Development of fine motor skills of children's hands and coordination of movements. “Development of fine motor skills and coordination of hand movements in preschool age” consultation (group) on the topic of Games with beads and pasta

Games for the development of cognitive abilities of children of senior preschool age

Stream of beans

We develop coordination of movements, fine motor skills of the hands, attention, concentration, determination

Description: The essence of this game, like the previous one, is to throw as many beans into the bottle as possible. But in this case, the task is much more complicated: the participant must hold all the beans in his fist and then throw them one at a time into the bottle. In this case, his hand should be strictly extended at a distance of 30 cm from the bottle.

If the guys cope with this task, it can also be complicated. You can give the task to raise your hand at a distance of 50 or 100 cm from the bottle. You can increase the number of beans to such an amount that they become uncomfortable to hold in your hand, etc.

Half a liter milk bottle, a handful of beans for each participant.

Nimble hands

We develop fine motor skills, coordination, attention, perseverance

Description: This game must be played at a table. Before starting the game, arrange all the listed items as follows. Place both bars at a distance of 15-20 cm from each other. Put a cap on one of them. Then explain to your child that his goal is to move the cap from one block to another using a stick. To do this, you need to grab the cap from below and, putting it on the stick, carefully, so as not to drop it, try to move it.

Complications in this game can be very diverse: by increasing the distance between the bars, reducing the diameter of the cap in relation to the bar, etc.

Materials and visual aids for Game

Several cylindrical bars, a cap or lid from some container with a diameter of 1 cm larger than the bar, a thin stick.

Water carriers

We develop coordination, attention, resourcefulness

Description: This game is best played as a relay race. All the guys need to be divided into 2 teams and choose a section to overcome. Then you need to choose a place where the container with water will stand. Each team must have its own bucket at the finish line. Participants must distribute the order of completing the distance among themselves. When the first participants stand on the starting line, they are given saucers and the task is explained. Their goal is to get to the container, collect water in a saucer and carry it on their heads to the bucket. Then you need to pour the water into the bucket, return to the start and pass the saucer to the next team member.

If one of the participants drops the saucer, he must return to the container, refill the water and cover this distance again.

This game can be limited both by time and by simply passing this distance by all participants.

The winner is the team that collects in the bucket greatest number water.

Materials and visual aids for the game

Plastic saucers for each team, 2 buckets and 1 large container with water, cheerful music.

Plum in a spoon

We develop fine motor skills of the hands, coordination of movements, attention, determination

Description: This game is ideal for summer holidays and for large quantity participants. It is advisable to conduct it in the form of a relay race.

To begin, all participants are divided into two teams. The boundaries of the distance and the order of its passage within the teams are determined. At the finish line, a dish is placed for each team. Then the first players of each team are given spoons and 1 plum and it is explained that the goal of each team is to carry their plum in a spoon to the finish line, return to the start and pass the spoon to the next player. At the leader’s command, the participants put the plum in a spoon and set off. If one of the participants drops the plum, he must still continue on his way and only then return to the finish line.

The winner is the team that brings as many plums to the finish line as possible.

Materials and visual aids for the game

Two tablespoons, several large plums or other fruits of this size, 2 dishes and cheerful music.

Berries and mushrooms

We develop coordination of movement, fine motor skills of the legs to prevent flat feet, attention, artistic abilities

Description: This game is best played in a large and cheerful company at a birthday party or other holiday.

If you decide to play this game, then together with your child you will need to prepare containers for collecting mushrooms and berries. To do this, you need to cut out various figures (flowers, leaves, mushrooms, etc.) from colored paper for applique. Encourage your child to do this on their own. Watch carefully so that he doesn't get hurt. Then the finished figures need to be glued to the containers using glue or tape. The main thing is that your containers take on a cheerful and slightly fabulous look.

Before starting the game, you need to scatter all the prepared toys on a clean floor or carpet. Invite all the children to divide into 2 teams and imagine that they went into the forest to pick mushrooms and berries. But they will do it in an unusual way: They cannot touch the mushrooms with their hands; they will have to pick them with their feet, squeezing them with their fingers.

One representative from each team starts the game. At the command “Start” they run out into the clearing, pick up one of the objects with their foot and then jump on one leg to the box in which they put their loot. When they return to the start, the next participants set off. The team that collects the most items in a certain time will be the winner.

Materials and visual aids for the game

Small plastic toys, 2 containers for collecting toys (these can be old pots or children's buckets), colored paper, scissors, glue or tape.

Feed the bunny

We develop coordination, memory, attention, analytical thinking

Description: before the game starts, a hole is cut out on the poster instead of the hare's mouth. Then you need to cut a few more holes in different places on the poster. During the game, it is hung on the wall or some kind of stand.

One participant is selected, blindfolded and given a carrot. Then it is rotated several times around its own axis and brought to the poster. The children are told that the hare is hungry and needs to be fed.

The participant's goal is to put a carrot in the bunny's mouth. Since there are many holes in the picture, this will not be so easy.

The main thing in this competition is not victory, but participation. It lifts your spirits and is perfect for a variety of holidays.

Materials and visual aids for the game

Poster or big picture, which depicts a hare (it is advisable to draw this poster in advance with your child), a carrot (you can use plastic or make it out of paper).

Cock-fights

We develop coordination of movements, analytical abilities, attention, determination

Description: This game is played on fresh air or in a fairly large room.

You need to draw a circle on the floor or ground. This will be the duel area.

Then the first two participants are selected. Then the rules of the fight are explained: participants must stand in a circle on one leg, holding the other with their hands. Their goal is to push each other out of this circle. In this case, you cannot use your hands. The participant who is the first to push his opponent out of the circle without violating the rules is considered the winner.

Materials and visual aids for the game

Cheerful music, chalk.

ring

We develop coordination of movements, attention, memory, ability to concentrate

Description: This game is designed for 2 players, but the more players there are, the more fun and exciting it is.

The ring is hung at such a height that participants can hit it with the finger of an outstretched hand. The first player and the leader are chosen. The presenter brings the participant to the suspended ring at arm's length, then takes him three steps back and turns it around several times, saying:

I went out onto the porch -

I lost my ring.

The ring rolled away

Under the oak porch.

Find my ring!

All other participants stand in a semicircle and watch.

After the first daredevil was promoted, he with outstretched arm must take three steps towards the ring and accurately hit it with your finger. If this does not work the first time, he has several more attempts to feel the ring with his finger.

You can make this game more difficult different ways. First, you can increase the number of steps. Secondly, the player can be blindfolded and interfered with various comments and incorrect instructions.

The winner is the one who quickly and without mistakes overcomes this distance.

Materials and visual aids for the game

A long thread, a medium-sized ring (slightly larger than your index finger), a large room in which you can hang the ring.

Lifesavers

We develop fine motor skills of the legs, attention, ability to concentrate, determination

Description: Place your child on a chair and place 2 baskets close to each other (put pencils in one of them). Explain to your child that his goal is to move pencils from one basket to another without dropping them, first with his right foot, then with his left foot.

In the second version of the game, the baskets are placed further away from each other. The goal is the same - to move pencils from one basket to another. One complication is added: the pencils are not carried with one leg, but are passed from one leg to the other. For example, if a basket of pencils is placed at the child's right foot, he should take the first pencil right foot, pass it to the left and put it into the empty basket with your left foot.

In addition to these two options, you can complicate the task by increasing the number of pencils.

Materials and visual aids for the game

Pencils (10-30 pieces), 2 identical baskets.

Unusual artist

We develop coordination of movements, fine motor skills of the legs, attention, ability to concentrate, determination

Description: Place your child on a low chair so that he can easily reach the floor with his feet. Place a blank sheet of paper and a pencil in front of him. Then invite him to draw any picture or portrait, but not with his hands, but with his feet, holding the pencil between his fingers. You need to start with simple pictures - a house or a flower. Gradually you need to ask to draw finer details.

If your baby can't immediately cope with a task, he may get tired quickly. Encourage him to rest, talk about the picture he is painting, and move on. It is important that he completes the picture he has in mind and does not leave it for the next day. Try to cheer him up and interest him.

Materials and visual aids for the game

A blank sheet of A3 paper and a pencil.

House

We develop fine motor skills, attention, and the ability to concentrate

Description: This game can be played with an adult or one child alone.

The participants of the game sit down at the table and pour out matches from the box. The goal of the players is to assemble the well without destroying it.

The first participant places 2 matches parallel to each other so that the next participant can place 2 of his matches perpendicular to them. Then the first participant lays out his matches, etc. The participant who is the first to place matches carelessly and destroy the well is considered the loser.

Materials and visual aids for the game

Matchbox.

Who made it?

We develop coordination, attention, reaction speed, analytical skills

Description: This game is best played outdoors or in a room with a high ceiling.

All prepared items, except the ball, are laid out on the floor. The game is as follows: the child must throw the ball as high as possible and during its flight collect as many objects as possible lying on the floor. The main thing is to catch the ball in time. If the player does not have time to do this, the turn is transferred to the next player, and the items that the first participant managed to collect are returned to the floor.

The winner is the participant who collected the most items.

Materials and visual aids for the game

10-20 small objects (these could be pebbles, toys, chips). The main thing is that they are light and do not injure the child.

Fingers

We develop fine motor skills, attention, and the ability to concentrate

Description: Invite your child to sit at the table and talk to him about human capabilities, how heavy things people can lift, how far and fast they can run. Then talk about how even a small part of the body like fingers can be very strong if you develop them. Now you will start training them.

Then have your baby place his right hand on the table. He must raise each finger in turn, without lifting his entire hand from the table: first the thumb, then the index, middle, ring and little fingers. The same exercise must be done with the left hand. Make sure that the child does not overexert his arms or squeeze them in the shoulder and forearm.

When the task is completed, you can move on to the next, more complex exercise. You need to put both hands on the table and perform the same exercises, but with both hands at the same time.

Materials and visual aids for the game

Quiet, calm music.

Soldier fingers

We develop fine motor skills, coordination, attention, and the ability to concentrate

Description: This game is a more complicated variation of the previous one and requires good practice.

Invite your child to place his right hand on the table and imagine that his fingers are friendly soldiers. Now they must march in pairs. Your baby's hand should represent this by raising those fingers that correspond to the soldier's number. The first finger is the first soldier, the index finger is the second soldier, the middle finger is the third, the ring finger is the fourth, the little finger is the fifth.

So, for example, if you name the second and fifth soldiers, the index finger and little finger should rise, if you name the first and fourth soldiers, the first and ring fingers should rise, etc.

Materials and visual aids for the game

Quiet calm music.

Cutting out snowflakes

Developing fine motor skills of the hand

Description: prepare a square sheet thin paper, fold it diagonally. Bend the right acute corner to the left side with an upward shift, the left corner - in the opposite direction. The fold lines must match. Fold the workpiece in half. Make cuts on both sides, along the folds. Unfold the workpiece, the snowflake will be ready.

Materials and visual aids for the game

Ermoleno Tatyana Alekseevna, teacher
Experience pedagogical work: 22

Katerinich Nadezhda Sergeevna, teacher
Teaching experience: 10 years

Vambold Irina Johannesovna, teacher
Teaching experience: 6 years

MKDOU "Kindergarten "Solnyshko" Tarko-Sale, Purovsky district

“The origins of children’s abilities and talents are at their fingertips.
From the fingers, figuratively speaking, come the finest threads - streams that feed the source of creative thought.
In other words, the more skill in a child’s hand, the smarter the child.”

V.A. Sukhomlinsky

Motorology is the study of body movements and the physical and mental functions that underlie them. Scientists have proven that from an anatomical point of view, about a third of the total area of ​​the motor projection of the cerebral cortex is occupied by the projection of the hand, located very close to the speech zone. It is the size of the projection of the hand and its proximity to the motor zone that gives reason to consider the hand as an “organ of speech”, the same as the articulatory apparatus. In this regard, it was suggested that subtle finger movements have a significant influence on the formation and development of the child’s speech function. Therefore, in order to teach a baby to speak, it is necessary not only to train his articulatory apparatus, but also to develop finger movements, or fine motor skills.

Fine motor skills of the hands interact with such higher properties of consciousness as:

* 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 and write, as well as perform a wide variety of everyday and educational activities. Fine motor skills develop in a child constantly, starting from the very beginning. early age. As we already know, children’s fingers are the very first simulator for the development of fine motor skills. With their help, you can learn to count, read, and show entire fairy-tale performances. And, of course, play!

Let's remember together how children love to wave their hands, clap their hands, play “Magpie-White-sided,” and show off the “horned goat.” All these games are very useful because they train your hand. Playing with cubes, pyramids, and nesting dolls is also useful in early childhood. Later - with various types 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. Kids love to fold and unfold boxes, screw and unscrew different lids. These games develop fine motor skills, so it is important to encourage children to engage in such activities and maintain their interest. After all, the more active and precise a child’s finger movements are, the faster he begins to speak.

Municipal state-owned preschool educational institution "Kindergarten "Solnyshko" for supervision and health improvement with priority implementation of sanitary and hygienic, preventive and health-improving measures and procedures", provides medical - preventive treatment children from among the peoples of the North living in the Purovsky district, diagnosed with tuberculosis, tuberculosis contacts. In our institution there is one multi-age group from 3 to 7 years old, subgroups are formed according to age. The daily routine, providing a combination of training, work and rest, is designed taking into account the round-the-clock stay of pupils, with 6 meals a day. The kindergarten is staffed mainly by children of indigenous nationality who live in the Purovsky district, on the direction of the district pediatrician and phthisiatrician. For children who previously lived in the tundra, whose parents lead a nomadic lifestyle, hygiene skills, daily routine, subject environment, clothes, food, games. New requirements for behavior, constant contact with peers, all this hits the baby at the same time and leads to whims, fears, and refusal to eat. Children have a harder time with the adaptation period. The solution to this problem falls primarily on us educators. We, teachers, organize the child’s life in preschool institution so that the baby adapts almost painlessly to new conditions, to peers and adults.

Children who have not previously attended kindergarten have poor development of finger motor skills: they have poor skills in drawing, modeling, lacing, unfastening and fastening buttons, and very rarely play with construction sets, puzzles, mosaics, etc.

To help the child develop his fingers, we, as teachers, focused on the aspect “Development of fine motor skills and coordination of finger movements, taking into account the individual characteristics of each child through play” - a preschooler’s weak hand can and should be developed. After all, everyone knows that a child with developed fine motor skills can reason logically, his memory, attention, and coherent speech are quite developed.

We began our work with the selection of methodological literature, definition of tasks, equipment of a subject-development environment in MKDOU, selection of games and activities, development of child development tables.

We set the following goals and objectives:

1. Create conditions in MKDOU for the development of fine motor skills and coordination of finger movements in pupils in accordance with SanPiN 2.4.1. 27 – 10.
2. Develop fine motor skills of fingers and hands, develop accuracy and coordination of hand and eye movements, hand flexibility, and rhythm.
3. Form graphic skills, prepare the child’s hand for mastering writing
4. Improve the ability to act according to verbal instructions, matching the individual pace of execution, the ability to independently continue to complete the assigned task, control over one’s own actions

5. Interaction with musical director, teacher-speech therapist.

6. Increasing the competence of parents in the development of fine motor skills in a child through the following forms of interaction with the family:

* education of parents: conducting master classes, seminars;

* informing parents: individual and group consultations, creating reminders, designing information stands;

* joint activities: attending various events at the preschool educational institution, making attributes for the “Magic Fingers” center.

We organize our work in accordance with principles:

1. Integrative principle- relationship with various types of activities.
2. Principle of cooperation- relationship between child and teacher.
   1. The principle of an individual approach to children– the development of fine motor skills and coordination of finger movements is carried out through a differentiated approach to each child, based on knowledge of the characteristics of his development.
   2. The principle of systematicity and consistency- such an order of studying material where new knowledge is based on previously acquired knowledge.
   3. Accessibility principle- learning is effective when it is feasible and accessible to problem-based learning for children.
   4. The principle of problem-based learning- children during games, leisure activities, organized activities They themselves acquire new knowledge, resulting in a more solid assimilation of knowledge and consolidation of skills.
   5. The principle of teacher competence- the teacher must have clear knowledge on this issue in order to pass it on to children.
   6. The principle of game presentation of material- in our work we rely on the leading type of activity - play.

To keep children interested in everything new, we use the following innovative technologies: personality-oriented approach to children, personality-active approach (action-oriented, technology of didactic tasks), integrated system, health-saving technologies, gaming methods and techniques.

MKDOU carries out educational process according to the approximate basic general education program preschool education“From birth to school” edited by N.E.Veraks, T.S.Komaroya, M.A.Vasilieva.

To successfully implement all tasks for the development of fine motor skills, the group is equipped with the “Magic Fingers” center, which has:

*didactic wall panel (made by teachers): “What time of year?” on which there are buttons, buttons and also a tree covered with fleece, made of cardboard and thread glued to it;

*didactic wall rugs “Funny Buttons” and “Funny Laces”

(made together with parents from cardboard and colored fabric) with laces, braids, buttons, zippers, Velcro, buttons, hooks;

* floor didactic panel “Flower” (made by teachers). Attributes: clasps, laces, ribbons, buttons, zippers, Velcro, buttons;

*didactic wall “Home Yard” (on the wall there are painted pictures of poultry and animals made of cardboard with Velcro cubs)

* selected games and manuals for stringing beads, rings, various small items,

* diagrams - pictures for laying out small geometric figures, cereals, sticks;

*frames – inserts;

*plastic pyramids of various sizes, colored “Tower”, “Bear Cub”, “Duckling”;

*selected small toys for games in the hospital, store, canteen, etc.;

*selected games with clothespins “Hedgehog”, “Sunny”, “Fish”, “Cactus”, “Comb”,

“Brush”, “Anchor”, “Mill”, “Spinner”, etc.;

* toy "Tartilla Turtle" with locks, laces, buttons, bows

* glove dolls made of fabric, knitted from threads;

*small colored mosaic, large mosaic “Rainbow”;

*table wooden theater “The Wolf and the Seven Little Goats”, “Ryaba Hen”, etc.;

*finger theater knitted: "Teremok", "Fox and the Hare", "Three Little Pigs", "Three Bears",

"Turnip";

*puppet theater (knitted) "Turnip", "The Three Little Pigs", "Ryaba Hen"

*large cubes (wooden, plastic), small cubes (wooden, plastic);

*fabric cubes “What is this?” and who is it?";

*board game "Wonderful laces", "Colored laces";

*small colored figures on a magnet;

*counting sticks (multi-colored);

*game "Collect beads" (wooden), game "Collect beads" (plastic);

*small cardboard puzzles “Thumbelina”, “Cinderella”, “Water World”;

*large cardboard puzzles “Transport”, “Assemble a fairy tale”

*plastic puzzles;

*coloring books “Fun tasks”, “Transport”, “Indoor plants”, etc.;

*books with tasks “Complete the drawing”, “Circle”;

*wooden small construction set “Transport”, “Farm”, “Zoo”;

*large wooden construction set “Turret”;

*metal construction set “Trowel”;

*colored hair ribbons;

*handouts for GCD;

*didactic mat “Follow the rules” traffic" With small objects

(cars, signs, houses, trees, people);

*pencil cases made of colored matches;

*finger games and exercises of various types are selected and compiled into the didactic folder “Playing with fingers”: story-based finger games, finger exercises in combination with self-massage of the hands and fingers, in combination with sound gymnastics, manipulation games.

* selected waste material: wire, coils, sand, stones, branches, cones, threads, cereals, seeds, etc.;

*plasticine, pencils, felt-tip pens, crayons, coloring books, stencils for tracing and shading for independent activities;

The speech therapy room has sensory-motor and play centers.

Here they really meet a fairy tale. Planar silhouettes of a birch tree, a pond, a meadow and flowers, butterflies, knitted from bright threads help children create compositions and at the same time develop finger motor skills.

We are building our work together with parents who live in Tarko-Sale and have the opportunity to attend preschool educational institutions

Interaction with family.

To achieve the greatest results, we work systematically throughout the day in developing children’s fine motor skills. Games are also used during directly organized activities in all educational fields and in the independent activities of children.

Everyone knows that finger games and exercises develop coordination of finger movements, activate children’s brain function, and promote speech development. We studied and mastered finger games ourselves, systematizing them by type. We help children explore the “Land of Finger Games” through individual, pair and group exercises and finger games.

Finger games

I would like to tell you about our children’s favorite activities.

Didactic panel “What time of year?” (made by teachers) we use during educational activities and individual work. By playing with their fingers on the panel, children develop an understanding of the seasons, their signs, learn to find them on their own, develop curiosity, compare, and share their impressions.

For example, during a conversation with children, we suggest recalling previously studied nursery rhymes, poems or chants about the sun. Children independently place a sun knitted from yellow thread at the top left or right of the panel using a loop and button. At the bottom of the panel with buttons there is a stream made of foil and cardboard. While reading a poem about a snowdrop, the kids run to attach a snowdrop made from beads to the panel. Then we talk about how the leaves will soon bloom, the birds will fly in, and the children will hang them on the tree located on the panel accordingly. We use game exercises “What is missing?”, “What has changed?”. The children answer that winter has passed, and the sun has become brighter, the snow has begun to melt, and the birds have flown in. A playful moment brings life to life: one child places several birds on tree branches, and other children turn away, and then, turning around, guess what has changed and how many birds have arrived? etc.

Children love the play panel and very often use it for games during independent activities.

The didactic toy "Turtle" made by teachers is used to conduct exercises for the development of fine motor skills and coordination of finger movements with children of different ages, with content complicated as necessary and methodological techniques. This toy forms didactics of learning and promotes the development of: sensory education of the child, orientation in space.

When a child comes to kindergarten, it is sometimes difficult for him to bear separation from his mother. And then everyone’s beloved one comes to the aid of us and the children. funny toy turtle "Tartilla" Playful moments bring revival, we invite children to lie on the turtle, stroke it, pinch it, or ask them to help the doll Masha find a toy that she lost: “The turtle hid a toy for Car, we need to find it, who will help?” Children happily begin to unbutton the turtle's buttons, clasps on the turtle's pockets, untie the laces, and begin to look for the toy Car.

The game exercises “Which leg is the lock on?” can increase interest; children answer: “On the right.” What color does the turtle like buttons and laces?”, answers “Blue, red, yellow, green”, etc.

The turtle wants the children to answer her: “How many red, round buttons are there on the hat?” and “Who can tie beautiful bow? The children try, work with their fingers, and at the same time they say: “And my mother also has such buttons,” “And my mother braids my hair and ties bows.” And the conversation is with a toy - a turtle. We, educators, encourage children to remember different facts from life. This is a great scope for the development of imagination and independence.

We also use didactic wall mats “Funny Buttons” and “Funny Laces” (made by teachers and parents from cardboard and colored fabric) with laces, braids, buttons, zippers, Velcro, buttons, hooks, various geometric shapes (triangles, squares, circles, ovals) from pieces of colored fabric, and all kinds of silhouettes (Christmas trees, bunnies, shoes, etc.). That is, we teach children to examine and analyze the shape of objects. In older children, we develop intelligence, teach the ability to modify, for example, geometric shapes, making quadrangles from several triangles, and a full circle from parts of a circle. Children arrange all this using loops and buttons, as well as hooks and Velcro. If the child doesn’t succeed, we support his interest with the words: “It didn’t work out - think about how you can do it differently.” When conducting exercises, we constantly monitor the accuracy of the actions, teaching children to correctly use words and expressions in speech. At the end of the game we ask questions to summarize the knowledge. For example, “How many Christmas trees are there on a red square?”, “How many circles do you need to make a snowman?”, “Why”?

The games we offer with clothespins develop fine motor skills and imagination.

For example, we offer the game “Fish”. To interest and activate children, we start the game with surprise moment. We show the oval-shaped cardboard and ask a riddle (about a fish). Also offered

“Wonderful bag” with interesting contents. There's something interesting in a tied bag. We invite children to touch the bag with their fingers, feel it and guess what is in it. We lay out fish blanks cut out of cardboard and clothespins of different sizes and colors. They have mouths and eyes drawn on them, but no tail or fins. We invite children to choose clothespins that match the color and add a tail and fins to each fish; in the exercise “Select all the red clothespins,” we encourage them to use the words “many,” “one at a time,” “one at a time.” We draw the attention of children to the fact that clothespins must be taken with the right hand and fastened in order in the direction from left to right.

Children play with great pleasure.

A skillfully selected subject-based developmental environment, regular activities for the development of fine motor skills, taking into account the individual characteristics of each child, improved not only dexterity, coherence and accuracy of finger movements, but also improved attention, memory, and developed patience and perseverance. Children's creative abilities began to develop, their imagination and fantasy awakened, for example, to build buildings from construction sets, cubes, Legos, and mosaics. Children have mastered gaming skills, drawing, cutting, sculpting techniques, use them in free activities, depict familiar objects, toys, animals, etc. Children reproduce the learned games and exercises on their own initiative in independent games. As they develop and grow, the children’s fingers have become more dexterous, more persistent and playful, they are already acting consciously, and are increasingly approaching cherished goal. We, teachers, managed to make children friends with wonderful toys - hands and fingers. We are sure now they Friends for the rest of my life.

We will not stop there. Activity

Scientists have proven that the development of the hand is closely related to the development of speech and thinking of the child.

The level of development of fine motor skills is one of the indicators of intellectual readiness for school education. Typically, a child with a high level of development of fine motor skills can reason, his memory and attention, and coherent speech are sufficiently developed.

Teachers note that first-graders often experience serious difficulties in mastering writing skills. Writing is a complex skill that involves making fine, coordinated movements of the hand. The writing technique requires coordinated work of the small muscles of the hand and the entire arm, as well as well-developed visual perception and voluntary attention.

To master the skill of writing, a certain functional maturity of the cerebral cortex is required. Lack of preparation for writing, insufficient development of fine motor skills, visual perception, and attention can lead to a negative attitude toward learning and an anxious state in the child at school. Therefore, in preschool age it is important to develop the mechanisms necessary for mastering writing, to create conditions for the child to accumulate motor and practical experience, and to develop manual skills.

But in preschool age, it is preparation for writing that is important, and not teaching it, which often leads to the formation of incorrect writing techniques. The ability to perform small movements with objects develops in older preschool age; it is by the age of 6-7 that the maturation of the corresponding areas of the brain and the development of small muscles of the hand generally end. Therefore, work on developing fine motor skills should begin long before entering school. Parents and teachers who pay due attention to exercises, games, and various tasks for the development of fine motor skills and hand coordination solve two problems at once: firstly, they indirectly influence the overall intellectual development secondly, the child is prepared to master the skill of writing, which will help avoid many problems in the future schooling. Parents and teachers should be alert if the child actively turns the sheet while drawing or coloring. In this case, the child replaces the ability to change the direction of the line with the help of subtle finger movements by turning the sheet, thereby depriving himself of training his fingers and hands. If a child draws objects that are too small, as a rule, this indicates a rigid fixation of the brush when drawing. This deficiency can be identified by asking the child to draw a circle with a diameter of approximately 3-4 cm in one motion (according to the model). If a child tends to fix the brush on a plane, he will not cope with this task: instead of a circle, he will draw an oval for you, a circle of much smaller diameter, or he will draw it in several steps, moving his hand.

You need to start working on developing fine motor skills from a very early age. Already in infancy, you can massage your fingers, 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 (for example, “Magpie”), and do not forget about developing basic self-care skills: fastening and unbuttoning buttons, tying shoelaces, etc. And, of course, in older preschool age, work on developing fine motor skills and coordination of hand movements should become important part preparation for school.

Many scientists believe that the development of the speech center in the left hemisphere is due to the leading role of the hand in work activity.

A set of measures to promote the development of hand movements and manual skill

In preschool age, it is necessary to continue working on the development of fine motor skills and hand coordination.

Remember that for children from one to three years old, exercises are given in a simplified version that is accessible to their age. For older children, tasks can be made more difficult.

Work on developing hand movements should be carried out regularly, only then will the greatest effect from the exercises be achieved. Tasks should bring joy to the child, avoid boredom and overwork.

What can you do with kids to develop manual skills?

Run small tops with your fingers.

Knead plasticine and clay with your fingers.

Roll pebbles, small beads, balls with each finger in turn.

Clench and unclench your fists, while you can play as if the fist is a flower bud (in the morning it woke up and opened, and in the evening it fell asleep - closed and hid).

Make soft fists that can be easily unclenched and into which an adult can stick his fingers, and strong ones that cannot be unclenched.

Use two fingers (index and middle) to “walk” across the table, first slowly, as if someone were sneaking, and then quickly, as if running. The exercise is carried out first with the right and then with the left hand.

Show only one finger separately - the index finger, then two (index and middle), then three, four, five.

Show only one finger separately - the thumb.

Drum with all fingers of both hands on the table.

Wave only your fingers in the air.

Make “flashlights” with your hands.

Clap your hands quietly and loudly, at different tempos.

Collect all fingers into a pinch (fingers gathered together - scattered).

String large buttons, balls, beads onto a thread.

Wind a thin wire in a colored winding onto a reel, on your own finger (you get a ring or a spiral).

Tie knots on a thick rope, on a cord.

Fasten buttons, hooks, zippers, clasps, tighten lids, wind mechanical toys with keys.

Tighten screws and nuts.

Games with construction sets, mosaics, cubes.

Folding nesting dolls.

Game with inserts.

Drawing in the air.

Games with sand and water.

Knead foam balls and sponge with your hands.

Sew, knit.

Draw, paint, shade.

Cut with scissors.

Drawing various materials(pen, pencil, chalk, crayons, watercolor, gouache, charcoal, etc.). By the age of five, the possibility of precise, voluntarily directed movements increases, so children perform tasks that require sufficient accuracy and coordination of hand movements. These include different types of weaving from paper and fabric, braids (for example, weaving rugs from multi-colored paper strips).

Children acquire precision and dexterity in finger movements in the exciting activity “Let's Make Beads.” All the work of making beads requires sensory-motor coordination, accuracy, perseverance, i.e. qualities necessary for writing.

The ability to confidently use scissors plays a special role in the development of manual skills. Constant exercises: symmetrical cutting, appliqué, as well as cutting out various figures from old postcards, pictures with scissors - useful and exciting activity for future schoolchildren. Handicrafts also play a big role in preparing the hand for writing: embroidery, sewing, knitting. Handicrafts teach children to be neat, precise, attentive, and persistent. When analyzing a survey of the development of fine motor skills and graphic skills of a preschooler, indicators such as dexterity, speed, motor development, ability to draw vertical and horizontal lines, evenness and clarity of strokes are considered. The presence of risk factors according to these indicators indicates immaturity of motor functions.

We consider the forecast of school difficulties based on the identification of this risk factor in the table:

Taking care of the child’s health is of great importance for the correct and timely development of hand movements. The development of fine hand movements is facilitated by physical exercises based on grasping movements and developing hand strength. Continuity of control over the formation of correct motor skills in the family and preschool will help to quickly achieve the desired results.

Olga Akimova
Development of fine motor skills of children's hands and coordination of movements

“Sources of abilities and gifts children- at their fingertips"

(V. A. Sukhomlinsky)

“The hand is the human brain coming out” (N. Kant)

The direction of my work is the formation and improvement of children motor skills and skills in manipulating various objects. I noticed that children difficulties arise in development spatial orientations on a sheet of paper and in the surrounding space, so I began to pay attention to great attention this aspect. I set myself the following tasks: teach children hold the pencil correctly; form visual motor coordination; develop coordination of large movements and the ability to control your body; improve motor skills and abilities, develop thinking, memory, attention, concentration, visual and auditory perception. In my work I use the method of development of fine motor skills and graphic skills of G. V. Bezzubtseva; S. O. Filippova’s method of preparing preschoolers for learning to write; methodology development of fine motor skills and coordination of movements in children Gavrina S.. E.; methodology development of fine motor skills, eye and coordination of movements T. A. Vorobyova, T. V. Guzenko.

I implement the practical application of theoretical material in classes with children using appliqué, drawing with various techniques (pencils, brushes, fingers, stamps, pokes, plasticine, using stencils, design, physical exercises and finger gymnastics; I teach children master shading, I offer layouts for lacing, for making patterns with thread on nails (graphics, games for development of sensorimotor skills and coordination of movements("Rainbow Beads", "Do the same", "Do it yourself", “Determine by touch”, games for designing on flannelgraph ( "Make a bouquet", "Young Architect", games with tweezers to form and consolidate the tweezer grip of the fingers ( "Mosaic", "Sort by colors", "Cinderella"). Children enjoy playing tabletop, finger theatre, shadow theatre, games with buttons, cereals, clothespins.

We all know how important development of fine motor skills for children. Hand development, brushes, manual skills is one of the indicators and conditions of good physical and neuropsychic child development. At all stages of a child's life movement hands play a vital role. It is believed that the most favorable period for development intellectual and creative capabilities of a person - from 2 to 9 years. It is at this age that it is necessary develop memory, perception, thinking, attention. Level of formation fine motor skills determines the success of child development nkom:

Fine skills;

Musical and performing skills;

Constructive skills;

Labor skills;

Mastering your native language;

development initial writing skills.

In preschool age it is fine motor skills reflect that, How child develops, testifies about him intellectual abilities. Children with bad developed manual motor skills They awkwardly hold a spoon or a pencil; they cannot fasten buttons or lace up their shoes. It can be difficult for them to collect scattered parts of the construction set, work with puzzles, counting sticks, and mosaics. They often give up modeling and appliqué, which children love, because they cannot keep up with other children in class. Thus, the possibilities for children to explore the world are impoverished. Children often feel insecure in basic activities available to their peers. This affects the child’s emotional well-being and self-esteem. Over time the level development creates school difficulties.

I would also like to note that in preschool age work on development of fine motor skills and coordination of movements hands become an important part development of children's speech, developing self-care skills and preparing for writing. How deftly a child learns to control his fingers will determine his future development, and along with development of fine motor skills, memory development, attention and vocabulary.

Movement fingers and hands has a special stimulating effect. Back in the 2nd century BC in China, it was known about the influence of manual actions on development human brain. The ancient Chinese claimed that exercises involving the hands and fingers harmonize the body and mind and have a positive effect on brain activity. Japanese acupuncture is another confirmation of this. In terms of saturation of acupuncture zones, the hand is not inferior to the ear and foot. Oriental doctors have found that massage of the thumb increases the functional activity of the brain, and the index finger has a beneficial effect on the condition of the stomach; middle - on the intestines; nameless - for the liver and kidneys; little finger - on the heart.

In kindergarten, my children and I use Su-Jok therapy (a branch of oriental medicine where Special attention is assigned to influence active (acupuncture) points that are on the hands, using special massagers (he represents 2 parts: hedgehog ball with prickly needles and 2 rings for massaging each finger). By influencing reflex zones, you can transmit information to the entire body and treat the entire body, activating the body’s self-healing mechanisms. We also use different kinds hand massage, including self-massage with a toothbrush, rubber balls and rings with different relief surfaces, a pencil with edges, walnuts, chestnuts, pine cones.

A very important part of the work development of fine motor skills are finger gymnastics and playing games coordination of movements. Finger games are the staging of rhymed stories and fairy tales using the fingers. Many games require the participation of both hands, which allows children to navigate concepts "to the right", "left", "up" etc. The group has a large card index of such games; children themselves play out familiar plots, using visual hint pictures in the cards. Thus, finger gymnastics and games on development of movement coordination not only has a positive effect on speech functions, but also on the child’s health, as a result develops:

Hand strength and dexterity;

Switchable from one view movements to another;

Attention;

The eye and visual memory;

Perseverance and accuracy;

Fantasy and imaginative thinking;

Preparing your hand for writing

Let me give you a few examples of exercises: developing fine motor skills and coordination of movements which I use in working with children and advise parents to do them at home with their children:

Stretching a ring of soft textile elastic alternately with the thumb and index finger, thumb and middle finger, thumb and ring finger, thumb and little finger.

Squeezing a soft rubber or foam ball with two fingers alternately; squeezing a foam ball between tense palms.

Drawing geometric shapes with both hands at the same time, complication – different shapes at the same time, for example, with the right – a square, with the left – a triangle, different directions of shading (right – vertical, left – horizontal).

Mixing water, cereal, wet sand with each finger alternately clockwise and counterclockwise in a container with a narrow neck (diameter 2-3 cm.) at still fixed hand, thereby limiting movement working hand.

Tapping rhythmic patterns by imitation with the fingertips of both hands. The adult points with one hand, and the child reproduces with both at the same time. First, only the index and middle fingers are used, then the ring fingers join them, and only then the thumbs and little fingers. On speech therapy classes You can pronounce syllables using the sounds you have practiced in the same rhythm.

Performance graphic dictations by cells (according to verbal instructions, or according to instructions given in the code system, for example, one blow with the right hand - 1 square to the right; one blow with the left hand - 1 square to the left; one blow with both hands - 1 square up; two blows with both hands - 1 square down).

V. M. Bekhterev proved in his works that simple movement hands help relieve mental fatigue, improve the pronunciation of many sounds, develop child's speech. And our ancestors probably guessed something like this. After all, well known to us "Okay" and similar folk games are nothing more than a healing and tonic acupuncture massage. Only think about it: such simple manipulations with fingers, and how much benefit! A positive effect on internal organs, a tonic, immunostimulating effect - that’s it. Stimulation of mental functions and speech are two. Cheerful communication between a child and an adult, a charge of positive emotions - that’s three. I think this is quite enough for games and exercises with fingers and palms to confidently become part of the arsenal of fun.

To interest a child and help him master information, you need to turn learning into a game. This article offers games and exercises for the development of fine motor skills that you can do with your child at home.

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Topic: “Development of fine motor skills and coordination of finger movements in children of primary preschool age.”

“A child’s mind is in his fingers”

The child constantly studies, comprehends the world. The main method of accumulating information is touch. Children need to grab, touch, stroke and taste everything! If adults try to support this desire by offering the child various toys(soft, hard, rough, smooth, cold, etc.), rags, objects for research, he receives the necessary stimulus for development. It has been proven that a child’s speech and his sensory (“touching”) experience are interconnected. If the movement of the fingers corresponds to age, then speech development is within normal limits; if the movement of the fingers lags behind, then speech development is also delayed, although general motor skills may be normal and even above normal. Speech is improved under the influence of kinetic impulses from the hands, or more precisely, from the fingers. Therefore, if you want your child to speak well, develop his hands!

Movements of the fingers and hands have a developmental effect. There are about 1000 important, biologically active points on the palm and foot. By influencing them, you can regulate the functioning of the internal organs of the body. So, by massaging the little finger, you can activate the work of the heart, the ring finger - the liver, the middle finger - the intestines, the index finger - the stomach, the thumb - the head.

The influence of the hand on the human brain has been known since before our era. Oriental medicine experts say that games involving hands and fingers lead to harmonious attitude body and mind, keeping brain systems in excellent condition.

You need to start working on developing fine motor skills from a very early age. Already infant You can massage your fingers, 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. To interest the child and help him master new information, you need to turn learning into a game , do not back down if the tasks seem difficult, do not forget to praise the child. We bring to your attention games and exercises for the development of fine motor skills that can be practiced both in kindergarten and at home.

Finger gymnastics.

Finger gymnastics solves many problems in the development of a child:

Promotes mastery of fine motor skills;

Helps develop speech;

Increases brain performance;

Develops mental processes: attention, memory, thinking, imagination;

Develops tactile sensitivity;

Relieves anxiety.

Finger games are very emotional and exciting. This is a dramatization of any rhymed stories or fairy tales using hands.

Children enjoy taking part in nursery rhyme games. The most famous version of this game is “Soroka-Soroka”, but there are also more difficult ones to pronounce and show. Let’s try to play these games with you (game training is carried out together with parents).

My family

This finger is mommy

This finger is daddy

This finger is grandma

This finger is grandpa

This finger is me.

That's my whole family!

(alternately massage the fingers, on the last line we clench and unclench our fists)

Cabbage

What's that squeak? (clench and unclench fists)

What's that crunch? (interlace fingers)

What kind of bush is this? (palms with fingers spread out in front of you)

How can there be no crunch?

What if I'm a cabbage? (fingers are bent, representing a head of cabbage).

We chop the cabbage, chop it... (edge ​​of palm)

We three, three carrots (we rub our fists against each other)

We salt the cabbage, salt it... (in pinches)

We press and press cabbage. (clench and unclench our fists)

The development of the hand and fingers is promoted not only by finger exercises, but also by various actions with objects. I offer you a number of games with such items.

Games with buttons

Choose buttons of different sizes and colors. Try posting a drawing; at home you can ask your child to make the same one. After the child learns to complete the task, invite him to come up with his own versions of the drawings. You can use a button mosaic to make a flower, a tumbler, a snowman, a butterfly, balls, beads, etc.

Buttons can also be strung on a thread to make beads.

Games with bulk materials

1. Pour peas or beans into a container. 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." Or:

“We kneaded the dough,

We kneaded the dough

They asked us to knead everything thoroughly,

But no matter how much we knead

And no matter how much we think,

We take out the lumps again and again.

2. Pour dry peas into a mug. For each stressed syllable, he 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. You can choose any quatrains, for example:

“The legs began to walk: top, top, top,

Straight along the path: stomp-tomp-tomp.

Come on, more fun: stomp, stomp, stomp,

This is how we do it: top-top-top.”

3. Pour peas onto a saucer. We take a pea with our thumb and forefinger and hold it with the rest of our fingers (as when picking berries), then we take the next pea, then another and another - so we pick up a whole handful. You can do this with one or two hands.

4. Drawing by grain. Sprinkle fine grains onto a bright tray in a thin, even layer. Run your child's finger over the rump. You will get a bright contrasting line. Let your child draw a few chaotic lines himself. Then try to draw some objects together (fence, rain, waves, letters, etc.).

5. Place peas and beans in the “dry pool”. The child puts his hand into it and tries by touch to identify and get only peas or only beans.

Games with bottle caps

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 are skiing, we are 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.

If you drill the plugs in the middle, you can also use them for stringing beads.

Games with clothespins

1. Using a clothespin, 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!”

2. Imagine with your child that clothespins are small fish, and a circle or square made of cardboard is a feeder. Well, the baby needs to help the fish dine, that is, attach them around the perimeter of the figure. It is very interesting for children to “attach needles” to a hedgehog cut out of cardboard, etc.

3. And, of course, hanging handkerchiefs after washing and securing them with clothespins. This is a simple task, even for a child who has played with clothespins more than once, it may not be so simple.

You can accompany the work by reciting the rhyme:

“I’ll pin the clothespins deftly

I’m on my mother’s rope.”

Games with tweezers and pipette.

These games can keep your child busy for a long time. What seems so simple and uninteresting to us adults captivates the child and, at the same time, develops his motor skills.

Games with beads and pasta

Various stringing exercises are excellent for developing the hand. You can string anything that can be strung: buttons, beads, horns and pasta, dryers, etc.

Beads can be sorted by size, color, shape.

Games - lacing

You can use both factory-made and hand-made ones. (Various lacings are presented at the exhibition). Such games develop spatial orientation, attention, form lacing skills, develop creative abilities, and contribute to the development of eye accuracy and sequence of actions. Cord embroidery is the first step to needle embroidery.

Application

Applications are available from a very early age. 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. From the age of 3 (sometimes earlier) you can learn to cut with scissors, the main thing is that they are safe, with rounded ends. To begin with, it is more convenient to cut geometric shapes and figures from the same color magazines, and with an adhesive pencil, fix them on the sheet. The game of cutting out patterns from several times folded pieces of paper has an undeniable advantage. No matter how clumsily a child cuts, the result will still be a pattern that vaguely resembles a snowflake or a star.

Working with plasticine

You can start modeling from plasticine as early as 2 years old, the main thing is to select accessible tasks and do not forget to wash your hands. 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 on our cake to get an imprint.

Pieces of plasticine

Our Zina rides,

Balls, sausages,

And fairy tales come to life

The fingers are trying

They mold and develop.

If plasticine scares you for some reason, make one for your baby salty dough. The game will be fun regardless of the outcome. 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 in the refrigerator for a long time 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 prepare real dough, let your baby mold a piece as well.

Such games promote the development of fine motor skills, sensory processes, relax the child, and relieve emotional stress.

Drawing

Drawing is one of the most favorite activities of all children. The more often a child holds a brush, pencil or felt-tip pen in his hands, the easier it will be for him to write the first letters and words at school. Offer children a variety of tasks: using coloring books, finger painting on the bathroom wall using regular paints, finishing drawings, shading, and tracing games. You can trace anything that comes to hand: the bottom of a glass, an inverted saucer, your own palm, a spoon, etc. Cookie or muffin tins are especially suitable for this purpose. There are many factory games - strokes.

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 or something else. Nowadays, special finger paints are offered in stores.

It is very unusual to paint with porous sponges, small rubber balls with a rough surface. Children enjoy using the so-called “signets”.

We really hope that we were able to convince you of the importance of hand development for a preschool child and that through joint efforts we will help our children train their hands, promote the development of higher mental functions, and the development of spatial orientation.

In order to interest the child and help him master new information, you need to turn learning into a game, do not back down if the tasks seem difficult, and do not forget to praise the baby.

Memo for parents

To develop fine motor skills, preschool children should be offered:

1. Exercises with a massage ball (from su-jok therapy), walnuts, pencils, pens, felt-tip pens.

1. “Dance” with your fingers and clap your hands softly and loudly, at different tempos.

1. Use with your children various types of mosaics, construction sets (iron, wood, plastic), games with small parts, and counting sticks.

1. Organize games with plasticine and dough.

1. Try the finger painting technique. You can add salt or sand to the paints for a massage effect.

1. Use colored balls of thread for rewinding, ropes of various thicknesses and lengths for tying and untying.

1. Include variety in games natural material(sticks, twigs, cones, shells, cobs, etc.).

1. Engage with your children in stringing beads, learn to unbutton and fasten buttons, snaps, hooks, zippers.

1. Let the children shell peas and shell peanuts.

1. Run small tops with your fingers.

1. Fold the nesting doll and play with different inserts.

1. Cut with scissors.

Dear Parents!

Evoke positive emotions in your child!

Use words and phrases that have an optimistic connotation, for example: “How interesting!”, “Wow, great!”, “Let me help!”, “Beauty!” etc.

Remember, no matter what you create together with your child, the main thing is the desire to continue to engage in similar activities in the future, so complete your activities in a good mood for both the baby and yours.