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Unconventional drawing fine motor skills early age. "The use of non-traditional drawing techniques as a means of developing fine motor skills in young children

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1 "The development of fine motor skills in preschool children through non-traditional drawing techniques." Fine motor skills - 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 with the hands and fingers and toes. When applied to the motor skills of the hand and fingers, the term dexterity is often used. There are a huge number of games and exercises that develop small muscles. They can be conditionally divided into several groups: games for the development of tactile perception, games with water and sand, folklore finger games, exercises with objects, laying out games, stringing games, games with constructors, etc. It is believed that all games and exercises that are carried out with children in an interesting, relaxed playful way, involving parents in this process, help develop fine motor skills in the hands of babies, their speech, attention, thinking, and also give them joy and pleasure. In addition to games and exercises, various types of productive activities also contribute to the development of manual skills: drawing, modeling, appliqué, design, weaving, knitting, etc. The inclusion of non-traditional methods of drawing and creative design in work with children makes it possible to develop the sensory sphere not only through the study of the properties of the depicted objects and the performance of appropriate actions, but also through work with various pictorial materials. In addition, the cognitive interests of the child are stimulated (using objects that surround the child every day in a new perspective - you can draw with your own palm, fingers, use a spikelet or a birch leaf instead of brushes). Non-traditional drawing is an impetus to the development of imagination, creativity, manifestation of independence, initiative, expression of individuality. Each technique is a small game that brings joy and positive emotions to the child. It does not tire the baby, the child remains highly active and efficient throughout the entire time of drawing. Unconventional drawing is at the heart of many art therapy techniques. As a means of correcting mental processes, non-traditional drawing techniques allow you to overcome the feeling of fear, give you freedom, instill confidence in yourself and your abilities. Modern research has shown that non-traditional drawing contributes to the weakening

2 excitation of emotionally disinhibited children, despite the fact that an overly active child needs a lot of space to develop activities, his attention is often scattered and unstable. In the process of non-standard artistic activity, the zone of activity narrows, the amplitude of movements decreases. Classes in this type of drawing contribute to the development of hand-eye coordination, fantasy, logic, thinking, which is very important for preparing a preschooler for schooling. Non-traditional drawing is a way of self-expression, communication with oneself, an excellent tool not only for raising your mood, but also for looking at the world with different eyes, discovering new opportunities in yourself! There are many non-traditional drawing techniques, and their uniqueness lies in the fact that they allow children to quickly achieve the desired result. For example, which child will not be interested in drawing with his fingers, drawing with his own palm, putting blots on paper and getting a funny drawing. The child likes to quickly achieve results in his work. Blotography Blotography is a great way to have fun and usefully spend time, experiment with colors, create unusual images. When inflating blots, it is impossible to predict exactly how they will disperse, overflow into each other, and what the final result will be ... Such an activity will be interesting for both adults and children. And not only interesting - but also useful: for example, as an articulatory gymnastics. Also, drawing by blowing through a straw improves the health and strength of the lungs and respiratory system (which is especially useful for coughing). I would like to note that with the help of this type of drawing, it turns out well to depict various trees (intricate trunks, branches, etc. are obtained). Try it, you will like the result!

3 Poke with a hard semi-dry brush Means of expression: texture of color, color. Materials: hard brush, gouache, paper of any color and format, or a carved silhouette of a fluffy or prickly animal. Method of obtaining an image: the child lowers the brush into the gouache and strikes it on the paper, holding it vertically. When working, the brush does not fall into the water. Thus, the entire sheet, contour or template is filled. It turns out an imitation of the texture of a fluffy or prickly surface. Drawing with fingers Means of expression: spot, dot, short line, color. Materials: bowls with gouache, thick paper of any color, small sheets,

4 napkins. Method of obtaining an image: the child dips his finger into gouache and puts dots, spots on paper. Each finger is filled with a different color of paint. After work, the fingers are wiped with a napkin, then the gouache is easily washed off. Hand drawing Means of expression: spot, color, fantastic silhouette. Materials: wide saucers with gouache, brush, thick paper of any color, large format sheets, napkins. Method of obtaining an image: the child dips his hand (the whole brush) into gouache or paints it with a brush (from the age of 5) and makes an imprint on paper. They draw with both right and left hands, painted in different colors. After work, the hands are wiped with a napkin, then the gouache is easily washed off. Paper rolling

5 Means of expression: texture, volume. Materials: napkins or colored double-sided paper, PVA glue poured in a saucer, thick paper or colored cardboard for the base. Method of obtaining an image: the child crumples the paper in his hands until it becomes soft. Then he rolls a ball out of it. Its sizes can be different: from small (berry) to large (cloud, lump for a snowman). After that, the paper ball is lowered into the glue and glued to the base. Crumpled paper print Means of expression: spot, texture, color. Materials: a saucer or a plastic box, which contains a stamp pad made of thin foam rubber soaked in gouache, thick paper of any color and size, crumpled paper. Method of obtaining an image: the child presses the crumpled paper to the ink pad and makes an impression on the paper. To get a different color, both the saucer and the crumpled paper change. Wax crayons + watercolor

6 Means of expression: color, line, spot, texture. Materials: wax crayons, thick white paper, watercolor, brushes. Method of obtaining an image: the child draws with wax crayons on white paper. Then he paints the sheet with watercolor in one or more colors. The chalk drawing remains unpainted. Bitmap Children like anything unconventional. Drawing with dots refers to unusual, in this case, techniques. For implementation, you can take a felt-tip pen, a pencil, put it perpendicular to a white sheet of paper and start drawing. But here, bitmaps are best obtained with paints. Here's how it's done. A match, cleaned of sulfur, is tightly wrapped with a small piece of cotton wool and dipped in thick paint. And then the principle of drawing points is the same. The main thing is to immediately interest the child.

7 Leaf prints Means of expression: texture, color. Materials: paper, gouache, leaves of different trees (preferably fallen), brushes. Method of obtaining an image: the child covers a piece of wood with paints of different colors, then applies it with the colored side to the paper to obtain a print. Each time a new leaf is taken. The petioles of the leaves can be painted with a brush. Conducting a cycle of classes using a variety of techniques to identify the abilities of children over the past time, it is clear that children have the ability to work with paints using non-traditional techniques. In children with poorly developed artistic and creative abilities, the indicators are slightly higher than at the beginning of the school year, but due to the use of non-traditional materials, the level of enthusiasm for the topic and technique and the ability to color perception have improved.

8 Foam drawings For some reason, we all tend to think that if we paint with paints, then we must also use a brush. Far from always, say Trizovites. Foam rubber can come to the rescue. We advise you to make a variety of various small geometric figures out of it, and then attach them with a thin wire to a stick or pencil (not sharpened). The tool is ready. Now you can dip it in paint and use the stamp method to draw red triangles, yellow circles, green squares (all foam rubber, unlike cotton wool, is well washed). At first, children will randomly draw geometric shapes. And then offer to make the simplest ornaments out of them - first from one type of figure, then from two, three.

9 Painting small pebbles Of course, most often the child depicts on a plane, on paper, less often on asphalt, tiles of large stones. A flat image of a house, trees, cars, animals on paper is not as attractive as creating volumetric own creations. In this regard, sea pebbles are ideally used. They are smooth, small and have a different shape. The very shape of the pebble will sometimes tell the child what image to create in this case (and sometimes adults will help the kids). It is better to paint one pebble under a frog, another under a bug, and a wonderful fungus will come out of the third. Bright thick paint is applied to the pebble - and the image is ready. And it’s better to finish it like this: after the pebble dries, cover it with a colorless varnish. In this case, a voluminous beetle or a frog made by children's hands shines, brightly shimmers. This toy will participate in independent children's games more than once and bring considerable benefits to its owner.

10 Method of nitkography There is this method mainly for girls. But this does not mean that it is not suitable for children of the opposite sex. And it consists in the following. First, a screen 25x25 cm in size is made of cardboard. Either velvet paper or plain flannel is glued onto the cardboard. It would be nice to prepare a nice bag with a set of woolen or semi-woolen threads of various colors for the screen. This method is based on the following feature: threads with a certain percentage of wool are attracted to flannel or velvet paper. You just need to attach them with light movements of the index finger. From such threads you can prepare interesting stories. Develops imagination, sense of taste. Especially girls learn to skillfully select colors. Some thread colors are suitable for light flannel, and completely different colors for dark flannel. Thus begins the gradual path to the women's craft, needlework, which is very necessary for them.

11 3D appliqué It's obvious that kids love appliqué: cut something and paste it, getting a lot of fun from the process itself. And you need to create all the conditions for them. Along with a planar application, teach them how to make a three-dimensional one: a three-dimensional one is better perceived by a preschooler and more realistically reflects the world around them. In order to obtain such an image, it is necessary to wrinkle applicative colored paper in children's hands, then slightly straighten it and cut out the required shape. After that, just stick it on and, if necessary, finish the individual details with a pencil or felt-tip pen. Make, for example, a turtle beloved by children. Remember the brown paper, flatten it slightly, cut out an oval shape and stick it on, then paint on the head and legs.

12 Drawing with a plastic fork You can also draw with forks. You will need paper, gouache, a fork and, of course, imagination. It is best to use a plastic fork as it is more flexible and safer. We dip the fork in gouache and begin to press the fork to the paper.

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"The importance of the development of fine motor skills in preschool children through non-traditional

drawing techniques"

“Every child is an artist. The difficulty is to remain an artist, coming out of childhood "

Pablo Picasso

The development of the creative potential of the individual should be carried out from early childhood, when the child, under the guidance of adults, begins to master various types of activities, including artistic ones.

Great opportunities in the development of creativity include pictorial activity and, above all, drawing.

Modern psychological and pedagogical research shows that drawing is an important means of aesthetic education: it allows children to express their ideas about the world around them, develops fantasy, imagination, and makes it possible to consolidate knowledge about color and shape. In the process of drawing, the child improves observation, aesthetic perception, aesthetic emotions, artistic taste, creativity, the ability to independently create beautiful things using available means.

Non-traditional drawing is of great importance in shaping the personality of the child. The child gets only benefit from drawing. The connection between drawing and the child's thinking is especially important. At the same time, visual, motor, muscular-tangible analyzers are included in the work. In addition, drawing develops the intellectual abilities of children, memory, attention, fine motor skills, teaches the child to think and analyze, measure and compare, compose and imagine. For the mental development of children, the gradual expansion of the stock of knowledge is of great importance.

Work experience shows that in order to instill a love for fine arts, to arouse interest in drawing, starting from primary preschool age, it is necessary to use non-traditional ways of depicting drawing with fingers, palms, drawing with foam rubber poke, cotton buds, printing with leaves, potatoes, wax crayons + watercolor, crumpled paper print, foam drawing. Each of these methods is a small game that gives children joy and positive emotions. Emotions, as you know, are both a process and a result of practical activity, primarily artistic creativity. By emotions, one can judge what at the moment pleases, interests, plunges into despondency, excites the child, which characterizes his essence, character, individuality.

Having learned to express his feelings on paper, the child begins to better understand the feelings of others, learns to overcome shyness, fear of drawing, of the fact that nothing will work out. He is sure that it will work out, and it will turn out beautifully.

Mastering various materials, ways of working with them, understanding their expressiveness allows children to use them more effectively when reflecting their impressions of the surrounding life in drawings. In order to enhance the imagination while drawing, to promote artistic intent and the development of artistic abilities, you can use children's literature, musical accompaniment, folklore and game material. This will make drawing accessible, meaningful and informative.

For drawing at home, you can provide various materials: simple and colored pencils; watercolor and gouache paints; wax crayons; markers; watercolor crayons; pastel; coal;; plasticine and ink.

At older preschool age, children can master difficult methods and techniques:

sand painting;

drawing with soap bubbles;

drawing with crumpled paper;

blotting with a tube;

landscape monotype;

screen printing;

subject monotype;

blotting ordinary;

plasticineography;

drawing on wet paper.

Drawing in unconventional ways is a fascinating and mesmerizing activity that surprises and delights children!

I invite you to try one of these techniques with us. Blotography with a tube.

Before starting any drawing work with children, it is necessary to do finger gymnastics. For example:

We will knock with the left, draw rings with the right.

Knock - a ring, knock - a ring.

Well, do not be lazy pens, work hard

We will knock with the right, draw rings with the left.

Knock - a ring, knock - a ring.

It is also necessary to prepare the eyes for work. Here you can also use gymnastics in poetic form. For example:

My cheerful, sonorous ball,

Where did you run off to?

(Look left-right, down-up)

Red, blue, cyan,

(Circular eye movements: left - up - right - down - right - up - left - down)

Don't chase after you.

(Close your eyes, then blink 10 times.)

Then we blow on this spot from the tube in different directions. The end of the tube touches neither the spot nor the paper. Here's what we got. In the same way we put a red blot and turn it into a flower.

Before starting work, children must be warned that it is not necessary to blow sharply, otherwise all gouache will go in one direction, and we need to make sure that the spot is enough for several petals. Here we have already got four flowers. We draw the fifth flower, we will no longer need the tubes, we put them in place. We will finish the missing details of our bouquet with a brush. Let's draw the stems of our flowers.
There are not enough leaves, let's draw them. "Wonderful flowers" are ready.

With such simple techniques, you can perform various tasks with children. In addition to developing fine motor skills in the process of moving the tube, you also strengthen the respiratory system. Our children will receive a lot of positive emotions from the work done, especially since they did this work together with you.

1. Relevance.

At all stages of a child's life, hand movements play a crucial role.

The degree of development of fine motor skills in a child determines the most important qualities for his future: speech abilities, attention, coordination in space, concentration and imagination. The centers of the brain responsible for these abilities are directly connected with the fingers and their nerve endings. Therefore, exercises and activities in which the child's little fingers participate are extremely important for his mental and mental development. Fine motor skills, sensory skills, coordination of movements are key concepts for the period of early preschool age.

Fine motor skills are motor activities that are due to the coordinated work of the small muscles of the hand and eye. Scientists have proven that the more skill in a child's hand, the more diverse the movements of the hands, the more perfect the functions of the nervous system. This means that the development of the hand is closely related to the development of speech and thinking of the preschooler.

It is necessary to begin the development of fine motor skills from early childhood.

For example, through various games with fingers, where it is necessary to perform certain movements in a certain sequence; games with small objects that are inconvenient to take in a pen; games where you need to take or pull something out, squeeze - unclench, pour - pour, pour - pour, push into holes, etc .; fastening and unfastening zippers, buttons, dressing and undressing, etc. Fine motor skills of the hands are also developed by physical exercises (these are various hangings and climbing on a sports complex, along a ladder, etc.). Such exercises strengthen the palms and fingers of the baby, develop muscles.

One of the effective forms of development of fine motor skills of hands is visual activity.

Drawing plays a special role. Children draw with tools similar in shape, way of holding and action to the pen they write at school. From the drawings of children, one can trace how fine motor skills develop, what level it reaches at each age stage. Of course, mastering drawing, modeling, appliqué, the child will not learn to write. But all these types of productive activities make the baby's hand skillful, easily and freely control the tool, develop visual control of hand movements. Helps form the hand-eye connection. All this will be a good helper for him at school.

The problem of the development of fine motor skills at an early age is very relevant, since it contributes to the development of sensorimotor skills - consistency in the work of the eye and hand, improvement of coordination of movements, flexibility, accuracy in performing actions, correction of fine motor skills of the fingers.

The visual activity of a child at preschool age is one of the natural, specifically children's activities. In the process of managing it, the possibility of solving a wide range of tasks of an upbringing and educational nature opens up.

Observing the activities of the children of the first junior group in directly organized and independent activities and analyzing it, I identified the need for the development of fine motor skills. In children, there was an underdevelopment of fine motor skills and visual-motor coordination: awkwardness, inconsistency of hands. Children quickly got tired, had low working capacity. The group included "home" children, they did not have self-service skills. Despite the fact that an appropriate developmental environment has been created for the development of fine motor skills in the group: a variety of filling materials for the sensory center: (mosaic, bushings, pyramids, stick-in, various didactic games, etc.), a construction center (designers, floor mosaics, various textured toys, junk material, etc.), theatrical and musical center (finger theatres, twitchers, puppets of different textures, etc.), the results of diagnostics to determine the level of development of fine motor skills of children could not meet the expectations from the use of the presented material. The level of development of fine motor skills of children increased by an insignificant number of percent.

Therefore, there is a need to pay attention to this problem.

2. Theoretical justification.

For a detailed study of the problem, she turned to the works of L.V. Antakova-Fomina, M.M. Koltsova, B.I. Pinsky, T.S. Komarova, B.M. Teplov and others.

The issue of the development of fine motor skills of children is relevant at all age stages of preschool childhood. This is repeatedly emphasized by teachers, psychologists and other specialists in the field of preschool education.

According to research conducted by L.V. Antakova-Fomina, M.M. Koltsova, B.I. Pinsky confirmed the connection between intellectual development and finger motor skills. The level of development of children's speech is also directly dependent on the degree of formation of fine hand movements.

The area of fine motor skills includes a wide variety of movements: from primitive gestures, such as grasping objects, to very small movements, on which, for example, human handwriting depends.

Fine motor skills develop naturally from infancy on the basis of gross motor skills. First, the child learns to grab an object, then 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.

The development and improvement of fine motor skills of the hand and fingers is the main stimulus for the development of the central nervous system, all mental processes, and speech.

ON. Bernstein in his theory shows that the anatomical development of the levels of construction of movements starts from the first months of life and ends by the age of two. Then begins a long process of adjusting to each other all levels of building movements.

The development of cognitive abilities in connection with the development of hand movements proceeds especially actively in infancy and early childhood due to the fact that the movements of the hand examining various objects are a condition for the child's knowledge of the objective world. "Direct practical contact with objects, actions with them lead to the discovery of more and more properties of objects and relationships between them" (DB Elkonin).

N.A. Bernshtein emphasizes that the conditions of upbringing and targeted training that contribute to the development of hand movements are decisive for the effective development of fine motor skills of a child. The motor tasks that an adult sets for a child in the process of upbringing, and the child's attempts to solve them, are a necessary condition for the development of the corresponding levels of movement construction. So, various tasks for fine motor skills contribute to the development of fine movements of the hands and fingers.

fine motor skills- 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 with the hands and fingers and toes. When applied to the motor skills of the hand and fingers, the term dexterity is often used.

There are a huge number of games and exercises that develop small muscles. They can be conditionally divided into several groups: games for the development of tactile perception, games with water and sand, folklore finger games, exercises with objects, laying out games, stringing games, games with constructors, etc.

It is believed that all games and exercises that are carried out with children in an interesting, relaxed playful way, involving parents in this process, help develop fine motor skills in the hands of babies, their speech, attention, thinking, and also give them joy and pleasure.

In addition to games and exercises, various types of productive activities also contribute to the development of manual skills: drawing, modeling, appliqué, design, weaving, knitting, etc.

Productive activities, including drawing, play an important role in the mental development of the child. B.M. Teplov writes that "the task of depiction necessarily requires acute perception, a genuine sense of things... Solving the problem of depicting what he has seen, the child inevitably learns to see things in a new way, much sharper and more accurately."

Interest in children's drawing arose in the 80s of the XIX century, and scientists from different directions continue to study it to the present. Analyzing children's drawings, art historians are looking for confirmation of their concepts. Teachers outline the most effective ways of teaching and educating preschoolers. Psychologists, using the method of qualitative and quantitative analysis of not only the drawing, but also the process of the image itself, study the general and individual characteristics of children. Doctors, psychotherapists believe that the process of drawing has a positive effect on the central nervous system, has a psycho-corrective effect on the child. It is closely connected with visual, motor, muscular-tactile analyzers, with kinesthetic sensations, muscular-articular work of the hand and fingers, and the mechanism of visual-motor coordination. With the help of vision, the child perceives the color, shape, size, position of an object in space, thanks to touch, he learns volume, texture. In those cases when the object cannot be picked up, the muscular feeling turns on: circling the contour of the object in the air helps in the future when depicting it, since this movement is stored in memory (T.S. Komarova and others).

In the process of drawing, children learn to reason, draw conclusions. Their vocabulary is enriched.

Working with visual material, finding successful color combinations, recognizing objects in a drawing, children get satisfaction, they have positive emotions, and the work of the imagination intensifies.

Thanks to drawing activity, visual-motor coordination develops, hand functions develop, fine motor skills of the hands and fingers improve.

The inclusion of non-traditional methods of drawing and creative design in work with children makes it possible to develop the sensory sphere not only through the study of the properties of the depicted objects and the performance of appropriate actions, but also through work with various pictorial materials. In addition, the cognitive interests of the child are stimulated (using objects that surround the child every day in a new perspective - you can draw with your own palm, fingers, use a spikelet or a birch leaf instead of brushes).

There is a development of visual-figurative and verbal-logical thinking, the activation of children's speech activity (what else can I draw?, what can I draw with this material?). Through the use of a variety of imaging materials, new techniques that require accuracy of movements, but do not limit the child's fingers to a fixed position (as with the correct holding of a pencil), conditions are created to overcome the general inconvenience, the development of fine motor skills.

After all, instead of the traditional brush and pencil, the child uses his own palms, various prints, stencils, "blotography", "monotype", etc. to create an image.

Non-traditional drawing is the art of depicting without being based on tradition. Drawing in non-traditional ways is a fun, mesmerizing activity that surprises and delights children.

Unusual materials and original techniques attract children because the word "No" is not present here, you can draw whatever you want and how you want, and you can even come up with your own unusual technique. Children feel unforgettable, positive emotions, and emotions can be used to judge the mood of the child, about what pleases him, what upsets him.

It is non-traditional drawing techniques that create an atmosphere of ease, openness, contribute to the development of initiative, independence, create an emotionally favorable attitude towards activities in children. The result of visual activity cannot be good or bad, the work of each child is individual and unique.

Thus, a theoretical analysis of the literature on the topic helped to draw the following conclusions:

An analysis of the psychological and pedagogical literature on the problem of the development of fine motor skills in young children shows that the development and improvement of fine motor skills of the hand and fingers is the main stimulus for the development of the central nervous system, all mental processes, and speech.
The development of fine motor skills is not a spontaneous, independent process, but specially created conditions for education and targeted training that contribute to the development of hand movements.
The inclusion of non-traditional drawing methods in work with children allows developing the sensory sphere not only through studying the properties of the depicted objects and performing appropriate actions, but also through working with various pictorial materials, which stimulates the cognitive interests of the child.

Methodological content of the work.

As a result of studying various author's methods of early development of children and the psychological characteristics of children 2-3 years old, she built a system of work on the problem of developing fine motor skills in young children through non-traditional drawing techniques.

When working on the system, she relied on the already existing developments of Komarova T.S. and Gerbova V.V., Lykova A.I. for visual activity.

Objective: creating conditions for the development of fine motor skills in children 2-3 years old through non-traditional drawing techniques.

Main goals:

Development and strengthening of fine motor skills.
Expanding the idea of the variety of non-traditional drawing techniques.
Teaching non-traditional drawing techniques.
Creation of a developing environment for children's self-expression in creative activities.
Leading children to create an expressive image when depicting objects and phenomena of the surrounding reality.

Expected results:

Dynamics of development of fine motor skills.
The use of the studied techniques, techniques and materials in art directly - educational and independent activities.
Replenishment of the art center with various waste materials for use in art directly - educational and independent activities.

Work on the development of fine motor skills of young children through non-traditional drawing techniques is carried out in the art center with a subgroup of children.

In many ways, the result of the child’s work depends on his interest, therefore, in the activity it is important to activate the attention of the preschooler, to encourage him to further actions with the help of additional incentives. Such incentives can be:

play, which is the main activity of children;
a surprise moment - the favorite hero of a fairy tale or cartoon comes to visit and invites the child to go on a trip;
a request for help, because children will never refuse to help the weak, it is important for them to feel significant;
musical accompaniment;
bright, well-thought-out visibility, etc.

In her work, she used the accumulated experience in this area and the basic principle of didactics: “from simple to complex”.

The system of work on the use of non-traditional drawing techniques has the following structure.

Block 1 - "Tactile drawing":

"Drawing with a finger"

the child puts his finger in gouache and puts dots, spots on paper. Each finger is filled with a different color of paint. After work, the fingers are wiped with a napkin, then the gouache is easily washed off.

"Drawing with a palm":

the child dips his hand in gouache (the whole brush) or paints it with a brush and makes an imprint on paper. They draw with both right and left hands, painted in different colors. After work, the hands are wiped with napkins, then the gouache is easily washed off.

"Bitmap"

the child dips his finger in gouache, puts it perpendicular to a white sheet of paper and begins to depict.

Block 2 - "Using additional means of expression":

"Imprint with seals from cork or eraser"

Method of obtaining an image: the child presses the cork to the ink pad and makes an impression on the paper. To get a different color, both the bowl and cork change.

"Stencil Printing"

Method of obtaining an image: the child presses a signet or a foam rubber swab against an ink pad and makes an impression on paper using a stencil. To change the color, take another swab and stencil.

"Blotography ordinary"

Method of obtaining an image: the child scoops up gouache with a plastic spoon and pours it onto paper. The result is spots in random order. Then the sheet is covered with another sheet and pressed (you can bend it in half, drop ink on one half, and cover it with the other). Next, the top sheet is removed, the image is examined: it is determined what it looks like. Missing details are drawn.

"Blotography with a tube"

Method for obtaining an image: the child scoops up the paint with a plastic spoon, pours it onto the sheet, making a small spot (droplet). Then it blows on the stain from a tube so that its end does not touch either the stain or the paper. If necessary, the procedure is repeated. Missing details are drawn.

"Crumpled paper print"

Method of obtaining an image: the child presses the crumpled paper to the ink pad and makes an impression on the paper. To get a different color, both the saucer and the crumpled paper change.

"Bitmap"

For implementation, you can take a felt-tip pen, a pencil, put it perpendicular to a white sheet of paper and start drawing. But here, bitmaps are best obtained with paints. A cotton swab is dipped into thick paint. And then the principle of drawing points is the same.

"Splatter"

Method of obtaining an image: the child picks up paint on a brush and hits the brush on cardboard, which he holds above the paper. Then he paints the sheet with watercolor in one or more colors. The paint splatters on the paper.

"Leaf Imprints"

Method of obtaining an image: the child covers a piece of wood with paints of different colors, then applies it with the colored side to the paper to obtain a print. Each time a new leaf is taken. The petioles of the leaves can be painted with a brush.

"Foam drawings"

We make a variety of small geometric figures from foam rubber, and then attach them with a thin wire to a stick or pencil (not sharpened). The tool is ready. Now you can dip it in paint and use the stamp method to draw red triangles, yellow circles, green squares (all foam rubber, unlike cotton wool, is well washed).

"Poke with a hard semi-dry brush"

Method of obtaining an image: the child lowers the brush into the gouache and hits it on the paper, even vertically. When working, the brush does not fall into the water. Thus, the entire sheet, contour or template is filled. It turns out an imitation of the texture of a fluffy or prickly surface.

"Drawing with crayons"

Preschoolers love variety. These opportunities provide us with ordinary crayons, sanguine, coal. Smooth asphalt, porcelain, ceramic tiles, stones - this is the base on which chalk and coal fit well. So, asphalt disposes to a capacious image of plots. And on ceramic tiles (which are sometimes stored in the remains somewhere in the pantry), we recommend depicting patterns, small objects with crayons or charcoal. Large stones (such as voluns) are asked to decorate them under the image of an animal's head or under a stump. It depends on what or whom the stone resembles in shape.

"Painting small pebbles"

Of course, most often the child depicts on a plane, on paper, less often on asphalt, tiles of large stones. A flat image of a house, trees, cars, animals on paper is not as attractive as creating volumetric own creations. In this regard, sea pebbles are ideally used. They are smooth, small and have a different shape. The very shape of the pebble will sometimes tell the child what image to create in this case (and sometimes adults will help the kids). It is better to paint one pebble under a frog, another under a bug, and a wonderful fungus will come out of the third. Bright thick paint is applied to the pebble - and the image is ready. And it’s better to finish it like this: after the pebble dries, cover it with a colorless varnish. In this case, a voluminous beetle or a frog made by children's hands shines, brightly shimmers. This toy will participate in independent children's games more than once, and bring considerable benefits to its owner.

"Nitkography method"

First, a screen 25x25 cm in size is made of cardboard. Either velvet paper or plain flannel is glued onto the cardboard. It would be nice to prepare a nice bag with a set of woolen or semi-woolen threads of various colors for the screen. This method is based on the following feature: threads with a certain percentage of wool are attracted to flannel or velvet paper. You just need to attach them with light movements of the index finger. From such threads you can prepare interesting stories. Develops imagination, sense of taste. Especially girls learn to skillfully select colors. Some thread colors are suitable for light flannel, and completely different colors for dark flannel. Thus begins the gradual path to the women's craft, needlework, which is very necessary for them.

"Drawing on wet paper"

But there are a number of objects, plots, images that are better to draw on wet paper. We need ambiguity, vagueness, for example, if the child wants to depict the following topics: "City in the fog", "I had dreams", "It's raining", "Night city", "Flowers behind the curtain", etc. You need to teach a preschooler to make the paper a little wet. If the paper is too wet, the drawing may not work. Therefore, it is recommended to soak a ball of cotton wool in clean water, wring it out and draw it either over the entire sheet of paper, or (if required) only over a separate part. And the paper is ready to produce vague images.

"Learning to make a background"

Many children make the background with a brush, moreover, an ordinary, small one. Although there is a simple and reliable way: make the background with cotton wool or a piece of foam rubber soaked in water and paint.

Block 3 - "Use of mixed techniques":

"Collage"

The concept itself explains the meaning of this method: several of the above are collected in it. In general, ideally, the following seems important to us: it is good when a preschooler is not only familiar with various image techniques, but also does not forget about them, but uses them appropriately, fulfilling a given goal. For example, one of the children decided to draw summer, and for this he uses a bitmap (flowers), and the child will draw the sun with his finger, he will cut fruits and vegetables from postcards, depict the sky and clouds with fabrics, etc.

"Drawing with Postcards"

In fact, almost every house has a lot of old postcards. Go through old postcards with the children, teach them to cut out the necessary images and stick them to the place, into the plot. A bright factory image of objects and phenomena will give even the simplest unpretentious drawing a completely artistic design. How can a three-, four- and even five-year-old child draw a dog and a beetle? No. But to the dog and the bug, he will add the sun, the rain, and he will be very happy. Or if, together with the children, cut out from a postcard and stick on a fairy-tale house with a grandmother in the window, then a preschooler, guided by his imagination, knowledge of fairy tales and visual skills, will undoubtedly draw something for him.

"Tissue Images"

We collect the remnants of fabrics of various patterns and different qualities in a bag. Useful, as they say, and chintz, and brocade. It is very important to show with concrete examples how the drawing on the fabric, as well as its dressing, can help to depict something very brightly and at the same time easily in the plot. Let's give some examples. So, on one of the fabrics flowers are depicted. They are cut out along the contour, glued (only with a paste or other good glue), and then they paint on a table or a vase. It turns out a capacious colorful image. There are fabrics that can serve well as a house or the body of an animal, or a beautiful umbrella, or a hat for a doll, or a handbag.

"Drawing together on a long strip of paper"

In this case, a long strip will help you draw together without interfering with each other. You can draw isolated objects or plots, i.e. work nearby. And then it is desirable to move on to collective drawing. Adults and the child agree on who will draw what to make one plot.

"Wax crayons or candle + watercolor"

Method of obtaining an image: the child draws with wax crayons or a candle on paper. Then he paints the sheet with watercolor in one or more colors. The drawing remains unpainted.

The structure of the game lessons might look like this:

Morning circle, which includes the motivation of children, finger gymnastics (speech game, breathing exercises, etc.).
Artistic and visual activity.
The final circle, which includes encouraging children, saying children at work, finger gymnastics, etc.

To implement the tasks, I assume close cooperation with the parents of the pupils, as well as the specialists of the preschool educational institution (psychologist, speech therapist, speech pathologist).

Working with parents includes: registration of consultations on the development of fine motor skills and the use of non-traditional drawing techniques, folders - shifters, information stands, display of open events on the topic, joint equipment of the art center with waste material, exhibitions of children's creativity, etc.

Working with teachers includes: registration of consultations on the development of fine motor skills and the use of non-traditional drawing techniques, demonstration of open events on the topic, etc.

Conclusion.

Thus, when summarizing the work experience, an attempt was made to find possible ways to develop and improve the coordination of hand movements, visual-motor coordination and the development of fine motor skills in the process of visual activity, taking into account the age and individual capabilities of children.

From the research work carried out, it can be concluded that the use of finger games and exercises, didactic games, non-traditional materials, techniques and an individual differentiated approach in activities contributed to the development of fine motor skills of hands in children.

I consider it most acceptable to use non-traditional image techniques in my work, because children receive not only knowledge and skills, but also joy and pleasure.

Many types of non-traditional drawing contribute to the development of hand-eye coordination. For the correction of fine motor skills of the hands, such non-traditional image techniques as drawing with hands are important: with a palm, fingers. In addition, the introduction of non-traditional image techniques into practice does not tire preschoolers, they maintain high activity and efficiency throughout the entire time allotted for the task.

In the group, as far as possible, I tried to create conditions for the development of fine motor skills. The available material is arranged in such a way that children can freely, according to their interests, choose manuals for this type of activity, if they wish, not only reproduce, continue what they did in joint activities with the teacher, but also show their creativity, and also complete the work they have begun , realize their ideas in independent activities throughout the day. In my future work, I will continue to use non-traditional materials and techniques in visual activity, taking into account the age and individual characteristics of children.

Used Books:

Averina I.E. Physical culture minutes and dynamic pauses in the preschool educational institution. - M .: Iris-press, 2006
Ruzanova Yu.V. Development of motor skills of hands in non-traditional visual activity: Techniques for performing work, planning, exercises for physical education. - St. Petersburg: KARO, 2009
Nikitina A.V. Non-traditional drawing techniques in kindergarten. planning, class notes: A guide for educators and concerned parents. - St. Petersburg: KARO, 2010
G. I. Davydova "Non-traditional drawing techniques in kindergarten", Moscow "Publishing house Scriptorium 2003", 2008
I. V. Tyufanova “Workshop of young artists. The development of visual abilities of older preschoolers, St. Petersburg, publishing house "Detsvo-Press", 2004
A. A. Fateeva “We draw without a brush”, Yaroslavl, publishing house “Academy of Development-Academy Holding”, 2004
Drawing with preschool children. Non-traditional techniques" edited by R. G. Kazakova, Moscow, publishing house "Creative Center Sphere", 2005
I. A. Lykova "Visual activity in kindergarten", Moscow, publishing house "Karapuz-Didactics", 2007
Internet materials.

Iudova Anastasia Sergeevna
MADOU "Kindergarten" s. Pes

Development of independence and initiative in preschool children in various activities

The development of the speech sphere of personality in the period of preschool childhood

The importance of developing fine motor skills is not specified; these skills are necessary for a person not only in childhood, but throughout life. Modern children quickly get bored with the same type of activities. Their life is diverse, they want something new and unusual. Every year, children have an increasing thirst for knowledge and interest in the world around them. There are non-traditional techniques for the development of fine motor skills, from which children will be delighted and definitely will not get bored.

Non-traditional methods of visual activity develop motor skills and creative abilities of children. Such classes are especially important for children with speech disorders.

Relevance of the topic

Visual activity in the preschool educational institution is one of the natural children's activities. During its leadership, there are many opportunities for solving a wide range of tasks of an upbringing and educational nature.

Work in this direction in the preschool educational institution pursues the goal of developing in children of 5, 6 and 7 years of age the motor coordination of the fingers and the hand in general; to teach children to draw objects, natural phenomena using non-traditional drawing techniques.

The perfection of motor coordination of the hands and fingers allows the child to master the letter. The level of development of motor skills, the level of mastery of non-traditional drawing techniques by preschoolers (drawing with a wooden stick, using a foam rubber swab, potato prints, drawing with woolen threads, and also with fingers) determines the level of success in teaching a child in elementary school, the readiness of the hand to letter.

In recent years, in the preschool educational institution, in the process of preparing children for writing, there has been an emphasis on preparing the hand for writing. This is due to the fact that cases have become more frequent when a child is already in the first grade, and his hand is either insufficiently prepared or not at all prepared for writing. Therefore, it is very difficult for him to cope with the daily volume of written classes in the classroom.

There are several related issues here:

The child has poorly developed fine motor coordination of the hands and fine motor skills;
The ability to navigate on a plane is poorly developed;
Weak level of speech activity;
The child does not perform tasks well enough according to the model, he has a weak development of hand-eye coordination.

In view of these problems, the technique of developing fine motor skills using non-traditional drawing methods is relevant. She prepares the preschooler's hand for writing.

Drawing with the help of non-traditional techniques does not tire children, they perform tasks with high activity and efficiency during the entire time of the lesson.

The use of non-traditional drawing techniques contributes to:

Development in preschoolers of motor coordination of hands and fingers, eye, visual perception, orientation on a sheet of paper;
The development of skills that contribute to the preparation of the child's hand for writing;
The development of imagination and perception, and hence cognitive abilities;
Emotionally positive attitude to drawing;
Self-expression of the individual, i.e. display your own fantasy and emotional world.

Based on the foregoing, this topic is currently very relevant and gives the teacher an opportunity for creativity.

Types of non-traditional techniques for the development of fine motor skills

Finger painting

You can use either gouache or special finger paints. The child dips his fingers in the paint and draws with them on a piece of paper. To implement this technique, you can use not only an ordinary album, but also a sheet of drawing paper or a piece of wallpaper. And you can draw, sitting on the floor. Children usually like this type of drawing very much, you can even draw with this method on an old white sheet, then wash it, dry it, and draw on it again.

hand drawing

This type of drawing is similar to the previous method, only the child will not draw with his fingers, but with his whole palm at once. If you dip your fingers in different paint, you get a rainbow pattern.

dot pattern

The preschooler dips his finger into the paint, then puts it on the sheet perpendicularly, and so on several times until the pattern is formed.

Drawing with imprints of objects

Absolutely everything is suitable for carrying out this technique: both a cork from a bottle and a small plate.

Blotography

This method causes great delight in children. With the help of a spoon, paint is poured onto the paper, and then a tube is taken and you need to blow through it onto the paint without touching it. After that, you can put a sheet of paper on the resulting drawing and compare the original and the print. You can fantasize about what a blot is like.

Drawing with a stencil

This method of visual activity is known even to adults since childhood.

splatter

The technique is that the child takes the paint on the brush and sprays it randomly. You can use different colors.

leaf prints

During a walk with the children, the teacher needs to collect leaves from shrubs and trees in the garden. In the lesson, children decorate the leaves with paint and transfer prints to a piece of paper. From different leaves you can create a whole composition.

foam drawing

Various figures are cut out of foam rubber, they are fixed on a stick (for example, on a wire or a pencil). These pieces are dipped in paint and printed on paper.

Chalk drawing

An elementary form of creativity, harmless, safe, even safer than drawing with felt-tip pens. They draw with crayons on a special board indoors or outdoors.

Drawing on wet paper

This method helps if the child needs to draw something with a blurry outline, such as fog. The background for the picture can be made not with an ordinary brush, but with cotton wool or foam rubber.

The list of non-traditional types of drawing can be continued further. The most important thing is a flight of fancy, you can’t limit yourself to ordinary drawing with pencils or a brush.

Non-traditional techniques also include paintings drawn with pieces of fabric. Various scraps of fabric are collected in a separate bag or box, then these pieces are cut into small pieces and glued to paper.

You can draw a picture with crumpled paper - crumple the paper sheet with your hands, dip it in paint and make an imprint on the sheet.

Children are always interested in non-traditional techniques, they are interested in everything unusual and new. Also, in the classroom at the preschool educational institution, you can make crafts from non-traditional materials, for example, use items that are no longer needed and give them a second life. You can draw on the fabric, for example, let the child draw the design on the T-shirt.

It is important to perform daily procedures that require the child to work with concentrated fingers. Thus, the development of fine motor skills will positively affect not only the speech of a preschooler, but also the coordination of movements.

Methods for teaching non-traditional drawing techniques

Creating a game situation, interesting moments.
Talking about stages of work.
Demonstration of the educator, the use of a multimedia presentation depicting the correct position of the hands in stages in the process of getting to know new techniques.
Finger gymnastics, special exercises for training the hands and fingers, massages that promote the development of fine motor skills.
Examining illustrations from books and paintings.
Accompanying music.
Exhibition design.
Independent activity of children.

Expected Result

Creation of prerequisites for educational activities (generalized methods of action, self-control) and the ability of children to interact with each other.
The development of fine motor skills of the hands of preschoolers.
Increasing the level of development of creative skills and abilities.
Enrichment and expansion of artistic experience. The ability for active assimilation of artistic experience by preschoolers.
Independence in the process of choosing a theme, plot, art materials, composition and tools.

The effectiveness of mastering the program should be monitored at the beginning of work with the group and at the end through diagnostics. The results should be entered in a pivot table. The level of assimilation of the program can be assessed by comparing the initial and final results.

Integration of educational areas

1. "Reading fiction": reading, learning and discussing fiction in the process of preliminary work.

2. "Communication": the development of communication skills is carried out during the communication of children with a teacher, expanding the vocabulary of children.

3. "Artistic creativity": preschoolers participate in the creation of collective and individual drawings, plot compositions, they use different materials and methods for creating an image. There is a development of productive activity of pupils.

4. "Knowledge": sensory development is carried out, the horizons of children are expanding.

5. "Socialization": preschoolers join the generally accepted norms of interaction with adults and peers, they learn to objectively evaluate their own capabilities and develop the ability to overcome difficulties.

6. "Safety": observance of the simplest safety rules in the process of working with different materials.

7. "Music": through listening to audio recordings, preschoolers are introduced to the sounds of nature and music.

8. "Labor": the education of a valuable and respectful attitude towards one's own work and the work of the people around.

9. "Health": when performing work, the correct posture is formed, the desire to take care of one's health, the performance of physical exercises and the performance of warm-ups.

When organizing a lesson in non-traditional drawing, it is important to remember that in order to effectively master the skills and abilities of preschoolers, one should take into account the individual and age characteristics of children, their interests and desires. As the child grows, the content of the lessons expands, the elements become more complicated, the shape of the paper changes, and new means of expression arise.

Bibliography

Davydova G. N. Non-traditional drawing technique in kindergarten. Part 2. - M .: "Publishing house Scriptorium 2003", 2008. - 72 p.
Kazakova R.G., Saiganova T.I. Drawing with preschool children: Non-traditional techniques, planning, lesson notes. – M.: Sfera, 2005. – 155 p.
Nikitina A.V. Non-traditional drawing techniques in kindergarten - St. Petersburg: "KARO" 2007.
Nikitina A.V. Non-traditional drawing techniques in kindergarten: planning, lesson notes: a guide for educators and interested parents. - St. Petersburg: KARO, 2008. - 90 p.
Nemeshaeva E. Draw with fingers. First drawing lessons. For the little ones - M .: OOO Astrel, 2012. - 80 p.
Pishchikova N.G. Work with paper in non-traditional technique - M: LLC "Scriptorium 2003" 2006.
Fateeva A.A. We draw without a brush. - Yaroslavl: Academy of Development: Academy Holding, 2004.

With the name of Allah the Merciful, the Merciful.

We all have heard well that it is necessary to develop fine motor skills of the hands. Also, we all know that the sooner you start developing it, the better. This time I want to talk about such a way of developing fine motor skills of the hand as drawing.

Drawing plays a big role in the formation of speech in a child. As many adults know, stimulation of fine motor skills, namely, the movements of the fingers: fast, slow, conscious, lead to an increase and activation of speech activity. The more attention is paid to this during the period when the child begins to speak, the faster the process of speech production goes.

During drawing, visual, motor, muscular-tangible analyzers are included in the work. In addition to the development of fine motor skills, drawing develops memory, attention, teaches the child to think and analyze, measure and compare, compose and imagine.

Drawing is also useful for children to unload, helps to cope with stress and tension. For example, if a child dreamed of something bad, then invite him to draw it, and everything will be in order.

The first drawing lessons can be started from the moment when the baby has learned to sit confidently. Of course, at first it is difficult to call a drawing what a ten-month-old or one-year-old baby depicts. These drawings, which are faint strokes and rounded lines, are the first attempt at a pen. From around the age of eight months, the child makes a discovery: he is aware of the connection between the movement of the hand and the line that appears on a sheet of paper.

What you need for work:

Paints. For the first drawing lessons, it is best to use finger paints. The paint should be as safe as possible for the child: it should not contain harmful substances, be environmentally friendly, so that even if it gets into the baby’s mouth, nothing bad will happen. Such paint is made on a mustard basis - if your baby decides to taste it, he will not like it too much. Don't buy too many flowers. Often, four colors are sold in packages, for the first time they will be enough in excess. Do not overload the child with unnecessary information and the desire to try everything at once;

Paper. Use whatman paper or the remnants of old wallpaper, a large paper size is expanse for the baby's self-expression. An A-4 sheet is not enough for an infant, as fine motor skills and coordination of movements are not yet sufficiently developed, and the child will begin to smear paint on everything around him.

Child's clothing: For this type of activity, it is advisable to use special clothing that does not constrain the child, as well as things that are not regrettable if dirty. My children, when the house was warm enough, drew only in diapers. Since the creative process will affect you in one way or another, take care of your clothes as well.

Good mood. Let drawing become a pleasant, joyful and rewarding time for you and your baby.

Space organization

A place for a children's studio can be any room in the apartment with plenty of daylight and no carpets or hard-to-clean surfaces. Be prepared for the fact that when the child gets the taste of drawing, the paint will be everywhere: on him, on you, on the floor, furniture and carpets, so take care of how to wash it all later. Before starting classes, cover the floor with plastic wrap. It is advisable to do drawing with a baby on the floor (if there is floor heating) - the child will have more space for creativity and the ability to move freely. If there is no opportunity to conduct classes on the floor, you can use a small chair and table. Stock up on wet or regular wipes. You need to do drawing during the day, when there is enough daylight. Drawing in the evening is undesirable, most often the child already has enough impressions received during the day.

The process of children's drawing.

For the first lessons, it is enough to use two colors. It is very good to draw with the colors that you are currently studying. For example, master red and yellow - and draw with them. Enjoy, and at the same time assimilate the material covered. Water is not used when drawing, as a small child can spill or drink it. Allow your child to choose their own color. In the process of drawing, be patient and take the position of an observer. Take this extraordinary creativity as it is, do not try to show how to draw correctly. Encouragement of the child's activity by an adult and praise is very important. The activity of the baby will largely depend on the emotional mood of the adult. After the child has already familiarized himself with a new object for him (paint), start drawing at the same time as the child (only on a separate sheet!). A necessary condition for a successful creative process is the ability of the child to observe the activities of an adult.

A child, regardless of age, when he first sees the paint, first studies its quality, learns to mix colors, getting shades, and kids can express their inner state with the help of color only by one and a half to two years, but these are children who have passed the stage of infant drawing.

Periodicity and duration of drawing.

Creative "dirtying" can be arranged once or twice a week. Preferably in the first half of the day, choosing the most active, emotionally positive state of the child, naturally, excluding classes if the child feels unwell or if the child is worried about something. The first classes are usually the shortest and will last only a few minutes. Under the condition of regular classes, by the age of one, this time increases from 20 to 30 minutes. It is very important in the process of drawing to monitor the reaction and emotional mood and state of the child, since he himself acts as a temporary barometer for the duration of classes. A sudden deterioration in mood or attempts to scatter jars of paint is a signal to end the session. Due to the possibility of developing a withdrawal syndrome, it is not recommended to allow long breaks in drawing, even in the summer.

Draw for health!

Khayat Ibragimova, child psychologist

Using the tips of one creative mom.

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