Ways to develop fine motor skills. How to develop fine motor skills in children of different years? When and how to start working with your baby

What is motor skills?

Two terms small (thin) motor skills And large (general) motor skills have one common word in the name, namely, motor skills

Motor skills(from Latin motus- movement) - motor activity of the body or individual organs.

It is worth noting that motor skills mean not just movement, but a sequence of movements that, taken together, are needed to perform a specific task.

As an example, we will open the front door to a guest. Here we are at the door, standing facing it. Opening the door is a task. To perform it, we need to raise our hand to the level of the door handle. We do this by bending our arm at the elbow and extending it slightly forward. Then we need to grab the door handle, for which we first unclench our fingers, touch the door handle, and then squeeze our fingers, already clasping it with them. Then, with a hand movement, we press the handle down so that the lock opens and after that we push the door with our hand. This whole sequence of movements is called opening the door.

Any of our actions (movement) - it is the result of two different types of activity: mental and physical.

To carry out conscious (voluntary) movement, a person needs bones, muscles, brain and nerves, as well as sense organs. It means: In order to make a movement, we need the coordinated work of several body systems:

- motor, or also called musculoskeletal. These are bones and muscles.

- nervous. These are the brain, spinal cord and nerves.

- sensory organ systems. These are eyes, ears, smell, taste, and tactile receptors.

(Read more in the article)

Distinguish large And small motor skills as well as motor skills certain organs.

The motility of an organ or organ system is understood as the coordinated work of muscles that ensure their normal functioning. Most often we are talking about motility of the gastrointestinal tract, For example, small intestinal motility, but the concept is also used in relation to other organs, for example, they talk about gall motility or bladder.

Gross (gross) motor skills– these are various movements of the arms, legs, body, i.e. in fact, any physical activity human, associated with the movement of the body in space, and carried out through the work of large muscles of the body: jumping, running, bending, walking, and so on.

Fine (fine) motor skills- movement of small body muscles, ability to manipulate small objects, transfer objects from hand to hand, and perform tasks that require coordinated work of the eyes and hands.

Various types of motor skills will involve different groups muscles our body.

Skills gross motor skills are movements that involve the muscles of the arms, legs, feet and the whole body, e.g.crawl, running or jumping.

We use fine motor skills when, for example,take an object with two fingers, burying our toes in the sand or detecting taste and texture with our lips and tongue.

Fine and gross motor skills develop in parallel, since many actions require coordination of both types of motor activity.

What are gross motor skills? Its significance for the human body.

Gross motor skills- This is the movement of large muscles of the body. This is the basis physical development human, the basis on which more complex and subtle fine motor movements are subsequently superimposed.

Generally, the development of gross motor skills follows a general pattern in a certain order for all individuals. Starts at birth. It moves from top to bottom , that is, from the head, and gradually moves to the large lower muscles (shoulders, arms, legs). The first thing a child usually learns to control is eye movements. If you take a toy and move it from side to side in front of your baby's face, you will provoke him to turn his head. Head turning is a gross motor skill. That is, in the first months of his life, the baby masters some motor skills - first, lying on his stomach, he raises his head, then he learns to hold it, rolls over from his back to his stomach and back. Then the child wants to reach for the toy, first with one hand and then with the other, and begins to crawl, sit, walk, and bend over. Subsequently, in order to get to the toy, he will no longer just reach out, but crawl to it, grab it, and then learn to run, jump, and so on. Over time, if a child is faced with the task of taking a toy (picking up a fallen one), he will first look at it, approach it, bend over, reach out, grab, straighten up, or sit down - that’s how many actions the child must perform to reach cherished goal- get a toy. All these actions relate to gross motor skills.

At first, the child masters gross motor skills, and then gradually there is a layering of complex elements of fine motor skills, which includes special manipulations of various objects, which require clear coordination of the work of the eye apparatus and the human limbs. This includes performing written movements, drawing, tying shoelaces, etc.

When the baby is in infancy, you do not need to do special exercises with him, because when you take the baby in your arms, you force him to tense the muscles of his neck and back, you turn the baby over when changing clothes, lift his legs, changing diapers. If you add to this list the effect of a light massage that you give to the baby, then the child will receive the first portion of special exercises for the development of gross motor skills. All this is the result of the natural development of a child who depends little on his parents.

The development of gross motor skills contributes to the formation of the vestibular apparatus, strengthening muscles and joints, developing flexibility, has a positive effect on the formation of speech skills and the development of intelligence, helps to adapt to the social environment, and broaden one’s horizons. Being physically well developed, the child feels more confident among his peers. Gross motor skills also help improve fine motor skills. That is why it deserves attention, deserves development and improvement.

Ways to develop gross motor skills in infants are very simple, because she little man develops on its own without outside intervention, but in accordance with the physical needs of the baby. But in the future you should pay attention to it, which is also not very difficult.

Firstly, do not forbid your child to move, even if it seems to you that he is too mobile, but encourage him motor activity, let him run and jump as much as he wants, roll a car and a ball, crawl up, trying to get to something, teach him, who is still walking unsteadily, to walk up the steps, step over objects, first flat, then three-dimensional, and so on, then There are create conditions for the development of gross motor skills. For older children, outdoor games, sports, dancing, gymnastics at home, even swinging on a swing are suitable activities that develop gross motor skills.

And you need to remember that what if the muscles are deprived of work, are inactive, which means they atrophy. But strong and capable muscles are very important for the functioning of the human body. They perform not only a movement function, but also a protection function. internal organs, supporting the skeleton, perform the function of a muscle corset.

Let's give specific example: weak back muscles. Muscles in children younger age are still weak, especially the back muscles, and are not able to maintain the body in the correct position for a long time, which leads to poor posture. The muscles of the trunk very weakly fix the spine in static poses. The bones of the skeleton, especially the spine, are highly susceptible to external influences. Therefore, the children’s posture seems very unstable; they easily develop an asymmetrical body position. In this regard, in younger schoolchildren, curvature of the spine can be observed as a result of prolonged static stress.

This applies not only to children, but also to adults . Weak muscles are not able to take on their share of the loads and stresses that the back must withstand, which means that joints and ligaments that are not as well supplied with blood as muscles have to work for them. Over time, joints and ligaments become increasingly worn out, leading to tissue damage and chronic back pain.

There is only one way to train muscles - actively move. Therefore, any movements will contribute to the development of gross motor skills. Even 30 minutes of outdoor games and exercises a day will help both a child and an adult to be not only more confident in their abilities, but will also add vigor and health.

What are fine motor skills? The significance of its development.

Fine motor skills- movements performed by small muscles human body, the ability to perform tasks requiring coordinated use of the eyes and hands.

Fine motor skills are used to perform fine tasks such as pincer grip (thumb and index finger) to manipulate small objects, writing, drawing, cutting, buttoning, knitting, tying knots, playing musical instruments, and so on.

That's why, fine motor skills- is a set of coordinated actions of the nervous, muscular and skeletal systems, often in combination with the visual system in performing small and precise movements of the hands and fingers and toes.

Mastering fine motor skills requires developing smaller muscles than gross motor skills. Regarding the motor skills of the hands and fingers, the term is often used dexterity. The fine motor area includes a wide variety of movements, from simple gestures (such as grasping a toy) to very complex movements (such as writing and drawing).

Fine motor skills develop as early asbirth. First, the baby examines his hands, then learns to control them. First, he takes objects with his entire palm, then only with two (thumb and index) fingers. Then the child is taught to hold a spoon, pencil, and brush correctly.

Conventional stages of development of fine motor skills of the hands.

Conditional– because not all children develop in the same way. But approximately in this sequence, children master the abilities described below by the indicated age.

First year of life

First month

Hands clenched into fists. Movements are jerky and convulsive. Own hand during this period it is one of the main “objects” on which the baby’s gaze stops.

Second month

The hands are still clenched into fists, but the baby’s gaze is more defined and directed. The child often looks at his hands, “fixed” at a distance. A smile appears - this is the first social contact.

Third month

The hands are mostly clenched into fists, but if you put something into them, the fingers will grasp and hold decisively and consciously. There is a desire to reach out to an object and grab it, for example a toy hanging above the crib. The baby brings both hands along the midline, grabs one hand with the other, and also reaches out to the legs and grabs the leg with the handle.

Fourth month

Fingers are not clenched. The baby loves to play with his fingers, knows how to hold a rattle, wave it, and sometimes he manages to bring the rattle to his mouth. If the toy comes into view, then the movements of the hand are controlled by the eyes (this process will be improved). He can grasp and hold round and angular objects with his hand, as well as press objects with his fingers.

Fifth month

The child raises his head high, looks at everything around him, and turns over himself. If you give him two fingers, he will immediately grab them tightly and begin to pull himself up, trying to sit up. Lying on his back, he grabs his feet, pulls them to his head, and takes his toes in his mouth. If there are toys nearby, he grabs them, feels them, puts them in his mouth, examines them again, and is able to transfer toys from one hand to another.

Grasping and feeling objects is of great importance not only for the development of motor skills, but also for thinking.

Sixth month

The child can take an object in each hand (grasp, hold) or feel one object with both hands, “study”. Purposeful manipulations with an object help to materially understand cause and effect: if you press on a toy, it will squeak, if you push a car, it will roll.

Seventh month

The baby persistently exercises his fingers - improvement in grasping objects continues.

Eighth month

The child begins to work intensively not only the thumb, but also the index finger. He makes attempts to remove and close lids, open boxes arranged like matchbox. He tries, by rising, to reach the objects that interest him, to “study” them with his tenacious grasping hands and fingertips. Lips and tongue provide additional information about the subject. Already at this time, many children have a precise pincer grip (the child takes a small object with the tips of two fingers - the index and thumb).

Ninth month

A leap in the development of fine motor skills. The child takes objects no longer with a grabbing motion, but with a raking motion. Usually he first touches with the index finger, and then takes with two fingers (for example, balls, a light toy) - tweezer grip. Many children are able to separate objects under visual control. A leap in the development of motor skills leads to a leap in the development of speech and thinking.

Tenth month

It's classic crawling time, and crawling is the road of discovery. The child gets to everything that interests him and examines objects with his senses: knocks (listens), puts in his mouth (tastes), feels (feels), carefully looks at what is inside the object, etc. In addition, the tenth month is the “university of joyful learning.” The baby is able to repeat what an adult does with objects (push a toy car, roll a ball, and so on). A child, playing with an adult, seems to “say” with his behavior: “The main principle of my learning is joyful imitation.” Many children at this time are already able to crawl to stable objects (cabinet, table) and rise, leaning on them, stand, leaning on them, touch, reach the object of interest.

Eleventh month

A new breakthrough in the development of thinking. If earlier the baby performed manipulative actions with objects, now he tries to use them functionally, that is, for their intended purpose: he tries to build with cubes, he tries to drink from a cup, he puts the doll to sleep, rocking him to sleep. The child is preparing to master the pinnacle of manual and sensory abilities - the ability to string rings onto the rod of a pyramid.

Twelfth month and year

The baby begins to walk independently. Constantly and actively examines with his hand all available things (including dangerous ones). “Works” with objects functionally, imitates the actions of adults: he digs with a shovel, carries sand with a bucket, holds a toy with one hand and plays with it with the other. In addition, he can perform different actions with his hands that are independent of each other. For example, hold a bucket with one hand and dig with a shovel with the other hand, without letting go of the bucket. Trying to draw doodles.

Second year

At the beginning of the second year of life, most children begin to walk. Gaining relative independence. The child is trying to “take the whole world into his own hands.” Begins new stage in the development of the hand and brain - familiarization with the surrounding objective world. During this period, the child masters objective actions, i.e. uses the item in accordance with its functional purpose. For example, act with them. And although the child masters these “tools of labor” during the second year of life, the process itself is important to him, not the result.

Scientists believe that correlative and instrumental actions have the greatest influence on the development of a child’s thinking.

Correlating actions are those actions during which one object must be brought into conformity with another (or one part of an object in accordance with another). For example, to close a box, you need to pick up a lid (to close a matryoshka doll, find its second part, etc.), children enjoy unscrewing screw caps, both small and large, connecting objects, for example, screwing a lid on a bottle. Thus. The child must match objects by size (size) and shape. That is, the child performs actions under the control of vision. By 15 months, the child is able to assemble pyramids, both with rings and with geometric shapes instead of round rings.

Instrumental actions are actions during which one object - a “tool” (spoon, fork, net, pencil, etc.) is used to influence another object. The child learns how to use such “tools” from an adult.

The most favorite and important games for the development of the hand and brain are with sand, water and clay. At the same time, it is important to instill in the child the necessary hygiene skills (teaching to wash hands with soap, dry, massaging all fingers in turn), turning each procedure into a joyful and useful game.

At this age, folding books are very important, as it is easier for a child to learn to leaf through a book with hard cardboard pages. The fact is that the child turns all the pages of the book at once, and not one at a time until 17, or even 20 months. An adult and a child look at the pictures in the book, name the characters depicted, and read short texts. Speech contact reveals to the baby new world. However, scientists have noticed that in the consciousness of a child of this age, only the names of those objects that “passed” through his hand and his actions are deeply recorded. Many children hold a pencil very confidently and enjoy drawing doodles, know how to hold a cup and drink from it, hold a spoon and try to eat with it themselves, and unwrap objects wrapped in paper.

By the end of the second year of life, as a rule, all children are able to turn the pages of a book one at a time, even thin paper ones, stack several cubes on top of each other - build a tower and line up the cubes - build a wall. As a rule, children are happy to tear paper, even thick paper, put small objects into small holes, say, beans into a bottle, and love to pour liquid from a dish onto the floor, as well as pour it from one container to another.

Third year of life

In the third year of life, objective activity becomes leading. The child’s hands are in constant motion, at work.

Observe how many activities your baby will change in an hour, how many he will have time to touch, take apart, insert, take out, fold, show, break and “fix.” At the same time, he talks to himself all the time, thinks out loud.

Child psychologists believe that the transition from trial to skill is the most important achievement of this age stage. Researchers noticed that a one-and-a-half-year-old child, trying to imitate an adult, stubbornly sticks any shape into any hole, regardless of the shape. A two-year-old child begins to act in the same way: he puts a circle on a square hole - he doesn’t climb. He doesn't stop there. Transfers the liner to the triangular hole - again failure. And finally, he applies it to the round one. After a few minutes, all the figures were inserted using tests. This is thinking in action. Child of three years old solves the problem right away, correctly placing the figures, because he completed the “trials” in his head - after all, his hand has been “teaching” his brain for two years.

Fourth year of life

The hand of a little worker in the fourth year of life becomes accustomed to fastening and unfastening buttons, loops, hooks, zippers, buckles, Velcro, etc.; with bathing and dressing a naked doll; learn to wash handkerchiefs and socks; learn to cut boiled vegetables for salads, set the table beautifully, folding paper and linen napkins in different ways; wash the dishes after yourself. And all this indirectly prepares the hand for writing. With his hands, the child will begin to master sensory standards: size, length, shape, color, taste, surface structure and much more. From sensation to perception, from perception to ideation, from ideation to understanding. Thus, “manual” experience provides “food for the mind” and enriches speech with special concepts - “tools of thought.” At this age, it is important to develop cognitive interests and skills so that the head plans and the hand does, so that sensory-motor and verbal (verbal) cognitive activities complement each other.

Gradually, the child’s chaotic perceptions accumulated over the previous three years of life will begin to be systematized and ordered.

Fifth year of life

In the fifth year of life, previously acquired skills are improved, new interests appear, for example, sawing with a jigsaw, cross-stitching, crocheting, etc. Manual skills teach the child to overcome difficulties, develop his will and cognitive interests. The more questions he asks, the more answers he “receives” with his hands.

Writing numbers and letters using stencils becomes an attractive activity. This is a step towards mastering “literacy” and preparing your hand for writing.

At this age, children love to play blindfolded. “Hands see!” - they make a discovery and are ready to recheck their capabilities again and again. For such games you need letters and numbers cut out of thick cardboard, metal or sawn out of wood.

Many preschoolers are ready for long-term observations, experiments and experiences with a magnet, air, water, paper, etc.

The child’s vocabulary already reaches two thousand words; he uses all parts of speech, except gerunds, and all grammatical forms. He can retell a familiar fairy tale, remember and coherently convey what made a strong impression on him, talk about an excursion, a visit, a trip to the theater. In this case, hands will come to the rescue: replace words, showing distance, direction, dimensions.

Sixth year of life

If a child’s hand has been developed since birth, then in the sixth year of life he improves in “manual skill”: he masters more complex methods of cutting, gluing, bending, winding, pouring, folding, using fabric, paper, wire, foil, auxiliary and natural materials; uses various tools and tools: pens, pencils, brushes, felt-tip pens, scissors, hammer, rakes, brushes, watering cans, shovels, etc.

Thus, we can conclude that there is a relationship between the development of motor skills and the maturation of the corresponding areas of the brain and the development of the most important mental functions; The age dynamics of this process have been revealed.

The connection between the brain and movement.

Any movement is not possible without the participation of the brain.

Rice. Centers of the brain, side view and from the inside.

1 - Frontal lobe of the brain; 2 - Parietal lobe; 3 - Central sulcus; 4 - Lateral groove; 5 - Occipital lobe; 6 - Temporal lobe; 7 - Precentral gyrus - center of coordination of movements; 8 - Posterior central gyrus - center of conscious perception; 9 - Primary visual center (site of visual perception); 10 - Secondary visual center - a section of the cortex in charge of “understanding” visual impressions; 11 - Tertiary visual center - a section of the cortex responsible for the selection and memorization of visual impressions; 12 - Primary acoustic center; 13 - Secondary acoustic center (cortical area responsible for identifying auditory impressions) with Wernicke's speech center; 14 - Tertiary acoustic center - a section of the cortex responsible for storing auditory impressions; 15 - Island; 16 - Motor speech center (Broca's center) - in case of right-handedness, it is located only in the left hemisphere; 17 - Corpus callosum - contains nerve pathways connecting the centers of the right and left hemispheres to each other (the so-called commissure pathways); 18 - Vault of the brain (a curved cord of nerve fibers belonging to the limbic system); 19 - Calcarine sulcus (primary visual center); 20 - hippocampus (part of the limbic system); 21 - Cingulum (part of the limbic system); 22 - Olfactory nerves, olfactory lobe and olfactory tract

In the upper sections of the anterior central gyrus there are cells that send impulses to the lower extremities, in the middle sections there are cells that send impulses to the hand, and in the lower sections there are cells that activate the muscles of the tongue, lips, and larynx. All these cells and nerve pathways are the motor apparatus of the cerebral cortex. If one or another pyramidal cell is damaged, a person experiences paralysis of the corresponding organs of movement.

Rice. "Motor centers of the human cerebral cortex"

The area of ​​the brain responsible for sending a signal to action is called premotor (premotor), and the one that is responsible for its corresponding execution is called motor (motor). Read more in the article

Voluntary movements are not performed in isolation from each other, but in a complex system of purposeful action. This occurs due to a certain organization of interaction between individual parts of the brain. Each organ has its own representation in the brain. A significant part of the human cerebral cortex is occupied by cells associated with the activities of the hand, especially its thumb, which in humans is opposed to all other fingers, as well as cells associated with the functions of the muscles of the speech organs - lips and tongue.

(from Latin homunculus - “little man”) is a conventional drawing of a person, displaying the sensory and motor areas of the cerebral cortex that control various parts of a person. More than a third of the homunculus is associated with human speech, which emphasizes the role of language in people's lives. Animals have different homunculi.

Thus, in the human cerebral cortex, those organs of movement that have the main function in activity and communication are most widely represented.

A major role here is played by areas of the brain that, although not motor areas, provide the organization of motor (or kinesthetic) sensitivity necessary for the regulation of movements. These areas are located posterior to the anterior central gyrus. If they are defeated, a person ceases to feel his own movements and is therefore unable to perform even relatively simple actions, for example, taking an object located near him. The difficulties that arise in these cases are characterized by the fact that a person selects the wrong movements that he needs.

The selection of movements in itself is not sufficient for the action to be performed skillfully. It is necessary to ensure continuity of individual phases of movement. This smoothness of movement is ensured by the activity premotor zone cortex, which lies anterior to the anterior central gyrus. When this part of the cortex is damaged, the patient does not experience any paralysis (as with damage to the anterior central gyrus) and there are no difficulties in selecting movements (as with damage to areas of the cortex located behind the anterior central gyrus), but significant awkwardness is noted. A person ceases to control movements the way he previously controlled them. Moreover, he ceases to master the acquired skill, and the development of complex motor skills in these cases turns out to be impossible.

In some cases, when the damage to this part of the cortex extends deep into the medulla, the following phenomenon is observed: having performed any movement, a person cannot stop it and continues for some time.

When describing the human brain, it is customary to distinguish three main parts: the hindbrain, the midbrain and the forebrain. These three parts are clearly visible already in a four-week embryo in the form of three “brain bubbles”. Historically, the hindbrain and midbrain are considered more ancient. They are responsible for vital internal functions of the body: maintaining blood flow, breathing. The forebrain is responsible for human forms of communication with the outside world (thinking, memory, speech).

hindbrain

Includes the medulla oblongata, cerebellum and pons.

The part of the brain that is a direct continuation of the spinal cord.

1. Medulla oblongata

Structure

Directly connected to the spinal cord.

The outside is covered with white matter, the inside is gray matter.

Functions

Responsible for:

• breath,
• digestion,
• cardiovascular system,
• protective reflexes (coughing, sneezing, blinking, tearing, etc.)
• secretion of gastric juice

Here are the centers: inhalation, exhalation, salivation, swallowing.

2. Cerebellum

Structure

It consists of a middle part (“bridge”, “worm”) and hemispheres that have a cortex of gray matter.

The gray matter contains stripes of white matter. Connected with all parts of the brain, especially the middle part. Located above the medulla oblongata.

Actively develops at the age of 5-11 months. Finishes developing by 6-7 years. Weight approximately 130-150 g.

Functions

Responsible for:

• coordination of body movements,
• muscle tone,

Eliminates unnecessary movements due to inertia.

3. Bridge, Varoliev Bridge

Structure

Nerve pathways connect the cerebellum, spinal cord and other parts of the brain.

Connects both halves of the cerebellum.

Consists of gray and white matter.

Functions

Centers: facial expressions, movements of the eyeballs.

Contains the nuclei and pathways of the auditory analyzer.

Midbrain

(The division into two halves begins.)

Structure

Consists of two: the legs of the brain and the roof.

1. Legs:

• ascending pathways - to the thalamus,
• descending - into the medulla oblongata and spinal cord.

2. Roof(plates of the quadrigeminal, quadrigeminal):

• the superior colliculi are responsible for movements resulting from visual stimulation,
• inferior colliculi - due to auditory stimulation.

Functions

Responsible for:

• pupil size,
• curvature of the lens,
• clarity and visual acuity,
• muscle tone (body stability when moving),

Centers: orienting reflexes.

Forebrain

Structure

• The two halves are separated, communicating only with the help of jumpers.
• The largest section of the brain.
• Includes the diencephalon and cerebral hemispheres.

Diencephalon

Structure

• The upper part is the epithalamus, the “supratubercular region”

• The central part is the thalamus, the “visual thalamus”. Consists of 2 paired formations.

• The lower part is the hypothalamus, the “subcutaneous region.”

• Articulated bodies.

Functions

• Thalamus

1. Receives information from all senses except smell.
2. “Filters out” unnecessary information.
3. Responsible for facial expressions, gestures, emotions.
4. The epiphysis is located on top and is responsible for the sense of smell.
5. The pituitary gland is located below.

• The hypothalamus regulates

1. metabolism,
2. endocrine metabolism,
3. homeostasis,
4. activity of the autonomic nervous system,
5. sleep and wakefulness,
6. satisfaction of needs (thirst, hunger).
7. Connects body receptors with the cerebral cortex.
8. Supports cyclic movements (running, swimming, walking)

The geniculate bodies contain the subcortical centers of vision and hearing.

Large hemispheres

Structure

1. The hemispheres are divided into right and left. Inside is the “corpus callosum” connecting them.
2. The cortex is formed by gray matter (neuron bodies arranged in columns).
3. The thickness of the bark is 1.5-3 mm.
4. Under the cortex is white matter (nerve fibers) with small “nuclei” of gray matter.
5. A large number of grooves and convolutions.
6. The bark area is approximately 2-2.5 thousand cm 2.

The grooves divide the hemispheres into 4 lobes: frontal (separated from the parietal central sulcus), parietal, temporal, occipital.

Functions

Frontal lobe— Centers that regulate active behavior, the motor zone in front of the central gyrus.

Parietal lobe— Zone of musculocutaneous sensitivity in the posterior central gyrus.

Temporal lobe— Auditory zone, smell, taste.

Occipital lobe— Visual zone

Basic principles of brain organization:

First principle consists of division of functions into hemispheres. The brain is physically divided into two hemispheres: left and right. Despite their external similarity and active interaction, functional asymmetry in the functioning of the brain can be seen quite clearly. Copes with some functions better right hemisphere (for most people it is responsible for imaginative and creative work), and with others left (associated with abstract thinking, symbolic activity and rationality). The structure of the cerebral hemispheres.

Second principle is also related to the distribution of functions across different zones brain Although this organ works as a single whole, and many higher human functions are provided by coordinated work different parts, the “division of labor” between the lobes of the cerebral cortex can be traced quite clearly.

Lobes of the cerebral hemispheres: temporal frontal occipital and parietal

Analyzer nuclei in the cerebral cortex.
1 - motor zone of the cortex; 2 - core of the skin analyzer; 3-center of targeted combined movements; 4-visual written speech analyzer; 5 - auditory analyzer oral speech; 6-visual analyzer; 7 - auditory analyzer; 8 - taste analyzer; 9-motor oral speech analyzer; 10-motor analyzer of combined head and eye rotation; 11 - motor analyzer of written speech.

Functions of shares:

Frontal lobe
Anterior to the central sulcus and almost parallel to it stretches the precentral sulcus, which gives rise to two parallel sulci running towards the frontal pole. These grooves divide the surface of the brain into the precentral gyrus, which lies in front of the central sulcus, and the superior, middle, and inferior frontal gyri, which run horizontally.

The frontal lobes can be called the command post of the brain.

Here are centers that are not so much responsible for a separate action, but rather provide such qualities as independence And initiative man, his ability for critical self-evaluation. Damage to the frontal lobes causes carelessness, meaningless aspirations, fickleness and a tendency to make inappropriate jokes. With the loss of motivation due to atrophy of the frontal lobes, a person becomes passive, loses interest in what is happening, and remains in bed for hours. Often others mistake this behavior for laziness, not suspecting that changes in behavior are a direct consequence of the death of nerve cells in this area of ​​the cerebral cortex

Function of the frontal lobes is associated with the organization of voluntary movements, motor mechanisms of speech, regulation of complex forms of behavior, and thinking processes. Several functionally important centers are concentrated in the convolutions of the frontal lobe. The anterior central gyrus is a “representation” of the primary motor zone with a strictly defined projection of body parts. The face is “located” in the lower third of the gyrus, the hand in the middle third, and the leg in the upper third. The trunk is represented in the posterior parts of the superior frontal gyrus. Thus, a person is projected in the anterior central gyrus upside down and head down.

In the posterior part of the middle frontal gyrus there is the frontal oculomotor center, which controls the simultaneous rotation of the head and eyes (the center of rotation of the head and eyes in the opposite direction). The function of this center is of great importance in the implementation of the so-called orientation reflexes (or “what is this?” reflexes), which have very important to save human life.

The motor speech center (Broca's center) is located in the posterior part of the inferior frontal gyrus.

The frontal cortex of the cerebral hemispheres also takes an active part in the formation of thinking, the organization of purposeful activities, and long-term planning.

Parietal lobe
The parietal lobe occupies the superior lateral surfaces of the hemisphere. From the frontal lobe, the parietal lobe is limited in front and to the side by the central sulcus, from the temporal lobe below - by the lateral sulcus, from the occipital - by an imaginary line running from the upper edge of the parieto-occipital sulcus to the lower edge of the hemisphere.

On the superolateral surface of the parietal lobe there are three gyri: one vertical - posterior central and two horizontal - superior parietal and inferior parietal. The part of the inferior parietal gyrus, which encircles the posterior part of the lateral sulcus, is called the supramarginal (supramarginal) region, and the part surrounding the superior temporal gyrus is the nodal (angular) region.

The parietal lobe, like the frontal lobe, makes up a significant part of the cerebral hemispheres. In phylogenetic terms, it is divided into an old section - the posterior central gyrus, a new one - the superior parietal gyrus and a newer one - the inferior parietal gyrus.

The function of the parietal lobe is associated with the perception and analysis of sensory stimuli and spatial orientation. Several functional centers are concentrated in the gyri of the parietal lobe.

In the posterior central gyrus, sensitivity centers are projected with a body projection similar to that in the anterior central gyrus. The face is projected in the lower third of the gyrus, the arm and torso are projected in the middle third, and the leg is projected in the upper third. In the superior parietal gyrus there are centers in charge of complex types of deep sensitivity: muscular-articular, two-dimensional spatial sense, a sense of weight and range of motion, a sense of recognizing objects by touch.

Thus, the cortical section of the sensitive analyzer is localized in the parietal lobe.

Praxis centers are located in the inferior parietal lobe. Praxis refers to purposeful movements that have become automated through repetition and exercise and are developed through training and constant practice throughout an individual’s life. Walking, eating, dressing, mechanical element of writing, various types labor activity(for example, the driver’s movements while driving, mowing, etc.) are praxis. Praxis is the highest manifestation of the motor function inherent in humans. It is carried out as a result of the combined activity of various areas of the cerebral cortex.

The functions performed by the parietal lobes differ for the dominant and non-dominant sides.

The dominant side (usually the left) is responsible for the ability to understand the structure of the whole through the correlation of its parts (their order, structure) and for our the ability to put parts together into a whole. This applies to the most different things. For example, to read you need to be able to put letters into words and words into phrases. Same with numbers and figures. The same share allows you to master a sequence of related movements necessary to achieve a certain result (a disorder of this function is called apraxia). For example, the inability to dress independently, often noted in patients with Alzheimer's disease, is not caused by impaired coordination, but by forgetting the movements necessary to achieve a specific goal.

The dominant side is also responsible for feeling of your body: for distinguishing its right and left parts, for knowledge of the relationship of a separate part to the whole.

The non-dominant side (usually the right) is the center that, by combining information coming from the occipital lobes, provides three-dimensional perception of the surrounding world. Violation of this area of ​​the cortex leads to visual agnosia - the inability to recognize objects, faces, or the surrounding landscape. Because visual information is processed in the brain separately from information coming from other senses, the patient in some cases has the opportunity to compensate for problems in visual recognition. For example, a patient who does not recognize loved one in person, can recognize him by his voice when talking. This side is also involved in the spatial orientation of the individual: the dominant parietal lobe is responsible for the internal space of the body, and the non-dominant one is responsible for recognizing objects in external space and for determining the distance to these objects and between them.

Both parietal lobes are involved in the perception of heat, cold and pain.

Temporal lobe

The temporal lobe occupies the inferolateral surface of the hemispheres. The temporal lobe is delimited from the frontal and parietal lobes by the lateral sulcus. On the superolateral surface of the temporal lobe there are three gyri - superior, middle and inferior. The superior temporal gyrus is located between the Sylvian and superior temporal fissures, the middle one is between the superior and inferior temporal sulci, and the inferior one is between the inferior temporal sulcus and the transverse medullary fissure. On the lower surface of the temporal lobe, the inferior temporal gyrus, the lateral occipitotemporal gyrus, and the hippocampal gyri (seahorse leg) are distinguished.

The function of the temporal lobe is associated with the perception of auditory, gustatory, olfactory sensations, analysis and synthesis of speech sounds, and memory mechanisms.

The main functional center of the superior lateral surface of the temporal lobe is located in the superior temporal gyrus. The auditory, or gnostic, speech center (Wernicke's center) is located here. The temporal lobes in the upper regions process auditory sensations, turning them into sound images. Since hearing is the channel through which speech sounds are transmitted to humans, the temporal lobes (especially the dominant left) play a critical role in facilitating speech communication. It is in this part of the brain that the recognition and filling with meaning words addressed to a person, as well as the selection of language units to express their own meanings. The non-dominant lobe (right in right-handed people) is involved in recognizing intonation patterns and facial expressions.

The anterior and medial parts of the temporal lobes are associated with sense of smell.

The auditory projection area of ​​the cortex is located in the superior temporal gyrus and on the inner surface of the temporal lobe. The olfactory projection area is located in the hippocampal gyrus, especially in its anterior section (the so-called uncus). Next to the olfactory projection zones there are also gustatory ones.

The temporal lobes play an important role in organizing complex mental processes, in particular memory. A small, seahorse-shaped area on the inner surface of the temporal lobes (the hippocampus) controls human long-term memory. It is the temporal lobes that store our memories. The dominant (usually left) temporal lobe deals with verbal memory and object names, the non-dominant is used for visual memory.

Simultaneous damage to both temporal lobes leads to serenity, loss of visual recognition and hypersexuality.

Occipital lobe

The occipital lobe occupies the posterior parts of the hemispheres. On the convex surface of the hemisphere, the occipital lobe has no sharp boundaries separating it from the parietal and temporal lobes, with the exception of the upper part of the parieto-occipital sulcus, which, located on the inner surface of the hemisphere, separates the parietal lobe from the occipital lobe. The grooves and convolutions of the superolateral surface of the occipital lobe are not constant and have a variable structure. On the inner surface of the occipital lobe there is a calcarine groove that separates the wedge ( triangular shape lobule of the occipital lobe) from the lingual gyrus and the occipitotemporal gyrus.

The function of the occipital lobe is associated with the perception and processing of visual information, the organization of complex processes of visual perception. In this case, the upper half of the retina of the eye is projected in the wedge area, receiving light from the lower fields of vision; in the region of the lingular gyrus there is the lower half of the retina of the eye, which perceives light from the upper fields of vision.

The occipital lobes are responsible for processing of visual information. In fact, everything that we see, we do not see with our eyes, which only record the irritation of the light acting on them and translate it into electrical impulses. We “see” with the occipital lobes, which interpret signals from the eyes. Knowing this, it is necessary to distinguish between weakened visual acuity in an elderly person and problems associated with his ability to perceive objects. Visual acuity (the ability to see small objects) depends on the work of the eyes, perception is a product of the work of the occipital and parietal lobes of the brain. Information about color, shape, and motion is processed separately in the occipital lobe of the cortex before being received in the parietal lobe to be converted into a three-dimensional representation.

So, the brain is a complex part of the nervous system. He controls everything we do, feel, think. The brain receives and processes information from all organs of the body and sends it to the muscles, causing them to contract. It is connected to organs by nerves through which nerve impulses travel.

Often in science fiction novels (and in popular science publications) the work of the brain is compared to the work of a computer. This is not entirely true, but it would be more correct to say that this comparison cannot be taken literally, for many reasons.

Firstly, unlike a man-made machine, the brain was formed as a result of a natural process of self-organization and does not need any external program. Hence the radical differences in the principles of its operation from the functioning of an inorganic and non-autonomous device with an embedded program.

Secondly, the various fragments of the nervous system are not connected in a rigid way, like computer blocks and cables stretched between them. The connection between cells is incomparably more subtle, dynamic, responding to many different factors.

This is the power of our brain allowing him respond sensitively for the slightest glitches in the system, compensate them. And this is also his weakness, since none of these failures go unnoticed, and over time their combination reduces the potential of the system, its ability to carry out compensatory processes. Then changes begin in a person’s condition (and then in his behavior), which scientists call cognitive disorders.

Remember that you need to train not only your muscles, but also your brain.

The brain is trained, of course, with the help of mental tasks, as well as breathing exercises, but also, what is very important: the brain is trained with the help of muscles, with the help of movements. And this is a natural process of the human body. A newborn child trains his brain through movement, and in the future, an adult benefits from movements performed using both gross and fine motor skills.

The early development of a child always includes the development of fine motor skills, that is, learning to hold and operate small objects. There are different ways to develop fine motor skills of the hands: each parent is free to choose what suits both him and the child. Below we discuss the main nuances associated with the development of fine motor skills, answer the question of why it is necessary to develop it, and also present games that are sure to captivate your baby.

Why and when do you need to develop fine motor skills?

Scientists have long proven that the development of fine motor skills gives impetus to the development of speech in a child. Those children with whom their mothers regularly play games, who are given a large number of objects of various textures to study, begin to speak earlier than their peers who are denied the aforementioned entertainment. In addition, such children absorb information faster (tactile sensations are associated with brain activity), learn more easily, and begin to write faster. Quite often development tactile sensations used as preparation for school.

From all of the above, we can conclude that fine motor skills in a child should be developed as early as possible. There are finger games that you can play almost from birth.

How to develop fine motor skills in children of different years?

Each age has its own games. You can’t argue with this statement, so it’s important not to rush things and consistently offer your child those toys that are appropriate for his age.

From birth to six months

At this time, the baby is actively developing tactile skills on his own. Starting from 3-4 months, the child consciously reaches out to toys, feels rattles, his mother’s hands, and examines his fingers. You can offer your baby different games.

• Hand massage - gently knead children's fingers, stroke them, gently twist them. You can accompany the process with rhymes and jokes.
• Give your child yours thumbs and try to lift the baby. The more often you do this exercise, the stronger the baby will grab your hands.
• Offer your baby paper books or plain sheets of paper. Show that they can be torn, crushed, twisted.
• Rattles, balls and toys with a ribbed surface are excellent helpers in the early development of the baby.

From 7 months to a year

During this time, you can use the same materials and games as before six months. You can add a few others.

• Pyramids - they will introduce the child to the concept of size and develop the ability to quickly string rings onto a rod.
• Cereals, beans, pasta - everything you find in the kitchen. It is important to supervise your child at all times to prevent him from swallowing foreign objects.
• Fabric and bags made from it with various fillings.
• Constructor.
• Cubes.

From one to two years

The number of toys to develop fine motor skills should be gradually increased. Cereals and bags of grain remain interesting and useful for playing, but the baby is getting older and smarter, so with the existing toys you can come up with new games that require a logical and thoughtful approach.

You can also add unusual attributes to your gaming collection.

• Water. Ask your child to pour water from one bowl to another, spilling as little liquid as possible.
• Laces and lacing.
• Beads, buttons, clothespins and other household items.
• Chinese chopsticks.
• Puzzles and mosaics.
• Drawing.

From 2 to 3 years

A three-year-old child is already a complete person. This is not a baby who puts everything into his mouth, exploring the world in this way. At 2-3 years old, you can play quite serious games with your child that require attentiveness, responsibility, and a clear sequence of actions.

• Working with the dough.
• Finger gymnastics.
• Origami.
• Working with scissors and colored paper.

A construction set for children is not only fashion toy, but also a wonderful material for studying simple everyday truths, as well as a way to develop intelligence and thinking while playing.

When choosing a construction set, follow the rule: the smaller the child, the larger the details. For the little ones, it is better to purchase a construction set consisting of large elements that will definitely not fit down the little one’s throat if he wants to taste them.

Games with a constructor can be different. You can “build” with your child buildings and objects of only certain colors (learning colors), you can invite your child to count the parts (learning counting). One way or another, the designer will develop your child’s fine motor skills and improve his intelligence.

Modeling for the development of tactile sensations

Plasticine is known to everyone. This universal remedy, which is used both in kindergartens and at home and allows you to keep your baby occupied for a while. Almost all children love to sculpt from plasticine, but this is not what we will talk about below.

There is a safer, unconventional, but very interesting way to develop fine motor skills in a baby using modeling. This salty dough. It is prepared very simply and quickly from products that are found in any home, and at the same time, salted dough is completely safe (although it is edible, a child is unlikely to eat it). In addition, crafts made from dough can be saved as souvenirs, as they harden naturally(or they are baked in the oven), unlike plasticine masterpieces.

Salt dough recipe

You will need:

• flour – 250 grams;
• salt – 250 grams;
• water – 125 ml.

Mix all ingredients and knead the dough. To make it more elastic and not stick to your hands, you can add a spoon to it vegetable oil. There are also recipes with the addition of glue, starch and even cream. However, there is no need for unnecessary frills. The simplest dough made from flour and salt is great for children's crafts.

Show your child several sculpting techniques: rolling, flattening, kneading, etc. Let the baby work with his whole hand, sculpting small details. This will perfectly develop the flexibility of his fingers and fine motor skills.

Drawing teaches your child how to hold a brush correctly, which will subsequently help him master spelling quickly and without problems.

For drawing you can use paints and brushes, pencils and felt-tip pens, crayons and pastels. Or you can invite your child to draw with his hands! This exercise will also be very useful for the development of fine motor skills. But keep in mind that it is better to paint with your fingers using edible paints or, in extreme cases, paints without harmful substances.

You can create your own edible paints. Use baby puree or semolina porridge, and use either food coloring or vegetable and fruit juices as a coloring pigment.

You can start playing finger games from birth. First, the mother will make movements with the baby’s arms. But soon the baby himself will understand what’s what and will begin to move his fingers to the beat of a song or rhyme.

Finger games are an excellent exercise through which you can accelerate the development of fine motor skills, stimulate brain function, and also lay the foundation for teaching your child to write.

1. Babies up to 6-7 months can have a finger massage. Mom rubs each finger, saying his name. For example, you can use a nursery rhyme: Get up, Bolshak! Get up, Pointer!

   Get up, Seredka!

   Get up, Little Orphan,

   And little Eroshka!

   Hello, palm!

2. By the age of one year, a child can already understand what is required of him. At this age, the mother acts only as an instructor. She shows the child the basic movements that the child must repeat. As a rule, the baby’s fingers represent animals or people. You can also read a poem to the baby and make basic movements to it. Clap your hands, join your fingers into a pinch, clench your palm into a fist.
3. With a child 3 years old and older, you can arrange a shadow show. It is better to select spectators from relatives so that the child will be interested in “rehearsing” the performance. You can also use various objects for finger exercises: nuts, beads, buttons, fabric.

Toys for developing fine motor skills

For clarity, below is a general list of toys that help develop tactile sense of touch and “teach” the baby’s fingers to move in accordance with the nerve impulses of the brain.

1. Pyramid.
2. Cubes.
3. Ribbed rattles.
4. Balls of different sizes.
5. Sorter.
6. Books with raised pictures.
7. Constructor.
8. Abacus.
9. Puzzles.
10. Labyrinths.
11. Frame with lacing.
12. Beads.
13. Button toys.

Development of fine motor skills using the Montessori method

In the method of Maria Montessori great attention focuses specifically on the development of fine motor skills of the hands. There are many games in her recordings that contribute to this. Below are the most interesting of them.

"Like an adult"

Give your child a sponge and some dirty cups. Let the baby, imitating his mother, wash the dishes. Does this seem easy to you? For inflexible children's fingers, it is quite difficult to hold a cup in the water and not drop it; this exercise will also be an excellent training for finger flexibility and the development of fine motor skills of the hands.

Buttons

Give your child a sweater, jacket or other item that has buttons, hooks and other fasteners. You can make a special trainer for your baby: combine several fasteners on one thing. This exercise is good for fine motor skills and also trains self-care skills.

Sorting

Take two bowls. Place peas and buckwheat on the table (pasta and beans - choose any cereal). Ask your child to sort one from the other and put it in two bowls.

Is it too reminiscent of the task that the stepmother came up with for Cinderella? Maybe. But this task is an excellent workout for little children's fingers.

Just don't overdo it. There is no need to force a child to sort through cereals if he is tired of it or is tired.

Drawing on flour

Pour flour (semolina, sand, sugar) onto the table. Invite your baby to draw on the sprinkled surface. The advantage of this type of drawing is that the drawing can be easily erased and started again.

Shreds

Take several pieces of fabrics with different textures. Wool, chunky knitting, velvet, silk. Invite your child to touch each one and describe his feelings.

Lacing

Ordinary laces are very good for developing fine motor skills in children. You can purchase a special frame with lacing, or you can teach your baby using his own shoes as an example.

Sponge

Ask your little one to transfer water from one bowl to another using a regular dish sponge. In this case, the baby should try to ensure that as few drops as possible get on the table. This is not only a good exercise for the fingers, but also teaches accuracy.

Collector

Scatter small objects on the floor and ask your child to collect them in a bowl or bag. You can also ask your baby to say the color or “name” of each item.

Magician

Place several items in a hat or opaque bag. The child must feel what is in the bag by touch. Ask the baby to pull out this or that thing. Before doing this, the child will study things with his fingers for a long time.

Conclusion

These and many other exercises and games are designed to develop the child’s ability to control his own hands, as well as enrich the list of his skills and abilities, and teach him to think logically.

It is very important to regularly engage with your baby, but not to bother him. All lessons should be presented in a playful way.

Any parent has repeatedly heard that it is necessary to develop fine motor skills in children. Does it really matter? Without a doubt! The fact is that the brain centers responsible for fine motor skills, the development of speech and thinking are located in the same area of ​​the brain. The development or lag in the development of one of them has a similar effect on the other. Simply put, a child with well-developed motor skills will learn to speak faster, his vocabulary will be formed earlier, and his thinking will be clearer and more imaginative. And, of course, skills that require the use of small muscles in the hand will be more stable.

The sooner you start developing your child's motor skills, the better. In the first months of life, during a general massage, pay attention to the baby’s palms. Massage your palms from the outside and inside with light stroking movements. Rub lightly on the pads and each knuckle of your fingers. This finger gymnastics has a positive effect on active points of the cerebral cortex. Encourage your child to grab your fingers and lift himself up. While awake, give your child toys that are easy to pick up: pyramid rings, cubes, small balls, rattles. Place small objects, such as soft blocks or small balls, near your child often so that your child can throw them around the room. As soon as the child learns to crawl or walk, involve him in putting things in order - let him collect scattered toys together with you and carry them into a box. Such exercises develop motor skills and at the same time fulfill educational tasks. At one year of age, a child can assemble simple pyramids by stringing rings one by one.

After a year, the tasks of developing fine motor skills become seriously more difficult. At this time, you need to use special exercises that specifically target small muscles and coordinate the work of your hands.

Children will be more willing to complete tasks given to them if they are presented in a playful way.

• When a child bathes in the bath, be sure to give him toys - ducks, scoops, small buckets. He can use a scoop and a bucket to collect water and pour it on the duck. Show me how to do it.


• Walk with toys in summer and winter. Let the child scoop sand or snow into the bucket with a shovel or scoop. Playing with sand is very useful - it massages the palms, and with age, when the child begins to sculpt “pies”, molds and just small slides, motor skills and fine hand coordination develop. Collect autumn leaves with your child in bouquets.


• From 1.5-2 years old, give your child paints so that he can draw. Stock up on paper and paints of 1-2 colors. At this age, children find it difficult to handle a brush, but they paint with pleasure with their fingers and palms. Show your child that they need to dip their fingers in the paint and then draw lines on a piece of paper. Surely, during the first lessons, the child will dip his entire palm in the paint. It's not scary. He is simply getting acquainted with material that is new to him. Let your child collect pyramids of different sizes and shapes more often and learn to fasten buttons.


• At 2.5 years old, a child can be given a brush, 2-3 bright contrasting paints for painting and offered simple tasks. First there will be lines in different sides, then more conscious drawings. Offer children pyramids and large cubes for building simple structures. Let the child leaf through books with interesting pictures. Learn to roll balls and “sausages” from hard dough or plasticine between your palms.


• At 3-4 years old, a child can be offered coloring books, explaining that they should not go beyond the boundaries of the drawing. At this age, you should often offer your child modeling and games with small objects: take 10 beans, peas and grains of rice or buckwheat. Mix them in one plate and invite the child to arrange them into piles. Sit your dad next to him and arrange a competition between them to see who can sort it out faster. Be sure to praise the winner! At this age, a child should be able to dress independently, fastening all buttons, fasteners, lacing and tying shoelaces. These self-care skills have a very positive effect on motor development.


• After 4 years, many children begin to master reading skills. By this time, motor skills and hand coordination should be well developed. But don't stop there. Let the child collect mosaics, puzzles, and color complex coloring books with many small details. Performs small tasks around the house: collects toys after games, cleans up his play area. if you have a pet, involve your child in cleaning the cage: cleaning and wiping the bars of the cage will benefit him.

The development of fine motor skills of the hands should be taken especially seriously when a child is preparing for school. The first-grader’s ability to concentrate, his thinking, imagination, motor and visual memory depend on how well things go with this.

If motor skills are insufficiently developed, the child will experience experiences and disappointments caused by the fact that his hand holding the pen will quickly get tired. As a result, he will not be able to keep up with the rhythm of the lesson. The inability to concentrate will have a negative impact on the child “losing the line” on which to write. And the writing skills themselves will be more difficult - the sticks will turn out clumsy, the letters and numbers will be different in size and inclination.

Therefore, when preparing a child for school, it is necessary to ensure that his hand becomes flexible, obedient and strong. In this case, we can talk about well-developed motor skills.

At about 5 years old, along with coloring books, children can be offered the simplest copybooks. At first, the child should be given simple tasks that require only a few minutes to complete. For example, write one line of sticks. Gradually, tasks can be complicated and made a little longer, bringing them up to 20-30 minutes. One indispensable condition is that the child must write with pleasure. If you are unable to arouse interest in learning, it is better not to work with your child on your own, but to involve an experienced teacher in this.

However, to modeling from dough, clay, plasticine; appliques made of paper, fabric, fur, natural and improvised materials; Children are much more willing to cut out and make figures from paper. And parents only need to create suitable conditions for your child's favorite activity.

The efforts spent on developing motor skills will certainly give positive results. After all, well-developed fine motor skills are not only an opportunity to quickly master writing and drawing skills, but also a powerful prerequisite high level intellectual development child.

Many parents have heard about the benefits of fine motor skills for the overall development of a child. It is no coincidence that original exercises, games and classes using special methods are of interest to modern mothers and fathers who adhere to the position of the all-round development of the baby.

How to organize classes? What props are needed? Arm yourself with the advice of psychologists, think about what games and activities will interest your baby. Choose useful ones effective exercises for children 1–3 years old.

Why do you need to develop fine motor skills?

The benefits are obvious:

• precise movements of the fingers, hands, coordination of the activity of the skeletal, muscular and nervous systems activates the areas of the brain responsible for motor projection;
• the proximity of these departments to the speech zone improves the formation and development of speech in young children;
• the greater the load on the fingers, the more often the child makes small, precise movements, the sooner the baby will learn to speak;
• fine motor skills are related to motor skills, visual memory, coordination. Regular exercises improve thinking, increase attention, and develop observation skills;
• Precise movements will be useful for children of any age in school and everyday life.

Useful toys and activities

Do you want children to actively develop motor skills, imagination, creative thinking? Find out what games and supplies you'll need. Useful objects and tasks activate the process of understanding the world, improve the activity of the parts of the brain responsible for motor function and the development of the speech zone.

Develop motor skills and articulatory apparatus:

• lacing games. The task is to tie an apple to the thorns on the back of a cute hedgehog. Buy several games: after completing the task a couple of times, children will be less willing to lace up the toy after a week;
• musical instruments for kids with buttons and keys;
• pyramids, cubes of any size, construction set (simple and more complex modifications);
• playing with dolls: the girl dresses and undresses her “daughter”, does a lot small movements fingers;
• kits for needlework and creativity;
• coloring, drawing. At first, the result is not as important as the process. Constant control of lines, repeated movements within a certain area on a sheet of paper have a positive effect on the development of motor skills and improve coordination;
• modeling from plasticine, salt dough, clay. It is important to show an example, to interest, to put something together;
• a combination of plastic and hard materials. Children can attach beads to a plasticine base and imprint their palm on the soft surface;
• appliques made of paper, pieces of fabric. Working with scissors trains manual dexterity, teaches accuracy, patience, and actively trains important parts of the brain;
• making origami. Many 3-year-old children, under the guidance of adults, are able to put together simple figures. Origami is an interesting and useful activity. Be sure to provide your child with a prominent place where he can display his work.

Effective exercises

For classes, use not only drawing or modeling kits, cardboard, scissors, and other items from the store. Look around: there are many things at home that are suitable for useful training.

Cutlery

After six months, be sure to offer your baby a cup, a spoon, and by one year, a baby fork with blunt teeth. Daily use of cutlery develops fine motor skills well.

Exercises with paper

• Let the child tear a large sheet into small pieces, large pieces. A great activity is to tear paper into strips and make rain out of them;
• you need to crumple a clean sheet, a piece of old wallpaper into a ball. Throw an unusual ball into a basket. Make a dozen balls: this will make the game even more interesting.

Advice! Never use books, magazines, newspapers, even old ones, as materials for making balloons. You cannot tear literature: the child must adopt a respectful attitude towards the book.

Raisin Pie

Show your child how to decorate the dough with sweet berries. The child takes the raisins with two fingers, places them on the surface of the pie, and creates a design. After baking, be sure to praise the young baker and tell your family who decorated the pie.

Sorting small items

Children willingly perform useful exercise, if mom says that we can’t do without his help. Place pasta, beans, and peas in one bowl. You can mix two types of multi-colored (contrasting) beads. Start with two types of objects, gradually complicate the task.

Before you begin sorting, show how to hold small items. A tweezer grip with two fingers (index and thumb) or a pinch (three fingers together) is suitable.

Pyramid

Even at 8–9 months, children can easily cope with this task. After a year, complicate the exercise so that the child remembers the size, and not just the order of stringing the red, yellow or blue ring. You will need a pyramid with rings of the same color.

Place the item in your house

A simple, effective exercise:

• take a plastic bottle;
• Invite your child to make a mosaic inside the container;
• the task is to fill the bottle with small objects;
• choose contrasting details: beans of two colors, peas, small pebbles, balls of suitable size.

Make sure that the child does not put objects in his mouth or put them in his ears. When trying “experiments”, explain that your ear or tummy will hurt.

Surprise in a jar

Place a small object wrapped in paper in a container with a screw cap. The task is to open the jar and get a surprise. Choose containers of different sizes so that your baby can unscrew the lids of a larger/smaller diameter.

Wind-up toy

Invite your child to key a toy turtle, toad or crocodile while swimming. The task is within the capabilities of children one year and older.

DIY painting

Complete the task together:

• take a sheet of cardboard and soft plasticine;
• the task is to grind the plastic mass over the entire surface to a thickness of 3–4 mm;
• create a picture on the finished soft surface;
• instead of paints, use coffee beans, beads, small balls, shells, peas, beans;
• the baby should lightly press the part into the plasticine, then another one next to it, and so on;
• first make a sample so that the child can see what to strive for. Later, give the opportunity to create: let the child attach the details to his liking.

Put the beads on the cord

You will need a thick cord and beads with a hole of a suitable diameter. The task is to string all the parts.

Resourceful mothers saw off the top of the felt-tip pen caps and cut them into 2-3 parts: they get barrels (rings) that are hollow inside. Original products are easier to string. Is your child coping with marker caps? Offer bright beads to create an original decoration.

A pleasant surprise

What to do:

• Wrap a small present in paper (foil). Make several layers;
• give it to the baby and let him unwrap it;
• when the young researcher has had enough of playing, wrap the toy in a new wrapper and give it to the baby again;
• Is your son or daughter already easily unwrapping a gift? Teach the reverse process. Show how to wrap objects;
• make presents for dad, grandma, brother (sister).

Miracle pasta

The essence of the exercise:

• in a bowl, mix two or three types of pasta with noticeable differences in shape and size;
• offer to place the shells in one bowl, the horns in another, the bows in a third;
• over time, complicate the task with pasta: only large rings should go into one container, small ones into the other. The baby will remember not only the shape, but also the size.

Independent child

The exercise develops fine motor skills and prepares children for attending kindergarten or school. The task is to teach children to fasten, tie, lace, and fasten clothing parts.

Many mothers buy useful toys with lacing, make a developmental mat with Velcro and fasteners. But it is more difficult to perform the same operation on yourself.

Show how to act, encourage attempts to take off/put on a hat, socks, pants, jacket. Use not only Velcro, zippers, but also buttons as fastening elements.

Wind up the rope

An effective exercise using improvised means. Take a finger, a ball, a pencil, a reel as a basis. The task is to wind a thin rope, a thick thread, or a narrow ribbon onto the base. Be careful not to crush your finger.

Sand games

Simple actions are great for developing motor skills. The kid plays and improves his skills: builds a house, sculpts little beads, pours sand, then pours it out of a bucket.

Why a newborn and should I worry? We have the answer!

Read the page about the routine and diet of a child at 10 months.

Find out about the benefits and rules for using children's educational mats at this address.

Rich catch

This popular children's attraction can be easily installed in the bathroom:

• take warm water;
• release balloons, wind-up toys, fish, rings;
• Give me a light strainer with a comfortable handle;
• The goal is to catch as many objects as possible.

Little cook

First exercise:

• roll out a layer of dough, give cookie cutters with non-sharp edges, preferably plastic ones;
• show your child how to cut out stars, circles, ovals;
• bake cookies, treat your loved ones, praise the young cook.

Second exercise:

• show how you beat an egg with a whisk, let the child repeat;
• It doesn’t matter that the first few days the omelette will not be too fluffy;
• the main thing is participation, training of arm strength. After two years, children will definitely cope with this exercise. Do not achieve persistent foam, as in a mixer. What is important is the process, the child’s understanding of his mastery and ability to handle “adult” objects.

Young assistant

Give your child a sponge, show him how to collect water from the table, how to squeeze and squeeze out the liquid. Choose a sponge of the appropriate size so that your assistant can easily squeeze the object with one hand.

Turning pages

Offer your child a bright book with thick sheets: paper that is too thin tears easily, often sticks together, and doesn’t turn over well. Show an example, say that somewhere in the book there is a surprise hidden (a bright bookmark, a calendar, a postcard). Let the little explorer flip through the pages one at a time, taking his time so as not to miss the gift.

Paintings on the sand

Not all mothers understand how useful the baby’s exercise is by drawing figures on the sand or ground with a stick. A favorite activity develops coordination, imagination, teaches accuracy, and getting things done to the end.

Now you know what exercises are suitable for developing fine motor skills in children aged 1–3 years. Engage with desire, set an example for your child, and praise him for his achievements. For useful activities use scrap materials and craft items from the store.

A few more games for developing fine motor skills in the following video:

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Development of fine motor skills in children preschool age

Development of fine motor skills in preschool children

What is it fine motor skills?

Fine motor skills– ability to manipulate small objects, transfer objects from hand to hand, and perform tasks that require coordinated work of the eyes and hands. Fine motor skills associated with the nervous system, vision, attention, memory and perception of the child. Scientists have also proven that development of fine motor skills and development speeches are very closely related. And this can be explained very simply. The human brain has centers that are responsible for speech and finger movements. They are located very close. That's why, developing fine motor skills, we activate the zones responsible for the development of children's speech, increasing the child's performance, his attention, mental activity, intellectual and creative activity.

Relevance.

At the initial stage of life it is fine motor skills reflect that, How child develops, testifies about his 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 refuse modeling and appliqué, which other children love, and do not keep up with the children in class.

Target: development of fine motor skills and coordination of hand movements preschool children through various activities; improving conditions for development of fine motor skills of the fingers, preschool children.

Tasks:

Form coordination and accuracy of hand and eye movements, hand flexibility, rhythm;

- develop fine motor skills of fingers, hands;

Improve general motor activity;

Promote the normalization of speech function;

-develop imagination, logical thinking, voluntary attention, visual and auditory perception, creative activity.

I bring to your attention games and exercises on development of fine motor skills which you can do at home.

Games with buttons

Development The development of fingers is promoted not only by finger gymnastics, but also by various actions with objects. Various types of jigsaw puzzles or button games, develop attention, perception.

Drawing on semolina, flour, buckwheat

You can draw using semolina, flour, or buckwheat. A picture created by a child from these bulk materials is a creative product, and develops sensory perception, fantasy and imagination.

Collecting cut-out pictures, puzzles, cubes

These games develop visual perception, spatial orientation, visual-motor coordination.

Applications

Using applications Not only fine motor skills are developed. When performing appliqués, the child will be able to compare figures large and small, wide and narrow, long and short, dark and light.

Games with clothespins

You can also play with clothespins for development in children creative imagination, logical thinking, fixing colors, counting.

Rolling a pencil in your palms

Rolling a pencil in your palms helps stimulate biologically active points, toning the body as a whole.

Drawing and coloring with pencils

It is pencils, not paints or felt-tip pens, "force" the muscles of the hand tense, make efforts to leave a mark on the paper. The child must learn to regulate the pressure in order to draw a line of one thickness or another. In the process of drawing children develop not only representations, creativity, deepens emotional attitude to reality, but the basic graphic skills necessary for development of manual dexterity, mastering writing. By drawing, children learn how to properly handle graphic material and master various visual techniques, they small muscles of the arm develop. Must be taught children paint carefully, without going beyond the contours of the depicted objects, applying the desired color evenly.

During the lessons children develop fine motor skills fingers and imagination, they learn to coordinate hand movements and acquire new sensory experiences, learn to complete work. Classes contribute development emotional responsiveness, development of independence, perseverance, accuracy, hard work, the formation of skills in modeling.

Laces

Such games develop spatial orientation, attention, form lacing skills, develop Creative skills, contribute development of eye accuracy, sequences of actions.

Tasks and exercises aimed at development a lot, if you use your imagination and imagination, you can come up with them endlessly. The main thing to consider here is individual characteristics every child, his age, mood, desire and possibilities. Our task is to support the child, provide assistance if necessary, and of course be patient and calm. After all, your fingers won’t become skillful right away. To interest the child and help him master new information, you need to turn learning into a game, and do not forget to praise the child.

Systematic and systematic work on development of fine motor skills in children promotes speech formation, intellectual abilities, has a positive effect on speech development, and most importantly, helps maintain the child’s physical and mental health.

Publications on the topic:

Self-education report “Development of fine motor skills in children of primary preschool age” Period of work on the topic: 2015-16 academic year(first year) When is it expected to complete work on the topic: May 2017. Report format: creative.

Self-education plan “Development of fine motor skills in preschool children” Self-education plan “Development of fine motor skills in preschool children” Individual plan self-education Position: educator.

Development of fine motor skills in children of primary preschool age Development of fine motor skills in children of primary preschool age The author of the work is teacher Beresneva L. I. Recently, modern parents.

Project “Development of fine motor skills in children of senior preschool age” Duration: long-term (September – March). Project participants: older children, preparatory groups, visiting the speech center, educators,.

Development of fine motor skills in preschool children Development of fine motor skills in preschool children The famous teacher V. A. Sukhomlinsky said: “The child’s mind is at the tips of his fingers.”