The development of fine motor skills of older preschoolers in the process of mastering the elements of artistic techniques (based on Japanese culture).
« The origins of children's abilities and talents are at their fingertips.
From the fingers, figuratively speaking, go the thinnest threads, streams,
that feed the source of creative thought.
In other words, the more skill in child's hand,
the smarter the child.
V.A. Sukhomlinsky
Relevance.As an educator of the senior group preschool age, I seethe relevance of this problemat the present stage in preparing preschoolers for writing. At school, at the first stage of education, children often experience difficulties with writing: the hand gets tired quickly, the working line is lost, and the correct spelling of letters is not obtained. These difficulties are due to the underdevelopment fine motor skills fingers and insufficient formation of visual-motor coordination.
Target: I set a goal:choose the most effective methods and fundsfor the development of fine motor skills. In the process of developing fine motor skills, the followingtasks: visual-motor coordination is improved, orientation in microspace is improved, small muscles of the fingers are strengthened.
Having studied the experience of working on this problem, I came to the conclusion that work on the development of fine motor skills should be based on integrated approach- a combination of the development of speech, physical education, finger and game exercises.
It has been proven that the level of speech development also depends on the degree of formation of fine motor skills. They mutually influence each other. Manipulative activity stimulates speech development, and the use of speech material develops articulatory motor skills. Coordination of movements contributes to the development of flexibility, accuracy of movements, the development of the eye. All this increases the efficiency of the cerebral cortex, activates mental activity and puzzles using counting sticks. Since the main activity of preschoolers is the game, the tasks are playful in nature.
Summary of work:
The result of my work is themed play complexes(10-15 minutes), which are held with children in the evening and consist of the following activities:
1. Massage of the hands with the use of tongue twisters, tongue twisters.
2. Finger gymnastics with elements of logorhythmics.
3. Working with various materials (seeds, counting sticks, paper, dough plastic, shoelaces, etc.)
4. Games for coordination of movements (with rubber and rag balls, magnetic fishing rods).
5. Copying patterns, drawings or work in copybooks.
Work principles.The basic principles of work on the development of fine motor skills correspond to the main pedagogical principles: the developmental nature of training, systematic and consistent, consciousness and activity in assimilation, visibility and consideration of age and individual characteristics. Game complexes are held with a subgroup of children (no more than 10 people) and require a lot of variety handout in sufficient quantity. Parents help us prepare.
The variety of materials used allows you to vary the activities of children from origami folding to testoplasty, from lacing to beading. For the selection of speech material, it is good to use riddles, tongue twisters, physical exercises, small poems.
In the presentation presented by me, you will see the most striking moments of working on the development of fine motor skills.
1. Working with threads is very diverse. We start by drawing pictures by silhouette.
2. Another way to create pictures from threads is to cut them finely and stick them to a stencil. Children enjoy working in pairs.
3. Lacing is a familiar thing since junior group. We propose to depict printed numbers on a wooden board with holes using the lacing method.
4. Weaving with multi-colored laces helps the child develop a sense of rhythm, coordinate the work of both hands.
5. With the help of seeds and fruits, patterns and landscapes are created, creative imagination develops.
6. Counting sticks are the first helpers in any lesson. From them we lay out letters, answers to riddles, solve puzzles.
7. Pebbles help us not only develop coordination of movements and an eye, but also fix visual images letters and numbers.
8. Pasta and cereals are not only tasty, but also beautiful.
9. What fashionista will refuse jewelry created by children's hands.
Results.Systematic work in this direction allows to achieve the following positive results: the brush acquires good mobility, flexibility, stiffness of movements disappears, pressure changes, which later helps children to easily master the skill of writing. To diagnose the formation of writing skills, you can use workbooks and prescriptions.In perspectiveorganization of the circle "Naughty fingers".
An example of a game complex for the development of fine motor skills for senior preschool age on the theme "Duck"
Educational: fostering a caring attitude towards birds.
Developing: develop fine motor skills of hands, eye and coordination of movements.
PROCEDURE of the lesson
1. Finger massage "Birds"
(The first two lines, the children squeeze and unclench their fingers. Then alternately massage each finger on both hands. On the last line, the children hide their hands behind their backs)
Sing along, sing along:
Ten birds - a flock.
This bird is a nightingale
This bird is a sparrow
This bird is an owl
Sleepy head.
This bird is a waxwing
This bird is a corncrake
This bird is a bird
Gray feather.
This is a finch
This is a swift.
This is a cheerful siskin.
Well, this one is an evil eagle.
Birds, birds, home.
2. Finger gymnastics « five ducklings».
(One of the hands - “mother duck” - stands on the table, leaning on the elbow. The fingers are folded in a pinch. The second hand is ducklings. We perform wave-like movements towards the "duck » . The number of extended fingers corresponds to the number of ducklings. To the words “On the shore, their mother is waiting « nodding » hand ( « mother duck » ).
Five ducklings swim forward
On the shore their mother is waiting,
But only four ducklings
We went back to mommy.
(slowly fingers curl up)
Four ducklings swim forward...
Three ducklings are swimming...
Two ducklings are swimming...
Here one floats forward,
On the shore his mother is waiting,
And again five ducklings
We went back to mommy.
3. Working with various materials. Origami "Duck".
4. Game for coordination of movements with magnetic fishing rods "Feed the duck".
On the floor there are pictures depicting animal feed (cereals, grain, grass, meat, milk, etc.). Iron brackets are fixed on the edges of the pictures, in the hands of children there are fishing rods with magnets. The task of the children is to catch the desired picture and move it to the table to their duck. The teacher helps to remove the picture from the fishing rod if it is chosen correctly. Repeat the game 2-3 times.
5. Work with notebooks in a cage. "Grass for ducklings."
Used Books:
T.A. Tachenko. Fine motor skills. Finger gymnastics.
- E.Yu. Timofeeva, E.N. Chernova. Finger steps. Exercises for the development of fine motor skills.
- E.S. Bolshakova. Formation of fine motor skills of hands.
- M.N. Bronzova. Recipe. Learn baby!
- S.E. Gavrina, N.L. Kutyavina. Tests (series "The entire preschool program")
- Periodicals"Hoop", "Preschool education", "Child in kindergarten».
Presentation "Illustrative examples of the development of fine motor skills"
MBDOU "Kindergarten "Vasilyok", Dobroe village, Simferopol region, Republic of Crimea
Muradasilova E.R. The development of fine motor skills in children of senior preschool age // Owl. 2015. N2..2015.n2.00046.html (date of access: 21.02.2019).
"The origins of the abilities and talents of children
is at their fingertips.
From them ... go the thinnest streams,
that feed the source of figurative thought."
V. A. Sukhomlinsky
The relevance of work on the development of fine motor skills of the hand in children of older preschool age with OHP is due to age-related psychological, physiological and speech features. A person cannot develop a comprehensive idea of the surrounding objective world without tactile-motor perception, since it underlies sensory cognition. It is with the help of tactile-motor perception that the first impressions about the shape, size of objects, their location in space are formed. In order to teach speech therapy children to speak, it is necessary not only to train their articulatory apparatus, but also to develop fine motor skills.
It is known that about a third of the entire area of the motor projection in the cerebral cortex is occupied by the projection of the hand. Therefore, the training of fine finger movements has a great influence on the development of a child's active speech. Good fine motor skills in a child will allow him to make precise movements with small hands, and thanks to this, he will quickly begin to communicate using language. The level of development of fine motor skills is one of the indicators of intellectual readiness for school, and it is in this area that preschoolers often experience serious difficulties.
Therefore, work on the development of fine motor skills must begin long before entering school.
What is fine motor skills?
fine motor skills is 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. When applied to motor skills, the term agility is often used.
The area of fine motor skills includes many different movements: from primitive gestures to very small movements, on which a person's handwriting depends.
The value of fine motor skills
The movement of the hands is the basis for the formation of self-service skills in children.
The level of development of fine motor skills is one of the important indicators child's readiness for school.
The movement of the fingers affects the development of the motor function of speech and stimulates the development of other mental functions such as thinking, memory, attention.
Kinds organized activities and their directions, where you can successfully apply exercises for the development of fine motor skills of the hand.
Cognition:
Socialization (game activity).
Work (self-service).
Safety (preservation of life and health).
Cognitive - speech (development of speech, sensory development and productive activity).
Formation of elementary mathematical representations (number and count, shape, size, orientation in space).
Communication: (communication with adults and children, the development of all components of oral speech).
Artistic Creativity: (poetic forms in finger gymnastics, productive activities (drawing, modeling, appliqué).
Physical Culture (physical education minutes, passive gymnastics (massage))
Subject-developing educational environment
The group created the necessary subject-developing environment, purchased and made games and manuals for the development of fine motor skills.
We have a specific place in the group where various games and materials for the development of fine motor skills are presented. The work here is carried out with a small group of children. Sometimes, in the morning and evening periods, we work individually. Now we notice that children independently and with great interest act with didactic material.
Goal and tasks
Purpose: development of fine motor skills in children with OHP through didactic games and toys, massage of the palms and fingers and finger gymnastics.
To develop fine motor skills of fingers in children with ONR through didactic games and toys, massage of the palms, fingers and finger gymnastics.
Develop tactile sensitivity of hands.
Stimulate visual and auditory perception.
Practice subtle finger movements.
Develop memory, attention, patience and coherent speech.
Develop manual skills.
To improve the subject-developing environment of the group for the development of fine motor skills.
Methods and techniques
The dominant method is gaming.
Verbal (explanation and story)
visual (show, demonstration, diagrams)
Practical (joint display, teacher's story, game)
scientific principles
A complex approach.
Systematic and consistent.
Unity survey (diagnostics) and the pedagogical process.
Collaboration between teacher and parents.
Development.
Survey methodology
survey map
Formulation of results.
Survey data processing.
Determining the level of development of fine motor skills in children.
Having set a goal and objectives, as well as based on my personal pedagogical experience, taking into account the age characteristics of children, based on the detailed thematic planning proposed in the program "From Birth to School" (edited by the authors N.E. Veraksa, T.S. .Komarova, M.A. Vasilyeva) I selected the most appropriate types of gaming exercises for the development of fine motor skills for solving the tasks.
For convenience, those types of gaming exercises that I use in my work have been divided into complexes:
Use of non-standard equipment.
A complex of elements of activity in the development of fine motor skills.
Complex "Finger games".
Game massage complex.
Development of graphic motor skills.
Groats games
We invite children to play Cinderella. To do this, on a piece of paper, mix a little bit of buckwheat, rice and peas. After that, we propose to sort. It is interesting to watch children: everyone does it in their own way. Someone takes the cereal with two fingers, someone just moves it along the sheet. Sometimes we do it temporarily.
We take a tray and scatter small cereals (semolina) on it. best board you can't think of for drawing.
Pour dry peas into a mug. We transfer one by one to another mug. First with one hand, then with both hands, alternately with the thumb and middle finger, thumb and ring finger, thumb and little finger.
Pour the peas on a saucer. The child takes a pea with his thumb and forefinger and holds it with other fingers - he picks up a whole handful. You can do this with both hands. Unfold, do not tear ...
Only at first glance it seems easy to deploy Walnut wrapped in foil.
How much foil the guys ruined before they learned to do it carefully and slowly, trying not to tear the thin material.
Games with counting sticks.
In these games, ordinary counting sticks or matches (without sulfur).
"Lay Down the Well"
"Post a picture"
"Lay out the geometry"
Clothespin games
Exercises with clothespins develop sensorimotor coordination, fine motor skills of the hands.
To make the game more interesting, you can attach clothespins on the subject.
Lego building games
Contribute to the development of perception. Conditions are created in which children get acquainted with the color, shape, size, tangible properties of objects.
Dry pool
Children love to play in the dry pool (made of covers). Hidden there small toys from kinder surprises, which guys are looking for with increasing interest in a large number of corks and caps.
Games: Lacing
Lacing games develop sensorimotor coordination, fine motor skills of hands.
They develop spatial orientation, contribute to the assimilation of the concepts of "above", "below", "left", "right".
Contribute to the development of speech.
Develop Creative skills.
Develop perseverance, attention, patience.
The game promotes coordination of movements, flexibility of the hand and looseness of movements, which is the key to the absence of problems at school.
Drawing
Drawing is a favorite pastime. It is not necessary to draw on a piece of paper with pencils and brushes, you can draw on snow or sand, semolina, on a misted window, on asphalt ...
And you can draw with your finger or palm, make prints with a piece of cotton wool, crumpled paper, a seal, a poke. There are many more different ways develop children's perception ...
Plasticine games
Modeling, drawings from plasticine sausages, plasticineography ... At the same time, we will develop fine motor skills of the hand along the way.
Paper games
It turns out that paper can be wrinkled, torn, folded, cut with scissors…
Such games will help children learn how ordinary paper turns into beautiful application and funny voluminous toys.
The development of precise movements, attention, patience, perseverance and memory are helped by classes in the origami technique: folding boats, planes, flowers, animals, etc.
Games with natural material
It is no longer a secret for children that unusual crafts can be created from cones, acorns, leaves and chestnuts, or you can simply use them for hand massage.
Puzzles and mosaic
Puzzles - translated from English "puzzle", "difficulty". In addition to fine motor skills, this game also forms spatial representation, the ability to add a large small parts.
Mosaic is a game that everyone remembers from childhood. Children are already making compositions according to the model or focusing on their own imagination.
Working with scissors
In senior to school age work on the development of fine motor skills and coordination of hand movements becomes an important part of preparing for school. special role in the development of manual skill plays the ability to confidently use scissors.
finger games
Finger games - the best remedy for the development of fine motor skills and speech in their entirety. Learning the texts of finger gymnastics contributes to the rapid formation of speech, spatial thinking, attention, memory and imagination. Children's speech becomes more expressive.
Hand and finger massage
Massage is one of the types of passive gymnastics. It has a general strengthening effect on muscular system, increasing the tone, elasticity and contractility of the muscles.
Su-jok massage balls and an annular spring are indispensable for massaging fingers and palms.
Development of graphic motor skills
Development of graphic skills
Taking into account the age characteristics of older preschoolers, directly educational activities carried out in notebooks with a large cell. The cell gives great opportunities for the development of fine motor skills and elementary graphic writing skills, since drawing by cells requires small precise movements, and also creates favorable conditions for the development of orientation in microspace.
Purpose: development of graphic skills by overcoming the underdevelopment of the motor, muscular capabilities of the child's fingers.
Tasks:
Improve the skills of performing finger gymnastics and games that stimulate the development of speech.
To form fine motor skills, the ability to listen, remember, perform actions based on verbal and visual instruction.
To improve the ability of children to navigate in space and on a plane, to determine the spatial relationships between two or three objects or images, as well as the ability to distinguish between right and left sides.
Teach children to navigate in notebooks in a large cell.
To teach children to draw straight lines, squares, rectangles with and without dots, use these elements when writing letters in preparatory group.
To teach children to draw slanted lines with and without dots, to use these elements when writing letters.
Improve hatching skills with horizontal and oblique lines.
Develop an eye auditory attention, visual perception, speech.
Conclusion
The development of the hand and coordination of the movements of the fingers is a complex task, covering many areas of children's activities. It is one of the aspects of the problem of providing full development in preschool childhood. And since a general motor lag is observed in most modern children, especially with OHP, the weak hand of a preschooler needs and needs to be developed. Games and special exercises activate the motor skills of the hands, improve the mobility of the fingers, develop their strength and flexibility. They develop dexterity, the ability to control their movements.
Literature
1. Zhukova N. S. Overcoming speech underdevelopment in children
2. Galiguzova L. N. Smirnova E. O. Degrees of communication: from one to seven
3. Darvish O.B. Age-related psychology
4. Kholmovskaya V.V. Raising and educating children of five, six years
5. Fomina L.F. Teaching children the correct pronunciation
6. Koltsova M.M. Motor development
7. Danilova E. Finger games
8. Grizik T.I. Childhood and adolescence
9. Reference book of the senior educator.
10. Journal "Preschool Education"
11. Journal "Preschool education"
12. Dubrovina I.V. School readiness, developmental programs
13. Danilova E.E. "Psychology"
14. Strogonova I.A. Preschool education development of fine motor skills of the child's hand
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, sufficiently developed fine motor skills of the child's hands affect not only his speech, but also his general development, on the 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 contemporary research make 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 from infancy. naturally. 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; weakly developed attention, memory, thinking, the problem of developing fine motor skills of the hands can be considered 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.
You can accelerate the development of fine motor skills in various 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. Between the ages of two and three months the child has palpable 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 established that timely development manual skills of the child 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 squeezes the toy, if they want to take it from him, takes small objects with two fingers, and large ones 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 of muscle tone is 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 his right and left side 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; need to be stimulated speech development children by training finger movements.
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 loose ends 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 1 cm to 3.5 cm, laces of different colors 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 these rubber bands can be made various figures: square, rectangle, 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; fostering an emotional, 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 stoppers 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 track: 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 are a unique tool 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 condition, develop 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 teachers primary school. 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.
Internet resources:
http:// www. nsportal.ru
Doshkolenok.ru Site for kindergarten teachers [ Electronic resource].
http:// www. dohcolonoc.com
Everything for kindergarten [Electronic resource]. http:// www. moi-detsad.ru
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
Content
| Introduction | 3 |
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7 |
| 1.2. The development of fine motor skills in preschool childhood | 14 |
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20 |
| Conclusions on the theoretical part of the study | 26 |
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|
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28 |
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35 |
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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 the movements of the fingers has a beneficial effect on the overall development of the child, the formation of all mental processes, and 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 an effective means of developing 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.
To select diagnostic methods and 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.
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
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 improved from generation to generation, as people performed more and more subtle and complex work with their hands. 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 the thumb in the anterior central gyrus of the cerebral cortex 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 the right hand was trained in some of these children, and the left in others. 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 the fingers, a projection of the “scheme of the human body” is formed in the brain, and speech reactions are directly dependent on the fitness of the fingers.
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: holding an object with the help of the thumb and forefinger. 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 a thumb cannot stand "against" the tips of other fingers or turn, as described above, then the child's grasp of the "forceps" is poorly developed. The child can independently cut bread and spread butter; hits the wall with a big ball, throws it 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. Special attention give 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, the training of the fingers of 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 impairment of fine motor skills can have an adverse effect on mental development 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
According to the skill of a child's hand, specialists, based on modern 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 of sea pebbles on background paper or individual flannelgraphs of various images (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 children only positive emotions. 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 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. 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.
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.
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 game form. 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")
