Methodical development "Development fine motor skills arms"

Author: Drankova Elena Alexandrovna, teacher of additional education
Place of work: MAU DO "TsDOD "Raduga" city of Perm

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

Purpose: creation methodological manual on the development of fine motor skills of the hand for younger students.
This development is necessary for teachers, parents for gymnastics for fingers. It contains short description different types finger games and exercises to develop fine motor skills of the hand.

annotation
In the general system of comprehensive development of a person, the upbringing of a child occupies an important place. Beginning with preschool age, the foundations of health, physical and mental development, motor and labor skills are formed, speech and motor skills of the hand develop.
In class at primary school the child must have certain manual skills, but not all children have well-developed fine hand movements.
A teacher often faces a problem: how to develop hand motor skills? Therefore, I have selected and tested on children of primary school age a set of exercises and finger games. All these games help to make the most efficient use of class time, and make children want to effectively engage in manual labor and drawing.
It should be noted that the proposed methodological development finger games 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 positive effect on the mental development of children, relieve mental stress and help with manual labor. It is very valuable that finger games contribute to the education of positive character traits in elementary school students: speed of reaction, sleight of hand, attentiveness, imagination, diligence. As a result of the exercises, the hands and fingers will gain strength, good mobility and flexibility, and this will further facilitate mastering the skill of writing and manual labor skills.

Introduction
Fine motor skills are the ability to perform small movements with fingers and hands through the coordinated actions of the nervous, muscular and skeletal systems. Fine motor skills begin to develop from infancy. naturally. With age, motor skills become more varied and complex. The proportion of actions that require coordinated movements of both hands is increasing.
Why is it so important to develop fine motor skills in a child's hands? The motor centers of speech in the cerebral cortex are located next to the motor centers of the fingers, therefore, by developing speech and stimulating the motor skills of the fingers, we transmit impulses to the speech centers, which activates speech, general development child and affects his intellectual abilities. Science has proven that one of the indicators of the normal physical and neuropsychic development of a child is the development of the hand, manual skills, or, as they say, fine motor skills.
Fine motor skills are a type of movement that involves small muscles. Classes for the development of fine motor skills of the hand are developing, health-saving and healing.
The influence of manual (manual) actions on the development of the human brain was known as early as the 2nd century BC in China. Experts argued that games involving hands and fingers lead to a harmonious relationship between the body and mind, maintain brain systems in excellent condition.
Neutrobiologists and psychologists involved in the study of the brain and mental development of children have long proved the connection between hand motor skills and speech development.
Japanese doctor Namikoshi Tokujiro created a healing technique for influencing the hands. He argued that the fingers are endowed with a large number of receptors that send impulses to the human central nervous system.
Oriental doctors have established that massage thumb increases the functional activity of the brain, massage of the index finger has a positive effect on the condition of the stomach, the middle finger on the intestines, the ring finger on the liver and kidneys, and the little finger on the heart.
In Japan, palm and finger exercises with walnuts are widely used. An excellent healing and tonic effect is exerted by rolling a hexagonal pencil between the palms.
In China, palm exercises with stone and metal balls. The popularity of classes is explained by their healing and tonic effect on the body. Regular exercise with balls improves memory, mental capacity child, eliminate his emotional stress, improve the activity of the cardiovascular and digestive systems, develop coordination of movements, strength and manual dexterity, maintain vitality.
Studies by domestic physiologists also confirm the connection between the development of hands and the development of the brain. The works of V. M. Bekhterov confirm the influence of hand manipulation on the functions of higher nervous activity, the development of speech. Simple hand movements help to remove tension not only from the hands themselves, but also from the lips, relieve fatigue. They are able to improve the pronunciation of many sounds, and therefore - to develop the speech of the child. The study of M. M. Koltsov proved that each finger of the hand has a fairly extensive representation in the cerebral cortex. This fact should be used in work with children and where the development of speech occurs in a timely manner, and especially where there is a lag, a delay in the motor side of speech.

There are a wide variety of forms of training for the development of finger movement.
1. Static images with fingers of objects, images of the world around: figures from fingers "flag", "flower";
2. Active movements of the fingers in the rhythm of the text accompanying the game in poetic form: “fist-fist”, “patties-palms”;
3. Movement of fingers with objects: pencil, nuts, sticks, small ball, cords, rubber rings, clothespins and other items;
4. Ira with mosaic;
5. Modeling with plasticine, salt dough, clay;
6. Paper work: torn appliqué, paper folding, cutting and pasting, origami;
7. Games with cereals, seeds: pouring cereals from one container to another, parsing different types of cereals, laying out images from cereals;
8. Actions with water: pouring water from one container to another;
9. Actions with sand: pouring sand, molding from wet sand;
10. Actions with small toys;
11. Actions with buttons: fastening, unbuttoning;
12. Action with ropes: tying and untying knots, with a bow;
13. Drawing on paper in different techniques: traditional methods and non-traditional methods;
14. Display of the finger theater;
15. Lego construction.

What happens when a child does finger gymnastics?
1. Performing exercises and rhythmic finger movements inductively leads to excitation in the speech centers of the brain and a sharp increase in the coordinated activity of the speech zones, which ultimately stimulates the development of speech.
2. Finger games create a favorable emotional background, develop the ability to imitate an adult, teach to listen and understand the meaning of speech, increase the child's speech activity.
3. The child learns to concentrate his attention and distribute it correctly.
4. If the child performs the exercises, accompanying them with short poetic lines, then his speech will become more clear, rhythmic, and vivid.
5. The child's memory develops as he learns to memorize. After all, in finger games you need to remember a lot: the position of the fingers, and the sequence of movements, and just poetry.
6. As a result of mastering all the exercises, the hands and fingers will gain strength, good mobility and flexibility, and this will further facilitate mastering the skill of writing.
7. Contribute to the development of creative activity. After all, you can “tell” whole stories with your hands!
8. Finger games help to form elementary mathematical representations in the game
9. Training the movements of the fingers and hands increases the efficiency of the cerebral cortex, stimulating the development of the child's thinking.
10. Motility of the hand is activated. Thus, dexterity is developed, the ability to control one's movements. Fingers and hands acquire good mobility, flexibility, stiffness of movements disappears.

Instructions for performing exercises for the development of motor skills of the hand.
At first, all exercises are performed slowly. It is necessary to ensure that the child correctly reproduces and holds the position of the hand or fingers and correctly switches from one movement to another.
If necessary, you need to help the child or teach him to help himself with his other hand.
Exercises are practiced first with one hand (if the participation of both hands is not provided), then with the other hand, after that - with both hands at the same time.
If the exercises are shown in the picture, then to create a visual image, you need to show the child a drawing and explain how the exercises are performed. Gradually, the need for explanation disappears.
When developing motor skills of the hands, one must not forget that the child has two hands. Exercises must be duplicated: perform both with the right hand and with the left. By developing the right hand, we stimulate the development of the left hemisphere of the brain. Conversely, by developing the left hand, we stimulate the development of the right hemisphere.
Finger training should start from the very beginning. early childhood. Children who have better developed small, subtle movements hands, have a more developed brain, especially those parts of it that are responsible for speech. In other words, the better the child's fingers are developed, the easier it will be for him to master speech.

Main part.

Types of games and exercises for the development of hand motor skills:
Physical exercises
Fine motor skills are also developed physical exercises. These are various hangings and climbing (along the ladder, on sports complex). Such exercises strengthen the palms and fingers, develop muscles.
walnut exercises
You can widely use exercises for the palms and fingers with walnuts.
Rolling between the palms of a hex pencil
An excellent healing and tonic effect is exerted by rolling a hexagonal pencil between the palms.
ball games
In corrective practice, you can use the ball - which is an excellent tool. Their choice is quite wide: on sale there are balls of various colors, sizes, qualities, for every taste. Ball games develop fine and general motor skills, orientation in space, distract the child's attention from a speech defect, encourage communication, regulate the strength and accuracy of movement. They help to normalize the emotional-volitional sphere, which is especially important for hyperexcitable children. By developing muscle strength, they strengthen the work of the most important organs of the lungs, heart, and improve metabolism.

Complex of ball games "Warm-up"
I squeeze the ball hard
And I'll change my hand

Hello my favorite ball! -
Every finger will say in the morning

Dance knows how to dance
On the ball my every finger

I'll turn, and you check-
Top right now!

I knead the ball with my finger,
I drive the ball along the fingers.

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

Top left, bottom right
I ride it - bravo.

Spiral.
Doesn't crawl or run
She circles over the flower.
For a coil comes a coil -
So she sat down on a flower.

Paper activities
Applique, origami, and design classes develop fine motor skills of the fingers.
Origami is a type of activity in which both hands are involved. That is why folding is useful activity, contributing to the activity of both the left and right hemispheres of the brain, since two hands are included in the work at once. Classes develop attention, memory, imagination, ingenuity. All these mental features are inextricably linked and depend on the activity of the right and left hemispheres of the brain. The function of the right hemisphere of the brain is associated with imagination, musical and artistic abilities, and the left hemisphere is associated with logical thinking, speech, counting, and scientific abilities. The plasticity of the child's brain and the minimal dominance of one hemisphere over the other is a very fertile ground for the development of both halves of the brain.
Doctors say that origami classes deeply affect the mental state of the child and bring him into balance. Anxiety is reduced in children practicing this art, which allows them to adapt to various difficult situations.
Classes with paper develop the child's skills in working with different materials, tools; educate perseverance, accuracy, attentiveness, creativity, imagination, fantasy, spatial thinking, broaden horizons, cognitive abilities.
Classes with plasticine, clay, salt dough.
Modeling classes develop motor skills in children. Students learn different techniques and methods of modeling from clay, salt dough, plasticine Dymkovo toys, dishes, animals, birds.
It is very valuable that modeling classes contribute to the education of elementary school students in the speed of reaction, manual dexterity, attentiveness, imagination, diligence, accuracy, perseverance. As a result of the manufacture of toys, the hands and fingers acquire strength, good mobility and flexibility, and this will further facilitate the mastery of writing and manual skills at school.
Finger games.
Finger games are exercises for fingers and pens, staging with their help any poems, stories, fairy tales. Finger games are important part work on the development of fine motor skills of the hands. These games are very emotional, exciting for children, and also extremely useful for their overall development.
In the oral speech of any nation, one can find short poems that are accompanied by finger movements, for example, the well-known "Magpie - Crow ...". The games “Ladushki”, “Horned Goat” were created by the talent of our folk pedagogy. It is recommended to stimulate the speech development of children by training the movement of the fingers, using folk games- nursery rhymes for preschool children, and for children for primary school age finger games with poems:

Days of the week
On Monday I washed, (fists three against each other)
I swept the floor on Tuesday. (hands of relaxed hands down and imitating movements on the table)
On Wednesday I baked kalach, (we bake "pies")
All Thursday I was looking for the ball, (we bring our right hand to our forehead and make a "visor")
I washed the cups on Friday, (the fingers of the left hand are half-bent, the palm is on the edge, and with the index finger of the right hand we drive in a circle inside the left hand)
I bought a cake on Saturday. (palms open and joined together on the side of the little fingers)
All girlfriends on Sunday
Called for a birthday. (waving palms towards you)

Winter
One, two, three, four, five, (bend fingers one at a time)
We went for a walk in the yard.
They sculpted a snow woman, (we imitate the modeling of lumps),
They fed the birds with crumbs, ("crush bread" with all fingers)
Then we rode down the hill, (we run the palm of our right hand along the palm of our left hand)
And they rolled in the snow. (we put our palms on the table with one or the other side)
Everyone came home in the snow, (we shake our hands)
We ate soup and went to bed. (we make movements with an imaginary spoon, put our hands under the cheek)

Orange
We shared an orange! (hands are clasped in the lock, we shake)
There are many of us (we spread our fingers)
And he is alone. (show only one finger)
This slice is for a hedgehog, (fingers are folded into a fist, we bend one finger at a time)
This slice is for a swift, (bend the next finger)
This is a slice for ducklings, (bend the next finger)
This is a slice for kittens, (bend the next finger)
This slice is for the beaver, (bend the next finger)
And for the wolf peel! (palms down, fingers outstretched)
He's angry with us, trouble! (wiggle finger)
Run away whoever! (simulate running fingers on the table)

Cake
We remember the dough with handles, (squeeze-unclench fingers)
Let's bake a sweet cake. (as if kneading dough)
Lubricate the middle with jam, (circular movements of the palms on the table)
And the top - sweet cream ( circular motions palms to each other)
And coconut crumbs
We will sprinkle the cake a little (sprinkle the "crumbs" with the fingers of both hands)
And then we'll make tea -
Invite a friend to visit! (one hand shakes the other)

Maple
The wind quietly shakes the maple, (fingers are spread out and stretch up)
Tilts to the right, to the left: (we shake our palms to the right and to the left)
One - tilt and two - tilt, (tilt left - right palms low-low)
The maple rustled with leaves. (wiggle fingers)
ship
A boat is sailing on the river
He swims from afar, (fold your hands like a boat and make wave-like movements)
Four on the boat
A very brave sailor. (show 4 fingers raised up)
They have ears on top of their head, (raise hands to head, show ears with bent palms)
They have long tails, (we put our hand to the lower back, we depict movements with the tail)
But only cats are afraid of them,
Only cats and cats. (we raise both hands to the head, depict cat claws and hiss)

Lock
There is a lock on the door (hands in the lock)
Who could open it? (pull fingers without opening)
Pulled, (pulled)
Twisted, (rotate hands)
Knocked (knocking with the base of the palms)
And - opened! (hands open)

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

Kitty
I walked alone along the path, (show one finger)
My two legs went with me (shows two fingers)
Suddenly three mice meet, (show three fingers)
Oh, we saw a kitten! (claps his hands on his cheeks and, as it were, shakes his head with his hands)
He has four paws (show four fingers)
There are sharp scratches on the paws, (we scratch the surface of what is at hand with our nails)
One, two, three, four, five (for each count we show the corresponding number of fingers)
You need to run fast! (two fingers, index and middle, run along the surface)

Leaves
One, two, three, four, five -
Let's collect the leaves. They clench and unclench their fists.
Birch leaves, Bend the thumb.
Rowan leaves, Bend the index finger.
Poplar leaves, Bend the middle finger.
Aspen leaves, Bend the ring finger.
We will collect oak leaves, Bend the little finger.
Mom will take the autumn bouquet. They clench and unclench their fists.

Visit
On a visit to the thumb
Came straight to the house Alternately connect all the fingers
Index and middle finger, with thumb.
The nameless and last little finger taps on the thumb.
Little finger itself
Knocked on the threshold.
Together, fingers are friends, Collect fingers into a pinch.
They cannot live without each other.
Bibliography
1. T.A. Dateshidze "System corrective 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 Publisher: "Gnome and D", Moscow, 2001
3. L.P. Savina "Finger gymnastics" Manual for parents and teachers Publishing house: "Rodnichok", Moscow 2000
4. Shcherbakova T.N. "Finger Games" Publisher: "Karapuz", 1998

Fine motor skills are called the ability to reproduce precise movements with the hand and fingers. This is important not only for working out, it must also be remembered that the phalanges of the fingers are the main tools in work for representatives of many professions. The development of fine motor skills of hands in children 6-7 years old is facilitated by drawing, playing musical instruments, working with plasticine and a small designer. But the greatest effect is obtained as a result of special classes.

Exercises that are offered to children contribute to the development of accuracy and speed of movement. As a result of their implementation, the hands and fingers will become stronger, flexible and mobile. There are three types of such tasks:

• exercises with small objects;
• graphic tasks;
• finger games.

In the light of preparing for school, the most attention should be paid to the implementation of graphic tasks. Children must learn to hatch, draw lines of different thicknesses and shapes. At the same time, it is necessary to ensure that they draw lines without taking the pen off the paper, do not go beyond the marked contours, do not leave spaces, perform the movements correctly (from top to bottom, left to right), do not turn the notebook, sit correctly at the table.

Classes for the development of fine motor skills of the hands should be carried out regularly, doing 10 to 20 minutes a day. Monotony and monotony should not be allowed; during the lesson, children should be offered several different exercises with exciting game content. For this, the educator and parents are invited to use a file of exercises for the development of fine motor skills of hands in children 6-7 years old.

Graphic tasks

Most of these tasks are performed on prepared cards. You can buy special notebooks, copybooks, coloring books.

contours

The card contains the contours of objects and a pattern of hatching (vertical, horizontal, oblique). The direction of the lines is indicated.

Children need to shade the drawings, trying not to go beyond their contours and make even indents between the lines.

Rain

Clouds are drawn in the picture, and flowers below. Children are asked to water the flowers so that they do not wither. To do this, they need to draw lines. Such a task can be performed several times, each time offering a picture with different types of lines.

Waves

You need to circle the boat and draw waves on the water. It should be noted that the lines are of different types (straight and curved).

Rybka

It is necessary to finish the lines of the fins, bring the scales.

pattern hatching

The card contains examples of curly lines. Children should put the pencil on the dot and draw a line to complete the patterns. The main thing is to try not to tear the pen from the paper until the line is completed to the end.

Finish the drawing

Children will love doing tasks to complete the pictures:

• draw a cage for a tiger cub;
• draw a pyramid, shade every second ring;
• draw a butterfly, etc.

connect the dots

It is necessary not only to draw lines in the right direction, but to draw grass near the house by connecting the dots in pairs. In a more complex version, it is proposed to connect all the points with one line.

Develop an eye

In such tasks, you need to try to independently draw lines between objects. At first, children are given easier tasks when it is necessary to draw arcuate curved lines. It is much more difficult for children to draw straight lines in such a way that they hit the target as accurately as possible.

• help the bunny jump over the bumps;
• hit the ball into the basket;
• help restore the volleyball net;
• hit the target in the dash.

• Draw with pressure
• In this task, you need to hatch, making the right pressure:
• shade the clouds so that one is darker and the other lighter;
• shade the glasses - one with water (it is almost transparent), the other with juice (much darker);
• shade the leaves, making them different in color intensity.

Repetition of the pattern in the cells

For such a task, cards lined in a cage are prepared. At the beginning of the line, the “rhythm” of the pattern is set, which must be repeated independently until the end of the line.

Graphic dictations

Games with objects

Usually young children are protected from playing with small objects. After all, they can take them in their mouths or put them in their ears. However, after 5 years, such classes are simply necessary.

Games with sand and loose materials

Children can be offered the following tasks:

• pour sand from one container to another;
• pour sand with a measuring spoon;
• sift sand through a sieve;
• drawing with fingers on the sand;
• wet sand molding;
• search for buried small objects in the sand.

The most exciting activity in this series is the creation of colored salt crafts.

Games with cereals and seeds

Grains have a larger texture than sand. Therefore, they can be used for sorting. To do this, take a handful of cereals or seeds of three different types and pour them into one pile. The child is given three small containers where he must spread the grains. You can do this with your fingers or use tweezers.

In another game, children are invited to determine where which cereal is by touch. To do this, they are scattered in small fabric bags, which are tightly tied. You need to take a bag and, having crushed it in your hands, name the cereal.

From cereals and seeds, you can lay out pictures, create applications on plasticine.

Button games

Buttons are larger. They are also suitable for sorting (by size, shape, color). In addition, you can lay out an ornament, paths, lines according to a given pattern, pictures from buttons.

take on vector

A very interesting task is to fill in the circles in the picture with buttons, selecting them by color.

Rope games

Great for developing fine motor skills in children, games with ropes and shoelaces. They can be used for tying and untying knots, braiding or macrame.

A very useful task related to stringing beads. It is better to make such “beads” yourself by cutting cocktail tubes. You can indicate the exact number of beads that need to be strung or ask them to create a beautiful pattern from them, alternating them in color.

Many games are connected with lacing. Such tasks can often be found on the pages of developing felt books.

Paper games

When working with paper, offer children the following tasks:

• creasing and smoothing a sheet of paper;
• folding origami.

A very addicting game of creating a planned mess. First, children are invited to tear colored paper into small pieces, and then make colorful rain out of them, throwing them into the air. After the active phase of the game, you need to ask the kids to help collect all the scraps, which is also very useful for the development of fine motor skills. These pieces can be used for torn appliqué. During this game, invite children to tear paper of different thicknesses (from newspapers to cardboard).

Clothespin games

The set should contain clothespins of different colors. Also for such games it is necessary to prepare different templates. You can offer the following tasks:

• attach needles to a hedgehog;
• add rays of the sun;
• do the boy's hair.

Clothespin games are very popular in math and reading classes, so you can combine these types of activities and ask children to use clothespins to:

• count examples;
• attach the corresponding number of clothespins to the number template;
• enter the correct letter.

Match games

Although matches are not a toy for children, they can be used to develop fine motor skills by giving such tasks:

• shifting from stack to stack;
• laying out the figures from the matches, which is drawn in the picture;
• folding into a box.

Children like to collect matches in a cube with a small hole made in the center of one of the faces. You can use cotton swabs instead of matches.

Exercises for the development of fine and gross motor skills

Exercises for the development of tactile sensitivity and complexly coordinated movements of the fingers and hands.

1. The child lowers his hands into a vessel filled with some kind of homogeneous filler (water, sand, various cereals, pellets, any small objects). 5 - 10 minutes, as it were, mixes the contents. Then he is offered a vessel with a different filler texture. After several tests, the child, with his eyes closed, lowers his hand into the proposed vessel and tries to guess its contents, without feeling its individual elements with his fingers.

2. Recognition of figures, numbers or letters "written" on the right and left hand.

3 Identification of an object, letters, numbers by touch alternately with the right and left hand. A more complex option - the child feels the proposed object with one hand, and sketches it with the other hand (with open eyes).

4. Plasticine molding of geometric shapes, letters, numbers. For school-age children, modeling not only block letters, but also capital letters. Then the recognition of the stuck together letters with closed eyes.

5. Starting position - sitting on your knees and on your heels. The arms are bent at the elbows, the palms are turned forward. The thumb is opposed to the rest. At the same time, with both hands, two slaps are made with each finger on the thumb, starting from the second to the fifth and back.

6. "Elastic band". For this exercise, you can use an elastic band for hair with a diameter of 4-5 centimeters. All fingers are inserted into the elastic. The task is to move the elastic band 360%, first in one direction and then in the other direction, with the movements of all fingers. It is performed first with one, then with the other hand.

7. Rolling the pencil between the fingers from the thumb to the little finger and back alternately with each hand.

8. The game "Colorful snowflakes" (age - 4 years). It is aimed at the development of fine motor skills of the hands, the formation of accuracy.

Materials: felt-tip pens, white paper, scissors.

The host shows how to make snowflakes from sheets of paper by cutting through them. After the children make many different snowflakes, he says that the snowflakes turned out to be different, but the same color. Then friends-felt-tip pens came and gave the snowflakes multi-colored dresses. The host asks the children to color the snowflakes.

Because snowflakes are openwork, it is necessary that the paper be stronger. Painting movements affect the development of fine motor skills of the hands.

9. "Repeat the movement" (a variant of the game by B. P. Nikitin "Monkeys")

An adult, sitting opposite the child, makes some "figure" with the fingers of his hand (some fingers are bent, some are straightened - any combination). The child must bring the fingers of his hand to exactly the same position - repeat the "figure". The task here is complicated by the fact that he still needs to mirror it (after all, an adult is sitting opposite). If this task causes difficulties for the child, then you can first practice by doing the exercise while sitting next to (and not in front of the child). So it will be easier for him to copy the position of the fingers.

10. Drawing games.

If a child has poorly developed fine motor skills and it is difficult for him to learn to write, then you can play games with drawing. Let's say, race around squares or circles, or move along a pre-drawn maze (the most interesting thing is when a child draws a maze for a parent, and a parent for a child. And everyone tries to draw more intricately). Now on sale there are many different stencils of various geometric shapes, animals, but, in principle, they are easy to make by yourself.

11. Games with household items.

The advantage of the games below for the development of fine motor skills in children is that they do not require any special toys, manuals, etc. The games use improvised materials that are in any home: clothespins, buttons, beads, cereals, etc.

Take a bright tray. Scatter any small cereal on a tray in a thin even layer. Run your child's finger over the rump. Get a bright contrasting line. Let the kid draw some chaotic lines himself. Then try to draw some objects together (fence, rain, waves), letters, etc.

Choose buttons of different colors and sizes. First, lay out the drawing yourself, then ask the baby to do the same on their own. After the child learns to complete the task without your help, invite him to come up with his own versions of the drawings. From a button mosaic, you can lay out a tumbler, a butterfly, a snowman, balls, beads, etc.

Give your child a round hair brush. The child rolls the brush between the palms, saying:

"At the pine, at the fir, the Christmas tree
Very sharp needles.
But even stronger than the spruce forest,
The juniper will prick you."

Take the grate for the sink (usually it consists of many cells). The child walks with his index and middle fingers, like legs, along these cells, trying to take steps on each stressed syllable. You can “walk” alternately with one or the other hand, or you can use both at the same time, saying:

"We wandered in the zoo,
Each cell was approached
And they looked at everyone:
Bear cubs, wolf cubs, beavers.

We take a dumpling. Its surface, as you remember, looks like a honeycomb. The kid with two fingers (index and middle) depicts a bee flying over honeycombs:

"Fingers, like bees, fly through the honeycomb
And they enter each one with a check: what is there?
Will there be enough honey for all of us until spring,
To avoid hungry dreams?

Pour 1 kg of peas or beans into the pan. The child puts his hands in there and depicts how the dough is kneaded, saying:

"Knead, knead the dough,
There is room in the oven.
Will-will be from the oven
Buns and rolls."

Pour dry peas into a mug. For each stressed syllable, the child transfers the peas one by one to another mug. First with one hand, then with both hands at the same time, alternately with the thumb and middle fingers, thumb and ring finger, thumb and little finger. Any quatrains are chosen.

Pour the peas on a saucer. The child takes a pea with his thumb and forefinger and holds it with his other fingers (as when picking berries), then he takes the next pea, then another and another - so he picks up a whole handful. You can do this with one or two hands.

Two plugs from plastic bottles put on the table with the thread up. This is skiing. Index and middle fingers stand in them like legs. We move on "skis", taking a step for each stressed syllable:

"We are skiing, we are racing down the mountain,
We love the fun of the cold winter."

You can try to do the same with both hands at the same time.

The child collects matches (or counting sticks) with the same fingers of different hands (pads): two index, two middle, etc.

We build a "log house" from matches or counting sticks. The higher and smoother the frame, the better.

With a clothespin (check on your fingers that it is not too tight), we alternately "bite" the nail phalanges (from the index to the little finger and back) on the stressed syllables of the verse:

"A silly kitten bites hard,
He thinks it's not a finger, but a mouse. (Change of hands.)
But I'm playing with you baby
And if you bite, I'll tell you: "Shoo!".

We take a rope (thick as a child's little finger) and tie 12 knots on it. The child, sorting through the nodes with his fingers, names the month of the year in order for each node. You can make similar devices from beads, buttons, etc.

We pull the rope at the level of the child’s shoulders and give him a few clothespins. For each stressed syllable, the child hooks a clothespin to a rope:

"I'll pinch the clothespins deftly
I'm on my mother's rope."

The child crumples, starting from the corner, a handkerchief (or a plastic bag) so that it all fits in the fist.

The child rolls a walnut between his palms and says:

"I roll my nut,
To become rounder than everyone."

The child holds two walnuts in one hand and rotates them one around the other.

12. Games - lacing Maria Montessori:

Develop sensorimotor coordination, fine motor skills of hands;
- develop spatial orientation, contribute to the understanding of the concepts of "above", "below", "right", "left";
- form lacing skills (lacing, tying a lace on a bow);
- contribute to the development of speech;
- develop creative abilities.

In games with lacing, the eye, attention also develops, fingers and the entire hand are strengthened (fine motor skills), and this, in turn, affects the formation of the brain and the formation of speech. And also, which is not unimportant, Montessori lacing games indirectly prepare the hand for writing and develop perseverance.

Not only tiny kids learn the world with "hands" - toys that require the work of the hand, fingers are also useful for older children. Almost a hundred years ago, Maria Montessori gave her children pieces of leather with holes and laces - and she develops her hands, and teaches to concentrate, and will come in handy in life. We, unlike Montessori, do not have to sit with scissors and rags. You can just buy a "lacing game" - a set of multi-colored laces and a shoe, a button, a "piece of cheese" or some other wooden thing with holes. Sometimes a wooden needle is also attached to them. Imagine how nice it is for a girl to get a forbidden needle and thread and become "just like mom."

It should be remembered that the development of fine coordination of movements and manual skill presupposes a certain degree of maturity of brain structures, the control of hand movements depends on them, therefore, in no case should a child be forced.

How can you explain the fact that there are so many lacing toys now? After all, the current parents did not have such toys in childhood, however, they grew up as normal people. There is confusion, why is all this necessary?

It turns out that the majority of modern children have a general motor lag, especially in urban children. Remember, now even kindergartens are asked to bring Velcro shoes so that educators do not take the trouble to teach a child to tie shoelaces. Even 20 years ago, parents, and with them children, had to do more with their hands: sort out cereals, wash clothes, knit, embroider. Now there is a car for every lesson.

Consequence of underdevelopment general motor skills, and in particular - hands, the general unpreparedness of most modern children for writing or problems with speech development. With a high degree of probability, we can conclude that if everything is not all right with speech, these are probably problems with motor skills.

However, even if the child's speech is normal, this does not mean at all that the child is well managed with his own hands. If at the age of 4-5 years, tying shoelaces causes difficulties for a child, and nothing is molded from plasticine except for balls and sausages, if at 6 years old sewing on a real button is an impossible and dangerous task, then your child is no exception.

Unfortunately, most parents learn about problems with coordination of movements and fine motor skills only before school. This turns into a forced load on the child: in addition to assimilating new information, one also has to learn to hold a pencil in naughty fingers.

More than anything in the world, a small child wants to move, for him movement is a way of knowing the world. This means that the more accurate and clear the children's movements are, the deeper and more meaningful the child's acquaintance with the world.

Development of general motor skills

Exercises to increase the level of activation.

These exercises increase the potential energy level of the child, enrich his knowledge of own body develop tactile sensitivity.

1. Self-massage of the auricles. The earlobe is clamped with the thumb and forefinger, then the ear is kneaded along the edge from the bottom up and back.

2. Self-massage of the lateral surfaces of the fingers.

3. Spreading your fingers, clap your hands several times so that the fingers of both hands touch. Then claps are performed with fists oriented with the back surface first up, then down, out, in.

4. Self-massage of the head. The fingers are slightly bent. With smooth stroking movements, both hands move from the ears to the top of the head.

5. Squeezing the hand with the palm of the opposite hand, massage it, moving the palm from the wrist and back, then from the shoulder to the elbow and back. The same with the other hand.

6. General foot massage. Stroking and rubbing the thighs, calves, toes, feet.

This block of exercises can include different kinds general and acupressure massages, exercises for the development of fine motor skills, walking barefoot on surfaces of various textures, etc.

Exercises aimed at regulating muscle tone.

The general principle of these exercises is a strong muscle tension followed by their relaxation.

1. "Boat". The child lies on his back, stretching his arms above his head. On command, simultaneously raises straight legs, arms and head. The pose is held for as long as possible. Then it executes similar exercise lying on the stomach.

2. Starting position - lying on your back, legs together, hands at the seams. The head is raised above the floor so that the child can see the toes. The pose is held for as long as possible.

3. I.p. - lying on the stomach, hands behind the head, elbows apart. The upper part of the body rises, the legs lie on the floor.

4. "Snowman". Starting position - standing. Children are invited to imagine that they are a newly made snowman. The body should be very tense, like frozen snow. The leader can try the "snowman" for strength, slightly pushing it from different sides. Then the snowman should gradually melt, turning into a puddle. First, the head "melts", then the shoulders, arms, back, legs. Then the option to "melt" is offered, starting with the legs.

5. "Tree". The child sits on his haunches, his head is hidden in his knees, his knees are wrapped around his hands. This is a seed that, gradually germinating, turns into a tree. Children very slowly rise to their feet, straighten their torso, stretch their arms up. The body is tense, "the tree reaches for the sun." From a strong gust of wind, the "tree" should break. The child bends sharply at the waist, relaxing the upper body, arms and head, while Bottom part the body should remain tense and motionless.

6. The child lies on his back, legs bent at the knees, feet on the floor, arms extended along the body. Within a minute, the legs run, strongly stamping on the floor, the upper body and head remain motionless. After completing the exercise, the child lies relaxed with his eyes closed. The facilitator can conduct a relaxation session.

7. "Koschei the immortal". Starting position - sitting on the floor on your knees and on your heels (after mastering the exercise while sitting, you can move on to standing ip). Hands are spread apart. The arms are bent at the elbows and hanging freely, while the shoulders and elbows are on the same straight line parallel to the floor. If it is difficult for a child to perform this exercise, at the first stage, you can help him fix the desired position with the help of gymnastic stick. Further, the leader randomly pushes the relaxed part of one and the other hand, achieving their free swing.

8. "Puppets". Children imagine that they are puppets, which are suspended by different parts of the body. The part of the body for which the doll is suspended is tense and does not move. Everything else is relaxed and dangling. The doll begins to pull the string at a different pace.

9. "Cams". The child bends his arms at the elbows and begins to squeeze and unclench his hands, gradually increasing the pace. It is performed until the maximum fatigue of the hands. After that, the hands are relaxed and shaken.

10. "Egg". For this exercise, you need a fairly large strong sheet that is spread on the floor. The child squats down, hides his head in his knees and wraps his arms around his knees. The facilitator gathers the sheet so that the child is in the "egg" and firmly holds the edges of the sheet above the head of the "chicken", while starting to swing the "egg" from side to side. Rocking continues for 3-5 minutes until complete relaxation. Then the "chicken" should "hatch out of the shell", actively working with the head, elbows and trying to straighten the whole body. At the same time, the leader keeps the child in the "egg" for 1-2 minutes.

Exercises for the development of gross motor skills, the formation of simultaneous and reciprocal sensorimotor interactions, the feeling of the boundaries of one's body and its position in space.

1. "Log". From a supine position (legs together, arms extended above the head), roll over several times, first in one direction, then in the other direction.

2. "Kolobok". Lying on your back, pull your knees to your chest, wrap your arms around them, pull your head to your knees. In this position, roll several times, first in one direction, then in the other direction.

3. "Letter in the air." I.p. - lying on your back, arms stretched forward in front of the chest. At the same time (in one direction) hands in the air "prescribe" letters, numbers, as well as whole words. The same technique is used when correcting a letter - when letters are omitted, their replacements, "mirror" spelling and other errors. At the same time, at first, the teacher can perform the necessary exercises together with the child, taking his palms in his own.
This technique also helps to remove the child's fear of a school board or notebook.

4. Drawing on a board, a sheet of paper with both hands at the same time. Both hands first move in one direction, then in opposite directions. First, the child draws straight lines - vertical, horizontal, oblique, perpendicular; then various circles, ovals, triangles, squares.

5. I.p. - sitting on your knees and on your heels. The hands are on the knees. One hand is clenched into a fist, thumb out. Unclenched. Clenches into a fist, thumb inward. Unclenched. The other hand is motionless. We change hands. The same with both hands together. Then the phases of movement are shifted (one
hand is clenched, the other is unclenched at the same time). With a good assimilation of this exercise, you can add tongue and eye movements in various combinations.

6. I.p. - sitting on your knees and on your heels. The hands are on the knees. Fist - rib - palm movements are performed alternately with each hand. After mastering, the same exercise is performed on a canopy, arms bent at the elbows.

7. And p. - sitting on your knees (standing). Hands are bent at the elbows. One hand performs a fist-palm movement, the other simultaneously performs a fist-rib-palm movement. After mastering, various oculomotor exercises are added.

8. I.p. - lying on your back, legs together, straight arms extended above your head. The right arm and right leg are bent, the elbow touches the knee. We return to the I.P. We repeat the same with the left hand and left foot. Then the exercise is done on the opposite side of the left foot and right hand and vice versa.

9. I.p. - lying on your back. Legs bent at the knees stand on the floor, arms folded in a boat and stretched up in front of you. We put our folded hands on the floor on one side of the body (while the hand “creeps” on the other hand from above), and the legs on the other side. At the same time, we move our arms and legs to the opposite side.

10. I.p. - lying on your back. Legs straight, arms to the sides. One leg is bent at the knee, raised and retracted outward (or inward), placed on the floor. Returns to starting position. The same with the other leg. Then two legs work at the same time.

11. I.p. - sitting on your knees (standing). For this exercise, you need a tight, but not elastic, oblong object (rag "sausage"). The host throws an object to the child, the child catches it, while moving only his arms. Then the object must be caught with one hand. When the exercise is mastered, the child is given the task to alternately close one or the other eye, catching the object either with the right or with the left hand.

12. From the position lying on the stomach, we depict a caterpillar: the arms are bent at the elbows, the palms rest on the floor at shoulder level; straightening your arms, lie down on the floor, then bend your arms, raise your pelvis and pull your knees to your elbows.

13. Crawling on the stomach. First, in a plastunsky way. Then only on the hands, the legs are relaxed. Then only with the help of the legs, hands behind the back (in the last stages, hands behind the head, elbows to the side).

14. Crawling on the stomach with the help of hands. In this case, the leg from the knee rises vertically upwards (simultaneously with the leading hand, then with the opposite one).

15. Crawling on the back without the help of arms and legs ("Worm").

16. Crawling on all fours. Crawling forward, backward, right and left with the simultaneous advancement of the arms and legs of the same name, then the opposite arms and legs. In this case, the hands are first parallel to each other; then they cross, that is, when moving with each step, the right hand goes behind the left, then the left goes behind the right, etc. When mastering these exercises, you can put re
put a flat object (book) on the shoulders of the bank, and set the task not to drop it. At the same time, the smoothness of movements is worked out, the sensation of the position of one's body in space improves.

17. Working out combined movements of the eyes, tongue, head, arms and legs while crawling on all fours.

18. "Spider". The child sits on the floor, puts his hands a little behind him, bends his legs at the knees and rises above the floor, leaning on his palms and feet. He walks simultaneously with his right hand and right foot, then with his left hand and left foot (the exercise is performed in four directions - forward, backward, right, left). The same, only opposite hand and foot are walking at the same time. After mastering, movements of the head, eyes and tongue are added in various combinations.

19. "Elephant". The child stands on four limbs so that the weight is evenly distributed between the arms and legs. Simultaneous steps with the right side, then the left. At the next stage, the legs are parallel, and the arms are crossed. Then arms parallel, legs crossed.

20. "Goslings". A "goose" step with a straight back is practiced in four directions (forward, backward, right, left). The same with a flat object on the head. After working out, multidirectional movements of the head, tongue, and eyes are included.

21. Step in place. The child marches in place, raising his knees high. The arms hang along the body.

22. I.p. - standing, straight arms extended forward. One hand palm up, the other down. The child begins to march, changing the position of the palms with each step. The same, but change of palms after a step, then after two. After mastering, various oculomotor exercises are added in various combinations.

23. I.p. - standing on all fours. The child straightens and lifts one leg above the floor, takes it first to one side, then to the other side. The rest of the body is motionless. The same with closed eyes. After mastering, simultaneously with the leg, the opposite hand is extended forward. Then eponymous.

24. I.p. - standing on one leg, arms along the body. Closing your eyes, keep your balance as long as possible. Then we change legs. After mastering, you can connect various finger and other movements.

25. "Swallow". I.P. - standing on one leg, the second leg is extended back parallel to the floor, the torso is tilted forward, arms to the sides. The same with closed eyes. Change leg.

26. "Log" on the wall. I.p. - standing, legs together, straight arms extended above the head, back in contact with the wall. The child makes several turns, first in one direction, then in the other so as to constantly touch the wall. The same with closed eyes.

27. Stand against the wall, feet shoulder-width apart, palms resting on the wall at eye level; move along the wall to the right (3-5 meters), and then to the left. The same with a side step - the arm and leg of the same name move (hands parallel to the legs). Then the opposite arm and leg. The same with a cross step with a cross of arms (the arm and leg of the same name move).

28. "Repeat the movement" (a variant of the game by B. P. Nikitin "Monkeys").

The leader (adult) makes some movements: crouches, raises his hands up, claps his hands - and the children must repeat them after him. The pace of movement can be either slowed down or accelerated. To also connect attention training, you can enter "forbidden movements" (some movement cannot be repeated), or "replacement of movements" (when some movement needs to be replaced with another, for example, when the leader jumps, then the children should sit down).

Exercises for the development of spatial representations.

1. "38 parrots". The child is invited to remember a cartoon about an elephant, a monkey and a boa constrictor. Then it is proposed to measure several objects or distances using various parts of your body. Following this, the child is given small objects (letters, numbers) and asked to arrange them so that there is a distance between them in his palm, and from each of them to the edge of the table - his index finger. It is recommended to offer as many options as possible for the location of objects (at the distance of the foot, from the knee to the heel, from the elbow to the hand, etc.).

2. "Markers". Marked left hand child with a bracelet, bell, bright cloth, etc.

3. Each of the directions is fixed by a certain movement. For example: "up" - jump, "down" - crouch, "right" - jump with a turn to the right, "left" - jump with a turn to the left.

4. "Mirror". The exercise is performed either in a pair with a leader or two children. At the first stage, the exercise is performed in a sitting position on your knees and on your heels. First, the leader makes slow movements with one hand, then the other, then both. The child mirrors the leader's movements. When the exercise is mastered, you can move to a standing position and connect the movements of the whole body.

5. "TV". This exercise is similar to the previous one, only the movements are repeated with the same hand that the leader shows (if the leader takes the left ear with the right hand, the child also takes the left ear with the right hand).

6. "Find the treasure." A toy or candy is hidden in the room. The child must find it, focusing on the leader's commands (the leader says: "take two steps forward, one to the right ...", etc.). The item found by the child is given to him.

7. Graphic dictations on leaflets in a box.

8. Copying drawn figures of varying degrees of complexity.

9. Drawing up plans by the child (rooms, apartments, etc.)

10. The teacher draws a plan according to which the child must find an object in a room or building.

Group games.

1. Any games like "The sea worries once, the sea worries two, the sea worries three, the marine figure freezes in place."

2. "Rhythm in a circle." Children sit in a circle on their knees and on their heels. The number of participants in the circle should not be a multiple of three. The first child claps his hands once, the next - twice, the next - three times, the next one again, etc. The leader sets a different pace of the game, changes the direction of the game (either clockwise or counterclockwise).

Further, the exercise becomes more difficult. Children sit in a semicircle. The teacher taps out some kind of rhythm. Children on command repeat it (individually or all together). When the rhythm is mastered, the children receive the command: "Let's clap this rhythm as follows. Everyone takes turns beating one clap of the given rhythm. From left to right. When the rhythm ends, the next one in the circle waits a short pause and starts over. And so on until the command "Stop" . Late with his clap, did not pause, made an extra clap receives a penalty point. "

3. "Blind sculptor". The driver is blindfolded. The teacher puts one of the participants in the game in any position. This is a sitter. The driver must feel the figure offered to him and "blind" from another child exactly the same (not a mirror one). Then you can increase the number of sitters (compose sculptural groups of two or three people). It is very important that after the end of his work, the "sculptor" with open eyes could correct the mistakes made.

4. "Zoo". The child depicts various animals or birds. The rest of the group must guess my animal.

5. Children stand in a circle; through one, you need to squat, then jump, then bend over at a fast pace.

6. "Okay". Children stand opposite each other in pairs, arms bent at the elbows rise to the shoulders in such a way that the palms of both hands "look" at the partner's palms. Children first clap with their own hands, return their hands to their original position. Then clap on the partner's hands. Starting position. Handmade cotton. I.p. Clap with the right hand on the right hand of the partner. I.p. Handmade cotton.
I.p. Clap with the left hand on the left hand of the partner. Repeat the cycle, gradually increasing the pace, until one of the partners mixes up the sequence.

7. Etudes on "Coordinated actions": sawing firewood, rowing, winding threads, tug of war, playing an imaginary ball, etc. Children need to constantly remember about the consistency of actions and the appropriateness of the distribution of movements. These etudes are worked out first in pairs, then as a whole group.

8. "Claps". Children move freely around the room. For one clap of the leader, they should jump, for two - to sit down, for three - to stand up with their hands up (or any other movement options).

9. "Canon". Children stand one behind the other in such a way that their hands rest on the shoulders of the person in front. Having heard the first signal (by agreement), the first child raises his right hand. On the second signal, the second child raises his left hand, on the third - the third raises his right, etc. Then, similarly, the hands go down.

10. "Pass the ball." The game is played in the form team competition. Children in each team stand at the back of each other's heads at arm's length. The first passes the ball to the second from above the head, the second to the third - from below between the legs, etc. Another option is to pass the ball from the side with the body turning either to the right or to the left. The third option is a combination.

11. "Steam locomotive". Children are divided into teams of 4-5 people, line up with a train in the back of each other's head (the one standing behind holds the one in front by the waist). Everyone closes their eyes, except for the first ones, who slowly begin to move. Their task is to drive the "locomotive" carefully, silently, avoiding obstacles without colliding with others; the task of the rest is to “listen” as much as possible to the one standing in front, most accurately repeat the changes in his movements, thereby ensuring the accurate transmission of information to those standing behind.

At the command of the teacher, the children stop, the first one stands at the end of the locomotive, etc., until everyone is in the role of the leader.

Complicating the exercise: the children stand one after another on all fours, holding the one in front by the ankles. The right arm and right leg move simultaneously, then the left arm and left leg. The "head" first gives commands aloud, then continues to move in silence. The team whose movements were more coordinated wins.

12. Display of poems. A member of the group shows a well-known poem or fable in pantomime, the rest must guess the name of the work.

13. Children are divided into two teams. The first child, with his eyes closed, feels the object offered to him or a word of several letters (letters from the children's magnetic alphabet are used). Then, with the help of pantomime, shows the next team member what item was presented to him. The next child calls this object to the third member of the team, he again shows it with the help of pantomime
the fourth, and the fourth, with his eyes closed, finds this object from those offered or makes up a word - the name of this object. Team members are constantly changing places. The team that guesses the most items correctly wins.

The development of fine motor skills of the hands. Games and exercises.

Fine motor skills are the ability of a person to perform small and precise movements with the hands and fingers and toes as a result of the coordinated actions of three systems: nervous, muscular and bone.The development of fine motor skills in children is of great importance. Why?

The area of ​​fine motor skills of the hands covers a huge number of very different movements. Fine motor skills help us perform both primitive gestures (for example, picking up objects in our hand) and fairly small and complex movements (for example, writing).The handwriting of a person depends on the degree of development of fine motor skills..

The development of fine motor skills in children directly determines the quality of life. A huge number of everyday activities are connected precisely with fine motor skills: we have to fasten buttons and lace up shoes, thread a needle. Besides,researchers have established a link between the development of fine motor skills of the hands and the development of speech, so the development of fine motor skills in children helps them to speak faster and better.

Scientists have proven a close relationship between the development of fine motor skills and the development of speech in a child . It turns out that the speech center of the brain is located very close to the motor center, which is responsible for the movements of the fingers. If you stimulate the motor center responsible for the movements of the fingers, then the speech center is also activated! Therefore, the development of fine motor skills is necessary for the rapid and correct formation of speech skills.

Unfortunately, in the last decade, the number of children with speech and writing disorders has increased significantly throughout the world. Thirty years ago, the percentage of such children was much less! What is the reason for this phenomenon? Yes, just in the old days there were no shoes and clothes with Velcro. But there were lace-up shoes, clothes with buttons, hooks and ties. Children daily tied shoelaces, fastened buttons and hooks, thus training their fingers! After all, such movements require skill and the development of fine motor skills. And now children are freed from the complex process of lacing up shoes and carefully fastening buttons. It turns out that before the fine motor skills of children developed due to such everyday actions, but now it suffers. Accordingly, speech skills also suffer, problems with writing appear, because motor skills and speech are closely related.

The development of fine motor skills in children is a natural process, it begins to develop even in infancy on the basis of general motor skills. The child starts with simple grasping gestures, then learns to shift the object from hand to hand, masters the “tweezer grip”.At two years old, the child is already able to properly hold a spoon and a pencil.starts drawing.

You need to start working on the development of fine motor skills from the very early age. Already an infant, you can massage your fingers (finger gymnastics), thereby affecting the active points associated with the cerebral cortex. In 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.

The task of teachers and child psychologists is to convey to parents the importance of games for the development of fine motor skills. Parents must understand that in order to interest the child and help him master new information, you need to turn learning into a game, do not back down if the tasks seem difficult, do not forget to praise the child. We bring to your attention games for the development of fine motor skills, which can be practiced both in kindergarten, as well as at home.

finger training

Simple

Clench your fingers into a fist and make circular movements with the brush to the left, then to the right, 4-5 times.

Forcefully squeeze and unclench your fingers. 5 - 6 times.

Straighten your fingers, take your thumb to the side and make circular movements with it, first to the left, then to the right. 4 - 6 times.

Straighten your fingers, simultaneously bend and unbend the first two phalanges. 5 - 6 times.

Spread straight fingers, sequentially, in a fan-shaped movement, starting with the little finger, bend all fingers into a fist. Then, starting with the thumb, return to the starting position. 3 - 4 times.

Clench your fingers into a fist. Try to unbend and bend each finger separately. Seek to keep others focused. Exercises are performed while sitting with your elbows on the table. Gradually increase the number of repetitions to 10-15 times. After finishing the gymnastics, you should shake your relaxed hands and do a massage.

Complexes of exercises (rhymes)

"Friendship"

"Girls and boys are friends in our group."
The fingers of the hands are connected rhythmically in the lock.
"You and I will make friends little fingers."
Rhythmic touch of the fingers of the same name of both hands.
"One, two, three, four, five".
Alternately touching the fingers of the same name, starting with the little fingers.
"Start counting again.
One, two, three, four, five.
We've finished counting."
Hands down, shake your hands.

"Walk"

When performing this exercise, the children sit in their places and rhythmically, alternately, in jumps, move the straight fingers of both hands along the surface of the table from themselves to its opposite edge.

Let the fingers go for a walk
the fingers are clenched into fists, the thumbs are lowered down and, as it were, jumping around the table.
And the second - to catch up,
rhythmic movements of the index fingers on the table.
Third fingers - run,
movement of the middle fingers at a fast pace.
And the fourth - on foot.
slow motion ring fingers over the surface of the table.
Fifth finger jumped
rhythmic touch of the surface of the table with the little fingers.
And at the end of the road he fell.
pounding on the table with fists.

" little men"

They ran along the river.
movement of the index and middle fingers on the surface of the table from oneself to the edge
Race kids.
Repeat several times.

"Visiting"

On a visit to the thumb
thumbs up on both hands
Came straight to the house
Palms together, fingers of the same name touching
Index and middle
alternately called fingers are connected to the thumbs on both hands at the same time.
Nameless and last
Little finger itself
fingers are clenched into a fist, only the little fingers are exposed up
Knocked on the threshold.
fists banging against each other
Together fingers are friends
rhythmic clenching of fingers into fists
They cannot live without each other.

"Come on, brothers, get to work!"

"Come on, brothers, get to work!
Show your passion.
The big one is to chop wood.
All stoves - you heat.
And you - to carry water,
And you - cook dinner,
And sing songs to the baby,
Songs to sing and dance
To amuse the siblings."

Children turn to the right hand, bent into a fist, alternately unbend all fingers.

" Scarlet flowers"

"Our scarlet flowers
open the petals,
The wind breathes a little
The petals sway.
Our scarlet flowers
Close the petals
Sleeping quietly
They shake their heads."

The palms are joined in the shape of a tulip, the fingers slowly open, then smooth swaying of the hands is made, then slowly closed, acquiring the shape of a flower, the head of the flower is swayed.

" Orange"

"We shared an orange,
There is only one orange.
This slice is for the cat
This hedgehog slice
This slice is for the snail
This slice is for a siskin,
Well, the peel to the wolf!"

Start with the little finger, bend all fingers alternately.

"Hide and Seek"

"Fingers played hide and seek
And the heads were removed.
Like this, like this
So the heads were removed.

Squeezing and unclenching fingers.

Relaxing (self-massage of hands and fingers)

Pressing with strongly compressed four fingers of one hand on the base of the thumb, the middle of the palm, the base of the fingers of the other hand. Then the position of the hands changes.

Rubbing the palms with a hexagonal pencil with a gradual increase in effort.

Rubbing the palms with up and down movements.

Rubbing the lateral surfaces of interlocked fingers.

Kneading, then rubbing each finger lengthwise, then across.

Put the walnut between the palms, make circular movements, gradually increasing the pressure and pace. You can do the exercise with two walnuts, rolling one over the other, with one hand, then the other.

Pressing with an unsharpened pencil pain points palms, then rotate the pencil to the right, to the left.

Kneading the right hand with the fingers of the left and vice versa, then alternately rubbing.

Now on sale there are many games that purposefully develop the relevant skills. But there is nothing easier than using the tools at hand that are in any home. So, a few exercises for the development of fine motor skills:

" rubber band " . For this exercise, you can use an elastic band for hair with a diameter of 4-5 centimeters. Fingers are inserted into the gum. The task is to move the elastic band 360%, first in one direction and then in the other direction, with the movements of all fingers. It is performed first with one, then with the other hand.

" Kalyaki-malaki ". We take a tray and scatter small cereals (for example, semolina) on it. You can’t imagine a better drawing board. First, an adult draws lines on the “board”, and the kid repeats. Let it be very simple shapes: squares, circles, zigzags. Snowman , house, sun.

" The sun is smiling " . Exercise by Maria Montessori. We cut out a circle from thick paper and draw a smiling sun on it. We buy a large number of colored paper clips and attach them around the perimeter. You can play with colors: for example, string a yellow paper clip first, then green, then red. Or 3 yellow, 3 green, and so on. Here, an account is added to the exercise. Explain to the child why the sun smiles: it is pretty, because they play with it.

" Mosaic ". Collect buttons of different colors and sizes. Firstly, they can be sorted by diameter, color and texture (smooth-rough). Secondly, you can make pictures from them, lay out different shapes on a sheet of paper. It turns out a button mosaic. Boys can be interested in purely "male" games.

For example, screw nuts on bolts or press the buttons of an impromptu remote control (you can take an old, already outdated TV remote control without batteries). If you want, imagine that you are a driver, if you want - an airplane pilot or a tanker.

Very useful games, accompanied by short rhythmic poems. For example:

We pull the rope at the level of the child’s shoulders and give him a few clothespins. For each stressed syllable, the child hooks a clothespin to the rope: "I will deftly pin the clothespins to my mother's rope."

We take the grate for the sink, which consists of many "cells". The child walks with his index and middle fingers, like legs, along these cells, trying to take steps on each stressed syllable. You can “walk” alternately with one or the other hand, or you can use both at the same time, saying: “We wandered in the zoo, We approached each cage, And looked at everyone in a row: Bear cubs, wolf cubs, beavers.”

A special place in games for the development of motor skills is occupied by drawing and modeling. A small artist can start his creative activity by painting with oil pastels. If you do not find it on sale, wax crayons will do. They will help the baby learn to hold the chalk with two fingers (and there it is a stone's throw to hold the pencil).

Draw various shapes: lines (straight and wavy), circles, ovals, squares and triangles, paint over them. If it doesn’t work, first take the baby’s hand in yours and help him. The paper must be pretty big size, let's say A3, so that the baby does not miss. Over time, you will switch to felt-tip pens and paints.

You can sculpt from plasticine, or you can - from dough. Dough is definitely much safer. At first you can sculpt unintelligible "lumps", then - simple figures, letters. Over time, learn to touch the molded letters. You can stick various small objects into the dough: grains, peas, the same buttons.

In the development of fine motor skills, the same rule applies as in the development of other skills: more play, less coercion. And regularity. Do not indulge the capricious "I do not want, I will not." We'll have to show diplomatic skills. Be patient, persistent and wise.

But even without extra spending, you can arrange the necessary training for the child. All improvised means will be used:

Cereals (it’s so nice to put your hands in a bowl of beans! And if some kind of toy is waiting for the baby at the bottom, it’s even doubly so! Preschoolers can be instructed to sort and sort through various cereals)

Natural materials: acorns, chestnuts, cones, pebbles, shells, sticks

Kitchenware

Various containers, vials, boxes

Zippers, laces, ties, threads, ropes, fasteners, buttons, fabrics of various sizes, shapes, colors and textures

Beads and rings are very interesting to string on a braid

From matches, cotton buds and toothpicks, you can lay out various drawings (of course, under the supervision of parents)

Boys will especially appreciate bolts and nuts, as well as broken technical devices (ordinary and cell phones, calculators). And the girls will benefit from dressing and undressing their favorite dolls.

And what kid doesn't love sticking and unsticking fridge magnets? This activity can be varied according to your desire and possibilities. Allow also to eat with your hands “small food” (peas, corn, berries), peel boiled eggs, jacket potatoes, tangerines. It will be very entertaining to put paper clips on cardboard or clothespins on a rope. In general, it is useful to introduce children to household chores and teach them to help with cleaning around the house:

Sweep and collect trash and mop floors.

Collect motes from the floor, help collect objects scattered on the floor (buttons, cloves, beans, beads).

Dismantle split walnuts (kernels from shells), peel pistachios, peel off the film from roasted nuts.

Sculpt cookies and decorations for the pie from the dough.

Open a mailbox or front door with a key.

Try to put on your own shoes, dress, and take off your shoes and undress. To do this, some of the shoes and clothes should be available to the child so that he can dress up whenever he wants. Learn to put on your own gloves. Try lacing up your sneakers.

Help winding threads or rope into a ball (this activity also has a beneficial effect on ) .

Hang clothes (you need to pull the rope for the child).

Help parents unscrew various plugs - from water canisters, bath foam, toothpaste, etc.

Gather berries in the country or in the forest.

Get something out of a narrow gap under the cabinet, sofa, between furniture.

Look for the edge of the tape. Peel and stick stickers.

Flip through the pages of a book.

Sharpen pencils (sharpener) and erase drawn with an eraser.

Important rules in the development of fine motor skills in children

Classes should resemble a game, not lessons at school. You can come up with some funny story or even a fairy tale along the way.

Games and activities should be systematic. Even while walking, you can massage your baby's hand or collect beautiful pebbles and leaves.

During the game, talk more with the baby, conduct a dialogue, act out scenes.

It is important that the child likes both toys and the process itself - take care of this. And also sincerely show that it also brings you incredible pleasure.

You can't force a little student. Give him a choice. Perhaps he wants to draw, not sculpt - listen to his wishes.

Choose games and activities that are age and developmentally appropriate for your child.

Try as many as you can various ways development of fine motor skills.

But by no means do everything at once.

Do not forget to praise the child for every success - criticism in this matter is absolutely inappropriate!

Control the time - it is for each child individually. Don't overstay or overwork him.

And do not limit children in showing initiative and imagination!

Try to ensure that your child can confidently do the following as a preschooler:

draw using small details in images;

paint without going beyond the outline and leaving no gaps;

cut out large polygonal shapes;

sculpt small parts from plasticine;

fasten and unfasten buttons;

to dress and put on shoes;

lace up shoes and tie shoelaces, fasten zippers;

pour milk from a bag into a cup;

wash and brush your teeth.

Remember that any learning process requires a lot of patience and work. Be wise, considerate and loving parents. Do not neglect forever passing time - use it rationally. It's such a joy to watch your child grow and develop! And take part in this exciting process!

Every modern mom understands the importance of developing fine motor skills for her baby. But not everyone knows how to properly develop fine motor skills in their children, what exercises need to be performed for this and what improvised means to use. Before we talk about exercises and activities that stimulate motor skills in children, let's look at the very essence of this concept and the tools for its influence on the development of the baby.

The main thing in the article

Fine motor skills of a child up to 3 years

Fine motor skills are the ability to perform various rather small manipulations, using the hands and fingers for this. In other words, it is an improved concept of "dexterity". The accuracy of the movements of the hands and fingers of the child is explained by the coordination and purposefulness of the important systems of his body, both muscular and nervous.

The fine motor skills of a child up to 3 years old consist of a large number of very different actions: first, the baby learns to grab a toy, a little later he already knows how to feel its components, and at 2-3 years old he acquires the first drawing skills, diligently holding a pencil or pen.

A newborn baby first examines his little hands, and then, through his first toys, learns to control his movements. The first "captures" of objects are performed with the help of the whole palm, and by six months he can take a toy with only two fingers.

Parents should promptly teach the child to hold a spoon, pencil or brush correctly for drawing: all this is necessary, basic exercises to improve his fine motor skills.

It has been proven that fine motor skills are directly related to the central nervous system child. Its influence on vision, hearing, memory, reaction speed, perception, speech development is very great.

In the child's brain, the centers responsible for motor skills and speech "adjacent" to each other. By stimulating the motor skills of the fingertips, we activate the speech center.

In an effort to develop fine motor skills in children, parents use many different ways. We will focus on the most interesting and original.

Groats for fine motor skills

For the development of fine motor skills in children, various cereals have long been used. Not too small are most suitable: buckwheat, rice, pearl barley, oatmeal, as well as seeds. The youngest researchers are allowed to play with beans, peas, corn, different types of pasta (horns, pasta, shells).

Grains are poured into a deep bowl and given to the child. The kid will touch such “material” for the game, spill the cereal through his fingers, strive to take a separate grain and examine it in more detail. This will not only stimulate the development of his motor skills, but also improve tactile sensations.

Important: during classes, do not leave the baby alone, in order to avoid an accident: the baby can swallow a grain or choke on it.

If you are still afraid to let your child play with cereals in their pure form, we suggest that you take a few linen bags and fill them different types croup, let the child feel them. This technique is also an excellent exercise for developing finger dexterity.

When the child reaches 2-3 years old, it will be possible to conduct more complex and interesting activities with him, involving various cereals, for example:

• mother draws an image on a piece of paper (it is better that it be a funny animal: a cat, a dog, a bear, so that the baby is interested);
• the child is invited to cover the drawing with a thin layer of glue using a brush;
• then you need to "color" the picture using cereals. For example, we apply buckwheat on the ears, barley on the abdomen, cover the paws with millet.

Over time, the grains will stick to the image, and such a masterpiece of a small artist can be framed and admired for a long time.

Drawing for fine motor skills

Drawing is not only a great way to diversify a child's leisure time, but also a great way to improve his fine motor skills. To begin with, it is important to teach your child how to properly hold a pen, pencil and watercolor brush. Be patient: not every child succeeds the first time. But when the baby is already confidently holding the “tool” in her fingers, you can start simple exercises.

You can draw not only with pencils, paints or hands: use other “tools” for art, such as cotton swabs or foam rubber sponges.

Connecting objects for motor skills

Disassembling and putting together various objects is an excellent training for a child's fine motor skills. We offer you several interesting exercises that will captivate even the most restless baby for a long time:

Today, labyrinth toys for kids are very popular, in which wooden parts of various shapes and colors “roll” along a twisted wire. Tactile contact with natural wood in itself is very useful for the baby, and the connection of small parts in such a labyrinth will be an excellent exercise for his fingers.

Exercises for fine motor skills of hands in a child

Elementary and simple exercises - The best way develop fine motor skills of the crumbs. The smallest peanuts can be massaged with palms, stroking, lightly pressing and massaging the pads of each finger.

Then, when the baby is already watching your actions with interest, drive along his palm, saying various nursery rhymes and sayings, for example, the “Magpie Crow” known to everyone from infancy. Play "Ladushki" with your baby - so your child will learn to clap, bend and straighten his fingers.

When the baby is 6-7 months old, you can let him play with paper. Give him some sheets of colored paper, preferably soft. He will begin to examine it, and then begin to tear it into small pieces: at his age, this is an extremely useful and exciting activity that will make him squeal with delight.

For older children, modeling from plasticine or salt dough, as well as the lacing mentioned above, can be offered as an exercise for motor skills.

You can use a variety of objects that differ in texture and size to improve motor skills.

And the most elementary finger exercises are the following:

• fingers are compressed into a fist, then the child rotates the brush to the left, then to the right. Repeat the exercise 5 times;
• fingers with force are compressed into a cam and smoothly unclenched;
• straighten the fingers, and then bend and straighten the first 2 phalanges; repeat 5-7 times;
• game "fan": divorced straight fingers, starting with the little finger, are bent in a fan-shaped movement. When all fingers are gathered into a cam, carry out the exercise, starting with the thumb.

Finger games for hand motility

Finger games are necessary not only for the child: they are a good help for the mother who is raising him. After all, this is not only an excellent technique for developing a baby’s motor skills, but also a great way to distract him and cheer him up: each such game is usually accompanied by a cheerful rhyme or nursery rhyme.

Children who regularly and with pleasure perform finger gymnastics, faster than their peers, they begin to speak, comprehend the basics of writing, have good memory and motor coordination. They are more collected and resistant to stress. Finger games are necessary for the child as often as possible: it is best to play them every day.

It is very important to verbally entertain the child in the process of such a game. A huge arsenal of finger games, tasks and trainings with funny, funny sayings is presented. Choose a game to your liking, have fun and develop!

Finger development for preschool children

For preschool children, the main attributes and assistants of finger development are crafts, which, in addition to motor skills, also develop imagination, creative skills, the ability and desire to make crafts.

Buy your child safety scissors, colorful cardboard and paper. It is necessary to teach him how to cut, use glue, create bright applications and make crafts.

Collect dry, colorful leaves from the street and create a bright autumn panel out of them.

These activities are necessary not only for finger development, they will also develop the child's creative thinking, perseverance and attentiveness. The skills acquired in the process of such games will definitely come in handy in kindergarten and school.

Music games for hand motor skills

If you expect your child to achieve musical achievement, introduce him to a variety of musical instruments from infancy. Pressing buttons and keys perfectly develops the motor skills of children's fingers, and the accompanying sound helps the little man to understand the connection between his actions and the music being played.

For such activities, children's pianos, tambourines, drums, accordions, maracas, xylophones and balalaikas are well suited. In the process music games not only fine motor skills develop and the work of the fingers as a whole is activated, but visual-motor coordination, sensory and mental sphere are also improved, the efforts of the fingers and hands of the child are regulated.

Fine motor disorders

In the early childhood developmental disorder motor functions especially noticeable, and entails tangible consequences. After all, the speech development of the baby is directly related to his motor skills and depends on the degree of development of the movements of the hands and fingers. You can talk about violations of fine motor skills when a child:

• constrained, has poor coordination;
• slow and clumsy;
• often drops objects;
• rarely participates in outdoor games, it is difficult for him to serve and catch the ball;
• at the age of 3-4 years, cannot hold a pencil correctly and draw a straight line;
• noticeable inconsistency in the actions of the hands of the child.

Statistics: about 5% of all preschool children suffer from fine motor skills and motor coordination disorders, the vast majority of them are boys.

However, the diagnosis of “motor disorder” itself should be made by the doctor, and if you suspect that your baby has some lag in the development of motor skills, take preventive measures with him: perform finger massage and gymnastics for fine motor skills of the hands.

Gymnastics for fine motor skills of hands

We offer you to get acquainted with some gymnastics techniques for improving the motor skills of the child's hands from the video.

Regularly doing the various exercises presented in our article is sure to give tangible results, not only in terms of improving fine motor skills: it will also help your baby learn the correct speech.