemade figurines together. The child will be delighted to help his parents and at the same time develop his hands.
We perform different variations of the fun clapping system together with the child. Thanks to this entertainment, he will quickly learn to straighten his hand and clap hard, this is useful for motor skills.
It is worth purchasing safety scissors for children, a convenient glue stick, cardboard and paper of different colors. It is easy and interesting to teach your child how to create beautiful compositions. You can cut out shapes (squares, circles) and stick them in the form of a composition, or make snowflakes. In addition to motor skills, applications develop the ability for creative vision and spatial thinking.
For the youngest children, from 7 months, there is an excellent activity that can captivate for a long time and perfectly develop the ability to use their hands. The exercise can proceed as a study of the properties of paper; the child can crumple it, tear it, or throw it. When reading books after a year, let the child turn the pages himself. You can also make books with your own hands. You can develop a project, prepare parts and write a text together, and the child will complete the process - he will be able to glue the parts together according to your instructions.
Pay attention to games such as puzzles and mosaics. Purchase such products according to age. Usually larger parts for children under 3 years old. By assembling puzzles and mosaic pictures regularly, we train our imagination.
Children actively develop imagination and intelligence when they trace dotted lines in workbooks, color, and draw on the board. In addition to mastering the coloring books, we recommend that you familiarize yourself with the copybooks.
It’s great if mom has beads made from elements of different colors, shapes, and sizes. Let the baby touch them from time to time, put them on the doll or parents.
A proven hand exercise is unfastening, fastening and inserting the laces into the holes. Fasteners can be found in clothing. Children love to unfasten zippers on their own and learn to work with buttons. You can make a rug with buttons where you can fasten parts. As a result, we develop our hands and gain independence.
In the store you can buy a set of bowls that fit inside each other. By playing with them, the child learns to distinguish big from small.
Take a pea with your fingers, put it in a jar, close the lid. Filling containers with peas is not suitable for overly active children.
You can play with cereals in any container. To improve motor skills and sharpen tactile abilities. You can add several types of cereals and provide them to your child.
Buy kinetic sand, scatter it on a horizontal surface. It is easy to attract any child with such a game. This substance is pleasant to the touch, does not smell, does not stick to your hands, and does not stain the table. If you only have regular sand, you can draw on it.
You can use finger games from the Internet or books, or invent your own variations. Such activities undoubtedly train motor skills and entertain the child.
There are also unpopular innovative ideas for training children's motor skills. Non-standard equipment for classes can be bought in a store or found at home.
To ensure that your artistic activity brings a lot of pleasure and benefit, do not use brushes. The base can be either an album or an easel. The panel can be depicted on a sheet or whatman paper. Children produce amazing pictures. Don’t skimp on children’s clothing, rather pay attention to creativity. There are special paints for fingers. You can create rainbow patterns and paths with your palm by painting each finger a different color.
It has been noticed that children are amused by household clothespins. Give them the task of attaching them somewhere.
Preschoolers are excellent at mastering the technique of finger painting using the dot method. Points are placed one after another until the desired pattern is obtained.
Original paintings are created when children create them using small pieces of fabric. To make a tool for creativity, take a bag in which we collect more colorful fabric scraps or threads. To create a picture, you need to glue this material onto paper within certain contours.
You can buy practical and useful soft books, which present different textures. Such developmental materials can be sewn and glued yourself.
If you have a penchant for needlework, make an educational pillow with many interesting fabric objects, buttons, and beads sewn into it. The child will be happy to study it.
Use the splatter technique or paint with chalk. The main thing is that the child has a desire to depict objects that are interesting to him.
Everything is simple in this technique; absolutely any paints are used and objects are used instead of a brush to create a print. You can use tree leaves or a piece of foam rubber as a base.
Children love blowing paint through a straw to create funny blots. You can create compositions from blots or simply fantasize about what a blot looks like.
You can buy stencils or cut them yourself. Using stencils we draw all or only some objects of the future composition.
Small balls with a textured surface are available for sale. You should definitely have these in your home.
A children's sorter is selected by age and can look like a cube, a house or a car. Insert the shapes into their corresponding holes more often.
As your child gets older, be sure to purchase fine motor skills kits that are designed specifically for children's creativity. There are kits for boys and girls with instructions included. Create with your children and the result will bring you real pleasure.
Introduction ……………………………………………………………… ………………3-5
Chapter 1 Development of fine motor skills in children with developmental disabilities…………………………………………………………6-11
Chapter 2 Tools for the development of fine motor skills………………………..12 2.1 Exercises with plasticine……………………………………………………..12-13 2.2 Exercises with paper………… ……………………… ………..13-14 2.3 Exercises with a pencil, cereal, beads, nuts………… 14
2.4 Exercises with natural materials…………………………...14
2.5 Drawing................................................... ............................... .......... 14
2.6 Sewing, knitting, weaving………………………………… …… .15-16
2.7 Puppet therapy ………………………………………… ……. …….16-17
2.8 Exercises with counting sticks…………………..………....17-18
2.9 Exercises with a rope……………………………..…………18
2.10 Massage of hands and arms……………………………………..………...18-20
2.11 Finger gymnastics…………………………….………..20-23
2.12 Folk finger games………………………….…………..23-24
2.13 Exercises with a ball to correct fine motor skills……. …...24-32
Conclusion……………………………………………………………33-34
List of references………………………………………………………37-38
Appendix …………………………………………………………….. .39-63
Introduction.
Sensorimotor development is one of the leading factors in child development. Its active interaction with the environment (perceptual, kinesthetic, spatial, etc.) forms a system of perception.
V.A. Sukhomlinsky wrote that “the origins of children’s abilities and talents are at their fingertips. The more confidence in the movements of a child’s hand, the more subtle the interaction between the hand and the tool, the more complex the movements, the brighter the creative element of the child’s mind. And the more skill in a child’s hand, the smarter the child...”
The development and improvement of fine motor skills of the hand and fingers is the main stimulus for the development of the central nervous system, all mental processes, and speech.
Analysis and synthesis during information processing in the central nervous system ensures the conscious selection of the most refined motor functions. The child realizes that when motor functions improve, he feels more comfortable in any situation, in any environment.
L.V. Zankov, A.R. Luria, M.S. Pevzner, G.E. Sukhareva and other experts believe that disturbances in the development of fine motor skills are one of the characteristic symptoms of mental retardation. These experts note that the movements of the fingers of mentally retarded schoolchildren are clumsy, uncoordinated, their accuracy and tempo are impaired.
According to research conducted by L.V. Antakova-Fomina, M.M. Koltsova, B.I. Pinsky confirmed the connection between intellectual development and the development of motor skills. The level of development of children's speech is also directly dependent on the degree of formation of fine hand movements.
The entire history of human development proves that hand movements are closely related to speech. The first form of communication of primitive people was gestures. The role of the hand was especially great. Pointing, outlining, defensive and other movements of the hand lay at the basis of the primary language with the help of which people expressed themselves. Millennia passed before verbal speech developed.
It has long been known that finger movements are closely related to speech. Talented people among the people unconsciously understood this. When playing with small, not yet speaking children, they accompanied the words of the song and games with the movements of the child’s fingers, hence the well-known “Ladushki”, “Magpie-Crow”, etc. appeared.
I.P. Pavlov brought greater clarity to this issue. He attached great importance to tactile sensations, because they bring additional energy to the speech center, its motor part, contributing to its formation. The more perfect the cerebral cortex, the more perfect speech, and therefore thinking.
This concept underlies modern theories developed by scientists. In the cerebral cortex, the speech area is located very close to the motor area. She is, in fact, part of it. The anterior central gyrus of the brain is the so-called motor projection zone; orders to make this or that movement come from here. About a third of the total area of the motor projection is occupied by the projection of the hand, located very close to the speech motor area. It was the size of the projection of the hand, the proximity of the motor and speech zones that led scientists to the idea that training fine (fine) motor skills of the fingers has a great influence on the development of a child’s active speech. The described data from electrophysiological studies already directly indicate that the speech area is formed under the influence of impulses coming from the fingers.
As we see, hand function and speech develop in parallel. Naturally, this should be used in working with children - both those whose speech development occurs in a timely manner, and especially those who have various speech development disorders. Improving fine motor skills means improving speech.
Children with developmental disabilities have very poor experience in practical activities with objects, a poor supply of knowledge about the world around them, sensory perception and spatial concepts are impaired. Some children did not attend preschool educational institutions and came to school not prepared for learning, either psychologically or physically. Therefore, great responsibility for preparing for school, adaptation, and development of all psychophysical functions of children with disabilities falls on primary school teachers.
The relevance of the study is determined by the fact that the development of fine motor skills is associated with the development of the cognitive, volitional and emotional spheres of the psyche. In younger schoolchildren with intellectual disabilities, the level of development of fine motor skills determines the possibilities of cognitive activity and significantly affects the effectiveness of learning. The development of fine motor skills, as the main condition for the implementation of cognitive activity, provides opportunities for successful learning, carried out using not only traditional methods, but also using new information technologies. Solving the problem for students with intellectual disabilities is most successfully carried out in different types activities.
Systemic development makes it possible to explain many functions and determine the mechanisms of development of motor functions in a child. The development of motor function improves the development of cognitive function and the perception of incoming information.
Constant, painstaking work on the development of fine motor skills in children with developmental disorders has a beneficial effect on the development of speech, thinking, memory, and the enrichment of practical experience in practical activities.
I. Development of fine motor skills in children with developmental disabilities.
I. Kant wrote: the hand is the brain coming out. In ancient times there was a legend that people used to have eyes in their fingertips. Many people know that meridians pass through the hands, through the fingertips, that is, those mysterious channels through which energy flows, moving from one channel to another. And when there are some disturbances in the natural flow of this internal energy, then a disease occurs.
The child’s ideas about the objects of the surrounding world should be diverse, but integral. Impressions obtained on the basis of visual, tactile, and motor sensations must merge into a single image. And the unity and versatility of ideas about a particular subject contribute to a more accurate understanding of the meaning of the word-name of the subject.
A person cannot develop a comprehensive understanding of the surrounding objective world without tactile-motor perception, since it underlies sensory cognition. It is with the help of tactile-motor perception that the first impressions of the shape, size of objects, and their location in space are formed. After all, the first type of action a child takes with objects is grasping, during which the shape, size, mass, temperature, and spatial location of an object are learned by touch, and the hand teaches the eye.
The famous Italian teacher, psychologist and doctor Maria Montessori noted that thanks to contact with the environment and his own research, the child forms a stock of concepts with which his intellect can operate. Without this, the ability to abstract is lost. Contact occurs through the senses and movements. Starting with sensorimotor exercises, the child moves towards the development of intelligence. Moreover, this movement occurs in a certain logic, which is set by the teacher.
In a child with developmental disabilities, it is difficult to form coordination between the motor and sensory spheres, since each individual sense organ is not sufficiently developed. In order for the development of visual, tactile, and motor perception to be as close to normal as possible, it is necessary to systematically carry out special corrective work.
The absence or inferiority of ideas about the environment affects the development of speech. A word filled with random, one-sided content is understood only in certain conditions and in relation to certain objects. At the same time, the lack of unity of visual, tactile, and motor images makes it difficult to acquire labor skills and self-care skills.
Of great importance in the development of a child’s written and oral speech is the maturity and readiness of his motor skills, especially the development of his hand. After all, written speech requires the most complex small movements of the fingers, which are closely connected with higher mental processes. It has long been proven that the level of speech development of children constantly correlates with the degree of development of finger movements. As the function of the hand develops and improves, more and more guiding impulses enter the associated hemisphere and, consequently, its intensive development occurs.
A number of modern researchers pay great attention to improving the methodology of manual exercises that help overcome psychophysiological disorders. Based on the identified connections between fine motor skills of the hand and human mental activity, domestic scientists conducted a series of relevant experiments. For example, in his studies B.I. Pinsky points out that the characteristics of the mental development of mentally retarded people, expressed in disruption of cognitive processes, structure and motivation of activity, and insufficient development of motor skills inhibit the formation of motor skills.
Disadvantages of motor skills of mentally retarded children are expressed in slowness of movements, clumsiness, as well as in the uneven nature of movements caused by instability of attention. Their motor images are extremely undeveloped. This also entails underdevelopment of kinesthetic self-control. Finger movement disorders in mentally retarded children cannot but affect the control and regulation of movements during the formation of motor skills. Defects in finger movement have not only a direct negative impact on the formation of motor skills, but also an indirect one, because they lead to impaired coordination of movements, thereby making it difficult to control when performing an action.
When performing a motor skill, signals for self-control are sensations, perceptions, ideas, as well as thought processes. Based on the idea of the goal, a person controls his movements so that they contribute to its implementation. Visual, motor, auditory and other sensations that arise during work are of decisive importance for the regulation of movements at one time or another. Based on these sensations, the strength, speed, direction of movement, as well as the coordination of movements of the right and left hands are regulated.
If we turn to the psychological and pedagogical literature on the problem of using manual activity in oligophrenopedagogy, we can systematize exercises and game tasks according to the nature of manual activity into 4 groups:
a group of exercises related to object recognition;
the group is aimed at developing coordination of movements;
the group develops finger dexterity;
the group is aimed at general development fine motor skills.
Investigating the significance of manual contacts in the development of an anomalous child, scientists turned to the historical and pedagogical experience of raising children. This experience contained:
the use of manual activity elements to enrich the child’s sensory experience (I. Pestalozzi);
sensory education of the child through benefits and “gifts”, which involves familiarizing children with the color, shape, size and other properties of objects through the integration of manual manipulations (F. Froebel);
education and training of mentally retarded children through exercises of motor activity of the hand (J. Itard, E. Seguin, M. Montessori).
The Montessori theory is significant for us because it was the first to focus on activating the activity of a child’s hand in play. “In contrast to artificial psychometric instruments, which greatly deplete the child’s energy, these exercises did not tire, but occupied the children. And this feature of activating the activity of the hand in games stemmed from the concentration of attention on the education and exercise of the senses...” The logical part of the Montessori method is didactic material, without which play activity is unthinkable. When working with this material, the activity of the child’s hand takes on special significance... The materials that Montessori provided for play had a qualitative originality - they made it possible to activate fine motor skills, tactile sensations, and the kinesthetic apparatus of the player. This technique organically included “educational gymnastics”, which contributed to coordination of movements to develop dexterity in fingers; the goal of this gymnastics is “to prepare children to serve themselves, to develop such skills that generate the need to apply acquired dexterity to business.” The focus of the pedagogical organization of the manual aspect of the child’s activity was reduced by Montessori to the “education” of feelings and “ exercise" their . Therefore, in its practice, Montessori, for the purpose of diagnosing and subsequent pedagogical correction of the child’s fine motor skills, uses the didactic material in which the children showed interest.
Montessori is known to claim that the methods she applies to abnormal children can also be applied to normal children. She wrote: “The unusual success in the examination of the feeble-minded seemed to everyone present a real miracle. In my opinion, defective children survived the competition with normal ones only because they were taught differently. Their psychological development was facilitated in every possible way, while in normal children it was suppressed and delayed. It occurred to me that if the special pedagogical method, which had such a wonderful effect on feeble-minded children, is ever applied to normal children, then this miracle, which amazed everyone, will disappear, perhaps completely...” The teacher needs to “watch on the psychology of childhood not through dogmatic views, but to give the child the opportunity to develop complete freedom. Only then will we be able to observe the direct manifestations of his individual nature and build on them the conclusions of the true scientific psychology of the child. Therefore, to establish it (the psychology and pedagogy of the child) a number of victories of the experimental method are necessary.” The chosen method was applied by Montessori to children from 3 to 6 years old in Children's Homes.
The difference in the reaction of abnormal and normal children to didactic material was that when applied to the former, it makes education possible, and to the latter, it provides an impetus for self-education. For example, among the didactic material there is a block with inserted geometric bodies. In Montessori practice, these were 10 cylinders, the diameter of each subsequent one decreasing by 2 mm. The cylinders were removed from their nests and mixed. The student's task is to insert them back correctly. The purpose of such a game is to accustom the eye to different perceptions of sizes. The child starts the game without much preparation and focuses only on the game. Inspired, he refuses help, carefully examining the relationship between the holes and the size of the object. He corrects mistakes himself, feels the cylinders, weighs them in his hand to find out which is bigger. If the child places each cylinder into its appropriate slot with obvious confidence, then he has outgrown this exercise. The educational significance in this case is the activity of the child himself, the ability to independently correct his mistakes.
Noting the peculiarities of raising an anomalous child, scientist A.I. Gastev said that “such a student appears to us as if his reactions were deliberately turned off. His physical and spiritual sphere appears simplified to us, and we can fix our attention on that defective side that sharply distinguishes the subject from the normal.” And further: “Biologists have found evidence that a number of reactions in abnormal people are no different from the reactions of normal people and, in addition, the very anomalousness of certain reactions has shed light on the reactions of normal people.”
Thus, it can be argued that the development of the hand is closely related to the development of speech and thinking of the child. Therefore, work on developing fine motor skills should begin long before the child enters school. Parents and teachers who pay due attention to tasks, exercises, and games that contain a manual aspect of the activity solve two problems at once: firstly, they indirectly influence the general intellectual development of the child, and secondly, they prepare him to master the skills of writing, drawing, manual labor, which will help avoid many problems in schooling in the future.
II. Tools for developing fine motor skills
Now in almost every class in primary school There are corners with games and materials aimed at developing fine motor skills. But often teachers use in their work activities that involve only the first three fingers - the thumb and middle finger. This is weaving, stringing beads and rings, mosaics, paper cutting, shading, tracing. The first three fingers, as well as the part of the palm adjacent to them and the corresponding field are designated as the social zone of the hand. The last two fingers - the ring and little fingers - are outside the social zone and are usually passive in everyday activities. Without using these fingers in exercises, we reduce the effectiveness of all work on developing fine motor skills by a third.
Very useful on correctional classes and outside of school hours carry out exercises with sand, water, various natural materials (cones, chestnuts, pebbles, shells, acorns), with buttons, work with plasticine, paper, etc.
2.1 Exercises with plasticine
Plasticine gives unique opportunities conduct interesting games with benefits for the overall development of the child. Show your child all the wonders of the plasticine world, get him interested, and you will be surprised how quickly children's fingers will begin to create, first awkward, and then more and more complex figures.
One plasticine house will appear on the table, and then a whole city. During exercises with plasticine, you can read a fairy tale, and the young sculptor can create the characters he likes most.
For children with impaired coordination of movements, hyperkinesis, and weak arm muscles, it is very useful to conduct modeling classes from plasticine. Working with plasticine is preparatory to working with other materials and mastering different tools. Children warm the plasticine in their hands, break it, pinch off the desired piece, roll it out in their palms or on a board, give the plasticine mass the required shape and can make changes to the work at any time and correct mistakes without fear of spoiling the material, which gives them confidence in their actions.
2.2 Exercises with paper
This set of exercises will help your child learn how ordinary paper turns into funny voluminous toys. Let your child crumple up the sheets of white paper and then wrap them with colored thread. Now the balls are ready for the game: try throwing them at a box or a drawn target. By sewing, gluing or simply tying balls together, you can get fancy three-dimensional toys.
Children will really enjoy making their own characters for the puppet theater. You can make a shadow theater, finger puppets and mitten dolls from paper. When performing performances in their theater, children increase the range of movements with the hand and each finger individually.
The development of precise movements and memory is helped by weaving rugs from paper strips and practicing the origami technique: folding boats, airplanes, flowers, animals and other figures. Origami helps develop not only fine motor skills, but also spatial concepts, attention, coordination of movements, speech, and introduce many geometric concepts.
Paper (especially colored paper) can become the basis for many interesting and useful exercises. For example, cutting out different shapes will teach your child to confidently use scissors and introduce the concept of symmetry.
Snowflake
I'm holding a piece of paper in my hands,
I'll fold it in four,
I'll bend it one more time,
It turned out to be a corner.
I cut smoothly, slowly,
How beautiful the snowflake is!
2.3 Exercises with pencil, cereal, beads, nuts
Invite your child to regularly work with cereals: sort, guess with eyes closed, roll between the thumb and forefingers, press alternately with all fingers of both hands on the table, while trying to make rotational movements.
Teach your child to roll two walnuts or pebbles with the fingers of one hand, a hexagonal pencil with the fingers of one hand, or between two palms.
All this has an excellent tonic and healing effect.
Assistant
I'm sorting out the grains
I want to help mommy.
Me with my eyes closed
I can tell rice from buckwheat.
2.4 Exercises with natural materials
While walking with your children in the yard, in the park, in the forest, pay attention to how generously nature can gift an observant person. You can create interesting creative compositions from pebbles and sticks, and sculpt large and small figures from snow and clay. All this allows you to develop the child’s tactile-motor perception.
2.5 Drawing
Drawing is an activity that is loved by all children and is very useful. And it is not necessary to draw only with a pencil or brush on paper or cardboard. You can draw on snow and sand, on a foggy window and asphalt. It is useful to draw with your finger, palm, stick, or make prints with a piece of cotton wool or crumpled paper. Invite your child to hatch various shapes with straight lines, trace drawings along the contour, draw according to a model, continue a given pattern, complete the second half of the image - develop creative imagination, visual memory and color perception in children.
Drawings in the snow
I draw a wolf in the snow,
I draw a spruce tree in the snow.
What a stick it has become
This white blizzard.
All the drawings fall asleep,
Snow is thrown in my face
Sweeps, sweeps
And the path and the porch.
Let the blizzard rage.
I'll go and rest.
I'll draw again tomorrow
Wolf, Christmas tree and pine.
Sand drawings
I draw mountains on the sand,
The forest is dense, and then
I'll draw above the clouds
The house in which
We are living.
2.6 Sewing, knitting, weaving
Sewing, knitting, weaving with threads, ropes and wires are very useful for children with serious motor impairments. Children really enjoy tying sea knots, weaving ropes using the macrame technique, and learning and showing games with rope. Such activities strengthen the arm muscles, help the child concentrate on the task, calm him down, and teach him patience and accuracy in his work.
Tie sea knots
No problem for sailors.
I'll tie the rope in a knot,
If I become a sailor.
2.7 Puppet therapy
Children with psychophysical and mental underdevelopment are characterized by motor clumsiness, emotional immaturity, significantly reduced cognitive activity, and low ability to imitate. It is difficult for children to understand speech addressed to them. Obviously, successful interaction with such children requires a mediator. The doll becomes such an intermediary.
The dolls are specially made by the hands of teachers and parents. This point is especially important, since a doll created by the hands of loving adults is especially attractive to a child and produces a significant therapeutic effect.
In doll therapy with “special” children, dolls are used that match the child’s capabilities and develop them. The following types of dolls have been developed and used: parsley dolls, knitted finger puppets, soft movable “mitten dolls”, combined dolls, “I-dolls”, marionette dolls.
The peculiarity of the “mitten doll” is that a mitten holder is sewn on the back of the doll. It is necessary so that a child who does not have the ability to fix his hand can easily hold the doll.
The combined doll consists of several parts: a glass stand with a stick on which the head is attached; doll clothes; doll heads. The doll is designed taking into account limited movements. If the child cannot hold the doll in his hands, he inserts his hand into a plastic glass stand. This is how the hand is fixed.
To develop small coordinated movements, you can use finger puppets made of paper, fabric, knitted, or various materials.
The “I-doll” is designed in such a way that the child’s hands become her hands (the hands are threaded into the sleeve arms), and the child’s legs become the doll’s legs. Additional fastening is a garter at the child’s waist.
Marionette dolls are the most difficult type of doll for this category of children. Puppets require fairly good motor coordination. However, by holding the doll in his hands and guiding it, the child learns self-regulation on an unconscious-symbolic level.
It is very useful to make folk dolls together with children. Children learn new information about the role of the doll in the life of our ancestors, learn to work with various natural materials - fabric, thread, fiber, wood, birch bark. After making the dolls, they are used in conducting ancient holidays and rituals.
Thanks to the variety of dolls, you can change different types of activities, so the children do not get tired for a long time.
2.8 Exercises with counting sticks
In these exercises, ordinary counting sticks, pencils, straws, and twigs will be good helpers. Simple tasks will help your child develop attention, imagination, and become familiar with geometric shapes and the concept of symmetry.
It is very interesting and useful to lay out drawings of various objects on a flat surface made of sticks. It's better to start with simple geometric shapes. During the exercise, it is necessary to explain to the child what this or that figure is called, how to put together a house from a square and a triangle, the sun from a polygon, etc. The child can show his imagination and put his own picture out of sticks. You can “draw” with chopsticks the figure you like from the book (A.E. Belaya, V.I. Miryasova “ finger games for the development of speech in preschoolers,” M., List, 2000, etc.) and accompany the game with simple poems.
2.9 Exercises with a rope
In 1997, the book publishing house “Crystal” (St. Petersburg) published a book by E.Yu. Afonkina, A.S. Afonkina. "Games with a string." This is the first book published in Russia dedicated to rope games - creating various figures and compositions using a rope ring - and includes thirty of the world's best games of varying degrees of difficulty. Among them are fairy tales, magic tricks, games alone and with a partner. The book is useful for developing fine motor skills, spatial imagination and memory. For parents, teachers, educators, as well as all lovers of magic tricks and family entertainment.
Many children and adults know the curious entertainment with a rope. It is tied with a long loop that is put on the hands. Then, with the help of simple manipulations, something like a hammock appears in the air. The second partner removes it from his hands, and another combination of lines appears between his palms.
Like any exercise that requires concentration, exercises with a rope produce a psychotherapeutic effect, allowing you to temporarily disconnect from the worries of everyday life. Physiotherapists are convinced that rope exercises promote faster recovery of finger motor skills after hand injuries. Math teachers find them useful for explaining some abstract concepts and terms. In this regard, games with string are a little reminiscent of the Japanese art of paper folding - origami. And here and there, quite complex spatial forms are created from simple materials - paper, rope.
2.10 Massage of hands and fingers
Children with disabilities sometimes have a very difficult time with the most seemingly simple movements. They get tired quickly. Therefore, it is useful to teach children how to self-massage their hands in order to relieve muscle tension or to prepare their hands and fingers well for the upcoming work.
Massage is one of the types of passive gymnastics. It has a general strengthening effect on the muscular system, increasing muscle tone, elasticity and contractility. The performance of a tired muscle under the influence of massage is restored faster than with complete rest. It also has a positive effect on joints and ligaments. With systematic massage, the functions of receptors and pathways are improved, and reflex connections of the cerebral cortex with muscles and blood vessels are strengthened. Under the influence of massage, impulses arise in the receptors of the skin and muscles, which, reaching the cerebral cortex, have a tonic effect on the central nervous system, as a result of which its regulatory role in relation to the functioning of all systems and organs increases.
Massage and self-massage techniques for hands and fingers:
Self-massage of the back of the hands– stroking from the fingertips up to the elbow, rubbing with the edge of the palm in all directions on the back of the hand, tingling, tingling, patting with the edge of the palm.
Self-massage of the hand from the palm side– move the knuckles of the fingers clenched into a fist up and down and from right to left along the massaged palm, twisting movements with the phalanges of the fingers clenched into a fist.
Self-massage of fingers– rubbing each finger from the nail to the base (straight-line movement – “put on gloves”), spiral stroking movements from tip to base. In this case, we use different nursery rhymes: “Finger-boy, where have you been?”, “This finger is the thickest, the strongest and the biggest,” “This finger is grandfather, this finger is grandmother,” etc.
While performing the massage, children sit at the table. The hand and forearm lie on the table. All massage techniques are performed in turn with each hand, so both hands are both massaging and massaged.
After massaging their hands and fingers, children perform several exercises with round rubber massagers with spikes, wrist expanders and small rubber balls. The grip function is trained with the entire hand and three fingers - thumb, index and middle. Children learn to perform “screwing” movements with the help of small balls, tapping, clicking each finger separately on the ball, rolling a massager with spikes between the palms and on the table, squeezing and unclenching it with one or two hands.
2.11 Finger gymnastics
The inclusion of finger games and exercises in any lesson or correctional activity causes revitalization, emotional upliftment in children and has a specific tonic effect on the functional state of the brain and speech development.
The teacher introduces children to such exercises in a certain sequence. We can divide them into three groups.
1 group. Exercises for hands:
develop imitative ability, are quite simple and do not require differentiated movements;
learn to tense and relax muscles;
develop the ability to maintain the position of the fingers for some time;
learn to switch from one movement to another.
These are the exercises “Lanterns”, “Washing hands”, “Preparing cabbage”, “Bake pancakes” and others. Their children learn to perform in kindergarten, first and second grades.
"Lanterns"
Alternately clench and unclench your fingers for a count of “one - two.”
For “one”: fingers right hand straightened, fingers of the left hand clenched.
On “two”: the fingers of the left hand are straightened, the fingers of the right hand are clenched.
Perform the exercise slowly at first, then speed up the pace. The exercise can be performed first by counting, and then by accompanying the movements with rhythmically spoken lines:
We'll light the lanterns
And then let's go for a walk!
Here the lanterns are shining,
They light our way!
2 group. Conditionally static exercises:
improve previously acquired skills to a higher level and require more precise movements.
"Bunny"
The bunny is hiding under a pine tree.
Initial position. The left hand is a “bunny”. Extend the index and middle fingers upward, press the little and ring fingers to the palm with the thumb. The right hand - a straightened palm covers the “bunny” on top - this is a “pine”. Then change the position of your hands. The right hand is “bunny”, the left hand is “pine”. Change the position of your hands 3-4 times.
This bunny is under the pine tree,
This bunny is under the other.
3rd group. Dynamic Finger Exercises:
develop precise coordination of movements;
teach you to bend and straighten your fingers hands;
They are taught to oppose the thumb to the rest.
"On a visit"
Visiting the big toe
(Clench your fingers into fists, raise the thumbs of both hands up.)
They came straight to the house
(close two palms at an angle - “roof”)
Index and middle
Nameless and last
(the called fingers of each hand are connected in turn to the thumb)
And little pinky
(all fingers clenched into a fist, little fingers pointing up)
He climbed onto the threshold himself.
(Knock your fists together.)
Together fingers are friends.
(Rhythmically clench your fingers into fists and unclench them.)
They cannot live without each other.
(Join your hands into a “lock.”)
The exercises are taken from Elena Kosinova’s book “Finger Gymnastics”, Moscow, 2001. Interesting games and exercises for developing fine motor skills can be found in the books by O. Uzorova, E. Nefedova “Finger Gymnastics”, M.S. Ruzina and S.Yu. Afonkina “Country of finger games”, E. Sinitsyna “Smart fingers”, E. Sinitsyna “Smart activities”.
Any exercises will be effective only with regular exercise. At first, all exercises are performed slowly. The teacher ensures that the child correctly reproduces and maintains the position of the hand or fingers and correctly switches from one movement to another. Help is provided if necessary. Exercises are practiced first with one hand (if both hands are not provided), then with the other hand, and then with both hands at the same time.
When children remember a sufficient number of exercises well, you can perform the following game tasks:
1. Memorize and repeat a series of movements according to verbal instructions, starting with two movements and ending with three, four or more.
For example: “Goat” - “Snail”. The child switches from the “goat” position to the “snail” position (3-4 times). First, the exercise is performed according to verbal instructions, then on a one-two count.
2. “Tell with your hands” small stories, fairy tales and poems. First, the teacher comes up with a story, then invites the child to compose his own story.
For example: “In one forest a river flowed ( depict a “river”). There lived a small fish in it ( depict a “fish”). Once upon a time a steamboat sailed along the river ( exercise "steamboat"), he hummed loudly, and the fish got scared and swam away. And on the river bank ("river") a tree grew (exercise “tree”) etc.
When learning exercises, you can use cards with pictures to better remember them. The teacher places three pictures in front of the child and asks him to remember the sequence of exercises. Then the pictures are removed, and the child completes the exercises in the right order. Then the teacher gives the children several cards and asks them to come up with their own story, using pictures instead of a plan. Then the story must be told using the hands. Such tasks are best given in individual and group correctional classes.
2.12 Folk finger games
Previously, there were many folk finger games, nursery rhymes that accompanied the childhood of our great-grandmothers and great-grandfathers, games that are now forgotten or half-forgotten. Recently, experts have been searching for and reviving such games, turning to ethnographers, folklorists, philologists for help, and conducting surveys in various regions of Russia. Many of the newfound games are not outdated and are naturally perceived by modern children.
The child encountered folk finger games already in infancy. These were not games yet, but nursery rhymes and nursery rhymes - fun between an adult and a child. Nowadays there are very few such amusements left, and those that exist are often truncated. Few people know that everyone's favorite "Magpie-Crow" did not end with the wiggle of the bum little finger:
“You didn’t chop wood,
I didn’t carry water.”
The game had a continuation. The adult said:
“Know in advance:
The water here is cold.”
(and stroked the child's wrist);
"It's warm in here"
(stroked him at the elbow);
"It's hot in here"
(stroked the shoulder);
“And here it’s boiling water, boiling water!”
(tickled the child under the arm).
Another variant:
“Know in advance:
Here is the yard
Here is the spring,
The water is cold here!”
After all, the meaning of this nursery rhyme is not only in the development of fine motor skills. It allows the child to feel the joy of physical contact, to feel his fingers, elbow, shoulder; realize yourself in the system of bodily coordinates, form a body diagram. This prevents the possibility of many neuroses occurring in the future and gives a person a sense of self-control.
2.13 Exercises with a ball to correct fine motor skills.
In elementary school, children become familiar with vowel and consonant sounds. Children are offered a wide variety of exercises on this topic. Vowel sounds are the foundation on which all work on the development of phonemic processes in children is based. Having mastered this topic, children, as a rule, master sound analysis and synthesis of words well, and, therefore, in the future, it is easier to assimilate material on learning to read and write. All work on vowel sounds is reinforced in ball games, while also training fine motor skills.
In exercises No. 1, 2, and 4, children practice clearly pronouncing vowel sounds and distinguishing them from the sound range. Smooth, prolonged singing of vowel sounds is reinforced in exercises No. 3 and 5. It is interesting that in these exercises children correlate the duration of rolling the ball with the duration of singing vowel sounds. All these exercises help to practice smooth exhalation, which is very important when working on sound pronunciation. We reinforce the ability to control the power of the voice in exercise No. 7. In the group you can observe children with disorders of the prosodic components of speech. These defects are very diverse. The child may speak very quietly, almost in a whisper, or have a dull, often nasal voice.
K.S. Stanislavsky, characterizing the sound of the Russian language, figuratively said that vowels are a river, and consonants are the banks, and without them our speech is a swamp. In our daily work on correcting children's speech, we strengthen these “shores”. Consolidation of the correct pronunciation of sounds and the development of phonemic processes can be carried out in exercises with a ball, while developing fine motor skills.
In exercise No. 8, children select words for a given sound and pronounce the words clearly. The kids really like exercise No. 9, which requires attention, a good level of development of phonemic concepts, and the ability to highlight the sound at the beginning and end of a word. Exercise No. 10 is fun, since the child can give answers to all the teacher’s questions that begin only with the same specific sound. In a lesson on differentiating sounds, it is advisable to include exercise with ball No. 11. This exercise can be used to differentiate any sounds (s-sh, sh-zh, r-l, z-zh, etc.). Children with phonetic-phonemic speech underdevelopment may have difficulty dividing a word into syllables and mastering words with a complex syllabic structure. Of course, to solve this problem we use traditional techniques: clapping a rhythmic pattern, clapping and tapping the number of syllables in a word, building up syllables. The ball also plays a positive role in such activities.
In exercises No. 12, 16 and 17, children learn the syllabic structure of a word and consolidate the ability to divide words into syllables. So, in exercise No. 13, according to the teacher’s instructions, children reproduce reverse syllables (AP, UT, OK), and then this syllable is laid out from balls. In exercise No. 14, children make words from balls, read, and analyze them.
Exercises with a ball to correct fine motor skills.
Exercise “We hit the ball with our palm, repeat the sound together”
Goal: development of phonemic perception, reaction speed, consolidation of knowledge of vowel sounds.
Teacher: When you hear the sound “A”, hit the ball on the floor. After catching the ball, repeat this sound. A – U – O – U – A – A – O – U
Exercise “The vowel sound is heard by the ears, the ball flies over the top of the head”
Goal: development of phonemic perception, reaction speed, selection of a given vowel from a number of others, correction of fine motor skills.
Teacher: I will name vowel sounds. Toss the ball when you hear the "E" sound. A – E – U – Y – E – A – U – O – A – E – Y – E
Exercise “My ball and I sing vowel sounds together”
Goal: development of long, smooth exhalation, consolidation of the pronunciation of vowel sounds, correction of fine motor skills.
Option 1. The teacher invites the children to sing a vowel sound while rolling the ball on the table. The child takes a breath, smoothly rolls the ball to a friend, singing the vowel: A - A - A - A - A - A
Option 2. The exercise can be done sitting on the floor - in a circle or in pairs, singing the vowel sounds assigned by the teacher and rolling the ball. The teacher draws the children’s attention to the fact that the ball needs to be rolled smoothly and the sound sung protractedly.
Exercise “Knocking”.
The sounds I want to say
And I hit the ball.
Goal: training of clear pronunciation of vowel sounds, development of phonemic perception, correction of fine motor skills.
Game progress. Children and teacher sit in a circle. The ball is sandwiched between everyone's knees. The teacher pronounces vowel sounds while tapping the ball with his fist. Children repeat individually and in chorus. Sounds are practiced in isolated pronunciation with a gradual increase in the number of repetitions per exhalation, for example: A AA AAA, E EE EEE, O OO LLC,
UUUUUU. Then you can pronounce various combinations of sounds: AAE, AEO, AAU.
Exercise “Singing balls”.
First I hit the ball,
And then I roll him.
Goal: strengthening short and long pronunciation of vowel sounds, developing phonemic perception, strengthening long oral exhalation, correction of fine motor skills.
Game progress. Children are distributed in pairs and sit facing each other at a distance of three meters. Each pair has a ball. The teacher pronounces combinations of vowel sounds. The last sound is pronounced for a long time and sung. For example: A A E-E-E-E-E, U E A-A-A-A-A.
The first two sounds are accompanied by a fist hitting the ball; singing the third sound, the child rolls the ball to his partner. Rolling the ball is emphasized smooth, long, as is the pronunciation of a vowel sound.
Exercise “Colorful balls”.
Red is a vowel.
Blue - no.
What's the sound?
Give me the answer!
Goal: strengthening the differentiation of vowels and consonants, developing attention, quick thinking, and correcting fine motor skills.
Equipment: red and blue balls.
Progress of the exercise.
Option 1. The teacher throws the ball to the children. The person who catches it calls out a vowel sound if the ball is red, a consonant sound if the ball is blue, and throws the ball back to the teacher.
Option 2. The child names a word starting with a vowel sound if the ball is red. And if the ball is blue, then the child names a word that begins with a consonant sound.
Exercise "Quiet - Loud"
We rode through the mountains
They sang here and sang there.
Goal: correction of fine motor skills, strengthening the articulation of vowel sounds, development of phonemic perception, work on vocal strength.
Equipment: small balls.
Progress of the exercise. Singing a given sound as demonstrated by the teacher. The strength of the voice is proportional to the direction of movement of the hand. As the hand with the ball moves up (uphill), the strength of the voice increases, downwards (downhill) it decreases. When the hand with the ball moves horizontally (the ball rolls along the track), the strength of the voice does not change. In the future, children independently assign tasks to each other.
Exercise with passing the ball “Pass the ball - say the word.”
Goal: correction of fine motor skills, development of phonemic awareness, reaction speed.
Progress of the exercise. The children line up. Those standing first have one large ball (25-30 cm in diameter). The child names the word with the given sound and passes the ball back with both hands above his head (other ways of passing the ball are possible). Next child independently comes up with a word for the same sound and passes the ball on.
Exercise with passing the ball “Sound chain”.
We will connect a chain of words.
The ball won't let you put a point.
Goal: development of fine motor skills, development of phonemic awareness, activation of vocabulary.
Progress of the exercise. The teacher says the first word and passes the ball to the child. Next, the ball is passed from child to child. The final sound of the previous word is the initial sound of the next one. For example: spring - bus - elephant - nose - owl...
Exercise with throwing a ball “One hundred questions - one hundred answers starting with the letter A (I, B), and only this one”
Goal: correction of fine motor skills, development of phonemic awareness, imagination.
Progress of the exercise. The teacher throws the ball to the child and asks him a question. Returning the ball to the teacher, the child must answer the question so that all words of the answer begin with a given sound, for example, with the sound I. Example:
What is your name?
Ira (Ivan).
And the surname?
Ivanova.
Where are you from?
From Irkutsk.
What's growing there?
What birds are there?
What gift will you bring to your family?
Taffy and toys.
11. Exercise “A syllable and a syllable - and there will be a word, we will play the game again”
Option 1. Goal: to consolidate the ability to add a syllable to a word.
Progress of the exercise. The teacher says to the children: - I will say the first part of the word, and you will say the second: sa - har, sa - ni. Then the teacher throws the ball to the children one by one and says the first syllable; the children catch it and throw it back, saying the whole word. You can throw the ball on the floor.
Option 2. Goal: correction of fine motor skills, differentiation of sounds, development of attention, speed of thinking.
Progress of the exercise. The teacher throws the ball to the children, calling the first syllable: “sa” or “sha”, “su” or “shu”, “so” or “sho”, “sy” or “shi”. The child finishes the word. For example: Sha - balls, sa - sled, sho - rustle, so - magpie, shu - fur coat, su - bag, shi - tires, sy - cheese.
Exercise with throwing the ball “Let’s catch the ball - once!” And two - we will unravel the words!
Progress of the exercise. When throwing the ball to the children, the teacher pronounces the words, and the children, returning the ball, repeat them: plate, cave, room, showcase, well.
Then the teacher confuses the words by rearranging the syllables. And the children must untangle them.
Teacher: reltaka, shchepera, nakomta, supoda, trivina, lokodets.
Children: plate, cave, room, showcase, well.
Exercise “Sounding toys”
Prick up your ears:
The toys will tell you the sounds.
Goal: analysis and synthesis of reverse syllables and consolidation of merging syllables, correction of fine motor skills.
Equipment: red and blue balls made of fabric with letters embroidered on the sides, indicating vowels and consonants.
Progress of the exercise. The teacher calls two children: “These are sounding toys, they can sing and speak.” Names in the children's ears the sounds that they will have to sing or pronounce. “Now I’ll press the button, and our toys will talk” (touches the children one by one). “Toy children” reproduce their sounds, and the rest of the children orally “read” the resulting syllable. Children determine which sound they heard first, which sound they heard second, and reproduce the syllable along with the “sounding toys.” Then the reverse syllable is laid out from balls with letters and read.
Exercise “Catch the ball - make up the word”
We caught three balls
We will say the word now.
Goal: correction of fine motor skills, composition of three-sound words and their analysis.
Equipment: fabric balls with vowels and consonants embroidered on them.
Progress of the exercise. The teacher throws a ball to each child, naming the sounds of the intended word: M - A - K, D - O - M, K - O - T. Children find on their ball the letter corresponding to the named sound, and make a word from the balls, read, analyze it .
Exercise with throwing the ball “Catch the ball and throw the ball - name how many sounds.”
Goal: correction of fine motor skills, determination of the sequence and number of sounds in a word.
Progress of the exercise. The teacher, throwing the ball, says the word. The child who catches the ball determines the sequence of sounds in the word and names their number.
Three-sound words: MAC, SLEEP, KIT.
Four-sound words with open syllables: FRAME, MOTHER.
Four-sound words with a combination of consonants: MOLE, TABLE, ARGUMENT.
Exercise with throwing a ball “Change this word, change it - lengthen it”
Goal: correction of fine motor skills, expansion of vocabulary, development of attention, speed of thinking.
Progress of the exercise: the teacher throws the ball to the children, while pronouncing a one-syllable word: garden, bush, knife, nose, table. The child who caught the ball, before throwing it back, changes the word so that it becomes two-syllable (nose - noses) or three-syllable (house - houses). The number of syllables is determined.
Conclusion
The development of fine motor skills and tactile-motor perception in children with disabilities, the correction of their existing motor disorders allows children to better adapt to practical life and learn to understand many phenomena of the world around them. Maria Montessori was convinced that almost every child is a normal person, capable of discovering himself through active activity. This activity, aimed at mastering the world around him, at entering the culture created by previous generations, led to the realization of the potential inherent in the emerging personality, to full physical and spiritual development.
Fine motor skills in life and activity of students with intellectual disabilities perform many different functions. It activates the necessary and inhibits currently unnecessary psychological and physiological processes, promotes the organized and targeted selection of information entering the body in accordance with its current needs, and ensures selective and long-term concentration on one object or activity.
Gross violations of fine motor skills inherent in younger schoolchildren with intellectual disabilities prevent them from developing purposefulness in behavior and activity, sharply reduce their performance and thereby significantly complicate the organization of the educational process in a correctional (educational) institution of the VIII type. In this regard, the search for ways and methods that contribute to the correction of defects in the development of fine motor skills in students with intellectual disabilities is relevant.
However, the problem of developing fine motor skills in primary school students with intellectual disabilities remains relevant today. Therefore, I believe that the selected exercises aimed at developing fine motor skills will help teachers, parents, and educators in eliminating these violations in younger schoolchildren of a special (educational) institution of the VIII type.
As a result great job In correcting fine motor skills of the hands, my students showed great dynamics. They learned not only to hold a pencil and pen, but also to understand the layout of notebooks, distinguish a square from a ruler, notebooks are kept “good” and “satisfactorily.”
Pupils of the 1st group master the program material: write, color, without going beyond the outline (which was very difficult in the 1st grade).
Anya Efimova (II group) has learned to write well with a pencil, and writes the letters “A” and “N” independently.
At the beginning of the year, Akhmed Hasanov held his pen upright, and then he learned to trace numbers and letters, and began to scribble less in notebooks.
This suggests that exercises for the correction and development of fine motor skills of the hands are needed, and they give certain results.
List of used literature
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APPLICATION
Exercises for the development of tactile sensitivity and complexly coordinated movements of the fingers and hands.
1. The child puts his hands into a vessel filled with some homogeneous filler (water, sand, various cereals, pellets, any small objects). 5 - 10 minutes, as it were, mixes the contents. Then he is offered a vessel with a different filler texture. After several trials, the child, with his eyes closed, puts his hand into the offered vessel and tries to guess its contents without feeling its individual elements with his fingers.
2. Identification of an object, letter, number by touch alternately with the right and left hand. A more complex option - the child feels the proposed object with one hand, and sketches it with the other hand (with open eyes).
3. Modeling geometric shapes, letters, numbers from plasticine. For school-age children, modeling not only printed, but also capital letters. Then recognition of the molded letters with eyes closed.
4. Starting position - sitting on your knees and on your heels. The arms are bent at the elbows, palms facing forward. The thumb is opposed to the rest. At the same time, with both hands, two slaps are made with each finger on the thumb, starting from the second to the fifth and back.
5. "Rubber band". For this exercise, you can use a hair elastic with a diameter of 4-5 centimeters. All fingers are inserted into the elastic band. The task is to use all your fingers to move the elastic band 360%, first to one side and then to the other. It is performed first with one hand, then with the other.
6. Roll the pencil between the fingers from the thumb to the little finger and back, alternately with each hand.
7. Game "Multi-colored snowflakes" (age - 4 years). Aimed at developing fine motor skills and neatness.
Material: felt-tip pens, White paper, scissors.
The presenter shows how to make snowflakes from sheets of paper by cutting them. After the children make many different snowflakes, he says that the snowflakes turned out, although different, but of the same color. Then the felt-tip pen friends came and gave the snowflakes colorful dresses. The presenter asks the children to color the snowflakes.
Because The snowflakes turn out to be delicate; the paper needs to be stronger. Painting movements affect the development of fine motor skills of the hands.
8. “Repeat the movement” (variant of the game “Monkeys” by B. P. Nikitin)
An adult, sitting opposite a child, makes some kind of “figure” with the fingers of his hand (some fingers are bent, some are straightened - any combination). The child must bring the fingers of his hand into exactly the same position - repeat the “figure”. The task here is complicated by the fact that he still needs to mirror it (after all, the adult is sitting opposite). If this task causes difficulties for the child, then you can first practice by doing the exercise while sitting next to (and not opposite the child). This will make it easier for him to copy the position of his fingers.
9. Drawing games.
If a child has poorly developed fine motor skills and finds it difficult to learn to write, then you can play games with drawing. For example, race to trace squares or circles or move through a labyrinth drawn in advance (the most interesting thing is when a child draws a labyrinth for a parent, and a parent for a child. And everyone tries to draw more intricately). Now on sale there are many different stencils of all kinds of geometric shapes and animals, but, in principle, they are easy to make yourself.
10. Games with household items.
The advantage of the games given below for the development of fine motor skills in children is that they do not require any special toys, aids, etc. The games use available materials that are found in any home: clothespins, buttons, beads, cereals, etc.
Take a bright tray. Sprinkle any small grains onto a tray in a thin, even layer. Run your baby's finger over the rump. You will get a bright contrasting line. Let your child draw some random lines himself. Then try to draw some objects together (fence, rain, waves), letters, etc.
Choose buttons of different colors and sizes. First, lay out the drawing yourself, then ask your child to do the same on their own. After the child learns to complete the task without your help, invite him to come up with his own versions of the drawings. You can use a button mosaic to make a tumbler, a butterfly, a snowman, balls, beads, etc.
Give your child a round hair brush. The child rolls the brush between his palms, saying:
"At the pine, at the fir, at the Christmas tree
Very sharp needles.
But even stronger than the spruce forest,
The juniper will prick you."
Take a sink grate (usually it consists of many squares). The child walks with his index and middle fingers, like legs, along these cells, trying to take steps on each stressed syllable. You can “walk” alternately with one hand and then with the other, or you can do it with both at the same time, saying:
"We wandered around the zoo,
Each cell was approached
And they looked at everyone:
Bear cubs, wolf cubs, beavers."
Let's take the dumpling maker. Its surface, as you remember, is similar to a honeycomb. The child uses two fingers (index and middle) to depict a bee flying over a honeycomb:
"Fingers, like bees, fly through the honeycombs
And they enter each one with a check: what is there?
Will there be enough honey for all of us until spring,
So that you don’t have hungry dreams?”
Pour 1 kg of peas or beans into a pan. The child puts his hands in there and imitates kneading dough, saying:
"Knead, knead the dough,
There is room in the oven.
They will be out of the oven
Buns and rolls."
Pour dry peas into a mug. For each stressed syllable, the child transfers the peas, one at a time, to another mug. First with one hand, then with both hands at the same time, alternately with the thumb and middle finger, thumb and ring finger, thumb and little finger. Any quatrains can be selected.
Place the peas on a saucer. The child takes a pea with his thumb and forefinger and holds it with the other fingers (as when picking berries), then takes the next pea, then another and another - so he picks up a whole handful. You can do this with one or two hands.
We place two caps from plastic bottles on the table with the threads facing up. These are "skis". The index and middle fingers stand in them like feet. We move on “skis”, taking one step for each stressed syllable:
"We're skiing, we're rushing down the mountain,
We love the fun of cold winter."
You can try to do the same with both hands at the same time.
The child collects matches (or counting sticks) with the same fingers of different hands (pads): two index fingers, two middle ones, etc.
We build a “log house” from matches or counting sticks. The higher and smoother the log house, the better.
Using a clothespin (check on your fingers that it is not too tight), we alternately “bite” the nail phalanges (from the index to the little finger and back) on the stressed syllables of the verse:
"The silly kitten bites hard,
He thinks it's not a finger, but a mouse. (Change hands.)
But I'm playing with you, baby,
And if you bite, I’ll tell you: “Shoo!”
Take a rope (as thick as a child’s little finger) and tie 12 knots on it. The child, fingering the knots with his fingers, names the month of the year in order for each knot. You can make similar devices from beads, buttons, etc.
We stretch the rope at the level of the child’s shoulders and give him several clothespins. For each stressed syllable, the child attaches a clothespin to the rope:
"I'll pin the clothespins deftly
I'm on my mother's rope."
Starting from a corner, the child crumples a handkerchief (or plastic bag) so that it all fits in his fist.
The child rolls a walnut between his palms and says:
"I'm rolling my nut,
To become rounder than everyone else."
The child holds two walnuts in one hand and rotates them around one another.
11. Games - Maria Montessori lacing:
Develop sensorimotor coordination, fine motor skills of the hands;
Develop spatial orientation, promote understanding of the concepts “above”, “below”, “right”, “left”;
Develop lacing skills (lacing, tying a lace into a bow);
Promote speech development;
Develops creative abilities.
Games with lacing also develop the eye, attention, strengthen the fingers and the entire hand (fine motor skills), and this in turn affects the formation of the brain and the development of speech. And also, which is not unimportant, Montessori lacing games indirectly prepare the hand for writing and develop perseverance.
Maria Montessori almost a hundred years ago gave her children pieces of leather with holes and laces - they develop their hands, teach them to concentrate, and will be useful in life. We, unlike Montessori, will not have to sit with scissors and rags. You can simply buy a “lacing game” - a set of multi-colored laces and a shoe, button, “piece of cheese” or some other wooden thing with holes. Sometimes they also come with a wooden needle. Can you imagine how nice it is for a girl to get a forbidden needle and thread and become “just like her mother.”
Working with balls
Equipment: Balls of various sizes, box.
Contents: Several balls are placed on the table in front of the child. A box is placed at some distance from them. An adult shows and explains how to roll the ball so that it hits the box. First, the adult helps the child in completing this task, then gradually limits the help and ensures that the child completes the task independently.
Working with cubes
Equipment: Cubes.
1. “Path” - laying out several cubes in a row.
2. “Fence” - laying out several cubes on an edge.
3. “Bench” - is built from two cubes and a transverse bar on top.
4. “Table” - a transverse bar is placed on one cube.
5. “Gate” - the cubes are placed perpendicular to the bar. Using building material, you can also propose to build a crib, sofa, etc.
Working with nesting dolls and pyramids
Equipment: wooden or plastic nesting dolls, pyramids, boxes different sizes.
1. assemble a pyramid of 5 rings;
2. collect 4-5 cubes into one large cube;
3. collect one nesting doll out of 4-5.
Working with a basket and balls
Working with lacing
Equipment: Cords of various textures, threads, special cards.
* stretch the woolen thread sequentially through all the holes;
* stretch a woolen thread, skipping one hole;
* perform regular lacing, as in a shoe.
These tasks are preceded by a demonstration and explanation. In the future, the child can be asked to perform various patterns, while observing the principle of constantly complicating the task. It is more convenient to teach lacing using two sheets of thick cardboard with two rows of holes; The child is given a shoe lace with metal ends and shown how to lace. The cardboard should be reinforced so that it is convenient to manipulate the lace.
Use an awl or nail to poke holes in the thick cardboard. These holes must be arranged in some order and represent a geometric figure, pattern or pattern. Let your child embroider this pattern themselves using a large gypsy needle and thick, bright thread.
Working with a spray gun
Equipment: Spray bottle, cotton wool.
Working with a pencil
1. Smoothly rotate the pencil with the thumb and index fingers of your left and right hands.
2. Touch the pencil with all fingers of the left and right hands.
3. Rotate the pencil with the palms of both hands.
4. Clamping a pencil between two fingers of both hands (index and middle, middle and ring, etc.).
Working with an elastic band
Working with keys
Equipment: desk bell (or a substitute item - a musical toy, keyboard).
Contents: A desk bell is placed in front of the child. The adult shows the child that the bell button can be pressed with any finger. The adult asks the child to press the bell alternately with all fingers. Work can be done with various keyboard toys. You can press the buttons with all your fingers in turn, you can move through the keys (one key with one finger). For older children, you can number the keys or place letters of the alphabet on them and combine the development of fine motor skills with learning to read and write.
Working with mosaics
Equipment: mosaics of various types, sample.
1. Insert the plate into any hole in the mosaic.
2. Lay out several columns of plates of the same color. A sample is given which is not removed.
3. Lay out a simple pattern from mosaic plates, having a sample (one-color) in front of your eyes.
4. Make your own drawing based on past experience.
Working with beads
Various stringing exercises are excellent for developing the hand. You can string anything that can be strung: buttons, beads, horns and pasta, dryers, etc. You can make beads from cardboard circles, squares, hearts, tree leaves, including dry ones, and rowan berries.
Materials used: beads of various textures, fishing line, threads, buttons, pasta, dryers, laces and other materials (depending on imagination).
Contents: An adult places beads of different sizes but the same color (or the same size but different colors, or different sizes and different colors) on the table. It is suggested that you make beads yourself, in which large and small beads alternate, or red and blue, or round and square, etc. When performing this task, it is important that the child not only correctly thread the thread into the holes of the beads, but also follow a certain stringing sequence beads You can invite your child to come up with the stringing material and pattern themselves.
Working with paper and scissors
Making paper crafts is also one of the means of developing fine muscles of the hands. This work captivates preschoolers and promotes the development of imagination and constructive thinking. Working with paper ends with a certain result, but in order to achieve it, you need to master the necessary skills, show will, and patience. It is important that children experience the joy of independently completed work and feel faith in their strengths and capabilities. This should be facilitated by tasks selected in accordance with age and encouragement from adults.
From paper and cardboard you can make toys for playing with water and wind, Christmas tree decorations, attributes for role-playing games, dramatization games, fun toys, gifts and souvenirs.
Equipment: Paper of various colors, cardboard, glue, brush, scissors, magazines, pictures, newspapers, foil.
Make some beads.
Children cut rectangular sheets of paper into triangles, each of them is twisted into a bead, the end of which is secured with glue. The finished beads are strung on a thread. All the work of making beads requires sensory-motor coordination, accuracy, and perseverance, i.e., qualities necessary when learning to write.
Weaving.
Weaving influences the development of accuracy, patience, perseverance, the desire to overcome difficulties, to complete the work started, gradually controlling one’s actions, i.e. all those qualities necessary for a child to study at school.
Materials for weaving can be birch bark, bast threads, willow twigs, straw, veneer, as well as paper, thin cardboard, fabric, braid, ribbon, etc. The child can be asked to fold a sheet of paper in half, make a series of even cuts with scissors, without going beyond contour, then cut thin strips of a different color and in a certain way, following the pattern, weave them between the cuts of the main part of the rug.
Having mastered the principle of paper weaving, children independently begin to come up with rug patterns, color combinations, and use this weaving method in other crafts.
Origami is the ancient art of creating various kinds of figures from paper. Currently, it is becoming increasingly popular among teachers and psychologists. And this is no coincidence. The educational potential of origami is very high.
The topics of origami are very diverse, ranging from simple to complex. To successfully learn how to make origami toys with children in a playful way, you need to learn the designations of blanks (basic shapes) and symbols (there are many books on origami techniques on sale now). In the future, this will facilitate production and reduce the time it takes to complete the toy. To memorize and reinforce basic shapes with children, you can use the following games and exercises: “Turn the square into another shape”, “Guess what the square turned into?”, “Where is whose shadow?”, “Name the correct shape”, “Define the basic shape " and etc.
In origami classes, it is effective to use fairy tales-tips; they develop interest, make it easier to make and memorize when making toys, because mechanical tasks (draw a fold line, fold in half, fold a corner to the center) are replaced by meaningful, from the point of view of the plot and game plan, action. The equipment used is sheets of paper of different colors and ready-made books on the origami technique.
Applications.
It is necessary to constantly perform the following exercises: symmetrical cutting, cutting out figures from postcards with scissors. Children can make compositions - appliqués - from cut out figures. If the child is still small and you are afraid to give him scissors, let him tear pictures from a magazine or newspaper with his hands - whatever happens; and you will paste the torn pieces onto a blank piece of paper, giving them some shape. It can make a meaningful collage.
You can teach cutting with scissors, the main thing is that they are safe, with rounded ends. To begin with, it is more convenient to cut out geometric shapes and figures from colored magazines, and with an adhesive pencil, fix them on a sheet.
Needlework
Handicrafts play a special role in preparing the hand for writing: embroidery, sewing, knitting.
Equipment: Shreds, fabrics of different textures, threads, large (gypsy) needles, buttons, thimble.
Contents: The first stitch that children master is the “forward needle” stitch. They try to ensure that the stitches are the same and form an even contour line. Having mastered this seam, children move on to “pick the needle” and “stitch” seams. In a "stitch" seam, the stitches come together tightly to one another. The needle is inserted where it was removed in the previous stitch. On the front side there is one continuous line, and on the back side there is a double line.
Once children have mastered stitches, they can learn to sew. Coordination and precision of movements develop in the child in the process of sewing on buttons. Then children master the “over the edge” seam. They can first sew a piece of cardboard (postcard) with this seam. First, an adult can prick a series of holes along the contour so that children learn how to operate with a needle, then the seam is made independently.
After this, the tasks become more difficult. An adult can offer to sew the blanks cut out from patterns, and then come up with, cut and sew an outfit for a doll or a New Year's costume.
Children first make all types of seams in the air, that is, they imitate the corresponding action of the hand, and then use a needle and thread.
At first, it can be difficult for children to learn how to tie a knot on a thread. They are taught this with the help of leading movements: rolling beads out of paper, launching small toy tops using their fingers. Launching the top requires characteristic rolling movements with your fingers, close to creating a knot on the thread.
Coloring
Equipment: Ready-made books, coloring magazines, blanks, paints, pencils, wax crayons or pastels, felt-tip pens and other materials. It is also necessary to have brushes of different sizes, sponges for painting large spaces, etc.
Hatching
Equipment: Ready-made books, coloring magazines, blanks, Montessori frames, paints, pencils, wax crayons or pastels, felt-tip pens and other materials. It is also necessary to have brushes of different sizes, sponges for painting large spaces, etc.
Hatching, as one of the easiest activities, is introduced to a large extent for children to learn the hygienic rules necessary for writing. At the same time, it continues to be a means of developing coordinated actions of the visual and motor analyzers and strengthening the motor apparatus of the writing hand. Coloring drawings involves four types of shading, which ensure gradual development and strengthening of the small muscles of the hand and the development of movement coordination.
* coloring with short, frequent strokes;
* coloring with small strokes with return;
* centric shading (circular shading from the center of the picture);
* shading with long parallel segments.
When performing shading, you must follow the rules: do not go beyond the contours of the figure, maintain parallelism of the lines and the distance between them (0.3 - 0.5 cm). It is recommended to first hatch with short and frequent strokes, then introduce centric hatching, and only at the last stage is hatching possible with long parallel segments.
During the first attempts at shading, the hand quickly gets tired, children press hard on the pencil, there is no coordination of fingers, but the work itself is exciting and the child returns to it on his own. From the drawings you can trace the improvement of the muscular apparatus. For shading, you can use simple and colored pencils, felt-tip pens and colored pens.
To develop accuracy and confidence in hand movements, exercises are used in which children need to draw parallel lines in a certain direction.
1. Exercise "From house to house." The child’s task is to connect houses of the same color and shape with precise straight lines. The child first draws a line simply with his finger, choosing a direction, then with a felt-tip pen. When drawing lines, children accompany the actions with the words “From house to house.”
2. Exercise "All kinds of labyrinths." Various labyrinths are drawn for the child. Let him “go through” them with a pencil. To prevent the activity from getting boring, it is best to explain what kind of labyrinth this is, where it leads, and who should go through it. ("This labyrinth is in the castle Snow Queen, it's made of ice. Gerda must walk along it without touching the walls, otherwise she will freeze.")
3. Tracing any inserts from the “Montessori frames and inserts” series is useful for hand development, and shading them is no less useful. Each figure should be hatched at a different angle of inclination and with varying degrees of line density. It’s good if the shading turns out to be of varying degrees of intensity: from pale, barely noticeable, to dark.
Grid shading is also useful. In all cases, the child needs samples, so you will have to do the shading as well.
Drawing
In the process of drawing, children not only develop general ideas and creativity, deepen their emotional relationship to reality, but also form elementary graphic skills that are so necessary for the development of manual dexterity and mastering writing. By drawing, children learn to properly handle graphic material and master various visual techniques; they develop fine muscles of the hand. You can draw with black and colored pencils, felt-tip pen, chalk, watercolors, and gouache. Of course, drawing helps develop the small muscles of the hand and strengthens it. But we must remember that when learning to draw and write, the positions of the hand, pencil, notebook (sheet of paper), and methods of drawing lines are specific.
Equipment: Paints, pencils, wax crayons or pastels, felt-tip pens and other materials. Drawing paper should be of different formats and shades. It is also necessary to have brushes of different sizes, sponges for painting large spaces, etc.
1. outlining flat shapes. You can trace anything: the bottom of a glass, an inverted saucer, your own palm, a flat toy, etc. Cookie or muffin tins are especially suitable for this purpose;
2. drawing by reference points;
3. finishing the second half of the drawing;
4. drawing according to the sample, without taking your hands off the paper.
It develops motor dexterity well by drawing ornaments on checkered sheets (graphic exercises), first with a simple pencil, then with colored pencils. You can perform such exercises from 5 to 6 years old. Children engage in this kind of drawing with interest. When the child’s hand gets a little stronger, the drawings he makes become neater and more beautiful.
There is no need to force your child to draw ornaments. Try to interest him in this activity. Be sure to show how this is done first.
Graphic exercises are not the main component of the visual activity of five to six-year-old children and therefore should not predominate in it. Graphic worksheets for the exercises can be prepared by the parents themselves. You can also use various non-traditional techniques.
Monotype: paint of different colors is applied to a sheet of paper. Then another sheet is superimposed on the sheet, and the prints are given a certain shape using a brush, pencil, or felt-tip pen.
Splatter: Dip a brush into the paint and then splatter the paint onto a piece of paper using your fingers or a pencil. In this way, you can create the background of the picture.
Blotography: paints are applied to a sheet of paper in any order. After applying the drawing with a pencil or felt-tip pen, they give it some outline and create an image.
Tamponing: applying paint to paper using cotton swabs or sponges. Suitable for creating a background.
Freehand printing: If your child is extremely reluctant to paint with a brush, encourage him to paint with his fingers. You can draw with one, two, or all fingers at once: each finger is dipped in paint of a certain color, and then placed on paper in turn. This is how you get fireworks or beads, etc. It is best to finish the drawing with felt-tip pens or pencils. You can paint your hand with a brush and then make prints on paper.
For small children, it is good to use special “edible paints” (sold in stores). You can come up with such colors yourself: jam, jam, mustard, ketchup, whipped cream, etc. can decorate your drawing or dish.
Modeling from plasticine or salt dough
Materials used: clay, plasticine, special modeling dough, threads, plastic knife, plasticine boards, etc.
1. We make sausages, rings, balls; We cut the plasticine sausage with a plastic knife into many small pieces, and then mold the pieces again. From each small piece we make a cake or a coin. (You can press a real coin or a flat toy onto the cake to get an imprint.) We paste the resulting cakes over jars, twigs, etc.
If plasticine is not available, make one for your child. salty dough. Here is the recipe: flour, salt, water, sunflower oil. Flour and salt are taken in the same quantity, and one third less water (for example, a glass of flour, a glass of salt, 2/3 glass of water, a tablespoon of butter). Stir and knead. If it doesn't stick well, add water. The dough can be stored for a long time in the refrigerator in a plastic bag.
To make the sculpted figures hard, bake them in the oven, the longer the better. The hardened figures can be painted with paints. Whenever you make real dough, let your child mold a piece.
2. Laying out a given pattern from plasticine with balls, sausages on plywood or a sheet of cardboard.
3. Pasting a glass bottle with plasticine and giving it the shape of a vase, teapot, etc.
4. Modeling geometric shapes, numbers, letters.
sand therapy
The malleability of sand provokes the desire to create a miniature of the real world from it. A sand painting created by a child is a creative product. The main emphasis is on the child’s creative self-expression, thanks to which, on an unconscious-symbolic level, internal tension is released and ways of development are sought. Playing out specific life situations in the sandbox allows the child to change his attitude towards them and find the right solutions for himself. Sand paintings contain another important psychotherapeutic resource - the possibility of creative changes in form, plot, events, and relationships. A child playing in a sandbox with miniature figures embodies the figure of the Wizard, who interacts with natural and social forces.
Since the game takes place in the context of a fairy-tale world, the child is given the opportunity to creatively change the situation or condition that is currently troubling him. By transforming the situation in the sandbox, the child gains experience in independently resolving difficulties both internal and external. He transfers the accumulated experience of independent constructive changes into reality.
In accordance with the goals of our work, we are interested in the corrective aspect of sand therapy - as a method for developing hand motor skills.
1. Find a large box and fill it halfway with washed and dried river sand. Show your child the toy that you will hide in this sand, and do this when he turns away. You can gradually increase the number of hidden toys.
2. Invite your child to model a sand projection. For example, in accordance with the child’s experience, ask him to depict a zoo, pets, forest, etc. Let the child select necessary materials and models the space.
3. Invent and model a sand projection with various landscapes (mountains, ponds, plains, etc.) based on lexical topics familiar to the child (for example, wild animals). Use figurines of pets to construct projections. Invite your child to correct the picture. The child himself must choose the correct animal figures and place them in their characteristic landscapes.
4. Presentation of a fairy tale familiar to the child. The child independently chooses the props and builds the scenery. The fairy tale can be played out entirely according to the plot, or a familiar plot can be taken as a basis, and the child comes up with and plays out his own ending to the fairy tale.
Exercises with small objects
1. "Who will remember?"
Equipment: a box with colored sticks of different sizes, samples drawn on tables.
2. "Magic Cube"
Equipment: “magic cube” - there are a great many of them now on sale with different themes ( geometric figures, animals, flowers, numbers, etc.). You can make such a cube yourself. Take a cube-shaped box made of thick cardboard. Select figures based on the chosen theme (for example, geometric) of approximately the same size and make corresponding holes in the box. Everything can be painted in different colors. At the first stage, show your child that each figure fits into only one hole, and not into the other. Then try to arrange the figures together. And only then let the child try it himself. And if it doesn't work, try again.
3. "Lay out the pattern on a line"
Equipment: sheets of paper, trays with chopsticks, samples on tables for an adult.
4. "Let's build a house"
Equipment: in envelopes, parts for three houses of different sizes, cut out of paper, magnetic board.
5. “What kind of figure did you get?”
Equipment: sets of plain and colored sticks.
1. fold geometric shapes from 3, 5 and 6 sticks;
2. lay out 3 triangles, 2 rectangles (of different shapes);
3. lay out a quadrangle of 6 (8) sticks;
4. add 2 figures from 7 sticks, 3 figures from 10 sticks, etc.
The sticks for each figure can be of a certain color.
6. "Count without looking"
Equipment: long strips of cardboard with buttons sewn on them, cubes or sticks in bags.
7. "Create a pattern"
Make a pattern on a table made of clay (plasticine) by painting the surface with stitches or placing pattern elements of small pebbles and cereals on it.
Equipment: square or rectangular tablets (12*12 cm, 10*15 cm, thickness 0.5 - 0.7 cm) made of clay or plasticine, dough; Variable samples of pattern elements in the pictures.
8. "Felt pens"
Place five markers on the table. Have your child pick them up off the table in different ways. In the first, holding it on both sides with the tips of your thumbs. In the second case - the index fingers, then the middle fingers, and so on up to the little fingers.
If the child copes with this, replace the markers with matches. This game improves coordination of muscle tone, develops precision of movements and teaches you to work with both hands.
Exercises and games based on the LEGO constructor (or any other constructor)
Exercises and games based on the construction set promote the development of fine motor skills, ideas about color and shape, and orientation in space.
Some benefits of using a constructor.
* Firstly, a child can play with crafts made from construction sets, touch them without the risk of spoiling them, while drawings, applications or plasticine figures cannot be suitable for organizing play.
* Secondly, when using a construction set, a child will get colorful and attractive crafts, regardless of his or her skills. The child already feels a sense of success.
* Thirdly, since the construction set can be placed not only on the table, but also on the floor on the carpet, the child does not need to maintain a static sitting position during classes, which is especially important for somatically weakened children.
* And finally, the constructor is safe. The child’s hands remain clean, and the crafts can be put away quickly and easily.
Different companies offer a wide selection of sets: “Home”, “Airport”, “Zoo”, “Family” and others. They can be used to develop your baby's vocabulary. For example, when using the “Airport” set, you can introduce children to types of air transport and the structure of an airport and at the same time practice communication skills and speech techniques by creating a dramatization game where children play certain roles using special dolls from the sets.
Games based on the designer can be either directed or undirected. In the first case, more or less adult intervention in the course and conditions of the game is possible. In some cases, a specialist must even develop a script. For example, this could be the scenario of any everyday conflict or fairy tale. The child himself takes the necessary parts of the construction set and plays. The role of an adult comes down to asking certain questions, the answers to which could explain what exactly the child is doing.
"Wild animals"
The adult tells the child that for 1 predator or 1 family of predators to live, there must be a large number of herbivores on the territory. He then introduces the child to materials they can use to create their own hunting areas. The space on the carpet where the territories will be modeled has already been organized by means of a paper river. The adult reminds that there should be water in the predator’s area. The child must model the hunting territory.
Games with hands
1. "Press the highway"
Two are playing. The players' right hands are clasped, thumbs up. At the signal, the thumb of each opponent begins to “hunt” for the thumb of the other, trying to press it from above. Variation of the game: both the right and left hands of the opponents interlock. Both the right and left thumbs “hunt” at the same time.
2. "Swallow, swallow, quail"
The child's right palm rests on the adult's left palm. Quietly, gently and slowly, you say “swallow”, while at the same time running the fingers of your right hand along the child’s thumb from base to tip; then, with the same word, stroke the child’s other finger. Having fingered several of the child’s fingers, thus, without changing intonation, say simultaneously with stroking: “quail”. The child’s task is to be vigilant and withdraw his hand as quickly as possible, since on the last syllable of this word the adult will grab him by the tip of his finger and begin to shake him, saying: “Caught, caught!” After the quail has been “caught” or “flew away”, the game continues with the child’s other hand.
Having mastered the game, the child himself often suggests changing roles and happily catches the “quail” - your finger.
3. "The dragons flew"
Two are playing. Standing face to face, they stretch their arms forward so that one of the palms of each is between the two palms of their partner. The players take turns pronouncing a word of the verse, clapping their partner’s palm in time with each word:
The dragons were flying and eating donuts.
How many donuts did the dragons eat?
The one who gets the turn to answer calls out any number, for example, three, along with a clap. The partner begins the countdown: “One!” (clap) - "Two!" (response clap) - “Three!” When the last number is called, the one whose hand is currently “under attack” must remove it as quickly as possible so that the clap does not reach the target.
(Children 3, 4 years old)
Introduction
Relevance of the study The use of finger gymnastics, as a means of developing fine motor skills of the hands in children of primary preschool age in science, is of great importance and is regarded as one of the indicators of the physical and mental development of a child.
The problem of developing fine motor skills is studied in different aspects: psychological, physiological, pedagogical.
THEM. Sechenov wrote that the movements of a person’s hand are not hereditarily predetermined, but arise in the process of education and training as a result of the formation of associative connections between visual, tactile and muscular sensations in the process of active interaction with the environment.
ON THE. Bernstein in his theory shows that the anatomical development of the levels of movement construction begins from the first months of life and is completed by two years. Then begins a long process of adjusting all levels of movement construction to each other.
Numerous exercises are being developed: finger games (M.S. Vorontsova, I. Svetlova, etc.), auto didactic games with objects (L. Pavlova, Tsvyntarny).
The object of the study is the fine motor skills of younger preschoolers.
The subject of the study is finger gymnastics.
The purpose of the study is to study the features of using finger gymnastics as a means of developing fine motor skills of the hands in children of primary preschool age.
Research objectives:
1. Analyze the scientific literature on the research problem.
2. Explain the importance of fine motor skills in children of primary preschool age.
3. Give a general description of the features of the development of fine motor skills in children of primary preschool age.
4. Consider diagnosing the level of development of fine motor skills in children of primary preschool age.
5. Study the pedagogical aspect of finger gymnastics.
Research methods: Theoretical analysis of psychological and pedagogical literature on the problem of development of fine motor skills in preschool children.
Chapter 1. Theoretical basis development of fine motor skills in children of primary preschool age
1.1 Implications for the development of fine motor skills in children of primary preschool age
The development of fine motor skills is important in several aspects that have determined existing areas of scientific research:
1) due to development cognitive abilities;
2) in connection with the development of speech;
3) development of one’s own hand movements to carry out object and instrumental actions, including writing.
Development cognitive abilities in connection with the development of hand movements, it is especially active in infancy and early age due to the fact that the movements of the hand examining various objects is a condition for the child’s knowledge of the objective world. “Direct practical contact with objects, actions with them lead to the discovery of more and more new properties of objects and relationships between them” (D.B. Elkonin).
Speech development is closely related to the development of fine motor skills. If you look closely at the image of the brain, it becomes clear that the motor speech area is located next to the motor area, being part of it. About a third of the total area of the motor projection is occupied by the projection of the hand, located close to the speech zone. Training fine movements of the fingers has a great influence on the development of a child’s active speech. Conducted by M.M. Koltsova, L.F. Fomina's research and observations showed that the degree of development of finger movements coincides with the degree of speech development in children. To determine the level of speech development, the following experiment was conducted with children in the first years of life: they asked the child to show one finger, two, three (“do it like this,” - they showed how to do it). Children who can repeat isolated finger movements speak well. And vice versa, in children who speak poorly, the fingers are either tense and bend only all together, or, on the contrary, they are sluggish, weak and do not make individual movements. Thus, until the movements of the fingers become free, it is not possible to achieve speech development in children.
The question of the development of one’s own hand movements to carry out object and instrumental actions will be considered when highlighting the features of the development of fine motor skills in ontogenesis.
The theory of N.A. allows us to understand the basic psychophysiological patterns of motor development of a preschool child. Bernstein. The development of the child’s motor sphere consists of the formation of a highly complex organization of actions that ensure the fast, correct and accurate execution of various movements by correcting, clarifying, and changing them as they are performed.
ON THE. Bernstein wrote: “Coordination of movements is the overcoming of excess degrees of freedom of the moving organ, turning it into a control system.” The human hand from shoulder to fingertips has a huge number degrees of freedom: purposefully (voluntarily) making a movement with your hand, say, bringing a spoon to your mouth, means not allowing this infinite number of degrees of freedom to be realized, limiting them to the minimum that is necessary in this particular case. For example, a child, learning to operate with a spoon, learns to limit the mobility of his joints.
ON THE. Bernstein proposed a completely new understanding of movement control: he called it the principle of sensorimotor corrections, clarifying motor impulses during movement based on continuously incoming information about changes in the course of its course. He described what kind of information feedback signals carry: whether they report the degree of muscle tension, the position of body parts, speed, afferent signals arrive at different sensory centers of the brain and accordingly switch to motor pathways at different levels. ON THE. Bernstein described the levels of movement construction. Each level has specific motor manifestations peculiar only to it, each level has its own class of movements: the central control department - floor, type of sensory corrections, type of motor tasks and repertoire of movements.
Level A - this level functions from the first weeks of a newborn’s life. Helps keep the body in balance. Movements where this level acts as a leader: trembling, rhythmic-vibratory movements, taking and holding a certain pose, while most of the movements that are regulated by this level remain involuntary and unconscious throughout life.
Level B - this level ensures the processing of signals from muscle-articular receptors that report the relative position of body parts, ensuring the coordinated work of large muscle groups. This level begins to function at the 2nd year of a child’s life.
Levels A and B ensure that the general posture is maintained, for example, when the child performs movements with the hands and fingers. Although they do not directly lead movements, they nevertheless ensure coordination of the working organ with the whole body. In repetitive movements, level B provides rhythmic organization, which determines optimal hand function and energy expenditure, i.e. acts as background levels.
Level C is the level of the spatial field. It receives information about the state of the external environment. This level is responsible for constructing movements adapted to the spatial properties of objects - their shape, mass and other features. Among them are types of locomotion (movement), fine motor skills of the hands, etc. The cortex, along with subcortical structures, takes part in ensuring this level, so its maturation, starting very early - in the first year of life - continues throughout childhood and even adolescence.
The following levels can be directly involved in subtle hand movements, as leading levels.
Level C is something like 2 separate levels, one of which is to some extent subordinate to the other - sublevels C1 and C2.
Sublevel C1 - ensures adaptability of movement during the process. This group of devices acts as a projection of the motor process onto externally real space with its forces and objects. From 6-7 to 10 years of age, the level of regulation of voluntary movements in the external spatial field—movements that require aiming, copying, and imitation—intensively develops. Movements gain precision and strength. From the age of 3, the success of actions gradually begins to increase, which is ensured by the level of regulation of meaningful actions. At preschool age, this level of movement regulation is just beginning to develop, which continues throughout subsequent life.
At sublevel C2 - the same adaptability of movements to external space becomes subtler, more specialized, acquiring a more pronounced target or final character, and turns into a projection of movement to its end point in external space with an emphasis on accuracy and precision. So, for example, this sublevel of the spatial field places a decisive emphasis on the accuracy of hitting or accuracy, and in more complex design on the accuracy of reproducing the visible form, for example, drawing a figure in compliance with geometric similarity.
Level D - action level. It functions with the obligatory participation of the cortex (parietal and premotor zones) and ensures the organization of actions with objects. This is a specifically human level of organization of motor activity, since it includes all types of instrumental actions and manual manipulations. A characteristic feature of movements at this level is that they not only take into account spatial features, but are also consistent with the logic of using the object. These are no longer just movements, but to a much greater extent - chains of movements (lacing, tying knots, fastening buttons).
Level E is the highest level of movement organization and semantic coordination. Performs the work of the articulatory apparatus during speech and movement during writing.
Natural ontogenesis consists of two very different phases.
The first phase is the anatomical maturation of the central nervous substrates of motor functions, which is delayed by the time of birth and ends by 2-2.5 years.
The second phase, which sometimes extends quite far beyond the age of puberty, is the phase of final functional maturation and the establishment of coordination levels.
The development of movements corresponding to each level becomes possible in ontogenesis as the parts of the brain that provide these movements undergo morphofunctional maturation.
Along with this, as Bernstein emphasizes, the conditions of upbringing and targeted training that promote the development of hand movements are decisive for the effective development of a child’s fine motor skills.
The motor tasks that an adult sets for a child in the process of education, and the child’s attempts to solve them, are a necessary condition for the development of appropriate levels of movement construction. Thus, various tasks for fine motor skills contribute to the development of fine movements of the hands and fingers.
1.2 General characteristics of the development of fine motor skills in children of primary preschool age
Attention is paid to the development of fine motor skills from the first months of a child’s life. THEM. Sechenov wrote that the movements of a person’s hand are not hereditarily predetermined, but arise in the process of education and training, as a result of the formation of associative connections between visual, tactile and muscular sensations in the process of active interaction with the environment.
A.M. Fonareva believes that the leading role of the visual analyzer is in the development of hand movements. Studies of the visual reactions of infants using precision equipment conducted in the last decade have shown that the development of the baby’s sensory organs, including touch and kinesthesia, which underlie hand movements, is carried out with the leading participation of vision. The earliest function of vision - reflection of objects - makes the visual analyzer the central apparatus in the cognition of movement. Through the perception of movement occurs, as shown by I.M. Sechenov, reflection of the spatio-temporal characteristics of the real world.
Movement, making practical contact - " real meeting" of the hand with an external object, is subject to its properties: by feeling the object, the hand reproduces its size and contour and, through signals coming from its motor apparatus, forms a “cast” in the brain.
A.N. Leontyev wrote: “The “retina of a trained eye” is, strictly speaking, the retina of the eye that initially learned from the hand. In contrast to the process of contact reception of shape, size and distance, which is carried out in movement, as if forcibly imposed by an object, it is not strictly determined and not controlled: after all, the object itself does not provide physical resistance to the movement of the gaze, which it provides to a hand moving along it.”
This allows us to understand the complexity of the interconnections of analyzers, the interaction of visual-tactile-kinesthetic connections. “The eye teaches the hand - the hand teaches the eye.”
The child’s ability to direct the movements of his hands to an object and feel it begins only at 4 months. Grasping an object occurs between 5 and 6 months of age. The development of the hand as an analyzer begins with the appearance of palpating movements in the child. The hand moves here not behind the object, but along the object.
The intensive development of the child’s movements begins with palpation. By the age of 5 months, he develops the act of grasping, which combines two movements: directing his hand towards an object, feeling it, and examining his hands.
The act of grasping is associated with the formation of visual-motor coordination, and it represents the first directed action, also being an important condition for the development of various manipulations with an object.
By 6 months, the child independently moves from a lying position to a sitting position. This allows the child to follow with his eyes the movement of his hands with the object.
At 7 months, the object is grasped almost instantly. The act of grasping is performed with the thumb opposed to the rest.
During the second half of a child’s life, his manual movements develop especially intensively. N.L. Figurin and M.P. Denisova indicate that with the appearance of repeated movements, a new phase in the development of movements begins.
First, patting appears - the child hits an object with something, then transfers the object from one hand to the other hand. Chain movements arise, i.e. those in which several different movements follow one after another.
In the process of forming repeated and chain movements in the child, ideas about the properties of objects and possible actions with these objects are formed. Subsequently, the child learns to manipulate two objects at the same time, and his first functional actions with these objects appear.
By the end of the 1st year of life, significant changes occur in the development of the child’s actions. At approximately 10-11 months, children perform with toys the actions that adults show them.
These actions occur first in joint activities with an adult, later, based on these actions, independent actions appear.
At the initial stage of development, the child’s actions are connected not with objects, but with a single thing on which the method of acting with it was shown and learned. The first functional actions are not yet actual objective actions. In the assimilation of objective actions, the most important role belongs to speech - as the main means of communication between an adult and a child.
The formation of actions in early childhood is closely related to changes in the nature of the child’s orienting activity.
Stage I - “manipulative activity”.
Stage II - visual orientation. The shape of the figures, the basis for guidelines by which the child establishes possible actions with the object. What can you do about it - main question orientation in the subject.
There are 2 types of actions with objects in young children:
1. action with objects - tools. Actions based on orientation in the features of the objects themselves and the conditions of their use. For example, in a movement such as drinking milk from a cup. All actions are aimed at the shape of the cup and the presence of milk in it. P.Ya. Halperin identified the main stages of mastering a weapon (they are not discussed in this text).
2. actions with toys that have greater functionality, allowing freedom of action with them. The same object can act as a tool and as a toy. The cube allows you to perform different actions with it, like an instrument of action - a constructor, like a mug of milk.
1.3 Diagnosis of the level of development of fine motor skills in children of primary preschool age
Due to the importance of developing fine motor skills, the issue of quickly identifying the level of fine motor skills on simple tasks remains relevant. In our country in 1923, N. Ozeretsky's test became widespread. “Motor skills assessment tests” are combined into several groups for different components of movement: static coordination; dynamic coordination; speed of movement; strength of movement; accompanying movements. The tests are designed as a guideline for diagnosing psychomotor development in accordance age standards. Let's look at some tests for children 4-8 years old. These are tasks that require fine hand movements.
"Static coordination". Closing your eyes, touch the tip of your nose with the index fingers of your left and right hands (alternately).
"Speed of movement." Placement of coins in a box (when performing this test, subjects of all ages should be warned that the coins must be placed at the required speed).
For children 5 years old.
"Dynamic coordination". The subject is given a square piece of tissue paper and asked to roll it into a ball with the fingers of his right hand as quickly as possible.
"Movement speed." Putting matches in a box.
"Static coordination". Drawing vertical lines.
Test "Labyrinth". Two labyrinths are placed in front of the subject, who is sitting at a table; with his right hand, the subject takes a sharpened pencil and, at a sound signal, begins to draw a continuous line with a pencil until he reaches the exit from the maze.
Card placement test. 8 years.
To alternately touch the tip of the thumb alternately to the tips of the other fingers of the same hand, starting with the little finger.
In the last decade, attempts have been renewed to create a battery of test tasks for fine motor skills as one of the sections of the so-called cards of individual motor development. Among such tasks is the performance of objective and instrumental actions, the mastery of which, at one or another age level, indicates compliance with the established norms of psychophysiological development.
Thus, the “Teacher's Diary” presents tests for preschool children, starting from 3 years old, including tasks to identify the development of fine motor skills. Most tasks are completed with objects; N. Ozeretsky's tests are selectively used.
Testing is carried out individually with each child.
For children 3-4 years old. Transferring small objects (buttons, chips, peas) one at a time onto the table surface into a small box.
For children 4-5 years old. Stringing medium-sized beads (or buttons) onto a thick fishing line.
For children 5-6 years old. Thread the lace into the shoe, lace it crosswise, tie the shoe.
For children 6-7 years old. Touch in turn the end of the thumb to the fingertips of the same hand, starting with the little finger, and then in the opposite direction; perform at a moving pace, first for the right hand, then for the left.
conclusions
Organized hand movements are formed in a child gradually during the first and second half of life, primarily as a result of the development of actions with objects.
Diagnostic tests are designed as a guide for diagnosing psychomotor development in accordance with age standards. Test tasks that require fine hand movements.
Chapter 2. Pedagogical aspects of conducting finger gymnastics with younger preschoolers
2.1 The importance of finger gymnastics for the development of fine motor skills of the hands in children of primary preschool age
Performing exercises and rhythmic movements with the fingers inductively leads to excitation in the speech centers of the brain and a sharp increase in the coordinated activity of speech zones, which ultimately stimulates the development of speech.
Finger games create a favorable emotional background, develop the ability to imitate an adult, teach them to listen and understand the meaning of speech, and increase the child’s speech activity.
The baby learns to concentrate his attention and distribute it correctly.
If a child performs exercises, accompanying them with short poetic lines, then his speech will become clearer, rhythmic, bright, and control over the movements performed will increase.
The child’s memory develops as he learns to remember certain hand positions and sequences of movements.
The baby develops imagination and fantasy. Having mastered many exercises, he will be able to “tell with his hands” whole stories.
As a result of finger exercises, the hands and fingers will gain strength, good mobility and flexibility, and this will further facilitate mastering the skill of writing.
2.2 General characteristics of finger gymnastics
Finger gymnastics -
Exercises can be divided into three groups.
Group I. Exercises for hands
Develop imitative ability;
Learn to tense and relax muscles;
Develop the ability to maintain the position of the fingers for some time;
Learn to switch from one movement to another.
Group II. Exercises for fingers are conditionally static.
Improve previously acquired skills to a higher level and require more precise movements.
III group. Dynamic finger exercises
Develop precise coordination of movements;
Learn to bend and unbend fingers;
Learn to oppose the thumb to the rest.
All these exercises will be useful not only for children with delays in speech development or any of its disorders, but also for children whose speech development occurs in a timely manner.
When playing games, the following rules must be observed:
Practice all the exercises sequentially, starting with the first group.
Game tasks should gradually become more difficult.
You can start the game only when the child wants to play.
Never start a game if you yourself are tired or if your child is not feeling well.
Overtiring a child while playing is unacceptable.
Remember! Any exercises will be effective only with regular exercise. Exercise daily for about 5 minutes.
Forms of work to develop fine motor skills of the hands can be traditional and non-traditional.
Traditional:
Self-massage of hands and fingers (stroking, kneading);
Finger games with speech accompaniment;
Finger gymnastics without speech accompaniment;
Graphic exercises: shading, completing a picture, graphic dictation, connecting by dots, continuing a series;
Subject activities: playing with paper, clay, plasticine, sand, water, drawing with crayons, charcoal;
Games: mosaics, construction sets, lacing, folding cut-out pictures, games with inserts, folding nesting dolls;
Puppet theaters: finger, mitten, glove, shadow theater;
Games for the development of tactile perception: “Smooth - rough”, “Find the same by touch”, “Wonderful bag”.
Non-traditional:
Self-massage of hands and fingers with walnuts, pencils, massage brushes;
Finger games using a variety of materials: waste, natural, household materials.
2.3 Selection of exercises for finger gymnastics
Finger gymnastics “Fingers”
Target
Children repeat the words and movements after the psychologist:
I have two hands (raise your hands in front of you)
There are also ten fingers. (spread your fingers to the sides)
Ten dexterous and cheerful,
Fast miracle boys. (wiggle fingers)
Our fingers will work, (clench and unclench the fingers of both hands)
Wonder boys shouldn't be lazy!
Finger gymnastics “Meeting”
Target: development of speech function and movement of the hands and fingers.
The children repeat the words, and with the fingers of their right hand they take turns “hello” with the fingers of their left hand, touching each other with their tips.
On the right hand there are fingers.
On the left hand there are fingers.
The time has come for them to meet -
Get your suitcases ready.
Finger gymnastics “Trees”
Place your hands in front of you, palms facing you. The fingers are spread apart and tense. After performing the exercise, shake your hands.
There is a tree in the field,
The wind moves the branches. (Swing your arms from side to side.)
The wind is blowing in our face
The tree swayed! (Swing your hands up and down without bending your fingers.)
Finger gymnastics “For mushrooms”
Target: development of speech function and movement of the hands and fingers.
Children repeat the words and bend their fingers, starting with the little finger:
We'll put it in the box
The smallest fungus:
Boletus, wave
And a funny pig
White, saffron milk cap, russula,
Boletus of course
And the beauties fly agaric
Let him decorate the slope!
Finger gymnastics “Butterfly”
Target: development of speech function and movement of the hands and fingers.
Cross your wrists and press your palms back to each other. Fingers are straight. With a slight movement of the hands at the wrists, imitate the flight of a butterfly.
Cabbage Butterfly
Flew over a flower
She fluttered merrily -
Collected pollen.
Finger gymnastics “On a log”
Target: development of speech function and movement of the hands and fingers.
Log by log, log by log
A little insect crawled (Move the fingers of both hands along the surface of the table, imitating the movements of a bug)
A butterfly flew by (Cross your wrists and press your palms back side to side.)
A bird fluttered by. (Fingers straight. With light but sharp movements of the hands at the Wrists, imitate the flight of a bird.)
Finger gymnastics “Rain”
Target: development of speech function and movement of the hands and fingers.
Press the pads of your right and left hands to the table. Alternately tap them on the table surface, like playing the piano.
Rain, rain,
Don't rain!
Don't rain! Wait!
Come out, come out, sunshine -
Golden bottom.
Finger gymnastics “Visiting the big toe”
Target: development of speech function and movement of the hands and fingers.
Children repeat words and movements after the psychologist.
Visiting the big toe (Thumbs up.)
They came straight to the house (Join the fingertips of both hands at an angle.)
Index and middle (Alternately connect the called fingers with the thumb on both hands at the same time.)
Nameless and last
The little finger itself (B stick out your little fingers, fingers clenched into a fist.)
He knocked on the threshold. (Knock your fists against each other.)
Together fingers are friends, (Rhythmic squeezing of fingers on both hands.)
They cannot live without each other.
Finger gymnastics “Flowers”
Target: development of speech function and movement of the hands and fingers.
While pronouncing the words, synchronously move the hands of both hands from the position of hanging fists to raised hands with fingers spread to the sides.
Flowers bloomed in the garden
Unprecedented beauty.
Flowers reach for the sun,
Five magic petals.
Finger gymnastics “Flowers”
Target: development of speech function and movement of the hands and fingers.
Our scarlet flowers open their petals. (Slowly extend your fingers from your fists.)
The breeze breathes a little, the petals sway. (Swing your hands left and right.)
Our scarlet flowers cover the petals, (Slowly clench your fingers into a fist.)
They shake their heads and fall asleep quietly. (Swinging the fists forward and backward.)
Conclusion
The purpose of the study was to study the features of using finger gymnastics as a means of developing fine motor skills of the hands in children of primary preschool age.
To achieve this goal, we solved theoretical problems and drew conclusions that:
Fine motor skills are subtle movements of a person’s hands and fingers; they are a necessary component of many human actions: object, instrumental, labor, developed during the cultural development of human society.
The development of fine motor skills is very important for the implementation of object and instrumental actions, including writing.
Organized hand movements are formed in a child gradually during the first and second half of life, primarily as a result of the development of actions with objects.
Diagnostic tests are designed as a guide for diagnosing psychomotor development in accordance with age standards. Test tasks that require fine hand movements to complete
Finger gymnastics promotes the development of the hand, and the fingers will gain strength, good mobility and flexibility, and this will make it easier to master the skill of writing in the future.
Finger gymnastics - These are games with plasticine, pebbles and peas, games with buttons and lacing. All these activities help develop motor skills and abilities of the hand and fingers, and perform complex manipulations with objects.
Exercises for finger gymnastics are selected taking into account the age characteristics of the child and the level of development of fine motor skills.
Bibliography:
Variety of ways
development of fine motor skills
in preschool children
Novotroyanovsky educational complex
"Comprehensive schoolІ-ІІІ steps – lyceum –
preschool educational institution"
Psychologist: Konstantinova M.I.
Speech therapist: Derevenko N.N.
2014
Content
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Section I
The essence of the problem of fine motor skills in the context of modern educational tasks. . . . . . . . . . . . . . . . . . . . . . .7
Features of the development of movements of the hand, fingers and arms
child. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . eleven
Health-saving components as a means of developing fine motor skills of preschoolers. . . . . . . . . . . . . . . . . . . . . . . 13
Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . 24
Section 2 Didactic aids using traditional and non-traditional methods of developing fine motor skills. . . . . . . . 26
Annotation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Game “Dasha doll outfits”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Game "Balls-Smeshariki". . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Game "Kapitoshka". . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
Game "The Adventures of Kolobok". . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Game "Toys Hidden". . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Applications. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Electronic version of work
“It is not intellectual advantages that have made man the ruler over all living things, but the fact that we alone control our hands - this organ of all organs.”
Giordano Bruno
Introduction
At the present stage of development of knowledge about early childhood, the idea of the value of the first years of a child’s life as the foundation for the formation of his personality has been confirmed. During this period, the foundations of such qualities as competence, independence, creativity, etc. are laid.
The determining factors in the development of a child’s personality are the social conditions of his life: communication, educational influence, organization of life in general, influence environment etc. Moreover, it is the pedagogical influence that largely determines the level of development of the child.
The main task pedagogical process is the enrichment of development, the implementation of the principles of humanization and democratization - the transition to a pedagogy of a new quality, focusing on the individuality of each child.
As you know, emotional communication between an adult and a child (up to one year old) instills in him a sense of trust (or mistrust) in people and the world around him. In the future, this communication determines his friendliness and sociability. After all, knowledge is formed as a result of the interaction of a subject (child) with this or that information.
One of the important directions modern development society – humanization of the educational system. This direction provides for increased interest in the child and sets tasks - the development of a holistic personal worldview.
In the Basic Component preschool education in Ukraine, the holistic development of the child as an individual is considered as the main goal of modernizing preschool education at the present stage of state development, and this, in particular, involves caring for the health of the preschooler - a state of complete physical, spiritual and social well-being.
Life constantly presents more difficult conditions not only to adults, but also to children. The amount of information that children must learn not mechanically, but meaningfully, is constantly increasing.
Since the learning process is based on the physiological activity of the brain, then, of course, success pedagogical work depends to a large extent on the extent and how correctly the physiological capabilities of the brain are used.
Today, the question of the conditions in which these possibilities would be realized, perhaps to a greater extent, and without overloading or overworking the brain, is especially acute.The need for movement is one of the main physiological characteristics of the child’s body, being a condition for its normal formation and development.
Fine motor skills are one of the aspects of the motor sphere. Which is directly related to the mastery of objective actions, development productive species activities, writing, and speech of the child. Formation of motor functions. This includes subtle hand movements that occur during the child’s interaction with the objective world around him.
Relevance - increasing the efficiency of complex work on the development of fine motor skills and coordination of finger movements in preschool children.
The wonderful teacher V. A. Sukhomlinsky wrote that the origins of children’s abilities and talents are at their fingertips; from them, figuratively speaking, come the finest streams that feed the source of creative thought. The more confidence and ingenuity in the movements of a child’s hand, the more subtle the interaction of the hand with a tool (pen, pencil...), the more complex the movements necessary for this interaction, the brighter the creative element of the child’s mind, the more skill in the child’s hand, the more child cleverer.
Research by Russian physiologists also confirms the connection between hand development and brain development. Works by V.M. Bekhterev proved the influence of hand manipulation on the functions of higher nervous activity and speech development. Simple hand movements help remove tension not only from the hands themselves, but also from the lips, and relieve mental fatigue. Research by M.M. Koltsova proved that each finger of the hand has a fairly extensive representation in the cerebral cortex. The development of fine movements of the fingers precedes the appearance of syllable articulation. Thanks to the development of fingers, a projection of the “scheme of the human body” is formed in the brain, and speech reactions are directly dependent on the fitness of the fingers.
Important conditions for the implementation of special skills in educational activities (primarily writing), as well as the skills necessary for the implementation of artistic, graphic, musical, constructive and other types of activities, as well as for the full development of those parts of the child’s brain that are functionally related to the activities of the hands, is the child’s ability to the voluntary regulation of muscle activity and the formation of the correct way of grasping various objects.
The ability for the necessary distribution of muscle force when working with the hands and sufficient functional mobility of the thumbs in relation to the rest provide the child with high plasticity in the field of fine motor skills.
In addition, the very development of fine motor skills occurs in the process of mastering these types of activities (their operational and technical side) and the objective tools necessary for their implementation.
It is also important that the level of development of children’s speech is directly dependent on the degree of formation of fine finger movements. Unfortunately, in recent years there has been an increase in the number of children with poorly developed speech.
Presenter pedagogical idea is in creating additional conditions that help improve the efficiency of the development of fine motor skills in the hands of preschoolers.
Section I Theoretical foundations of the problem of developing fine motor skills of a child’s hands
The essence of the problem of fine motor skills in the context of modern educational tasks.
Fine motor skills are a set of coordinated actions of the nervous, muscular and skeletal systems, often in combination with the visual system in performing small and precise movements of the hands and fingers and toes. The term dexterity is often used when referring to motor skills of the hand and fingers. The area of fine motor skills includes a wide variety of movements: from primitive gestures, such as grasping objects, to very small movements, on which, for example, human handwriting depends.
Fine motor skills are a necessary component of many human actions: object, instrumental, labor, developed in the course of the cultural development of human society.
The development of fine motor skills is important in several aspects that have determined existing areas of scientific research:
1) in connection with the development of cognitive abilities;
2) in connection with the development of speech;
3) development of one’s own hand movements to carry out object and instrumental actions, including writing.
The development of cognitive abilities in connection with the development of hand movements is especially active in infancy and early age due to the fact that the movements of the hand examining various objects is a condition for the child’s knowledge of the objective world. “Direct practical contact with objects, actions with them lead to the discovery of more and more new properties of objects and relationships between them” (D.B. Elkonin). Speech development is closely related to the development of fine motor skills. If you look closely at the image of the brain, it becomes clear that the motor speech area is located next to the motor area, being part of it. About a third of the total area of the motor projection is occupied by the projection of the hand, located close to the speech zone. Training fine movements of the fingers has a great influence on the development of a child’s active speech. Conducted by M.M. Koltsova, L.F. Fomina's research and observations showed that the degree of development of finger movements coincides with the degree of speech development in children. Thus, until finger movements become free, it is not possible to achieve speech development in children.
1. Hand movements are the basis for developing self-care skills in children.
2. The level of development of fine motor skills is one of the important indicators of a child’s readiness for school.
3. Movements of the fingers affect the development of the motor function of speech and stimulate the development of other mental functions - thinking, memory, attention. The function of the human hand is unique and universal. Sukhomlinsky wrote in his memoirs that “the child’s mind is at his fingertips. The more skill in the child's hand, the smarter the child. It is the hands that teach the child accuracy, accuracy, clarity of thinking. Hand movements excite the brain, causing it to develop.” According to M.M. Koltsova, the level of speech development is directly dependent on the degree of formation of fine movements of the fingers: if the development of finger movements corresponds to the child’s age, then his speech development will be within normal limits; if the development of finger movements lags behind, the development of speech is also delayed. MM. Koltsova notes that there is every reason to consider the hand as an “organ of speech” - the same as the articulatory apparatus. From this point of view, the motor projection area of the hand can be considered another speech area of the brain. According to the observations of researchers, the development of a child’s verbal speech begins when the movements of the fingers reach sufficient subtlety. The development of finger motor skills, as it were, prepares the ground for the subsequent formation of speech.
It turns out that most modern children have a general motor lag, especially urban children. Remember, now even in kindergartens they ask you to bring shoes with Velcro, so that teachers do not have to take the trouble to teach the child to tie his shoelaces. Even 20 years ago, parents, and with them their children, had to do more with their hands: sort through cereals, wash clothes, knit, embroider. Now there is a car for each lesson. A consequence of poor development of general motor skills, and in particular the hands, is the general unpreparedness of most modern children for writing or problems with speech development. With a high degree of probability we can conclude that if everything is not in order with speech, it is probably problems with motor skills. Work on the development of fine motor skills of the hands and fingers has a beneficial effect not only on the development of speech and its functions, but also on the mental development of the child. In Japan, for example, targeted hand training for children is carried out in kindergartens from the age of two (according to experts, this stimulates the child’s mental development), and in Japanese families children develop their fingers from the age of one. You need to start working on developing fine motor skills from a very early age. Already an infant can massage his fingers (finger gymnastics), thereby influencing the active points associated with the cerebral cortex. In early and early preschool age, you need to perform simple exercises, accompanied by a poetic text, and do not forget about developing basic self-care skills: buttoning and unbuttoning buttons, tying shoelaces, etc.
Children love to wave their hands, clap their hands, play “Magpie-white-sided”, show “horned goat”. All these games are very useful, as they train the hand. Also in early childhood, games with cubes, pyramids, nesting dolls are useful. Later - with various type of construction sets, for example, "Lego", when the child has to assemble and disassemble small parts, put together a whole from individual parts, and for this it is very important that the fingers obey and work well, thereby stimulating the baby's speech development.
The most effective is to use the influence of physical activity and positive emotions which tone the brain.
It is reliably known: the more small movements are controlled by the hand, the better the development of mental activity progresses.
The movements of the child’s fingers and hands have a developmental effect.
Regular finger exercises improve the child’s memory and mental abilities, relieve emotional stress, improve the functioning of the cardiovascular and digestive systems, develop coordination of movements, strength and dexterity of the hands, and maintain vitality.
Features of the development of movements of the child’s hand, fingers and arms
In children, the ability to perceive surrounding objects is largely related to the development of hand actions. From the outside, it seems that reaching out to an object, reaching out and taking it is so simple and easy for a child that it does not require attention. However, no matter how simple the actions may seem to us, adults, we note: a child in the first months of life does not yet have these actions, since a newborn child cannot perform them in a coordinated and purposeful manner. Indeed, in the first months of his life, all the baby’s movements, including hand movements, are of an unconditional reflex nature, i.e. arise without a purposeful, volitional effort - they are not special.
The ontogenesis of the development of the actions of a child’s hands is interesting. I. Sechenov was one of the first scientists who criticized the theory of hereditary conditioning of the development of child's hand movements as a result of the maturation of certain nervous structures. He wrote that human hand movements arise in the process of education and training as a result of the creation of associative connections between visual, tactile and muscle sensations in the process of active interaction with the environment.
The motor and speech functions of a child, like other higher mental functions, go through a long journey, starting with prenatal development. This path is individual and uneven. At a certain period, all processes are synchronized in order to create together an integral ensemble of speech activity that is able to adequately respond to the demands that society places on the child.
It is quite important that adults know the norms of motor and speech development child, tracked the stages of development of skills. Necessary measures taken in time can ensure the baby’s full development.
Movements of the fingers and hands are of particular developmental importance, as they affect the development of speech and all higher nervous activity of the child.
Age features development of fine motor skills of the hands and hand-eye coordination:
At the age of 1-2 years, a child holds two objects in one hand, draws with a pencil, turns over the pages of books, places cubes on top of each other, and makes a pyramid.
At the age of 2-3 years, he opens a box and turns its contents over, plays with sand and clay, opens lids, draws with his finger, and strings beads. He holds the pencil with his fingers and copies the shapes with a few strokes. Builds from cubes.
At the age of 3 to 5 years, a child draws with colored chalk, folds paper, sculpts from plasticine, laces shoes, and identifies objects in a bag by touch. The hand begins to act as a purely human organ.
However, it still takes a long time before a child’s hand begins to act like an adult’s hand.
Health-saving components as a means of developing fine motor skills of preschoolers.
Using simple methods, you can stimulate intellectual potential, promote the development of brain functions in order to eliminate disharmony when the functions of individual sense organs predominate. For this purpose, special exercises, games, etc. are used.
Fine motor skills are developed by:
- various finger games where you need to perform certain movements in a certain sequence;
- playing with small objects that are difficult to handle (only under adult supervision);
- games where you need to take something or pull it out, squeeze - unclench, pour - pour, pour - pour out, push into holes, etc.;
- drawing with a pencil (felt-tip pen, brush, etc.);
- fastening and unfastening zippers, buttons, dressing and undressing, etc.
Fine motor skills of the hands are also developed physical exercise. These are various hangings and climbing (at a sports complex, on a ladder, etc.). Such exercises strengthen the baby’s palms and fingers and develop muscles. A baby who is allowed to climb and hang is better able to master exercises that focus directly on fine motor skills.
Currently, a lot of attention is paid to the problem of developing fine motor skills. But every creative teacher tries to introduce into her correctional work both traditional and non-traditional methods and techniques for the development of fine motor skills in children with problems of physical development.
Forms of work to develop fine motor skills:
Traditional:
- self-massage of hands and fingers (stroking, kneading);
- finger games with speech accompaniment;
- finger gymnastics (special exercises without speech accompaniment, combined into a complex);
- graphic exercises: shading, completing a picture, graphic dictation, connecting by dots, continuing a series;
- subject activity: paper, clay, plasticine;
- games: mosaics, construction sets, lacing;
Various types of fasteners;
- puppet theaters: finger, mitten, glove, shadow theater.
To develop fine motor skills, along with traditional methods and techniques,non-traditional. Non-traditional ones include:
Games and exercises using a “dry” pool;
Self-massage of hands and fingers with walnuts, pencils, massage brushes, chestnuts, balloons;
- usage natural material(cones, nuts, cereals, plant seeds, sand, stones;
Massage using a Su-jok ball, Kuznetsov applicator or Lyapko needle mats;
The use of various household items (clothespins, grilles, brushes, combs, curlers, pencils, hair ties and much more);
Testoplasty;
Quilling.
The non-traditional material provides ample opportunities for training the small muscles of the hand in various activities of a gaming nature. In addition to the development of fine motor skills and fine differentiated finger movements, conducting exercises using non-standard equipment, accompanied by a poetic text or performed to music, is aimed at solving the following problems:
- formation of cognitive activity and creative imagination of children;
- development of visual, auditory perception, creative imagination;
- development of mental processes: attention, memory, thinking, imagination;
- development of the prosodic side of speech: a sense of tempo, rhythm, strength of voice, diction, expressiveness of speech.
Such games help create a positive emotional background, cultivate perseverance, and form positive motivation in the classroom.
The peculiarities lead to the tasks that are solved in remedial classes. The use of health-saving technologies helps solve these problems. Not by chance correctional pedagogy also called medicinal. The selection of elements of various health-saving technologies depends on the age and psychophysiological characteristics of children.
In our practical activities we use the following health-preserving components:
Japanese finger gymnastics.
Japanese doctor Namikoshi Tokujirro created a healing technique for influencing the hands. He argued that fingers are endowed with a large number of receptors that send impulses to the human central nervous system. There are many acupuncture points on the hands, by massaging which you can influence the internal organs reflexively associated with them.
In terms of saturation of acupuncture zones, the hand is not inferior to the ear and foot. Eastern doctors have found that massage of the thumb increases the functional activity of the brain, massage of the index finger has a positive effect on the condition of the stomach, the middle finger on the intestines, the ring finger on the liver and kidneys, and the little finger on the heart.
"Health Balls"
The well-known Chinese balls, which roll in the palms with quiet tapping, are in fact one of the powerful tools of qigong training. The history of “Health Balls” goes back many centuries. However, the most numerous and useful in use are wooden, stone, and metal balls. “Health balls” serve as a means of developing concentration and attention, regulating a person’s energy base.
Today, balls have become very popular both in China and throughout the world. It turned out that they improve blood circulation, memory and normalize blood pressure. According to modern medicine, the healing effect of exercises with balls is explained by the close connection that exists between the hand and the central nervous system. According to Chinese traditional medicine, the balls affect the meridian points located on the fingers and palms, thereby improving the functioning of all organs and systems of the body.
Psychogymnastics.
Psycho-gymnastics helps create conditions for the successful learning of each child. The correctional focus of classes involves the correction of motor, speech, behavioral disorders, communication disorders, and insufficiency of higher mental functions. These problems are successfully solved in classes theatrical activities, logorhythmics, during dynamic pauses in classes and in role-playing games.
Su-Jok therapy.
Most often, in our practical work with children, we turn to the innovative technology of Su-Jok therapy.
The method of Su-Jok therapy has found widespread and successful use in speech therapy and psychological practice. The research of the South Korean scientist Professor Park Jae-Woo, who developed Su-Jok therapy, substantiates the mutual influence of individual parts of our body on the principle of similarity (the similarity of the shape of the ear with the human embryo, the arms and legs of a person with the human body, etc.). These healing systems were created not by man - he just discovered them - but by Nature itself. This is the reason for her strength and security. Stimulation of the points leads to healing (see appendix 1). Improper use never causes harm to a person - it is simply ineffective. Therefore, by identifying the necessary points in the correspondence systems, it is possible to develop the child’s speech sphere. On the hands and feet there are systems of highly active points corresponding to all organs and areas of the body. By influencing them, we can regulate the functioning internal organs. For example, the little finger is the heart, the ring finger is the liver, the middle finger is the intestines, the index finger is the stomach, the thumb is the head. Consequently, by influencing certain points, it is possible to influence the human organ corresponding to this point.
In correctional work, we actively use Su-Jok therapy techniques to develop fine motor skills of the fingers, as well as for the purpose of general strengthening of the body.
Thus, Su-Jok therapy is one of the effective techniques that ensures the development of the cognitive, emotional and volitional spheres of the child.
Tasks :
Influence biologically active points according to the Su-Jok system.
Stimulate the speech areas of the cerebral cortex.
Su-Jok therapy techniques :
1.Massage with a special hedgehog ball. Since there are many biologically active points in the palm, effective way their stimulation is massage with a special ball. By rolling the ball between their palms, children massage their arm muscles. Each ball has a “magic” ring.
2.Massage with an elastic ring, which helps stimulate the functioning of internal organs. Since the entire human body is projected onto the hand and foot, as well as onto each finger and toe, an effective way to prevent and treat diseases is to massage the fingers, hands and feet with an elastic ring. The ring should be put on your finger and the area of the corresponding affected part of the body should be massaged until it becomes red and a feeling of warmth appears. This procedure must be repeated several times a day.
With the help of “hedgehog” balls with rings, children like to massage their fingers and palms, which has a beneficial effect on the entire body, as well as on the development of fine motor skills of the fingers, thereby promoting the development of speech.
3.Manual massage of hands and fingers. Very useful and effective finger massage and nail plates brushes. These areas correspond to the brain. In addition, the entire human body is projected onto them in the form of mini-correspondence systems. Therefore, the fingertips must be massaged until a lasting feeling of warmth is achieved. This has a healing effect on the entire body. It is especially important to act on the thumb, which is responsible for the head of a person.
During correctional activities, active points located on the fingers are stimulated using various devices (balls, massage balls, walnuts, spiny ridges). I do this work before completing tasks related to drawing and writing for 1 minute.
4.Foot massage . The impact on the foot points is carried out while walking on ribbed paths, massage mats, rugs with buttons, etc.
For speech therapy purposes, su-jok therapy, together with finger games, mosaics, lacing, shading, modeling, and drawing, activates the development of children's speech.
Let's look at someforms work with children to normalize muscle tone and stimulate speech areas in the cerebral cortex, correct pronunciation (sound automation), develop lexical and grammatical categories, and improve spatial orientation skills.
Su-Jock massage with balls (children repeat words and perform actions with the ball in accordance with the text)
1, 2, 3, 4, 5!
I'll roll the ball.
I'll stroke your palm
And I'll tickle her.
I roll the ball in circles
I drive him back and forth.
I will stroke their palm.
It's like I'm sweeping away crumbs
And I'll squeeze it a little,
How a cat squeezes its paw
I'll press the ball with each finger,
And I'll start with the other hand.
2. Massage the fingers with an elastic ring (Children alternately put massage rings on each finger, reciting a finger gymnastics poem)
One two three four five,(extend fingers one at a time)
The fingers went out for a walk,
This finger is the strongest, thickest and largest.
This finger is for showing it.
This finger is the longest and stands in the middle.
This ring finger is the most spoiled one.
And the little finger, although small, is very dexterous and daring.
3. Using Su-Jok balls to automate sounds (the child alternately puts a massage ring on each finger, while reciting a poem to automate the given sound Sh)
On the right hand:
This baby is Ilyusha,(on the thumb)
This baby is Vanyusha,(pointing)
This baby is Alyosha,(average)
This baby is Antosha,(nameless)
And the smaller baby is called Mishutka by his friends(little finger)
On the left hand:
This little girl is Tanyusha,(on the thumb)
This little girl is Ksyusha,(pointing)
This baby is Masha,(average)
This little girl is Dasha,(nameless)
And the little one's name is Natasha(little finger)
4. The use of Su-Jok balls in improving lexical and grammatical categories
Exercise "One-many". The speech therapist rolls a “miracle ball” across the child’s table, naming the object in the singular. The child, having caught the ball with his palm, rolls it back, naming the nouns in the plural.
Similarly, we carry out the exercises “Name it affectionately”, “Say the opposite”
5. Using Su-Jok balls to develop memory and attention
Children follow the instructions: put the ring on the little finger of your right hand, take the ball in your right hand and hide it behind your back, etc.; the child closes his eyes, the adult puts a ring on any of his fingers, and he must name which finger of which hand the ring is on.
To develop memory, perception and attention, children follow the instructions: “Find two identical balls, arrange the balls by color, find all the blue ones (red, yellow, green), make multi-colored balls (blue-red, green-yellow).
6. Using balls to sound words
To characterize sounds, massage balls of three colors are used: red, blue, green. On the instructions of the speech therapist, the child shows the ball corresponding to the designation of the sound.
7. Using marbles to improve your skills in using prepositions
There is a box on the table, according to the speech therapist’s instructions, the child places the balls accordingly: a red ball - in the box; blue - under the box; green - near the box; Then, on the contrary, the child must describe the adult’s action.
9. Using balls for syllabic analysis of words
Exercise “Divide words into syllables”: The child names the syllable and takes one ball from the box, then counts the number of syllables.
10. Fairy tale “Hedgehog on a walk” (Appendix No. 2)
These are just some examples of the use of Su-Jok therapy in our work (see Appendix No. 3)
conclusions
The undeniable advantages of Su-Jok therapy are:
High efficiency - at correct use a pronounced effect occurs.
Absolute security – incorrect use never causes harm – it is simply ineffective.
Versatility - Su-Jok therapy can be used by both teachers in their work and parents at home.
Ease of use – to obtain results, stimulate biologically active points using Su-Jok balls. (They are freely sold in pharmacies and do not require large expenses)
Thus, Su-Jok therapy is a highly effective, universal, accessible and absolutely safe method of self-healing by influencing active points located on the hands and feet with special massage balls, the use of which in combination with exercises for correcting sound pronunciation and developing lexical and grammatical categories helps to increase the physical and mental performance of children, creates a functional basis for a relatively quick transition to more high level motor muscle activity and the opportunity for optimal targeted work with the child, providing a stimulating effect on the development of speech, thinking, attention, and memory.
The combination of exercises such as finger gymnastics, self-massage with exercises for correcting sound pronunciation, the formation of lexical and grammatical categories, and the emotional and volitional sphere can significantly increase the effectiveness of correctional activities in a kindergarten.
Working on the development of fine motor skills of children's fingers, we achieved certain results. During the observation, the children's fine motor skills of the fingers improved, and thus: attention, thinking, and observation. The coordination and accuracy of hand and eye movements and general motor activity improved. Thus, as a result of the work done, we came to the conclusion that targeted, systematic and systematic work on the development of fine motor skills of the fingers in preschool children contributes to the formation of speech, intellectual abilities, and most importantly, helps to preserve the physical and mental health of the child. And all this prepares the preschool child for successful schooling.
Bibliography
Bardysheva T. Yu. Hello, little finger. Finger games. – M.: “Karapuz”, 2007.
Bolshakova S. E. Formation of fine motor skills of the hands: Games and exercises. – M.: TC Sfera, 2006.
Bot O. S. Formation of precise finger movements in children with general speech underdevelopment // Defectology. - 1983. - N1.
Bugaeva Z.N. Entertaining games and creative tasks for the development of oral speech and diction - Donetsk: LLC PKF "BAO", 2004.
Vorobyova L.V. Educational games for preschoolers. – St. Petersburg: Publishing house. house "Litera", 2006.
Vorobyova T. A., Krupenchuk O. I. Ball and speech. – St. Petersburg: Delta, 2001.
Ermakova I. A. Developing fine motor skills in children. – St. Petersburg: Publishing house. house "Litera", 2006.
Krupenchuk O.I. Finger games. – St. Petersburg: Publishing house. house "Litera", 2007.
Kryazheva N.L. Development of the emotional world of children. – Yaroslavl, 1996.
Lopukhina I. S. Speech therapy - speech, rhythm, movement: A manual for speech therapists and parents. – St. Petersburg: ICHP “Hardford”, 1996.
Melnikova A.A. We hunted a lion. Development of motor skills. M.: “Karapuz”, 2006.
Pimenova E. P. Finger games. – Rostov-on-Don: Phoenix, 2007.
Sokolova Yu. A. Finger games. – M.: Eksmo, 2006.
Timofeeva E. Yu., Chernova E. I. Finger steps. Exercises to develop fine motor skills. – St. Petersburg: Corona-Vek, 2007.
Chistyakova M.I. Psychogymnastics. – M., 1990.
Tsvintarny V.V. Playing with fingers and developing speech - St. Petersburg: ICHP "Hardford", 1996.
Section 2
developmental benefits
using traditional
and unconventional ways
development
fine motor skills
annotation
A creative approach, the use of alternative methods and techniques contribute to more interesting, varied and effective developmental activities and exercises.
The presented didactic manuals are aimed at developing fine motor skills of the child’s hands, cognitive processes, and the emotional and volitional sphere of preschoolers with the help of health-saving technologies and are created on the basis of a holistic approach to the child’s personality, taking into account the natural dynamics of his development.
Key highlights of the manuals:
- intensive development of finely coordinated hand movements (fine motor skills), improvement of the child’s visual perception and visual memory;
Formation of ideas about color, consolidation of sensory standards;
Improving memory, attention, thinking, speech development;
Usagethe poetic form of presenting the material has an impact on the coordination of speech and movements, evokes an emotional response in the child, encourages him to voice his actions;
Conscious attitude towards your emotions, inner world, mood, feelings;
The use of modern health-saving components in the education of preschoolers in order to form a careful attitude towards their physical and psychological health.Thus, the presented developmental aids are aimed not only at solving a particular problem - the development of fine motor skills, but also solves a number of important general pedagogical problems that make it possible to create a future first-grader a comfortable educational environment and positive motivation for learning. The manuals “Balls-Smeshariki”, “Kapitoshka”, “The Adventures of Kolobok”, “Toys Hid”, “Dasha the Doll” are addressed to speech therapists, psychologists and teachers of preschool educational institutions and development centers, as well as parents of preschool children.
A traditional way to develop fine motor skills
Game “Dasha doll outfits”
Junior preschool age
Goals: introducing children to types of fasteners; consolidate primary colors and enrich vocabulary in accordance with the topic; develop fine motor skills, visual perception and memory; bring up careful attitude to clothes.
Progress of the game:
The cheerful doll Dasha comes to visit the children and is planning to go to her friend’s birthday party. But mom bought a lot elegant dresses Dasha and she can’t decide which dress to wear for the holiday. Children help the doll try on and choose an outfit. The teacher draws the children's attention to the color (red, blue, yellow, green) of the dress and the fastener (buttons, snaps, Velcro, zipper). After trying on each dress, the Dasha doll asks the children to rate the outfit:
“What a dress I’m wearing today!
Do you really like it?
Am I really dressed very nicely?
The dress is red (blue, green, yellow)..."
The satisfied doll Dasha neatly folds the rest of the dresses, thanks the children for their help and goes to the party.
Unconventional ways to develop fine motor skills
Game "Balls-Smeshariki"
Junior preschool age
Target: consolidate children's knowledge about color; develop fine motor skills of the hands; develop the ability to play together, follow the instructions of an adult; introduce children to playing materials: panels, rubber balls.
Rules and course of the game:
I hold him by the leash
Although he is not a puppy at all,
And he got off the leash
And flew away under the clouds.
After the children solve the riddle, the teacher lays out the game panel, the children examine the rubber balls and find the paths by color. Each child rolls a rubber ball towards a balloon of the same color. The child rolls the ball with the palm of his right hand from the end of the thread to the balloon, and in the opposite direction with the palm of his left hand.
Middle and senior preschool age
Target: consolidate children's knowledge about color; practice agreeing a noun with an adjective; develop fine motor skills of the hands; develop the ability to play together, follow the instructions of an adult; development of associations;development of the emotional and volitional sphere in children,introduce children to playing materials: panels, rubber balls.
Progress of the game:
Before the game, the teacher asks a riddle:
I hold him by the leash
Although he is not a puppy at all,
And he got off the leash
And flew away under the clouds.
After the children solve the riddle, the teacher draws the children’s attention to a game panel with a message-task from Smeshariki.
TASKS
GAME EXERCISE “Roll the ball”
Each child rolls a rubber ball towards a balloon of the same color. The child rolls the ball with the palm of his right hand from the end of the thread to the balloon, and in the opposite direction with the palm of his left hand.
GAME EXERCISE with text pronunciation.
Rules : rolling the ball with saying: “1,2,3,4,5 I will roll the ball” or “I roll the yellow ball to the yellow ball”
GAME – LOTTO “WHAT COLOR?”
Rules: Children have cards with pictures of objects of different colors. The speech therapist names the color. Children find an object of this color on the cards, then name the object and its color and roll the ball to the ball of the corresponding color. For example: I have a green leaf, a green hat...
GAME EXERCISE “COLORED BALLS”
Rules: a speech therapist, a psychologist names the color, the children select words: for example, pink (-th, -s, -oe). Pronouncing and completing sentences with rolling a ball:
I painted it red...
Sell me, please... (pink, - oh, oh)
I'm going to give it to a friend...
I drew in the picture...
Along the green path goes...
Game "Kapitoshka"
Target: expand children's knowledge about natural phenomena. Reinforce concepts:
“clouds”, “rainbow”, “rain”, “lightning”, “hail”, “thunderstorm”, “snowfall”, “wind”. Enrich and activate children's vocabulary in accordance with the theme “Phenomena of Nature”. Learn to clearly pronounce the name of a natural phenomenon; match the corresponding verbs to the nouns (it rains, thunder rumbles, lightning flashes, clouds float, etc.). Develop coherent speech by teaching children to write stories about natural phenomena. Develop fine motor skills of the hands. Cultivate observation and independence.
Progress of the game :
The teacher tells the story of a small raindrop - Kapitoshka.
“A capitoshka is a small raindrop. One day Kapitoshka appeared in the little Wolf's house. The wolf cub is kind and affectionate, and this is what upset his parents. He - loving son, and to please mom and dad, he decided to improve and become real - Correct! - a wolf, ferocious, evil, cruel and cunning. This is how it is supposed to be according to wolf laws, and this is what is written in the tutorial for real wolves. The little wolf is intensively learning the rules from the textbook and practicing scary poses. However, it is so difficult to turn from good to bad because the evil Fairy bewitched him. Let us help Kapitoshka disenchant the Wolf Cub. And for this you and I need:
Psychologist's option.
Roll the ball along the path to the magic cloud, which shows a picture with the corresponding emotion. I propose to name and show emotions using facial expressions.
(The child rolls the ball in the opposite direction.)
Thus, Kapitoshka helps the Little Wolf get rid of these complexes, realize himself and becomes his great friend.
Speech therapist option.
At the beginning of the game, children receive balls. Each child must roll the ball across the panel to the corresponding natural phenomenon, which the teacher names, from bottom to top with the fingers of his left hand and return the ball from top to bottom along the panel with the fingers of his right hand.
Game options:
By rolling the ball, the child clearly says the name of the natural phenomenon.
While rolling the ball, the child, first together with the teacher and then independently, recites a poem about this phenomenon.
The panel can be used to strengthen children's ability to match the noun - the name of the phenomenon - with the corresponding verb. For example, rolling a ball towards lightning, he says: “Lightning shines, radiates.” Before the game, the teacher can invite the children to choose for themselves any phenomenon that is located on the panel; remember what they know about this phenomenon and, rolling the ball, talk about it.
Completeness: A game panel on which you can attach natural phenomena, pictures of emotions, and 4 rubber balls using adhesive tape.
Game "The Adventures of Kolobok"
Target: roll a yellow massage ball along the paths, develop fine motor skills, coherent, dialogic speech (make a simple sentence of 2-3 words), intonation.
Progress of the game:
The teacher invites the children to take a walk with Kolobok. During the game, the child discusses his movements with the teacher. “Kolobok is rolling along the path, and a bunny, a wolf, a bear, a fox are coming towards him. Hello, Kolobok! Where are you going? »
Completeness: game panel, pictures of a bunny, wolf, bear, fox, yellow rubber ball.
Game "Toys Hidden".
Tasks:
teach children to move in accordance with a given direction “right”, “left”, “forward”, “backwards”, “in a circle”, “straight”, “in a circle”; develop fine motor skills of the hands; develop attention, auditory perception; develop the ability to play together.
Progress of the game:
The teacher tells the children a short story: “The animals were walking in the clearing, basking in the sun, but suddenly it started to rain. Everyone quickly ran away from the clearing and hid in all directions. But then the rain stopped and the sun came out again. It called all the animals back to the clearing, but they forgot the way back.” The teacher invites the children, using instructions, to find the animals and help them return to the clearing (toys lie at the ends of the paths, covered with handkerchiefs). If the child follows the instructions correctly, he approaches the toy and finds it.
At the beginning of the game, you can target the child to find a specific toy, for example, a tiger cub. At the end of the journey, it will be clear whether the child coped with the guidelines that the teacher gave him and whether he was able to find the hidden toy or lost his way and found, for example, a dog.
Instructions
Middle preschool age
We put the ball at the beginning of the blue path and start moving straight to the blue ring, turn left, go around in a circle, turn right and along the blue path we move straight along the path until it intersects with the yellow path, turn right and move straight to the end of the yellow path.
senior preschool age
We put the ball at the beginning of the yellow path and start moving. Roll the ball along the yellow path until it intersects with the blue path, turn right and move straight to the yellow ring, turn left and move in a circle. We leave the circle, turn left along the path up to the beginning of the red carpet. Next, we move right along the red carpet, turn left and move straight to the end of the red carpet.
We place the ball at the beginning of the orange path, which is located on your right, and move straight along the winding path to the beginning of the blue path; turn left and move straight to the ring; turn right in a circle and move straight along the blue path to the beginning of the red one and move straight until it intersects with the yellow path; turn right and move straight along the yellow path until it intersects with the white one; We move along the white path straight to the end.
Completeness: game panel, animal toys, handkerchiefs, rubber balls.
Appendix No. 1
Bioactive points
hands and feet
Appendix No. 2
TALE “Hedgehog on a walk”
Exercises with a Su-Jock massager ball
Target: influence biologically active points according to the Su-Jok system, stimulate the speech zones of the cerebral cortex.
Equipment : Su-Jok ball - massager.
Once upon a time there lived a hedgehog in the forest, in his little house - a hole(hold the ball in your palm).
The hedgehog looked out of his hole(open your palms and show the ball) and saw the sun. The hedgehog smiled at the sun(smile, fan out one palm) and decided to take a walk through the forest.
A hedgehog rolled along a straight path(roll the ball with straight movements across your palm) , rolled and rolled and came running to a beautiful, round clearing(join palms in the shape of a circle). The hedgehog was happy and began to run and jump across the clearing(hold the ball between your palms)
I started smelling flowers(touch the spines of the ball to the tip of your finger and take a deep breath) . Suddenly clouds came running(hold the ball in one fist, in the other, frown) , and the rain started dripping: drip-drip-drip(knock the ball's spines with your fingertips in a pinch) .
A hedgehog hid under a large fungus(use the palm of your left hand to make a hat and hide the ball along it) and took shelter from the rain, and when the rain stopped, various mushrooms grew in the clearing: boletuses, boletus mushrooms, honey mushrooms, chanterelles and even porcini mushrooms(show fingers).
The hedgehog wanted to make his mother happy, pick mushrooms and take them home, and there are so many of them... how will the hedgehog carry them? Yes, on your back. The hedgehog carefully placed the mushrooms on the needles(prick each fingertip with a ball spike) and ran home happy(Roll out the ball with straight movements across your palm).
Appendix 3
Exercises with a Su-Jock ball massager:
1. Take 2 massage balls and pass them over the child’s palms(his hands are on his knees, palms up) , making one movement for each stressed syllable:
Stroke my palms, hedgehog!
You're prickly, so what!
Then the child strokes them with his palms and says:
I want to pet you
I want to get along with you.
2. In the clearing, on the lawn(roll the ball between your palms)
Bunnies galloped all day long.(jump on your palm with a ball)
And rolled on the grass(roll forward - backward)
From the tail to the head.
The hares galloped like this for a long time,(jump on your palm with a ball)
But we jumped and got tired.(put the ball on your palm)
Snakes crawled past(lead on the palm)
"WITH Good morning! - they were told.
I began to stroke and caress
All bunnies will be mother bunny.(stroke each finger with the ball)
3. The bear was walking sleepily,(walk the ball along the hand)
And behind her is a bear cub.(walk quietly with a ball on your hand)
And then the kids came(walk the ball along the hand)
They brought books in briefcases.
They began to open books(press the ball on each finger)
And write in notebooks.
The child rolls the ball between his palms, while reciting a poem to automate the sound J.
A hedgehog walks without paths
Doesn't run from anyone.
From head to toe
A hedgehog covered in needles.
How to take it?
Poems and riddles
Rainbow
Sunny playing
In the drops of rain,
Sparkles like a rainbow
Leaving into the sky
ties together
River banks
Heavenly bridge -
Rainbow-arc!
Thunder
On a huge dark cloud
A thunderclap came to us.
How thunder boomed in the sky,
Everything around was shaking!
But I can’t hide from the thunder, -
I heard from my mother at home:
Thunder rumbled - that means
Summer is already knocking on us.
hail
Hush hush…
You do not hear -
Hail drumming on the roof?
Water falls from the sky
In the form of ice beads:
“Duk-duk-duk-duk!”
Everyone fled around.
Snowfall
Snowfall, snowfall!
The garden is covered with snow,
And swamps and meadows,
And river banks,
And mountain paths,
And the fields are spacious.
Wind
A fresh breeze is blowing,
Blows due east
The clouds are driving across the sky,
It will rain by lunchtime.
Clouds
If clouds are running across the sky,
This means that the wind let them off the leash.
Light paws, ears and tail.
Every watchdog is lighter than a feather.
If you are so naturally light,
It's great to run on the re-race!
Lightning
Lightning, lightning
The maple was scorched.
Broken by a hurricane
He leaned over.
People sleep and birds sleep -
The silence is complete.
Illuminated the dark garden
Lightning! Lightning!
Storm
Drops started dripping.
It's raining.
It's pouring like crazy!
It began to hail.
Lightning flashes.
Thunder!
Everyone quickly runs home.
In the morning the sun shone brightly.
Rain
It is raining,
It is raining...
Even the rain gets tired.
He will go to the ground to rest...
It became quiet and quiet
And it grows out of the rain
Strawberry.
Rain
rain, rain, drip and drip!
You wouldn't drip on dads,
You wouldn’t drip on moms -
It would be better to come to us:
For dads it’s damp, for moms it’s dirty,
It’s wonderful for you and me!
PUZZLES
I ran along the meadow path -
The poppies nodded their heads;
Running along the blue river -
The river became pockmarked.
(Wind)
In the morning the beads sparkled,
They covered all the grass with themselves,
And we went to look for them during the day,
We search and search, but we won’t find it.
(Dew)
Above you, above me
A bag of water flew by
Ran into a distant forest -
He lost weight and disappeared.
(Rain cloud)
Sister and brother live:
Everyone sees one
Yes, he doesn’t hear
Everyone hears the other
He doesn't see it.
(Lightning and thunder)
What a wonderful beauty!
painted gate
Showed up on the way!..
You can't drive into them, you can't enter them...
(Rainbow)
There's a commotion in the yard -
White falling peas
Right on the head - oh!
He knocks the blossoms off the apple trees
And it does harm to the fields.
(hail)
What kind of arrow is that?
Did you light up the black sky?
The black sky lit up -
It sank into the ground with a roar.
(Lightning)
They ask for him, they wait for him,
And when he comes -
They will start hiding.
(Rain)
Picture material for manuals
Green
2. Red
Blue
8. Pink
10. Blue
