Features of the development of fine motor skills of the hands of older preschoolers. The problem of the development of fine motor skills in children of senior preschool age in psychological and pedagogical research

Development fine motor skills in older preschool children

"Sources of Ability and

children's gifts

at their fingertips.

From the fingers, figuratively speaking,

the thinnest streams flow,

that feed the source

creative thought"

(V. A. Sukhomlinsky)

What is fine motor skills and why is it important to develop it?

Fine motor skills are the ability to perform small and precise movements with the hands and fingers and toes as a result of the coordinated actions of the most important systems: nervous, muscular and bone.

Fine motor skills have a very important feature. It is associated with the nervous system, vision, attention, memory and perception of the child. Scientists have also shown thatdevelopment of fine motor skills and speech developmentvery closely related. That is why, for timelychild's speech development Great attention must be paid to the development of fine motor skills. Fine motor skills directly affect manual dexterity, the emphasis that will be formed in the future, and the speed of the child's reaction.

The level of development of fine motor skills is one of the indicators of readiness for schooling. A child with a high level of development of fine motor skills is able to reason logically, he has sufficiently developed memory and attention, coherent speech. The ability to perform small movements with objects develops in the older to school age, it is by the age of 6–7 that the maturation of the corresponding areas of the brain, the development of small muscles, basically ends.

Children with poorly developed manual motor skills awkwardly hold a spoon, a pencil, cannot independently fasten buttons, lace up shoes. The opportunities for mastering the world by these children are impoverished. Children often feel inadequate in elementary activities available to their peers. This affects emotional well-being child, his self-esteem. Over time, the level of development of complexly coordinated hand movements may not be sufficient for mastering writing.

How to develop fine motor skills in older preschool children?

Of course, in the game.

• "Mosaic", "Puzzles"- They have small parts that need to be connected together. When choosing puzzles, one must proceed not only from the aesthetic preferences of the child. The rule applies here: the older the child, the smaller the details should be and, accordingly, vice versa.
• "Constructor" - for children of older preschool age, it is better to choose designers with small details, with different types compounds. Developing creative thinking, fantasy, fine motor skills of hands.
• Modeling from clay and plasticine.This is very useful and has a great effect on the development of fine motor skills of the hands, and you can sculpt not only from plasticine and clay. If it's winter in the yard, what could be better than a snowman or snowball fights. And in the summer you can build a fabulous castle of sand or small pebbles.

• Drawing or coloring pictures– favourite hobby preschoolers and a good exercise for the development of fine motor skills. Pay attention to the drawings of children. Are they varied? If a boy draws only cars and planes, and a girl similar friend on a friend of dolls, then this is unlikely to positively affect the development of the child's figurative thinking.
• Making paper crafts.For example, cutting out geometric shapes with scissors, drawing up patterns, making applications. The child needs to be able to use scissors and glue. Based on the results of such work, you will be able to assess how developed the fine motor skills of the hands and the movements of the baby's fingers are.
• Making crafts from natural materials:cones, acorns, straw and other available materials. In addition to the development of fine motor skills of the hands, these activities also develop the imagination and fantasy of the child.
• Wonderfully develop fine motor skills training within large letters. Now such books, postcards and tablets are being sold, on which the letters are not just written, but made voluminous. Blindfold your child and let him feel these letters. Let him try to feel to determine what kind of letter is under his fingers. Such exercises are generally useful for learning the alphabet.
• Older children learn to tie laces. These can be ready-made laces made by mom or tying shoelaces on objects (blouses, boots, hats, etc.).
• Games with small items, from which you need to fold or build something, take something, screw or unscrew, put something on, put or pour somewhere, squeeze or unclench - this is what will help your baby learn better in the future school curriculum. Such activities develop not only imagination and fine motor skills, but also memory, accuracy, eye, associative thinking, the ability to analyze and make decisions.

Parents can use improvised materials for the development of fine motor skills of hands:

mix beans, peas, lentilsand ask the child to sort everything into different cups. For fun, call the game "Cinderella".

For boys, you can create a game "Junior Mechanic", which will require only bolts with nuts. Ask to unscrew or tighten the nut. For fun, try to compete with your child who can do it faster or even arrange a family tournament. It is also good if the bolts and nuts are different in size. This will also contribute to the development of the eye.

Tie some strings, not too tight nodules and ask the child to untie them, and vice versa.

Stringing is good for girlsbeads, pasta or buttons on the wire.

Good for developing fine motor skills"Origami ". Yes, and only one paper is required. It would be nice if you could beat the work done, for example, come up with a fairy tale together and play it with your child.

- Make a figure out of matches.Only in this game, for safety reasons, play only next to the child. Try folding a boat or some other shape. In this game, the child will develop both imagination and creativity. And if you set a condition for the child to repeat your figure, then both attention and memory will develop.

- . Hidden item.Hide Kinder Surprise toys in peas or beans, and let the child look for all the toys buried in the cereal. When performing this task, acupressure occurs.

Clothespins . When hanging clothes, ask your child to help you. Or take cardboard geometric shapes and let the child use clothespins to turn the figure into some kind of object.

Shadow games develop fine motor skills of hands, imagination and fantasy in a child.

Working with threads very varied:

• Silhouette thread drawing.
• Fine cutting and gluing to the template.
• Weaving with multi-colored laces.

Creating paintings with seeds and fruits.

- Stoppers from plastic bottles can be used as "cars" and play "racing". Using corks, you can play the game "In brand new boots." The index and middle fingers stand in them like legs and stomp:

In new boots

Legs walked: top-top-top,

Straight down the path: top-top-top.

Come on, more fun: top-top-top,

We stomp more friendly: top-top-top.

To create games for the development of fine motor skills of hands, use all your imagination. The main thing - remember! Any games and exercises will be effective only with regular practice. You need to practice daily!

Good luck and be patient!

Full development of fine motor skills of hands in children of preschool age, namely in 3-6 summer age, is very important, as speech skills, educational success and socialization depend on it. From primitive grasping gestures with the palm, characteristic of 2-3 summer child, the baby moves to smaller finger movements. The level of development of fine motor skills in preschool children reveals the child's intellectual readiness for writing, coherent speech and logical reasoning.

Inadequate development of fine motor skills in preschoolers is not uncommon in our time, it is especially common in those children who are not accustomed to work in the family. They are awkward in all kinds of practical activities, which further negatively affects their self-esteem.

At 5-6 years old, a child with normal development can:

• run well, including on toes, jump alternately on one and the other leg, ride a 2-wheeled bicycle;
• copy complex drawings (mirroring is considered the norm up to 8 years old), write letters and numbers, trace drawings along the contour, shade and cut them out;
• recite poems, retell the contents of short stories.

The studies of the largest scientists (Pavlova I.P., Leontyeva A.N.) proved the connection between general motor skills and speech. Precise movements of the arms, legs, head, torso prepare the improvement of the articular apparatus. This is because the centers of the human brain responsible for speech and motor skills are located nearby. Scientists have found that the ability to speak is formed under the influence of impulses coming from the hands. It is especially important to improve fine finger movements. Researchers Shelovanov N.M., Denisova M.P. and others have found that this skill comes with the development of vision, touch and kinesthetic sense, that is, the position and movement of the body in space.

Parents should be alerted if they notice such signs of motor retardation in their child:

• the child awkwardly holds a spoon, a pencil;
• cannot regulate the force of pressure on the brush when drawing;
• often drops objects;
• has difficulty in acquiring self-care skills;
• refuses modeling, applications;
• avoids games where you need to show dexterity, speed;
• shuffling his feet when walking.

To diagnose the development of fine motor skills in older preschoolers, you can turn to specialists such as a neurologist and a speech pathologist.

Tests for the development of general motor skills of the hands

At home, you can conduct 3 simple tests, the authors of which are Nizhegorodtseva N.V. and Shadrikov V.D.:

1. Circle the palms of the child with fingers apart, located on 1 sheet of paper, with a pencil. Look at the resulting drawing and ask him to put the brushes again in accordance with the contours. Now, in the order you specify, the child should raise his fingers. First, the test is carried out on the right hand, then on the left, only 2 times on each. You should point to the finger by touching it with a pencil. When performing a task, other fingers may involuntarily rise. This inclusion of muscles unnecessary for performing this action occurs due to insufficient differentiation of movements and is called synkinesis. To sum up, it is necessary to calculate the average number of synkinesis in two attempts for the left and right hands and add them up. For a child of 6 years old, their sum should be 9. More of them indicates insufficient development of finger movements.
2. Draw a circle with a diameter of 3-3.5 cm, show the child and ask him to do the same without taking his hands off. If he drew a circle of a much smaller diameter, then this indicates a clamped brush. The movement of the hand during the performance of the task or the produced oval also indicate problems with fine motor skills.
3. Pay attention to how the preschooler draws and colors the pictures. If he constantly turns the drawing, the brush is stiff, too tense, or, conversely, sluggish. If at the same time the child quickly gets tired, then it is important, without losing time, to organize help.

Speech therapists associate the influence of fine motor skills on the development of speech of preschoolers and believe that if the fingers develop according to age, then speech will be normal and, conversely, if the fingers are not active enough, then speech development will be delayed, although general motor skills may be normal. The importance of developing fine motor skills in preschoolers is that full speech is an indispensable condition for successful schooling. To learn to write, a child must be able to make precise movements with the hand and fingers. Otherwise, the letter will become problematic, slow, and with the slightest increase in speed, the letters will be written crooked and illegible.

Educational games

In order for the fine motor skills of the hands to correspond to the age of the child, its development can be accelerated by applying different methods, based on the fact that numerous nerve endings at the fingertips perceive a huge stream of tactile information and send it to the brain for processing.

Parents can conduct classes on their own, the main thing is to organize them in such a way that the child does not overwork and does not lose interest. Children of middle and older preschool age like games with clothespins. Their benefit is that in addition to fine motor skills, they develop the coordination of both hands, as well as attention, imagination and perseverance. To play, you need multi-colored clothespins (not very tight) and cardboard pictures. Most simple exercises: attach clothespins to silhouettes and images desired color, so that they complete the picture, for example, they serve as needles for a hedgehog, ears for a bunny, arms and legs for a little man. With the game we develop imagination and knowledge of color. For example, a yellow circle could be a sun that needs rays to be attached to, or the center of a flower that needs petals.

The most difficult exercises from finger gymnastics with clothespins, in which there is a solution to other problems, are as follows:

1. Compilation of thematic series of words. A clothespin in the game is equal to 1 word. Attach them to each other. The goal is to make as long a series of words as possible on a given topic.
2. Dialogues. The players portray various heroes, talk and at the same time work with a clothespin, opening its “mouth” in rhythm.

Highly important occupation for the hands of preschoolers - this is modeling from plasticine, clay or dough. All the muscles of the hands are involved in the process. At the same time, children learn to understand and convey the nature of the depicted. Studies have shown that after a course of classes, 24% of children with an insufficient level of development approached the norm.

brain gymnastics

The urgency of the problem of the growth in the number of children with learning difficulties is reflected in the Federal State Educational Standard (FSES), which entered into force in January 2014 and set the task of development for teachers and educators creativity children, intelligence, independence and development of conditions for successful learning. One of the forms of such work is kinesiology, which is also called “brain gymnastics”. Its application comes from Indian yoga and folklore finger games Ancient Russia.

Modern kinesiology exercises for preschoolers can activate the activity of various parts of the cerebral cortex through movement and, first of all, are aimed at the development of the corpus callosum, which connects the cerebral hemispheres. If it is underdeveloped, then the transfer of information from one hemisphere to another stops. Violated spatial orientation. Solving mathematical problems, imaginative thinking and creativity are impossible for a person, despite the fact that he can speak coherently. The main development of connections between the hemispheres of the brain is formed in girls up to 7, in boys up to 8-8.5 years. To be successful, you need to practice daily. The kinesiology complex for preschoolers includes exercises consisting of 3 consecutive hand positions. Gradually, the child remembers them and makes them independently. Classes should be conducted in a friendly atmosphere, best in musical accompaniment aimed at a certain rhythm of movement.

In some Russian schools for kinesiology exercises, in general, 25-30 minutes a day are allocated: before the start of classes and during breaks in the lessons for 3-5 minutes.

Experts gave names to the exercises: "Rings", "Frogs", "Ear-nose", "Snake" and many others. Finger movements are accompanied by speech, quatrains. Children love these activities.

For parents

The development of general motor skills, that is, the large muscles of the child's body, in the family is possible with the help of everyday domestic activities and exercise. The ability to keep balance, the accuracy of fine hand movements depend on this motor skills. Exercises on sports equipment are especially useful for unbalanced children. It is advisable to do gymnastics, jump, run, pull up on the crossbar. Collecting toys and dusting are also exercises for developing gross motor skills. Do not refuse help if the child has a desire to help you wash the dishes or mop the floor. Recommendations for parents on the development of fine motor skills of preschoolers are as follows:

• classes should be regular, but not long, so that the child does not lose interest in them;
• no need to force the child to do the exercises, as they will not be effective;
• movements should be performed accurately, at a pace comfortable for the child.

Children playing musical instruments constantly do finger gymnastics, develop fine motor skills and memory. Tips for organizing classes at home can be obtained at a consultation with a psychologist.

Play with your children as much as possible. If necessary, learn how to massage your baby's hands and fingers. Do not forget: in order for children to develop normally, it is extremely necessary positive evaluation their activities.

SEI HPE "OMSK STATE PEDAGOGICAL UNIVERSITY"
DEPARTMENT OF PEDAGOGY AND PSYCHOLOGY OF CHILDHOOD

MUKHOMEDZHANOVA Gulmira ...

DEVELOPMENT OF FINE MOTOR SKILLS
IN CHILDREN OF THE MIDDLE PRESCHOOL AGE
THROUGH A SERIES OF FINGER GAMES

FINAL QUALIFICATION WORK

5th year students of the correspondence department
Faculty of Pedagogy and Childhood Psychology

Scientific adviser:

Romanenko Oksana Gennadievna

Omsk - 2010
Content

Introduction	3
Chapter 1. Theoretical study of the problem of development of fine motor skills in children of middle preschool age through a series of finger games
Views of domestic and foreign scientists on the development of fine motor skills	7
1.2. The development of fine motor skills in preschool childhood	14
Means for the development of fine motor skills in preschool children	20
Conclusions on the theoretical part of the study	26
Chapter 2. Empirical research on the development of fine motor skills in children of middle preschool age through a series of finger games
2.1. Identification of the initial level of development of fine motor skills in children of middle preschool age	28
2.2. Development of fine motor skills in middle preschool children through a series of finger games	35
2.3. Determining the effectiveness of the formative stage of the experiment	41
Conclusions on the empirical part of the study	47
Conclusion	49
List of used literature	52
Application	55

Introduction

The formation of fine motor skills of the hand is important for the overall physical and mental development of the child throughout preschool childhood. The level of development of fine motor skills largely determines the success of the child in mastering visual, constructive, labor and musical performance skills, mastering the native language, developing initial writing skills and etc.
By the term fine (fine) motor skills, we mean highly differentiated, precise movements, mostly of small amplitude and strength, in which small muscles participate. Bimanipular hand movements, tactile contact with materials of various textures, functional differentiation of the visual system develops in the child the functional muscular skill to perform small, clearly differentiated movements.
The development of subtle, precise movements is necessary for the child not only in order to confidently control his body; delicate motor skills of the fingers develop the brain, its ability to control, analyze, command. Systematic exercises for training finger movements are, according to M.M. Koltsova, "a powerful tool for increasing the efficiency of the cerebral cortex."
Experimental data indicate a close connection between the function of the hand and speech, the morphological and functional formation of speech areas is carried out under the influence of kinesthetic impulses from the hands. The influence of proprioceptive impulses from the muscles of the hand is so significant only in childhood while the speech motor area is being formed. If the child's speech development is delayed, it is recommended to stimulate it by training the movements of the fingers.

The study of fine motor skills as a kind of mentally regulated movements was carried out by such scientists as N.A. Bernshtein, V.M. Bekhterev, L.S. Vygotsky, A.R. Luria, N.A. Kozlenko, M.O. Gurevich , A.A.Leontiev, M.M.Koltsova, E.I.Isenina, L.V.Antakova-Fomina, S.G.Shevchenko, U.V.Ulyenkova, O.N.Usanova, M.M.Bezrukikh , S.P. Efimova, E.A. Ekzhanova, A.N. Kornev, T.P. Khrizman, M.N. Zvonareva, D. Seli, M. Montessori and others.
In the younger and middle groups of preschool educational institutions, many children have deviations in the development of finger movements: movements are inaccurate, uncoordinated, isolated finger movements are difficult. Purposeful work to improve finger movements has a beneficial effect on general development child, the formation of all mental processes, the preparation of the hand for writing. In the system of correctional and developmental work in kindergartens, it is necessary to pay more attention to the formation of subtle movements of the fingers.
finger games – This is a kind of exercise for the development of small muscles of the fingers. They train the accuracy of motor reactions, develop coordination of movements, help to concentrate.
Relevance the specified topic and determined its choice and the logic of conducting and describing the theoretical and empirical research. The practical significance of the development of this problem has been preserved for several decades, without losing its significance.
Contradiction we see between insufficiently developed fine motor skills in children 4-5 years old and the need to increase the level of its development for the full neuropsychic functioning of the child in everyday life. Research problem: whether the series of finger games selected by us will be an effective means of developing fine motor skills for children of middle preschool age.
An object- fine motor skills in children of middle preschool age.
Subject– the development of fine motor skills in children of middle preschool age through a seriesfinger games.
Target: theoretically substantiate and empirically reveal the effectiveness of a series of finger games in the development of fine motor skills in children of middle preschool age.
Research hypothesis: a series of finger games will be effective tool development of fine motor skills in children of middle preschool age, if:
- games are aimed at coordinating and synchronizing the movements of the small muscles of both hands;
- the change of movements is performed according to the model of an adult (according to the show and simultaneously with it);
- movements are performed accurately, with acceleration during repetitions.
The proposed hypothesis predetermined tasks research:

To study and analyze the psychological-pedagogical and scientific-methodical literature on the research problem.
Pick up diagnostic methods and to identify the initial level of development of fine motor skills in children of middle preschool age.
Run a series finger games for the development of fine motor skills in children of middle preschool age.
To reveal the effectiveness of the conducted experimental work on the development of fine motor skills in children of middle preschool age.
Analyze the obtained empirical data. To conclude.

Research methods: 1) theoretical– analysis and synthesis, comparison, generalization, concretization; 2) empirical– experiment, observation, documentation analysis, diagnostic methods; 3) methods of mathematical statistics– Fisher criterion (Angular Fisher transform).
Experimental research base: MDOU "Kindergarten No. 330 combined type» Oktyabrsky Administrative District of Omsk. The number of subjects - 50 children aged 4-5 years (2 middle groups of preschool educational institutions - No. 5 and No. 11, 25 pupils in each).
Stages of experimental work:
preparatory stage- selection of diagnostic material - methods for identifying the level of development of fine motor skills in children of middle preschool age, determining quantitative and qualitative indicators for processing research results, developing summary protocols for entering the empirical data obtained;
ascertaining stage- diagnostic examination of each child (individually), filling out protocols, identifying the initial level of development of fine motor skills in children of middle preschool age, based on the data obtained, making a decision to conduct a pedagogical experiment using finger games;
formative stage- selection of a series of finger games for the development of fine motor skills in the subjects, carrying out correctional and developmental work;
control stage- identification of the final level of development of fine motor skills in children 4-5 years old after finger games with children;
The final stage (generalizing) - comparative analysis of the final empirical data, formulation of conclusions.
Work structure: this final qualifying work consists of an introduction, two chapters, including theoretical and empirical material, conclusions, conclusions, a list of references presented by 47 sources, 8 applications.

Chapter 1. Theoretical study of the problem of development

through a series finger games

Views of domestic and foreign scientists

on the development of fine motor skills

Movement is one of the main balancing mechanisms in the "organism-environment" system. The human body does not just balance with the environment, but actively adapts, adapts, and in the process of this adaptation, on the one hand, it improves structurally and functionally, and on the other hand, it actively changes and adapts the environment. AT this process human movement acquires a specific, qualitatively new character. It is due to the conscious, socio-biological nature of human activity, it is the main means of communication and interaction, active adaptation, labor and educational activities, which in turn largely depend on the level of development of the coordination abilities of human hands.
The psychophysiological structure of the movement is complex. N.A. Bernshtein defined “coordination of fine finger movements... as overcoming excessive degrees of freedom of a moving organ, in other words, turning it into a controlled system. Or "coordination is the organization of the controllability of the motor apparatus."
The pace of movement depends on the individual characteristics of the person. The ability to quickly form reflexes for a while, and therefore to perform uniform movements, largely depends on the balance of nervous processes. The ability to quickly move from one pace to another is associated with the mobility of nervous processes. People of sanguine temperament easily change the pace of movement. Persons with the inertia of the excitation process, with an imbalance of nervous processes (cholerics) have difficulty moving from a fast pace to a slow one and with difficulty perform (or cannot perform at all) uniform movements. Persons with an inert braking process find it difficult to move from a slow pace to a faster one. Phlegmatic and melancholy people easily adapt to movements at a slower pace. External stimuli often cause people, mainly choleric people, to accelerate the pace of movements due to the disinhibition of the reflex for a while. If external stimuli are presented evenly, then persons with a weak nervous system adapt their movements to the pace of these stimuli.
The works of I.M. Sechenov, I.P. Pavlov and modern studies of higher nervous activity make it possible to penetrate into the patterns of formation of motor skills, including fine motor skills, based on the doctrine of conditioned reflex temporal connections and the formation of a dynamic stereotype. All human activity in the process of motor education depends on higher nervous activity and is determined both by the anatomical maturation of the central nervous substrates (the newest organs of the motor system and the frontal systems of the hemispheres built on top of it), and by the functional maturation and adjustment of the work of coordination levels.
Anatomical maturation of the organs of the motor system ends by 2-2.5 years. First comes the maturation of the ancient brain structures (cerebellum, red nucleus, "black matter"). The latter is connected not only with the cerebral cortex, but also with the system, which by the time of birth in humans is still underdeveloped and matures by the 5-6th month of life. Until the first six months of life, the child is characterized by mass differentiated movements of an automatic and protective nature. At the age of 5–6 months, a turning point occurs in the motor skills of an infant: there is a transition from synkinesis to synergy (synkinesia - simultaneous movements devoid of semantic connection, synergy - friendly movements or their components aimed at the joint resolution of a specific motor task). By 7 months, the child acquires a pose.
The second half of the year is a period of preparation for walking and running. Children of 2 years old give the impression of being bulky, children of 3–7 years old are distinguished by mobility, grace and motor wealth, which are manifested in expressive visual and everyday motor skills. Due to the underdevelopment of cortical mechanisms, children at this age experience difficulties in performing precise movements.
Between 7 and 10 years, in connection with the final anatomical maturation of motor mechanisms, children improve coordination of movements and more quickly develop and consolidate dynamic stereotypes of movements. By the age of 11, the richness of movements decreases somewhat, but fine, precise movements improve.[13, p. 127-128]
The restructuring of the motor apparatus occurs in the puberty period: the ability to master movements and measure them is disturbed, as a result of which awkwardness, angularity, excessive grimaces, and insufficient coordination of movements appear. Formation of the motor dynamic stereotype is completed only after puberty, i.e. much later than the anatomical formation of the central nervous system ends.
All deep psychological processes, conscious or unconscious, are reflected in the position of our hands, gestures, small finger movements. Researchers involved in the study of the child's brain, the psyche of children, note a great stimulating effect of hand function. I. Kant wrote: "The hand is the brain that has come out."
The movements of the fingers of people have improved from generation to generation, as people performed with their hands more and more subtle and hard work. In this regard, there was an increase in the area of ​​the motor projection of the hand in the human brain.
Physiologists have proven that from an anatomical point of view, about a third of the entire area of ​​the motor projection of the cerebral cortex is occupied by the projection of the hand, located very close to the speech zone. It is the size of the projection of the hand and its proximity to the motor zone that give reason to consider the hand as a "organ of speech", the same as the articulatory apparatus. In this regard, an assumption was made about the significant influence of subtle finger movements on the formation and development of the child's speech function. Therefore, in order to teach a baby to speak, it is necessary not only to train his articulation apparatus, but also to develop finger movements, or fine motor skills.[ 19, p. 32].
“It was not intellectual advantages that made a person the master of all living things, but the fact that we alone own our hands - this organ of all organs,” wrote Giordano Bruno. In the process of evolution, the hand becomes not only the executor of the will, but also the creator, the educator of the brain. The projection area of ​​the hand and especially thumb in the anterior central gyrus of the cerebral cortex, it has almost the same length as the rest of the body.
The brush function is unique and versatile. It is the main organ of labor in all its diversity. The hand is so connected with our thinking, experiences, labor that it has become an auxiliary part of our language. Everything that is elusive, inexpressible in a person, that does not find words, seeks expression through the hand. Gesture as a word can elevate a person, calm, offend, caress, inspire faith in a just cause, confirm words, make them more significant.
The origins of the abilities and talents of children, according to V. Sukhomlinsky, are at their fingertips. The finer the interaction of the hand with the tool, the more complex the movements necessary for this interaction. The more skill in the child's hand, the smarter the child.
It has been established that the level of development of children's speech is directly dependent on the degree of formed fine movements of the fingers. And if the development of finger movements lags behind, then speech development is also delayed.
Neurologist and psychiatrist V.M. Bekhterev wrote that hand movements have always been closely connected with speech and contributed to its development. The development of the functions of the hand and speech in humans proceeded in parallel. First, subtle movements of the fingers develop, then the articulation of words appears; all subsequent improvement of speech reactions is directly dependent on the degree of training of finger movements. The English psychologist D. Seli also gave a very great importance"creative work of hands" for the development of thinking and speech of children.
It should be noted that one hundred finger training affects the maturation of speech function not by chance. In a laboratory electrophysiological study conducted by T.P. Khrizman and M.N. Zvonareva, it was found that when a child makes rhythmic movements with his fingers, the coordinated activity of the frontal and temporal parts of the brain sharply increases in him.
Since right-handed people have a motor in the left frontal region speech zone, and in the left temporal region - a sensory speech zone, it turned out that if a child makes rhythmic movements with the fingers of his right hand, then in the left hemisphere of the brain he has an increase in coordinated electromagnetic oscillations precisely in the frontal and temporal zones. The movements of the fingers of the left hand caused the same activation in the right hemisphere.
Panashenko L.A. a study was conducted of children in the first weeks of life. Biocurrents of the brain were recorded in six-week-old babies, then one of these children was trained right hand, for others - the left. The training consisted of massaging the hand and passive (i.e., performed not by the child himself, but by the adult) flexion and extension of the fingers. A month and two months after the start of such training, the biocurrents of the brain were re-recorded and the degree of stability in the appearance of high-frequency waves was calculated by mathematical methods (which is an indicator of the maturation of the cerebral cortex). As a result of the study, it turned out that after a month of training, high-frequency rhythms began to be observed in the area of ​​motor projections, and after two months - in the future speech zone, in the hemisphere opposite to the trained arm.
The described data of electrophysical studies already directly indicate that the speech areas are formed under the influence of impulses coming from the fingers.
Doctor of Medical Sciences, Professor-physiologist M.M. Koltsova believes that “there is reason to consider the hand as an organ of speech - the same as the articulatory apparatus. From this point of view, the projection of the hand is another speech area of ​​the brain.
Pointing out the importance of studying and improving the motor sphere in children in need of special remedial education, L.S. Vygotsky wrote that, being relatively independent, independent of higher intellectual functions and easily exercised, the motor sphere provides the richest opportunity to compensate for an intellectual defect. .
So, by the term "fine motor skills" we mean highly differentiated precise movements of predominantly small amplitude and strength. In socialized movements, these are movements of the fingers and elements of the articulatory apparatus.
Fine motor skills are an integral part of the individual's motor abilities and the optimal motor stereotype of socialized movements. Its development is based on the formation of optimal body statics, optimal motor stereotype and limb movements, musical and rhythmic movements.
Fine motor skills correspond to the highest level of the optimal motor stereotype of human motor development. On the one hand, it borders on the static positions of small segments, on the other hand, fine motor skills have a zone of transition to large, or coarse, motor skills. Fine motor skills must be developed in the system of parallel formation of all basic types of motor abilities, based on gross motor skills, in order to create an optimal motor stereotype.
Thus, fine motor skills are a type of movement in which small muscles participate. These movements are not an unconditioned reflex, like walking, running, jumping, and require special development. Fine motor skills of hands interact with such higher properties of consciousness as attention, thinking, optical-spatial perception (coordination), imagination, observation, visual and motor memory, speech. Scientists, psychologists and educators consider fine motor skills as one of the indicators of a child's physical and neuropsychic development. And in preschool age, motor development is the foundation of mental development, because mental capacity begin to form early and in close connection with the expansion of activity, including general motor and manual.
Consider the process of development of fine motor skills in preschool children in more detail in the next chapter.

The development of fine motor skills in preschool childhood

The development of fine motor skills of the hand is of vital importance for the overall physical and mental development of the child throughout preschool childhood. Psychologists, physiologists, physicians, teachers constantly emphasize that the level of formation of fine motor skills largely determines the success of a child in mastering visual, constructive, labor and musical performance skills, mastering his native language, and developing initial writing skills.
Fine motor skills are the coordinated movements of the fingers, the child's ability to "use" these movements: hold a spoon and a pencil, fasten buttons, draw, sculpt. The clumsiness of the fingers "speaks" that fine motor skills are not yet sufficiently developed. .
First of all, the development of a child's fine motor skills is associated with his general physical development. Research M.M. Koltsov proved that each finger of the hand has a fairly extensive representation in the cerebral cortex. The motor activity of the child, his object-manipulative activity, which contributes to the development of fine movements of the hands and fingers, has a stimulating effect on the child's speech function, on the development of his sensory and motor aspects of speech. Thanks to the development of fingers in the brain, a projection of the “scheme human body”, and speech reactions are directly dependent on the fitness of the fingers.
In parallel with the development of motor skills, all types of perception develop, for example, vision, touch, feeling of muscles and joints. This is a condition that the child will be able to understand what is in his hands. Fine motor skills help the child to explore, compare, classify the things around him, and thus allow him to better understand the world in which he lives. They help the child take care of himself. In fact, even buttoning a button requires a certain skill from a number of discussed.
Skills fine motor skills help the child express himself through creativity - play, plasticity, help to increase the child's self-esteem. They make it easier for him to participate in games and (at school age) in work, i.e. give the opportunity to acquire social experience, the ability to look, grab, put and put an object in Right place, manipulate objects, draw, handle a book; select, sort and select; form the idea of ​​the immutability of the existence of objects.
The hand gives rise to the development of thinking. In the process of activity, the muscles of the hands perform three main functions: organs of movement, 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.
The first stage in the development of motor skills of the hand is the grasping reflex (0-1 month) - this is a reflex movement that is activated with the help of touch. The child grabs a finger that is placed in his hand and does not let go.
The grasping reflex begins to fade at 3-4 months and an elbow-palmar grip appears. The newborn grabs with the palm of the hand, as well as the middle, ring and little fingers. If the child grabs with one hand, then the movement of the other hand also occurs. Sometimes, when the baby grabs something, he holds this object sideways (at random).
At 5-6 months, a radial-palmar grip is visible: holds the object with the entire palm of the hand and bends the fingers around it. Can hold large enough objects with both hands and release them; transfer the toy from one hand to the other.
Grasp with fingers occurs at 8-9 months: holds objects with four or five fingers. The child enjoys playing games such as "Give-take", can hold a cube in each hand and hit them against each other, picks up objects with his fingers.
At 11-12 months, a pinching grip is observed: holds the object with the help of a large and index finger. At this age, the child likes to find all kinds of small objects lying on the floor; grabs an object from above, with the back of the hand up.
At 1.5 years old, the child independently builds a "tower" of three cubes; holds a spoon, grabbing it across the handle; able to eat on its own, but sheds a lot.
When a child is 2 years old, he holds a pen or spoon in a cross grip (criss-cross grip), builds a "tower" of six cubes, throws the ball in a certain direction.
At 3 years old, the child pours water into a mug, builds a "tower" of eight cubes, holds the pencil high with a "cross" grip.
Between 3 and 4 years of age, brush snap is observed. It is also called an overhand grip, as now the child only uses his fingers to hold the object.
At 4 years old, the child begins to make movements with the hand and fingers. He catches a big and a small ball, forming a “cup” with his hands; able to cut along the line, pour water into a mug with one hand; often knows which hand is dominant.
A grip using the fold between the thumb and forefinger
develops at the age of 5 years. The traffic is now getting bigger
limited, and includes only the forearm, wrist and fingers. At first this
the grip is quite high, but as it develops, the movement goes down, and
the pencil begins to be held low with the help of the thumb, index and
middle fingers. A child at this age can cut zigzags, circles
and waves; draw with a brush without pressing hard on the paper.
The opposition of the thumb develops last, at about the age of six: the thumb must be able to touch the tips of each of the other fingers. The thumb becomes so mobile that with its participation you can make a ring and you can bend it (finger) across the palm with your nail up. If the thumb is not able to stand "against" the tips of the other fingers or turn as described above, then the child's grip "forceps" is developing poorly. The child can independently cut bread and spread butter; hitting the wall big ball, tosses into the air and catches it; cut out shapes.
At age 7, for the first time, a child can use both hands in a coordinated way, such as eating with a knife and fork. He has an adult external grip when he draws, writes and holds a spoon. The child can independently cut products, cut out shapes in the form of letters S, Z and spirals, and can also freely hold the pen when writing.
Children of older preschool age enjoy working with paper and fabric, unlike younger preschoolers, they already have practical skills and master the basic techniques. Paper and fabric can be wrinkled, cut with scissors for a specific purpose - to get a specific shape using different tricks cutting (diagonal, stripes, straight, at an angle, in a circle, zigzag, sectors and segments). Works can be used in the game. Such games will be more interesting if an adult joins them.
An analysis of studies of the strength of the right hand of children over the past decades (since 1974) shows a negative trend in all ages. The greatest gap is observed in primary school age. In boys and girls, it is the same and amounts to 15-16%. The data indicate a disturbing trend in the decline in the level of development of hand motor skills in children. So, according to M.M. Bezrukikh, SP. Efimova, the number of children with writing difficulties is 20-30%, and these difficulties do not end in elementary school.
The eminent Italian educator Maria Montessori argued that a way must be found to teach the child to do work before he starts the work itself, i.e. prepare movements with repeated exercises. She also wrote that by taking on things that a child does poorly, he dulls his sensitivity to his mistakes. At the same time, it must be remembered that the first impression a child has is the strongest and brightest. So, spelling the wrong letter. He remembers it distorted, so it is not recommended to teach writing before school. But exercises that strengthen the small muscles of the hand are a must. They are necessary not only for the development of general and fine motor skills, but also for the development of speech, as well as intellectual development, improving the functions of the cerebral cortex.
Teachers and psychologists recommend starting active training of the child's fingers from the age of eight months. Training fine finger movements in kindergarten can be given 1.5-2 minutes in morning exercises or 2-3 minutes in frontal exercises. It is necessary to constantly monitor that there is no overdose. Exercises should be given in small portions, but do them with an optimal load, with a large range of motion. Careless, relaxed exercise does not give the effect. Pay special attention to training movements of increased complexity, that is, those that our fingers do not do in everyday life. It is this training of the fingers that gives visible and quick effect. After two months of finger training, the hand is completely ready for writing. Finger movements become precise and coordinated. Then, under the guidance of educators, children perform work in notebooks according to the letter.
The development of children's speech is closely related to the state of fine motor skills of the hands. In Japan, for example, finger training for children in kindergartens is carried out from the age of two, believing that this stimulates mental development and contributes to the development of basic elementary skills, such as dressing and undressing, fastening and unbuttoning buttons, manipulating chopsticks, spoons , scissors.[1, p. 63]
Thus, scientists have noticed that the systematic work on training fine finger movements, along with a stimulating effect on the development of speech, is a powerful means of increasing the efficiency of the cerebral cortex; attention, memory, hearing, and vision improve in children. The development of fine motor skills in preschool age is also important because all future life The child will require the use of precise, coordinated hand and finger movements, which are necessary to dress, draw and write, as well as perform a wide variety of household and educational activities. The upcoming educational activity will require the child to have a certain level of readiness for subtle movements of the fingers to perform small, precise, varied actions. His musculature should be sufficiently developed, movements coordinated and precise. Even the most minor violations of fine motor skills can have an adverse effect on the mental development of a preschooler.
In the next chapter (1.3), we will consider a variety of fine motor development tools that can be used in working with preschool children.

Means for the development of fine motor skills in children

preschool age

According to the skill of a child's hand, specialists based on contemporary research draw conclusions about the features of the development of the central nervous system and its holy of holies - the brain. Sensorimotor development at preschool age, it forms the foundation of mental development, and mental abilities begin to form early and not by themselves, but in close connection with the expansion of activities, including general motor and manual.
The hand gives rise to the development of thinking. In the process of activity, the muscles of the hands perform three main functions: organs of movement, 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.
Touch allows you to verify the presence of an object, its temperature, humidity, etc.
tapping provides information about the properties of materials.
Pick up allows you to detect many interesting properties of objects: weight, surface features, shapes, etc.
pressure makes it possible to determine whether an object is soft or hard, what material it is made of.
Feeling(girth, rubbing, stroking, circular and crumpling movements) of small and loose objects (for example, grains, cereals, salt) teaches the child to feel the touch of a palm or fingers. With thumb, forefinger, middle fingers, children feel the details of mosaics, buttons, nuts, coins; large objects are grasped with all five fingers. If the object does not fit in the hand, they switch to two-handed palpation - touch: they hold it with one hand, fix it, and examine it with the other (leading) one.
Feeling by stroking makes it possible to determine the properties of the surface. Stroke and arc movements with fingertips with high accuracy help to recognize not only the smoothness-roughness, and the grade of the material, for example, to determine by touch what kind of paper: newsprint, parchment, blotter.
The hand cognizes, and the brain captures sensation and perception, combining them with visual, auditory and olfactory into complex integrated images and representations.
Fine motor skills of the hand in preschoolers can and should be developed. There are many tools and techniques that contribute to the development of fine motor skills, they are actively published in magazines, books, collections, and on Internet sites.
An effective tool for the development of fine motor skills in preschool educational institutions are finger games - original exercises for the development of small muscles of the fingers. They train the accuracy of motor reactions, develop coordination of movements, help to concentrate. For example, “Sticky fingers”, “Hardworking fingers”, “Beehive”, “Cabbage”, “House”, “Castle”, “Five fingers”, “Met”, “One, two, three, four, five”, “ Boat", "Goat and kid". In the middle groups, you can use “Washing hands”, “Drawing in the air with hands and fingers”, “Rainbow splashes”, “Sculpting a skillful and confident hand”. In the older groups - "Touch", "We mold a kind and gentle hand."
The formation of touch skills and fine motor skills occurs in various types of subject-practical activities. For example, while sculpting from clay, plasticine, fine motor skills develop especially well, the muscles of the fingers are strengthened, subtle movements of the hand and fingers are developed, tactile examination skills are consolidated, especially in the process of modeling from nature. Also very useful for the development of the fingers are such activities as applique modeling, drawing, drawing up applications, working with scissors, designing from small parts, mosaics, working with stamps, thread writing. For the development of fingers and various grips, young children need to draw with thick colored crayons, and older children with thinner crayons. It is important for children to draw with pencils, paint and play with their hands. Children should first be allowed to use a variety of materials that stimulate their tactile and kinesthetic abilities, i.e. clay, finger paint, dough, sand and water. Such materials also train the hands, forcing them to tense up and relax.
In order to train the dexterity and mobility of the hands, effective finger games with singing. For example, "What is a thumb?", "Thumb meets thumb."
It is well known that finger exercises also stimulate language development. To help the children recognize their hands, you can trace one of the hands on the paper and then name the fingers in the drawing. The child can also make impressions of his brush with paint or in plaster. Finger and hand puppet games are also useful.
Also effective ball games, which is useful for stimulating hand development. Children can, for example, sit in a circle and throw the ball to each other, saying their names, parts of the body, or something similar; throw the ball at the wall; play ball in pairs; throw the ball to each other; play simultaneously with two or three balls; toss the ball into the air many times and catch it without letting it fall.
A special place is given to such work as hatching. Initially, stencils with geometric shapes and patterns are used for hatching. Children circle the figures, and then hatch not only with parallel segments, but also with waves and circular lines, semi-ovals, loops.
Children love to play "Shadow Theater"(when folding your fingers in a certain way on the wall, you can get images of various animals). This requires simple equipment: a screen or a wall, desk lamp(Light source).
Work on the development of fine motor skills in preschool children can be carried out both in the system of correctional and developmental classes, and in the form of recommendations to parents. When organizing work to strengthen the muscles of the hands, develop dexterity and coordination of movements, a variety of sports equipment, toys and small objects are used. Personal contact with each child, an atmosphere of enthusiasm and joy help children feel confident when conducting such exercises.
In order for their implementation to become exciting game, you can use a variety of techniques: finger gymnastics; showing with the help of hands various images of “glasses”, “chair”, “bell”, “bunny”, etc.), which may be accompanied by reading nursery rhymes or fairy tales; construction from counting sticks; modeling from salt dough and warm wax; tearing off paper of different density and texture (cigarette, newsprint, cardboard, etc.).
Delight causes in children the creation in the group of the planned
disorder - tearing colored paper into small pieces, tossing it up, admiring their flight (“multi-colored paper rain”), followed by collecting scraps and performing collective application("rainbow"); creasing and then smoothing a crumpled sheet of paper with the palms and fingers (preparation of textured paper for drawing or appliqué). Children also like the implementation of applications from natural materials (seeds, eggshell etc.); laying out various images from sea pebbles on background paper or individual flannelgraphs (decorative patterns, geometric shapes, letters, etc.); a set of mosaic compositions made of colored plastic on a base covered with a layer of plasticine. For the manufacture of elements, you can use colored plastic containers from shampoos and foodstuffs, cut into squares measuring 1 x 1 cm.
In addition, it is interesting for children to string beads and buttons on wire, braid or fishing line; creation of images and patterns from colored threads on the fabric; winding woolen or cotton yarn into a ball; tying bows and knots of various configurations; sorting and sorting various cereals and seeds (rice, millet, peas, beans, beans, etc.).
During classes for the development of fine motor skills, it is necessary to take into account the individual characteristics of each child, his age, mood, desire and capabilities. The main thing is that classes bring only positive emotions to children. There is no need to put a pencil into the still inept and weak hand of the child and torment him with work on copybooks. The first failures will cause disappointment and even irritation. Care must be taken to ensure that the child's activity is successful - this will reinforce his interest in games and activities.
Skillful fingers do not become immediately. Games and exercises, finger warm-ups, carried out systematically in kindergarten, at home, in the yard, during field trips - from a very early age, help children to confidently hold a pencil and pen, braid their own pigtails and sew shoes, build from small parts of the designer, sculpt from clay and plasticine, make gifts for your loved ones, bringing them and yourself joy. If the fingers develop, then the children will develop thinking and speech, the problems of learning will disappear not only in the first grade, but also in the future.
Thus, for the development of fine motor skills in preschool institutions, you can use finger games, various types of subject-practical activities (sculpting, drawing, designing, appliqué), finger games with singing, ball games, shadow theater, mosaics and other means.
In the interests of the child himself, it is necessary to start work on the development of fine motor skills from an early age. Already an infant, you can massage your fingers, thereby affecting 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 unbutton buttons, tie shoelaces, etc. At older preschool age, work on the development of fine motor skills and coordination of hand movements should be an important part of preparing for school. The task of teachers is to convey to parents the importance of games for the development of fine motor skills. Parents must understand: in order to interest the child and help him master new information, you need to turn learning into a game, do not retreat if the tasks seem difficult, complete them in stages together, and do not forget to praise the child.
Based on the results of our theoretical analysis of the problem under study, we can draw the following conclusions.

Conclusions on the theoretical part of the study

Fine motor skills are a type of movement that involves small muscles. These movements are not unconditioned reflex like walking, running, and jumping require special development.
Scientists, psychologists and educators consider fine motor skills as one of the indicators of a child's physical and neuropsychic development.
Morphological and functional formation of speech areas is carried out under the influence of kinesthetic impulses from the hands. The level of speech development is directly dependent on the degree of formation of fine finger movements.
The development of fine motor skills at preschool age is important because the whole future life of the child will require the use of precise, coordinated movements of the hands and fingers, which are necessary to dress, draw and write, and perform a variety of household and educational activities.
In the system of correctional and developmental work in preschool educational institutions, it is necessary to pay more attention to the formation of fine finger movements.
In children of middle preschool age, inaccuracy of motor acts can be observed, especially when performing movements at a fast pace and when switching movements quickly. Coordination of movements is not sufficiently developed (combination, incommensurability of movements, synkinesis are noted).
The formation and improvement of fine motor skills of the fingers is considered as necessary component an integrated system of psychological and pedagogical interaction for the development of the child's psyche.
Work on the development of fine motor skills in preschool children can be carried out both in the system of correctional and developmental classes and in the form of recommendations to parents.
In order to make the movements of small muscles an exciting game for the child, you can use a variety of means and techniques: finger gymnastics, showing various images with your hands, constructing from counting sticks, modeling from salt dough and warm wax, tearing off paper of different density and texture, tearing colored paper into small pieces, followed by collecting scraps and performing a collective application, crushing and smoothing a crumpled sheet of paper with the palms and fingers, making an application from natural material, laying out various images from sea pebbles, a set of mosaic compositions from colored plastic, stringing beads and buttons on wire, braid or fishing line, creating images and patterns on fabric from colored threads, winding woolen or cotton yarn into a ball, tying bows and knots of various configurations, sorting and sorting various cereals and seeds, etc.

We will select and apply at the next stage of our study (empirical) as a means of developing fine motor skills in children 4-5 years old, a series of finger games that are original exercises for the development of small muscles of the fingers, train the accuracy of motor reactions, develop coordination of movements, help to concentrate.

Chapter 2. An empirical study of the problem of development
fine motor skills in children of middle preschool age
through a series finger games

2.1. Identification of the initial level of development of fine motor skills
in children of middle preschool age

To confirm the hypothesis that a series of finger games will be an effective means of developing fine motor skills in children of middle preschool age, if the games are aimed at coordinating and synchronizing the movements of the small muscles of both hands; the change of movements is carried out according to the model of an adult (according to the show and simultaneously with it); movements are performed accurately, with acceleration during repetitions, we conducted an empirical study.
The experimental base of the study is the MDOU "Kindergarten No. 330 of a combined type" of the Oktyabrsky Administrative District of Omsk. The number of subjects - 50 children aged 4-5 years (2 middle groups of preschool educational institutions - No. 5 and No. 11, 25 pupils in each).

We have used the following methods:

observation;
experiment;
documentation analysis;
diagnostic methods - techniques:

"Finger fingering" - E.I. Horns;

"Copying a group of points" - Kern-Jerasik test;
"Simultaneous and alternate squeezing of the brushes" - Ozeretsky's samples.

The first stage of empirical research was carried out in the form of a stating experiment. The purpose of the ascertaining stage of the experiment: to diagnose the initial level of development of fine motor skills in children 4-5 years old.
Diagnostics was carried out in three stages. The first stage - the 2nd week of September 2010 - technique No. 1 ("Finger fingering" by E.I. Rogov). The second stage - the 3rd week of September 2010 - method No. 2 ("Copying a group of points" - Kern-Jerasik test). The third stage - the 4th week of September 2010 - method No. 3 ("Simultaneous and alternate squeezing of the hands" / Ozeretsky's test / - E.I. Rogov).
Based on the results of the preliminary continuous observation conducted in the 1st week of September 2010, we can draw the following conclusions. Children of the middle groups of the kindergarten are characterized by insufficient concentration and stability of attention, difficulties in the formation of communication skills and abilities, increased fatigue and exhaustion, difficulties in switching from one type of activity to another, from one thinking strategy to another, insufficient coordination of fingers, hands, underdevelopment of fine motor skills.
The analysis of personal files and medical records of the preschoolers under study made it possible to identify the personal characteristics of children in order to individualize the approach to diagnosis. social status group number 5: mostly (68%) - children from incomplete (48%) or dysfunctional (20%) families; group number 11- 44% of children from incomplete families, 12% of children from disadvantaged families.
Analysis of the annual, quarterly, monthly and weekly work plans of secondary educators DOW groups allowed to establish that program tasks for the development of fine motor skills are used by educators during the year no more than 1-2 times a week. As a rule, these are not special games and activities for the development of fine motor skills, but productive activities (drawing, modeling, appliqué, manual labor, design), free creative activity (collecting complete images from details - puzzles, mosaics, etc.), performing individual game tasks of the educator in workbooks, albums.
Diagnostic research methods were selected taking into account the characteristics of the psyche of children of this age (Appendix 1). Diagnostics was carried out individually in the first half of the day in the form of a game. Let us consider in more detail the content of the diagnostic methods used by us and the results obtained, which were processed according to the criteria and indicators presented in Appendix 2.
At the first stage of diagnostics, we applied the “Finger Fingering” technique (Appendix 1): during the “Nimble Fingers” game, it was necessary to alternately touch the thumb to the 2nd, 3rd, 4th and 5th fingers five times in a row ( do 5 series of movements). First - simultaneously with both hands at a slow pace (showing and 2-3 series of movements). And then - at the fastest pace (5-7 series of movements).
With the help of diagnostics according to the method No. 1 "Finger enumeration", we obtained the following results (Appendix 3, Table 1).
Table 1

(method 1 "Finger fingering")

Group number 5. High level: The children performed this task with interest and enthusiasm, but, despite this, they failed to achieve high results. Average level: in 8 people, deautomatization of movements was observed during exhaustion; three people (Seva A., Yulya D. and Anya I.) performed the movements correctly, but at a somewhat slower pace. Low level: in 2 people (Inna F. and Petya N.) pronounced perseveration of movements was revealed; in 11 subjects - the phenomenon of perseveration on exhaustion.
Group number 11. High level development of fine motor skills during the first diagnostic task was detected in Yulia Ya., who scored the maximum number of points (5). Average level: 9 people had deautomatization of movements on exhaustion; 4 people (Dasha B., Ilya D., Masha I., Zhenya S.) performed the movements correctly, but at a somewhat slower pace. Low level: Artem M. showed pronounced perseverance of movements; in 10 subjects - the phenomenon of perseveration at exhaustion.
Then we carried out technique No. 2 - “Copying a group of points” - the Kern-Jerasik test (Appendix 1): we drew a pattern of dots according to the sample.The fulfillment of this task caused more difficulties for the children compared to the first one, which is the reason for the lower results (Appendix 3, Table 2).
table 2
The initial level of fine motor skills in children 4-5 years old
(method 2 “Copying a group of points”)

Group number 5. Low level: in 13 children, the pattern did not match the pattern, but consisted of dots; in 2 people (Denis Y. and Roman D.) the pattern was more like a scribble, there were very few dots. Average level: in 7 children (Seryozha R., Sonya Ts., Yulia D., Saniya B., Renat I., Natasha Yu. and Ksyusha S.) the number of points was not observed and the sizes were distorted; only 3 people (Anya I., Yura T. and Masha S.) coped with the task by 4 points out of 5 possible, correctly sketching a pattern of dots and practically not distorting the distance between them. High level not identified.
Group number 11. Low level diagnosed when copying a group of dots in 3 subjects (Nikita I., Artem M., Zhenya S.) the pattern was more like a scribble; in 10 children, the pattern did not match the pattern, but consisted of dots. Average level: in 7 children (Dasha M., Arina E., Nastya R., Vlad M., Katya N., Yana P, Valera P.) the number of points was not observed and the sizes were distorted. Five people (Dasha B., Katya N., Danil Z., Ilya D., Masha I.) coped with the task by 4 points out of 5 possible, correctly drawing a pattern of dots and practically not distorting the distance between them. High level not identified.
At the third stage of the ascertaining experiment, we applied the technique "Simultaneous and alternate squeezing of the hands" - Ozeretsky's test. First, we showed how to make movements with your hands. If the child could not repeat the movements, the re-show was accompanied by detailed instructions (Appendix 1) .
The subjects coped more easily with Ozeretsky's tests than with the first two methods. In 15 people (60%) in group No. 5 and 18 people (64%) in group No. 11, a sufficient (high and medium) level of development of fine motor skills of the hands was revealed (Appendix 3, Table 3).
Table 3
The initial level of fine motor skills in children 4-5 years old
(method 3 "Simultaneous and alternate squeezing of the brushes")

Features of the development of fine motor skills of the hands

older preschoolers

The development of fine motor skills of the hands is the key to the normal development of the child's intellect. Throughout the childhood of a preschooler, this dependence clearly stands out - as fine motor skills improve, speech function develops. The better the baby works with his fingers, the faster he develops, speaks and thinks better, and then goes to school. During the stimulation of the motor skills of the child's fingers, his speech center begins to activate, and this will affect handwriting, manual dexterity, and reaction speed in the future.

Fine motor skills develop naturally, beginning with infancy based on general motor skills. First, the child learns to grab an object, after which the skills of shifting from hand to hand appear, the so-called “tweezer grip”, etc., by the age of two, he is already able to draw, hold the brush and spoon correctly. During preschool and early school years, motor skills become more varied and complex. The proportion of actions that require coordinated actions of both hands is increasing.

It is necessary to start work on the development of small muscles of the hands from a very early age. Already an 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 unbutton buttons, tie shoelaces, etc. And at older preschool age, work on the development of fine motor skills and coordination of hand movements should become an important part of preparation for school, in particular, for writing.

Before studying the features of the development of fine motor skills in the hands of older preschoolers, consider the development cognitive sphere in given age.

Senior preschool age is a period active development cognitive, intellectual and personal spheres of the child. At this age, the main task of teachers and psychologists is to prepare for schooling, for writing. This is noted by domestic and foreign psychologists in their works, who have studied the psychological characteristics of preschool children.

A child in the senior preschool period actively develops attention, perception, memory, thinking, imagination and speech. There is a change in the leading type of activity, the design game is gradually turning into labor activity. In such games, children learn elementary labor skills and skills, learn physical properties objects, they actively develop active thinking. In the game, the child learns to use many tools and household items. He acquires and develops the ability to plan his action, improves manual movements and mental operations, imagination and ideas.

At preschool age, attention is involuntary. The beginning of the formation of voluntary attention is associated with internal regulated perception and active command of speech. The turning point in the development of attention is connected with the fact that for the first time children begin to consciously control their attention, directing and holding it on certain objects. For this purpose, the older preschooler uses certain methods that he accepts from adults. Thus, the possibilities of voluntary attention by the age of 6-7 are already quite large.

By the end of preschool age, the structure of memory undergoes changes associated with a significant development of arbitrary forms of memorization and recall.

Thinking in preschool age develops along the following lines: improvement of visual-effective thinking based on developing imagination, improvement visual-figurative thinking through the formation of arbitrary and mediated memory, the beginning of the formation of verbal-logical thinking based on the use of speech as a means of setting and solving intellectual problems. Consequently, a child at senior preschool age has visual-figurative, visual-effective and verbal-logical thinking.

One of the main neoplasms of preschool age is imagination. Imagination, as well as perception, attention and memory gradually passes from the involuntary to the voluntary, from the direct turns into the mediated. The formation of imagination in the senior preschool age is directly dependent on the development of the child's speech.

At the senior preschool age, the development of speech reaches high level. Most children of this age pronounce words correctly. There is an increase in vocabulary and understanding of words. According to L. S. Vygotsky, “the history of writing in a child begins much earlier than the moment when the teacher puts a pencil in his hands for the first time and shows him how to write a letter.” That is, drawing is a prerequisite for the formation of written speech.

Thus, the development of perception, attention, memory, thinking, imagination and speech affect the psychological readiness for schooling. In the development of perception, attention, memory, thinking and speech big role plays fine motor skills.

The readiness for schooling of a child is determined by the development of hand-eye coordination. The muscles of the hand must be strong enough, fine motor skills must be well developed so that the child can hold a pen or pencil so that he does not get tired when writing.

The development of fine motor skills of the hands is one of the important aspects of the development of a preschooler in the period of his preparation for school. The problem of increasing the effectiveness of complex medical-psychological-pedagogical work on the development of fine motor skills and coordination of finger movements of older preschoolers does not lose its relevance. The more confidence and ingenuity in the movements of the child's hand, the finer the interaction of the hand with the tool (pen, pencil, brush), the more complex the movements necessary for this interaction, the brighter the creative element of the child's mind, the more skill in the child's hand, the child cleverer.

According to the data of psychologists and physiologists, small muscles of the hand are poorly developed in children aged 5-6 years, coordination of movements is imperfect, ossification of the wrists and phalanges of the fingers is not completed. By the age of 6 - 7, the maturation of the corresponding areas of the brain, the development of the small muscles of the hand, basically ends.

Most modern children older preschool age, insufficient development of the small muscles of the hands can be noted. Children with poorly developed manual motor skills awkwardly hold a spoon, a pencil, cannot independently fasten buttons, lace up shoes. The opportunities for mastering the world by these children are impoverished. Children often feel inadequate in elementary activities available to their peers. This affects the emotional well-being of the child, his self-esteem. Over time, the level of development of complexly coordinated hand movements may not be sufficient for the development of writing. Therefore, it is necessary to develop fine motor skills of the hands of children both at the younger and at the older preschool age.

There are many traditional and non-traditional methods for developing fine motor skills in older preschoolers (table).

Methods for the development of fine motor skills of the hands of older preschoolers

Traditional Methods	Non-traditional methods
Self-massage of hands and fingers (stroking, kneading).	Self-massage of hands and fingers with objects ( walnuts, pencils).
Finger games with voice accompaniment and without vocal accompaniment.	Finger games using a variety of materials: waste, natural, household.
Graphic exercises: hatching, drawing a picture, graphic dictation, connecting by dots, continuing a row, etc.	Non-traditional artistic techniques: origami, applications from improvised materials, plasticineography, finger painting, etc.
Subject activity: with paper, clay, plasticine, water, natural material, scissors (for example, drawing, sculpting, appliqué, cutting).	Games and exercises using the dry pool.
Games: mosaic, constructors, puzzles, lacing, beads, cubes, fastening, folding cut pictures, games with inserts, sticks, etc.	Games with various household items: clothespins, hair ties, buttons, corks, paper clips, etc.
Development games tactile perception: “Smooth - rough”, “Find the same to the touch”, “Wonderful bag”, etc.	Sand games.
puppet theaters: finger, mitten, glove, shadow theater.	Games with cereals: sorting seeds, posting images, etc.

Thanks to the above methods, older preschoolers develop not only fine motor skills of the hands, but also such mental processes like attention, imagination, memory, thinking as well as speech.

When performing tasks for the development of fine motor skills, it is necessary to take into account the individual characteristics of the child: his age, mood, desire and opportunities for the child to study with pleasure. To achieve a good result, it is important to exercise regularly. They may be part of educational process, and an element of household chores. Thus, it is possible to develop fine motor skills of the hands not only in specially organized conditions, with specific developmental aids, but also in everyday life.

Systematic exercises with the participation of hands and fingers in older preschoolers harmonize the body and mind, have a positive effect on brain activity, simple hand movements help relieve mental fatigue, improve the pronunciation of many sounds, and develop the child's speech.

village Kuzhutki

2015

Theme of work: "Game as a means of developing fine motor skills of hands in children of senior preschool age"

Introduction

1. Features of the development of fine motor skills of fingers in older preschoolers

2. A complex of didactic games for the development of fine motor skills of hands in older preschoolers

Conclusion

List of sources used

INTRODUCTION

Probably, few of the parents, and even more so of the teachers working with preschoolers, have not heard about the need for the development of fine motor skills in children, about its relationship with the speech of children. 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 motor centers of speech in the human 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. But in fact, the sufficiently developed skills of fine motor skills of the child's hands affect not only his speech, but also his general development, intellectual ability. 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. According to the skill of children's hands, specialists, based on modern research, draw a conclusion about the features of the development of the central nervous system and the brain.

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 naturally from infancy. First, the child learns to grab an object, then the skills of shifting from hand to hand appear, later on, as the child grows up, he learns to hold a spoon, a pencil. With age, motor skills become more varied and complex. The proportion of actions that require coordinated movements of both hands is increasing.

The level of development of fine motor skills is one of the indicators of intellectual readiness for schooling. A child whose level is high enough can reason logically, he has a well-developed memory and attention, coherent speech, he can begin to acquire writing skills.

Since the number of children with impaired speech development is currently increasing; Poorly developed attention, memory, thinking can be considered the problem of developing fine motor skills of the hands as relevant.

The problem of the development of fine motor skills has been studied for a long time. The studies of I. M. Sechenov, I. P. Pavlov, A. A. Ukhtomsky, V. P. Bekhterev, and others showed the exceptional role of movements of the motor-kinesthetic analyzer in the development of speech and thinking and proved that the first dominant innate form of activity is motor. I. M. Sechenov wrote that muscular feeling is mixed with all sensations: you can look without listening and listen without looking, you can smell without looking and without listening, but nothing can be done without movement. Muscle sensations arising from actions with an object enhance all other sensations and help to connect them into a single whole.

Therefore, the main the purpose of this work is:

development of fine motor skills of the hands in children of senior preschool age in didactic games.

Tasks:

To systematize the work of the educator on the development of fine motor skills.

Formation cognitive activity and creative imagination.

To promote the development of fine motor skills of the hands: to develop the accuracy and coordination of hand and eye movements, hand flexibility, rhythm.

Development of tactile sensitivity of hands.

1. FEATURES OF THE DEVELOPMENT OF FINE MOTOR SKILLS OF THE FINGERS IN OLDER PRESCHOOL CHILDREN

Motor skills - a set of motor reactions, skills, abilities and complex motor actions, human. In the corrective plan, they distinguish: general motor skills, fine (or fine) manual motor skills and articulatory motor skills.

Fine motor skills are a set of coordinated actions of the nervous, muscular and skeletal systems, often in combination with the visual system in performing small and precise movements of the hands and fingers and toes. The area of ​​fine motor skills is a large number of various movements: from primitive gestures, such as grasping objects, to very small movements, on which, for example, a person's handwriting depends.

In everyday life, every minute a person needs to perform some kind of fine motor activity: fastening buttons, manipulating small objects, writing, drawing, etc., therefore, his quality of life directly depends on its development.

Fine motor skills develop naturally from infancy on the basis of gross motor skills. First, the child learns to grab an object, after which the skills of shifting from hand to hand appear, the so-called “tweezer grip”, etc., by the age of two, he is already able to draw, hold the brush and spoon correctly. During preschool and early school years, motor skills become more varied and complex. The proportion of actions that require coordinated actions of both hands is increasing.

Can accelerate the development of fine motor skills different ways, for example, such: games with small objects - puzzles, mosaics, designers, beads; finger games; massage of the hands and fingers; modeling. It should be emphasized that the development of fine motor skills of the child stimulates the active work of the brain and improves coordination of movements.

The movement of the fingers and hands of the child has a special developmental impact. Researches of scientists have shown that the movements of the child's straightened arms over the chest develop and become fixed in the system of the emotional-positive revitalization complex. This revitalization complex occurs in the first months of a baby's life, when he stops looking at the face of a person bending over him, smiles at him, actively moves his arms and legs, makes quiet sounds. At the age of two to three months, the child has groping movements. Since that time, the centers of the tactile analyzer of the cerebral cortex have been turned on.

Among other motor functions, the movements of the fingers are of particular importance, since they have a huge impact on the development of higher nervous activity of the child. Scientists have found that the timely development of a child's manual skills has a positive effect on the development of his mental processes.

Up to 3, 5 - 4 months, the child's hand movements are, of course, a reflex character. This means that the movements are performed as relatively constant stereotyped reactions of the organism to the influence of the external environment, which do not require special conditions for its occurrence. At 4 - 4, 5 months, the child develops simple hand movements aimed at direct contact with the object: attracting an accidentally touched object to itself and feeling it. However, the actions of the hands are still random, without a purposeful volitional effort. At the age of 4 to 7 months, in the development of actions with objects, the child enters the next stage - the stage of a simple "productive" action. This period is characterized by the active discovery of the hidden properties of the object. From the age of 5 months, when a child grasps an object more than Active participation accept fingers: the dominant position of the thumb is noticeable - the child takes it away when grasping. At 6 months, he not only knows how to firmly hold the object put into his hand, but also to take it from any position.

7 - 10 months - this is the next stage in the development of actions with objects, the stage of "correlating" action. During this period, the baby already knows how to correlate an object with a certain place in space. From 8-9 months, the child already perfectly compresses the toy, if they want to take it from him, he takes small items two fingers, and thumbs with the whole palm.

From 10 months to 1 year 3 months, the appearance of so-called functional actions is noted, which differ from manipulative ones in that they express the social essence of the object, determine its purpose. During this period, the actions of the hands are improved: the cam is unclenched, the fingers act more independently and autonomously. At 1 year 2 months - 1 year 3 months, the tip of the thumb is activated, and then the index finger. Subsequently, there is an intensive development of relatively subtle movements of all fingers, which continues throughout the entire period of early childhood. Only by the age of three, the movements of the baby's fingers become close to the movements of the hands of an adult.

The formation of the child's verbal speech begins when the movements of the fingers reach sufficient accuracy and consistency of the movements of the hands. This is the age of five. The development of finger motor skills prepares the ground for the subsequent formation of speech. In the laboratory of higher nervous activity of a child, it was found that when a child makes rhythmic movements with his fingers, the coordinated activity of the frontal and temporal parts of the brain sharply increases in him. As a result, we can conclude: the hand gives the beginning of the development of thinking.

With age, children improve the movements of the fingers. Special meaning has a period when the opposition of the thumb to the rest begins. From this moment on, the child can use subtle finger movements. When the finger movements are precise enough, it begins to develop verbal speech. The development of the movements of the fingers, as it were, prepares the ground for the subsequent formation of mental activity.

The ability to perform small movements with objects develops in older preschool age. It is by the age of 6-7 that the maturation of the corresponding zones of the cerebral cortex, the development of the small muscles of the hand, basically ends. It is important that by this age the child be prepared to learn new motor skills (including writing skills), and not be forced to correct malformed old ones.

The hand of a child - a preschooler is physiologically imperfect: the small muscles of the hands are poorly developed, the ossification of the wrist and phalanges of the fingers is not completed. Observations of children show that it is difficult for them to hold a pencil correctly. In addition, inappropriate muscle tone is noticeable. In some children, a weak tone of small muscles can be observed, which leads to the drawing of thin, broken, intermittent lines, in others, on the contrary, it is increased, and in this case the child’s hand gets tired quickly, he cannot finish work without additional rest.

A preschooler will have to learn how to properly distribute the muscle load on his hands, which implies a rapid alternation of force tension and relaxation. Appropriate training muscle tone carried out in games such as "Mosaic", when working with stamps, in manual labor(for example, when working with a needle and scissors).

One of important points in the development of older preschoolers, is orientation on a piece of paper.

First of all, the child must clearly determine where he has the right and left sides of the torso. This will be the main orientation in space. He should also get acquainted with the concepts of top - bottom, back - front.

Another of the important exercises for the formation of spatial orientation on a sheet is fixing the rhythm that the child hears through rhythmic drawings and reading these drawings.

Not less than useful exercise for the development of spatial orientation on the sheet is hatching. The shading is based on a certain rhythmic pattern: lines are combined with gaps, like the duration of a sound with pauses. So, hatching can be rare and frequent.

Research scientists have proven that each finger has a fairly extensive representation in the cerebral cortex. The development of subtle movements of the fingers precedes the appearance of articulation of syllables. Thanks to the development of the fingers, a projection of the “scheme of the human body” is formed in the brain, and speech reactions are directly dependent on the training of the fingers. If the development of finger movements corresponds to age, then the development of speech is also within the normal range, but if the development of the fingers lags behind, the development of speech lags behind, although general motor skills may be within the normal range and even higher.

Thus, the development of the function of the hands and the speech function of a person proceeded in parallel and are interconnected. As the function of the hands, which performed more and more subtle and differentiated work, improved, the area of ​​their representation (especially the representation of the hand) in the cerebral cortex also increased. It should be noted that 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 development of the motor side of speech; it is necessary to stimulate the speech development of children by training the movements of the fingers.

2. COSPLEX OF DIDACTIC GAMES FOR THE DEVELOPMENT OF FINE MOTOR HANDS IN SENIOR PRESCHOOL CHILDREN

The development of fine motor skills in children is a long continuous process during which the child learns the world, begins to communicate with it, gains dexterity and even begins to speak. Fine motor skills are the coordinated work of the muscular, bone and nervous systems of the body.

Science has proven the existence of a connection between the development of fine motor skills and logical thinking, memory, intelligence and speech in children. Therefore, experts recommend developing fine motor skills from an early age.

Our compatriot and teacher V. Sukhomlinsky wrote: "The mind of a child is at the tips of his fingers."

Helps develop fine motor skills didactic games.

Complex of didactic games:

1. “Who would rather roll the tape? »

Purpose: to develop motor skills of fingers and hands, to form the speed and accuracy of movements.

Equipment: two ribbons fixed at one end on sticks (length 50 cm, the same width and the same color.

Game progress:

The teacher calls two children to him, shows the tapes and says: “We will play. This is a tape. We need to roll the tape. Whoever turns faster, that’s a gift.” "One, two, three - cool." First, the teacher shows how to twist the stick to roll the ribbon.

Then the teacher invites two children to perform the shown action. Two other children help - they hold the free ends of the ribbons, standing on the same line marked by the teacher, trying not to leave it. The winner is the one who first rolls the tape by twisting the stick and winding the tape around it.

You can also arrange team competitions. Children are given more ribbons. At the command of the teacher, several people from one team and the other begin to twist the ribbons at once. Prizes for the winners - a badge, a sticker or something similar.

A complication may be the task to fold the tape for certain time. For example, the teacher says: "I will count (clap)." The teacher together with the children begins to clap, the child twists the ribbon. If he did, he gets a prize; if he didn't, the tape goes to another child and everything starts all over again.

2. "Journey of fingers"

Equipment: a sheet of paper, which shows 2 houses at different ends of the "island" for moving fingers.

Game progress:

the child sets his fingers near the first house. Then he begins to move with his fingers along the islets to another house, without taking his fingers off the other “bump”.

Rules:

you can move around, for starters, using 2 fingers;

all fingers must participate;

you can not tear off the first finger without rearranging the other.

3. "Make beads"

Purpose: to teach how to make beads from cut tubes from felt-tip pens; to teach to make simple combinations on the instructions of the educator and according to the scheme, to develop fine motor skills of the hands, to teach to concentrate on one type of activity, to develop perseverance.

Equipment: a box, multi-colored tubes from a felt-tip pen, various lengths(from 1cm to 3.5cm, laces different color and different lengths from 20cm to 35cm., sequence diagram for stringing tubes - 5 pcs.

Game progress:

children are given multi-colored tubes from a felt-tip pen, of various lengths (from 1 cm to 3.5 cm, laces of different colors and different lengths from 20 cm to 35 cm, a sequence diagram for stringing the tubes. At first, samples of beads were shown to the children and offered to make the same beads for their favorite dolls. Explain children how to hold the cord correctly so that it is more convenient to string the rings.At first, it was simply suggested to the children to collect the beads, and then the task became more certain color, either long or strung long and short tubules.

4. "Make a pattern or picture out of rubber bands"

Purpose: To teach children to make a pattern from bank rubber bands, to develop fine motor skills of hands, imagination, hand-eye coordination, to learn to work according to a pattern.

Equipment: a plate that is cut out of plywood, plastic rods with 22 caps are fixed on it over the entire plane, the distance between them is 3-4 cm; multi-colored bank rubber bands in a box; schemes depicting pictures or figures - 6 pieces.

Game progress:

in this game, children are offered to make a pattern from bank rubber bands, pulling them on posts that are fixed on plywood. It was explained that various shapes can be made from these elastic bands: a square, a rectangle, a triangle.

In the beginning, children were taught how to perform this work: to complete the figure, you need to take the elastic band and fasten it to the column, and then stretch the elastic band to the desired length with the fingers of your right and left hands, and fasten it to the columns. Then the children are invited to perform any figure, to follow the actions of their hands.

5. "Make a pattern of matches and sticks"

Purpose: To teach children to reproduce the pattern by laying out figures from matches and sticks, to develop fine motor skills of the hands, imagination, hand-eye coordination. Learn to work according to the model, compare the work done with the model.

Equipment: matches in a box; multi-colored sticks in a box; pattern samples; strips, rectangles, squares of multi-colored cardboard for laying out a pattern.

Game progress:

this game consists in laying out a figure according to the model from matches or counting sticks. It was also necessary to compare the work performed with the sample.

To complete the work, you need samples of patterns and matches and counting sticks. Children are invited to work in an art workshop, to make a pattern from sticks. You can follow the prepared samples or come up with a pattern yourself.

6. "Thread patterns"

Purpose: To teach children to perform a pattern according to sample cards, to develop fine motor skills of hands, hand-eye coordination.

Equipment: thick heavy threads or thin ropes; cards - samples.

Game progress:

Using sample cards, you need to complete tasks for laying out patterns, loops, tying knots and tying ropes. First, thread patterns must be laid out directly on the sample, and when the execution is mastered, on a separate card.

7. “Hurry up! »

Purpose: development of dynamic coordination, alternation of hand movements.

Game progress: (2-10 people play) during the game, children build a column from their hands, producing various generally accepted combinations. For example, fist - fist - palm.

Rule: You can't be wrong. The hand that made the mistake is removed.

8. "Bunny and a mirror"

Goal: Improved coordination, automation and shift smoothness.

Game progress: left palm up, make a "goat". We put the right hand on top of it, which also depicts a “goat” (back side up). Set up and down the middle and ring fingers both hands and move them in opposite directions.

9. "Even-odd"

Purpose: development of the ability to spatial orientation on paper; emotional upbringing, positive attitude to the game

Equipment: 2 pens of different colors, checkered sheet.

Game progress:

a border is marked on one edge and on the other. The distance is chosen by the players arbitrarily. Players must move in turn, marking a line (straight, diagonal cells) from end to end. next end cells and so on. The winner is the one who reaches the border first (indirect borders).

10. “Who will remember? »

Purpose: To develop memory, fine motor skills.

Equipment: a box with colored sticks of different sizes, samples drawn on the tables.

Game progress:

an adult shows a sample to a child for 5-10 seconds. The child must carefully consider it and remember the order in which the sticks are placed. The adult removes the table, and the child independently lays out the drawing that he has just seen from the sticks. At the end of the work, the child compares the drawing with the sample.

11. Game with clothespins "Charging for fingers"

Purpose: development of fingertips, development of attention.

Equipment: Clothespins

Game progress:

With a clothespin, 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! ".

12. "Gliding on skis"

Purpose: development and training of coordination of finger movements, development of fingertips, development of attention.

Equipment: two corks from plastic bottles.

Game progress:

We put the corks on the table upside down. This is skis. 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 a cold winter."

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

Corks from plastic bottles can be used as "cars" and play "racing". Using corks, you can play the game "In brand new boots." The index and middle fingers stand in them like legs and stomp:

In new boots

Legs walked: top-top-top,

Straight down the path: top-top-top.

Come on, more fun: top-top-top,

We stomp more friendly: top-top-top.

13. "I'll draw a berry"

Purpose: to develop fine motor skills of the fingers.

Equipment: small bullets from a children's pistol, pictures with berries.

Game progress:

With a bullet, children outline the outline of berries drawn on a piece of paper.

14. "Handshake"

Purpose: development and training of coordination of finger movements.

Equipment: carpal expander (rubber ring)

Game progress:

The child takes an expander, squeezes it for each stressed syllable to the beat of the poem “I adore all my friends” by E. P. Pimenova. After each line, there is a change of hands.

15. Needles

Equipment: round hair brush.

Game progress:

the child holds a round hairbrush with his hands, rolls the brush between his palms, saying: "Pine, fir, spruce trees have very sharp needles. But juniper will prick you even stronger than spruce."

16. "Knead the dough"

Purpose: development of tactile sensitivity and complexly coordinated movements of the fingers and hands.

Equipment: saucepan, 1 kg of peas or beans

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 a place in the oven. There will be buns and rolls from the oven."

17. "Take the peas"

Purpose: development of tactile sensitivity and complexly coordinated movements of the fingers and hands.

Equipment: peas, saucer.

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 - this way he picks up a whole handful. You can do this with one or two hands.

CONCLUSION

So, summing up, we can state the following:

These didactic games unique remedy for the development of fine motor skills and speech in their unity and interconnection. Learning texts, actions with objects stimulate the development of speech, spatial, visual-effective thinking, voluntary and involuntary attention, auditory and visual perception, speed of reaction and emotional expressiveness, the ability to concentrate. In addition, games expand the horizons and vocabulary of children, provide initial mathematical representations and environmental knowledge, enrich children's knowledge of their own body, create a positive emotional state, and build self-confidence.

Given the great importance of the development of fine motor skills in children, the task of teachers and child psychologists is to convey to parents the importance of this problem. Work on the development of the hand and the correction of existing deficiencies should be carried out in close contact with parents, preschool educators and primary school teachers. This will ensure the continuity of control over the formation of the correct motor skill and will help to achieve faster desired results. Parents and teachers should understand: 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.

Remember! Any games and exercises will be effective only with regular practice. You need to practice daily!

LIST OF USED SOURCES

Literature:

Bezrukikh M., Efimova S., Knyazeva M. How to prepare a child for school. - Tula: Arktous, 1996.

Maksimova E., Rakhmatullina O., Travkina O., Chernykh A. Preparing fingers for writing. Developing program to prepare for school. Moscow, Obruch, 2011.

Nefedova E. A., Uzorova O. V. Getting ready for school. Practical guide to prepare children. – K. : GIPPV, 1998.

Pimenova E. P. "Finger Games" Publishing house "Phoenix" 2007.

Prishchepa, S. Fine motor skills in psychophysical development children [Text] / S. Prishchepa, N. Popkova, T. Konyakhina // Preschool education. - 2005. - No. 1. – (S. 60-64.)

Ruzina M.S. Country of finger games. Educational games for children and adults. - St. Petersburg, 2000.

Sokolova, G. Gymnastics for fingers for girls and boys [Text] / G. Sokolova // Preschool education. - 2005. - No. 6. - (S. 34-36.)

Sokolova, Yu. A. Finger games [Text] / Yu. A. Sokolova. - M. : 2004.-20s.

Uzorova O. V., Nefedova E. A. Finger gymnastics. - M., 2002.

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