Development of fine motor skills in children of senior preschool age. Development of fine motor skills: types of educational tools for preschoolers

The development of motor skills in children is a very important component of their overall development. As the baby grows older, starting from birth, he gradually begins to learn the basics of moving the body, head, and arms.

In order to stimulate the baby’s correct motor skills, doctors have developed entire methods for the consistent development of gross and fine motor skills.

What are fine motor skills?

Fine motor skills are the combination of hand movements with three main body systems - nervous, muscular and ligamentous. In colloquial speech, fine motor skills are often referred to as manual dexterity., closely linking it with quick reactions and logical thinking. When working with a child, it is very important to conduct classes on fine motor skills, especially for preschool children.

By developing the child’s motor functions, we strengthen the memory, visual and nervous systems. There are known facts where visually impaired and blind children have very strong motor skills, which for such people is a substitute factor in their development. At the early stages of development, it is necessary to diagnose motor skills in order to determine how correctly the baby is developing and whether there are any pathologies in the motor or nervous system of the small organism.

Violation of fine motor skills, as a rule, is very associated with, because the speech part of the cerebral cortex is responsible for the movement of arms and legs. In order to give your child the opportunity to develop properly, keeping up with his peers, you need to practice modeling, drawing, and assembling construction sets from small parts, mosaics or puzzles.

Fine motor skills and speech are two interrelated functions of a child’s body. At an early age, at the stage of speech development, you can conduct activities related to the construction of houses from a large number of cubes or stringing rings onto the rod of a pyramid. The baby’s grasping movements, understanding where and why he carries cubes or rings, and in what sequence he should do this, quickly develop fine motor skills, and, as a result, mental abilities and speech.

To understand how to properly develop fine motor skills, it is necessary to determine whether the child has a developmental delay. After visiting, pay his attention to the movements if it seems to you that the baby is limited in them or has no coordination. Early diagnosis and quickly taken measures will allow parents to respond in time to possible developmental delays.

Motor skills in children under one year of age

At the very beginning, a baby just brought from the maternity hospital makes unconscious twitching of its arms and legs, does not know how to hold its head up and roll over on its own. However in the first six months of life, the newborn masters new movements step by step, becomes more active.

Your child's fine motor skills will develop much faster if you help him with this. Parents have the power to give their child more freedom by encouraging him to move. Unwaddle your newborn and give him as much freedom as possible. Even during sleep, moving your legs and arms will strengthen your baby's muscles.

Fine motor skills in children appear already at the age of one month. Bring your index finger to the baby’s palm and, feeling it, the baby will immediately clench his fist. At two to three months of age, hang bright toys above your head in the crib or stroller. While awake, the baby will begin to hit them with his hands, and over time, grab them.

In children, fine motor skills develop very quickly. At the age of 3 months, a newborn can already squeeze his hand; he won’t hold a small toy in his hand for long (up to 10-15 seconds), but he will be confident enough to hold it. At this age, attention is still scattered, but grasping movements become more confident every day.

Up to 6 months, developing fine motor skills, regularly engage with the baby. Play with him more, forcing him to make some movements with his arms, legs, head and body. Place your baby on his tummy several times a day and place small toys at arm's length. At first, the baby will look at the toys, and then begin to reach out to them, grab them, and pull them towards him.

From 6 to 10 months It is necessary to prepare the baby for walking, because within a few months he will begin to try to move independently. To do this, strengthen your legs in every possible way - do massages, stretching exercises, push-ups. At this age, children, as a rule, already sit quite steadily in the playpen. Give your baby plenty of toys. Fine motor skills of the hands at that age allow for the development of other muscles. Reaching for the toy, the baby strengthens his back and torso muscles, trying to stand up by grabbing the playpen net - his legs.

From 10 months and up to a year you can begin to train movements in stages. You can scatter small toys in the playpen or crib and show how to put them in one place. Such fine motor skills exercises will allow the baby to develop good coordination and focus his attention.

In order to coordinate the development of motor functions in a child, and perhaps speed up this process, it is necessary to regularly work with the baby. Even just by being next to the child, giving him toys and telling him what you are doing, you can quickly teach the baby not only deft movements, but also new words and correct pronunciation.

Fine motor skills in children from one to 3 years old

By developing dexterity at one or two years of age, you demonstrate to your child the capabilities of his fingers and hands. Gradually, the baby realizes what the sense of touch is when he picks up objects of various shapes and textures. Fine motor skills for children at this age represent their knowledge of coordination processes.

It is these children who for the first time begin to fasten buttons on their own, lace shoes, even if incorrectly, and pour liquid from one container to another. Fine motor skills of preschoolers at this age most often develop rapidly during games. Teach your baby by playing with him, telling fairy tales, fables and sayings, learning rhymes and rhymes. At this time, manipulation and gestures with hands will seem natural to the child.

Fine motor skills at 2 years old- incredibly important steps in the overall development of a child. As you know, at this age the baby begins to actively talk, learning more and more about the world. Considering that the areas of the cerebral cortex responsible for speech and hand movements are very close, by doing various exercises with the baby, we actively stimulate him to speak. This is incredible, but it is a fact - children with increased physical activity begin to speak much faster, and before anyone else - to put individual words into sentences.

Under 3 years of age The baby already clearly knows the names of many objects. As a game, you can ask your son or daughter to help mom clean the room. At the same time, fine motor skills classes will simultaneously train memory and stimulate muscles while bending or squatting for toys and objects.

The development of motor skills for 3 years can be carried out in the form of a game, like any training at this age. It will be great if you take into account your child’s wishes when playing his favorite game with him. After all, this is exactly what will help the baby unquestioningly accept some changes in the rules and focus on what new things you offer him.

Fine motor skills for children 4-5 years old

Fine motor skills of preschoolers aged 4-5 years imply the development of many movements in the child already in automatic mode. For example, sitting at the dinner table, a small family member can carry on a conversation with adults and skillfully wield a spoon or fork.

The only difficulty a baby may encounter is performing more precise coordinated movements.

At this age, children enjoy playing educational logic games. Parents need to support such aspirations everywhere. Fine motor skills for children without logical thinking at this age are simply impossible. Children enjoy modeling, applying mosaics and actively thinking at the same time. By activating the main areas of the brain, the child quickly develops hand motor skills, which significantly reduces the risks of diseases such as dysgraphia.

Fine motor skills in preschool children develop well through games. One of the most effective games for parents in this regard can be the “Repeat the Movement” game. You and your baby sit opposite each other and show him various figures made from palms and fingers. The baby should repeat your figure.

Development of fine motor skills at 4 years requires making independent decisions. Give your child more freedom in this game. Let him come up to you, carefully examine how you manage to intertwine or cross your fingers and try to repeat the same.

For the next game, you need to prepare a vessel with a neck smaller than the base. An object familiar to the baby is lowered into it, but so that he does not see it. Then ask the child to put his hand into the vessel and determine by touch what exactly the object is there.

The development of fine motor skills in preschool children, thanks to this game, is closely related to the logic of thinking, imagination and memory. Feeling what is in the vessel, the baby involuntarily remembers all the objects familiar to him, compares them and analyzes the likelihood of coincidences.

The normal development of a child, starting from infancy, requires activities to develop fine motor skills. Many parents have probably heard this term, but not everyone knows what it means and why classes are so necessary. Let's talk about development of fine motor skills: what is it, why are classes needed, what should they be?

Children's physiology and features of the development of fine motor skills

Gross motor skills are body movements that are performed under the command of psychoanalytic reactions in the brain center. There are three main types of motor skills:

1. Large. Working large muscles (jogging, push-ups)
2. Small. Movement of the hands and fingers. This includes combining actions (eyes + hands when drawing).
3. Articulatory. The ability and ability to coordinate the functions of speech skills (coherent conversation).

Western scientists, having conducted research in the field of psychology, concluded that exactly one third of the cerebral cortex is responsible for fine motor skills. This part is located next to the brain's speech center. This fact makes it possible to say that the development of fine motor skills in an infant affects the process of formation:

• · speech skills;
• memory;
• thinking;
• logic;
• · imagination.

It was noticed that children who have good control over their hands are more diligent and get tired much less than children who were not given classes to develop fine motor skills.

A calendar of norms for the development of fine motor skills in children, or what and when should they be able to do?

Each age has its own standards for the development of fine motor skills, that is, the child is able to do a certain range of actions. As the nervous system matures and develops, the baby gains more and more developmental opportunities. The formation of these skills must be monitored, since each subsequent achievement can only occur after the successful development of certain skills of one’s age.

Step-by-step calendar of norms for the development of fine motor skills

1. 4 months after birth. During the first weeks, a newborn’s hands are clenched into fists, and if we talk about the development of fine motor skills, then it is precisely the unclenching of closed fists that can be called the first action in its development. All the baby’s movements are still reflexive, although the baby is trying to somehow coordinate them. Initially, he learns to control the movements of his eyes and head, then he reaches for objects with his hands, both left and right, without highlighting the dominant one. Having caught the object in the palm at the reflex level, he clamps the hand.
2. From 4 months to 1 year. The movement of hands and fingers is being improved. Initially, the baby learns to use only one hand when holding an object. Next, this item is transferred from one hand to another. By six months he confidently holds small objects in his palm, and by 7–8 he uses his thumb and index finger to pick up small toys from the floor. Actively and consciously uses his hands to help himself sit down, stand up, and hold on. Closer to 12 months, he can safely sort out beads. You can read more about the development of a baby of this age in the article:.
3. From 1 year to 2 years. Actions are improving. At this age, the baby knows how to hold a spoon and handle it. Drawing skills are demonstrated. He can draw scribbles, dots and not quite even circles. Closer to two years, it is noticeable which hand is dominant. The child actively uses the index finger, showing it and touching unfamiliar objects with it.
4. From 2 years to 3 years. The movements involve not only the hands, but also the forearms and elbows. By the age of three, the pencil takes the correct position in the hand and the first masterpieces emerge from under it in the form of straight lines, circles, ovals, and squares. At this time, the toddler needs to be introduced to scissors. Normally, at the age of three he can cut a sheet of paper in half.
5. From 3 years to 4 years. The work uses the second hand. So, if a child draws with his right hand, then with his left he already holds the sheet on which he draws. He is able to color shapes slightly outside the outline. It is quite possible to cut out a large drawn figure from paper. As he approaches four years of age, he can create beautiful small details in his drawings.
6. From 4 years to 5 years. Finger motor skills are almost perfect. The child, when playing and using drawing skills, does not use his entire hand, but only his brush. Coloring of drawings becomes clearer and the lines no longer go beyond the outline. Using scissors, he is able to cut quite complex figures.
7. From 5 years to 6 years. Hand movements are coordinated. The pen or pencil is already confidently “lying” in the dominant hand. The kid knows how to write straight sticks in a certain field. Uses scissors well. In addition to developing motor skills, you should think about social sociability and fostering independence. A pet is suitable for this purpose. If your choice falls on a dog, we recommend reading the article:.

What are the consequences of the absence of such development?

An insufficient level of fine motor skills inhibits the process of formation of speech functions. If you do not conduct classes with your toddler, starting from infancy, then as a consequence, problems with memory and logical thinking will arise in the future. Today there are quite a lot of devices, toys, and activities that can help a child. Parents, for their part, need to monitor the stages of development so that the child does not have problems with academic performance at school, since the lack of development of fine motor skills leads to a lack of concentration, increased fatigue, and these indicators will inevitably lead to a lag behind peers.

How to develop fine motor skills in children ?

Starting from birth, parents should devote time to developmental activities with their baby. First aid will be to place rattles in your palms. Next, you need to let him touch different fabrics and textures. From 8 months you can use the following development methods.

Developing fine motor skills with massage

Carrying out a competent massage on the palms of a baby is an excellent option for developing motor skills. For massage sessions, you can hire an experienced specialist or knead your palms yourself. Manipulations begin at 3 months. 5 minutes is enough for one session. The massage should be performed in the following sequence:

• · Gently stroke the child’s palm for a minute;
• ·Rub your palm until warm;
• · lightly tap your fingers over your hands and palms;
• bend and straighten your fingers several times;
• ·Massage each finger separately.

Developing fine motor skills with finger games

Game No1. Okay.

Everyone remembers these words: “Okay, okay, where were you at grandma’s...”. With the help of this game, the baby will learn to straighten his still reflexively curled fingers and clap his hands.

Game No2. Beads

Entrust your child to sort out buttons collected on a string or beads made from small beads. Children love to finger these small objects with their little fingers. At an older age, you can invite your child to string the beads onto a thread or fishing line on their own.

Game No3. Cereals

In addition to motor skills, such a game helps to become aware of tactile sensations. Pour any cereal into a bowl; buckwheat and rice are perfect. Give the bowl to the little one, let him touch it with his hands and pour the cereal into it. You can hide several small objects in a bowl of cereal and let the baby try to find them.

Game No4. Cinderella

After 3 years of age, allow your child to help in the kitchen. Mix 3 types of cereals (peas, buckwheat, beans) and let him separate the cereals into three different bowls.

Game No5. Guess

Blindfold your toddler and give him different objects in his hands, let him guess what he has in his hands.

From 7–9 months you can offer your child colored paper. Let him crush it, feel it, tear it. At an older age, teach him to tear paper into strips or create appliqués from it. The smaller the pieces of torn paper are, the more perfect the fine motor skills of the hands will become.

At the age of 1–1.5 years, show how to turn the pages in a book. The process will be much more exciting if the book has bright pictures.

Exercise No3. Making a rattle

Hand your child an empty plastic bottle and offer to throw small objects into it. This could be beans, buttons or beads. Pour them out onto the table and let him take them himself and throw them into the bottle. When you're done, spin the bottle and let him play with the resulting rattle.

Development of fine motor skills through classes

1. Drawing. Initially, this is learning to hold a pencil in your hands. Next, drawing the first sticks, dots, tracing the contours of various objects. After drawings, letters, etc.
2. Coloring. Teach your child to color both large and small objects. For these purposes, coloring books are a great help, which a child can already buy at the age of 3.
3. Modeling. This activity is suitable for any age. For this activity you can use plasticine, clay or dough. Initially, it is enough to roll a ball or strip of plasticine. Any preparation of a dough dish can be turned into an exciting game. The baby will eagerly help you roll out and shape the dough. Find out how to have fun spending time with your baby and make memorable impressions from the article:.
4. Cutting out. Children's scissors without sharp ends can be given to a child closer to 3 years old. After he learns how to handle them, give him a glue stick and colored paper. Creating an applique will help develop your imagination.
5. Embroidery. By the age of 5–6 years, it will be relevant to embroider with your child. More details about this lesson in the article:.

Developing fine motor skills with educational toys

1. Finger dexterity toys. Make a toy out of empty plastic bottles of different sizes and colors. The main idea is to twist and unscrew the caps on these bottles.
2. Buttons. Teach your child to fasten and unfasten buttons, open and close zippers. He can do this on his clothes or on yours.
3. Lacing. For these purposes, you can use an old unnecessary shoe or make a model with lacing. Let your baby lace and unlace shoelaces or ribbons.
4. Mosaic. The main condition is that the details must be age appropriate. So, you can offer large details to little toddlers. Adults can purchase mosaics with small parts.
5. Board with objects. This toy is made from a piece of plywood and all kinds of devices: a switch, a latch, door hinges and other parts used in everyday life. The baby touches them with interest, opens them, turns them on.
6. Puzzles. A great option for developing fine motor skills. These can be large puzzles that fold into a children's mat for the little ones. For older children, you can use magnetic puzzles on the refrigerator. Well, for school age, standard paper puzzles with many details are suitable.
7. Pyramid. This toy develops not only motor skills, but also logic. After all, the rings of the pyramid must be added from largest to smallest.
8. Constructor. For older children, a construction set with small parts is suitable. This toy trains the development of motor skills, logic, perseverance and many other skills.

If you look at it, any housework can turn into developing fine motor skills for your child. You can train small fingers and grasping movements in all sorts of ways, the main thing is to show a little imagination. Engage in drawing, modeling, coloring with your child and in the future you will not have problems with your child’s academic performance and development.

Author of the publication: Leonid Guryev

The appearance of a baby in the house is not only joy for parents, but also responsibility. Mom and dad care for the newborn and raise their child. In the first year of life, he must learn to walk, pronounce some words, and recognize his parents. At two, you can already hold a spoon, draw or sculpt something from plasticine. To perform precise movements and improve coordination, it is necessary to play games to develop fine motor skills in preschool children. Therefore, the mother needs to work with the toddler so that he learns the necessary skills in everyday life.

Why are exercises and games necessary?

In childhood, this contributes to the formation of mental health in the baby. The mother gives the baby a full body massage, but pays more attention to the toes and hands. At 3-4 months the child tries to play with toys. They should not be too small, as he will pull them into his mouth. Dexterity develops gradually. The movements are awkward at first, and only with repetition do they improve. It should be noted that doctors distinguish several periods: first, the first 12 months, when the grasping reflex is realized, then 2, 3, 4 years, when precision of movements and purposefulness appear.

Skill Purpose

In kindergarten and school, a child should already have developed hand motor skills in order to:

• Draw without going beyond the lines. Handling a pencil is more difficult than using a felt-tip pen, and paints and brushes require precise, confident movements.
• Modeling from plasticine. Typically this process consists of manipulating small parts that are placed between two fingers.
• Letter. The first skills in mastering the alphabet may already be accompanied by copying the curves of letters on paper or a board.
• Accuracy. Sometimes a stained T-shirt during a meal does not indicate the child’s disobedience, but rather a sign of difficulty in handling cutlery.

Diagnostics and norms of fine motor skills in children

By carefully observing the child, you can detect a violation of the development of this indicator. Children aged 4-5 years must meet the following requirements:

• Be able to knock a pen on a pen - clap.
• Take a small object, such as a pinch of salt or cereal, with your index finger and thumb.
• Draw on paper with a pencil.
• Remove small objects from a jar or other shallow container.
• Play with cubes and build figures.
• Able to draw vertical and horizontal lines without a ruler.
• Uses markers.
• Knows how to use personal hygiene products (brush teeth, comb hair, tie shoelaces).

This is not the entire list of a child’s skills. The formation of skills depends on how early the parents started classes with the baby. Sometimes delayed development of children is observed. It’s one thing if it’s organ damage or mental illness. But there are cases when this is simply the result of neglect.

Possible deviations in manual dexterity:

• There is a violation of the technique of manipulating objects (strength, coordination, accuracy).
• Insufficient psychomotor skills.
• Cannot take care of himself.
• Draws without pleasure and also performs small precise movements.
• Cannot hold a pencil, pen, fork or spoon.

If a child at 5 years old cannot perform these points, then this is considered a functional disorder.

Parents can determine this indicator themselves. To do this, the child must be asked to repeat the movements after mom or dad. Let's consider a list of such techniques:

• You can build figures with your fingers, and your baby should display them with his fingers.
• Show me a hand warm-up. To do this, extend your arms in front of you, and then alternately clench and relax your fist.
• Imagine that the index and middle fingers are the legs of a man. Have your child step on a piece of paper.
• Give a landscape sheet to your daughter or son and ask them to draw a house, and then look at the image. Smooth and straight lines indicate positive dynamics in the development of hand motor skills.
• Take some blocks or a construction set and ask them to build a house out of them.
• Similar manipulations can be done with puzzles.
• Play counting rhymes. The baby should bend his fingers one at a time, starting with the little finger, without the help of the other hand.
• Place dots on paper. They must be connected without lifting the pencil from the sheet.
• Hatching the figure with different lines (horizontal, vertical, wavy) will help identify deviations in the dexterity and clarity of the movements performed.

If at 3 years old a daughter or son performs 30-40%, then at 5 years of age he will be able to achieve 100% results. If it turns out lower, then you need to study, since in the future he will lag behind in this indicator.

How to develop fine motor skills in a child

You need to start classes as you grow older, consistently. You can do the following:

• Up to 6 months. Give your baby a daily massage. Children have a developed grasping reflex, so give them toys to play with.
• From six months. Buy large cubes.
• Up to 3 years. Start drawing, writing, and performing precise movements together.
• Over 3 years of age – speech is almost fully developed, as are basic skills. It is necessary to maintain interest in activities - encourage hobbies, buy additional toys.

Nerve endings stimulate the functioning of brain cells, which leads to increased intellectual abilities.

Methods and types of motor development

There are many techniques. Let's look at various options that are easy to do at home.

1. Palm massage. You can do it yourself. Suitable for children of any age. The essence of the technique is that the mother kneads the baby’s hands and feet with light stroking movements. Let us remember the saying “Magpie-Crow”.
2. Okay. Claps stimulate blood flow to the hands and also train accuracy and speed.
3. Paper crumpling and page flipping. At 5-6 years old, you can offer to play with the newspaper and then tear it up. They really like this action.
4. Beads, rosary. The child willingly sorts out small parts and also puts together puzzles. You just need to make sure he doesn't eat them.
5. Drawing with sand.

Outdoor games

In winter, outdoor activities greatly improve your health. It can be:

• Snowballs. Everyone's favorite pastime develops the ability to sculpt dense balls, as well as accurately direct them to the target. In general, the speed of manipulation increases during combat. At the same time, they are perceived very positively, not as a lesson or exercise, but as fun.
• Snowman. Building a symbol for this time of year is quite difficult, but very exciting. The larger the goals, the more effort you will have to put in to accurately create the figure.
• Slide. The child will need an ice cube to descend. At the same time, he grabs the handle tightly so as not to roll away from the sled. This will fix the grasping reflex.

In winter it is very important to stay warm all the time. This applies not only to children, but also to parents. Choose high-quality and water-repellent jackets. The online sports equipment store Stayer offers a wide selection of models with great functionality and bright design.

Develop fine motor skills from the first months of life. This will help you quickly teach your baby to hold a hand and eat with a spoon.

Methodological development “Development of fine motor skills of the hand”

Author: Drankova Elena Aleksandrovna, additional education teacher
Place of work: MAU DO “CDOD “Raduga”, Perm

Methodical development “Development of fine motor skills of the hand” for children 7-8 years old

Goal: to create a teaching aid for the development of fine motor skills for primary schoolchildren.
This development is necessary for teachers and parents to conduct finger exercises. It contains a brief description of different types of finger games and exercises to develop fine motor skills of the hand.

annotation
In the overall system of comprehensive human development, raising 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 hand motor skills develop.
In elementary school classes, a 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 a set of exercises and finger games on children of primary school age. 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 finger games proposed in this methodological development belong 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 beneficial effect on the mental development of children, relieve mental stress and help with manual labor. It is very valuable that finger games help to develop positive character traits in primary school students: speed of reaction, manual dexterity, attentiveness, imagination, hard work. As a result of performing the exercises, the hands and fingers will gain strength, good mobility and flexibility, and this will further facilitate the acquisition of writing and manual skills.

Introduction
Fine motor skills are the ability to perform small movements of the 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 speech centers 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, the general development of the child and affects his intellectual abilities. Science has proven that one of the indicators of a child’s normal physical and neuropsychic development 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 to develop fine motor skills of the hand are developmental, health-saving and healing.
The influence of manual (manual) actions on the development of the human brain was known back in the 2nd century BC in China. Experts argued that games involving hands and fingers bring the body and mind into harmonious relationships and keep the brain systems in excellent condition.
Scientists - neutrobiologists and psychologists involved in research of the brain and mental development of children - have long proven the connection between hand motor skills and speech development.
Japanese doctor Namikoshi Tokujiro created a healing technique for influencing the hands. He argued that the fingers are endowed with a large number of receptors that send impulses to the human central nervous system.
Eastern doctors have found that massage of the thumb increases the functional activity of the brain, massage of the index finger has a positive effect on the stomach, the middle finger on the intestines, the ring finger on the liver and kidneys, and the little finger on the heart.
In Japan, palm and finger exercises with walnuts are widely used. Rolling a hexagonal pencil between your palms has an excellent healing and tonic effect.
In China, palm exercises with stone and metal balls are common. The popularity of classes is explained by their healing and toning effect on the body. Regular exercises with balls improve the child’s memory and mental abilities, eliminate his emotional stress, improve the functioning of the cardiovascular and digestive systems, develop coordination of movements, strength and dexterity of the hands, and maintain vitality.
Research by Russian physiologists also confirms the connection between hand development and brain development. The works of V. M. Bekhterov confirm the influence of hand manipulation on the functions of higher nervous activity and speech development. Simple hand movements help remove tension not only from the hands themselves, but also from the lips, and relieve fatigue. They can improve the pronunciation of many sounds, and therefore develop the child’s speech. The research of M.M. Koltsova 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 where speech development 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 to develop finger movement.
1. Static finger images of objects, images of the surrounding world: finger shapes “flag”, “flower”;
2. Active movements of the fingers in the rhythm of the text accompanying the game in poetic form: “fist-fist”, “palms-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. Working with paper: torn applique, folding, cutting and gluing paper, origami;
7. Games with cereals and seeds: pouring cereals from one container to another, sorting out 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, modeling from raw sand;
10. Actions with small toys;
11. Actions with buttons: fastening, unfastening;
12. Action with ropes: tying and untying knots, bow;
13. Drawing on paper in different techniques: traditional methods and non-traditional methods;
14. Finger theater show;
15. Construction from Lego.

What happens when a child does finger gymnastics?
1. Performing exercises and rhythmic movements with the fingers inductively leads to excitation in the speech centers of the brain and a sharp increase in the coordinated activity of 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 them to listen attentively and understand the meaning of speech, and increase the child’s speech activity.
3. The child learns to concentrate his attention and distribute it correctly.
4. If a child performs exercises, accompanying them with short poetic lines, then his speech will become clearer, rhythmic, and vivid.
5. The child’s memory develops as he learns to remember. After all, in finger games you need to remember a lot: the position of the fingers, the sequence of movements, and just poetry.
6. As a result of mastering all the exercises, the hands and fingers will acquire 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 concepts through play.
9. Training the movements of the fingers and hands increases the performance of the cerebral cortex, stimulating the development of the child’s thinking.
10. Hand motor skills are activated. This develops dexterity and the ability to control one’s movements. Fingers and hands acquire good mobility and flexibility, and stiffness of movements disappears.

Instructions for performing exercises to develop hand motor skills.
At first, all exercises are performed slowly. It is necessary to ensure that the child correctly reproduces and maintains 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 second hand.
Exercises are practiced first with one hand (if the participation of both hands is not provided), then with the other hand, and then with both hands at the same time.
If the exercise is shown in a picture, then to create a visual image, you need to show the child the picture and explain how the exercise is performed. Gradually, the need for explanations disappears.
When developing hand motor skills, we must not forget that the child has two hands. The exercises must be duplicated: performed with both the right hand and 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 begin from early childhood. Children who have better developed small, subtle hand movements have a more developed brain, especially those parts of it that are responsible for speech. In other words, the better a child’s fingers are developed, the easier it will be for him to master speech.

Main part.

Types of games and exercises to develop hand motor skills:
Physical exercise
Physical exercises also develop fine motor skills. These are a variety of hangings and climbing (on a ladder, at a sports complex). Such exercises strengthen the palms and fingers and develop muscles.
Exercises with walnuts
Exercises for palms and fingers with walnuts can be widely used.
Rolling a hex pencil between your palms
Rolling a hexagonal pencil between your palms has an excellent healing and tonic effect.
Ball games
In correctional practice, you can use a ball - which is an excellent tool. Their choice is quite wide: balls of various colors, sizes, qualities are available for sale, to suit every taste. Games with a ball develop fine and gross motor skills, spatial orientation, distract the child’s attention from a speech defect, encourage communication, and regulate the strength and accuracy of movement. They help normalize the emotional-volitional sphere, which is especially important for hyperexcitable children. By developing muscle strength, they strengthen the work of the most important organs of the lungs and heart, and improve metabolism.

Complex of ball games “Warm-up”
I will squeeze the ball tightly
And I'll change my palm

Hello, my favorite ball! –
Each finger will say in the morning

Dance can dance
Every finger is on the ball

I'll turn it around and you can check it -
Top right now!

I knead the ball with my finger,
I'm kicking the ball along my fingers.

I'll play football
And I'll score a goal in the palm of my hand.

Top left, bottom right
I ride him - bravo.

Spiral.
Doesn't crawl or run -
She circles above the flower.
After a turn comes a turn -
So she sat down on a flower.

Exercises with paper
Appliqué, origami, and design activities develop fine motor skills of the fingers.
Origami is an activity that uses both hands. That is why folding is a useful activity that promotes the activity of both the left and right hemispheres of the brain, since two hands are involved in the work at once. Classes develop attention, memory, imagination, and intelligence. All these mental characteristics 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 practicing origami has a profound effect on a child’s mental state and brings him into balance. Children who practice this art experience reduced anxiety, which allows them to adapt to various difficult situations.
Classes with paper develop the child’s skills in working with different materials and tools; cultivate perseverance, accuracy, attentiveness, creativity, imagination, fantasy, spatial thinking, broaden horizons and cognitive abilities.
Classes with plasticine, clay, salt dough.
Modeling classes develop children's hand motor skills. Students master different techniques and methods of modeling Dymkovo toys, dishes, animals, and birds from clay, salt dough, and plasticine.
It is very valuable that modeling classes help to develop reaction speed, manual dexterity, attentiveness, imagination, hard work, accuracy, and perseverance in elementary school students. As a result of making toys, the hands and fingers acquire strength, good mobility and flexibility, and this will further facilitate the acquisition 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 developing fine motor skills. These games are very emotional, exciting for children, and also extremely useful for their overall development.
In the oral speech of any nation you can find short poems that are accompanied by finger movements, for example, the well-known “Magpie - Crow...”. The talent of our folk pedagogy created the games “Ladushki” and “Horned Goat”. It is recommended to stimulate the speech development of children by training the movements 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 did the laundry (we rub our fists together)
I swept the floor on Tuesday. (relaxed hands down and make simulating 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 bent, the palm is on the edge, and the index finger of the right hand is moved in a circle inside the left hand)
And on Saturday I bought a cake. (palms open and joined together on the side of the little fingers)
All my girlfriends on Sunday
Invited me for my birthday. (we wave our palms towards ourselves)

Winter
One, two, three, four, five, (bend your fingers one at a time)
We went for a walk in the yard.
We sculpted a snow woman (we imitate the sculpting of lumps),
The birds were fed crumbs ("crumbing bread" with all our fingers)
Then we rode down the hill (we move the palm of our right hand over the palm of our left hand)
And they were also lying in the snow. (we place our palms on the table with one side or the other)
Everyone came home covered in snow, (we shake off our palms)
We ate soup and went to bed. (we make movements with an imaginary spoon, put our hands under our cheeks)

Orange
We shared an orange! (hands clasped, swaying)
There are many of us (we spread our fingers)
And he is alone. (show only one finger)
This slice is for a hedgehog (fingers folded into a fist, bend one finger at a time)
This slice is for the 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 the peel! (palms down, fingers spread)
He's angry with us, it's a disaster! (wag a finger)
Run away in all directions! (imitate running your fingers on the table)

Cake
We remember the dough with our hands (we squeeze and unclench our fingers)
Let's bake a sweet cake. (like kneading dough)
Lubricate the middle with jam (circular movements with palms on the table)
And the top - with sweet cream (circular movements with your palms against 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 tree, (fingers are spread out and stretched upward)
Tilts right, left: (swing palms left and right)
One - tilt and two - tilt, (tilt left - right palms low and low)
The maple leaves rustled. (move your fingers)
Ship
A boat is sailing along the river,
He swims from afar, (fold your arms like a boat and make wave-like movements)
There are four on the boat
A very brave sailor. (show 4 fingers raised up)
They have ears on the top of their heads (raise our hands to the head, show the ears with bent palms)
They have long tails (put your hand to the lower back, pretend to move the tail)
But only cats are scary to them,
Only cats and cats. (raise both hands to the head, make cat claws and hiss)

Lock
There is a lock on the door (hands in the lock)
Who could open it? (we pull our fingers without unclenching)
Pulled, (pulled)
Twisted, (rotate hands)
Knock (knock with the heels of your palms)
And - they opened it! (hands unclench)

Cabbage
We chop the cabbage, chop it (chop it with our palms)
We rub the cabbage, rub it (fists rub each other)
We salt the cabbage, salt it (salt it with a pinch)
We knead the cabbage, knead it (we clench and unclench our fingers)
Put it in a jar and try it.

Kitty
I was walking alone along the path (we show one finger)
My two legs walked with me (shows two fingers)
Suddenly three mice come along (show three fingers)
Oh, we saw a kitten! (slaps his hands on his cheeks and seems to shake his head with his hands)
He has four legs, (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)
We need to run away quickly! (with two fingers, index and middle, we run along the surface)

Leaves
One two three four five -
We will collect 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.
We'll take an autumn bouquet to mom. They clench and unclench their fists.

On a visit
Visiting the big toe
They came straight to the house, connecting all the fingers one by one
Index and middle finger, with thumb.
The ring and last Little finger taps the thumb.
Little finger himself
He knocked on the threshold.
Together, friends, fingers, gather your fingers into a pinch.
They cannot live without each other.
Bibliography
1. T.A. Dateshidze “System of correctional work with children with delayed speech development.” - St. Petersburg: Rech, 2004.
2. O.N. Gromova T.A. Prokopenko “Games - fun for the development of fine motor skills of the hand” Educational and practical guide Published: “Gnome and D”, Moscow, 2001
3. L.P. Savina “Finger gymnastics” A manual for parents and teachers Published: “Rodnichok”, Moscow 2000
4. Shcherbakova T.N. "Finger games" Publisher: “Karapuz”, 1998

Variety of ways

development of fine motor skills

in preschool children

Novotroyanovsky educational complex

"Comprehensive schoolІ-ІІІ steps – lyceum –

preschool educational institution"

Psychologist: Konstantinova M.I.

Speech therapist: Derevenko N.N.

2014

Content

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Section I

1. The essence of the problem of fine motor skills in the context of modern educational tasks. . . . . . . . . . . . . . . . . . . . . . .7

   Features of the development of movements of the hand, fingers and arms

child. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . eleven

1. Health-saving components as a means of developing fine motor skills of preschoolers. . . . . . . . . . . . . . . . . . . . . . . 13

Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . 24

Section 2 Didactic aids using traditional and non-traditional methods of developing fine motor skills. . . . . . . . 26

Annotation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Game “Dasha doll outfits”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

Game "Balls-Smeshariki". . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Game "Kapitoshka". . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

Game "The Adventures of Kolobok". . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Game "Toys Hidden". . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Applications. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Electronic version of work

“It is not intellectual advantages that have made man the ruler over all living things, but the fact that we alone control our hands - this organ of all organs.”

Giordano Bruno

Introduction

At the present stage of development of knowledge about early childhood, the idea of ​​the value of the first years of a child’s life as the foundation for the formation of his personality has been confirmed. During this period, the foundations of such qualities as competence, independence, creativity, etc. are laid.

The determining factors in the development of a child’s personality are the social conditions of his life: communication, educational influence, organization of life in general, environmental influences, etc. Moreover, it is the pedagogical influence that largely determines the level of development of the child.

The main task of the pedagogical process is to enrich development, implement the principles of humanization and democratization - the transition to a pedagogy of a new quality, focusing on the individuality of each child.

As you know, emotional communication between an adult and a child (up to one year old) instills in him a sense of trust (or mistrust) in people and the world around him. In the future, this communication determines his friendliness and sociability. After all, knowledge is formed as a result of the interaction of a subject (child) with this or that information.

One of the important directions of modern development of society is the humanization of the educational system. This direction provides for increased interest in the child and sets tasks - the development of a holistic personal worldview.

In the Basic Component of Preschool Education in Ukraine, the holistic development of the child as an individual is considered as the main goal of the modernization of preschool education at the current stage of development of the state, and this, in particular, provides for caring for the health of the preschooler - a state of complete physical, spiritual and social well-being.

Life constantly presents more difficult conditions not only to adults, but also to children. The amount of information that children must learn not mechanically, but meaningfully, is constantly increasing.

Since the learning process is based on the physiological activity of the brain, then, of course, the success of pedagogical work depends to a large extent on the extent and how correctly the physiological capabilities of the brain are used.

Today, the question of the conditions in which these possibilities would be realized, perhaps to a greater extent, and without overloading or overworking the brain, is especially acute.The need for movement is one of the main physiological characteristics of the child’s body, being a condition for its normal formation and development.

Fine motor skills are one of the aspects of the motor sphere. Which is directly related to the mastery of objective actions, the development of productive activities, writing, and speech of the child. Formation of motor functions. This includes subtle hand movements that occur during the child’s interaction with the objective world around him.

Relevance - increasing the efficiency of complex work on the development of fine motor skills and coordination of finger movements in preschool children.

The wonderful teacher V. A. Sukhomlinsky wrote that the origins of children’s abilities and talents are at their fingertips; from them, figuratively speaking, come the finest streams that feed the source of creative thought. The more confidence and ingenuity in the movements of a child’s hand, the more subtle the interaction of the hand with a tool (pen, pencil...), the more complex the movements necessary for this interaction, the brighter the creative element of the child’s mind, the more skill in the child’s hand, the more child cleverer.

Research by Russian physiologists also confirms the connection between hand development and brain development. Works by V.M. Bekhterev proved the influence of hand manipulation on the functions of higher nervous activity and speech development. Simple hand movements help remove tension not only from the hands themselves, but also from the lips, and relieve mental fatigue. Research by M.M. Koltsova proved that each finger of the hand has a fairly extensive representation in the cerebral cortex. The development of fine movements of the fingers precedes the appearance of syllable articulation. Thanks to the development of fingers, a projection of the “scheme of the human body” is formed in the brain, and speech reactions are directly dependent on the fitness of the fingers.

Important conditions for the implementation of special skills in educational activities (primarily writing), as well as the skills necessary for the implementation of artistic, graphic, musical, constructive and other types of activities, as well as for the full development of those parts of the child’s brain that are functionally related to the activities of the hands, is the child’s ability to the voluntary regulation of muscle activity and the formation of the correct way of grasping various objects.

The ability for the necessary distribution of muscle force when working with the hands and sufficient functional mobility of the thumbs in relation to the rest provide the child with high plasticity in the field of fine motor skills.

In addition, the very development of fine motor skills occurs in the process of mastering these types of activities (their operational and technical side) and the objective tools necessary for their implementation.

It is also important that the level of development of children’s speech is directly dependent on the degree of formation of fine finger movements. Unfortunately, in recent years there has been an increase in the number of children with poorly developed speech.

The leading pedagogical idea is in creating additional conditions that help improve the efficiency of the development of fine motor skills in the hands of preschoolers.

Section I Theoretical foundations of the problem of developing fine motor skills of a child’s hands

1. The essence of the problem of fine motor skills in the context of modern educational tasks.

Fine motor skills are a set of coordinated actions of the nervous, muscular and skeletal systems, often in combination with the visual system in performing small and precise movements of the hands and fingers and toes. The term dexterity is often used when referring to motor skills of the hand and fingers. The area of ​​fine motor skills includes a wide variety of movements: from primitive gestures, such as grasping objects, to very small movements, on which, for example, human handwriting depends.

Fine motor skills are a necessary component of many human actions: object, instrumental, labor, developed in the course of the cultural development of human society.

The development of fine motor skills is important in several aspects that have determined existing areas of scientific research:

1) in connection with the development of cognitive abilities;

2) in connection with the development of speech;

3) development of one’s own hand movements to carry out object and instrumental actions, including writing.

The development of cognitive abilities in connection with the development of hand movements is especially active in infancy and early age due to the fact that the movements of the hand examining various objects is a condition for the child’s knowledge of the objective world. “Direct practical contact with objects, actions with them lead to the discovery of more and more new properties of objects and relationships between them” (D.B. Elkonin). Speech development is closely related to the development of fine motor skills. If you look closely at the image of the brain, it becomes clear that the motor speech area is located next to the motor area, being part of it. About a third of the total area of ​​the motor projection is occupied by the projection of the hand, located close to the speech zone. Training fine movements of the fingers has a great influence on the development of a child’s active speech. Conducted by M.M. Koltsova, L.F. Fomina's research and observations showed that the degree of development of finger movements coincides with the degree of speech development in children. Thus, until finger movements become free, it is not possible to achieve speech development in children.

1. Hand movements are the basis for developing self-care skills in children.

2. The level of development of fine motor skills is one of the important indicators of a child’s readiness for school.

3. Movements of the fingers affect the development of the motor function of speech and stimulate the development of other mental functions - thinking, memory, attention. The function of the human hand is unique and universal. Sukhomlinsky wrote in his memoirs that “the child’s mind is at his fingertips. The more skill in a child's hand, the smarter the child. It is the hands that teach the child precision, neatness, and clarity of thinking. Hand movements excite the brain, causing it to develop.” According to M.M. Koltsova, the level of speech development is directly dependent on the degree of formation of fine movements of the fingers: if the development of finger movements corresponds to the child’s age, then his speech development will be within normal limits; if the development of finger movements lags behind, the development of speech is also delayed. MM. Koltsova notes that there is every reason to consider the hand as an “organ of speech” - the same as the articulatory apparatus. From this point of view, the motor projection area of ​​the hand can be considered another speech area of ​​the brain. According to the observations of researchers, the development of a child’s verbal speech begins when the movements of the fingers reach sufficient subtlety. The development of finger motor skills, as it were, prepares the ground for the subsequent formation of speech.

It turns out that most modern children have a general motor lag, especially urban children. Remember, now even in kindergartens they ask you to bring shoes with Velcro, so that teachers do not have to take the trouble to teach the child to tie his shoelaces. Even 20 years ago, parents, and with them their children, had to do more with their hands: sort through cereals, wash clothes, knit, embroider. Now there is a car for each lesson. A consequence of poor development of general motor skills, and in particular the hands, is the general unpreparedness of most modern children for writing or problems with speech development. With a high degree of probability we can conclude that if everything is not in order with speech, it is probably problems with motor skills. Work on the development of fine motor skills of the hands and fingers has a beneficial effect not only on the development of speech and its functions, but also on the mental development of the child. In Japan, for example, targeted hand training for children is carried out in kindergartens from the age of two (according to experts, this stimulates the child’s mental development), and in Japanese families children develop their fingers from the age of one. You need to start working on developing fine motor skills from a very early age. Already an infant can massage his fingers (finger gymnastics), thereby influencing the active points associated with the cerebral cortex. In early and early preschool age, you need to perform simple exercises, accompanied by a poetic text, and do not forget about developing basic self-care skills: buttoning and unbuttoning buttons, tying shoelaces, etc.

Children love to wave their hands, clap their hands, play “Magpie-white-sided”, show “horned goat”. All these games are very useful, as they train the hand. Also in early childhood, games with cubes, pyramids, nesting dolls are useful. Later - with various type of construction sets, for example, "Lego", when the child has to assemble and disassemble small parts, put together a whole from individual parts, and for this it is very important that the fingers obey and work well, thereby stimulating the baby's speech development.

The most effective is to use the influence of physical activity and positive emotions that tone the brain.

It is reliably known: the more small movements are controlled by the hand, the better the development of mental activity progresses.

The movements of the child’s fingers and hands have a developmental effect.

Regular finger exercises improve the child’s memory and mental abilities, relieve emotional stress, improve the functioning of the cardiovascular and digestive systems, develop coordination of movements, strength and dexterity of the hands, and maintain vitality.

1. Features of the development of movements of the child’s hand, fingers and arms

In children, the ability to perceive surrounding objects is largely related to the development of hand actions. From the outside, it seems that reaching out to an object, reaching out and taking it is so simple and easy for a child that it does not require attention. However, no matter how simple the actions may seem to us, adults, we note: a child in the first months of life does not yet have these actions, since a newborn child cannot perform them in a coordinated and purposeful manner. Indeed, in the first months of his life, all the baby’s movements, including hand movements, are of an unconditional reflex nature, i.e. arise without a purposeful, volitional effort - they are not special.

The ontogenesis of the development of the actions of a child’s hands is interesting. I. Sechenov was one of the first scientists who criticized the theory of hereditary conditioning of the development of child's hand movements as a result of the maturation of certain nervous structures. He wrote that human hand movements arise in the process of education and training as a result of the creation of associative connections between visual, tactile and muscular sensations in the process of active interaction with the environment.

The motor and speech functions of a child, like other higher mental functions, go through a long journey, starting from intrauterine development. This path is individual and uneven. At a certain period, all processes are synchronized in order to create together an integral ensemble of speech activity that is able to adequately respond to the demands that society places on the child.

It is quite important that adults know the norms of a child’s motor and speech development and monitor the stages of development of skills. Necessary measures taken in time can ensure the baby’s full development.

Movements of the fingers and hands are of particular developmental importance, as they affect the development of speech and all higher nervous activity of the child.

Age-related features of the development of fine motor skills of the hands and hand-eye coordination:

At the age of 1-2 years, a child holds two objects in one hand, draws with a pencil, turns over the pages of books, places cubes on top of each other, and makes a pyramid.

At the age of 2-3 years, he opens a box and turns its contents over, plays with sand and clay, opens lids, draws with his finger, and strings beads. He holds the pencil with his fingers and copies the shapes with a few strokes. Builds from cubes.

At the age of 3 to 5 years, a child draws with colored chalk, folds paper, sculpts from plasticine, laces shoes, and identifies objects in a bag by touch. The hand begins to act as a purely human organ.

However, it still takes a long time before a child’s hand begins to act like an adult’s hand.

1. Health-saving components as a means of developing fine motor skills of preschoolers.

Using simple methods, you can stimulate intellectual potential, promote the development of brain functions in order to eliminate disharmony when the functions of individual sense organs predominate. For this purpose, special exercises, games, etc. are used.

Fine motor skills are developed by:

- various finger games where you need to perform certain movements in a certain sequence;

- playing with small objects that are difficult to handle (only under adult supervision);

- games where you need to take something or pull it out, squeeze - unclench, pour - pour, pour - pour out, push into holes, etc.;

- drawing with a pencil (felt-tip pen, brush, etc.);

- fastening and unfastening zippers, buttons, dressing and undressing, etc.

Physical exercises also develop fine motor skills. These are various hangings and climbing (at a sports complex, on a ladder, etc.). Such exercises strengthen the baby’s palms and fingers and develop muscles. A baby who is allowed to climb and hang is better able to master exercises that focus directly on fine motor skills.

Currently, the problem of developing fine motor skills is receiving quite a lot of attention. But every creative teacher tries to introduce both traditional and non-traditional methods and techniques into their correctional work for the development of fine motor skills in children with physical development problems.

Forms of work to develop fine motor skills:

Traditional:

- self-massage of hands and fingers (stroking, kneading);

- finger games with speech accompaniment;

- finger gymnastics (special exercises without speech accompaniment, combined into a complex);

- graphic exercises: shading, completing a picture, graphic dictation, connecting by dots, continuing a series;

- subject activity: paper, clay, plasticine;

- games: mosaics, construction sets, lacing;

Various types of fasteners;

- puppet theaters: finger, mitten, glove, shadow theater.

To develop fine motor skills, along with traditional methods and techniques,non-traditional. Non-traditional ones include:

Games and exercises using a “dry” pool;

Self-massage of hands and fingers with walnuts, pencils, massage brushes, chestnuts, balloons;

- use of natural materials (cones, nuts, cereals, plant seeds, sand, stones;

Massage using a Su-jok ball, Kuznetsov applicator or Lyapko needle mats;

The use of various household items (clothespins, grilles, brushes, combs, curlers, pencils, hair ties and much more);

Testoplasty;

Quilling.

The non-traditional material provides ample opportunities for training the small muscles of the hand in various activities of a gaming nature. In addition to the development of fine motor skills and fine differentiated finger movements, conducting exercises using non-standard equipment, accompanied by a poetic text or performed to music, is aimed at solving the following problems:

- formation of cognitive activity and creative imagination of children;

- development of visual, auditory perception, creative imagination;
- development of mental processes: attention, memory, thinking, imagination;
- development of the prosodic side of speech: a sense of tempo, rhythm, voice strength, diction, expressiveness of speech.

Such games help create a positive emotional background, cultivate perseverance, and form positive motivation in the classroom.

The peculiarities lead to the tasks that are solved in remedial classes. The use of health-saving technologies helps solve these problems. It is no coincidence that correctional pedagogy is also called therapeutic. The selection of elements of various health-saving technologies depends on the age and psychophysiological characteristics of children.

In our practical activities we use the following health-preserving components:

Japanese finger gymnastics.

Japanese doctor Namikoshi Tokujirro created a healing technique for influencing the hands. He argued that fingers are endowed with a large number of receptors that send impulses to the human central nervous system. There are many acupuncture points on the hands, by massaging which you can influence the internal organs reflexively associated with them.

In terms of saturation of acupuncture zones, the hand is not inferior to the ear and foot. Eastern doctors have found that massage of the thumb increases the functional activity of the brain, massage of the index finger has a positive effect on the 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.

"Health Balls"

The well-known Chinese balls, which roll in the palms with quiet tapping, are in fact one of the powerful tools of qigong training. The history of “Health Balls” goes back many centuries. However, the most numerous and useful in use are wooden, stone, and metal balls. “Health balls” serve as a means of developing concentration and attention, regulating a person’s energy base.

Today, balls have become very popular both in China and throughout the world. It turned out that they improve blood circulation, memory and normalize blood pressure. According to modern medicine, the healing effect of exercises with balls is explained by the close connection that exists between the hand and the central nervous system. According to Chinese traditional medicine, the balls affect the meridian points located on the fingers and palms, thereby improving the functioning of all organs and systems of the body.

Psycho-gymnastics.

Psycho-gymnastics helps create conditions for the successful learning of each child. The correctional focus of classes involves the correction of motor, speech, behavioral disorders, communication disorders, and insufficiency of higher mental functions. These tasks are successfully solved in theater classes, logarithmics, during dynamic pauses in classes and in role-playing games.

Su-Jok therapy.

Most often, in our practical work with children, we turn to the innovative technology of Su-Jok therapy.

The method of Su-Jok therapy has found widespread and successful use in speech therapy and psychological practice. The research of the South Korean scientist Professor Park Jae-Woo, who developed Su-Jok therapy, substantiates the mutual influence of individual parts of our body on the principle of similarity (the similarity of the shape of the ear with the human embryo, the arms and legs of a person with the human body, etc.). These healing systems were created not by man - he just discovered them - but by Nature itself. This is the reason for her strength and security. Stimulation of the points leads to healing (see appendix 1). Improper use never causes harm to a person - it is simply ineffective. Therefore, by identifying the necessary points in the correspondence systems, it is possible to develop the child’s speech sphere. On the hands and feet there are systems of highly active points corresponding to all organs and areas of the body. By influencing them, we can regulate the functioning of internal organs. For example, the little finger is the heart, the ring finger is the liver, the middle finger is the intestines, the index finger is the stomach, the thumb is the head. Consequently, by influencing certain points, it is possible to influence the human organ corresponding to this point.

In correctional work, we actively use Su-Jok therapy techniques to develop fine motor skills of the fingers, as well as for the purpose of general strengthening of the body.

Thus, Su-Jok therapy is one of the effective techniques that ensures the development of the cognitive, emotional and volitional spheres of the child.

Tasks :

Influence biologically active points according to the Su-Jok system.

Stimulate the speech areas of the cerebral cortex.

Su-Jok therapy techniques :

1.Massage with a special hedgehog ball. Since there are many biologically active points in the palm of your hand, an effective way to stimulate them is to massage them with a special ball. By rolling the ball between their palms, children massage their arm muscles. Each ball has a “magic” ring.

2.Massage with an elastic ring, which helps stimulate the functioning of internal organs. Since the entire human body is projected onto the hand and foot, as well as onto each finger and toe, an effective way to prevent and treat diseases is to massage the fingers, hands and feet with an elastic ring. The ring should be put on your finger and the area of ​​the corresponding affected part of the body should be massaged until it becomes red and a feeling of warmth appears. This procedure must be repeated several times a day.

With the help of “hedgehog” balls with rings, children like to massage their fingers and palms, which has a beneficial effect on the entire body, as well as on the development of fine motor skills of the fingers, thereby promoting the development of speech.

3.Manual massage of hands and fingers. Massage of the fingers and nail plates of the hands is very useful and effective. These areas correspond to the brain. In addition, the entire human body is projected onto them in the form of mini-correspondence systems. Therefore, the fingertips must be massaged until a lasting feeling of warmth is achieved. This has a healing effect on the entire body. It is especially important to influence the thumb, which is responsible for the person’s head.

During correctional activities, active points located on the fingers are stimulated using various devices (balls, massage balls, walnuts, prickly rollers). I do this work before completing tasks related to drawing and writing for 1 minute.

4.Foot massage . The impact on the foot points is carried out while walking on ribbed paths, massage mats, rugs with buttons, etc.

For speech therapy purposes, su-jok therapy, together with finger games, mosaics, lacing, shading, modeling, and drawing, activates the development of children's speech.

Let's look at someforms work with children to normalize muscle tone and stimulate speech areas in the cerebral cortex, correct pronunciation (sound automation), develop lexical and grammatical categories, and improve spatial orientation skills.

Su-Jock massage with balls (children repeat words and perform actions with the ball in accordance with the text)

1, 2, 3, 4, 5!

I'll roll the ball.

I'll stroke your palm

And I'll tickle her.

I roll the ball in circles

I drive him back and forth.

I will stroke their palm.

It's like I'm sweeping away crumbs

And I'll squeeze it a little,

How a cat squeezes its paw

I'll press the ball with each finger,

And I'll start with the other hand.

2. Massage the fingers with an elastic ring (Children alternately put massage rings on each finger, reciting a finger gymnastics poem)

One two three four five,(extend fingers one at a time)

The fingers went out for a walk,

This finger is the strongest, thickest and largest.

This finger is for showing it.

This finger is the longest and stands in the middle.

This ring finger is the most spoiled one.

And the little finger, although small, is very dexterous and daring.

3. Using Su-Jok balls to automate sounds (the child alternately puts a massage ring on each finger, while reciting a poem to automate the given sound Sh)

On the right hand:

This baby is Ilyusha,(on the thumb)

This baby is Vanyusha,(pointing)

This baby is Alyosha,(average)

This baby is Antosha,(nameless)

And the smaller baby is called Mishutka by his friends(little finger)

On the left hand:

This little girl is Tanyusha,(on the thumb)

This little girl is Ksyusha,(pointing)

This baby is Masha,(average)

This little girl is Dasha,(nameless)

And the little one's name is Natasha(little finger)

4. The use of Su-Jok balls in improving lexical and grammatical categories

Exercise "One-many". The speech therapist rolls a “miracle ball” across the child’s table, naming the object in the singular. The child, having caught the ball with his palm, rolls it back, naming the nouns in the plural.

Similarly, we carry out the exercises “Name it affectionately”, “Say the opposite”

5. Using Su-Jok balls to develop memory and attention

Children follow the instructions: put the ring on the little finger of your right hand, take the ball in your right hand and hide it behind your back, etc.; the child closes his eyes, the adult puts a ring on any of his fingers, and he must name which finger of which hand the ring is on.

To develop memory, perception and attention, children follow the instructions: “Find two identical balls, arrange the balls by color, find all the blue ones (red, yellow, green), make multi-colored balls (blue-red, green-yellow).

6. Using balls to sound words

To characterize sounds, massage balls of three colors are used: red, blue, green. On the instructions of the speech therapist, the child shows the ball corresponding to the designation of the sound.

7. Using marbles to improve your skills in using prepositions

There is a box on the table, according to the speech therapist’s instructions, the child places the balls accordingly: a red ball - in the box; blue - under the box; green - near the box; Then, on the contrary, the child must describe the adult’s action.

9. Using balls for syllabic analysis of words

Exercise “Divide words into syllables”: The child names the syllable and takes one ball from the box, then counts the number of syllables.

10. Fairy tale “Hedgehog on a walk” (Appendix No. 2)

These are just some examples of the use of Su-Jok therapy in our work (see Appendix No. 3)

conclusions

The undeniable advantages of Su-Jok therapy are:

High efficiency – when used correctly, a pronounced effect occurs.

Absolute safety – incorrect use never causes harm – it is simply ineffective.

Versatility - Su-Jok therapy can be used by both teachers in their work and parents at home.

Ease of use – to obtain results, stimulate biologically active points using Su-Jok balls. (They are freely sold in pharmacies and do not require large expenses)

Thus, Su-Jok therapy is a highly effective, universal, accessible and absolutely safe method of self-healing by influencing active points located on the hands and feet with special massage balls, the use of which in combination with exercises for correcting sound pronunciation and developing lexical and grammatical categories helps to increase the physical and mental performance of children, creates a functional basis for a relatively quick transition to a higher level of motor muscle activity and the opportunity for optimal targeted work with the child, providing a stimulating effect on the development of speech, thinking, attention, and memory.

The combination of exercises such as finger gymnastics, self-massage with exercises for correcting sound pronunciation, the formation of lexical and grammatical categories, and the emotional and volitional sphere can significantly increase the effectiveness of correctional activities in a kindergarten.

Working on the development of fine motor skills of children's fingers, we achieved certain results. During the observation, the children's fine motor skills of the fingers improved, and thus: attention, thinking, and observation. The coordination and accuracy of hand and eye movements and general motor activity improved. Thus, as a result of the work done, we came to the conclusion that targeted, systematic and systematic work on the development of fine motor skills of the fingers in preschool children contributes to the formation of speech, intellectual abilities, and most importantly, helps to preserve the physical and mental health of the child. And all this prepares the preschool child for successful schooling.

Bibliography

Bardysheva T. Yu. Hello, little finger. Finger games. – M.: “Karapuz”, 2007.

Bolshakova S. E. Formation of fine motor skills of the hands: Games and exercises. – M.: TC Sfera, 2006.

Bot O. S. Formation of precise finger movements in children with general speech underdevelopment // Defectology. - 1983. - N1.

Bugaeva Z.N. Entertaining games and creative tasks for the development of oral speech and diction - Donetsk: LLC PKF "BAO", 2004.

Vorobyova L.V. Educational games for preschoolers. – St. Petersburg: Publishing house. Litera house, 2006.

Vorobyova T. A., Krupenchuk O. I. Ball and speech. – St. Petersburg: Delta, 2001.

Ermakova I. A. Developing fine motor skills in children. – St. Petersburg: Publishing house. Litera house, 2006.

Krupenchuk O.I. Finger games. – St. Petersburg: Publishing house. house "Litera", 2007.

Kryazheva N.L. Development of the emotional world of children. – Yaroslavl, 1996.

Lopukhina I. S. Speech therapy - speech, rhythm, movement: A manual for speech therapists and parents. – St. Petersburg: ICHP “Hardford”, 1996.

Melnikova A.A. We hunted a lion. Development of motor skills. M.: “Karapuz”, 2006.

Pimenova E. P. Finger games. – Rostov-on-Don: Phoenix, 2007.

Sokolova Yu. A. Finger games. – M.: Eksmo, 2006.

Timofeeva E. Yu., Chernova E. I. Finger steps. Exercises to develop fine motor skills. – St. Petersburg: Corona-Vek, 2007.

Chistyakova M.I. Psycho-gymnastics. – M., 1990.

Tsvintarny V.V. Playing with fingers and developing speech - St. Petersburg: ICHP "Hardford", 1996.

Section 2

developmental benefits

using traditional

and unconventional ways

development

fine motor skills

annotation

A creative approach, the use of alternative methods and techniques contribute to more interesting, varied and effective developmental activities and exercises.

The presented didactic manuals are aimed at developing fine motor skills of the child’s hands, cognitive processes, and the emotional and volitional sphere of preschoolers with the help of health-saving technologies and are created on the basis of a holistic approach to the child’s personality, taking into account the natural dynamics of his development.

Key highlights of the manuals:

- intensive development of finely coordinated hand movements (fine motor skills), improvement of the child’s visual perception and visual memory;

Formation of ideas about color, consolidation of sensory standards;

Improving memory, attention, thinking, speech development;

Usagethe poetic form of presenting the material has an impact on the coordination of speech and movements, evokes an emotional response in the child, encourages him to voice his actions;

Conscious attitude towards your emotions, inner world, mood, feelings;

The use of modern health-saving components in the education of preschoolers in order to form a careful attitude towards their physical and psychological health.Thus, the presented developmental aids are aimed not only at solving a particular problem - the development of fine motor skills, but also solves a number of important general pedagogical problems that make it possible to create a future first-grader a comfortable educational environment and positive motivation for learning. The manuals “Balls-Smeshariki”, “Kapitoshka”, “The Adventures of Kolobok”, “Toys Hid”, “Dasha the Doll” are addressed to speech therapists, psychologists and teachers of preschool educational institutions and development centers, as well as parents of preschool children.

A traditional way to develop fine motor skills

Game “Dasha doll outfits”

Junior preschool age

Goals: introducing children to types of fasteners; consolidate primary colors and enrich vocabulary in accordance with the topic; develop fine motor skills, visual perception and memory; cultivate a caring attitude towards clothing.

Progress of the game:

The cheerful doll Dasha comes to visit the children and is planning to go to her friend’s birthday party. But mom bought a lot of elegant dresses for Dasha and she can’t decide which dress to wear for the holiday. Children help the doll try on and choose an outfit. The teacher draws the children's attention to the color (red, blue, yellow, green) of the dress and the fastener (buttons, snaps, Velcro, zipper). After trying on each dress, the Dasha doll asks the children to rate the outfit:

“What a dress I’m wearing today!
Do you really like it?
Am I really dressed very nicely?
The dress is red (blue, green, yellow)..."

The satisfied doll Dasha neatly folds the rest of the dresses, thanks the children for their help and goes to the party.

Unconventional ways to develop fine motor skills

Game "Balls-Smeshariki"

Junior preschool age

Target: consolidate children's knowledge about color; develop fine motor skills of the hands; develop the ability to play together, follow the instructions of an adult; introduce children to playing materials: panels, rubber balls.

Rules and course of the game:

I hold him by the leash

Although he is not a puppy at all,

And he got off the leash

And flew away under the clouds.

After the children solve the riddle, the teacher lays out the game panel, the children examine the rubber balls and find the paths by color. Each child rolls a rubber ball towards a balloon of the same color. The child rolls the ball with the palm of his right hand from the end of the thread to the balloon, and in the opposite direction with the palm of his left hand.

Middle and senior preschool age

Target: consolidate children's knowledge about color; practice agreeing a noun with an adjective; develop fine motor skills of the hands; develop the ability to play together, follow the instructions of an adult; development of associations;development of the emotional and volitional sphere in children,introduce children to playing materials: panels, rubber balls.

Progress of the game:

Before the game, the teacher asks a riddle:

I hold him by the leash

Although he is not a puppy at all,

And he got off the leash

And flew away under the clouds.

After the children solve the riddle, the teacher draws the children’s attention to a game panel with a message-task from Smeshariki.

TASKS

GAME EXERCISE “Roll the ball”

Each child rolls a rubber ball towards a balloon of the same color. The child rolls the ball with the palm of his right hand from the end of the thread to the balloon, and in the opposite direction with the palm of his left hand.

GAME EXERCISE with text pronunciation.

Rules : rolling the ball with saying: “1,2,3,4,5 I will roll the ball” or “I roll the yellow ball to the yellow ball”

GAME – LOTTO “WHAT COLOR?”

Rules: Children have cards with pictures of objects of different colors. The speech therapist names the color. Children find an object of this color on the cards, then name the object and its color and roll the ball to the ball of the corresponding color. For example: I have a green leaf, a green hat...

GAME EXERCISE “COLORED BALLS”

Rules: a speech therapist, a psychologist names the color, the children select words: for example, pink (-th, -s, -oe). Pronouncing and completing sentences with rolling a ball:

I painted it red...

Sell ​​me, please... (pink, - oh, oh)

I'm going to give it to a friend...

I drew in the picture...

Along the green path goes...

Game "Kapitoshka"

Target: expand children's knowledge about natural phenomena. Reinforce concepts:

“clouds”, “rainbow”, “rain”, “lightning”, “hail”, “thunderstorm”, “snowfall”, “wind”. Enrich and activate children's vocabulary in accordance with the theme “Phenomena of Nature”. Learn to clearly pronounce the name of a natural phenomenon; match the corresponding verbs to the nouns (it rains, thunder rumbles, lightning flashes, clouds float, etc.). Develop coherent speech by teaching children to write stories about natural phenomena. Develop fine motor skills of the hands. Cultivate observation and independence.

Progress of the game :

The teacher tells the story of a small raindrop - Kapitoshka.

“A capitoshka is a small raindrop. One day Kapitoshka appeared in the little Wolf's house. The wolf cub is kind and affectionate, and this is what upset his parents. He is a loving son, and in order to please his mom and dad, he decided to improve and become real - Correct! - a wolf, ferocious, evil, cruel and cunning. This is how it is supposed to be according to wolf laws, and this is what is written in the tutorial for real wolves. The little wolf is intensively learning the rules from the textbook and practicing scary poses. However, it is so difficult to turn from good to bad because the evil Fairy bewitched him. Let us help Kapitoshka disenchant the Wolf Cub. And for this you and I need:

Psychologist's option.

Roll the ball along the path to the magic cloud, which shows a picture with the corresponding emotion. I propose to name and show emotions using facial expressions.

(The child rolls the ball in the opposite direction.)

Thus, Kapitoshka helps the Little Wolf get rid of these complexes, realize himself and becomes his great friend.

Speech therapist option.

At the beginning of the game, children receive balls. Each child must roll the ball across the panel to the corresponding natural phenomenon, which the teacher names, from bottom to top with the fingers of his left hand and return the ball from top to bottom along the panel with the fingers of his right hand.

Game options:

By rolling the ball, the child clearly says the name of the natural phenomenon.

While rolling the ball, the child, first together with the teacher and then independently, recites a poem about this phenomenon.

The panel can be used to strengthen children's ability to match the noun - the name of the phenomenon - with the corresponding verb. For example, rolling a ball towards lightning, he says: “Lightning shines, radiates.” Before the game, the teacher can invite the children to choose for themselves any phenomenon that is located on the panel; remember what they know about this phenomenon and, rolling the ball, talk about it.

Completeness: A game panel on which you can attach natural phenomena, pictures of emotions, and 4 rubber balls using adhesive tape.

Game "The Adventures of Kolobok"

Target: roll a yellow massage ball along the paths, develop fine motor skills, coherent, dialogic speech (make a simple sentence of 2-3 words), intonation.

Progress of the game:

The teacher invites the children to take a walk with Kolobok. During the game, the child discusses his movements with the teacher. “Kolobok is rolling along the path, and a bunny, a wolf, a bear, a fox are coming towards him. Hello, Kolobok! Where are you going? »

Completeness: game panel, pictures of a bunny, wolf, bear, fox, yellow rubber ball.

Game "Toys Hidden".

Tasks: teach children to move in accordance with a given direction “right”, “left”, “forward”, “backwards”, “in a circle”, “straight”, “in a circle”; develop fine motor skills of the hands; develop attention, auditory perception; develop the ability to play together.
Progress of the game:

The teacher tells the children a short story: “The animals were walking in the clearing, basking in the sun, but suddenly it started to rain. Everyone quickly ran away from the clearing and hid in all directions. But then the rain stopped and the sun came out again. It called all the animals back to the clearing, but they forgot the way back.” The teacher invites the children, using instructions, to find the animals and help them return to the clearing (toys lie at the ends of the paths, covered with handkerchiefs). If the child follows the instructions correctly, he approaches the toy and finds it.
At the beginning of the game, you can target the child to find a specific toy, for example, a tiger cub. At the end of the journey, it will be clear whether the child coped with the guidelines that the teacher gave him and whether he was able to find the hidden toy or lost his way and found, for example, a dog.

Instructions

Middle preschool age

We put the ball at the beginning of the blue path and start moving straight to the blue ring, turn left, go around in a circle, turn right and along the blue path we move straight along the path until it intersects with the yellow path, turn right and move straight to the end of the yellow path.

Senior preschool age

We put the ball at the beginning of the yellow path and start moving. Roll the ball along the yellow path until it intersects with the blue path, turn right and move straight to the yellow ring, turn left and move in a circle. We leave the circle, turn left along the path up to the beginning of the red carpet. Next, we move right along the red carpet, turn left and move straight to the end of the red carpet.

We place the ball at the beginning of the orange path, which is located on your right, and move straight along the winding path to the beginning of the blue path; turn left and move straight to the ring; turn right in a circle and move straight along the blue path to the beginning of the red one and move straight until it intersects with the yellow path; turn right and move straight along the yellow path until it intersects with the white one; We move along the white path straight to the end.

Completeness: game panel, animal toys, handkerchiefs, rubber balls.

Appendix No. 1

Bioactive points

hands and feet

Appendix No. 2

TALE “Hedgehog on a walk”

Exercises with a Su-Jock massager ball

Target: influence biologically active points according to the Su-Jok system, stimulate the speech zones of the cerebral cortex.

Equipment : Su-Jok ball - massager.

Once upon a time there lived a hedgehog in the forest, in his little house - a hole(hold the ball in your palm).

The hedgehog looked out of his hole(open your palms and show the ball) and saw the sun. The hedgehog smiled at the sun(smile, fan out one palm) and decided to take a walk through the forest.

A hedgehog rolled along a straight path(roll the ball with straight movements across your palm) , rolled and rolled and came running to a beautiful, round clearing(join palms in the shape of a circle). The hedgehog was happy and began to run and jump across the clearing(hold the ball between your palms)

I started smelling flowers(touch the spines of the ball to the tip of your finger and take a deep breath) . Suddenly clouds came running(hold the ball in one fist, in the other, frown) , and the rain started dripping: drip-drip-drip(knock the ball's spines with your fingertips in a pinch) .

A hedgehog hid under a large fungus(use the palm of your left hand to make a hat and hide the ball along it) and took shelter from the rain, and when the rain stopped, various mushrooms grew in the clearing: boletuses, boletus mushrooms, honey mushrooms, chanterelles and even porcini mushrooms(show fingers).

The hedgehog wanted to make his mother happy, pick mushrooms and take them home, and there are so many of them... how will the hedgehog carry them? Yes, on your back. The hedgehog carefully placed the mushrooms on the needles(prick each fingertip with a ball spike) and ran home happy(Roll out the ball with straight movements across your palm).

Appendix 3

Exercises with a Su-Jock ball massager:

1. Take 2 massage balls and pass them over the child’s palms(his hands are on his knees, palms up) , making one movement for each stressed syllable:

Stroke my palms, hedgehog!

You're prickly, so what!

Then the child strokes them with his palms and says:

I want to pet you

I want to get along with you.

2. In the clearing, on the lawn(roll the ball between your palms)

Bunnies galloped all day long.(jump on your palm with a ball)

And rolled on the grass(roll forward - backward)

From the tail to the head.

The hares galloped like this for a long time,(jump on your palm with a ball)

But we jumped and got tired.(put the ball on your palm)

Snakes crawled past(lead on the palm)

"Good morning!" - they were told.

I began to stroke and caress

All bunnies will be mother bunny.(stroke each finger with the ball)

3. The bear was walking sleepily,(walk the ball along the hand)

And behind her is a bear cub.(walk quietly with a ball on your hand)

And then the kids came(walk the ball along the hand)

They brought books in briefcases.

They began to open books(press the ball on each finger)

And write in notebooks.

The child rolls the ball between his palms, while reciting a poem to automate the sound J.

A hedgehog walks without paths

Doesn't run from anyone.

From head to toe

A hedgehog covered in needles.

How to take it?

Poems and riddles

Rainbow

Sunny playing

In the drops of rain,

Sparkles like a rainbow

Leaving into the sky

ties together

River banks

Heavenly bridge -

Rainbow-arc!

Thunder

On a huge dark cloud

A thunderclap came to us.

How thunder boomed in the sky,

Everything around was shaking!

But I won’t hide from the thunder, -

I heard from my mother at home:

Thunder rumbled - that means

Summer is already knocking on us.

hail

Hush hush…

You do not hear -

Hail drumming on the roof?

Water falls from the sky

In the form of ice beads:

“Duk-duk-duk-duk!”

Everyone fled around.

Snowfall

Snowfall, snowfall!

The garden is covered with snow,

And swamps and meadows,

And river banks,

And mountain paths,

And the fields are spacious.

Wind

A fresh breeze is blowing,

Blows due east

The clouds are driving across the sky,

It will rain by lunchtime.

Clouds

If clouds are running across the sky,

This means that the wind let them off the leash.

Light paws, ears and tail.

Every watchdog is lighter than a feather.

If you are so naturally light,

It's great to run on the re-race!

Lightning

Lightning, lightning

The maple was scorched.

Broken by a hurricane

He leaned over.

People sleep and birds sleep -

The silence is complete.

Illuminated the dark garden

Lightning! Lightning!

Storm

Drops started dripping.
It's raining.
It's pouring like crazy!
It began to hail.

Lightning flashes.
Thunder!

Everyone quickly runs home.

In the morning the sun shone brightly.

Rain

It is raining,

It is raining...

Even the rain gets tired.

He will go to the ground to rest...

It became quiet and quiet
And it grows out of the rain
Strawberries.

Rain

rain, rain, drip and drip!

You wouldn't drip on dads,

You wouldn’t drip on moms -

It would be better to come to us:

For dads it’s damp, for moms it’s dirty,

It’s wonderful for you and me!

PUZZLES

I ran along the meadow path -
The poppies nodded their heads;
Running along the blue river -
The river became pockmarked.

(Wind)

In the morning the beads sparkled,
They covered all the grass with themselves,
And we went to look for them during the day,
We search and search, but we won’t find it.

(Dew)

Above you, above me
A bag of water flew by
Ran into a distant forest -
He lost weight and disappeared.

(Rain cloud)

Sister and brother live:
Everyone sees one
Yes, he doesn’t hear
Everyone hears the other
He doesn't see it.

(Lightning and thunder)

What a wonderful beauty!
painted gate
Showed up on the way!..
You can't drive into them, you can't enter them...

(Rainbow)

There's a commotion in the yard -
White falling peas
Right on the head - oh!
He knocks the blossoms off the apple trees
And it does harm to the fields.

(hail)

What kind of arrow is that?
Did you light up the black sky?
The black sky lit up -
It sank into the ground with a roar.

(Lightning)

They ask for him, they wait for him,
And when he comes -
They will start hiding.

(Rain)

Picture material for manuals

Green

2. Red

Blue

8. Pink

10. Blue