Exercises for the development of tactile sensitivity and complexly coordinated movements of the fingers and hands.
1. The child lowers his hands into a vessel filled with some kind of homogeneous filler (water, sand, various cereals, pellets, any small objects). 5 - 10 minutes, as it were, mixes the contents. Then he is offered a vessel with a different filler texture. After several tests, the child, with his eyes closed, lowers his hand into the proposed vessel and tries to guess its contents, without feeling its individual elements with his fingers.
2. Recognition of figures, numbers or letters "written" on the right and left hand.
3 Identification of an object, letters, numbers by touch alternately with the right and left hand. A more complex option - the child feels the proposed object with one hand, and sketches it with the other hand (with open eyes).
4. Plasticine molding of geometric shapes, letters, numbers. For school-age children, modeling not only block letters, but also capital letters. Then the recognition of the stuck together letters with closed eyes.
5. Starting position - sitting on your knees and on your heels. The arms are bent at the elbows, the palms are turned forward. The thumb is opposed to the rest. At the same time, with both hands, two slaps are made with each finger on the thumb, starting from the second to the fifth and back.
6. "Elastic band". For this exercise, you can use an elastic band for hair with a diameter of 4-5 centimeters. All fingers are inserted into the elastic. The task is to move the elastic band 360%, first in one direction and then in the other direction, with the movements of all fingers. It is performed first with one, then with the other hand.
7. Rolling the pencil between the fingers from the thumb to the little finger and back alternately with each hand.
8. The game "Colorful snowflakes" (age - 4 years). Focused on development fine motor skills hands, the formation of accuracy.
Materials: felt-tip pens, white paper, scissors.
The host shows how to make snowflakes from sheets of paper by cutting through them. After the children make many different snowflakes, he says that the snowflakes turned out to be different, but the same color. Then friends-felt-tip pens came and gave the snowflakes multi-colored dresses. The host asks the children to color the snowflakes.
Because snowflakes are openwork, it is necessary that the paper be stronger. Painting movements affect the development of fine motor skills of the hands.
9. "Repeat the movement" (a variant of the game by B. P. Nikitin "Monkeys")
An adult, sitting opposite the child, makes some "figure" with the fingers of his hand (some fingers are bent, some are straightened - any combination). The child must bring the fingers of his hand to exactly the same position - repeat the "figure". The task here is complicated by the fact that he still needs to mirror it (after all, an adult is sitting opposite). If this task causes difficulties for the child, then you can first practice by doing the exercise while sitting next to (and not in front of the child). So it will be easier for him to copy the position of the fingers.
10. Drawing games.
If a child has poorly developed fine motor skills and it is difficult for him to learn to write, then you can play games with drawing. Let's say, race around squares or circles, or move along a pre-drawn maze (the most interesting thing is when a child draws a maze for a parent, and a parent for a child. And everyone tries to draw more intricately). Now on sale there are many different stencils of various geometric shapes, animals, but, in principle, they are easy to make by yourself.
11. Games with household items.
The advantage of the games below for the development of fine motor skills in children is that they do not require any special toys, manuals, etc. The games use improvised materials that are in any home: clothespins, buttons, beads, cereals, etc.
Take a bright tray. Scatter any small cereal on a tray in a thin even layer. Run your child's finger over the rump. Get a bright contrasting line. Let the kid draw some chaotic lines himself. Then try to draw some objects together (fence, rain, waves), letters, etc.
Choose buttons of different colors and sizes. First, lay out the drawing yourself, then ask the baby to do the same on their own. After the child learns to complete the task without your help, invite him to come up with his own versions of the drawings. From a button mosaic, you can lay out a tumbler, a butterfly, a snowman, balls, beads, etc.
Give your child a round hair brush. The child rolls the brush between the palms, saying:
"At the pine, at the fir, the Christmas tree
Very sharp needles.
But even stronger than the spruce forest,
The juniper will prick you."
Take the grate for the sink (usually it consists of many cells). The child walks with his index and middle fingers, like legs, along these cells, trying to take steps on each stressed syllable. You can “walk” alternately with one or the other hand, or you can use both at the same time, saying:
"We wandered in the zoo,
Each cell was approached
And they looked at everyone:
Bear cubs, wolf cubs, beavers.
We take a dumpling. Its surface, as you remember, looks like a honeycomb. The kid with two fingers (index and middle) depicts a bee flying over honeycombs:
"Fingers, like bees, fly through the honeycomb
And they enter each one with a check: what is there?
Will there be enough honey for all of us until spring,
To avoid hungry dreams?
Pour 1 kg of peas or beans into the pan. The child puts his hands in there and depicts how the dough is kneaded, saying:
"Knead, knead the dough,
There is room in the oven.
Will-will be from the oven
Buns and rolls."
Pour dry peas into a mug. For each stressed syllable, the child transfers the peas one by one to another mug. First with one hand, then with both hands at the same time, alternately with the thumb and middle fingers, thumb and ring finger, thumb and little finger. Any quatrains are chosen.
Pour the peas on a saucer. The child takes a pea with his thumb and forefinger and holds it with his other fingers (as when picking berries), then he takes the next pea, then another and another - so he picks up a whole handful. You can do this with one or two hands.
Two plugs from plastic bottles put on the table with the thread up. This is skiing. Index and middle fingers stand in them like legs. We move on "skis", taking a step for each stressed syllable:
"We are skiing, we are racing down the mountain,
We love the fun of the cold winter."
You can try to do the same with both hands at the same time.
The child collects matches (or counting sticks) with the same fingers of different hands (pads): two index, two middle, etc.
We build a "log house" from matches or counting sticks. The higher and smoother the frame, the better.
With a clothespin (check on your fingers that it is not too tight), we alternately "bite" the nail phalanges (from the index to the little finger and back) on the stressed syllables of the verse:
"A silly kitten bites hard,
He thinks it's not a finger, but a mouse. (Change of hands.)
But I'm playing with you baby
And if you bite, I'll tell you: "Shoo!".
We take a rope (thick as a child's little finger) and tie 12 knots on it. The child, sorting through the nodes with his fingers, names the month of the year in order for each node. You can make similar devices from beads, buttons, etc.
We pull the rope at the level of the child’s shoulders and give him a few clothespins. For each stressed syllable, the child hooks a clothespin to a rope:
"I'll pinch the clothespins deftly
I'm on my mother's rope."
The child crumples, starting from the corner, a handkerchief (or a plastic bag) so that it all fits in the fist.
The child rolls a walnut between his palms and says:
"I roll my nut,
To become rounder than everyone."
The child holds two walnuts in one hand and rotates them one around the other.
12. Games - lacing Maria Montessori:
Develop sensorimotor coordination, fine motor skills of hands;
- develop spatial orientation, contribute to the understanding of the concepts of "above", "below", "right", "left";
- form lacing skills (lacing, tying a lace on a bow);
- contribute to the development of speech;
- develop creative abilities.
In games with lacing, the eye, attention also develops, fingers and the entire hand are strengthened (fine motor skills), and this, in turn, affects the formation of the brain and the formation of speech. And also, which is not unimportant, Montessori lacing games indirectly prepare the hand for writing and develop perseverance.
Not only tiny kids learn the world with "hands" - toys that require the work of the hand, fingers are also useful for older children. Almost a hundred years ago, Maria Montessori gave her children pieces of leather with holes and laces - and she develops her hands, and teaches to concentrate, and will come in handy in life. We, unlike Montessori, do not have to sit with scissors and rags. You can just buy a "lacing game" - a set of multi-colored laces and a shoe, a button, a "piece of cheese" or some other wooden thing with holes. Sometimes a wooden needle is also attached to them. Imagine how nice it is for a girl to get a forbidden needle and thread and become "just like mom."
It should be remembered that the development of fine coordination of movements and manual skill presupposes a certain degree of maturity of brain structures, the control of hand movements depends on them, therefore, in no case should a child be forced.
How can you explain the fact that there are so many lacing toys now? After all, the current parents did not have such toys in childhood, nevertheless, they grew up normal people. There is confusion, why is all this necessary?
It turns out that the majority of modern children have a general motor lag, especially in urban children. Remember, now even kindergartens are asked to bring Velcro shoes so that educators do not take the trouble to teach a child to tie shoelaces. Even 20 years ago, parents, and with them children, had to do more with their hands: sort out cereals, wash clothes, knit, embroider. Now there is a car for every lesson.
The consequence of poor development of general motor skills, and in particular - hands, the general unpreparedness of most modern children for writing or problems with speech development. With a high degree of probability, we can conclude that if everything is not all right with speech, these are probably problems with motor skills.
However, even if the child's speech is normal, this does not mean at all that the child is well managed with his own hands. If at the age of 4-5 years, tying shoelaces causes difficulties for a child, and nothing is molded from plasticine except for balls and sausages, if at 6 years old sewing on a real button is an impossible and dangerous task, then your child is no exception.
Unfortunately, most parents learn about problems with coordination of movements and fine motor skills only before school. This turns into a forced load on the child: in addition to assimilating new information, one also has to learn to hold a pencil in naughty fingers.
More than anything Small child wants to move, for him movement is a way of knowing the world. This means that the more accurate and clear the children's movements are, the deeper and more meaningful the child's acquaintance with the world.
Development of general motor skills
Exercises to increase the level of activation.
These exercises increase the potential energy level of the child, enrich his knowledge of his own body, develop tactile sensitivity.
1. Self-massage of the auricles. The earlobe is clamped with the thumb and forefinger, then the ear is kneaded along the edge from the bottom up and back.
2. Self-massage of the lateral surfaces of the fingers.
3. Spreading your fingers, clap your hands several times so that the fingers of both hands touch. Then claps are performed with fists oriented with the back surface first up, then down, out, in.
4. Self-massage of the head. The fingers are slightly bent. With smooth stroking movements, both hands move from the ears to the top of the head.
5. Squeezing the hand with the palm of the opposite hand, massage it, moving the palm from the wrist and back, then from the shoulder to the elbow and back. The same with the other hand.
6. General foot massage. Stroking and rubbing the thighs, calves, toes, feet.
This block of exercises can include different kinds general and acupressure massages, exercises for the development of fine motor skills, walking barefoot on surfaces of various textures, etc.
Exercises aimed at regulating muscle tone.
The general principle of these exercises is a strong muscle tension followed by their relaxation.
1. "Boat". The child lies on his back, stretching his arms above his head. On command, simultaneously raises straight legs, arms and head. The pose is held for as long as possible. Then a similar exercise is performed, lying on the stomach.
2. Starting position - lying on your back, legs together, hands at the seams. The head is raised above the floor so that the child can see the toes. The pose is held for as long as possible.
3. I.p. - lying on the stomach, hands behind the head, elbows apart. rises top part body, legs on the floor.
4. "Snowman". Starting position - standing. Children are invited to imagine that they are a newly made snowman. The body should be very tense, like frozen snow. The leader can try the "snowman" for strength, slightly pushing it from different sides. Then the snowman should gradually melt, turning into a puddle. First, the head "melts", then the shoulders, arms, back, legs. Then the option to "melt" is offered, starting with the legs.
5. "Tree". The child sits on his haunches, his head is hidden in his knees, his knees are wrapped around his hands. This is a seed that, gradually germinating, turns into a tree. Children very slowly rise to their feet, straighten their torso, stretch their arms up. The body is tense, "the tree reaches for the sun." From a strong gust of wind, the "tree" should break. The child bends sharply at the waist, relaxing the upper torso, arms and head, while the lower torso must remain tense and motionless.
6. The child lies on his back, legs bent at the knees, feet on the floor, arms extended along the body. Within a minute, the legs run, strongly stamping on the floor, the upper body and head remain motionless. After completing the exercise, the child lies relaxed with his eyes closed. The facilitator can conduct a relaxation session.
7. "Koschei the immortal". Starting position - sitting on the floor on your knees and on your heels (after mastering the exercise while sitting, you can move on to standing ip). Hands are spread apart. The arms are bent at the elbows and hanging freely, while the shoulders and elbows are on the same straight line parallel to the floor. If it is difficult for a child to perform this exercise, at the first stage, you can help him fix the desired position with the help of gymnastic stick. Further, the leader randomly pushes the relaxed part of one and the other hand, achieving their free swing.
8. "Puppets". Children imagine that they are puppets, which are suspended by different parts of the body. The part of the body for which the doll is suspended is tense and does not move. Everything else is relaxed and dangling. The doll begins to pull the string at a different pace.
9. "Cams". The child bends his arms at the elbows and begins to squeeze and unclench his hands, gradually increasing the pace. It is performed until the maximum fatigue of the hands. After that, the hands are relaxed and shaken.
10. "Egg". For this exercise, you need a fairly large strong sheet that is spread on the floor. The child squats down, hides his head in his knees and wraps his arms around his knees. The facilitator gathers the sheet so that the child is in the "egg" and firmly holds the edges of the sheet above the head of the "chicken", while starting to swing the "egg" from side to side. Swinging continues for 3-5 minutes until total relaxation. Then the "chicken" should "hatch out of the shell", actively working with the head, elbows and trying to straighten the whole body. At the same time, the leader keeps the child in the "egg" for 1-2 minutes.
Exercises for the development of gross motor skills, the formation of simultaneous and reciprocal sensorimotor interactions, the feeling of the boundaries of one's body and its position in space.
1. "Log". From a supine position (legs together, arms extended above the head), roll over several times, first in one direction, then in the other direction.
2. "Kolobok". Lying on your back, pull your knees to your chest, wrap your arms around them, pull your head to your knees. In this position, roll several times, first in one direction, then in the other direction.
3. "Letter in the air." I.p. - lying on your back, arms stretched forward in front of the chest. At the same time (in one direction) hands in the air "prescribe" letters, numbers, as well as whole words. The same technique is used when correcting a letter - when letters are omitted, their replacements, "mirror" spelling and other errors. At the same time, at first, the teacher can, together with the child, perform necessary exercises taking his palms in theirs.
This technique also helps to remove the child's fear of a school board or notebook.
4. Drawing on a board, a sheet of paper with both hands at the same time. Both hands first move in one direction, then in opposite directions. First, the child draws straight lines - vertical, horizontal, oblique, perpendicular; then various circles, ovals, triangles, squares.
5. I.p. - sitting on your knees and on your heels. The hands are on the knees. One hand is clenched into a fist, thumb out. Unclenched. Clenches into a fist, thumb inward. Unclenched. The other hand is motionless. We change hands. The same with both hands together. Then the phases of movement are shifted (one
hand is clenched, the other is unclenched at the same time). With a good assimilation of this exercise, you can add tongue and eye movements in various combinations.
6. I.p. - sitting on your knees and on your heels. The hands are on the knees. Fist - rib - palm movements are performed alternately with each hand. After mastering, the same exercise is performed on a canopy, arms bent at the elbows.
7. And p. - sitting on your knees (standing). Hands are bent at the elbows. One hand performs a fist-palm movement, the other simultaneously performs a fist-rib-palm movement. After mastering, various oculomotor exercises are added.
8. I.p. - lying on your back, legs together, straight arms extended above your head. The right arm and right leg are bent, the elbow touches the knee. We return to the I.P. We repeat the same with the left hand and left foot. Then the exercise is done on the opposite side of the left foot and right hand and vice versa.
9. I.p. - lying on your back. Legs bent at the knees stand on the floor, arms folded in a boat and stretched up in front of you. We put our folded hands on the floor on one side of the body (while the hand “creeps” on the other hand from above), and the legs on the other side. At the same time, we move our arms and legs to the opposite side.
10. I.p. - lying on your back. Legs straight, arms to the sides. One leg is bent at the knee, raised and retracted outward (or inward), placed on the floor. Returns to original position. The same with the other leg. Then two legs work at the same time.
11. I.p. - sitting on your knees (standing). For this exercise, you need a tight, but not elastic, oblong object (rag "sausage"). The host throws an object to the child, the child catches it, while moving only his arms. Then the object must be caught with one hand. When the exercise is mastered, the child is given the task to alternately close one or the other eye, catching the object either with the right or with the left hand.
12. From the position lying on the stomach, we depict a caterpillar: the arms are bent at the elbows, the palms rest on the floor at shoulder level; straightening your arms, lie down on the floor, then bend your arms, raise your pelvis and pull your knees to your elbows.
13. Crawling on the stomach. First, in a plastunsky way. Then only on the hands, the legs are relaxed. Then only with the help of the legs, hands behind the back (in the last stages, hands behind the head, elbows to the side).
14. Crawling on the stomach with the help of hands. In this case, the leg from the knee rises vertically upwards (simultaneously with the leading hand, then with the opposite one).
15. Crawling on the back without the help of arms and legs ("Worm").
16. Crawling on all fours. Crawling forward, backward, right and left with the simultaneous advancement of the arms and legs of the same name, then the opposite arms and legs. In this case, the hands are first parallel to each other; then they cross, that is, when moving with each step, the right hand goes behind the left, then the left goes behind the right, etc. When mastering these exercises, you can put re
put a flat object (book) on the shoulders of the bank, and set the task not to drop it. At the same time, the smoothness of movements is worked out, the sensation of the position of one's body in space improves.
17. Working out combined movements of the eyes, tongue, head, arms and legs while crawling on all fours.
18. "Spider". The child sits on the floor, puts his hands a little behind him, bends his legs at the knees and rises above the floor, leaning on his palms and feet. He walks simultaneously with his right hand and right foot, then with his left hand and left foot (the exercise is performed in four directions - forward, backward, right, left). The same, only opposite hand and foot are walking at the same time. After mastering, movements of the head, eyes and tongue are added in various combinations.
19. "Elephant". The child stands on four limbs so that the weight is evenly distributed between the arms and legs. Simultaneous steps with the right side, then the left. At the next stage, the legs are parallel, and the arms are crossed. Then arms parallel, legs crossed.
20. "Goslings". A "goose" step with a straight back is practiced in four directions (forward, backward, right, left). The same with a flat object on the head. After working out, multidirectional movements of the head, tongue, and eyes are included.
21. Step in place. The child marches in place, raising his knees high. The arms hang along the body.
22. I.p. - standing, straight arms extended forward. One hand palm up, the other down. The child begins to march, changing the position of the palms with each step. The same, but change of palms after a step, then after two. After mastering, various oculomotor exercises are added in various combinations.
23. I.p. - standing on all fours. The child straightens and lifts one leg above the floor, takes it first to one side, then to the other side. The rest of the body is motionless. The same with closed eyes. After mastering, simultaneously with the leg, the opposite hand is extended forward. Then eponymous.
24. I.p. - standing on one leg, arms along the body. Closing your eyes, keep your balance as long as possible. Then we change legs. After mastering, you can connect various finger and other movements.
25. "Swallow". I.P. - standing on one leg, the second leg is extended back parallel to the floor, the torso is tilted forward, arms to the sides. The same with closed eyes. Change leg.
26. "Log" on the wall. I.p. - standing, legs together, straight arms extended above the head, back in contact with the wall. The child makes several turns, first in one direction, then in the other so as to constantly touch the wall. The same with closed eyes.
27. Stand against the wall, feet shoulder-width apart, palms resting on the wall at eye level; move along the wall to the right (3-5 meters), and then to the left. The same with a side step - the arm and leg of the same name move (hands parallel to the legs). Then the opposite arm and leg. The same with a cross step with a cross of arms (the arm and leg of the same name move).
28. "Repeat the movement" (a variant of the game by B. P. Nikitin "Monkeys").
The leader (adult) makes some movements: crouches, raises his hands up, claps his hands - and the children must repeat them after him. The pace of movement can be either slowed down or accelerated. To also connect attention training, you can enter "forbidden movements" (some movement cannot be repeated), or "replacement of movements" (when some movement needs to be replaced with another, for example, when the leader jumps, then the children should sit down).
Exercises for the development of spatial representations.
1. "38 parrots". The child is invited to remember a cartoon about an elephant, a monkey and a boa constrictor. Then it is proposed to measure several objects or distances using various parts of your body. Following this, the child is given small objects (letters, numbers) and asked to arrange them so that there is a distance between them in his palm, and from each of them to the edge of the table - his index finger. It is recommended to offer as many options as possible for the location of objects (at the distance of the foot, from the knee to the heel, from the elbow to the hand, etc.).
2. "Markers". The left hand of the child is marked with a bracelet, a bell, a bright cloth, etc.
3. Each of the directions is fixed by a certain movement. For example: "up" - jump, "down" - crouch, "right" - jump with a turn to the right, "left" - jump with a turn to the left.
4. "Mirror". The exercise is performed either in a pair with a leader or two children. At the first stage, the exercise is performed in a sitting position on your knees and on your heels. First, the leader makes slow movements with one hand, then the other, then both. The child mirrors the leader's movements. When the exercise is mastered, you can move to a standing position and connect the movements of the whole body.
5. "TV". This exercise is similar to the previous one, only the movements are repeated with the same hand that the leader shows (if the leader takes the left ear with the right hand, the child also takes the left ear with the right hand).
6. "Find the treasure." A toy or candy is hidden in the room. The child must find it, focusing on the leader's commands (the leader says: "take two steps forward, one to the right ...", etc.). The item found by the child is given to him.
7. Graphic dictations on leaflets in a box.
8. Copying drawn figures of varying degrees of complexity.
9. Drawing up plans by the child (rooms, apartments, etc.)
10. The teacher draws a plan according to which the child must find an object in a room or building.
Group games.
1. Any games like "The sea worries once, the sea worries two, the sea worries three, the marine figure freezes in place."
2. "Rhythm in a circle." Children sit in a circle on their knees and on their heels. The number of participants in the circle should not be a multiple of three. The first child claps his hands once, the next - twice, the next - three times, the next one again, etc. The leader sets a different pace of the game, changes the direction of the game (either clockwise or counterclockwise).
Further, the exercise becomes more difficult. Children sit in a semicircle. The teacher taps out some kind of rhythm. Children on command repeat it (individually or all together). When the rhythm is mastered, the children receive the command: "Let's clap this rhythm as follows. Everyone takes turns beating one clap of the given rhythm. From left to right. When the rhythm ends, the next one in the circle waits a short pause and starts over. And so on until the command "Stop" . Late with his clap, did not pause, made an extra clap receives a penalty point. "
3. "Blind sculptor". The driver is blindfolded. The teacher puts one of the participants in the game in any position. This is a sitter. The driver must feel the figure offered to him and "blind" from another child exactly the same (not a mirror one). Then you can increase the number of sitters (compose sculptural groups of two or three people). It is very important that after the end of his work, the "sculptor" with open eyes could correct the mistakes made.
4. "Zoo". The child depicts various animals or birds. The rest of the group must guess my animal.
5. Children stand in a circle; through one, you need to squat, then jump, then bend over at a fast pace.
6. "Okay". Children stand opposite each other in pairs, arms bent at the elbows rise to the shoulders in such a way that the palms of both hands "look" at the partner's palms. Children first clap with their own hands, return their hands to their original position. Then clap on the partner's hands. Initial position. Handmade cotton. I.p. Clap with the right hand on the right hand of the partner. I.p. Handmade cotton.
I.p. Clap with the left hand on the left hand of the partner. Repeat the cycle, gradually increasing the pace, until one of the partners mixes up the sequence.
7. Etudes on "Coordinated actions": sawing firewood, rowing, winding threads, tug of war, playing an imaginary ball, etc. Children need to constantly remember about the consistency of actions and the appropriateness of the distribution of movements. These etudes are worked out first in pairs, then as a whole group.
8. "Claps". Children move freely around the room. For one clap of the leader, they should jump, for two - to sit down, for three - to stand up with their hands up (or any other movement options).
9. "Canon". Children stand one behind the other in such a way that their hands rest on the shoulders of the person in front. Having heard the first signal (by agreement), the first child raises his right hand. On the second signal, the second child raises left hand, on the third - the third raises the right one, etc. Then, similarly, the hands go down.
10. "Pass the ball." The game is played in the form team competition. Children in each team stand at the back of each other's heads at arm's length. The first passes the ball to the second from above the head, the second to the third - from below between the legs, etc. Another option is to pass the ball from the side with the body turning either to the right or to the left. The third option is a combination.
11. "Steam locomotive". Children are divided into teams of 4-5 people, line up with a train in the back of each other's head (the one standing behind holds the one in front by the waist). Everyone closes their eyes, except for the first ones, who slowly begin to move. Their task is to drive the "locomotive" carefully, silently, avoiding obstacles without colliding with others; the task of the rest is to “listen” as much as possible to the one standing in front, most accurately repeat the changes in his movements, thereby ensuring the accurate transmission of information to those standing behind.
At the command of the teacher, the children stop, the first one stands at the end of the locomotive, etc., until everyone is in the role of the leader.
Complicating the exercise: the children stand one after another on all fours, holding the one in front by the ankles. The right arm and right leg move simultaneously, then the left arm and left leg. The "head" first gives commands aloud, then continues to move in silence. The team whose movements were more coordinated wins.
12. Display of poems. A member of the group shows a well-known poem or fable in pantomime, the rest must guess the name of the work.
13. Children are divided into two teams. The first child, with his eyes closed, feels the object offered to him or a word of several letters (letters from the children's magnetic alphabet are used). Then, with the help of pantomime, shows the next team member what item was presented to him. The next child calls this object to the third member of the team, he again shows it with the help of pantomime
the fourth, and the fourth, with his eyes closed, finds this object from those offered or makes up a word - the name of this object. Team members are constantly changing places. The team that guesses the most items correctly wins.
Methodical development "Development of fine motor skills of the hand"
Author: Drankova Elena Alexandrovna, teacher of additional educationPlace of work: MAU DO "TsDOD "Raduga" city of Perm
Methodical development "Development of fine motor skills of the hand" for children 7-8 years old
Purpose: creation of a methodological manual for the development of fine motor skills of the hand for younger students.This development is necessary for teachers, parents for gymnastics for fingers. It contains short description different types finger games and exercises to develop fine motor skills of the hand.
annotation
In the general system of comprehensive development of a person, the upbringing of a child occupies an important place. Starting from preschool age, the foundations of health, physical and mental development are laid, motor and labor skills are formed, speech and motor skills of the hand develop.
In class at primary school the child must have certain manual skills, but not all children have well-developed fine hand movements.
A teacher often faces a problem: how to develop hand motor skills? Therefore, I have selected and tested on children of primary school age a set of exercises and finger games. All these games help to make the most efficient use of class time, and make children want to effectively engage in manual labor and drawing.
It should be noted that the proposed methodological development finger games relate to health-saving technologies included in the list of modern educational technologies. Finger games and exercises for the development of motor skills help to increase the functional activity of the brain, stimulate speech, have a positive effect on the mental development of children, relieve mental stress and help with manual labor. It is very valuable that finger games contribute to the education of positive character traits in elementary school students: speed of reaction, sleight of hand, attentiveness, imagination, diligence. As a result of the exercises, the hands and fingers will gain strength, good mobility and flexibility, and this will further facilitate mastering the skill of writing and manual labor skills.
Introduction
Fine motor skills are the ability to perform fine movements with fingers and hands through the coordinated actions of the nervous, muscular and skeletal systems. Fine motor skills begin to develop naturally from infancy. With age, motor skills become more varied and complex. The proportion of actions that require coordinated movements of both hands is increasing.
Why is it so important to develop fine motor skills in a child's hands? The motor centers of speech in the cerebral cortex are located next to the motor centers of the fingers, therefore, by developing speech and stimulating the motor skills of the fingers, we transmit impulses to the speech centers, which activates speech, general development child and affects his intellectual abilities. Science has proven that one of the indicators of the normal physical and neuropsychic development of a child is the development of the hand, manual skills, or, as they say, fine motor skills.
Fine motor skills are a type of movement that involves small muscles. Classes for the development of fine motor skills of the hand are developing, health-saving and healing.
The influence of manual (manual) actions on the development of the human brain was known as early as the 2nd century BC in China. Experts argued that games involving hands and fingers lead to a harmonious relationship between the body and mind, maintain brain systems in excellent condition.
Neutrobiologists and psychologists involved in the study of the brain and mental development of children have long proved the connection between hand motor skills and speech development.
Japanese doctor Namikoshi Tokujiro created a healing technique for influencing the hands. He claimed that the fingers were endowed with big amount receptors that send impulses to the human central nervous system.
Oriental doctors have established that massage thumb increases the functional activity of the brain, massage of the index finger has a positive effect on the condition of the stomach, the middle finger on the intestines, the ring finger on the liver and kidneys, and the little finger on the heart.
In Japan, palm and finger exercises with walnuts are widely used. An excellent healing and tonic effect is exerted by rolling a hexagonal pencil between the palms.
In China, palm exercises with stone and metal balls are common. The popularity of classes is explained by their healing and tonic effect on the body. Regular exercises with balls improve memory, mental abilities of the child, eliminate his emotional stress, improve the activity of the cardiovascular and digestive systems, develop coordination of movements, strength and manual dexterity, maintain vitality.
Studies by domestic physiologists also confirm the connection between the development of hands and the development of the brain. The works of V. M. Bekhterov confirm the influence of hand manipulation on the functions of higher nervous activity, the development of speech. Simple moves hands help to remove tension not only from the hands themselves, but also from the lips, relieve fatigue. They are able to improve the pronunciation of many sounds, and therefore - to develop the speech of the child. The study of M. M. Koltsov proved that each finger of the hand has a fairly extensive representation in the cerebral cortex. This fact should be used in work with children and where the development of speech occurs in a timely manner, and especially where there is a lag, a delay in the motor side of speech.
There are a wide variety of forms of training for the development of finger movement.
1. Static images with fingers of objects, images of the world around: figures from fingers "flag", "flower";
2. Active movements of the fingers in the rhythm of the text accompanying the game in poetic form: “fist-fist”, “patties-palms”;
3. Movement of fingers with objects: pencil, nuts, sticks, small ball, cords, rubber rings, clothespins and other objects;
4. Ira with mosaic;
5. Modeling with plasticine, salt dough, clay;
6. Paper work: torn appliqué, paper folding, cutting and pasting, origami;
7. Games with cereals, seeds: pouring cereals from one container to another, parsing different types of cereals, laying out images from cereals;
8. Actions with water: pouring water from one container to another;
9. Actions with sand: pouring sand, molding from wet sand;
10. Actions with small toys;
11. Actions with buttons: fastening, unbuttoning;
12. Action with ropes: tying and untying knots, with a bow;
13. Drawing on paper in different techniques: traditional methods and non-traditional methods;
14. Display of the finger theater;
15. Lego construction.
What happens when a child does finger gymnastics?
1. Performing exercises and rhythmic finger movements inductively leads to excitation in the speech centers of the brain and a sharp increase in the coordinated activity of the speech zones, which ultimately stimulates the development of speech.
2. Finger games create a favorable emotional background, develop the ability to imitate an adult, teach to listen and understand the meaning of speech, increase the child's speech activity.
3. The child learns to concentrate his attention and distribute it correctly.
4. If the child performs the exercises, accompanying them with short poetic lines, then his speech will become more clear, rhythmic, and vivid.
5. The child's memory develops as he learns to memorize. After all, in finger games you need to remember a lot: the position of the fingers, and the sequence of movements, and just poetry.
6. As a result of mastering all the exercises, the hands and fingers will gain strength, good mobility and flexibility, and this will further facilitate mastering the skill of writing.
7. Contribute to the development of creative activity. After all, you can “tell” whole stories with your hands!
8. Finger games help to form elementary mathematical representations in the game
9. Training the movements of the fingers and hands increases the efficiency of the cerebral cortex, stimulating the development of the child's thinking.
10. Motility of the hand is activated. Thus, dexterity is developed, the ability to control one's movements. Fingers and hands acquire good mobility, flexibility, stiffness of movements disappears.
Instructions for performing exercises for the development of motor skills of the hand.
At first, all exercises are performed slowly. It is necessary to ensure that the child correctly reproduces and holds the position of the hand or fingers and correctly switches from one movement to another.
If necessary, you need to help the child or teach him to help himself with his other hand.
Exercises are practiced first with one hand (if the participation of both hands is not provided), then with the other hand, after that - with both hands at the same time.
If the exercises are shown in the picture, then to create a visual image, you need to show the child a drawing and explain how the exercises are performed. Gradually, the need for explanation disappears.
When developing motor skills of the hands, one must not forget that the child has two hands. Exercises must be duplicated: perform both with the right hand and with the left. By developing the right hand, we stimulate the development of the left hemisphere of the brain. Conversely, by developing the left hand, we stimulate the development of the right hemisphere.
Finger training should start from the very beginning. early childhood. Children who have better developed small, subtle hand movements have more developed brain, especially those departments that are responsible for speech. In other words, the better the child's fingers are developed, the easier it will be for him to master speech.
Main part.
Types of games and exercises for the development of hand motor skills:
Physical exercise
Fine motor skills are also developed physical exercise. These are various hangings and climbing (along the ladder, on sports complex). Such exercises strengthen the palms and fingers, develop muscles.
walnut exercises
You can widely use exercises for the palms and fingers with walnuts.
Rolling between the palms of a hex pencil
An excellent healing and tonic effect is exerted by rolling a hexagonal pencil between the palms.
ball games
In corrective practice, you can use the ball - which is an excellent tool. Their choice is quite wide: on sale there are balls of various colors, sizes, qualities, for every taste. Ball games develop fine and general motor skills, orientation in space, distract the child's attention from a speech defect, encourage communication, regulate the strength and accuracy of movement. They help to normalize the emotional-volitional sphere, which is especially important for hyperexcitable children. Developing muscle strength, enhance the work the most important organs lungs, heart, improve metabolism.
Complex of ball games "Warm-up"
I squeeze the ball hard
And I'll change my hand
Hello my favorite ball! -
Every finger will say in the morning
Dance knows how to dance
On the ball my every finger
I'll turn, and you check-
Top right now!
I knead the ball with my finger,
I drive the ball along the fingers.
I will play football
And I'll score a goal in the palm of my hand.
Top left, bottom right
I ride it - bravo.
Spiral.
Doesn't crawl or run
She circles over the flower.
For a coil comes a coil -
So she sat down on a flower.
Paper activities
Applique, origami, and design classes develop fine motor skills of the fingers.
Origami is a type of activity in which both hands are involved. That is why folding is useful activity, contributing to the activity of both the left and right hemispheres of the brain, since two hands are included in the work at once. Classes develop attention, memory, imagination, ingenuity. All these mental features are inextricably linked and depend on the activity of the right and left hemispheres of the brain. The function of the right hemisphere of the brain is associated with imagination, musical and artistic abilities, and the left hemisphere is associated with logical thinking, speech, counting, and scientific abilities. The plasticity of the child's brain and the minimal dominance of one hemisphere over the other is a very fertile ground for the development of both halves of the brain.
Doctors say that origami classes deeply affect the mental state of the child and bring him into balance. Anxiety is reduced in children practicing this art, which allows them to adapt to various difficult situations.
Classes with paper develop the child's skills in working with different materials, tools; educate perseverance, accuracy, attentiveness, creativity, imagination, fantasy, spatial thinking, broaden horizons, cognitive abilities.
Classes with plasticine, clay, salt dough.
Modeling classes develop motor skills in children. Students learn different techniques and methods of modeling from clay, salt dough, plasticine Dymkovo toys, dishes, animals, birds.
It is very valuable that modeling classes contribute to the education of elementary school students in the speed of reaction, manual dexterity, attentiveness, imagination, diligence, accuracy, perseverance. As a result of the manufacture of toys, the hands and fingers acquire strength, good mobility and flexibility, and this will further facilitate the mastery of writing and manual skills at school.
Finger games.
Finger games are exercises for fingers and pens, staging with their help any poems, stories, fairy tales. Finger games are an important part of the development of fine motor skills of the hands. These games are very emotional, exciting for children, and also extremely useful for their overall development.
In the oral speech of any nation, one can find short poems that are accompanied by finger movements, for example, the well-known "Magpie - Crow ...". The games “Ladushki”, “Horned Goat” were created by the talent of our folk pedagogy. It is recommended to stimulate the speech development of children by training the movement of the fingers, using folk games - nursery rhymes for preschool children, and finger games with poems for children of primary school age:
Days of the week
On Monday I washed, (fists three against each other)
I swept the floor on Tuesday. (hands of relaxed hands down and imitating movements on the table)
On Wednesday I baked kalach, (we bake "pies")
All Thursday I was looking for the ball, (we bring our right hand to our forehead and make a "visor")
I washed the cups on Friday, (the fingers of the left hand are half-bent, the palm is on the edge, and with the index finger of the right hand we drive in a circle inside the left hand)
I bought a cake on Saturday. (palms open and joined together on the side of the little fingers)
All girlfriends on Sunday
Called for a birthday. (waving palms towards you)
Winter
One, two, three, four, five, (bend fingers one at a time)
We went for a walk in the yard.
They sculpted a snow woman, (we imitate the modeling of lumps),
They fed the birds with crumbs, ("crush bread" with all fingers)
Then we rode down the hill, (we run the palm of our right hand along the palm of our left hand)
And they rolled in the snow. (we put our palms on the table with one or the other side)
Everyone came home in the snow, (we shake our hands)
We ate soup and went to bed. (we make movements with an imaginary spoon, put our hands under the cheek)
Orange
We shared an orange! (hands are clasped in the lock, we shake)
There are many of us (we spread our fingers)
And he is alone. (show only one finger)
This slice is for a hedgehog, (fingers are folded into a fist, we bend one finger at a time)
This slice is for a swift, (bend the next finger)
This is a slice for ducklings, (bend the next finger)
This is a slice for kittens, (bend the next finger)
This slice is for the beaver, (bend the next finger)
And for the wolf peel! (palms down, fingers outstretched)
He's angry with us, trouble! (wiggle finger)
Run away whoever! (simulate running fingers on the table)
Cake
We remember the dough with handles, (squeeze-unclench fingers)
Let's bake a sweet cake. (as if kneading dough)
Lubricate the middle with jam, (circular movements of the palms on the table)
And the top - sweet cream ( circular motions palms to each other)
And coconut crumbs
We will sprinkle the cake a little (sprinkle the "crumbs" with the fingers of both hands)
And then we'll make tea -
Invite a friend to visit! (one hand shakes the other)
Maple
The wind quietly shakes the maple, (fingers are spread out and stretch up)
Tilts to the right, to the left: (we shake our palms to the right and to the left)
One - tilt and two - tilt, (tilt left - right palms low-low)
The maple rustled with leaves. (wiggle fingers)
boat
A boat is sailing on the river
He swims from afar, (fold your hands like a boat and make wave-like movements)
Four on the boat
A very brave sailor. (show 4 fingers raised up)
They have ears on top of their head, (raise hands to head, show ears with bent palms)
They have long tails, (we put our hand to the lower back, we depict movements with the tail)
But only cats are afraid of them,
Only cats and cats. (we raise both hands to the head, depict cat claws and hiss)
Lock
There is a lock on the door (hands in the lock)
Who could open it? (pull fingers without opening)
Pulled, (pulled)
Twisted, (rotate hands)
Knocked (knocking with the base of the palms)
And - opened! (hands open)
Cabbage
We chop cabbage, chop (we chop with our palms)
We three cabbage, three (fists rub each other)
We salt the cabbage, salt (salt with a pinch)
We mash cabbage, mash (we squeeze and unclench our fingers)
Put it in a jar and try it.
Kitty
I walked alone along the path, (show one finger)
My two legs went with me (shows two fingers)
Suddenly three mice meet, (show three fingers)
Oh, we saw a kitten! (claps his hands on his cheeks and, as it were, shakes his head with his hands)
He has four paws (show four fingers)
There are sharp scratches on the paws, (we scratch the surface of what is at hand with our nails)
One, two, three, four, five (for each count we show the corresponding number of fingers)
You need to run fast! (two fingers, index and middle, run along the surface)
Leaves
One two three four five -
Let's collect the leaves. They clench and unclench their fists.
Birch leaves, Bend the thumb.
Rowan leaves, Bend the index finger.
Poplar leaves, Bend the middle finger.
Aspen leaves, Bend the ring finger.
We will collect oak leaves, Bend the little finger.
Mom will take the autumn bouquet. They clench and unclench their fists.
Visit
On a visit to the thumb
Came straight to the house Alternately connect all the fingers
Index and middle finger, with thumb.
The nameless and last little finger taps on the thumb.
Little finger itself
Knocked on the threshold.
Together, fingers are friends, Collect fingers into a pinch.
They cannot live without each other.
Bibliography
1. T.A. Dateshidze "The system of correctional work with children with delayed speech development" - St. Petersburg: Speech, 2004.
2. O.N. Gromova T.A. Prokopenko "Games - fun for the development of fine motor skills of the hand" Educational and practical guide Publisher: "Gnome and D", Moscow, 2001
3. L.P. Savina "Finger gymnastics" Manual for parents and teachers Publishing house: "Rodnichok", Moscow 2000
4. Shcherbakova T.N. "Finger Games" Publisher: "Karapuz", 1998
Fine motor skills are a physical process based on a combination of actions of the musculoskeletal system of the body and psychological control. Responsible for this work nervous system, connecting the limbs with the brain center. The use of fine motor skills of the hands sometimes occurs inconspicuously, at the level of the use of gestures during verbal communication. The development of motor skills is directly related to the development of speech, these sectors are in contact in the cerebral cortex.
The development of fine motor skills in children
With the birth of a child, the development of the surrounding world, of one's own organism, begins. To stimulate the development of crumbs, special toys are used. Hanging, floor attributes can be touched, tested for strength. By this, the child unconsciously trains his motor skills. Tactile sensations of roughness, softness of surfaces help to improve the perception of the environment.
From the age of one year for a small motorboat, you can use:
- Grains are poured onto the table, sorting out peas, shifting small objects from one vessel to another will improve coordination.
- Plasticine, dough in the process of modeling, all the nerve endings of the fingertips are involved.
- Parents perform hand and palm massages on their own, telling poems about the magpie-crow, finger games.
Working on motor skills in adulthood
In adulthood, the apparatus of motor functions must continue to develop, the stagnation of this activity leads to atrophy of brain cells. Ordinary actions bring a beneficial effect, among them: writing with a pen, pen, drawing. Work at the computer, this load does not apply. Good memory, delivered speech is also trained by hand massage.
On the palm there are points used to influence the organs of the human body, stimulation of the surface of the hands activates the impulses of the cerebral cortex. The saying of the German thinker “The hand is the brain that leaked out” accurately conveys the importance of practicing the development of motor skills of the limbs.
Activities that promote stimulation, development of motor skills:
- Various types of handicrafts simultaneously stimulate both limbs and brain activity, focusing on small details. In the old days, all women were engaged in fabric business, knitting, which helped to maintain the clarity of movements in old age. Beadwork, weaving stimulates the development of memory.
- To activate the necessary zones, men can turn to the modeling of technical objects (ships, cars, aircraft).
- A universal subject of a massage nature is clay. The flexible structure acts on the whole arm, involving the muscles of the wrist and hand.
- During the working day, you can conduct a series of exercises that strengthen motor skills by drawing in a notebook, notebooks. The main rule for drawing exercises is orderliness. A series of repeating loops, oblique lines, will resemble a lesson in cursive in elementary grades, will have a huge positive effect for fine motor skills.
- Finger gymnastics. A set of exercises for the phalanx of the fingers consists of flexion, extension. You can even engage in this activity public transport. It is not necessary to select a specific sequence. To stretch your fingers, you can click your thumb on the middle one, cross one after the other, just clench your fist.
- All-purpose warm-up carpal expander. This device has a round shape, fits easily in the palm of your hand. To use, it is enough to periodically strain your fingers so that the ring shrinks.
Restoration of motor skills of hands after a stroke
Any injuries, not only of a local nature, but also of the brain area, harm the entire body. The same effect has an attack of stroke. Nerve connections human body cease to work harmoniously, the impulse is lost and does not always fall into the appointed place. People who have suffered similar diseases suffer from difficulty in perceiving and recreating information, impaired motor skills of the body, including hands.
Rehabilitation centers help people with limited mobility recover. To perform a set of exercises, it is not necessary to resort to the help of specialists, among them:
- Gymnastic exercises. Unlike a normal workout in the recovery process, the main thing is control. The limbs cease to obey, may not respond to brain signals. Therefore, the main principle of training is to closely monitor the manipulations performed, controlling them.
- Creative activities. As in the classical versions of drawing, repetitive lines, stucco work is very productive for the development of motor skills. In addition to this, for a stroke survivor, the psychological aspect becomes important. Immersion in inner nature. Expressing oneself through art.
- ball exercise. This technique is used in kindergartens and special institutions. Balls of different shapes help to train dexterity by fixing the object with your hands. The ball is transferred from hand to hand, rolled on the table. There is self-massage with a sword, which will allow you to use several parts of the cerebral cortex responsible for perception and performance of actions at once. Balls should be used from different materials: fabric, rubber, pimples.
- improvised means. For gymnastic exercises take a few nuts and sort them in the palm of your hand. Household activities stimulate motor skills well and bring the brain to working capacity. A lamp, a TV remote control, an elevator button require concentration of thoughts.
- High concentration will be required for sorting out, collecting such small details as puzzles, mosaics. Working with them constantly improve dexterity, memory, fine motor skills of hands.
What's happened fine motor skills of fingers ? That's what scientists call movement small muscles hands and fingers and believe that the improvement of these movements improves attention, memory, coordination and speech. At least in children. We, adults, do not often play Lego, and we sculpt from plasticine even less often, but we also need fine motor skills. Because the warm-up, which helps to get rid of fatigue in the fingers, returns youth to the hands, the fingers from the exercises acquire an elegant shape, and the skin, thanks to improved blood circulation, becomes more elastic and wrinkles appear on it.
If do regularly, at least once a day, taking a minute break during work, putting down the pen or pushing the computer keyboard to the side, you will feel cheerful and energetic owner of flexible and beautiful fingers. Hands should be given no less attention than everything else ... And recently it was discovered that those who work with their fingers grow their nails faster.
Exercise for the development of fine motor skills of the fingers No. 1. "Fingers Together"
This is a record-breaking exercise in the fight against wrinkles in the areas of the joints of the fingers, and also a good stretch for hands that are engaged in monotonous work.
Put your elbows on the table, put your fingers on the one shown in the photo. And now spread tense fingers to the sides as far as possible, without taking one hand away from the other. Repeat the exercise 10 times.
Exercise for the development of fine motor skills of the fingers №2. "Question with an edge"
That is, we do not pose any questions point-blank. On the contrary, we try to reduce tension in the hands and fingers, and at the same time calm down.
One hand is held horizontally, palm up. Lightly tap on it with the edge of the other palm for 30 seconds. Keep the fingers of the upper hand relaxed. We change hands and massage the phalanges of the fingers for another half a minute.
Exercise for the development of fine motor skills of the fingers №3. "Here's a turn"
And now an exercise that helps strengthen the joints and muscles of the wrists . It will be especially useful for those whose hands work in a canopy position, for example, over a computer keyboard.
Fold your arms into a lock and, bending them at the hands, begin to slowly rotate them in a circle, first clockwise and then counterclockwise. You can change the rhythm and rotate it slower, then faster for a minute.
Exercise for the development of fine motor skills of the fingers №4. "Flexibility - 90 degrees"
Fold your arms as shown in the picture, placing them horizontally at chest level. Rest the palm of your right hand on the back of your left hand and push, but not very hard. Change hands. Repeat 5 times. The exercise trains and stretches the muscles and ligaments of the wrist, and, by the way, strengthens the muscles of the chest.
Exercise for the development of fine motor skills of the fingers №5. "On the pillows"
We use the desktop as a simulator without getting up. Grasp the table top and, resting your fingertips on the bottom surface of the tabletop, try to raise the table. pectoral muscles do not turn it on, otherwise you can accidentally knock it over ... Repeat 5 times.
Exercise for the development of fine motor skills of the fingers №6. "Hand Comb"
The fingers of one hand are straightened and separated, the fingers of the other are bent in the “comb” position. We put our hands on the table and with the bent fingers of one hand we make “combing” movements from the tips to the base of the straightened fingers of the other. This good massage, which improves blood circulation and prevents the deposition of salts. Make 10-12 up and down movements and change the position of the hands.
These are not difficult exercises for the development of fine motor skills of the fingers Everyone will master, do them regularly to achieve the desired effect. Be healthy!!!
The development of fine motor skills of the hands. Games and exercises.
Fine motor skills are the ability of a person to perform small and precise movements with the hands and fingers and toes as a result of the coordinated actions of three systems: nervous, muscular and bone.The development of fine motor skills in children is great importance . Why?
The area of fine motor skills of the hands covers a huge number of very different movements. Fine motor skills help us perform both primitive gestures (for example, picking up objects in our hand) and fairly small and complex movements (for example, writing).The handwriting of a person depends on the degree of development of fine motor skills..
The development of fine motor skills in children directly determines the quality of life. A huge number of everyday activities are connected precisely with fine motor skills: we have to fasten buttons and lace up shoes, thread a needle. Besides,researchers have established a link between the development of fine motor skills of the hands and the development of speech, so the development of fine motor skills in children helps them to speak faster and better.
Scientists have proven a close relationship between the development of fine motor skills and the development of speech in a child . It turns out that the speech center of the brain is located very close to the motor center, which is responsible for the movements of the fingers. If you stimulate the motor center responsible for the movements of the fingers, then the speech center is also activated! Therefore, the development of fine motor skills is necessary for the rapid and correct formation of speech skills.
Unfortunately, in the last decade, the number of children with speech and writing disorders has increased significantly throughout the world. Thirty years ago, the percentage of such children was much less! What is the reason for this phenomenon? Yes, just in the old days there were no shoes and clothes with Velcro. But there were lace-up shoes, clothes with buttons, hooks and ties. Children daily tied shoelaces, fastened buttons and hooks, thus training their fingers! After all, such movements require skill and the development of fine motor skills. And now children are freed from the complex process of lacing up shoes and carefully fastening buttons. It turns out that before the fine motor skills of children developed due to such everyday actions, but now it suffers. Accordingly, speech skills also suffer, problems with writing appear, because motor skills and speech are closely related.
The development of fine motor skills in children is a natural process, it begins to develop even in infancy on the basis of general motor skills. The child starts with simple grasping gestures, then learns to shift the object from hand to hand, masters the “tweezer grip”.At two years old, the child is already able to properly hold a spoon and a pencil.starts drawing.
You need to start working on the development of fine motor skills from the very early age. Already a baby can massage fingers ( finger gymnastics), thereby affecting the active points associated with the cerebral cortex. In early and younger preschool age need to be done simple exercises, accompanied by a poetic text, do not forget about the development of elementary self-service skills: fasten and unfasten buttons, tie shoelaces, etc.
The task of teachers and child psychologists is to convey to parents the importance of games for the development of fine motor skills. Parents must understand that 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, do not forget to praise the child. We bring to your attention games for the development of fine motor skills, which can be practiced both in kindergarten, as well as at home.
finger training
Simple
Clench your fingers into a fist and make circular movements with the brush to the left, then to the right, 4-5 times.
Forcefully squeeze and unclench your fingers. 5 - 6 times.
Straighten your fingers, take your thumb to the side and make circular movements with it, first to the left, then to the right. 4 - 6 times.
Straighten your fingers, simultaneously bend and unbend the first two phalanges. 5 - 6 times.
Spread straight fingers, sequentially, in a fan-shaped movement, starting with the little finger, bend all fingers into a fist. Then, starting with the thumb, return to the starting position. 3 - 4 times.
Clench your fingers into a fist. Try to unbend and bend each finger separately. Seek to keep others focused. Exercises are performed while sitting with your elbows on the table. Gradually increase the number of repetitions to 10-15 times. After finishing the gymnastics, you should shake your relaxed hands and do a massage.
Complexes of exercises (rhymes)
"Friendship"
"Girls and boys are friends in our group."
The fingers of the hands are connected rhythmically in the lock.
"You and I will make friends little fingers."
Rhythmic touch of the fingers of the same name of both hands.
"One two three four five".
Alternately touching the fingers of the same name, starting with the little fingers.
"Start counting again.
One two three four five.
We've finished counting."
Hands down, shake your hands.
"Walk"
When performing this exercise, the children sit in their places and rhythmically, alternately, in jumps, move the straight fingers of both hands along the surface of the table from themselves to its opposite edge.
Let the fingers go for a walk
the fingers are clenched into fists, the thumbs are lowered down and, as it were, jumping around the table.
And the second - to catch up,
rhythmic movements of the index fingers on the table.
Third fingers - run,
movement of the middle fingers at a fast pace.
And the fourth - on foot.
slow movement of the ring fingers on the surface of the table.
Fifth finger jumped
rhythmic touch of the surface of the table with the little fingers.
And at the end of the road he fell.
pounding on the table with fists.
" little men"
They ran along the river.
movement of the index and middle fingers on the surface of the table from oneself to the edge
Race kids.
Repeat several times.
"Visiting"
On a visit to the thumb
thumbs up on both hands
Came straight to the house
Palms together, fingers of the same name touching
Index and middle
alternately called fingers are connected to the thumbs on both hands at the same time.
Nameless and last
Little finger itself
fingers are clenched into a fist, only the little fingers are exposed up
Knocked on the threshold.
fists banging against each other
Together fingers are friends
rhythmic clenching of fingers into fists
They cannot live without each other.
"Come on, brothers, get to work!"
"Come on, brothers, get to work!
Show your passion.
The big one is to chop wood.
All stoves - you heat.
And you - to carry water,
And you - cook dinner,
And sing songs to the baby,
Songs to sing and dance
To amuse the siblings."
Children turn to the right hand, bent into a fist, alternately unbend all fingers.
" Scarlet flowers"
"Our scarlet flowers
open the petals,
The wind breathes a little
The petals sway.
Our scarlet flowers
Close the petals
Sleeping quietly
They shake their heads."
The palms are joined in the shape of a tulip, the fingers slowly open, then smooth swaying of the hands is made, then slowly closed, acquiring the shape of a flower, the head of the flower is swayed.
" Orange"
"We shared an orange,
There is only one orange.
This slice is for the cat
This hedgehog slice
This slice is for the snail
This slice is for a siskin,
Well, the peel to the wolf!"
Start with the little finger, bend all fingers alternately.
"Hide and Seek"
"Fingers played hide and seek
And the heads were removed.
Like this, like this
So the heads were removed.
Squeezing and unclenching fingers.
Relaxing (self-massage of hands and fingers)
Pressing with strongly compressed four fingers of one hand on the base of the thumb, the middle of the palm, the base of the fingers of the other hand. Then the position of the hands changes.
Rubbing the palms with a hexagonal pencil with a gradual increase in effort.
Rubbing the palms with up and down movements.
Rubbing the lateral surfaces of interlocked fingers.
Kneading, then rubbing each finger lengthwise, then across.
Put the walnut between the palms, make circular movements, gradually increasing the pressure and pace. You can do the exercise with two walnuts, rolling one over the other, with one hand, then the other.
Pressing with an unsharpened pencil pain points palms, then rotate the pencil to the right, to the left.
Kneading the right hand with the fingers of the left and vice versa, then alternately rubbing.
Now on sale there are many games that purposefully develop the relevant skills. But there is nothing easier than using the tools at hand that are in any home. So, a few exercises for the development of fine motor skills:
" rubber band " . For this exercise, you can use an elastic band for hair with a diameter of 4-5 centimeters. Fingers are inserted into the gum. The task is to move the elastic band 360%, first in one direction and then in the other direction, with the movements of all fingers. It is performed first with one, then with the other hand.
" Kalyaki-malaki ". We take a tray and scatter small cereals (for example, semolina) on it. You can’t imagine a better drawing board. First, an adult draws lines on the “board”, and the kid repeats. Let it be very simple shapes: squares, circles, zigzags. Snowman , house, sun.
" The sun is smiling " . Exercise by Maria Montessori. We cut out a circle from thick paper and draw a smiling sun on it. We buy a large number of colored paper clips and attach them around the perimeter. You can play with colors: for example, string a yellow paper clip first, then green, then red. Or 3 yellow, 3 green, and so on. Here, an account is added to the exercise. Explain to the child why the sun smiles: it is pretty, because they play with it.
" Mosaic ". Collect buttons of different colors and sizes. Firstly, they can be sorted by diameter, color and texture (smooth-rough). Secondly, you can make pictures from them, lay out different shapes on a sheet of paper. It turns out a button mosaic. Boys can be interested in purely "male" games.
For example, screw nuts on bolts or press the buttons of an impromptu remote control (you can take an old, already outdated TV remote control without batteries). If you want, imagine that you are a driver, if you want - an airplane pilot or a tanker.
Very useful games, accompanied by short rhythmic poems. For example:
We pull the rope at the level of the child’s shoulders and give him a few clothespins. For each stressed syllable, the child hooks a clothespin to the rope: "I will deftly pin the clothespins to my mother's rope."
We take the grate for the sink, which consists of many "cells". The child walks with his index and middle fingers, like legs, along these cells, trying to take steps on each stressed syllable. You can “walk” alternately with one or the other hand, or you can use both at the same time, saying: “We wandered in the zoo, We approached each cage, And looked at everyone in a row: Bear cubs, wolf cubs, beavers.”
A special place in games for the development of motor skills is occupied by drawing and modeling. A small artist can start his creative activity by painting with oil pastels. If you do not find it on sale, wax crayons will do. They will help the baby learn to hold the chalk with two fingers (and there it is a stone's throw to hold the pencil).
Draw various shapes: lines (straight and wavy), circles, ovals, squares and triangles, paint over them. If it doesn’t work, first take the baby’s hand in yours and help him. The paper must be pretty big size, let's say A3, so that the baby does not miss. Over time, you will switch to felt-tip pens and paints.
You can sculpt from plasticine, or you can - from dough. Dough is definitely much safer. At first you can sculpt unintelligible "lumps", then - simple figures, letters. Over time, learn to touch the molded letters. You can stick various small objects into the dough: grains, peas, the same buttons.
In the development of fine motor skills, the same rule applies as in the development of other skills: more play, less coercion. And regularity. Do not indulge the capricious "I do not want, I will not." We'll have to show diplomatic skills. Be patient, persistent and wise.
But even without extra spending, you can arrange the necessary training for the child. All improvised means will be used:
Cereals (it’s so nice to put your hands in a bowl of beans! And if some kind of toy is waiting for the baby at the bottom, it’s even doubly so! Preschoolers can be instructed to sort and sort through various cereals)
Natural materials: acorns, chestnuts, cones, pebbles, shells, sticks
Kitchenware
Various containers, vials, boxes
Zippers, laces, ties, threads, ropes, fasteners, buttons, fabrics of various sizes, shapes, colors and textures
Beads and rings are very interesting to string on a braid
From matches, cotton buds and toothpicks, you can lay out various drawings (of course, under the supervision of parents)
Boys will especially appreciate bolts and nuts, as well as broken technical devices (ordinary and cell phones, calculators). And the girls will benefit from dressing and undressing their favorite dolls.
And what kid doesn't love sticking and unsticking fridge magnets? This activity can be varied according to your desire and possibilities. Allow also to eat with your hands “small food” (peas, corn, berries), peel boiled eggs, jacket potatoes, tangerines. It will be very entertaining to put paper clips on cardboard or clothespins on a rope. In general, it is useful to introduce children to household chores and teach them to help with cleaning around the house:
Sweep and collect trash and mop floors.
Collect motes from the floor, help collect objects scattered on the floor (buttons, cloves, beans, beads).
Dismantle split walnuts (kernels from shells), peel pistachios, peel off the film from roasted nuts.
Sculpt cookies and decorations for the pie from the dough.
Open a mailbox or front door with a key.
Try to put on your own shoes, dress, and take off your shoes and undress. To do this, some of the shoes and clothes should be available to the child so that he can dress up whenever he wants. Learn to put on your own gloves. Try lacing up your sneakers.
Help winding threads or rope into a ball (this activity also has a beneficial effect on ) .
Hang clothes (you need to pull the rope for the child).
Help parents unscrew various plugs - from water canisters, bath foam, toothpaste, etc.
Gather berries in the country or in the forest.
Get something out of a narrow gap under the cabinet, sofa, between furniture.
Look for the edge of the tape. Peel and stick stickers.
Flip through the pages of a book.
Sharpen pencils (sharpener) and erase drawn with an eraser.
Important rules in the development of fine motor skills in children
Classes should resemble a game, not lessons at school. You can come up with some funny story or even a fairy tale along the way.
Games and activities should be systematic. Even while walking, you can massage your baby's hand or collect beautiful pebbles and leaves.
During the game, talk more with the baby, conduct a dialogue, act out scenes.
It is important that the child likes both toys and the process itself - take care of this. And also sincerely show that it also brings you incredible pleasure.
You can't force a little student. Give him a choice. Perhaps he wants to draw, not sculpt - listen to his wishes.
Choose games and activities that are age and developmentally appropriate for your child.
Try as many as you can various ways development of fine motor skills.
But by no means do everything at once.
Do not forget to praise the child for every success - criticism in this matter is absolutely inappropriate!
Control the time - it is for each child individually. Don't overstay or overwork him.
And do not limit children in showing initiative and imagination!
Try to ensure that your child can confidently do the following as a preschooler:
draw using small details in images;
paint without going beyond the outline and leaving no gaps;
cut out large polygonal shapes;
sculpt small parts from plasticine;
fasten and unfasten buttons;
to dress and put on shoes;
lace up shoes and tie shoelaces, fasten zippers;
pour milk from a bag into a cup;
wash and brush your teeth.
Remember that any learning process requires a lot of patience and work. Be wise, considerate and loving parents. Do not neglect forever passing time - use it rationally. It's such a joy to watch your child grow and develop! And take part in this exciting process!
