Club work to develop fine motor skills. The work program of a circle for the development of fine motor skills in preschoolers "skillful hands" educational and methodological material on the topic. weeks Topic: "Pets"

19.04.2023

DEPARTMENT OF EDUCATION OF LENINSKY ADMINISTRATION

MUNICIPAL DISTRICT

MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION

CHILD DEVELOPMENT CENTER - KINDERGARTEN No. 39 “ROMASHKA”

Work program of a circle for the development of fine motor skills of the hands

"Nimble Fingers"

Compiled by the teacher of the ophthalmology group:

Nalimova M.V.

Vidnoye

2010

Explanatory note.

For the development of speech of children with visual impairments, the acquisition of their native language is of particular importance, the formation of speech, the development of speech is carried out in all types of children’s activities and is a necessary part of correctional and educational work for children with visual impairments.

During the work process, there was often a need to explain something to each other. The first form of communication between people was gestures. The role of the hand was especially important here. Later, gestures began to be combined with exclamations and shouts. Millennia passed before verbal speech developed, but for a long time it remained associated with gestures. This connection makes itself felt in our time.

In the process of labor, another event occurred: the subtle movements of the fingers became more and more improved, in connection with this, the structure of the brain became more complex, and the area of the motor projection of the hand in the human brain increased. Thus, the development of hand and speech functions proceeded in parallel.

The development of a child’s speech proceeds similarly. First, subtle movements of the fingers develop, then articulation of syllables appears. All subsequent improvement of speech reactions is directly dependent on the degree of training of finger movements.

Comparing the research data of scientists, we can come to the conclusion that when preparing a child for speech, it is necessary to train not only the articulatory apparatus, but also the fingers, and also remember that the hand must be classified as a speech apparatus, the motor one, and the projection of the hand must be considered another language area of the brain. This circumstance should be used when working with children who have impaired vision, since due to a lack of sensory experience, they have a certain gap between the objective practical action and its verbal designation. This happens because children with poor vision rely on visual guidance and are not aware of the role of touch as a means of replacing insufficient visual information. Due to low vision, children cannot spontaneously master various objective and practical actions by imitation of others, as happens in children with normal vision. Due to low motor activity, the arm muscles of children with visual impairments become sluggish or too tense. All this hinders the development of tactile sensitivity and hand motor skills and negatively affects the formation of subject-related practical activity and the development of speech.

Relevance of the program.This topic is relevant, since it has been proven that “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.” Hence, great importance is attached to the use of this fact in working with children with visual impairments, who also have speech impairments.

At the present stage, it is recommended to stimulate the speech development of children with visual impairments by training finger movements. In a number of speech disorders in children, motor insufficiency expressed to varying degrees is observed.

and, accordingly, deviations in the movements of the fingers. In the system of work on training and education of such children, it is necessary to provide for enhanced correctional activities.

Problem. The normal development of fine motor skills of the fingers is one of the indicators of a child’s intellectual readiness for school, and its insufficient development has a negative impact on the educational process. However, as a rule, very little time is devoted to the development of fine motor skills in classes, and the tasks are usually the same type and boring.

Target : Formation in children with visual impairments of the skills and abilities of tactile perception of objects and phenomena of the surrounding world, as well as teaching them techniques for performing subject-related practical actions using intact analyzers.Correction of speech underdevelopment in preschool children through the development of fine motor skills. Formation of coordination, strength of fine movements, skill in performing actions with objects. Preparing for school.

Tasks:

development of finger motor skills using a series of sequential movements that develop and improve voluntary attention and automation of actions.
rhythmic organization of movements, which has a positive effect on improving auditory-visual-motor coordination of movements in preschoolers.
increasing the complexity of tasks by increasing the number of switches and accelerating the rhythm.
developing the skill of voluntary movements with the abandonment of motor stereotypes.
Development of the ability to better orientate in the space of a sheet of paper and prepare the hand for writing.

Methods: determined in accordance with the purpose and objectives. Empirical (study of the child's documentation, observation of children, experiment, process of training and education according to the developed system) and statistical (processing of materials) methods were used.

Theoretical significancedetermined by the fact that its results make it possible to expand and deepen scientific ideas on this problem, to establish the relationship between the development of fine motor skills and the development of speech activity in preschool children.

Principles of program implementation

The principle of consistency, providing for the gradual complication of classes
The principle of task availability
The principle of systematic knowledge, providing for a certain frequency of classes; preferably at least twice a week
The principle of consolidating what has been learned with the involvement of parents

Program implementation mechanism:

The work on developing skills in preschool age can be very diverse and versatile. It can be organized in various directions.

Work on developing hand movements should be carried out regularly, only then will the greatest effect from the exercises be achieved. Tasks should bring joy to the child.

Run small tops with your fingers.
Knead plasticine and clay with your fingers.
Roll pebbles, small beads, balls with each finger in turn.
Clench and unclench your fists, while you can play as if the fist is a flower bud (in the morning it woke up and opened, and in the evening it fell asleep - closed and hid).
Make soft fists that can be unclenched and into which an adult can stick his fingers. And strong fists that you can’t unclench.
Use two fingers (index and middle) to “walk” on the table, sometimes slowly, sometimes quickly. Carry out the exercise with both your left and right hands.
Show only one finger separately, then two, three, etc.
Wave only your fingers in the air.
Make “flashlights” with your hands
Clap your hands quietly and loudly, at different tempos.
Collect all fingers into a pinch.
String large buttons, beads, balls onto a thread.
Wind a thin wire around your finger.
Tie knots on a rope or cord.
Fasten buttons, hooks, zippers, clasps; tighten lids, wind mechanical toys with keys.
Tighten screws and nuts.
Games with construction sets, mosaics, cubes.
Folding nesting dolls.
Games with sand and water.
Cut with scissors.
Drawing in the air.
Knead foam balls and sponge with your hands.
Draw, paint, shade.
Shifting small objects from place to place, taking turns choosing triangles, squares, stripes.
Presentation of sticks on a board with holes.
Clenching - unclenching the fingers into a fist with the right and left hands simultaneously and in turn.
Squeezing small rubber balls with both hands - thumb and index finger, thumb and middle finger, thumb and ring finger, thumb and little finger.
Circular movements with brushes.
Abduction – adduction of the fingers.
Squeezing the eraser with different fingers.

Touching the ends of the fingers of opposite hands with open and closed eyes. Touching the index finger of the right hand to all fingers in turn. Then do the same with other fingers. The pace, strength and pressure are different.

Hands in a lock - circular movements left - right, forward - backward.
Tapping your fingers on the table alternately from the thumb to the little finger and in the opposite direction.
Transferring balls of different diameters.
Fingers in the lock. Alternate flexion and extension of the fingers.
Starting position – sitting or standing, palms together, fingers intertwined. Flexion and extension of the hands at the wrist joints.
Clenching and unclenching your fingers into a fist with your arms turned outward.
Rolling a pencil in your fingers.
Hold and pass a tennis ball between your fingers.

Various types of activities for preschoolers requireparticipation of both hands. By performing exercises with the right and left hands alternately, the development of both hands is stimulated. General exercises are carried out, included in various types of activities:

Construction of houses, towers, etc. from cubes, first according to a model, then from memory and at random.
Unfolding and folding dismountable toys.
Drawing up subject cut pictures.
Folding geometric shapes, images, letters from sticks, matches.
Tracing the contours of object images.
Coloring outline images of objects with colored pencils.
Cutting out colored stripes and figures.
Winding thread onto a spool or ball.
Buttoning, unbuttoning; lacing.
Working with plasticine.
Working with mosaics.
Repeatedly clenching and unclenching your fingers.
Repeated alternating hand movements: fist – palm – edge.
Alternate change of hand positions: left hand – fist, right – palm; then vice versa.

By mastering a good sense of rhythm, children quickly master motor skills and abilities. By developing a sense of rhythm, we thereby improve coordination of movements, accuracy, speed of motor reaction, since rhythmic exercises are built mainly on auditory perception with the participation of visual and tactile, which creates conditions for a versatile influence on the correction of various disorders through the use of exercises to develop a sense of rhythm .

Expected results:improvement of motor skills, development of constructive activity, therefore, development of all mental functions occurs. Work on the development of fine motor skills promotes speech development, which ultimately will make it possible to more successfully prepare children with visual impairments for school.

Work plan for the middle group

September

Topic: I am a man

“Smooth and stick” - smoothing out crumpled paper lumps with an outline image of a person and gluing them onto a sheet.
“Let's help grandma” - sorting beans and peas.
“My House” - laying out a model of a house and an animal (or person) from geometric shapes in compliance with proportions.
“Preparing a treat” - modeling koloboks, sausages, and bagels from plasticine.

October

Topic: Vegetables and fruits

“Autumn leaf” - tracing a stencil of a linden leaf from thick cardboard and coloring with colored pencils (in one direction, without going beyond the outline).
“Gifts of Autumn” - plasticine modeling of tomatoes and cucumbers.
“Big and small plate” - bending round and oval plates from wire.
“Wonderful bag” - there are dummies of vegetables and fruits in the bag.

November

Topic: Tools. Labor in nature

“Assemble tools” - laying out tools from sticks according to a pattern.
“Full bucket” - working with a pipette.
“Little Artists” - tracing tool stencils and painting.
“Dexterous Hands” is a lacing exercise.

5. “Visiting a fairy tale” - an activity to develop fine motor skills.

December

Topic: Winter forest. Wild animals.

“Draw a tree with thread” - laying out the trunk and branches of a tree with threads.
“Let’s build a slide for animals “from snowballs” - making “snowballs” from paper by squeezing it and rolling it between the palms.
“Trace and color” - trace the fox figurine (cardboard stencil) and color it.
“Treat for bunnies” - sculpting small and large carrots.

January

Topic: Pets and their babies

“Tangles for kittens” - drawing balls with pencils, winding balls from thick woolen threads.
“Assemble a picture” - collect a picture of a pet from 4-6 parts.

Topic: Birds in winter

“Treat for birds” - pinching off small lumps of plasticine and putting them on a feeder.
“Birds are thirsty” - working with a pipette. “The tit and the sparrow have the same amount of droplets, the crow the same and three more.”

February

Topic: Professions

“Sorting tablets” - arrange cardboard circles by color and size.
“Grocery store” - modeling food products for the store.
“Sort out the grains” - sort the peas and rice.
“Preparing vegetables for borscht” - bending the outline of “vegetables” from wire.

March

Topic: Beginning of spring

“The icicles cried” - work with water and a pipette.
“The sun shines and warms” - laying out the sun with rays from sticks.

Topic: Toys

“Doll corner” - cut out the parts for the chair and bed and lay them out according to the pattern.
“Drawing balls” - continuous drawing from a point by building up in a circle.

April

Topic: Clothes and shoes

“Clothing” - select clothing stencils and trace.
“Skillful hands” - an exercise in lacing.

Topic: Birds welcome spring

“Such different birds” - laying out silhouettes of birds from ready-made geometric shapes of different sizes.

“Birds Lay Eggs” - plasticine modeling of “bird eggs” of various sizes.

May

Topic: Labor in spring

“Making a rake” - laying out cloves from cardboard blanks.
“Seed sorting” - sort peas and buckwheat.

Topic: City, transport

“What’s there?” - smoothing out transport stencils from paper crumpled into a ball.
“Building a house” - laying out a house from various materials (mosaics, sticks, building materials).
“Freight Train” - a lesson in designing from paper and waste

Material.

Work plan for the senior group

September

Topic: I am a man

"Who is this?" - tearing off excess paper along the contour of a human figure (from parts), laying it out and gluing it.
“Plasticine flagella” - laying out a human figure along the contour with plasticine flagella.
“Let's help grandma” - sorting peas and pearl barley.
“Bridge over a stream and river” - tearing narrow and wide strips of paper from a large sheet.

October

Theme: Autumn. Vegetables. Fruits

“Beautiful leaves” - tracing stencils of maple and oak leaves, shading and coloring according to oral instructions.
“Gathering the harvest” - sculpting vegetables.

Theme: Birds

“These are birds” - laying out birds along the contour with plasticine flagella.
“Who hid in the lump?” - smoothing out crumpled bird stencils from landscape paper, followed by tracing and coloring.
“Swans” - a lesson to develop visual perception and fine motor skills

Hand.

November

Topic: Tools

“Tools of labor” - tearing off excess paper along the contour (axe, shovel, hammer).
“Convenient tool” - wrapping a stick (“tool handle”) with thread.

Topic: Clothes and shoes

“The scissors are lost” - tearing off excess paper from outline images of clothing items.
“Little Fashion Designer” - designing clothing items from geometric shapes.

December

Topic: City, transport

“Builders” - build a house out of sticks with a given number of floors (3, 4, 5)
“Assembling a truck” - preparing geometric shapes by tearing paper (2 rectangles, a square, 3 circles), laying out the truck and gluing it

Topic: Winter forest. Wild animals

“A Christmas tree was born in the forest” - outlining the Christmas tree stencil, shading from left to right, right to left.
"Who is this?" - determination by touch, with a preliminary examination, which wild animals are depicted on flat stencils, the volume of which is filled with buckwheat.

January

“Pictures from eggshells” - crushing eggshells and filling the volume of a stencil of a hare and a bear using the color mosaic method.
“Cut pictures” - put together a picture of a wild animal from 6-8 parts.

3. “Mouse Kingdom” - an activity to develop fine motor skills of the hands.

Topic: Pets

“Little designer” - laying out a kitten, puppy, pig from ready-made geometric shapes (from colored paper).
“Find out who it is?” - after preliminary examination, identification by touch of the figures of domestic animals depicted on flat stencils.

February

Theme: Family

“Clothes for a doll” - tracing stencils of a skirt and blouse, cutting along the contour and filling the volume using the color mosaic method.
“Illustration for the fairy tale “The Three Bears” - laying out of matches along the contour of chairs for Mikhail Ivanovich, Nastasya Petrovna and Mishutka.

Topic: Professions

“Pharmacist” - preparing and packaging tablets (pinch off a lump from plasticine and press it onto a paper strip).
“Weaver” - weaving a rug from strips of colored paper.

March

Theme: Spring

“Bird food” - sorting buckwheat, rice and sunflower seeds.
“Magic drop” - use a pipette to drop droplets of water along the contour of the puddle.

Topic: Toys

“Miracles from paper” - making toys using the origami method.
“Wonderful bag” - after preliminary examination, the definition of the toy and the material from which it is made is determined by the touch.

April

Topic: Clothes and shoes

“Nimble fingers” - lace up the boot and tie a bow.
“Beautiful sundress with white polka dots” - glue white circles all over the colored stencil of the sundress.

Topic: Birds welcome spring

“Bird with a chick” - trace the stencils of a bird and a chick (large and smaller) and fill the volume with scraps of colored paper using the color mosaic method.
“House for a starling” - laying out sticks according to the “well” principle.

May

Topic: Spring. Labor in spring

“The scissors got lost” - making stencils of tools from paper by cutting off the excess along the contour.
“Cut pictures” - fold a picture with a picture of a tractor, cut into 8 parts.
“Planting beans” - pinch off a lump from a white or brown piece of plasticine, “plant” it on “plowed soil” in the garden and press down.
“Fence boards” - preparing “boards” for a fence from paper by cutting off the excess along the contour.

Work plan for the preparatory group

September

Topic: I am a man

“The scissors are lost” - cutting geometric shapes from paper (without relying on the outline): a circle, a large one and 4 small ovals, using blanks (a square, a large one and 4 small rectangles).
“This is a man” - outlining a human figure from tissue paper.
“Semolina cookies” - sprinkling semolina into various geometric shapes cut out of paper, previously coated with glue.
“Guess how many of us are in the family?” - blindly feeling three (then four, five) stencils of people made of sandpaper.

October

Theme: Autumn leaves. Vegetables

“Gifts of Autumn” - tracing stencils of vegetables from tissue paper, shading according to an oral assignment (top to bottom, left to right, tilted to the right, etc.).
“Beautiful vase for vegetables” - filling a round or oval-shaped cardboard blank with scraps of paper using the color mosaic method.

Theme: Birds in autumn

“Little artist” - tracing stencils of birds from tissue paper, shading, painting according to instructions (paint over the beak, fill in the head with dots, shade the rest with lines from top to bottom).
“Cozy nest” - making a “rug” by weaving strips of paper and gluing a nest from this “rug”.

November

Topic: Tools. Tools

Visual dictation “Who is attentive?” - lay out the tools from the sticks shown in the drawn sample (a rake with two or three teeth, a hammer with a long or short handle, etc.).
“Little craftsmen” - coat tool stencils made of thick cardboard with glue and cover the surface with semolina.

Topic: Clothes and shoes

“Beautiful clothes” - tracing clothing stencils and filling the volume with scraps of paper using the color mosaic method.

“I see with my hands” - definition by touch of the type of fabric: wool, silk, flannel, cotton.

December

Topic: City, transport

“My House” - working with building material on the floor or on the table. Construction of houses of different heights.
“What’s hidden in the lump?” - smooth out the crumpled tissue paper transport stencil with your fingers. Circle it and apply shading to the image of the child’s choice.

Topic: Winter. Wild animals

“It’s snowing” - gluing small cotton balls onto a finished green Christmas tree stencil.
“My Bear” - laying out a “bear” from geometric shapes obtained by tearing paper along the contour.

January

Topic: Wild animals and their babies

“Tasty treat” - laying out “treats” for the hare with plasticine flagella on a sheet of paper (without relying on the outline): cabbage, carrots, tree branches.
“In the squirrel’s hollow” - count how many and what objects (mushrooms, nuts, cones) are in the “wonderful bag” and draw them.

Topic: Pets

“Cut pictures” - collect pictures of pets from 10-12 parts.
“Favorite game” - we make balls for the cat from woolen threads, we clarify the concepts: “wind up”, “unwind”, “rewind”, “rewind”.

February

Theme: Family

“Little Artists” - tracing stencils of figures of a boy and a girl from tissue paper. Coloring the resulting images.
“The scissors are lost” - assemble a human figure from parts obtained by tearing off geometric shapes from paper and stick them on.
“Pattern on napkins” - an activity to develop fine motor skills of the hands and

Graphic skills.

Topic: Professions

“Seller - Buyer” - miracles made of paper. We make wallets for the store game using origami methods.
“Teacher” - mold letters from plasticine or lay out from strips of paper obtained by tearing.

March

Topic: Beginning of spring

“Beautiful Vase” - filling the volume of a vase with scraps of paper using the color mosaic method.
“The icicle is crying” - we get the “icicle” by tearing it out of blue paper and gluing it on. Under the “icicle”, drop droplets of water from a pipette at an equal distance from each other.

Topic: Toys

“Cut pictures” - collect pictures of toys from 10-12 parts.
“Little designer” - lay out your favorite toy from sticks, geometric shapes.

3. “Sculpting birds based on Dymkovo toys”

April

Topic: Clothes, shoes

“Russian folk sundress” - the red stencil of the sundress is decorated with appliqué in the Russian folk style.
“Nimble fingers” - lacing shoes, tying a bow: who is faster?

Theme: Animals

“We draw without paints” - each child has two animal stencils. Circle them around the office. Lay out a wild animal along the contour with plasticine flagella, and a domestic animal with woolen thread.
“We see with our hands” - identify by touch and name the animal, describe it: wild or domestic. Tell us what material the toy is made of and what fills the volume of the flat stencil.

May

Subject: Soon to the dacha

“Tools of labor” - collect “tools of labor” from blanks made by tearing paper and paste them into an album.

“Preparing the beds” - using the method of smearing plasticine lumps, we fill the space of the rectangle, using a stack to draw even strips - grooves - on the “bed”.

Topic: Our dacha

“Nasty flies” - making a fly curtain: cut a sheet of paper into even strips, not all the way.
“Building a dacha” - “preparing boards for construction” by tearing off even strips of paper.

Bibliography.

Programs of special (correctional) educational institutions of type IV (for children with visual impairments). Kindergarten programs. Corrective work in kindergarten. M.: Exam, 2003.
Lapp E.A. Development of coherent speech in children aged 5-7 years with visual impairment. M.: Sfera, 2006.
Biryukova A. A. Self-massage for everyone. M., 1987.
Yanushko E.A. Development of fine motor skills in young children. M.: Mozaika-Sintez, 2007.
Tkachenko T.A. Fine motor skills. Gymnastics for fingers. M.: Eksmo, 2006.
Gavrina S. E., Kutyavina N. P. Developing our hands - to learn and write, and draw beautifully. Yaroslavl: Academy of Development, 1997.
Galkina G.G., Dubinina T.I. Fingers help you speak. M.: Gnome, 2005.
Koltsova M. M. Motor activity and development of child brain functions. M., 1973.
Koltsova M. M., Ruzina M. S. A child learns to speak. Finger play training. St. Petersburg: "M and M", 1998.
Druzhinina L.A. Corrective work in kindergarten for children with visual impairments. M.: Exam, 2006.
Solntseva V.A. 200 exercises for the development of gross and fine motor skills. M.: AST, 2007.
Maltseva I.V. Exercises for fingers. M: Karapuz, 2000.
Mastyukova E. M. Therapeutic pedagogy (early and preschool age). Tips for teachers and parents on preparing to teach children with special developmental problems. M: Vlados, 1997.
Filippova S. O. Preparing preschoolers for learning to write. The influence of special physical exercises on the effectiveness of developing graphic skills. Toolkit. St. Petersburg: Childhood - Press, 1999.
Savina L.P. Finger gymnastics. For the development of speech in preschoolers. M.: AST, 1999.
Borisenko I.V. Our fingers are playing. Development of fine motor skills. Ekaterinburg: Parity, 2003.
Barentsova N. Preparing the hand for writing, magazine “Preschool Education”. 1996-№2, p.89
Bezrukikh M. M., Filippova T. A. Training fingers. M.: Bustard, 2000.

Working programm

additional education

club for the development of fine motor skills in preschool children “Magic Palms”

Performed:

teacher of preschool educational institution No. 24

"Sun"

Gabyasova Tatyana Konstantinovna

1. Explanatory note

This work program is compiled in accordance with regulatory documents: Federal Law “On Education in the Russian Federation” No. 273, Federal State Educational Standards for Education No. 1155 of October 17, 2013, Order of the Ministry of Education and Science of Russia No. 1014 “On approval of the Procedure for organizing and implementing educational activities in educational programs of preschool education "dated 08/30/2013, an exemplary general educational program for preschool education “From birth to school”, edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva.

The program is based on the following principles:

scientific validity and practical applicability;

the developmental nature of education based on children's activity;

integration of educational areas in accordance with the age capabilities and characteristics of students;

comprehensive - thematic construction of the educational process;

the unity of educational, developmental and training goals and objectives of the educational process of preschool children, during the implementation of which such knowledge, abilities and skills are formed that are directly related to the development of the preschool child.

This program is designed to work with preschoolers on the proper development of fine motor skills and is timely support in the formation of consistent coordination of finger movements in children.

Target: To create conditions for the development of speech and the formation of graphic skills in preschool children through strengthening fine motor skills and developing coordination of finger movements.

Tasks:

Educational:

teach children to master graphic writing skills;

develop performance skills;

develop the ability to translate your ideas into an artistic image.

Educational:

develop the ability to make precise movements with the hand and fingers;

develop the ability to coordinate the work of hands with visual perception;

develop creative activity, spatial thinking, imagination.

Educational:

to cultivate neatness and perseverance in children;

cultivate attentiveness to completing tasks;

fostering a respectful attitude towards one’s own and other people’s work.

Relevance:

Lack of preparation for writing, insufficient development of speech, fine motor skills, visual perception, attention, can lead to a negative attitude towards learning and an anxious state of the child at school. Therefore, in preschool age it is important to develop the mechanisms necessary for mastering writing, to create conditions for the child to accumulate motor and practical experience, and to develop manual skills.

Novelty:

Children are taught from the age of three;

material for didactic games and exercises for the development of fine motor skills was selected and systematized in accordance with the lexical topic;

Monitoring for determining the level of development has been developed, which includes the following sections:

fine motor skills;

speech development.

Classes in this program are conducted in a playful way. During the game, the situation of success is realized to the maximum, therefore, the work happens naturally, and there is no mental stress.

Distinctive features of this circle:

Work in the “Magic Palms” circle is aimed at the comprehensive development of the child. The technique allows children to study intensively and not get tired due to the constant change of activities and switching of attention. Classes in the circle are distinguished by an integrated approach to preparing children for school, aimed at developing all the necessary psychological components of a child’s readiness for school: cognitive processes, communication skills, emotional-volitional sphere and fine motor skills.

Forms and mode of classes:

Club work is designed for 1–2 lessons per week. Classes are conducted in groups (10 people) for 30 minutes and involve the use of the following forms: conversation, didactic game, role-playing, communicative games, physical exercises, collective creativity, questioning, individual adjustment of actions.

An integral element of each lesson are finger games (Appendix 1) and physical education minutes (Appendix 2). The inclusion of exercises for the development of finger motor skills in physical education plays a positive role in children's learning. This allows:

regularly stimulate the action of the speech zones of the cerebral cortex, which has a positive effect on the development of children’s speech;

improve attention and memory - mental processes are closely related to speech;

facilitate the acquisition of writing skills by future schoolchildren;

arouse interest and a bright emotional mood in children.

The duration of a physical education break in one lesson is 3-5 minutes. Each physical education pause contains a large number of different finger movements, and they are meaningfully combined with the spoken poems.

The work of the circle includes the following sections:

finger gymnastics;

drawing tasks, graphic dictations;

working with bulk materials (“Dry pool”, painting on trays, laying out mosaics);

working with paper (origami, applique, design);

working with laces, needlework, sewing;

drawing;

modeling (counting sticks, matches, tubes);

modeling, making crafts from various materials.

In chapter " Finger gymnastics" children get acquainted with various finger games that combine musical accompaniment, literary accompaniment, gymnastics with educational subjects. Complexes of finger gymnastics with educational objects are also carried out, aimed at strengthening the ability to correctly hold a pencil, ruler, brush, scissors, at strengthening the correct position of the hand while writing, and tasks on maintaining the posture of the hands. Exercises to hold a pose can be carried out at different levels of difficulty: by imitation, by verbal instructions. During finger games, children, repeating the movements of adults, activate hand motor skills. This develops dexterity, the ability to control one’s movements, and concentrate attention on one type of activity.

In chapter " Drawing tasks, graphic dictations" tasks will help improve coordination of the movements of fingers and hands, in addition, the child learns to hold a pen and pencil correctly, which is very important in the process of activity. Children's performance of drawing tasks trains voluntary attention, develops memory and logical thinking.

In chapter "Working with bulk materials" children get acquainted with a set of exercises that give their fingers complete rest, develop their dexterity and mobility, and funny rhymes help children relieve tension. Repeating these exercises promotes the development of attention, thinking, tactile memory, and has a beneficial effect on the child’s speech. The hands become more mobile and flexible, which helps future schoolchildren successfully master writing skills.

In chapter "Working with paper" Such types of artistic work as appliqué, origami, and paper construction are presented. Children get acquainted with different types and properties of paper, develop fine motor skills, imagination, and also train voluntary attention and spatial concepts.

Chapter “Working with laces, needlework, sewing” aimed at developing fine motor skills of the hands, improving children's knowledge, skills, expanding their ideas about decorative and applied arts, developing mental cognitive processes such as imagination, perception, memory, attention, developing color sensations, developing personal qualities - perseverance, patience , diligence, accuracy, hard work, the ability to bring the job started to the end.

In chapter "Drawing" children get acquainted with various drawing techniques, the features of visual materials, and the basics of composition. Drawing classes develop aesthetic perception, creative abilities, and improve complexly coordinated hand movements.

In chapter "Modeling" tasks were selected for the formation of fine hand movements, the development of muscular and tactile memory, the improvement of motor skills, the development of motor coordination and optical-spatial concepts. Modeling develops attention, memory, and spatial thinking.

In chapter “Modeling, making crafts from various materials” objects of different size, material, texture, structure are used. The section includes different types of modeling (plasticine, salt dough, molding), as well as making crafts from plasticine, natural and waste materials

The result of the work of this circle should be:

development of fine motor skills and coordination of children’s fingers to a level appropriate for a given age;

mastering different types of work activities;

the ability to create an artistic image of your product;

mastering techniques for working with different tools;

the ability to correlate the shape, proportion and texture of a product;

mastering the norms of ethical behavior.

Expected results:

By the end of the first year of classes, children should know:

some types of paper;

several different ways of applying paint;

basic forms of shading (vertical, horizontal);

basic rules for gluing;

the concept of “constructor”; "mosaic";

some modeling techniques (ball, sausage, etc.);

several finger games combined with rhymes.

must be able to:

hold a brush or pencil correctly;

use glue, oilcloth and napkin;

work with stencils;

shade objects in two ways;

fasten, unfasten buttons, buttons, hooks.

By the end of the second year of classes, children should know:

types of paper (colored, uncolored, corrugated, velvet);

paper properties (thin, thick, soft, hard);

the concept of “origami”, “pattern”;

types of shading (vertical, horizontal, diagonal);

basic rules for gluing;

must be able to:

use simple techniques for folding paper (in half, in quarters, accordion-style);

use glue, brush, scissors, stack;

work with stencils;

make parts according to a template;

make crafts by combining several modeling techniques;

independently conceive the plot of a small composition or drawing;

tie and untie ribbons, laces, knots.

By the end of the third year of classes, children should know:

geometric shapes (circle, square, triangle, rectangle, trapezoid, rhombus);

several ways of rhythmically laying out objects on a plane;

names of geometric bodies (sphere, cone, cylinder, cube, prism);

know the features of some visual materials (watercolor, gouache, pastel, pencils, felt-tip pens);

must be able to:

make crafts using the appliqué and origami techniques based on a sample and from memory;

use scissors, cut out simple parts along the contour;

make simple patterns based on decorative and applied arts;

in modeling, convey the features of the depicted object (proportions, shape, movement);

cut out symmetrical parts;

work with mnemonic tables (make descriptive stories using tables)

By the end of the fourth year of classes, children should know:

types of shading (simple and combined);

types of lacing (cross-shaped, over the edge, parallel);

the concepts of “diagonal”, “side”, “center”, “expanding angle”, “non-expanding angle”, “symmetry”, “stencil”;

names of genres of fine art (still life, landscape, portrait, etc.);

types of decorative and applied arts (silk-screen printing, stained glass, mosaic, bas-relief, etc.);

types of some Russian folk crafts (Khokhloma, Gorodets painting, haze, etc.)

must be able to:

create images of objects based on ideas, from nature;

conceive and create plot images and compositions (on themes of the surrounding life, natural phenomena, literary works);

conceive and create small collective compositions;

use scissors, cut out parts along the contour;

weave braids from threads;

perform lacing in different ways;

cut out symmetrical parts;

work with mnemonic tables (compose stories using tables and vice versa);

analyze your work.

Forms for summing up the implementation of circle work:

Throughout the entire period of training, monitoring of the level of knowledge acquisition and development of skills in children at the initial and final stages is carried out step by step. To monitor the educational process, different forms are used: testing using individual cards; independent work; speeches at parent meetings with open screening; exhibitions of graphic works; participation in competitions.

Direction of group work:

The work of the circle includes the following sections:

finger gymnastics

drawing tasks, graphic dictations

working with bulk materials (“Dry pool”, painting on trays, laying out mosaics)

working with paper (origami, applique, design)

working with laces, needlework, sewing

drawing

modeling (counting sticks, matches, tubes)

modeling, making crafts from various materials

Educational and thematic work plan for the circle

Activities	Number of classes by age group
Activities	2nd youngest	Average	Older	Preparation
Drawing tasks, graphic dictations
Working with cereals (“dry pool”, drawing, laying out mosaics)
Working with paper (origami, applique, design)
Working with laces, needlework, sewing (lacing, weaving, sewing, stringing objects)
Drawing
Modeling (counting sticks, matches, tubes)
Modeling, making crafts from various materials (plasticine, salt dough, natural material, beads, buttons, etc.)
Diagnostics

2nd junior group

Implementation period

Lesson topic

September

"Brush and Pencil"

"Our fingers"

"Dry pool"

"Caterpillar"

– drawing straight lines

– Working with finger paints

– working with cereals with artistic words

– modeling with natural materials (acorns)

October

"Balls for kittens"

"Rain"

"Sausages and balls"

"Footprints in the Sand"

"Funny Coloring Pages"

– Finger painting

– Application with drawing elements (cotton wool, gouache)

– working with plasticine

– finger painting in the sand

– working with coloring books (finger painting)

November

"Golden Autumn"

"Beads, rings"

“The cockerel scattered the millet”

"Draw a path"

– drawing (gouache, foam rubber, potato stencils)

– modeling from colored plasticine

– finger painting on a tray with millet

– drawing tasks (colored pencils)

December

"The snow is spinning"

"Herringbone"

"Goat"

"New Year's beads"

– applique (napkins, cotton wool, foil)

– drawing (gouache), gymnastics with a brush

– modeling with cocktail tubes

– stringing large beads

January

"Snowman"

"Toys"

"Feed the mouse"

"Kolobok"

– application with drawing elements

– (stencils, colored pencils), gymnastics with a pencil

– d/i (peas, beans, millet, beads)

– introduction to salt dough

February

"Clouds"

"Houses"

"At the Mouse's Pantry"

"Walk through the labyrinth"

– broken applique

– finger painting

– sorting through cereals (beans, rice, buckwheat)

– drawing tasks (felt pens)

March

"Painted rug"

“We bake pies”

"We help grandma"

– application with dry leaves

– drawing with colored chalks

– modeling from salt dough

– winding balls of woolen threads

April

"The drops are ringing"

"Rocket in Space"

"Coloring pages with tasks"

"Lifesavers"

– drawing with appliqué elements (watercolor, pipettes)

– applique with modeling elements

– working with colored pencils

– laying out rhythmic patterns from counting sticks

"Chicks"

"Dandelions are blooming"

"The bear woke up"

"Magic Pebbles"

– broken applique

– drawing (gouache)

– modeling with cones

– coloring river pebbles

Calendar and thematic plan of the circle’s work,

middle group

Implementation period

Lesson topic

September

"Snail"

"The boat is sailing"

"The Adventures of a Bean"

– thread applique

– modeling with seeds

– introduction to planar modeling

– laying out drawings on a plane made of beans, working in a “dry pool”

October

"Magic Wands"

"Leaf Fall"

"Treat for Dolls"

"Coloring pages with tasks"

– laying out figures from matches

– broken applique

– bagels, pretzels made from salt dough

– introduction to shading

November

"Umbrella"

"First snow"

"Labyrinths"

"Folk Crafts"

– drawing (stencils, pipettes)

– application with semolina

– drawing tasks

– acquaintance with the Dymkovo toy, drawing “Bird”

December

"Transformations of a leaf"

"Frost patterns"

"Winter Mysteries"

"Father Frost"

– introduction to origami techniques

– mosaic of rice on a plasticine basis

– drawing tasks

– drawing with appliqué elements

January

"Coloring"

"Bullfinch"

"Footprints in the snow"

"hut"

– coloring with felt-tip pens, graphic. dictation

– applique made of crumpled paper with modeling elements

– crafts made from refined sugar and natural materials

February

"Valentines"

"Draw a path"

"Folk Crafts"

– drawing (stencils, prints)

– modeling (plasticine, cardboard, toothpicks)

– drawing tasks

– modeling of Dymkovo toy figures from salt dough

March

" Rug"

"Decoration for Mom"

"Laces"

"Vase made of plasticine"

– fabric applique

– making beads from pasta

– lacing in different ways

– plasticine-based mosaic

April

"Easter Egg"

"Primroses"

“Shade according to the pattern”

– drawing (with stencils)

– applique

– drawing tasks

– drawing (stencils, felt-tip pens)

"Railway"

"Trace and Shade"

"Kitten and Puppy"

"Patterns on stripes"

"Footprints in the Sand"

- crafts made from matches and plasticine

– drawing tasks

– origami

– application from geom. figures

– finger painting on a tray of sand

Calendar and thematic plan of the circle’s work,

senior group

Implementation period

Lesson topic

September

"Autumn time"

"Animals"

"Visiting a fairy tale"

"Magic Tray"

– collective application of leaves

– crafts made from other materials (cones, acorns, pistachios, etc.)

– drawing tasks

– finger painting on a tray with semolina

October

"Fairytale City"

"Connect the dots"

"Magic Wands"

– application from geom. figures

– drawing tasks

– laying out figures from counting sticks (geometric figures)

November

"Let's help Dunno"

"Draw and color"

"Bird"

"My friends"

– lacing in different ways

– drawing tasks

– origami

– drawing with pastels

December

"Flashlight"

"Dressing up the Christmas tree"

"Portrait of Santa Claus"

"New Year's Adventures"

– paper craft (work with scissors)

– working with beads and thin wire

– drawing with appliqué elements (gouache, napkins)

– drawing tasks (circle and guess, circle by dots, shade, draw paths)

January

"What Santa Claus brought me"

"Merry Count"

"Types of transport"

– applique (mosaic made from pieces of paper)

– drawing numbers and coloring

– applique made from cut threads

– planar modeling

February

"Copy according to the sample"

"Dry pool"

"Valentine"

"Postcard for Dad"

– drawing tasks

– identification of various objects by touch

– origami

– mosaic from magazine clippings using electrical tape

March

"In the spring forest"

"Bouquet for Mom"

"Spring Sun"

"Fairy tale"

– drawing tasks

– three-dimensional crafts (colored paper, plasticine, tubes)

– application using colored sand

– drawing (foam rubber, gouache, finger paint)

April

"Bookmark and mat"

"Box"

"Alien"

"Trace and Shade"

– introduction to the technique of weaving paper strips

– painting a cardboard box

- crafts made from natural materials

– drawing tasks (pencil, ballpoint pen)

"Carnations for the holiday"

"Magic Tray"

"Funny Buttons"

"Ropes"

"Beasts from the Palm"

– voluminous applique

– drawing numbers and geoms. figures on a tray with semolina

– modeling from salt dough, coloring

– braiding, tying knots, bows

– drawing (pencils, pastels)

Calendar and thematic plan of the circle’s work,

preparatory group

Implementation period

Lesson topic

September

"Windmill"

"Dry pool"

"Mom's Helpers"

"Hatching"

– crafts made from paper and old felt-tip pens

– identification and sketching of objects

– sewing on colorful buttons

– performing shading with pencils, pens, paints

October

"The Adventures of a Rope"

"The Adventures of the Bean"

"Autumn Fantasy"

"Gathering the Harvest"

– applique of laces of different thicknesses

– laying out numbers and letters from beans, writing them down

– drawing (splashing watercolors, autumn leaves)

– origami and cut-out applique

November

"Hut, well"

"Folk Crafts"

"Copy the drawing"

"Magic Tray"

- crafts made from matches

– plate painting (Khokhloma)

–drawing tasks

– drawing letters and numbers on trays with semolina, rice, millet

December

"Snowflake"

"Tubes"

"Santa Claus's Problems"

"Garland"

– mixed media (gouache, foam rubber, electrical tape)

– modeling from tubes and plasticine

– drawing tasks

– making a garland from paper rings

January

"Snowflakes"

"In the Kingdom of Bubbles"

"Labyrinths"

"Winter's Tale"

– cutting out snowflakes

– drawing with colored soap bubbles

– laying out figures from counting sticks, sketching

– modeling from salt dough, mosaic from cereals

February

“Our fingers are stamps”

"Military equipment"

"Draw and color"

"Needle and thread"

– production of various images from prints

– paper construction

– drawing tasks

– introduction to embroidery

March

"Postcard for Mom"

"Flower Glade"

"Merry Paths"

"Forest Animals"

– palm applique, sewing on beads and seed beads

– origami

– drawing tasks, graphic dictation

– crafts made from natural materials

April

"Rocket"

"Space"

"Handbag"

"Draw a path"

– mixed media (origami, applique, drawing)

– plasticine-based mosaic

– paper weaving

– drawing tasks

"Funny puzzles"

"Fireworks for Victory Day"

"Folk Crafts"

"Cars"

"Braided buns"

– guessing riddles, sketching answers, shading

– application using origami and crash. sand

–plate painting (Gzhel)

– paper construction

– modeling from salt dough

Bibliography

Alexandrova E.I. Developmental recipes. – Kharkov – Moscow: “Infoline”, 2003.

Afonkin S.Yu. Origami lessons at school and at home. – M.: “Fkim”, 2000. 207 p.

Bezrukikh M.M. We train our fingers. – M.: LLC “Drofa”, 2000.

Belaya A.E. Finger games. - M.: “Astrel”, 2001.

Vygodsky L.S. Imagination and creativity in childhood. – M.: “Enlightenment”, 2001. 93 p.

Gavrina S.E. We develop our hands so that we can learn to write and draw beautifully. – Yaroslavl: “Academy Holding”, 2002. 200 p.

Klimanova L.F. Fun pencil lessons. – Tula: “Rodnichok”, 2001.

Krupenskaya N.B. Lines. Figures. Dots. //copybook. “ROSMAN - PRESS”, 2004.

Lukashina M.M. Preparing your hand for writing. - M.: “Karapuz”, 2008.

Nagibina N.I. Natural gifts for crafts and games. – Yaroslavl: “Academy of Development”, 2008. 190 p.

Uzorova O.V. Finger gymnastics. – M.: “Astrel”, 2006.

Shulgina V.P. Methodical piggy bank for primary school teachers.// School of Joy. – Rostov-on-Don: “Phoenix”, 2002. 319 p.

Tsvintarny V.V. We play with our fingers and develop speech. – St. Petersburg: 2005.40 p.

Think, draw and color. // Album. “Rainbow”, 2007.

A circle for the development of fine motor skills “Cheerful Palms” for children in the nursery group “The sources of children’s abilities and talents are at their fingertips. From the fingers, figuratively speaking, come the finest streams that feed the source of creative thought.” V. A. Sukhomlinsky

The origins of children's abilities and talents are at their fingertips. Various hand actions and finger games stimulate the process of the child’s speech and mental development, since the development of the hand is closely related to the development of the child’s speech and thinking. Fine motor skills of the hands also interact with such higher properties of consciousness as attention and thinking. Optical-spatial perception (coordination, imagination, observation, visual and motor speech memory. The development of fine motor skills is also important because the child’s entire future life requires the use of precise, coordinated movements of the hands and fingers, which are necessary to dress, draw and write , as well as perform a wide variety of everyday and educational activities. Finger games create a favorable emotional background, develop the ability to imitate an adult, teach them to listen and understand the meaning of speech, and increase the child’s speech activity. If the child performs the exercises, accompanying them with short poetic lines, that is his speech will become clearer, rhythmic, bright, and control over the movements performed will increase. The child’s memory develops, as he learns to remember certain hand positions and sequences of movements. The child develops imagination and fantasy. Having mastered all the exercises. He can “tell with his fingers" whole stories. Typically, a child who has a high level of development of fine motor skills is able to reason logically, his memory, attention, and coherent speech are sufficiently developed.

Explanatory note The “Cheerful Palms” circle is aimed at developing and strengthening fine motor skills in children 2-3 years old. This work should begin from a very early age. Already an infant can do finger exercises - massage the fingers. To develop hand motor skills, the following techniques, games and exercises are used in the classes of this circle: self-massage of the hands; finger gymnastics and finger games; performing movements with small objects (mosaics, construction sets, cereals, small toys, counting sticks, buttons, beads); drawing (with fingers, plasticine, shading according to a pattern, painting, labyrinths); applique. Classes include a variety of game exercises based on various lexical topics. The work uses materials of various textures (paper, cardboard, fabric of various textures, threads, cereals, buttons, etc.) Educational activities are carried out once a week throughout the academic year. The form of work can be different: with subgroups, individually. By the end of the school year, children will have to be able to work with paper in different techniques, learn to hold a pencil correctly, their hands will become more flexible, obedient, children will learn to work independently and creatively.

Why do you need finger gymnastics? Stimulates speech development and improves articulatory movements. Develops the ability to imitate an adult, teaches to listen and understand the meaning of speech. The baby learns to concentrate his attention and distribute it correctly. The child's memory develops. Imagination and fantasy develop. The hands and fingers will gain strength, good mobility and flexibility, and stiffness of movements will disappear.

Movements of the fingers and hands have a developmental effect. There are about 1000 important, biologically active points on the palm and foot. By influencing them, you can regulate the functioning of the internal organs of the body. So, by massaging the little finger, you can activate the work of the heart, the ring finger - the liver, the middle finger - the intestines, the index finger - the stomach, the thumb - the head.

Goal: development and strengthening of fine motor skills in preschool children through games, exercises and various types of productive activities (drawing, modeling, design). Objectives: Educational: formation of voluntary coordinated movements of the fingers, eyes, flexibility of the hands, rhythm, development of tactile perception (tactile, skin sensitivity of the fingers); formation of practical skills; teach various skills in working with paper and plasticine. Developmental: development of fine motor skills of fingers and hands; improving hand movements; development of cognitive mental processes: voluntary attention, logical thinking, visual and auditory perception, memory; children's speech development. Educational: to cultivate moral qualities in relation to others (kindness, sense of camaraderie, etc.); educate and develop artistic taste; cultivate perseverance and focus.

Exercise task month October 1 week. Topic: “Vegetables from the garden” 1. Develop fine motor skills. 2. Develop coordination of movements, correlate objects with verbal designations. 3. Teach children rhythmic strokes. 4. Practice coloring pictures without going beyond the outline. 5. Stimulate tactile sensations. 6. Cultivate the desire to complete the work started. 1. Finger gymnastics “Sauerkraut”. 2. “Carrot” - color according to the sample. 3. Exercise “Help Cinderella” - sort the beans (white separately, red separately). 4. The game “What grows in the garden” - a wonderful bag. 5. Self-massage with pebbles - roll pebbles with each finger in turn. 2 weeks Topic: “Clothing”1. Develop fine motor skills and coordination of movements. 2. Exercise children in the ability to unbutton and fasten buttons. 3. Learn to consistently dress and undress the doll. 4. Train in the ability to clap your hands quietly or loudly when given a signal. 5. Cultivate a caring attitude towards clothing. 1. P/i “Gnomes-laundresses”. 2. Reading the poem “My Bear” - buttoning and unbuttoning buttons. 3. Ex. “Clothing” - “sew sleeves, collar, pocket, buttons to the dress.” 4. D/game “Let’s dress Petya.” 5. Ex. “Let’s clap” - clap your hands quietly and loudly on a signal. 6. Self-massage with faceted pencils. 3 weeks Topic: “Transport” 1. Improve fine motor skills of the hands. 2. Develop the ability to coordinate speech with movements, finish words and phrases. 3. Teach children to rhythmically draw dots and circles, and draw straight horizontal lines. 4. Learn to work with paper - smooth out crumpled paper. 5. Foster friendly relationships between children and the habit of playing together. 1. Exercise “Who has what?” » - smoothing out transport stencils made of paper crumpled into lumps. 2. Exercise “Loading pebbles onto a truck” - pebbles are scattered on the carpet. 3. “A car passed by” - draw traces of the car on semolina, scattered in a thin layer on a tray. 4. Exercise “Stomp-clap”. 5. Finger game “Helicopter”. 6. Self-massage with beads - roll beads with each finger in turn. 4 weeks Topic: “Pets” 1. Develop fine motor skills. 2. Teach children rhythmic strokes. 3. Teaches children to lay out animals according to a pattern in a horizontal plane from the proposed geometric shapes. 4. To form in children a muscular sense of tension and relaxation of working groups of small muscles. 5. Stimulate tactile sensations. 6. Cultivate a love for animals and imagination. 1. Exercise “Little Constructor” - laying out geometric shapes of an animal with a baby. 2. Exercise “Claws and Paws”. 3. Exercise “Pets” - find animal figures in a dry pool by touch. 4. “Green meadow” - draw grass for the cow. 5. D/i “Animals and their young”. 6. Self-massage with faceted pencils. Program content

November 1 week Topic: “Toys” 1. Improve fine motor skills. 2. Continue to learn coordination. movements with speech. 3. Continue learning to depict objects and phenomena using straight, round, oblique long and short lines. 4. Stimulate tactile sensations. 5. Strengthen children's ability to work with paper - smoothing out crumpled paper into a lump. 6. Teach children to roll a ball out of plasticine and flatten it with their fingers. 1.P/g “Toys”. 2. Exercise “Horse”. 3. Exercise “What’s hidden in the lump”: smoothing out toy stencils from paper crumpled into lumps. 4. Ex. “Assemble a nesting doll” - 2 nesting dolls are mixed up. You need to assemble them correctly. 5. “Draw balls” - large and small objects on the decoy (Ball, ball, brick, cube). 6. Exercise “Handkerchief for a doll” - determining the texture of the material. 7 "Pyramid" - modeling from plasticine 8. Self-massage with fruit seeds. 2 weeks Topic: "Birds" 1. Develop visual attention, fine motor skills 2. Strengthen the ability to rhythmically apply dots and draw circles, draw straight horizontal lines 3. Continue teach to coordinate movements with speech. 4. Strengthen in children the ability to work with paper - tear off pieces of paper and crumple them into lumps. 5. Foster a caring attitude toward birds, a desire to take care of them. 1. P/g. “Ducklings.” 2. “Bird tracks on the sand" - draw on the semolina with your fingers. 3. Exercise “Feed the birds” - tear off pieces of paper, crumple the paper into small crumbs. 4. Exercise “What's inside" - pillows with different fillings (beans, rice, buckwheat). 5. Exercise “Let's take a walk” - walk on the table with two fingers, first slowly, then quickly. 6. Self-massage with beads. 3 weeks Topic: “Topic: “Dishes” 1. Develop fine motor skills and coordination of movements. 2. Learn to correlate objects with verbal designations. 3. Form voluntary, coordinated movements of the fingers. 4. Stimulate tactile sensations. 5. Learn to tear off a small piece from a large sheet of paper and crumple it into a ball. 6. Cultivate a caring attitude towards dishes. 1. Playing with rubber ribbed balls (hedgehogs). 2. Game “Assemble the service” - a wonderful bag. 3. Finger gymnastics “Dishes”. 4. Exercise “Dexterous hands” - match the lids to the jars. 5. “Glue the cup together” - assemble a picture from 2 parts. 6. Exercise “Candy for tea” - we crush lumps of paper and put them in a vase. 7. Self-massage with faceted pencils. 4 weeks Topic “Transport 1. Improve fine motor skills of the hands. 2. Continue to develop the ability to coordinate movements with speech. 3. Stimulate tactile sensations. 4. Teach children to build a car out of cubes, develop interest in activities. 5. Learn to lay out an image using counting sticks. 6. Develop a sense of shape, proportion, eye consistency in the work of both hands. 1. Finger gymnastics “Boat”, “Steamboat”. 2. Figures from counting sticks “Boat”, “Steamboat”, “Car”, “Sailboat”, “Airplane”. 3. Game “We’ll build the truck ourselves.” 4. Exercise “Loading machine” - sort red and white beans into different trucks. 5. Self-massage with faceted pencils. 6. Exercise “Dexterous hands” - choose a suitable lid.

December 1 week Topic: “Wild Animals” 1. Develop visual attention and fine motor skills. 2. Stimulate tactile sensations. 3. Develop the ability to coordinate speech with movements, work on coordinating the movements of arms and legs. 4. Learn to depict simple objects using your fingers. 5. Strengthen in children the ability to finely tear paper. 6. Teach children to carefully pour water from a glass into spoonfuls. 1. Exercise “Animals are thirsty” - pour water from a glass into a plate with a spoon. 2. Finger gymnastics “On the meadow”. 3. Exercise “Tear young grass” - finely tear green paper. 4. Outdoor game “Bunny” 5. Exercise “Funny Animals” 6. Let’s treat the little bear with honey – drawing honeycombs with finger paints. 7. Self-massage with balls (hedgehogs). 2 weeks Theme "Trees"1. Develop fine motor skills of the hands. 2. Learn to depict simple objects using your palm and fingers. 3. Teach children to tie knots and bows. 4. Develop the ability to coordinate speech and movements. 5. Stimulate tactile sensations. 6. Foster curiosity and interest in nature. 1. Finger gymnastics “I’m walking on a branch.” 2. Game “Funny Palms” - we tie knots and bows. 3. Game with clothespins “Dressing up the Christmas tree.” 4. Exercise “Find a pair” - find a paired pillow with the same filling (rice, beans). 5. “Trees” - drawing with palms. 6. Exercise “Clap” - clap your hands quietly and loudly, at different tempos. 3 weeks Theme “Winter. Signs of winter" 1. Develop fine motor skills of the hands. 2. To develop the ability to coordinate speech with movements, the ability to finish words and phrases. 3. Strengthen the ability to draw straight horizontal lines. 4. Stimulate tactile sensations. 5. Introduction to clay as an artistic material. 6. Develop the ability to wind balls. 1. “Skier” - draw on the decoy with your fingers. 2. Exercise “Balls for Grandma” - wind the threads into balls. 3. Exercise “Knitted patches” - working with scraps knitted from different threads. 4. Finger gymnastics “Let’s warm up”, “Winter walk” 5. Self-massage with balls (hedgehogs). 6. Draw the branch on which the sparrow is sitting. 7. “Clay faces” - we draw with clay. 4 weeks Topic: “New Year. Christmas tree" 1. Develop fine motor skills. 2. To develop the ability to coordinate speech with movements, the ability to finish words and phrases. 3. Strengthen the ability to trace an image using a stencil and draw straight horizontal lines. 4. Teach children to work with plasticine by smearing it on a sheet. 5. Develop the ability to wind balls. 6. Stimulate tactile sensations. 7. Strengthen the ability to lay out an image using geometric shapes according to a model. 1. Finger gymnastics “Herringbone”. 2. Exercise “Help Grandma” - wind balls from woolen threads 3. Game “Wonderful Bag” - identify rubber toys by touch. 4. “A Christmas tree was born in the forest” - outlining the Christmas tree stencil, shading. 5. “Dressing up the Christmas tree” - we draw Christmas tree decorations with plasticine. 6. Exercise “Lay out according to the pattern” - laying out figures according to the pattern. 7. Self-massage with fruit seeds.

January 1 week Vacation 2 weeks. Topic: “It’s snowing” 1. Develop fine motor skills. 2. To develop the ability to coordinate speech with movements, the ability to finish words and phrases. 3. Teach children to work with plasticine by smearing it on a sheet. 4. Continue learning to lay out images using counting sticks. 5. Foster independence and initiative. 1. Finger gymnastics “Snowball”. 2. “Snowfall” - draw with plasticine. 3. Exercise “Collect a snowflake” - laying out a pattern with counting sticks. 4. “Exercise “Icicles” - attach clothespins to a strip of cardboard “roof”. 5. Self-massage with faceted pencils. 6. Exercise “Let's take a walk” - we walk with two fingers on the table at different paces. 3 weeks Topic: “Clothing” 1. Develop fine motor skills. 2. Develop coordination of movements, correlating objects with verbal designations. 3. Learn to create a pattern of circles and strokes. 4. Stimulation of tactile sensations. 5. Cultivate a desire to help mom. 6. Develop creative imagination. 1. Finger gymnastics “Let’s wash the clothes.” 2. Exercise “Helping Mom” - hang the laundry on a line and secure it with clothespins. 3. Exercise “Clothing” - “sew sleeves, collar, pocket, buttons to the dress.” 4. Exercise “Fabric for a new dress” - working with scraps of different textures. 5. “Decorate Marusya’s dress” - coloring the dress (draw with your finger). 6. Self-massage with fruit seeds. 4 weeks Topic “Wild Animals” 1. Develop fine motor skills. 2. To develop the ability to coordinate speech with movements, the ability to finish words and phrases. 3. Continue teaching children to work with paper using the tearing technique. 4. Foster a love of nature. 1. P/g "Orange". 2. Ex. “Hedgehogs on a walk” - we make spines for hedgehogs (clothespins). 3. “Treat the squirrel with nuts” - applique using the paper tearing technique. 4. “Multi-colored fence” - a game with clothespins. 5. Self-massage with beads - roll with each finger in turn.

February 1 week Topic “Modes of Transport” 1. Improve fine motor skills of the hands. 2. Train the skill of laying out images with counting sticks. 3. Train children to draw straight vertical and horizontal lines. 4. Develop eye and accuracy. 5. Stimulate tactile sensations. 1. Ex. “Transport” - lay out the drawing with counting sticks. 2. Ex. “Complete the railroad” - complete the sleepers for the railroad. 3. Exercise “Whose boat? » 4. Self-massage with balls (hedgehogs). 5. P/g “Travel”. 6. Games with buttons - choose buttons with 4 holes - in one, buttons with a leg - in another box. 2 weeks Topic “Professions” 1. Improve fine motor skills of the hands. 2. Develop coordination of movements, correlating objects with verbal designations. 3. Stimulate tactile sensations. 4. Teach children to build a garage the size of a car out of building material, and select the right building material. 5. Cultivate interest in different professions and curiosity. 1. P\g “Kneading the dough”, “Building a house”. 2. Game “Dough” - imitation of kneading dough in a dry pool. 3. Exercise “Catalog of fabrics” - what the fabric feels like. 4. Exercise “Gather a beautiful bouquet” - lacing. 5. “We are builders” - we build a garage from building materials. 6. Exercise “Pine cones for the squirrel” - put small pine cones in one box, large ones in another. 7. Self-massage with faceted pencils. 3 weeks Topic “Defenders of the Fatherland” 1. Improve fine motor skills of the hands 2. Practice the ability to use finger paints, improve the ability to apply strokes with your fingers. 3. Practice the skill of laying out images with counting sticks. 4. Teach children to tie knots and bows. 5. Stimulate tactile sensations. 1. Finger gymnastics “Well done fighters.” 2. Figures from counting sticks “Tank”, “Stars”, “Flag”. 3. “Fireworks” - paint with finger paints 4. Exercise “Nuts” - with walnuts. 5. Self-massage with beads - roll with each finger in turn. 6. Tying knots on a thick rope or cord. 4 weeks Theme “End of Winter” 1. Develop fine motor skills. 2. develop the ability to draw circles of different sizes with colored crayons. 3. Develop coordination of movements, correlating objects with verbal designations. 4. Stimulation of tactile sensations. 5. Cultivate friendly relations between children and a desire to play together. 1. Finger gymnastics “Snowman”. 2. Exercise “Remaining supplies” - help the little mouse sort the red and white beans. 3. Self-massage with faceted pencils. 4. Exercise “Sunny Day” - using clothespins we make a sun. 5. “Cheerful Snowman” - draw circles of different sizes with crayons. 6. Game “wonderful bag” - divide objects into soft and hard.

March 1 week Topic: “Mom’s holiday” 1. Develop fine motor skills and coordination of movements. 2. Train the ability to create a pattern based on a sample. 3. Teach children to string beads (large pasta) onto a ribbon. 4. Stimulation of tactile sensations. 5. Develop a sense of form, color and composition. 6. Cultivate a caring attitude towards parents, a desire to please them. 1. “Traces from a drop” - we put dots on the semolina with our fingers. 2. Exercise “The sun shines brightly - brightly” - put sun rays from matches around a yellow circle. 3. Outdoor game “Gift for Mom.” 4. “Handkerchief for Mom” - decorate the handkerchief, paint with finger paints 5. Exercise “Beads for Mom” - stringing pasta onto a ribbon. 6. Exercise “Let's take a walk” - walk on the table with two fingers at different paces. 7. Self-massage with fruit seeds. 2 weeks Topic: “Home”1. Develop fine motor skills and coordination of movements. 2. Learning to draw circles. 3. Stimulate tactile sensations. 4. Practice drawing on semolina and creating an image using counting sticks. 5. Develop a sense of form. 6. Cultivate love and respect for your home. 7. Cultivate the desire to complete the work started. 1. Game “What's extra? " - "Wonderful bag." 2. P/i “Crib”, “Chair”. 3. “House for the Teddy Bear” - draw on semolina. 4. D/i “Little carpenters” - adding the contours of pieces of furniture from sticks on a horizontal plane according to a model. 5. Imaginative and plastic creativity of children - “We are builders” 6. Ex. “Let’s clap” - clap our hands quietly, loudly and at different tempos. 7. Self-massage with faceted pencils. 3 weeks Topic: “Pets” 1. Develop fine motor skills. 2. Train the skill of creating an image using geometric shapes based on a model. 3. Teach children to draw wavy lines. 4. Practice the skill of carefully pouring water from one container to another. 5. Introduce children to the pipette, show how to use it 6. Stimulate tactile sensations. 7. Cultivate a love for animals and a desire to care for them. 1. Exercise “Little Constructor” - laying out geometric shapes of an animal with a baby. 2. Exercise “Animals are thirsty” - “mother” pour water from a glass into a plate, use a spoon, and drop it with a pipette for the “babies”. 3. Exercise “Hide and Seek” - find all the animals in the dry pool. 4. Draw the tail of the horse. 5. Finger gymnastics “Hostess”. 6. Self-massage with faceted pencils. 4 weeks Topic “Electrical Appliances” 1. Develop fine motor skills and coordination of movements. 2. Strengthening the ability to paint over finished images. 3. Stimulation of tactile sensations. 4. Develop attention. 5. Foster a sense of collectivism and a desire to help. 1. P/g “These are animals.” 2. Exercise “What’s hidden in the lump”: smoothing out stencils of electrical appliances from paper crumpled into lumps. 3. Labyrinth “Which lamp is on.” 4. Color the picture without going beyond the outline - “TV”, “Computer”, “Iron” 5. Game “Heavy-light” - sort heavy and light objects. 6. Self-massage with balls (hedgehogs).

April 1 week Theme “Spring” 1. Develop fine motor skills and coordination of movements. 2. Learn to create a simple composition using clothespins. 3. Stimulation of tactile sensations. 4. Practice the skill of tying knots and bows. 5. Teach children to work with paper using the origami technique. 6. Develop creative imagination, sense of shape and color. 7. Arouse interest in creating a beautiful flower arrangement. 1. Finger gymnastics “Spring rain”, “Meeting of birds”. 2. Exercise “Spring Meadow” - using clothespins we lay out a composition: sun, grass, first flowers, trees. 3. Exercise “Cheerful Palms” - tying knots and bows. 4. Games with buttons - sort buttons by color into different boxes (yellow, red, blue, green). 2 weeks Topic “Ringing drops” 1. Develop fine motor skills of the hands. 2. Develop coordination of movements, correlating objects with verbal designations. 3. Stimulation of tactile sensations. 4. Introduce children to the pipette, show how to use it 5. Teach children to work with paper using the origami technique. 6. Foster curiosity and independence. 1. Exercise “What sinks and what doesn’t sink? "- select from a group of objects what is sinking. 2. Exercise “Fun Pipette” - working with water and a pipette. 3. Exercise “Let’s assemble a boat” - cut-out picture. 4. Finger game “Dandelion”. 5. Game “Fist” - clench and unclench your fist (the fist is a flower bud, woke up, fell asleep). 7. Self-massage with fruit seeds. 3 weeks Theme "Spring Sun" 1. Develop fine motor skills of the hands. 2. develop coordination of movements, correlating objects with verbal designations. 3. Stimulate tactile sensations. 4. Continue teaching children to tie knots and bows on ribbons. 5. Develop a sense of form, color, composition. 6. Foster a sense of beauty and respect for nature. 1. Game “Recognize the figure” - “Wonderful bag” (geometric figures). 2. Exercise “Funny Palms” - learning to tie knots and bows. 3. Labyrinth “Which plant is the butterfly flying to” 4. “Spring flowers - dandelions” - we draw with finger paints. 5. Finger gymnastics “Snail”. 6. Finger game “Nut”. 7. Self-massage with pebbles - roll with each finger in turn. 4 weeks Topic: “Flowers”1. Develop fine motor skills of the hands. 2. Develop coordination of movements, correlating objects with verbal designations. 3. Strengthen the ability to make balls from plasticine. 4. Stimulation of tactile sensations. 5. Develop a sense of shape and color. 6. Foster a love of nature and a sense of beauty. 1. Exercise “Spring Flower” - tactile examination of flowers made of velvet paper. 2. “Wonderful bag” - find the flower by touch. 3. Exercise “Every leaf has its place” - cover the contours of various leaves with the necessary leaves taken from the box. 4. “Beautiful dandelions” - modeling (plasticine + matches). 5. D/game “Collect a bouquet”. 6. Finger game “Bouquet of Flowers”. 7. Self-massage with balls (hedgehogs).

May 2 weeks Topic “Rain” 1. Develop fine motor skills and coordination of movements. 2. Develop coordination of movements, correlating objects with verbal designations. 3. Train the skill of rhythmically applying strokes. 4. Stimulation of tactile sensations. 5. Develop perseverance and focus. 6. Cultivate the desire to complete the work started. 1. P/gymnastics “Bee”, “Spider”, “Worms”. 2. Exercise “Feed the bear” - use tweezers to transfer the beans from one container to another. 3. D/game “Butterfly and Flower”, work with a toy - a fastener. 4. Exercise “Who will collect the most beans? "- select beans from the dry pool. 5. Shade the cloud according to the sample. 6. Exercise “Lids” - match the lid to the jar. 7. Self-massage with faceted pencils. 3 weeks Topic: “Insects” 1. Develop visual attention and fine motor skills of the hands. 2. Develop coordination of movements, correlating objects with verbal designations. 3. Stimulation of tactile sensations. 4. Practice the ability to lace, thread the lace through the hole. 5. Develop the ability to tie knots. 6. Foster a sense of collectivism, a desire to play with each other. 7. Involve children in cooperation, teach them to draw vertical lines, complementing the image created by the teacher. 1. P/game “Worms”, “Spider” 2. Exercise “Planting beans” - make holes in the sand and plant seeds. 3. Exercise “Flower Meadow” - make flowers using a mosaic. 4. Exercise “Insects on a leaf” - a lacing exercise. 5. Exercise “Twist the jars” - select the size and screw on the lid. 6. Exercise “Knots” - tying knots on a thick rope or cord. 7. Self-massage with fruit seeds. 8. “These are the legs of a centipede” - group drawing 4 weeks. Topic: “Summer”1. Develop visual attention and fine motor skills. 2. Develop coordination of movements, correlating objects with verbal designations. 3. Teaches you how to carefully glue parts and create a beautiful composition. 4. Cultivate imagination, a sense of beauty, and love of nature. 1. Finger gymnastics “Summer”. 2. Game “Pine cones for a bear” - a game with pine cones. 3. Exercise “Colored water” - working with a pipette. Mixing paints. 4. Self-massage with balls (hedgehogs). 5. “Let’s decorate the butterfly’s wings” - applique. 6. Exercise “Watermelon” - draw more black grains - seeds.

Recommendations for caring parents: How to do finger gymnastics (exercises) with children. Dear parents, remember – you are the main resource for your child’s education! As you know, finger training is a powerful means of increasing the performance of the cerebral cortex. Many observations of neuropathologists and speech pathologists indicate a close connection between the function of the hand and speech. There is every reason to consider the hand as an organ of speech - the same as the articulatory apparatus.

Examples of some finger games Hedgehog Along the path, along the path “Draw a path” with the joined palms of both hands on the table. We separate our palms and draw a path. Someone's feet are stomping towards us. “Slap” your palms on the table. This is a hedgehog - a prickly side, Movements left and right with joined palms (fingers spread). Great mushroom expert! Using the index finger and thumb of the right hand, we “string mushrooms” onto the fingers of the left hand.

Cloud Cloud met the sun, alternately clenching into a fist (“cloud”) and unclenching (fingers spread out—“sun”) the palms of both hands. She invited him to visit. Inviting gesture with the right hand. Show the palm of your left hand (fingers spread out like a sun) “No!” - the sun answered her. Shake the index finger of your right hand. The cloud covers the light. Connect the fist of your right hand (“cloud”) with the palm of your left hand (fingers spread out—“sun”).

Two stellate sturgeons swam, (The children use two palms to depict how stellate sturgeons swim.) Their backs are like arcs. (Bend your palms back up.) They attacked from both sides. (They depict sturgeon sturgeon swimming towards each other.) You, shark, get out. (Push with your palms from your chest.)

We shared an orange. (Children “break” the orange.) There are many of us, (Show 10 fingers.) And he is alone. (Show 1 finger.) This slice is for the hedgehog. (Bend the fingers of the left hand.) This slice is for the swift. This slice is for ducklings. This slice is for kittens. This slice is for the beaver. And for the wolf the peel. (Throwing movement with his right hand.) He is angry with us. Trouble!!! (They clench their fists and press them to their chest.) Run away in all directions! (“They run” their fingers across the table.)

Work program of the circle

for the development of fine motor skills of the hands

in the senior group of compensatory orientation

"SKILLFUL FINGERS"

Developed by the teacher:

Kostyushko N. N.

Novosibirsk - 2017

Explanatory note.

For the development of children’s speech, the acquisition of their native language, the formation of speech, the development of speech is of particular importance in all types of children’s activities and is a necessary part of correctional and educational work for children with visual impairments.

Due to low motor activity, the arm muscles of children with speech disorders are sluggish or too tense. All this hinders the development of tactile sensitivity and hand motor skills and negatively affects the formation of subject-related practical activity and the development of speech.

Relevance of the program.

It has long been no secret to anyone that the development of fine motor skills, i.e. flexibility and accuracy of finger movements and tactile sensitivity are a powerful stimulus for the development of children's perception, attention, memory, thinking and speech. Scientists note that children who have better developed fine motor skills have a more developed brain, especially those parts that are responsible for speech, because. fingers are endowed with a large number of receptors that send impulses to the human central nervous system.

The famous researcher of children's speech M. Koltsov noted that the hand should be considered as an organ of speech. If the development of finger movements corresponds to age, then the child’s speech development will be within normal limits. Recently, in preschool educational institutions there has been an increase in the number of children with problems in speech development. Diagnostic studies have shown that the development of fine motor skills in such children is significantly behind the norm.

The relevance of this problem is obvious today and lies in the fact that many modern concepts of preschool education recognize the irreplaceable influence of finger games on the speech development of a child, and the problem is also caused by insufficient education of parents. In a number of speech disorders in children, motor insufficiency expressed to varying degrees and, accordingly, deviations in the movements of the fingers are observed. In the system of work on training and education of such children, it is necessary to provide for enhanced correctional activities.

Problem. The normal development of fine motor skills of the fingers is one of the indicators of a child’s intellectual readiness for school, and its insufficient development has a negative impact on the educational process. However, as a rule, very little time is devoted to the development of fine motor skills in classes, and the tasks, as a rule, are of the same type and boring.

Target : Correction of speech underdevelopment in preschool children through the development of fine motor skills. Formation of coordination, strength of fine movements, skill in performing actions with objects. Preparing for school.

Tasks:

development of finger motor skills using a series of sequential movements that develop and improve voluntary attention and automation of actions.

rhythmic organization of movements, which has a positive effect on improving auditory-visual-motor coordination of movements in preschoolers.

increasing the complexity of tasks by increasing the number of switches and accelerating the rhythm.

development of the ability to better orientate in the space of a sheet of paper and prepare the hand for writing.

Methods: determined in accordance with the purpose and objectives. Empirical (study of the child's documentation, observation of children, experiment, process of training and education according to the developed system) and statistical (processing of materials) methods were used.

Theoretical significance determined by the fact that its results make it possible to expand and deepen scientific ideas on this problem, to establish the relationship between the features of the development of fine motor skills and the development of speech activity in children of senior preschool age.

Principles of program implementation

The principle of consistency, providing for the gradual complication of classes

The principle of task availability

The principle of systematic knowledge, providing for a certain frequency of classes; preferably at least twice a week

The principle of consolidating what has been learned with the involvement of parents.

Age and mental characteristics of children 5–6 years old.

At the age of about 5 years, a big leap occurs in the child’s development.
By the age of 5, he should have an understanding of reversible and irreversible processes, distinguish situations in which a change in some characteristic or quantity occurred from situations in which the quantity or (character) remained unchanged.
Activation of the imagination promotes overall mental development. Imagination is the highest mental function, which underlies the success of all types of human creative activity, including adults. Adults should value in a preschooler not the ability to do what an adult suggests according to instructions or following a model, but to come up with his own plans. Form ideas and realize individual imagination in all types of activities.
The peculiarity of children of this age is interest and craving for beautiful, aesthetically valuable things. The aesthetics of the visual materials used and their composition in the lesson largely determine the degree of interest of the children in the subject itself.
It is necessary to instill in children a taste for thinking and reasoning, finding solutions, and teach them to experience pleasure from the intellectual efforts made and the intellectual result obtained in the form of a problem. It is important that the children succeed.

The child can voluntarily control his behavior, as well as the processes of attention and memory, emotional reactions; In any type of activity, one can go beyond the immediate situation, realize a time perspective, and simultaneously hold in consciousness a chain of interconnected events or different states of a substance or process.

Place of the program in the daily routine:

The program is designed taking into account the psycho-physiological characteristics of children 5 - 6 years old. Meetings are held in the 2nd half of the day in subgroups of 5 - 6 people, without compromising the time allotted for daytime sleep and walking, the number of meetings per year is 72, with a frequency of meetings - 2 times a week, the duration of the meeting is in accordance with age features and requirements of SanPiN for the senior group - 25 minutes.

Program implementation mechanism :

The work on developing skills in preschool age can be very diverse and versatile. It can be organized in various directions.

Work on developing hand movements should be carried out regularly, only then will the greatest effect from the exercises be achieved. Tasks should bring joy to the child.

Run small tops with your fingers.

Knead plasticine and clay with your fingers.

Roll pebbles, small beads, balls with each finger in turn.

Clench and unclench your fists, while you can play as if the fist is a flower bud (in the morning it woke up and opened, and in the evening it fell asleep - closed and hid).

Make soft fists that can be unclenched and into which an adult can stick his fingers. And strong fists that you can’t unclench.

Use two fingers (index and middle) to “walk” on the table, sometimes slowly, sometimes quickly. Carry out the exercise with both your left and right hands.

Show only one finger separately, then two, three, etc.

Wave only your fingers in the air.

Make “flashlights” with your hands

Clap your hands quietly and loudly, at different tempos.

Collect all fingers into a pinch.

String large buttons, beads, balls onto a thread.

Wind a thin wire around your finger.

Tie knots on a rope or cord.

Fasten buttons, hooks, zippers, clasps; tighten lids, wind mechanical toys with keys.

Tighten screws and nuts.

Games with construction sets, mosaics, cubes.

Folding nesting dolls.

Games with sand and water.

Cut with scissors.

Drawing in the air.

Knead foam balls and sponge with your hands.

Draw, paint, shade.

Shifting small objects from place to place, taking turns choosing triangles, squares, stripes.

Presentation of sticks on a board with holes.

Clenching - unclenching the fingers into a fist with the right and left hands simultaneously and in turn.

Squeezing small rubber balls with both hands - thumb and index finger, thumb and middle finger, thumb and ring finger, thumb and little finger.

Circular movements with brushes.

Abduction – adduction of the fingers.

Squeezing the eraser with different fingers.

Touching the ends of the fingers of opposite hands with open and closed eyes. Touching the index finger of the right hand to all fingers in turn. Then do the same with other fingers. The pace, strength and pressure are different.

Hands in a lock - circular movements left - right, forward - backward.

Tapping the fingers on the table alternately - the thumb to the little finger and in the opposite direction.

Transferring balls of different diameters.

Fingers in the lock. Alternate flexion and extension of the fingers.

Starting position – sitting or standing, palms together, fingers intertwined. Flexion and extension of the hands at the wrist joints.

Clenching and unclenching your fingers into a fist with your arms turned outward.

Rolling a pencil in your fingers.

Hold and pass a tennis ball between your fingers.

Various types of activities for preschoolers requireparticipation of both hands . By performing exercises with the right and left hands alternately, the development of both hands is stimulated. General exercises are carried out, included in various types of activities:

Construction of houses, towers, etc. from cubes, first according to a model, then from memory and at random.

Unfolding and folding dismountable toys.

Drawing up subject cut pictures.

Folding geometric shapes, images, letters from sticks, matches.

Tracing the contours of object images.

Coloring outline images of objects with colored pencils.

Cutting out colored stripes and figures.

Winding thread onto a spool or ball.

Buttoning, unbuttoning; lacing.

Working with plasticine.

Working with mosaics.

Repeatedly clenching and unclenching your fingers.

Repeated alternate execution of hand movements: fist - palm - rib.

Alternate change of hand positions: left hand – fist, right – palm; then vice versa.

Expected results: improvement of motor skills, development of constructive activity, therefore, development of all mental functions occurs. Work on the development of fine motor skills promotes speech development, which ultimately will make it possible to more successfully prepare children with speech impairments for school.

Work plan for the senior group

September

« Games with a pencil" pencil with edges (card file of games)

2. “Clothes pegs in a basket” clothes pegs, basket

“Let's help grandma” - sorting peas and pearl barley.

“Bridge over a stream and river” - tearing narrow and wide strips of paper from a large sheet.

October

“Beautiful leaves” - tracing stencils of maple and oak leaves, shading and coloring according to oral instructions.

“Beautiful vase for vegetables” - filling a round or oval-shaped cardboard blank with scraps of paper using the color mosaic method.

“Gathering the Harvest” - fruit sculpting.

4. “Rearranging with clothespins” a tray, small toys, medium-sized pasta.

November

“Little artist” - tracing bird stencils, painting according to instructions (paint over the beak, legs, fill the bird figurine with lumps of crumpled colored paper)

2. “Games with a pencil” - a pencil with edges.

3. “Funny bun” skeins of colored wool threads

“Button the doll’s jacket” doll, clothes with different types of fasteners: buttons, Velcro, zipper.

December

“A Christmas tree was born in the forest” - outlining the Christmas tree stencil, shading from left to right, right to left, decoration with beads.

"Who is this?" - determination by touch, with a preliminary examination, which wild animals are depicted on flat stencils, the volume of which is filled with buckwheat.

“Assembling a truck” - preparing geometric shapes by tearing paper (2 rectangles, a square, 3 circles), laying out the truck and gluing it

“Builders” - build a house out of sticks with a given number of floors (3, 4, 5)

January

“Pictures from eggshells” - crushing eggshells and filling the volume of a stencil of a hare and a bear using the color mosaic method.

“Cut pictures” - put together a picture of a wild animal from 6-8 parts.

3. “Let’s help Cinderella” tray, two cups with different types of cereals.

4. “Pour with a spoon” a spoon, a tray, one cup is empty, the other with

any cereal.

February

1. “Rattles and rustles” various small containers, multi-colored

shreds, cereals.

“Homemade toys” (toys made from crumpled paper, various types of paper,

plastic

bottles, ribbons, rubber laces).

“Palm drawings” large sheets of paper, paint - gouache of different colors.

4. “Wonderful sieve” sieve, two cups (one with rice, the other with semolina).

March

“Bird food” - sorting buckwheat, rice and sunflower seeds.

“Magic drop” - use a pipette to drop droplets of water along the contour of the puddle.

“Miracles from paper” - making toys using the origami method.

“Wonderful bag” - after preliminary examination, the definition of the toy and the material from which it is made is determined by the touch.

April

“Nimble fingers” - lace up the boot and tie a bow.

“Beautiful sundress with white polka dots” - glue white circles all over the colored stencil of the sundress.

“Let’s catch it out of the water”: a basin with and without water, a strainer,small floating toys.

“Water trickles” are plastic bottles with many holes in the lid.

May

1. “Miracles in the sand” sand, a vessel with water, molds.

2. “Self-massage” massage mat, teaspoon, hedgehog soap dish,

hard toothbrush, walnuts. Pencils with edges.

3. “Prints of our hands” sand, a vessel with water.

4. “Bring it - don’t spill it” containers with and without water, a tablespoon.

Interaction with parents

1. Consultations on the topic : “Speech and fingers”, “Finger games and

speech development - what is the connection?”, “Games with household items”, “We play with our fingers - we repeat poems”, “Techniques for the development of fine motor skills”.

Tell parents about the work system and answer all their questions.(during the academic year)

2. Master class for parents “Magic fingers”

Introduce parents to various types of speech finger games, making games with your own hands.(October)

3. Production of benefits by parents: for the development of fine motor skills

4. Exhibition for parents didactic games and manuals for the development of fine motor skills of children.(november)

5. Exhibition of parents and children “Our magic hands”

(December)

6. Family evening – a story about his games for the development of fine motor skills and activities with children at home(February holidays)

7. Exhibition “The Golden Hands of My Mother” (March)

8. “We can do this” Photo report for parents about the work of the “Skillful Fingers” club

(May)

Annex 1

Diagnostics of the development of fine motor skills of the hands of older preschool children.

Purpose of diagnosis: identifying the level of development of fine motor skills of the hands of older preschoolers.

Diagnostic tasks consist of several blocks:

block 1: exercises for coordination of movements;

block 2: repetition of finger shapes;

block 3: working with paper;

block 4: graphic exercises.

Each child is asked to complete a number of tasks from the proposed blocks, for which the teacher assigns the appropriate score:

1 point – the child copes with the task only with the help of an adult or does not cope at all;

2 points – the child completes the task independently, but after additional explanation, sometimes not completely or inaccurately;

3 points – the child completes the task completely the first time, without prompting or with a little prompting from an adult.

Block 1. Exercises for coordination of movements.

"Palm, fist, rib."

The child is shown three positions of the hand on the table plane, successively replacing each other (straightened palm on the plane, palm clenched into a fist, palm with an edge on the table plane, straightened). The child performs the test together with the teacher. When the child remembers the sequence, he performs the exercise counting 1, 2, 3. The test is performed first with the right hand, then with the left, then with both hands together.

“Let’s salt the cabbage.”

The child, as directed by the teacher, seems to rub a lump of salt.

"Ball Rolling"

The child, as directed by the teacher, rolls the ball in his palms.

Block 2. Repeating finger shapes.

The teacher shows finger shapes, and the child needs to repeat these shapes:

"Goat" (two fingers - the index and little fingers are extended upward, and the thumb holds the middle and ring fingers near the palm).

"Hare" (extend your middle and index fingers upward, while pressing your ring and little fingers with your thumb to your palm).

"Fork" (extend three fingers upward - index, middle and ring, spaced apart, the thumb holds the little finger on the palm).

"Playing the piano" (alternately tapping fingers on the table, starting with the little finger, with the right hand, then with the left hand).

Block 3. Working with paper.

"Cutting with scissors."

Various shapes are drawn with clear lines on a sheet of thick paper. The child is asked to cut out these shapes along the contour.

"Folding a sheet in half" (we identify the collaboration of both hands in work).

The child is asked to fold a rectangular sheet of paper in half.

At the end of the examination, the average score for each child is calculated, i.e. The scores for all tasks are summed up and divided by the total number of tasks. The average score determines the level of development of fine motor skills of the hands.

High level (average score is 2, 6 – 3) - children's fine motor skills are well formed. Well-developed clarity and coordination of movements. The movements of the fingers and hands are precise, dexterous, and all tasks are completed quickly and easily.

Average level (average score is 2 – 2.5) – Children’s fine motor skills are quite well developed. But it happens that children experience slight difficulties when quickly changing finger exercises, when cutting, or designing from paper.

Low level (average score is 1 – 1.9) - in such children, fine motor skills lag behind the age norm. Movements are constrained, coordination of hand movements is impaired. Children find it difficult to work with scissors; bend the sheet in half; They do not know how to hold a pencil correctly; the lines when drawing are intermittent and broken. The general coordination of movements, their purposefulness, and accuracy are impaired. Children find it difficult to imitate movements, to perform actions according to a model, and miss their elements.

Block 4. Graphic actions (separate point system).

“Pathways” technique (according to L.A. Wenger).

The picture shows paths with cars at one end and a house at the other (Fig. 1). The car must “drive” along the path to the house. The type of tracks becomes more difficult from first to last. The child needs to connect a line between the car and the house without leaving the path.

Grade:

3 points – no errors;

2 points – the child went beyond the line 1 – 2 times;

1 point – the child went beyond the line 3 or more times.

“Balls” technique

The picture shows skittles and a ball. The child needs to “hit” the pins with the balls, i.e. Draw straight lines with a pencil without lifting the pencil from the paper.

Grade:

3 points – all lines are straight and fall exactly into the pin;

2 points –1 – 2 errors (an error is considered to be a non-straight line or a line not hitting the pin);

1 point – 3 or more errors.

Methodology "Forest"

The picture shows a forest. The child needs to trace the drawing exactly along the contour without lifting the pencil from the paper.

Grade:

3 points – left the line 1 – 2 times;

2 points – left the line 2 – 4 times;

1 point – left the line 5 or more times.

4. Methodology Take a pencil in your hand and look at the sheet of paper lying in front of you. It has paths. Draw a line down the middle of the path without lifting the pencil from the paper.Grade: 3 points – no errors2 points – the child went beyond the line 1 – 2 times1 point – the child crossed the line 3 or more times

5. Methodology Take a pencil in your hand and continue drawing patterns. Try not to lift the pencil from the paperGrade: 3 points – no errors2 points – with errors1 point – the child was unable to continue any or all of the patterns

6. Methodology Take a pencil in your hand and continue drawing patterns in the cells.Grade: 3 points – no errors2 points – the child made a mistake in one pattern1 point – the child made a mistake in both patterns7. Methodology Take a pencil in your hand. Listen carefully and draw a pattern from the point: put a pencil on the point, draw a line - two cells up, one cell to the right, two cells down, one cell to the right, two cells up, one cell to the right. Then continue this pattern yourself.Grade: 3 points – no errors2 points – 1 mistake1 point – 2 mistakes or more8. Methodology Grade: 3 points – no errors2 points – 1 – 2 mistakes1 point – 3 mistakes or more9. Methodology Take a pencil in your hand. Draw exactly the same figure in the cells.Grade: 3 points – no errors2 points – 1 – 2 mistakes1 point – 3 mistakes or more10. Methodology Take a pencil in your hand and draw exactly the same figure next to it.Grade: 3 points – no errors2 points – errors in 1 figure1 point – errors in 2 or more figures

Interpretation of diagnostic results for fine motor development: An overall result of 27 or more points indicates that the child’s graphic activity skills are well-developed and fairly highly automated (holds a pencil correctly, freely distributes the muscle activity of the hand and fingers when working with it), as well as developed arbitrariness (when performing a task, he orients his actions to externally specified ones). conditions: sheet layout, sample, accuracy requirements.The listed features indicate a high level of development of fine motor skills in a child, which is essential for the successful mastery of motor skills in educational activities.An overall result of 17 to 26 points indicates that the child’s graphic activity skills are sufficiently developed and moderately automated, as well as moderately developed voluntary movement regulation. Such indicators for the main components of fine motor skills as part of a motor skill are generally sufficient for further learning.An overall result of 16 points or less indicates the child’s insufficient development of the motor component of the skill of graphic activity, as well as the low development of voluntary regulation and control over the execution of movements that require accuracy and sufficient performance. Such fine motor skills may not be sufficient for successful mastery of basic learning skills in elementary school.

Literature1. Gavrina S.E., Kutyavina N.L., Toporkova I.G., Shcherbinina S.V. is your child ready for school? Book of tests. – M.: JSC “ROSMEN-PRESS”, 20072. A manual for teachers of preschool institutions “Diagnostics of a child’s readiness for school” / Ed. N.E.Veraksy. – M.: Mozaika-Sintez, 2007

Child's name

Coordination of movements

Repeating finger shapes

Paper handling

Graphic Actions

Total (average score)

Palm, fist, rib

Salt the cabbage

Ball rolling

Goat

Hare

Fork

Playing the piano

Cutting with scissors

Folding a sheet in half

Paths

Balls

Forest

Appendix 2

Finger games.

Goal: development of fine motor skills and speech, coordination of finger movements.

"Toys"

I play with toys:

I'm throwing the ball to you

I'm collecting a pyramid

I drive the truck everywhere.

(Hands in front of us, squeeze-

unclench the fingers of both hands.)

(We stretch our arms forward - “throw the ball.”)

(Straight hands, palms down

alternately place on top of each other several times.)

(Move in front of you with a slightly open brush

right hand - “roll the car.”)

"Ball"

My funny round ball

Don't hide your round cheeks!

I'll catch you and give you a ride in my arms!

(With one hand we hit an imaginary ball.)

(Change hands.)

(With both hands, connecting

fingers of the same name, show the ball.)

(Roll an imaginary ball between your palms.)

"Berries"

I pick berries from a branch,

And I collect it in a basket

It will be a complete basket.

(Fingers are relaxed, hanging

down. Fingers of the other hand

stroke every finger from

base to the very tip,

as if we were filming him

imaginary berry.)

(Both palms folded in front

with a cup.)

(One palm folded

boat, cover another

also with a folded palm)

"Amanita"

Red-red

fly agaric-

White speckled pattern.

You're beautiful, but don't tear!

And we don’t put it in the basket!

(We connect our fingertips -

depict a mushroom hat.)

(One hand is a “mushroom cap”,

index finger another

hands showing “speckles”)

(They shook their finger.)

(Straight palm away from you -

moving away gesture.)

"Autumn"

Autumn came out for a walk,

I started collecting leaves

(“Let’s go” with the index finger and

middle finger of one hand.)

(With one hand we “pick”

leaves and “put” in another.)

"Cabbage"

I am green cabbage

Without me the pot is empty.

Take the leaves off me

And only I will remain!

(Hands form a circle in front of you.)

(They bowed their heads -

“look into the pan.”)

(We spread our arms to the sides.)

"Lemon"

Yellow-yellow is our lemon,

It splashes with sour juice.

Let's put it in tea

Along with yellow skin.

(Fingers of the same name

connected by pads -

show lemon.)

(We sharply spread our fingers apart

sides.)

(We connect the big one,

index and middle fingers

one hand and “dip” the lemon into the tea)

(Fingers in the same position

make rotational movements - “stir the tea.”)

Bibliography.

Programs of special (correctional) educational institutionsIVtype (for children with visual impairments). Kindergarten programs. Corrective work in kindergarten. M.: Exam, 2003.

Lapp E.A. Development of coherent speech in children aged 5-7 years with visual impairment. M.: Sfera, 2006.

Biryukova A. A. Self-massage for everyone. M., 1987.

Yanushko E.A. Development of fine motor skills in young children. M.: Mozaika-Sintez, 2007.

Tkachenko T.A. Fine motor skills. Gymnastics for fingers. M.: Eksmo, 2006.

Gavrina S. E., Kutyavina N. P. Developing our hands - to learn and write, and draw beautifully. Yaroslavl: Academy of Development, 1997.

Galkina G.G., Dubinina T.I. Fingers help you speak. M.: Gnome, 2005.

Koltsova M. M. Motor activity and development of child brain functions. M., 1973.

Koltsova M. M., Ruzina M. S. A child learns to speak. Finger play training. St. Petersburg: "M and M", 1998.

Druzhinina L.A. Corrective work in kindergarten for children with visual impairments. M.: Exam, 2006.

Solntseva V.A. 200 exercises for the development of gross and fine motor skills. M.: AST, 2007.

Maltseva I.V. Exercises for fingers. M: Karapuz, 2000.

Mastyukova E. M. Therapeutic pedagogy (early and preschool age). Tips for teachers and parents on preparing to teach children with special developmental problems. M: Vlados, 1997.

Filippova S. O. Preparing preschoolers for learning to write. The influence of special physical exercises on the effectiveness of developing graphic skills. Toolkit. St. Petersburg: Childhood - Press, 1999.

Savina L.P. Finger gymnastics. For the development of speech in preschoolers. M.: AST, 1999.

Borisenko I.V. Our fingers are playing. Development of fine motor skills. Ekaterinburg: Parity, 2003.

Barentsova N. Preparing the hand for writing, magazine “Preschool Education”. 1996-№2, p.89

Bezrukikh M. M., Filippova T. A. Training fingers. M.: Bustard, 2000.

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