Nutrition and diets 

The development of fine motor skills in older preschoolers. Research work on the topic: The development of fine motor skills of hands in preschoolers when working with paper

Maria Kirillova
The development of fine motor skills of hands in a preschool educational institution

Children's hand. Like her develop?

"Sources of abilities and talents

children at their fingertips"

V. A. Sukhomlinsky

During preschool childhood, the child practically masters speech. But, unfortunately, there are many reasons when his speech is not formed properly, and one of them: Badly well-developed fine motor skills.

It is well known about the relationship development speech and subtle movements of the hands, or in other words, manual and speech motility. The hand, fingers, palms are perhaps the main organs that set the mechanism in motion. mental activity child.

How often do many hear from teachers that preschoolers do not developed hand. Rises question: is it sufficient child's hand developed? Is it possible to develop better and stronger?

Sculpting, drawing, appliqué are the products of work small muscles of the hand guided by the brain. All body movements and speech motility have the same mechanisms, so development of fine motor skills hands have a beneficial effect on child's speech development.

Motor speech centers in the human cerebral cortex are located near motor centers of the fingers, That's why, developing speech and stimulating finger motor skills, we transmit impulses to the speech centers, which activates speech. small children's hand muscles develop in various exercises.

Positive impact on development of the small muscles of the hand:

Modeling from plasticine, clay, salt dough

Drawing that preschoolers love to do

Application with different techniques

Games that involve the hand (moving and inactive, with various small items)

Self service (lacing shoes, fastening buttons)

Participation of children in household chores (sort out cereals, pasta)

Daily exercise

Finger gymnastics and hand exercises

Different types of manual labor (sculpting, embroidery, weaving, mosaic, knitting, designing.)

Hatching and graphic mazes

Massage and self-massage of hands and fingers

It's only short list exercises that will help develop the child's hand, and they can be organized in every family.

Forming and improving the subtle motility fingers and large body movements, we complicate the structure of the brain, develop the psyche and intellect of the child, but it must be remembered that any activities that involve small groups muscles, are tiring, especially for preschoolers, so it is very important to provide for their change, limit the duration and load.

Widely used in speech therapy work with preschoolers finger gymnastics and speech exercises that contribute to the coordination of speech with movement and the elimination of defects in sound pronunciation in children.

Finger games contribute speech development, creative activity. They seem to reflect the reality of the surrounding world - objects, animals, people, their activities, natural phenomena. During finger games children, repeat the movements of adults, activate hand motility. Thus, dexterity is developed, the ability to control one's movements, to concentrate on one type of activity.

Finger games and exercises are a unique tool for speech development. Pediatricians and psychologists believe that psychomotor processes of development speech is directly related to development of fine motor skills(that is, the ability to manipulate fingers). Learning texts using “finger” gymnastics stimulates development of thinking, attention, imagination, brings up emotional expressiveness, speed of reaction. The child remembers poetic texts better, his speech becomes more expressive.

Finger games give the fingers a good rest. In addition, they develop their dexterity, mobility, and funny poems help children relieve emotional stress.

Efforts must be made to develop, strengthen the children's hand and fingers, make them obedient, dexterous, mobile. No need to put a pencil into the clumsy and still weak hand of the child and suffer from work in copybooks. The first failures will cause disappointment and even irritation.

Take care of the success of the child's activities, reinforce his interest in activities, let them bring him joy. It all depends on you and your imagination. And you will succeed!

Related publications:

The development of fine motor skills of the hands

Summary of the lesson "Development of fine motor skills of hands"“The development of fine motor skills of the hands” “The hand is the human brain that has come out” N. Kant V last years there is a trend in our country.

The development of fine motor skills of hands in young children in preschool The development of fine motor skills is closely related to the development of speech at an early age. This is due to the fact that the areas of the brain responsible for development.

The well-known teacher V. A. Sukhomlinsky owns the statement: "The mind of a child is at the tips of his fingers." "The hand is a tool.

Didactic games for the development of fine motor skills of hands and sensory Didactic games for the development of sensory and fine motor skills of hands normal development the child's speech intimately.

Master class for parents of the preschool educational institution "Talking fingers". The development of fine motor skills of hands in preschool children Municipal treasury educational institution"Kokorinsky secondary school" Kindergarten "Solony".

The development of fine motor skills of hands in young children, the preschool period, occupies the minds of parents who are concerned about the future education of the child at school. In our article you will learn what fine motor skills are, how and why to develop it.

Definition

M. Montessori, V.A. Sukhomlinsky, A.R. Luria, other psychologists, teachers and physiologists devoted their lives to studying the properties and characteristics of fine motor skills. They found the dependence of the level of speech development of preschoolers on the organization of movements with fingers and hands. The accuracy of the manipulation depends on the development of small muscles. When fastening buttons, drawing, modeling, the work of the speech departments of the brain is enhanced.

Fine motor skills of hands are connected with consciousness, thinking, spatial orientation, memory, vision. This is also important for the development of speech, success in teaching a child, and the future life of an adult.

Thus, under the concept of the speech therapy term “ fine motor skills of the hands" means a complex of mental and physiological processes. Visual, bone, muscular, nervous systems are involved. The accuracy, perfection of the motor skills of the fingers and the speed of development of the speech function depend on the coherence of their interaction.

Diagnostics

developmental survey physiological features fine motor skills in children milestone corrective and developmental work.

Diagnosis is carried out by speech therapists, defectologists, neurologists, kindergarten teachers.

The peculiarity of the survey is that the child repeats the manipulations after the teacher. For the lesson, create a relaxed atmosphere, it is better to use the game. Tasks are divided according to the age of the subjects.

To examine the development of fine motor skills of hands in children 3-4 years old, the following exercises:

  1. Touching the nose with index fingers eyes closed.
  2. Flexion of the phalanges on both hands alternately.
  3. Performing two opposite actions at the same time. For example, one hand is clenched into a fist, while the fingers of the other are unclenched.
  4. Folding large and index finger into the ring.
  5. Manipulations with buttons: unbuttoning, fastening.
  6. Transferring small items from the table to the box.

An analysis of the level of development of fine motor skills of hands in children 4-5 years old is carried out as follows:

  1. The child must draw a straight, broken line.
  2. String buttons on a thread.
  3. Extend your index and middle fingers.
  4. Stroke all other fingers with your thumb.
  5. Cut paper into even strips.
  6. Perform a pinch movement and straighten the palm back freely.

Norms

The development of fine motor skills in children occurs gradually. TO certain age the child must perform the following set of actions, corresponding to the level of physiological, mental development:

  • At 2-2.5 years old, the baby knows how to unfasten Velcro, large buttons, pushes small objects into holes, removes clothespins, draws in a sweeping manner. Masters simple exercises of finger gymnastics.
  • At 2.5 - 3 years old, he unscrews the lids, draws with his fingers, sculpts cakes, copies the lines. He knows how to string beads on a hard thread, wire, cut a sheet of paper, collect cereals with a spoon in a container and transfer it to another jar.
  • At 3-3.5 years old, he draws straight lines, outlines dotted lines, repeats simple figures according to the model with a pencil, sculpts balls, plasticine sausages. He knows how to fasten and unfasten all types of locks, buttons, performs finger gymnastics well, is fluent in scissors.
  • At 4 years old, he holds a pencil correctly, draws hexagons, stars, cuts out any geometric shapes. He knows how to sort small objects, unfolds wrappers, strings small beads on a thread, sculpts figures from dough, plasticine, ties knots, repeats the contours of objects with his finger in the air.
  • At the age of 5, he copies letters, numbers, folds paper several times, draws a house. Able to identify small objects by touch, lace up shoes, catch the ball with two handles. In senior preschool age skills for the development of fine motor skills in children are that the hands and fingers are already formed to master the letter.
  • At the age of 6, a preschooler copies complex figures with a pencil, parts of a person’s body, catches a thrown object with one hand, and can perform a mirror image. He knows how to play the keyboard instrument, braids pigtails, almost completely masters the possibilities of hand motor skills by grade 1.

The development of skills in children 2-3 years old can take place individually, with slight deviations. Most often, they quickly catch up with their peers. If strong deviations from the norm are detected in the diagnostics, for example, 1-2 tasks out of 6 are performed correctly or moderately, we can talk about violations in the intellectual, physiological terms. Correction of development is carried out by specialists, most often one year of full-fledged classes with a teacher is enough for children to enter the age norm, to eliminate lags in the development of speech.

If by the age of 3-4 the baby cannot hold a pencil correctly, does not fold a pyramid, does not hold a spoon, scissors in his hand, does not catch, does not throw a ball, then you need to urgently contact a specialist. These indicators indicate serious deviations in development and upbringing.

We develop fine motor skills

For preschool children, the following activities are used.

Massage

Self-massage and adult assistance are used. Spend 2 times a day, use as a warm-up before drawing, sculpting. The set of exercises includes:

  • Kneading of palms, brushes.
  • Immersion of the palms in a dry pool with grits of sand, covers from plastic bottles etc.
  • Use of devices: hedgehogs, finger rings, marlbs balls.

Massage of the palms should be done with elastic movements, rub the skin until red. You can use improvised means, for example, a pencil, nuts. In the first lesson, teach the preschoolers the correct massaging movements that he could apply required amount arm strength.

The nut rolls between the palms, is held along the edges by weight. The pencil is inserted between the fingers, fixed in a certain position.

For kids aged 3-5 years, the following self-massage exercises are suitable:

  • Pin
    The fingertips are kneaded with a clothespin. The skin is bitten with light, but tangible movements. The clothespin seems to bite. Be sure to carry out the procedure on both handles.
  • Warm-up with Su-Jok
    These are special balls with spikes for the development of fine motor skills of the hands. Exercise improves blood flow, kneads and trains muscles.
    Children roll them on their palms from top to bottom.

It is important not to forget about health protection, the skin of hands and fingers should be clean, without scratches, prepared for massage.

finger games

Necessary for the development of speech and coordination of movements, warming up the muscles of the palms, phalanges.

  • legs

Fingers make stepping movements on the table

Children use their fingers to make glasses, forming circles with the thumb and forefinger. Bring them to your eyes.

  • Let's go for mushrooms

We count fingers: one, two, three, etc. We bend each finger in turn, saying a rhyme about how the fingers were looking for mushrooms, we do not unclench the cam.

  • Chair and table

We depict a table with a fist and a palm, change the position of the hands one by one. Then a chair: bring an open palm to the fist, put it on one side of the fist.

  • boat

Verse used:
The fox cub swims in a boat (palms are folded in the form of a boat),
The hare calls into the boat (the kids wave, calling for a friend).

  • Scissors

The child depicts scissors with his fingers, makes characteristic movements, as if cutting the fabric.

Finger paint

The development of fine motor skills is faster through visual activity. Use modern methods and materials for drawing. One of them is finger paints.

Draw figures, landscapes, large compositions based on a model or fantasy.
With a child 1-2 years old, draw lines, circles. With children from 3-4 years old - animals, houses, cars, geometric shapes.

To work with older preschoolers, print complex patterns for drawings, with the need to use a large number of shades, the image of polygons, numbers, letters.







Application

A fun activity for kids of all ages. Children from 4-5 years old already cut out figures of large and small sizes. They know how to stick paper to cardboard, place the elements of the work on the sheet.

Use designs with small details for appliqués. For example, an autumn tree with many small leaves on the crown, or an applique in the shape of a fish, where you need to cut each scale separately.

Colored paper, napkins, corrugated cardboard, natural remedies(sticks, pebbles, sand, cereals).

Rolled napkins make great flowers. The material can not only be twisted into balls, but also torn into pieces, gluing the pieces on top of each other.

You can make a sheep out of colored rice and semolina. The outline of a sheep is drawn on the sheet, it is covered with PVA glue, then semolina is sprinkled on the body, and the legs and horns are made of rice.

modeling

For classes, plasticine of various hardness, dough, kinetic sand are used.

Suitable for kids aged 2-4 soft plasticine. They need to be taught to roll sausages, balls, design simple shapes by attaching them to cardboard.

Older children can already perform complex tasks. For example, a picture from plasticine in different ways.

Use the smudge and build method. Be sure to clearly show the child how the parts are connected, how to make small parts and use colored elements.



During classes, not only motor skills develop, but also creative potential child, expanding horizons, knowledge about the color, shape, size, texture of the material. Visual activity develops the skill of perseverance, purposefulness.

How to conduct classes

  • Work with your child regularly, paying attention to massage, games, gymnastics, and creative activities.
  • At 2-3 years old, it is enough to massage the hands and fingers for 3-5 minutes. Then perform 1-2 exercises of gymnastics with the pronunciation of small rhymes. A couple of times a week, hold classes in modeling, learning to draw.
  • By the age of 4-5, increase the time of self-massage to 10-15 minutes 2 times a day. Do finger exercises for at least 20 minutes a day. The child should draw or sculpt daily.
  • In the senior preschool period, you can study for more than 30 minutes without a break. Alternate massage, finger and hand training in one session. Sculpt, draw with your child together, be sure to include complex elements in the composition, the image of letters and numbers.
  • The main principle of classes is systematic, consistency. Consider the developmental features of children when selecting materials, cards, poems, tasks.

IN kindergarten there are stands, guidelines for parents on how to develop fine motor skills in a child. Consult with teachers and repeat what has been passed in dow material Houses.

MBDOU No. 183 Kindergarten "Spark"
Completed by: Valyaeva Natalya Vasilievna
Arkhangelsk, 2014
Plan.
I. Introduction.
II. The development of fine motor skills in the process of practicing non-traditional types of activity.
1. The value of the development of fine motor skills.
2. Functions of the hand and fingers.
3. Types of activity that contribute to the development of fine motor skills, their brief description.
4. Stages of development of fine motor skills in preschool children.
III. Conclusion.
IV. Bibliography.
Introduction.
"The origins of children's abilities and gifts are at their fingertips." V. A. Sukhomlinsky.
The development of fine motor skills is the development of fine movements of the hands and fingers.
The movements of the human hand, as I. N. Sechenov wrote, are not hereditarily predetermined and are formed in the process of education and training, as a result of associative connections that arise during the work of the visual, auditory and motor speech analyzers.
IN Lately the development of fine motor skills, teachers and psychologists give everything greater value because it is an important part of the learning and development of the child.
V. A. Sukhomlinsky wrote that “the origins of the abilities and talents of children are at their fingertips. The more confidence in the movements of the child's hand, the finer the interaction of the hand with the tool, harder movement, brighter creative element of the child's mind. And the more skill in the child's hand, the smarter the child ... ".
The problem of the development of fine motor skills in the classroom for visual activity is very relevant, because it is visual activity that contributes to the development of sensorimotor skills - consistency in the work of the eye and hand, improvement of coordination of movements, flexibility, accuracy in performing actions, correction of fine motor skills of the fingers.
The development and improvement of fine motor skills of the hand and fingers is the main stimulus for the development of the central nervous system, all mental processes, speech.
Analysis and synthesis in the processing of information in the central nervous system provides a conscious selection of refined motor functions. The child realizes that with the improvement of motor functions, he feels more comfortable in any situation, in any environment.
According to studies conducted by L. V. Antakova - Fomina, M. M. Koltsova, B. I. Pinsky, the connection between intellectual development and motor skills of the fingers was confirmed. The level of development of children's speech is also directly dependent on the degree of formation of fine hand movements.
One of the effective forms of development of fine motor skills of children's hands are classes in fine arts. I. M. Solovyov in his research draws attention to the underestimation of the correctional and developmental value of drawing. He talks about the possibility of finding such a ratio of different types of drawing, which will ensure its effective influence on the development cognitive activity. Systemic development makes it possible to explain many functions and determine the mechanisms for the development of motor functions in a child. The development of motor function improves the development of cognitive function, the perception of incoming information.
High level the development of fine motor skills indicates the functional maturity of the cerebral cortex and psychological readiness child to school.
At preschool age, the main work on the development of fine motor skills is carried out through games and game exercises.
In the process of games and exercises for the development of fine motor skills, children develop memory, attention, auditory and visual perception, perseverance is brought up, playing and educational and practical activities are formed.
Games and exercises for the development of fine motor skills have a stimulating effect on the development of speech.
They are a powerful means of maintaining the tone and performance of the cerebral cortex, a means of its interaction with the underlying structures.
The development of fine motor skills in the process of practicing non-traditional types of activity.
The importance of developing fine motor skills.
Fine motor skills are motor activity, which
driven by coordinated work
small muscles of the hand and eye.
In the human brain, the centers responsible for speech and finger movements are located nearby. And the magnitude of the projection of the hand, located in the cerebral cortex, occupies about a third of the entire motor projection. It is these two scientifically confirmed facts that make it possible to consider the hand as a “speech organ” along with the articulatory apparatus. In this regard, it is believed that subtle finger movements significantly affect the formation and development of the child's speech function. Therefore, in order to teach a child to speak, it is necessary not only to train his articulation apparatus, but also to develop fine motor skills.
Fine motor skills of the hands interact and affect the development of attention, thinking, optical-spatial perception (coordination), imagination, observation, visual and motor memory.
The development of fine motor skills is also important because the entire future life of the child will require the use of precise, coordinated movements of the hands and fingers, which are necessary to dress, draw, write, and also perform a variety of household, educational and work activities.
Functions of the hand and fingers.

In the process of activity, the muscles of the hands perform three main functions:
 movement organs;
 organs of cognition;
 energy accumulators (both for the muscles themselves and for other organs).
If a child touches an object, then the muscles and skin of the hands at that time “teach” the eyes and brain to see, touch, distinguish, remember.
How does the hand study objects?
1. Touching allows you to verify the presence of an object, its temperature. humidity, etc.
2. Tapping makes it possible to obtain information about the properties of materials.
3. Picking up helps to detect many properties of objects: weight, surface features, shapes, etc.
4. Pressure makes it possible to determine softness or hardness, elasticity, what material it is made of.
5. Feeling (grasping, rubbing, stroking, circular and crumpling movements) of small and loose objects teaches the child to feel the touch of a palm or fingers. With thumb, forefinger, middle fingers, children feel the details of the mosaic, buttons, nuts, coins; large objects are grasped with all five fingers.
In general, different fingers perform different
functions.
Thumb performs the function of a support and a moving reference point.
 The main share of groping movements falls on the index and middle fingers. Thanks to their movements, a consistent development of the contour of the object and its elements is carried out.
ring finger and the little finger participate in the process of feeling episodically, only from time to time touching the object. Their main function is to balance the entire moving system.
 The palm in the process of feeling flat objects, as a rule, does not participate. But when feeling voluminous objects, it plays a rather active role in reflecting the curvature of their surface and volume.
Thus, the hand cognizes, and the brain captures sensation and perception, combining them with visual, auditory and olfactory into complex integrated images and representations.

Activities that contribute
development of fine motor skills.
I. Finger games and exercises.
 Games - manipulations.
 Plot finger exercises.
 Finger exercises combined with sound gymnastics.
 Finger exercises combined with self-massage of the hands and fingers.
II. Working with counting sticks.
III. Exercises with peas, beans, barley, woolen thread.
IV. Shadow games.
V. Games - lacing.
VI. Designer games.
VII. Lessons using non-traditional forms art activity.
 Drawing by poking.
This technique has been used since 3 years. It is carried out with a hard brush, which must be held vertically with respect to a sheet of paper, and the paint must be drawn onto the tip of the brush.
 Drawing cotton swab.
The technique has been used since 3 years. It is performed with a cotton swab by poking along the contour of the image or by painting over the entire image. The stick should be held perpendicular to the sheet, draw the next spot next to the previous one.
 Application from cotton wool or napkins.
The technique has been used since 3 years. Small dense balls are rolled from pieces of cotton wool or napkins and glued onto a sheet of cardboard.
 Application from pieces of colored paper.
The technique has been used since 4 years. colored paper cut into small pieces of the same or different (rectangular, square, triangular) shape, the pieces are laid out on the image and glued.
 Application of cereals and natural material.
The technique has been used since 3 years. An image made of natural material is laid out on cardboard, glued. PVA glue is applied to the background or image and sprinkled with cereals (semolina, buckwheat, rice, etc.).
 Application from torn paper.
The technique has been used since 3 years. The paper is torn into small pieces of arbitrary shape, the pieces are laid out on the image and glued. Or a contour of parts is drawn on paper, then each part is cut off along the contour, an image is laid out on cardboard and glued.
 Construction from natural materials.
The technique has been used since 4 years. The image is laid out from natural material (twigs, twigs, pieces of bark, eggshells, sunflower seeds, cones, etc.) and glued to PVA glue.
 Application of flagella.
The technique has been used since 4 years. small rectangular pieces paper napkins fold in half, twist, flagella are obtained. Glue is applied along the contour of the image and flagella are glued.

Classes using non-traditional forms of activity contribute to the development of the child:
o Fine motor skills of hands and tactile perception;
o spatial orientation on a sheet of paper, an eye and visual perception;
o attention and perseverance;
o visual skills and abilities, observation, aesthetic perception, emotional responsiveness;
o skills of control and self-control are formed;
o expanding and clarifying knowledge about the diversity of the surrounding world; ideas about the color, shape and size of objects and their parts;
o develops imagination, thinking, speech.
Visual activity requires the manifestation of versatile qualities and skills from the child. In order to draw any object, it is not only necessary to examine it well: to determine its shape, structure, characteristic details, color, position in space, but also to concentrate your attention on the hand.
When organizing art classes, certain conditions are:
creation of a developing environment;
selection of special methods;
selection of the most effective methods.

For better efficiency of activity classes
the following requirements must be adhered to:
Each lesson should have a clearly defined theme, goals, objectives. Almost every lesson should include new material, repetition of what has been learned, prepare children for attentive perception of new material.
Content educational material should correspond to the topic, tasks, be accessible to children, meet the requirements of an individual and differentiated approach, scientifically, closely related to work and life.
Methods and techniques in the classroom should meet the age characteristics of children, develop and correct their cognitive activity, contribute to the formation of mental and practical actions, the ability to analyze, synthesize, generalize.
At each lesson, systematic monitoring of the quality of acquired knowledge, skills and abilities is carried out.

Stages of development of fine motor skills
in preschool children.

Early - younger age(up to 3 years).

On early stage child development, special attention should be paid to visual-motor coordination (eye-hand coordination), as well as sensory (development of sensitivity of all organs).
First of all, touch is important for the development of fine motor skills.
At this age, it is very important to massage the hands and fingers, the simplest finger games.
Receptions can be very diverse, it is important that more fingers are involved in the movement and that these movements are energetic enough.
The development of the movements of the hands and fingers of young children has long been given great importance in folk pedagogy: the development of fine motor skills was included in a variety of labor processes, and children from an early age were prepared for their implementation. To do this, the kids were offered various finger games with nursery rhymes (“Magpie-crow”, “Ladushki”, etc.) as preparatory exercises.

Junior - middle preschool age.

For the development of the hand, it is necessary to organize games with small toys, a small designer, mosaics, modeling from clay and plasticine, drawing, etc. - thanks to this, the movements of the fingers of children become more confident and coordinated.
At this age, hand motor skills are more developed, so you should use non-traditional types art activity.
It is also necessary to develop self-service skills: the ability to dress, undress, fasten buttons, use a spoon, fork, etc.
At this age, the child begins to master the skills of using scissors, learns to use a variety of visual means, modify paper.
Senior preschool age.
By the older preschool age, the possibility of accurate, arbitrarily directed movements increases, so children are able to perform tasks that require sufficient accuracy and coordination of hand movements. These include tying knots, bows, stringing beads, various types of weaving from paper and fabric, braid, ropes (weaving rugs from multi-colored paper strips, weaving rope braids ...).
An important role in the development of manual skill is played by the ability to confidently use scissors.
Symmetrical cutting, applique, cutting out figures from postcards - develops visual-motor coordination, brings up accuracy, perseverance, patience.
Making paper crafts is also a good way to develop the small muscles of the hands. This work captivates preschoolers, promotes the development of imagination, constructive thinking.
Needlework plays a special role in preparing the hand for writing: embroidery, sewing, knitting.
Conclusion.

The use of massage of the hands and fingers, finger games and exercises, non-traditional forms of activity contributes to the development of coordination and differentiation of movements, strengthening of the muscles of the hand, enrichment of the child's tactile experience, development of imagination, cognitive interest, memory, attention, auditory and visual perception, education of perseverance, formation game and educational and practical activities.
The development of fine motor skills, as the main condition for the implementation of cognitive activity, provides opportunities successful learning carried out with the help of not only traditional methods but also with the use of new technologies.
The main task of training exercises is to make all tasks related to the need to use fine motor skills of the hands accessible and easy to complete. This can be achieved only through the gradual development of manual skill, achieved as a result of the transition from simple to more complex tasks for the child as they master them. Thanks to all these systematic and varied exercises, the child's hands gradually acquire accuracy, strength and differentiation of movements.
Bibliography.

1. Magazine " preschool education”, 2005, No. 3, No. 5, No. 6, articles by E. Plutaeva and P. Losev “Development of fine motor skills in children aged 5-6 years”.
2. Journal "Preschool education", 2006, No. 11, article by O. Zhukova "Development of the hand: simple, interesting, effective."
3. Ruzanova Yu. V. “Development of hand motor skills in non-traditional fine arts”. - St. Petersburg, KARO, 2007.
4. Drawing with preschool children. / Ed. R. G. Kazakova. - M., Creative Center, 2004.
5. Bezzubtseva V. G., Andrievskaya T. N. “We develop the child’s hand, prepare it for drawing and writing.” - M., GNOM i D, 2003.
6. Bogatyryova Z. N. "Wonderful paper crafts." - M., Pedagogy, 1987.
7. Vaynerman S. M., Bolshov A. S., Silkin Yu. R. " Sensorimotor development preschoolers in art classes. - M., Vlados, 2001.

At preschool age, the child studies and comprehends the world around him constantly. The main method of collecting information in this period is touch. The child strives to touch, stroke, grab, taste everything. Adults should support this desire, provide the baby with toys different kind(soft, hard, smooth, rough, cold, etc.), objects for research, fabrics. Then the baby will receive the necessary resources for development. Scientists have proven that the speech of the child and his sensory organs are directly connected. It follows from this that in order for the child to speak well, it is necessary to develop his hands.

Many child physiologists and psychologists devoted their works to the development of fine motor skills. For example, the authors O.A. Novitskaya, V.V. Tsvyntary, Yu.A. Sokolova describe specific techniques for the development of fine motor skills in children. S.E. Bolshakov and A.A. Khvostovtsev give complete recommendations on the formation of movement skills and differentiated movements of the fingers in preschoolers.

Download:


Preview:

Communication of small, speech and general motor skills studied and confirmed by many famous scientists. They concluded that the development of subtle movements of the fingers is especially closely related to the development of speech. Therefore, in the preschool educational institution it is necessary to introduce methods for the development of fine motor skills using finger games.

It is noted that this is why, when a person cannot express his thought or explain something in words, he uses gestures. And vice versa: when a child writes or draws with concentration, he involuntarily helps himself by sticking out his tongue.

MM. Koltsova, a well-known researcher of children's speech, writes that historically, in the course of the development of mankind, the movements of the fingers were always closely connected with the speech function. Primitive people first communicated with gestures, the main role here was assigned to the hand. The development of the functions of the hand and speech occurred in parallel. MM. Koltsova concluded that the formation of the brain regions responsible for the formation of speech occurs under the influence of kinesthetic impulses from the hands, or rather from the fingers. This fact must be used in work with children both where speech develops in a timely manner, and where there is a lagging behind, a delay in the development of the motor side of speech. Speech development it is recommended to stimulate by training the movements of the fingers.

A child's speech develops in a similar way. First, subtle movements of the fingers develop, then the articulation of syllables appears, further improvement of speech reactions is in direct proportion to the intensity of the training of finger movements. Therefore, there is every reason to consider the hand as an organ of speech - the same as the articulatory apparatus. On this side of the issue, the projection of the hand is another speech area of ​​the brain.

The importance of developing fine motor skills lies in the fact that all future life the child will also require precise coordinated finger and hand movements, which are necessary to draw, write, dress, and perform many different activities.

It has also been proven that both the thought and the child's eye move at the same speed as the hand. This means that systematic exercises for training finger movements are a powerful tool for increasing the efficiency of the brain. Fine motor skills are the basis for the development of all mental processes (memory, attention, speech, perception, thinking).

To teach a child to speak, you need not only to train his articulation apparatus, but also to develop fine motor skills of the hands, which improves communication between the hemispheres of the brain and synchronize their work.

What is the importance of finger games in the development of fine motor skills of a preschooler

Finger games are a staging, a demonstration of any rhyming stories, fairy tales with the help of fingers. Organization and conduct of games with preschoolers contributes to the development of fine motor skills of their hands, their motor coordination improves, stiffness and tightness are overcome. Finger games can be called a universal didactic educational material. The method and meaning of the games is that nerve endings hands have an effect on the brain of the child and there is an activation of brain activity.

When a child goes to school, his fine motor muscles should be well developed. Finger games are a great helper in preparing a child's hand for writing and developing coordination. And in order for the child’s speech to develop at the same time, you can use different small counting rhymes, rhymes and songs for the same games. Teachers and parents can even “put on their fingers” any poetic works, i.e. to speech, come up with movements for the fingers, at first simple, and then complicate them. Playing finger games, the child receives a wide variety of sensory experiences, he develops the ability to concentrate and mindfulness. Such games form a good relationship between a child and an adult.

Finger games develop fine motor skills, which not only have a beneficial effect on the development of speech, but it also prepares the child's hand for writing and drawing. Finger games develop the brain of a preschooler, stimulate the development of speech, fantasy, and creativity. How better baby works with fingers and the whole brush, the better he speaks. Why is this happening? The fact is that the hand has the largest "representation" in the cerebral cortex, therefore it is its development that is given important role in the formation of the brain and the formation of speech. Therefore, the verbal speech of the child begins precisely when the movements of his fingers reach a certain level of accuracy. The child's hands prepare the ground for further development speech.

Finger games have been common among all peoples for a long time. In China, for example, they use exercises with metal and stone balls. Regular exercises with these items develop memory, the activity of the digestive and cardiovascular systems, develop coordination of movements, eliminate emotional stress, develop dexterity and hand strength, support vitality the whole organism. And in Japan, exercises for the palms and fingers using walnuts are common. Rolling a hexagonal pencil between the palms has an excellent effect. And in Rus', all babies have always been taught to play "Magpie-white-sided", "Ladushki" and "Goat horned."

In the application of finger games, one must adhere to two principles of learning - this is "from simple to complex" and "independently according to one's abilities." This approach will help to solve several tasks related to the development of creative abilities in the game at once:

  • Finger games will give food for thought;
  • They create conditions that are ahead of the development of abilities;
  • By playing alone, the development of the child occurs more effectively;
  • Finger games can be varied in content, they do not tolerate coercion and form an environment for joyful and free creativity;
  • Playing these games with children, mothers, fathers and grandmothers, grandfathers imperceptibly acquire the most important skill - to restrain, not to interfere with the child to think independently, to make decisions for himself, not to do for him what he can and should do.

Practice has shown that if finger games are introduced daily into developmental activities, then the rate of mental development increases. It is clear that the desired results cannot be achieved with finger games alone. This is just one of several means of developing fine motor skills and speech. And this tool will be the more effective and useful, the less contradictions will arise between the principles underlying these games, and the principles on which the entire system of dealing with children in the family and in kindergarten is created.

Varieties of finger games

Finger games are divided into groups according to their content and purpose:

Manipulation games

These are games that develop imagination when a child sees a certain image in each finger.

“Magpie-white-sided”, “This finger wants to sleep”, “Patty-patties”, “Family”, “Fingers went for a walk”, “One, two, three, four, who lives in my apartment?”, “We shared an orange ", "Finger-boy, where have you been?"

Plot finger exercises

This group includes exercises that allow children to depict furniture and vehicles, birds, domestic and wild animals, trees, insects.

"Fingers say hello", "Rake", "Flowers", "Christmas tree".

Finger kinesiology exercises (brain gymnastics)

"Fist-rib-palm", "Horizontal eight", "Ring", "Symmetrical drawings".

Finger games, including self-massage of fingers and hands

Here, traditional massage movements- rubbing, kneading, pinching, pressing (from the periphery to the center).

"We put on gloves", "Wash our hands under running hot water", "Salting cabbage", "Geese nibbling grass", "Warm hands", "Hammer".

To self-massage the brushes more effectively, you can use massage ball, walnut, chestnut, pencil.

Theater in hand

These games develop memory and attention, increase the overall tone, relieve emotional stress.

"Fairy Tale", "Butterfly", "Octopussy".

The use of different groups of finger exercises and games helps to improve pronunciation in preschoolers and enrich their vocabulary; prepare your hand for writing; develop patience, attention, the ability to restrain when necessary; show creativity; stimulate imagination; learn to control your body, feel confident in the system of "body coordinates", which prevents the appearance of neuroses; to feel the joy of understanding without words, to realize the possibilities of non-verbal communication.

Principles of conducting and learning finger games in a preschool educational institution

In order for the use of finger games to develop fine motor skills and speech to be effective, you need to adhere to certain principles for their conduct:

  • Exercises must be performed together with the child, while demonstrating their own passion for the game;
  • During repeated playing of the game, children sometimes begin to pronounce the text partially (most often the beginning and end of phrases). Over time, the text is completely remembered, the children pronounce it in its entirety, correlating their movements and words;
  • All exercises should be gradually replaced with new ones;
  • The games that you liked the most can be repeated periodically;
  • You should not set several complex tasks for children at once (for example, voice the text and show movements). Children have a limited attention span, and if the task is not feasible, then it can weaken children's interest in the game;
  • You can not force the child to play, you need to figure out why he refuses to play. First you need to eliminate these causes, you can just change the game.

Stages of learning finger games

  1. First, the adult shows the game to the child.
  2. The adult shows the game while simultaneously manipulating the child's hand and fingers.
  3. The child and the adult perform movements at the same time, while the adult pronounces the text.
  4. The child performs the movements with the help of an adult (if necessary), and the adult pronounces the text.

So, the development of fine motor skills in the preschool educational institution is necessary, since it allows you to develop the child's speech, the ability to write, fine motor skills which is essential throughout life. Finger play is just one of several ways to develop the area of ​​the brain responsible for fine motor skills in preschoolers. It should be used along with other methods.


Pridvorova Vera Sergeevna, educator of MBDOU CRR - DS No. 53 "Herringbone", Tambov

How often do we hear the expression "fine motor skills". What is fine motor skills? Physiologists by this expression mean the movement of the small muscles of the hands. At the same time, it is important to remember about hand-eye coordination, since the development of small hand movements occurs under the control of vision. Why is it so important to develop fine motor skills in a child's hands? The fact is that in the human brain, the centers that are responsible for speech and finger movements are located very close. By stimulating fine motor skills, we activate the areas responsible for speech. And besides, in the future, the child will need these skills to use movements to draw, write, dress, etc.

It is necessary to start work on the development of small muscles of the hands from a very early age. Already infant you can massage your fingers (finger gymnastics), thereby affecting the active points associated with the cerebral cortex. At early and younger preschool age, you need to perform simple exercises accompanied by a poetic text, do not forget about the development of elementary self-service skills: fasten and unfasten buttons, tie shoelaces, etc.

And, of course, at the senior preschool age, work on the development of fine motor skills and coordination of hand movements should become an important part of preparing for school, in particular, for writing.

Fine motor skills are one of the sides of the motor sphere, which is directly related to the mastery of objective actions, the development productive species activities, writing, speech of the child (M. M. Koltsova, N. N. Novikova, N. A. Bernstein, V. N. Bekhterev, M. V. Antropova, N. A. Rokotova, E. K. Berezhnaya). Formation motor functions, including subtle movements of the hands, occurs in the process of interaction of the child with the objective world around him. When we perform precise actions, the wrists, making the necessary movements in different planes, regulate the position of our hands. To a small child it is difficult to turn and rotate the wrist, so he replaces these movements with movements of the whole arm from the shoulder. To small movements were more accurate and economical, so that they do not require excessive energy from the child, he needs to gradually master the different movements of the wrist.

What exercises will help the child improve their skills?

1. Finger gymnastics.

"Finger games" is a staging of any rhymed stories, fairy tales with the help of fingers. Many games require the participation of both hands, which allows children to navigate in terms of "right", "left", "up", "down", etc. Children over 5 years old can decorate games with a variety of props - houses, cubes, small objects, etc. d.

It is recommended to use exercises in which each finger is trained separately. (after all, in the cerebral cortex there is a separate projection area for each finger), movements are necessary for tension, and for relaxation, and stretching. Finger movements must be performed with optimal load and amplitude. Sluggish, sloppy training does not work.

It must be remembered that finger training is used as a means of increasing the tone of the cerebral cortex, and be careful when working with children with increased convulsive readiness. Finger training includes exercises: static (holding a certain pose given to the fingers), dynamic (development of finger mobility, switching from one position to another) relaxing (normalizing muscle tone) etc. However, often the ill-conceived artificial use of these exercises does not arouse children's interest in them and does not provide a sufficient corrective effect. The effectiveness of classes, the interest of children in them can be increased if finger gymnastics exercises are carried out while reading poems, fairy tales, stories to children, working with them on nursery rhymes, jokes, any speech material. While listening to it, children, together with an adult, “stage” the content of the material being listened to with the help of finger movements and images of characters, their actions, etc. The finger movements learned in such classes are later included in independent dramatization games, improving the motor skills of the fingers. For the versatile, harmonious development of the motor functions of the hand, training of three types of components is necessary: ​​compression, stretching, relaxation - following medical terminology - a combination of alternate contraction and relaxation of flexors - flexors and extensors - extensor muscles.

For maximum effect, finger exercises should be structured in such a way that compression, stretching, relaxation of the hand are combined, and isolated movements of each of the fingers are used.

The duration of finger training depends on the age of the children. (younger age up to three or four years), the recommended time is from 3 to 5 minutes, in middle and senior preschool age - 10-15 minutes a day). Part of the exercises that used the surface of the table are performed while sitting at the table. Thus, finger exercises, with their skillful inclusion in the context various activities and household chores, can contribute to the development in children of elements of their motor behavior, due to the game, household or educational situation.

2. Games with cereals, beads, buttons, small stones.

These games have an excellent tonic and healing effect. Children are invited to sort, guess with their eyes closed, roll between large and index finger, press alternately with all the fingers of both hands to the table, while trying to make rotational movements. You can teach a child to roll with the fingers of one hand two walnuts or a pebble, with the fingers of one hand or a six-sided pencil between two palms. Perfectly develops a hand with a variety of stringing. You can string everything that is stringed: buttons, beads, horns and pasta, drying, etc. You can make beads from cardboard circles, squares, hearts, tree leaves, including dry ones, rowan berries. You can invite children to lay out letters, silhouettes various items from small items: seeds, buttons, twigs, etc. All classes using small items must be under the strict supervision of adults!

3. Sand therapy.

The malleability of sand provokes the desire to create a miniature out of it. real world. A sand painting created by a child is a creative product. The main emphasis is on the creative self-expression of the child, thanks to which, at the unconscious-symbolic level, there is an exit of internal tension and a search for ways of development.

Find big box, fill it with half-washed and dried river sand. Show your child the toy that you will hide in this sand, and do it when he turns away. Gradually, you can increase the number of hidden toys.

Have your child model a sand projection. For example, in accordance with the child's experience, ask him to portray a zoo, pets, a forest, etc. Let the child choose necessary materials and model the space.

Design and model a sand projection with different landscapes (mountains, reservoirs, plains, etc.) based on lexical topics familiar to the child (e.g. wild animals). Use pet figurines to build a projection. Invite the child to correct the picture. The child himself must choose the correct animal figures and place them in their landscapes.

Staging a fairy tale familiar to the child. The child independently chooses props and builds scenery. The fairy tale can be played completely according to the plot or a familiar plot is taken as the basis, and the child invents and plays out his own ending to the fairy tale.

4. Cutting with scissors.

Particular attention is paid to mastering the basic techniques of cutting - cutting skills in a straight line, the ability to cut various forms (rectangular, oval, round). Obtaining symmetrical shapes when folding accordion-folded paper (round dance) or diagonally (snowflakes), children must learn that they are not cutting out a whole shape, but half of it. Before you start cutting out the silhouette, you should consider where, from what angle, in which direction of the sheet, to direct the scissors, that is, plan the upcoming action. The game of cutting out patterns from folded pieces of paper has a remarkable property: no matter how clumsily the child cuts out, you still get a pattern that vaguely resembles a snowflake or an asterisk.

5. Applications.

From carved figures, children can make compositions - applications. For starters, it's easier to cut geometric shapes and figures from color magazines, and with an adhesive pencil, fix them on a sheet. If the child is still small, and you are afraid to give him scissors, let him tear pictures from a magazine or newspaper with his hands - as it will; and you will stick the torn pieces on a clean sheet, giving them some form. It can be a meaningful collage.

6. Work with paper. Origami. Weaving.

The development of precise movements and memory is helped by weaving rugs from paper strips, folding boats, figures of animals from paper.

The material for weaving can be willow twigs, straw, veneer, as well as paper, thin cardboard, fabric, braid, ribbon, etc. strips of a different color and in a certain way, observing the pattern, weave them between the cuts in the main part of the rug.

From paper and cardboard, you can make toys for playing with water and wind, Christmas decorations, attributes for role-playing games, dramatization games, fun toys, gifts and souvenirs. It is necessary to introduce children to paper processing tools, to show the techniques of folding and folding paper.

Currently, origami is becoming increasingly popular among educators and psychologists. And this is no coincidence. The developing potential of origami is very high.

The subject of origami is very diverse, it goes from simple to complex. For successful learning to make origami toys with children in game form you need to learn the designations of blanks (basic forms) And conventions (there are many books on the origami technique for sale now). In the future, this will facilitate the manufacture and reduce the time to complete the toy. To memorize and consolidate basic forms with children, you can use next games and exercises: “Turn the square into a different shape”, “Guess what the square turned into?”, “Where is whose shadow?”, “Name correct form”, “Define the basic form”, etc.

In origami classes, it is effective to use fairy tales-tips, they develop interest, make it easier to make and remember when making toys, because mechanical tasks (draw a fold line, fold in half, fold the corner to the center) are replaced by meaningful, from the point of view of the plot-game design, action. Sheets of paper are used as equipment different colors and finished books on origami technique.

7. Modeling from plasticine, clay and salt dough.

You can make single parts or several at once and combine them into compositions. You can sculpt small details yourself, and the kid can assemble the finished composition.

We sculpt sausages, rings, balls; we cut the plasticine sausage with a plastic knife into many small pieces, and then we stick the pieces together again. From each small piece we make a cake or a coin. (You can use a real coin or a flat toy to press down on the tortilla to get an imprint.)

We paste over the resulting cakes jars, twigs, etc. etc. Laying out a given pattern from plasticine with balls, sausages on plywood or a sheet of cardboard.

Pasting with plasticine glass bottle and giving it the shape of a vase, teapot, etc.

modeling geometric shapes, numbers, letters.

8. Laces - why are they?

Now on sale there are many different games with laces. In general, they can be divided into several types. Firstly, plot lacing. The child is offered an “unfinished” picture (image of a hedgehog, a squirrel, a Christmas tree, a vase with a bouquet, a house) to which you need to lace up the missing details: mushrooms, fruits and nuts, christmas toys, flowers, windows, etc. The second type of lacing: buttons, shoes, cylinders or any other, made of wood or soft safe material, one-piece objects in which holes for laces are made. They come with string and instructions for creating artistic weaves on the base toy. Finally, the third type of lacing: parts of houses, books, etc. made of fabric, which are proposed to be connected with the help of laces to make a solid soft toy or a plot soft “picture”. Such, for example, is "Teremok" - a toy developed by M. Montessori, the ancestor of all modern children's toys with laces.

9. Drawing, coloring.

Coloring is one of the easiest activities. At the same time, it continues to be a means of developing the coordinated actions of the visual and motor analyzers and strengthening the motor apparatus of the writing hand. It is necessary to teach children to paint carefully, without going beyond the contours of the depicted objects, evenly applying the desired color. In the process of drawing, children develop not only general ideas, creativity, deepening emotional attitude to reality, but elementary graphic skills are being formed, which are so necessary for the development of manual dexterity, the development of writing. By drawing, children learn how to properly handle graphic material and master various fine art, they develop small muscles of the hand. You can draw with black and colored pencils, felt-tip pen, chalk, watercolors, gouache.

Drawing various materials requires varying degrees of pressure in order to leave a mark on the paper from the writing object. This also contributes to the development of manual skill.

Of course, drawing contributes to the development of small muscles of the hand, strengthens it. But we must remember that when teaching drawing and writing, the positions of the hand, pencil, notebook are specific. (sheet of paper), techniques for drawing lines.

A good place to start is to use:

  • outline of flat figures. You can circle everything: the bottom of a glass, an inverted saucer, your own palm, a flat toy, etc. Molds for making cookies or muffins are especially suitable for this purpose;
  • drawing by reference points;
  • drawing the second half of the drawing;
  • drawing according to the model, without taking your hands off the paper.

You can also use various non-traditional techniques.

Monotype: paint of different colors is applied to a sheet of paper. Then another sheet is superimposed on the sheet, and the prints are given certain form with a brush, pencil, marker.

Spray: the brush is dipped into the paint, and then the paint is splattered onto a sheet of paper using fingers or a pencil. Thus, you can create the background of the picture.

Blotography: paints are applied to a sheet of paper in any order. After drawing a drawing with a pencil or felt-tip pen, they betray some shape, create an image.

Packing: applying paint to paper using cotton swabs or sponges.

Suitable for creating a background.

Handprinting: If your child is extremely reluctant to paint with a brush, encourage them to paint with their fingers. You can draw with one, two, or you can use all your fingers at the same time: each finger is dipped into the paint of a certain color, and then placed on paper in turn. This is how fireworks or beads, etc. are obtained. It is best to finish the drawing with felt-tip pens or pencils. You can paint the hand with a brush, and then make prints on paper.

For young children, it is good to use special "edible paints" (sold in stores). You can come up with such colors yourself: jam, jam, mustard, ketchup, whipped cream, etc. can decorate your drawing or dish.

10. Graphic exercises.

In a kindergarten, children acquire graphic skills in the visual arts, and small hand movements develop in the process of designing and performing labor activities. But these exercises are not enough, a well-thought-out system is needed. special classes and exercises to develop graphic skills in children not only in kindergarten, but also at home.

Graphic activity contributes to a better orientation in the two-dimensional space of a sheet of paper and prepares the child's hand for learning to write. It is important that graphic tasks have figurative and semantic significance. For this purpose, objects such as waves, rainbows, puffs of smoke, fish scales are selected for drawing. Here you can take the task of drawing the missing details of flowers and objects, tracing patterns, shading and coloring contour images, pictures in albums for coloring. A gradual transition to work according to a given scheme of action is envisaged, for example: "Draw waves, large and small, three large waves and three small ones." Then the work of drawing ornaments and labyrinths becomes more complicated.

The child acquires the experience of graphic movements by performing different kinds hatching, drawing, copying drawings, tracing contours with dots and dotted lines, drawing ornaments by cells. At the same time, the correct methods of action are taught: to draw a line from top to bottom and from left to right; hatch evenly, without spaces, without leaving the contour.

11. Hatching.

Tasks with hatching are performed on unlined paper. Help prepare the hand for writing. The child should try not to tear the pen from the paper and not interrupt the lines. Ability to draw freely smooth lines from left to right is important in the formation of handwriting. Hatching, as one of the easiest types graphic activity, is introduced to a large extent and for the assimilation of children necessary for writing hygiene rules. Coloring drawings involves four types of hatching, which provide gradual development and strengthening of the small muscles of the hand, in developing coordination of movement.

Hatching types:

coloring with short frequent strokes;

coloring with small strokes with a return;

centric shading (circular hatching from the center of the figure);

hatching with long parallel lines.

Hatching rules:

Hatch only in the specified direction.

Do not go beyond the contours of the figure.

Keep the lines parallel.

Do not bring the strokes together, the distance between them should be 0.5 cm

When performing hatching, you must follow the rules: do not go beyond the contours of the figure, observe the parallelism of the lines and the distance between them (0.3 - 0.5 cm). It is recommended to hatch at first with short and frequent strokes, then to introduce centric hatching, and only on last step hatching with long parallel segments is possible. At the first attempts at hatching, the hand quickly gets tired, the children press hard on the pencil, there is no coordination of the fingers, but the work itself is exciting and the child returns to it on his own. According to the drawings, one can trace the improvement of the muscular apparatus. For hatching, you can use simple and colored pencils, felt-tip pens and colored pens.

To develop the accuracy and confidence of hand movements, games are used in which children need to draw parallel lines in a certain direction:

Game from house to house. The task of the child is to connect houses of the same color and shape with accurate straight lines. The child first draws a line with just a finger, choosing a direction, then with a felt-tip pen. Drawing lines, children accompany the actions with the words "From house to house."

The game "All kinds of mazes." The child draws various labyrinths. Let them "pass" over them with a pencil. So that the lesson does not get bored, it is best to explain what kind of labyrinth it is, where it leads, and who should go through it. ("This labyrinth is in the castle Snow Queen, it's made of ice. Gerda must walk on it without touching the walls, otherwise she will freeze.")

Outlining any of the Montessori frames and inserts is good for hand development, but shading them is just as useful. Each figure should be hatched under different angle slope and with varying degrees of line density. It’s good if the shading turns out to be of varying degrees of intensity: from pale, barely noticeable, to dark.

Grid hatching is also useful. In all cases, the child needs samples.

Ornament drawing. Well develops motor dexterity drawing ornaments on sheets in a cage (graphic exercises) first with a simple pencil, then with colored ones. You can perform such exercises from 5 to 6 years. Children are interested in such drawing. When the child's hand gets a little stronger, then the drawings in his performance become neater and more beautiful.

No need to force the child to draw ornaments. Try to get him interested in this activity. Be sure to show first how it's done.

In addition to work on the development of small muscles of the hands in the classroom, tasks for the development of fine motor skills can be included in household chores such as rewinding threads; tying and untying ribbons, laces, knots on a rope; collecting split pictures; fastening and unfastening buttons, buttons, hooks; screwing and unscrewing lids, jars, vials; analysis of cereals (peas, buckwheat, rice) and so on.

There are a lot of tasks and exercises aimed at developing fine motor skills. If desired, especially if you connect fantasy and imagination, you can invent them endlessly. And the main thing here is to take into account individual characteristics each child, his age, mood, desire and opportunities. Skilful fingers will not immediately become. Games and exercises, finger warm-ups, carried out systematically from a very early age, help children to confidently hold a pencil and pen, braid their own pigtails and lace up shoes, build from small parts of the designer, sculpt from clay and plasticine, etc. Thus, if they fingers develop, then the speech and thinking of the child will develop.