1. Physiological features of the development of motor skills in young children preschool age
Fine motor skills are the child's ability to perform a sequence of small and precise movements with the hands, as well as fingers and toes, using the coordinated actions of the body's muscular, skeletal and nervous systems.
To the area fine motor skills includes a wide variety of movements: from primitive gestures such as grasping objects to very small movements, on which, for example, a person’s handwriting depends.
The movements of a person’s hand, as I. N. Sechenov wrote, are not hereditarily predetermined and are formed in the process of education and training, as a result of associative connections that arise during the work of the visual, auditory and speech motor analyzers.
Recently, teachers and psychologists are attaching increasing importance to the development of fine motor skills, because it is an important component of a child’s learning and development.
The great Soviet innovative teacher 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 is...”
According to research conducted by L. V. Antakova-Fomina, M. M. Koltsova, B. I. Pinsky, the connection was confirmed intellectual development and finger motor skills. The level of development of children's speech is also directly dependent on the degree of formation of fine hand movements.
In the human brain, the centers responsible for speech and finger movements are located nearby. And the size of the projection of the hand, located in the cerebral cortex, occupies about a third of the entire motor projection. It is these two scientifically proven facts that allow us to consider the hand as an “organ of speech” along with the articulatory apparatus. In this regard, it is believed that subtle movements of the fingers significantly influence the formation and development of the child’s speech function. Therefore, in order to teach a child to speak, it is necessary not only to train his articulatory apparatus, but also to develop fine motor skills.
Fine motor skills of the hands interact and influence the development of attention, thinking, optical-spatial perception (coordination), imagination, observation, visual and motor memory.
The development of fine motor skills is also important because the child’s entire future life will require the use of precise, coordinated movements of the hands and fingers, which are necessary to dress, draw, write, and also perform many different household, educational and work activities.
During activity, the arm muscles perform three main functions:
organs of movement;
organs of cognition;
· energy accumulators (both for the muscles themselves and for other organs).
If a child touches any object, then the muscles and skin of the hands at this time “teach” the eyes and brain to see, touch, distinguish, and remember.
How does the hand study objects?
1. Touching allows you to verify the presence of an object and its temperature. Humidity, etc.
2. Tapping makes it possible to obtain information about the properties of materials.
3. Picking it up helps to detect many properties of objects: weight, surface features, shape, etc.
4. Pressure makes it possible to determine softness or hardness, elasticity, and what material it is made of.
5. Feeling (grasping, rubbing, stroking, circular and kneading movements) of small and loose objects teaches the child to feel the touch of the palm or fingers. With their thumb, index, and middle fingers, children feel the details of the mosaic, buttons, nuts, coins; large objects are grasped with all five fingers.
In general, different fingers perform different functions. The thumb serves as a support and a moving reference point. The main share of palpating movements occurs on the index and middle fingers. Thanks to their movements, a consistent development of the contour of the object and its elements is carried out.
The ring finger and little finger participate in the palpation process sporadically, only touching the object from time to time. Their main function is to balance the entire moving system.
The palm, as a rule, is not involved in the process of feeling flat objects. But when feeling three-dimensional objects, it plays a rather active role in reflecting the curvature of their surface and volume.
Thus, the hand cognizes, and the brain records sensation and perception, connecting them with the visual, auditory and olfactory into complex integrated images and ideas.
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Disadvantages in the development of motor skills in preschoolers of the described category are detected at different levels of nervous and neuropsychic organization. The result of functional deficiency, a manifestation of weakly expressed residual organics, is the motor awkwardness and lack of coordination that occur in all children, manifested even in such automated movements as walking and running. Many children, along with poor coordination of movements, experience hyperkinesis - excessive physical activity in the form of inadequate or excessive strength or range of motion. Some children have choreiform movements (muscle jerks)
nia). In some cases, but much less frequently, on the contrary, motor activity is significantly reduced in relation to the normal level.
To the greatest extent, the lag in the development of the motor sphere is manifested in the area of psychomotor skills - voluntary conscious movements aimed at achieving a specific goal. An examination of the psychomotor skills of older preschool children with mental retardation using tests by N. I. Ozeretsky showed that performing many of the test tasks causes certain difficulties for children. They perform all tasks more slowly than normally developing children; they exhibit inaccuracy and clumsiness in movements and difficulties in reproducing hand and finger postures. Particular difficulties are found when performing alternating movements, for example, alternately bending into a fist and straightening the fingers or bending the thumb while simultaneously straightening the remaining fingers of the same hand. When performing voluntary movements that make it difficult for children, excessive muscle tension and sometimes choreiform twitching often occur.
Defects in the coordination of movements, in which muscle groups of both halves of the body are involved, can be largely associated with a lag in the lateralization of functions, i.e. in the selection of the leading hemisphere of the brain. It has been shown that incomplete lateralization is observed in many younger schoolchildren with mental retardation.
Deficiencies in motor skills adversely affect the development of children's visual activity, manifesting themselves in difficulties in drawing simple lines, completing small details of a drawing, and subsequently in difficulties in mastering writing. All of the above indicates the need for special classes to develop the motor skills of these children in pre-school age. school age.
Attention
Lack of attention as the concentration of the subject's activity on any object is noted by all researchers as a characteristic sign of mental retardation. To one degree or another, they are present in children belonging to various clinical forms of mental retardation. American psychologists and clinicians describe “attention deficit disorder,” often combined with hyperactivity, as characteristic of children with minimal brain dysfunction and many children with learning difficulties. Manifestations of lack of attention in preschoolers with mental retardation are detected already when observing the peculiarities of their perception of surrounding objects and phenomena. Children
poorly focused on one object, their attention is unstable. This instability manifests itself in every other activity that children engage in.
At the same time, it should be noted that in a study in which a comparative assessment of attention indicators was carried out in older preschoolers with mental retardation, normally developing and mentally retarded, the established differences (the indicators of children in the category under consideration occupy an average position) do not reach statistically significant values (I. A. Korobeinikov, 1980). It can be assumed that this picture is determined by the significantly greater concentration of children in the conditions of an individual laboratory experiment, where the child’s activity is regulated and stimulated by an adult and various distracting influences are minimized. The opposite is observed in conditions of free behavior of the child at home or in a kindergarten group, when immaturity, weakness of self-regulation of mental activity and lack of motivation are manifested to a much greater extent. In such conditions, attention deficit becomes more obvious.
The attention deficits of children with mental retardation are largely associated with low performance and increased exhaustion, which are especially characteristic of children with organic insufficiency of the central nervous system.
Memory
According to observational data, preschoolers with mental retardation have worse memory than their typically developing peers. However, experimental studies show that the differences between children of these two groups in terms of average scores are not always significant.
Thus, in experiments by I.A. Korobeinikov (1980) on memorizing 10 words, the average indicator of immediate short-term memory of children with developmental delays was slightly lower than that of normally developing children, and higher than that of mentally retarded preschoolers, but the differences were not the same. did not reach significant values in either direction. A somewhat different picture was obtained with delayed recall, which characterizes long-term memory: the gap between the performance of children in the group of interest to us and the mentally retarded increased and reached a significant value (with R< 0.05), and between the results of preschoolers with mental retardation and normally developing ones was still statistically insignificant.
The study, conducted in the psychological laboratory of the Institute of Correctional Pedagogy, examined the
children's variable and verbal memory under conditions of unintentional learning.
In front of the children, 12 cards with images of different objects were laid out sequentially on a special tablet. The child had to name each object immediately after the next picture was placed. There was no memorization task. Then all the pictures were removed. Afterwards, they were again presented one at a time, and the subject had to indicate the place on the tablet where this picture had previously been located.
Thus, data were obtained characterizing the visual memory of children. The average number of reproductions of the location of the picture by preschoolers with mental retardation (9.3), although smaller, was quite close to the corresponding indicator for normally developing children (10.5) and differed significantly from the indicator for mentally retarded children (6.9). Detailed quantitative and qualitative analysis shows that the figurative memory of children with mental retardation is less accurate than that of normally developing preschoolers. Although approximately 60% of the children in the described group had average results that coincided with those of preschoolers without developmental disabilities, the results of the rest were noticeably lower. Among the latter, inaccurate indications of the location of the picture were often observed - next to its true location or diagonally from it. The spread of indicators in the group of children with mental retardation was significantly wider than in the group of normally developing children. Consequently, among older preschoolers with mental retardation, there are significant differences in the level of development of elementary figurative memory, which is memory for the location of objects.
The next stage of this experiment was to identify the features of memorizing words - the names of the depicted objects. The results of reproducing verbal symbols were lower than the indicators of figurative memory in children of all three compared groups: in normally developing children - 8.7 words; in children with mental retardation - 8.5; for the mentally retarded - 5.9. Thus, first of all, a lower efficiency of verbal memorization is revealed in comparison with visual memory, and also that the indicators of this type of memory in children with developmental delays and normally developing ones are practically the same, and in mentally retarded preschoolers are significantly lower compared to these two groups. Like normally developing children, but somewhat more often, additions are observed in children with developmental delays: they name words denoting objects that were not in the pictures, but are close to those presented by gender or situation. Difficulties in memorizing verbal material were noted
are considered by many researchers who have studied preschoolers’ reproduction of phrases or short stories they have listened to. These reproductions turn out to be very imperfect and incomplete. Of course, the results of reproduction are negatively affected by lack of attention and speech development, but there is undoubtedly a limitation of verbal memory.
Thus, it can be seen that, despite some lag in the development of memory of children of the category under consideration, in its manifestations the same pattern is observed that can be traced in children without developmental disabilities: the predominance (higher rates) of visual-figurative memory compared to verbal .
Features of the development of fine motor skills of the hands
older preschoolers
The development of fine motor skills of the hands is the key to the normal development of a child’s intelligence. Throughout the preschooler’s entire childhood, this dependence clearly appears - as fine motor skills improve, speech function develops. The better the baby works with his fingers, the faster he develops, the better he speaks and thinks, and then he studies at school. When stimulating the motor skills of a child’s fingers, his speech center begins to activate, and this will in the future affect handwriting, manual dexterity, and reaction speed.
Fine motor skills develop naturally from infancy on the basis of gross motor skills. First, the child learns to grab an object, then the skills of shifting from hand to hand, the so-called “tweezer grip,” etc. appear; by the age of two, he is already able to draw and hold a brush and spoon correctly. In preschool and early school age, motor skills become more diverse and complex. The proportion of actions that require coordinated actions of both hands is increasing.
You need to start working on the development of small arm muscles from a very early age. Already an infant can massage his fingers ( finger gymnastics), thereby influencing 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. And in older preschool age, work on developing fine motor skills and coordination of hand movements should become an important part of preparation for school, in particular for writing.
Before studying the features of the development of fine motor skills in the hands of older preschoolers, we will consider the development of the cognitive sphere at this age.
Senior preschool age is a period of active development of the cognitive, intellectual and personal sphere of the child. At this age, the main task of teachers and psychologists is preparation for schooling and writing. Domestic and foreign psychologists note this in their works, having studied the psychological characteristics of preschool children.
In the senior preschool period, a child actively develops attention, perception, memory, thinking, imagination and speech. There is a change in the leading type of activity, the design game is gradually turning into work activity. In such games, children acquire basic labor skills and abilities, learn physical properties objects, they actively develop active thinking. In the game, the child learns to use many tools and household items. He acquires and develops the ability to plan his action, improves manual movements and mental operations, imagination and ideas.
In preschool age, attention is involuntary. The beginning of the formation of voluntary attention is associated with internal regulated perception and active speech proficiency. The turning point in the development of attention is associated with the fact that children for the first time begin to consciously manage their attention, directing and maintaining it on certain objects. For this purpose, the older preschooler uses certain methods that he adopts from adults. Thus, the possibilities of voluntary attention by the age of 6-7 are already quite large.”
By the end of preschool age, the structure of memory undergoes changes associated with the significant development of voluntary forms of memorization and recall.
Thinking in preschool age develops along the following lines: improvement of visual-effective thinking based on the developing imagination, improvement of visual-figurative thinking through the formation of voluntary and mediated memory, the beginning of the formation of verbal-logical thinking based on the use of speech as a means of setting and solving intellectual problems. Consequently, a child in senior preschool age has visual-figurative, visual-effective and verbal-logical thinking.
One of the main new developments of preschool age is imagination. Imagination, as well as perception, attention and memory, gradually moves from involuntary to voluntary, from direct to mediated. The formation of imagination in older preschool age is directly dependent on the development of the child’s speech.
In older preschool age, speech development reaches a high level. Most children this age pronounce words correctly. There is an increase in vocabulary and understanding of words. According to L. S. Vygotsky, “the history of writing in a child begins significantly before that the moment when the teacher first puts a pencil in his hands and shows him how to write a letter.” That is, drawing is a prerequisite for the formation writing.
Thus, the development of perception, attention, memory, thinking, imagination and speech influence psychological readiness for school learning. Fine motor skills of the hands play an important role in the development of perception, attention, memory, thinking and speech.
A child's readiness for school is determined by the development of hand-eye coordination. The arm muscles must be strong enough, fine motor skills must be well developed so that the child can hold a pen or pencil without getting tired when writing.”
The development of fine motor skills of the hands is one of the important aspects of the development of a preschooler during his preparation for school. The problem of increasing the effectiveness of complex medical-psychological pedagogical work for the development of fine motor skills and coordination of finger movements of older preschoolers does not lose its relevance. 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, brush), 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.
According to psychologists and physiologists, children aged 5–6 years have poorly developed small muscles of the hand, poor coordination of movements, and ossification of the wrists and phalanges of the fingers is not complete. By the age of 6-7 years, the maturation of the corresponding areas of the brain and the development of small muscles of the hand are generally completed.
In most modern children of senior preschool age, insufficient development of small arm muscles can be noted. Children with poorly developed manual motor skills awkwardly hold a spoon or pencil; they cannot fasten buttons or lace their shoes independently. The opportunities for these children to explore the world turn out to be impoverished. Children often feel incompetent in basic activities available to their peers. This affects the child’s emotional well-being and self-esteem. Over time, the level of development of complexly coordinated hand movements may be insufficient for mastering writing. Therefore, it is necessary to develop fine motor skills of children’s hands both in junior and senior preschool age.
There are many traditional and non-traditional methods for developing fine motor skills in older preschoolers (table).
Methods for developing fine motor skills in the hands of older preschoolers
| Traditional methods | Unconventional methods |
| Self-massage of hands and fingers (stroking, kneading). | Self-massage of hands and fingers with objects (walnuts, pencils). |
| Finger games with and without speech accompaniment. | Finger games using a variety of materials: waste, natural, household materials. |
| Graphic exercises: shading, completing a picture, graphic dictation, connecting by dots, continuing a series, etc. | Non-traditional artistic techniques: origami, applications from scrap materials, plasticineography, finger painting, etc. |
| Object activity: with paper, clay, plasticine, water, natural materials, scissors (for example, drawing, modeling, appliqué, cutting). | Games and exercises using a dry pool. |
| Games: mosaics, construction sets, puzzles, lacing, beads, cubes, fastening, folding cut pictures, games with inserts, sticks, etc. | Games with various household items: clothespins, hair bands, buttons, corks, paper clips, etc. |
| Games for the development of tactile perception: “Smooth - rough”, “Find the same by touch”, “Wonderful bag”, etc. | Playing with sand. |
| Puppet theaters: finger, mitten, glove, shadow theater. | Games with cereals: sorting seeds, posting pictures, etc. |
Thanks to the above methods, older preschoolers develop not only fine motor skills, but also mental processes such as attention, imagination, memory, thinking, and speech.
When performing tasks for the development of fine motor skills, it is necessary to take into account the individual characteristics of the child: his age, mood, desire and capabilities so that the child can study with pleasure. To achieve good results, it is important to do exercises regularly. They can be both part of the educational process and an element of household chores. Thus, it is possible to develop fine motor skills of the hands not only in special organized conditions, with specific developmental benefits, but also in everyday life.
Systematic exercises involving hands and fingers for older preschoolers harmonize the body and mind, have a positive effect on brain activity, simple hand movements help relieve mental fatigue, improve the pronunciation of many sounds, and develop the child’s speech.
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
On modern stage 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 was 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 social conditions his life: communication, educational influence, organization of life in general, environmental influences, etc. At the same time, it is precisely pedagogical impact largely determines the level of development of the child.
The main task of the pedagogical process is to enrich development, implement 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, the success of 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, the development of productive 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” is formed in the brain human body", and speech reactions are directly dependent on the training 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 voluntary regulation of muscle activity and formation the right way capturing 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 conjunction with the visual system in making 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 directions 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 childhood due to the fact that the movements of the hand examining various items, is a condition for a 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 a child's hand, the smarter the child. It is the hands that teach the child precision, neatness, and 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 age of the child, 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. Just 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 that 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 memory, mental capacity child, relieve emotional stress, improve the functioning of the cardiovascular and digestive systems, develop coordination of movements, manual strength and dexterity, 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 intrauterine 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 a child’s motor and speech development and monitor 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-related features of the 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 puts together 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;
- games with small objects that are inconvenient 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.
Physical exercises also develop fine motor skills. 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, the problem of developing fine motor skills is receiving a lot of attention. But every creative teacher tries to introduce both traditional and unconventional methods and techniques for developing fine motor skills in children with physical development problems.
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 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 positive emotional background, cultivate perseverance, form positive motivation in the classroom.
The specific features give rise to problems that can be solved using correctional classes. The use of health-saving technologies helps solve these problems. It is no coincidence that correctional pedagogy is also called therapeutic. 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 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 the 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.
Psycho-gymnastics.
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 tasks are successfully solved in theater classes, 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 effective techniques, ensuring 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 of your hand, an effective way to stimulate them is to massage them 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 influence the thumb, which is responsible for the person’s head.
During correctional activities, active points located on the fingers are stimulated using various devices (balls, massage balls, walnuts, prickly rollers). I do this work before completing tasks related to drawing and writing for 1 minute.
4.Foot massage . The impact on the points of the feet 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 little girl 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 your little finger 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 safety – 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 highly effective, universal, affordable and absolutely safe method 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 a higher level the level of 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.
A combination of exercises such as finger gymnastics, self-massage with exercises for correcting sound pronunciation, forming lexical and grammatical categories, emotional volitional sphere allows you to 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, it 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 underdevelopment speech // 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. Litera house, 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. Litera house, 2006.
Krupenchuk O.I. Finger games. – St. Petersburg: Publishing house. Litera house, 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. Psycho-gymnastics. – 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 a more interesting, varied and effective implementation of 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 visual perception and visual memory child;
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 solve 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”, “Doll Dasha” are addressed to speech therapists, psychologists and preschool teachers educational institutions and development centers, as well as parents of preschool children.
Traditional way formation of 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; cultivate a caring attitude towards clothing.
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 balloon 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, 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...
Please sell me... (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; select appropriate verbs for 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 is a loving son, and in order to please his 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 the massage ball yellow color along the paths, develop fine motor skills, coherent, dialogic speech (compose 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 to 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, boletuses, 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 won’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
Strawberries.
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
Fine motor skills are a set of coordinated actions aimed at accurately performing small movements with the fingers and hands and feet. The nervous, muscular, skeletal and even visual systems take part in this. It includes a variety of movements: from familiar gestures to the smallest manipulations.
From an anatomical point of view, 1/3 of the motor projection on the cerebral cortex is precisely the projection of the hand, located next to the speech zone. This is why the development of fine motor skills in children 3-4-5 years old is so important: the development of speech skills, success in school, and the successful socialization of the child will depend on it. What are its age-related characteristics and how to achieve its maximum progress in preschool children?
In preschool age, motor skills normally become more diverse and complex compared to 2-3 years of age. The proportion of manipulations requiring coordinated hand actions is increasing. You need to know what age-related characteristics characterize the development of fine motor skills in children 4-5 years old in order to direct it in the right direction.
- By the age of 3, children’s finger movements become at least somewhat similar to the movements of an adult.
- Fine motor skills previously acquired are improved.
- Children learn to put things in a certain place.
- Until the age of 3, the baby grasped and held mainly with his palm, but now he uses his fingers more actively.
- Preschoolers from 3 to 5 years old try to draw circles and lines, cut paper with scissors, take off and put on loose, loose clothes.
- Fine motor skills are now being developed in conjunction with the kinesthetic sense. The child begins to become aware of the position and movement of his own body in space. The process of development of visual-tactile-kinesthetic connections starts. Thanks to this, hand movements are performed under visual control.
Thus, the development of fine motor skills of the hands in children 3-4 years old occurs sequentially, gradually. First you need to learn how to reach out to grab an object, and then manipulate it. Important in this process there is coordination of movements of both hands and eyes. Teachers, psychologists, and physiologists have determined the norms and deviations in the development of fine motor skills in preschool age.
Norms
According to experts, the development of motor skills in children 4 years old and even 5 years old must meet the following regulatory requirements.
- Knocks object against object.
- Takes a bead or crumb of bread (any round small part) with two fingers, and these should be the thumb and forefinger.
- He draws on a piece of paper and then crosses out the drawing.
- Pulls small objects out of a transparent jar.
- By analogy, he builds a bridge from 3 cubes.
- Independently builds a tower from at least 3 cubes.
- Trying to draw a vertical line: the error should not exceed 30°.
- Redraws a cross, circle, square.
- Draws a person with at least 3 elements.
It is precisely these standards that the development of fine motor skills in children aged 4-5 years should strive for: if your child has mastered most of the skills from this list, the formation of his thinking and motor abilities does not require correction. When there is a partial delay (and even advance) in 1 or 2 indicators, they speak of inharmonious dynamics of the functions of thinking, speech and fine motor skills. In the case where the child has not mastered most of the listed skills, a more accurate diagnosis of delay to varying degrees is necessary.
Deviations
If the development of fine motor skills in children 3-4 years old is insufficient for this age, the child will experience characteristic deviations from the norm:
- movement technique is impaired;
- motor qualities suffer: agility, speed, strength, coordination, accuracy;
- psychomotor deficiencies are diagnosed;
- poorly formed basic self-service skills;
- poor technical skills in drawing, modeling, design, appliqué;
- inability to hold a brush or pencil correctly and regulate the pressure on them;
- difficulty using scissors.
If the development of motor skills in children 4-5 years old occurs according to this plan (5-6 violations), these are deviations. Despite the absence of gross movement disorders, the level of physical and motor progress is much lower than that of normal developing babies preschool age. And here it is very important to recognize this in time.
Diagnostics
To identify that the development of fine motor skills in children 3 years of age and older is impaired, diagnostics is needed. A specialist will tell you the exact results, but it can also be done at home. Ask your child to do the following simple exercises.
- Read him a nursery rhyme while performing simple movements with your fingers and hands, and then ask him to repeat them after you.
- Extend your arms in front of you. One hand is clenched into a fist, the other is straightened. You need to slowly but simultaneously change the position of your hands.
- He should be able to “walk” along a flat surface with his fingers (index and middle fingers alternately).
- He should be able to “bend his fingers” one by one, starting with the little finger.
- Ask him to do the pinch-palm exercise. It is proposed to join the fingers of the left hand in a pinch as if it were depicting the beak of a woodpecker, and tap on the right palm, which should be vertically open. Do the same, changing hands.
- Ask to unfold both hands at the same time in a strict sequence: fist - edge of the hand - palm.
- In front of the child, disassemble the pyramid and give him the task of putting it back together.
- A similar exercise with a nesting doll: first they take it apart in front of him, and then ask him to put it back together.
- Ask to draw a house consisting of ordinary elements that are easy to reproduce even without the talent of an artist. Check how accurate the copy you receive is. Special attention Pay attention to such small elements as a porch, a pipe, a door - they will indicate the dynamics of development in the hands of fine motor skills.
- Offer to trace the drawing point by point, but discuss in advance that you cannot tear the pencil (pen, felt-tip pen) from the paper.
- You need to shade the figure with straight lines, while trying not to go beyond its contours. Ask your child to use different types of shading: horizontal, vertical, diagonal, wavy.
Now take stock. If at 3 years old he is allowed to perform at least 30% of all these exercises, then by 5 years old fine motor skills should be so developed that 80-90% of these tasks are considered the norm. If your indicators are lower, you need to work more with your baby. Otherwise, this will then have a disastrous effect on his further speech and even intellectual development.
The most important factor that determines the development of fine motor skills in children 3 years of age and older is timely organized assistance of a correctional and pedagogical nature. Children with disabilities should be sent to correctional groups at specialized kindergartens. To prevent this from happening, parents should work with their preschool child as much as possible, developing fine motor skills in the fingers: there are a lot of techniques and methods.
Development methods
To ensure that the development of fine motor skills in children 3-4 years old is within the normal range, it can be accelerated. There are different methods.
Games with small objects
A child from 3 years old simply needs to be offered all those games where you need to assemble small parts into a single whole:
- mosaic;
- puzzles;
- constructor.
Such games not only promote the development of fine motor skills, but also form creative imagination and spatial orientation. You can read more about games and exercises.
Finger games
Finger games for developing fine motor skills
Finger games for the development of fine motor skills for children 3-4 years old can rely on:
- colored sticks;
- Tongue Twisters;
- poetry;
- finger alphabet;
- finger theater
At first, it will be normal for three-year-old children to repeat movements after an adult. But at the age of 5, hearing a poem that contains the task of performing simple movements with his fingers, he must do them on his own.
Massage of hands and fingers
This method of developing fine motor skills in the hands involves several methods:
- professional massage from a specialist;
- independent warm-up of fingers and hands by parents (“as best they can,” as they say);
- Invite your child to launch a small top so that it spins as long as possible;
- let him put his hands into the cereals (rice, millet, buckwheat) and sand, touching each grain with his fingers there separately.
Games with massage elements contribute very well to the development of fine motor skills in fingers and hands.
Modeling
It is difficult to formulate any specific tasks here. Just give the preschooler plasticine in his hands: let his fingers create from it what his irrepressible imagination comes up with. The main thing is that modeling should be present in the daily activities of the child from 3 to 5 years old.
Drawing
Despite the fact that drawing, just like modeling, requires flights of imagination, it is aimed at more specific development of fine motor skills. Therefore, there are certain tasks to complete here:
- drawing with stencils;
- hatching;
- drawing using figured rulers;
- work with entertaining copybooks especially for preschoolers.
It is recommended to work on developing fine motor skills regularly for 5 minutes several (5-6) times a day. Results can be achieved using different types activities: playing, modeling, drawing, appliqué, design. Regular exercises simultaneously contribute to the formation of perception, speech, and a sense of color. Only in the aggregate of all these efforts, which will be required from both parents and preschoolers themselves, can the development of fine motor skills of 3-4 year old children be successful.
