Development of fine motor skills and coordination of finger movements, taking into account the individual characteristics of each child. Development of fine motor skills and coordination of finger movements in young children Coordination of movements and fine motor skills

- " Develop fine motor skills and hand coordination"Svetlova I. - Eksmo, 2005 - 72 pp. - illustrator: Evgeny Smirnov.

Scientists have proven that the development of hands is closely related to the state of speech and thinking of the child. State of the art fine motor skills and coordination of hand movements is one of the main indicators of intellectual development and, therefore, readiness for school learning. Therefore in preschool age It is important to develop the mechanisms necessary for mastering writing, to create conditions for the child to accumulate practical motor experience and develop manual skills. The games that kids will become familiar with in this book stimulate visual and auditory perception, attention, memory, coherent speech and vocabulary.

- 23 ways to develop fine motor skills

1. Drawing the outlines of objects (for example, a table, a house), first from large, then from smaller sticks.

2. Making a chain of 5-10 paper clips of different colors.

3. Cutting out a shape from paper (for example, a Christmas tree) with the right and left hands.

4. Stringing buttons and large beads on a cord, and small beads and beads on a thread and a needle.

5. Sorting beans, beans, peas, as well as cereals (millet, buckwheat, rice). 6. Fastening and unfastening buttons, zippers, snaps, hooks.

7. Screwing and unscrewing washers, bottle caps, and jars.

8. Using a spoon to remove beads from a glass.

9. Folding small objects (for example, buttons, beads) into a narrow cylinder.

10.Winding the thread onto a spool and winding it into a ball.

11. Threading a needle.

12.Sewing buttons and stitching materials with various types of seams.

13.Erasing drawn objects with an eraser.

14. Dripping from a pipette into the narrow neck of the bottle.

15. Putting on and removing the ring (finger massage).

16. Sticking push pins into a wooden block.

17.Crumple the handkerchief (take the handkerchief by the corner with one hand and place it in your palm, using the fingers of only that hand).

18.Attaching clothespins to a horizontally stretched rope.

19. Touching rosaries or beads with both hands at the same time towards each other and back.

20. Finding hidden objects in the “dry pool” with peas and beans (in plastic buckets or basins).

21. Squeezing and unclenching the expander.

22. Rolling rubber, plastic, wooden, foam balls with spikes (“hedgehogs”).

23. Games with construction sets, mosaics and other small objects.

As you can see, developing fine motor skills is very easy!

- "Recipes with options. We prepare our hand for writing."- Karapuz, 2012 - for children from 5 to 7 years old. (at http://eknigi.org) (at http://mirknig.com)

- "" (blue) Publisher: Litera, 2008 (at http://eknigi.org) (at http://mirknig.com)

The tasks presented in these recipes are intended to develop fine motor skills of a 4-5 year old preschooler and prepare his hand for writing. Before starting to write letters and numbers at school, a child must learn to hold a pencil correctly, relate a sample to his own drawing, and be able to find and correct mistakes. All graphic exercises are designed according to the principle “from simple to complex,” so it is not recommended to skip any of them. Having learned to draw lines and draw shapes, your child will easily cope with all written assignments at school

- "Hatching and finishing. Preparing your hand for writing"(green) Publisher: Litera, 2008 (at http://eknigi.org)

- "Hatching and finishing. Preparing your hand for writing"(red) Publisher: Litera, 2008 (at http://eknigi.org) (at http://mirknig.com)

- "Hatching and finishing. Preparing your hand for writing"(yellow) Publisher: Litera, 2008 (at http://eknigi.org)

- "Recipes for right-handers and left-handers"(lady) Maltseva I.V. - Publisher: Karapuz, 2011 - 16 pp. - Series: Preparing the hand for writing.

Maximum interest and maximum benefit - these are our unique copybooks for right-handers and left-handers. A child, “out of interest”, finishing drawing interesting pictures, will learn many types of shading (and this will help him become a real master in outlining and using a pencil). Wonderful gymnastics for fingers! But the most fascinating, the most amazing thing is that these copybooks are for both hands. If you want, draw them with your left hand, if you want with your right. But we recommend painting them with both hands at once. And the pictures were drawn accordingly, very convenient for this. After all, drawing with both hands coordinates the work of both hemispheres of the brain, calms you down, and helps you concentrate. Draw with both left and right - have fun.

- "Recipes for right-handers and left-handers" (at http://eknigi.org)

Symmetrical drawings (copybooks) that need to be traced with both hands at once. The main idea is coordination of the leading and trailing hand, visual and spatial perception, training of small muscles of the hand. Synchronous work of the right and left hemispheres. For children 5-8 years old.

What will a child learn by working with copybooks?

He will be able to learn to confidently draw straight and curved lines in different directions, and most importantly, not just lead his hand, but also get a completely artistic result.

He will be able to learn to accurately pronounce difficult sound combinations, which are so rich in tongue twisters in the book.

- "Pisaneto. Preparing your hand for writing."IC "Parnas", 2005 (at http://eknigi.org) (at http://mirknig.com/)

Preparing your hand for writing. We draw sticks, hooks, squiggles. We trace along the dotted dots, connect by dots, and color. Recipes for children 5-7 years old.

- "Preparing your hand for writing. Workbook. 6-7 years" S. E. Gavrina, N. L. Kutyavina, I. G. Toporkova, S. V. Shcherbinina - Rosman, 2006 (at http://mirknig.com) (at www.kodges.ru)

Do you want your child to write correctly, beautifully and easily? To do this, it is necessary to develop his fine motor skills, that is, coordinated movements of the small muscles that make up the hand. This workbook represents the first stage of preparing a 6-7 year old child for writing. It includes the most different tasks for shading, coloring, drawing patterns and reproducing graphic patterns in cells, tracing contours and more.

All these exercises are aimed at developing initial graphic skills and correct hand positioning. Remember! The development of fine motor skills stimulates the development of intellectual abilities in general! Do not neglect graphic exercises - these tasks will help your child not only learn to write, but also prepare in general for school.

- "Genius at your fingertips! Educational finger games for children from 1 to 4 years old" Kislinskaya T. A. - St. Petersburg: Peter, 2012 - 144 p.

Tatiana Kislinskaya - child psychologist, teacher, author of unique developmental courses - presents finger games and nursery rhymes, the best techniques early development children! Dear mothers and dads, grandparents! We all know that our main mission is to unleash the enormous potential in our children. After all, there are no untalented people in the world - there are people with untapped abilities! The earlier you start developing a child, the better results you can achieve. The earliest, and therefore the most timely, way of development is finger games! Working with the baby's fine motor skills, finger games develop speech, mental activity, logical thinking, increase concentration, memory, visual and auditory perception, perseverance... In the book you will find other educational games and nursery rhymes for the little ones. The main thing is to exercise regularly and at any opportunity, even on the road and while walking. Don't forget to stock up on colored pencils so your child can color fun pictures while mastering the exercises. Good luck and good mood to you and your baby!

Didactic games aimed at developing elementary mathematical concepts in children of the second junior group

Didactic games aimed at developing elementary mathematical concepts in middle school children

Didactic games aimed at developing elementary mathematical concepts in older children

Didactic games aimed at developing elementary mathematical concepts in children of the preparatory group

- Using “Finger Copybooks” in preparing a child’s hand for writing (www.school2100.ru) Magazine “ Primary school plus Before and After” 2012, No. 05

The article describes the experience of using an unconventional drawing technique - finger painting as one of the methods for developing graphomotor skills in preschool children. The author focuses on the fact that the use of “Finger Copybooks” significantly expands the pedagogical potential of classes visual activities in preparing children for school. The appendix to the article includes technological maps with examples of finger drawings.

- Development of fine motor skills of a preschool child (www.school2100.ru) Magazine “Primary School Plus Before and After” 2011, No. 01

S.A. Rogova

The author substantiates the need for a higher level of development of fine motor skills of a preschool child. The basics of the author's approach to this problem, including the stage of development of polyphonic abilities, are briefly outlined.

The development of motor skills is of great importance for all people without exception. This concept refers to the entire sphere of motor functions of the body, combining their biomechanical, physiological and psychological aspects.

In the pedagogical literature there is a division into so-called fine and gross motor skills. Currently, according to the level of development gross motor skills, consisting in mastering certain types movements (turning over, bending, walking, crawling, running, jumping, etc.) and their coordination, the level of psychophysiological development of the child is determined, diseases and functional disorders of various etiologies are identified (types of paralysis, cerebral palsy, etc.). Most researchers argue that the development fine motor skills, which consists of mastering the movements of the fingers, has a significant impact on the development of the child’s speech and mental abilities.

The active development of fine motor skills occurs, in particular, in the process of playing a musical instrument. However, the initial period of training is very difficult. This leads to the fact that many children stop mastering this type of activity, despite having an initial interest in it, which is probably explained by the child’s unpreparedness for learning, which can bring him undoubted benefit.

Much attention is paid to the development of gross motor skills in pre-school children. In the methods of musical education, special sections are highlighted, movements that need to be demonstrated at a given age are clearly indicated, and methodological techniques for mastering dance and rhythmic movements are constantly being improved. The development of fine motor skills is no less involved: in preschool educational institutions(DOW) there are programs dedicated to him, which also do not stand still. They attach particular importance to massage, including finger massage, etc.

However, the analysis of psychological and pedagogical literature on the issues of initial teaching of children to play a musical instrument, interviewing teachers, as well as our own long-term teaching practice in a music school (more than 30 years) showed that a child starting such training often lacks the necessary level of readiness of fine motor skills. This is evidenced by the difficulties in treating sounds (!) with different fingers already at the initial stage (in our case, learning to play the piano); mastering the techniques of touch, “immersion” into the key (on which the creation of a musical image depends); performance of so-called “technical works” at subsequent stages of training; mastering fingering (the concept of “fingering”, from the Latin applico - I press, apply, traditionally refers to the method of arrangement and order of alternating fingers when playing a musical instrument, as well as the designation of this method in notes).

Thus, a child who has been studying music education programs at a preschool educational institution for a long time turns out to be insufficiently prepared for further training not only in playing a musical instrument, but also for studying in a comprehensive school (his hands and fingers get tired when writing, drawing, etc. .). To identify the reasons for this “unpreparedness,” it is necessary to analyze programs for the development of fine motor skills in preschool children, psychological, pedagogical and musical pedagogical literature on this problem. The analysis revealed the following forms and types of activities in which fine motor skills develop:

– performing special movements and actions with the fingers to achieve the goal (games “Constructor”, “Separate the peas from the beans”, etc.);

– creating images through a combination of fingers outside of organized time (for example, those described in the work);

– mastering musical games and songs in which the fingers have traditional names (thumb, middle, index, etc.) and must perform a number of actions.

Let us note that there are a number of common points in the methods of learning to play musical instruments. Let's list them.

1. The fingers have their own names, “musical names” (1, 2, 3, 4, 5), which a preschooler does not become familiar with before learning to play an instrument. This means that at the very beginning of learning, the child will be faced with the need to replace the symbols already fixed in his mind with others.

2. The change of fingers when performing a piece of music will occur not only very quickly, but also in a certain, strictly organized musical rhythm. This type of activity is not mastered in the methods of musical education of preschool children.

3. Creating a musical image is based on special ways of touching a key and producing sound on an instrument. The preschooler lacks experience based on the necessary tactile and auditory associations.

4. The performance of a piece of music, for example on the piano, is based on various actions both hands simultaneously (!).

The child is completely unprepared for this activity due to the lack of programs aimed at developing polyphonic abilities which are based on a high level of development of attention distribution and coordination of movements. Unfortunately, such programs are not currently implemented in educational process preschoolers. Not having a sufficiently high level of development of polyphonic abilities, the child is unable to simultaneously fulfill the requirements of fingering and apply various ways touching the key depending on the reconstructed musical image, coordinating movements in accordance with the tempo and dynamics of the musical work.

Note, in addition, that the development of fine motor skills is based on a certain level of development of polyphonic abilities and will be important both for learning to play a musical instrument and for learning in a secondary school: the child’s hands and fingers will be more adapted to new loads, which means he will be less tired and will be able to pay more attention to the analysis of auditory and visual sensations.

A long-term experiment showed that in preschool children the development of fine motor skills can reach a higher level.

The initial, fundamental stage, of course, is the development of gross motor skills. It is no coincidence that the remarkable Swiss teacher-musician Emile Jacques-Dalcroze, the creator of the method and his own school, warned that learning to play a musical instrument (in particular, the piano) is impossible if the child has “nervous movements” until they are completely corrected based on the development of rhythmoplastic movements, i.e. gross motor skills. Numerous music-pedagogical literature is devoted to this, making it possible to develop the gross motor skills of a preschooler in the process of his musical education at a high level.

Second stage We associate it with the development of polyphonic abilities. At this level, the child must learn through play to simultaneously perform different actions with different (large) parts of the body (for example, simultaneously with the right and left arms, leg and arm, etc.). These game exercises (albeit small in number) are present in the programs of various disciplines preschool education However, the development of polyphonic abilities requires the creation of special programs, a special approach of teachers to their development in a preschooler.

Third stage, in our opinion, is based on the development of fine motor skills, which consists of the child performing certain actions with his fingers in a timeless organization. This level is not related to musical development. On it you can master various play exercises with your child aimed at developing fine motor skills (“Separate the peas and beans”, “Build a house from a construction set”, “Crab builder”, etc.). In this case, actions can be performed at an indefinite time.

As an example, I would like to cite the games and gaming exercises described in the work and united under the title “Shadow Theatre”. Simple devices, such as directed light from a lamp, and a simple combination of fingers give an amazing effect: images of a pike, a pussy, a dog appear on the wall... Create an image of a pussy1: to the sound shhhhhh, you need to bend the phalanges of your fingers with tension, to the word meow, relax your hand and fingers. More high level The development of motor skills involves performing actions with the fingers at an approximately determined time, the framework of which is created by the text, including poetry, as when creating an image of a pussy2:

And our pussy

Ears on the top of the head

To hear better

The mouse is in her hole.

It is necessary to raise the handle up, straighten the fingers, then bend the index, middle and ring fingers, and leave the thumb and little finger without bending.

Fourth stage the development of fine motor skills is absent in music pedagogical literature. At the same time, we are aware of the need to master it: the child must learn to perform actions not only with “large parts of the body”, but also fingers, in a strictly defined musical phrase time, in a certain manner. This stage is significantly different from the previous one: when reading poetry, you can stop or slow down the reading at any point, while stopping in a song can destroy the melody itself. That is why the child is forced to perform the necessary movements with certain fingers at a strictly defined time. At this stage, the student learns to make movements with his fingers (“finger” images) in proportion to the sounding music and words, obeying the musical rhythm, tempo and meter. For this purpose, the author of the article was written special songs, the mastery of which makes it possible to learn how to perform such movements, develops voluntary attention, distribution of attention, coordination, as well as will. As an example, let’s take the song “And the pussy has a friend.”

Text	Movements
And at the pussy There is a friend	Fingers right the handles represent a pussy.
little puppy.	Fingers left pens depict a dog.
They play pranks merrily:
They bark	Retracted as far down as possible left little finger presses against other fingers and falls again.
"Meow"	Bent index finger, average and ring fingers right arms straighten and bend again.
They're hissing!	Phalanges of fingers bend with tension.

Fifth stage is based on performing actions in strictly organized musical time with specific fingers. In this case, you can use the songs “Counting 1” and “Counting 2”.

Children love to repeat and learn these songs, despite the significant difficulties associated with this. They are as follows: the child must remember the “musical” names of the fingers (1st = big, etc.); perform the necessary movements with a certain finger or hand at a strictly defined time; perform the necessary movements different fingers of both hands at a strictly defined time.

Before mastering the song, in order to overcome the difficulties described above, the teacher should tell that fingers in a musical country have their own names: thumb = 1st, index = 2nd, middle = 3rd, ring = 4th, and little finger = 5th; introduce and teach the children the game task “The right finger, bow!” Its content is that the teacher calls the finger a “musical name” (for example: “1st or 2nd, etc. finger, bow!”), and the child must bend the named finger, i.e. to bow to them. After this, the children learn the song.

Mastering the above stages in strict sequence allows the child to develop fine motor skills at a fairly high level (meaning the pre-instrumental stage). However, in order to prepare a child for reading, recording fingerings (and musical text), it is necessary to develop and master additional skills at the following stages of fine motor development, which cannot be described in one article. The subsequent stages, in our opinion, are associated with the simultaneous, complex development of the sense of rhythm, as well as reading its recording simultaneously with the recording of the fingering, which indicates a high level of development of polyphonic abilities. Practice has shown that all children master quite complex game tasks with interest when playing games.

Literature

1. Babajan, T.S. Musical education of children early age/ T.S. Babajan. – M.: Education, 1957.

2. Large psychological dictionary / Ed. B.G. Meshcheryakova, V.P. Zinchenko. – St. Petersburg. : Prime EUROZNAK; M.: OLMA-PRESS, 2004.

3. Vetlugina, N.A. Methods of music education in kindergarten. / N.A. Vetlugina. – M.: Education, 1982.

4. Jacques Dalcroze, E. Rhythm: Its educational significance for life and art / E. Jacques-Dalcroze // Theater and art. – St. Petersburg, 1922.

5. Radynova, O.P. Song, dance, march: notes of activities and entertainment on the 2nd topic of the “Musical Masterpieces” program with children 3–5 years old / O.P. Radynova - M.: Publishing house GNOM and D., 2003.

6. Rogova S.A. Musical cubes / S.A. Rogova. – Penza: Publishing House of the State Pedagogical University named after. V.G. Belinsky, 2009.

7. Rogova, S.A. Development of polyphonic musical abilities of children 4–5 years old: Diss. ...cand. psychol. Sciences / S.A. Rogova. – Tambov, 2006. 8. Nizhegorodtseva, N.V. Psychological and pedagogical readiness of a child for school / N.V. Nizhegorodtseva, V.D. Shadrikov. – M.: VLADOS, 2001.

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 great attention to 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 are played 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 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 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. Eastern doctors have found that massage thumb increases the functional activity of the brain, 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 paid to the effects on 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 various types 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- This is a dramatization of rhymed stories, fairy tales using 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 both hands at the same time, complication – different shapes at the same time, e.g. with the right – a square, with the left – a triangle, different direction of shading (right – vertically, left – horizontally).

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.

Execution 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 the like folk games– nothing more than a healing and toning acupuncture massage. Only think about it: such simple manipulations with fingers, and how much benefit! Positive impact on internal organs, 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.

Rogonova Yulia Vladimirovna

MBDOU "Kindergarten No. 134"

Dzerzhinsk, Nizhny Novgorod region.

Educator

Topic: “Development of fine motor skills and coordination of finger movements in preschool children»

Tasks: to introduce parents to the concept of “fine motor skills of the hand”, the importance of its development for the child, to offer games and methods for developing fine motor skills of the child’s hand at home.

The development of fine motor skills of the hand is the most important task in raising children of primary preschool age. Training the movements of the fingers and the entire hand is one of the factors that stimulates the development of the child.

Researchers studying development of children's fine motor skills in preschool age, they noted that children doing hand exercises helped them master correct speech. The famous teacher V.A. Sukhomlinsky said: “The child’s mind is at the tips of his fingers.”

Currently, the full development of children from preschool age is becoming an urgent problem. Developed fine motor skills play an important role in the success of a child’s intellectual and psychophysical development.

Fine motor skills are a set of coordinated actions of the nervous, muscular and skeletal systems, often in combination with the visual system in making small and precise movements of the hands and fingers and toes.

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. Therefore, the development of a child’s speech is inextricably linked with the development of fine motor skills.

Fine motor skills of the hands develop interest and cognitive abilities of the child; it is considered an interesting and useful activity for identifying future abilities inner world child. Activities and games promote the development of fine motor skills and hand coordination, stimulate visual and auditory perception, attention, memory, coherent speech and vocabulary.

You need to start working on developing fine motor skills from a very early age. Already an infant can massage his fingers, thereby influencing active points associated with the cerebral cortex. In early and early preschool age, you need to do simple exercises, accompanied by a poetic text, do not forget about the development of basic self-care skills: buttoning and unbuttoning buttons, tying shoelaces, etc.

To interest a child and help him master new information, you need to turn learning into a game, do not back down if tasks seem difficult, and 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)

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

Pick buttons 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.

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

Two caps from plastic bottles Place it on the table with the thread 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.

"Magic lids"

Target: develop fine motor skills, attention, imagination, consolidate knowledge of primary colors.

Material: cards with objects drawn from circles, colored caps from plastic bottles

Progress of the game: offer to lay out the item from the lids according to the diagram on the card.

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 baby that clothespins are small fish, and a circle or square made of cardboard is a feeder. Well, the baby needs to help the fish have lunch, 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.”

“Decorate the picture with paper clips”

Target: develop fine motor skills and attention.

Material: figures of animals and objects made of cardboard, colored paper clips.

Progress of the game: children are invited to complete the picture with paper clips, for example: for a hedgehog - thorns, for the sun - rays, etc.

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.

"Collect a garland"

Target: develop the ability to fasten buttons, fine motor skills, attention, spatial orientation.

Material: strips of fabric with buttons at one end and a hole for them at the other.

Progress of the game: children connect the strips into a garland by fastening buttons on them.

"Flower Meadow"

Target: develop fine motor skills, attention, and consolidate knowledge of primary colors.

Material: drape pole, hair elastic, crab hair clips.

Progress of the game: Invite the children to plant crab flowers on rubber stems in the clearing.

"Games with Counting Sticks"

Target: develop fine motor skills, attention, imagination.

Material: counting sticks, cards with images of objects.

Progress of the game:

1. Laying out geometric shapes.

2. Making patterns.

3. Laying out items.

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.

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 salt 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 for a long time in the refrigerator in a plastic bag. To make the sculpted figures hard, bake them in the oven, the longer the better. The hardened figures can be painted with paints. Whenever you 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 and contribute to the development of higher mental functions, development of spatial orientations.

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:

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

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

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

• Organize games with plasticine and dough.

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

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

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

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

• Let the children shell peas and shell peanuts.

• Run small tops with your fingers.

• Fold the nesting doll and play with different inserts.

Consultation for educators:

"Development of fine motor skills and coordination of finger movements in children of primary preschool age."

The development of fine motor skills of the hand is the most important task in raising children of primary preschool age. Training the movements of the fingers and the entire hand is one of the factors that stimulates the development of the child.

Researchers studying in preschool age, they noted that children doing hand exercises helped them master correct speech. To the famous teacher V.A. Sukhomlinsky owns the saying: “The child’s mind is at the tips of his fingers.”

Currently, the full development of children from preschool age is becoming an urgent problem. Developed fine motor skills play an important role in the success of a child’s intellectual and psychophysical development. Fine motor skills are a set of coordinated actions of the nervous, muscular and skeletal systems, often in combination with the visual system in performing small and precise movements of the hands and fingers and toes.

Fine motor skills of the hands develop interest and cognitive abilities of the child; it is considered an interesting and useful activity for identifying the future abilities of the child’s inner world. Activities and games promote the development of fine motor skills and hand coordination, stimulate visual and auditory perception, attention, memory, coherent speech and vocabulary. In preschool age, the main activity is play. A child gains significant experience through play. From his play experience, the child draws ideas that he associates with the word. A good remedy Games and exercises for fine motor skills are used to stimulate speech. It has been proven that even such simple exercises as “Ladushki”, “White-sided Magpie”, “Horned Goat” and others are not just entertainment for kids. Each finger of the hand has an extensive representation in the cerebral cortex, which means that more time needs to be devoted to the development of fine motor skills: stringing beads, drawing, modeling, appliqué.

The child constantly studies, comprehends the world around us. You need to start working on developing fine motor skills from a very early age. Already an infant can massage his fingers, thereby influencing the active points associated with the cerebral cortex. In early and early preschool age, you need to perform simple exercises, accompanied by a poetic text, and do not forget about developing basic self-care skills: buttoning and unbuttoning buttons, tying shoelaces, etc.

Scientists have proven that motor impulses from the fingers influence the formation of “speech” zones and have a positive effect on the child’s cerebral cortex. Various hand actions and finger games stimulate the process of speech and mental development child.The better developed a baby’s fingers are, the easier it will be for him to master speech.

Movement of fingers and hands have a special developmental significance, since theyhave a huge impact on the development of speech and all higher nervous activity of the child. And speech is one of the most powerful factors and stimuli for the development of a child as a whole. This is due to the exceptional role of speech in human life. With its help, they express thoughts and desires, convey their life experiences, and coordinate actions. Speech is the main means of communication between people, at the same time a necessary basis for thinking and its instrument. The development of speech has a great influence on the formation of personality, volitional qualities, character, and views.

From a very early age, children's fingers can be developed with the help of a light massage, thereby influencing the speech zones. For children of primary preschool age, the simplest exercises, which are often in poetic form, can contribute to the development of fine motor skills. In addition to exercise, developing dexterity in children younger age may occur as they learn self-care skills. Finger games were also used in special moments.

In the process of communication between the teacher and children during regime moments, children develop the appropriate skills: (wash their hands with soap, take off and hang up a towel, hold a spoon and fork correctly, unbutton and fasten sandals, large buttons and buttons) and a favorable basis is created for the formation of vocabulary , grammatically correct speech, dialogue, children mastering polite forms of communication.)

There are a huge number of games and exercises that develop small muscles. I will name those that I use in my practice. They can be divided into several groups: games for the development of tactile perception, games with water and sand, folk finger games, exercises with objects, laying out games, stringing games, games with construction sets, etc. To develop fine motor skills, you can use various games and exercises.

Finger games and exercises - This is a dramatization of any rhymed stories or fairy tales using the fingers.

By performing various exercises with his fingers, the child achieves good development of fine motor skills of the hands, which not only affects beneficial influence on the development of speech (since this inductively excites the speech centers of the brain), but also prepares the child for drawing, and later for writing. The hands acquire good mobility and flexibility, and the stiffness of movements disappears.
Finger games are a unique means for developing a child’s fine motor skills and speech in their unity and interconnection.

Learning texts using finger exercises stimulates speech development. 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.

The child remembers poetic texts better; his speech becomes more expressive.

"Spider"

The spider walked along the branch (arms crossed, fingers of each hand “running”
And the children followed him. (along the forearm and then along the shoulder of the other arm)
The rain suddenly fell from the sky, (brushes are freely lowered, we shake off
The spiders were washed to the ground. movements; clap your palms on the table/knees)
The sun began to warm up, (palms pressed to the sides,
The spider is crawling again, fingers are spread out, we shake our hands.)
And all the kids crawl behind him (the actions are similar to the original ones.)
To walk along the branch. (“spiders” crawl on your head.

"Orange"

We shared an orange.
There are many of us
And he is alone.
Children clench and unclench the fingers of both hands into fists.
This slice is for the hedgehog.
This slice is for the swift.
This slice is for ducklings.
This slice is for kittens.
This slice is for the beaver
Bend your fingers one by one, starting with the thumb.
And for the wolf - the peel.
Clench the fingers of both hands into fists
He is angry with us - trouble; (they shake a finger)
Run away - who goes where!
They sharply unclench their fingers clenched into fists.

"COOK COMPOTE" We will cook compote,
You need a lot of fruit. Here:
(the left palm is held with a “bucket”, and the index finger of the right hand is “interfering”)
Let's chop apples
We will chop the pear.
Squeeze the lemon juice
(bend fingers one at a time, starting with the big toe)
We'll put in some drainage and sand.
We cook, we cook compote.
Let's treat honest people.
(again “cook” and “stir”)

A variety of subject-based activities, which also contribute to the development of fine motor skills, have also proven themselves very well. To get the greatest effect during exercise, you need to combine finger gymnastics with the following activities:
– fastening and unfastening buttons (a special set for classes can be bought in the store);
– all kinds of lacing;
– stringing rings onto braid;
– games with mosaics;
– sorting the mosaic into cells;
– games with a constructor;
– sorting through cereals and grains (for example, separating beans from peas).

Development of speech skills in the process of developing cognitive interests in young children directly through interaction with objects.

IN sensory development and in the formation of elementary mathematical concepts, actions with three-dimensional and planar objects, of different textures and shapes, of different sizes and colors, develop fine motor skills, which contribute to the enrichment of direct sensory experience, the formation of the ability to name the properties of objects, the development of thinking and attention.

In cognitive, research and productive (constructive) activities (with water, sand, snow, different types of construction toys), children develop motor skills, as a result of which their vocabulary is enriched, monologue speech and imagination develop.

Finger games and exercises not only improve dexterity and precision of movements, but also improve attention, memory, help learn patience, and develop perseverance. This is an excellent incentive for the development of children's creative abilities, awakening imagination and imagination. Fine motor skills activities will have a beneficial effect on the overall development of the child and will help him become more independent and self-confident.

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. Unpreparedness for writing, insufficient development of fine motor skills, visual perception, and attention can lead to a negative attitude towards learning and an anxious state of 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. 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 in the future will help to avoid many problems of 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 do 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 hand coordination should become an important part of preparing 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 children from one to three years old are given exercises in simplified version, 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 weaving from paper and fabric, braid (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 institution will help you achieve the desired results faster.