Kaynova Tatyana Viktorovna
Job title: second group teacher early development"Bees"
Educational institution: MBDOU Kindergarten "Firefly"
Locality: Kemerovo region, Promyshlennaya town
Name of material: Methodological development
Subject: "The role of fine motor skills in the development of speech in preschool children"
Date of publication: 11/21/2015

Text part of the publication

Methodological development on the topic:

“The role of fine motor skills in the development of children’s speech

preschool age"
Developed by: Tatyana Viktorovna Kaynova, (teacher of the second early age group).

Industrial 2015

Introduction
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pedagogical problem

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1.1. Characteristics of the concept of fine motor skills in preschool children in the scientific literature…………………………………………..…………..…………..7 1.2.Features of the development of fine motor skills in preschool children age of preschoolers………………………………………….…………............................ ...12

preschool age……………………………………………………………25
2.1. Diagnosis of the level of development of fine motor skills in preschool children……………………………………………………………………….25 2.2 Using a set of methodological developments for the development of fine motor skills… ………………………………………………………………………………………….34 2.3. Evaluation of the effectiveness of the conducted pedagogical experiment…………………………………………………………………………………..52
Conclusion
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Bibliography
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Appendix 1………………………………………………………………………………………...76

Appendix 2……………………………………………………………………...................83

3
Introduction
The development of a child’s fine motor skills—fine movements of the hands and fingers—is regarded in pedagogy and psychology as one of the indicators of mental and mental development. The problem of developing fine motor skills is studied in different aspects: psychological, physiological, pedagogical. THEM. Sechenov wrote that the movements of a person’s hand are not hereditarily determined, but arise in the process of education and training as a result of the formation of associative connections between visual sensations, tactile and muscular environment. M.Yu. Kistyakovskaya showed that mastery of relatively subtle hand actions occurs in the process of development of vision, touch, and kinesthetic sense (position and movement of the body in space). The sight of an object is a stimulus for hand movement towards it. Organized hand actions are gradually formed in the child throughout the first six months of life. Fingers clenched into a fist straighten. Children begin to perform movements of grasping objects. The hand begins to act as a functional human organ. N.A. Bernstein in his theory shows that the anatomical development of the levels of movement construction begins from the first months of life and is completed by two years. Then begins a long process of adjusting all levels of movement construction to each other. Scientists have proven that the development of the hand is closely related to the development of the child’s speech and thinking. A good way to stimulate speech are games and exercises to develop fine motor skills. The fingers are endowed with a large number of receptors that send impulses to the human central nervous system. It has already been proven that even such simple exercises as “Ladushki”, “White-sided Magpie”, “Horned Goat” and others are not
4 just fun for kids. Each finger of the hand has an extensive representation in the cerebral cortex. That is why in kindergartens they pay so much attention to the development of fine motor skills: stringing beads, modeling, appliqué, etc. At the same time, the child’s intelligence develops in the most natural, healthy way. The level of development of fine motor skills is one of the indicators of intellectual readiness for school education. Typically, a child who has a high level of development of fine motor skills can reason logically, has sufficiently developed memory and attention, and coherent speech. The ability to perform small movements with objects develops in older preschool age; it is by the age of 6-7 that the maturation of the corresponding areas of the brain and the development of small muscles of the hand generally end. Parents and teachers who pay due attention to exercises, games, various tasks for the development of fine motor skills and coordination of hand movements solve two problems at once: firstly, they indirectly influence the development of speech and intellectual development of the child, and secondly, they prepare for mastery of writing skills, which will help avoid many problems in school in the future.
The purpose of the final work is
identify and implement pedagogical conditions that ensure the development of fine motor skills in preschool children.
An object:
development of fine motor skills in preschool children.
Item:
pedagogical conditions for the development of fine motor skills in preschool children.
Hypothesis:
The development of fine motor skills in preschool children will be effective if; - key concepts related to the development of fine motor skills have been studied and characterized;
5 - highlighted features of the development of fine motor skills in preschool children and preschoolers to be taken into account when drawing up a program for a pedagogical experiment; - timely diagnosis of the development of fine motor skills in preschool children is carried out.
Research objectives:
1. Study and characterize the concept of fine motor skills in preschoolers based on an analysis of scientific literature. 2. Highlight the features of the development of fine motor skills in preschool children and preschoolers. 3. Implement pedagogical conditions for the development of fine motor skills in preschool children. 4. Conduct diagnostics of the development of fine motor skills in preschool children.
Research methods:

-
analysis of psychological, pedagogical and methodological literature on the problem of development of fine motor skills in preschool children;
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observation, summing up the results of one’s own experience in the aspect of researching pedagogical conditions for the development of fine motor skills of preschool children; - modeling a system of methodological tasks and methods of their use in the educational process in order to implement pedagogical conditions for the development of speech in preschool children
.

Research base:
village Thoughtful. MBDOU "Kindergarten "Firefly". Early age group.
Work structure
: graduate work consists of an introduction, two chapters, a conclusion, a list of references, and an appendix.
6
Chapter 1. Development of fine motor skills in preschool children as

pedagogical problem

1.1. Characteristics of the concept of fine motor skills in preschool children

age in scientific literature
“The origins of children’s abilities and gifts are at their fingertips. From the fingers, figuratively speaking, come the finest streams that feed the source of creative thought” V.A. Sukhomlinsky. It’s hard to disagree with Vasily Aleksandrovich - the motor and speech centers in the brain are located nearby, and this means that the better developed fine motor skills, the more successfully speech, and not only it, will develop. There is a short but truly unique period in a person's life when a child's brain is programmed for intense formation and learning. It is no coincidence that this period of a child’s life is called the “tender age.” Therefore, starting from a very early age, the development of a child’s gross and fine motor skills must be given special attention. Scientists have proven that motor impulses from the fingers influence the formation of “speech” zones and have a positive effect on the child’s cerebral cortex. Various hand actions and finger games stimulate the process of speech and mental development of the child. The hand contains biologically active points of our body. Currently, a huge problem is the development of speech in preschool children. Therefore, one of the main indicators is the development of a child’s manual skills, that is, fine finger motor skills. Fine motor skills are a set of coordinated actions in performing small movements with the fingers and toes. Fine motor skills of the hands and the level of speech development are directly dependent on each other, which has been established for a long time. If motor skills develop normally, i.e. a child at certain stages of growth performs
7 certain actions, then speech develops normally. If fine motor skills are poorly developed, then there is a delay in speech development. This relationship can be examined using the example of human evolutionary development. Our ancient ancestors did not speak, but shouted out individual sounds, accompanying them with gestures. Over time, hand movements became more and more precise, and the area of ​​the brain responsible for hand movements developed. Along with motor skills, speech also developed. Speech development occurs in the same way in a child. First the movement of the hands, then the speech. Motor skills are a kind of foundation for speech development. V.M. Bekhterev wrote that the movement of the hand is closely related to speech and its development. V.A. Gilyarovsky noted that “the delayed development of speech, in turn, in most cases, represents a partial manifestation of general underdevelopment of motor skills.” Already from the first days of a baby’s life, his speech development begins. You need to start talking to your child from the very first days. It is during the first years of life that the maturation of the nervous system occurs. A newborn does not know how to use his articulatory apparatus; he still has to learn this. In addition, mastery of speech depends on the impressions received and life experience, which newborns do not yet have. The baby just has to find them through sound, visual, tactile and olfactory perception. In addition, the child has yet to master the language system. This assimilation occurs in three stages: 1st stage - pre-speech (from birth to 1 year), when the child masters simple sounds; Stage 2 – the stage of primary speech acquisition (from 1.5 to 4 years), in which the baby is able to reproduce simple words; Stage 3 is the stage of grammar acquisition (from 5 to 7 years), when the child masters coherent speech.
8 From a physiological point of view, it is in preschool that the nervous system is best trained. If you do not pay due attention to this, an intellectual delay in the child’s development may occur. The period from birth to 3 years is also considered the most productive in terms of the psychological development of the child. By the age of three, a child already has a certain vocabulary that he can use freely, and he also has a basic understanding of grammar. If this period has been missed, it will be very, very difficult to make up for it. You can develop your baby's hands from birth. Whether squeezing with tiny fingers, grasping and holding rattles, or trying to catch his own feet, he is already in the process of development. Our task is to help the baby make playing with pens more effective. While the child is small and cannot independently perform various exercises, it is necessary to help him, for example, bend his fingers while reading rhymes. For better impact, you should not just bend them, but lightly massage them, starting from the little finger and ending with the thumb. But when playing finger games with your baby, saying this or that poem out loud, you must not forget about the emotional coloring of what you are saying. Change the timbre and speed of speech, pause, emphasize individual words, tell stories cheerfully and expressively. The main thing is to establish emotional contact between the mother and the baby. Already in infancy, you need to massage your fingers, massaging them in the direction from the tips to the wrist, rubbing them on all sides, and then lightly press on the pad of each of them, thereby influencing the active points associated with the cerebral cortex. From the second week of a child’s life, you can do exercises with the hands. The simplest thing is a light stroking massage of the palm in a clockwise direction. In the center of the palm there is a very important point– center of speech development. An experiment that was carried out with a group of children six weeks old showed that thanks to hand massage in these children, after 1-2 months
9 the activity of the motor and speech areas of the brain increased. Thus, these data suggest that speech areas begin to develop due to impulses that come from the fingers. Thus, the improvement of speech reactions is closely related to the degree of training of finger movements. At five months, the child grasps the object not with the entire palm, but with two fingers. At six months, the baby's grasping movements become more accurate. At seven months, the baby pronounces simple syllables “da”, “ba”, “ma”, etc. At eight to nine months, the child can take a small object with two fingers and point with his hand to the object that attracted his attention. From the moment when the child develops purposeful grasping actions and the ability to firmly hold objects in his hands, all exercises begin to be active in nature, i.e. performed by the child himself. In his actions, two sides can already be distinguished: technical, i.e. how he performs actions, and semantically - why. The semantic side of actions with objects develops intensively, the baby begins to perform not only the actions of grasping, but also inserting, laying out, and shifting. The adult’s task is to activate these movements with the help of insert toys: nesting dolls, boxes, bowls, caps, etc. All these tasks are quite difficult for a baby. However, doing them is very useful for developing hand actions and eye skills. Only after going through these stages does he pronounce his first word. Development of actions with objects in the most early age has a positive effect on the formation of cognitive mental processes of perception, memory, thinking, attention, imagination, as well as on the development of speech. Scientists have proven that from an anatomical point of view, about a third of the total area of ​​the motor projection of the cerebral cortex is occupied by the projection of the hand, located very close to the speech zone. It is the size of the projection of the hand and its proximity to the motor zone that gives the basis
10 consider the hand as an “organ of speech”, the same as the articulatory apparatus. In this regard, it was suggested that subtle movements of the fingers have a significant influence on the formation and development of the child’s speech function. Therefore, in order to teach a baby to speak, it is necessary not only to train his articulatory apparatus, but also to develop the movements of his fingers. Fine motor skills of the hands interact with such higher properties of consciousness as attention, thinking, optical-spatial perception (coordination), imagination, observation, visual and motor memory, speech. The development of fine motor skills is also important because the child’s entire future life will require the use of precise coordination 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. Research on the development of child's hand movements is of interest not only to teachers and psychologists, but also to other specialists (philosophers, linguists, historians, biologists), since the hands, having a variety of functions, are a specific human organ. The ontogenesis of the development of the actions of a child’s hands is interesting. I.M. Sechenov was one of the first scientists who criticized the theory of hereditary predetermination of the development of a child’s movements as a result of the maturation of certain nervous structures. He wrote that “the movements of a person’s hand are not hereditarily predetermined, but arise in the process of education and training, as a result of associative connections between visual, tactile and muscular changes in the process of active interaction with environment" M. M. Koltsova came to the conclusion that the formation of speech areas occurs under the influence of kinesthetic impulses from the hands, or more precisely from the fingers. If the development of finger movements lags behind, it is delayed
11 and speech development, although general motor skills may be normal or even above normal. The close connection of finger motor skills with the work of speech zones is confirmed by the fact that retraining left-handers in preschool age is often one of the causes of stuttering. All these facts should be used in working with children where speech development occurs in a timely manner, and especially where there is a lag, a delay in the development of the motor side of speech.
1.2. Features of the development of fine motor skills in preschool children

age
The origins of children's abilities and gifts are at their fingertips. V. A. Sukhomlinsky The influence of movements of fingers and hands on the development of the human brain was known back in the second century BC in China. Kinesiology, the science of brain development through movement, has been around for 2000 years and is used all over the world. The unity of the brain consists of the activity of two hemispheres, closely interconnected by a system of nerve fibers. The development of interhemispheric interaction is the basis for the development of intelligence. Interhemispheric interaction can be developed using a set of special kinesiological exercises. By developing motor skills, we create the prerequisites for the formation of many mental processes. The works of V. M. Bekhterev, A. N. Leonov, A. R. Luria, N. S. Leith, P. N. Anokhin, I. M. Sechenov proved the influence of hand manipulations on the functions of higher nervous activity and speech development. Consequently, developmental work should be directed from movement to thinking, and not vice versa. The level of development of a child’s movements determines the level of his physical and mental development. The higher it is physical activity,
12 the better it develops. Therefore, starting from a very early age, special attention must be paid to the development of a child’s gross and fine motor skills. There is a close relationship and interdependence of speech and motor activity, and this makes it possible to use a more intact function to correct disorders and stimulate the development of the other. When correcting motor skills, a fairly rapid improvement in the child’s speech and thinking occurs. Systematic exercises for training finger movements, along with a stimulating effect on speech development, are a powerful means of increasing the performance of the cerebral cortex. The secret of the magical relationship between fine motor skills and speech development is that when performing small movements with the fingers, pressure is applied to the tips of the working fingers and signals are sent to the cerebral cortex, which activate the still immature brain cells responsible for the formation of the child’s speech. Thus, in order for the mechanism of self-regulation of motor and speech functions to “shift” speech development in a positive direction, it is necessary to use a variety of techniques and methods for the formation of fine movements of the fingers. The ability to work with fingers does not come to kids right away, so the task of parents and teachers is to turn learning into an exciting game. What will help develop fine motor skills? An effective means for developing fine motor skills in preschool educational institutions are finger games - a kind of exercise for the development of fine muscles of the fingers. They train the accuracy of motor reactions, develop coordination of movements, and help concentrate attention. For example, “Sticky fingers”, “Hardworking fingers”, “Beehive”, “Cabbage”, “House”, “Castle”, “Five fingers”, “Met”, “One, two, three, four, five”, “ Boat", "Goat and Kid". In the middle groups you can
13 use “Washing hands”, “Drawing in the air with hands and fingers”, “Rainbow splashes”, “Sculpting a skillful and confident hand”. In older groups - “Touch”, “Sculpt a kind and gentle hand”. The formation of touch and fine motor skills occurs in various types of subject-related practical activities. For example, when sculpting from clay or plasticine, fine motor skills develop especially well, the muscles of the fingers are strengthened, subtle movements of the hand and fingers are developed, and tactile examination skills are strengthened, especially in the process of sculpting from life. Also very useful for the development of fingers are such activities as appliqué modeling, drawing, making appliqués, working with scissors, designing from small parts, mosaics, working with stamps, and thread painting. To develop fingers and different grips, young children need to draw with thick colored crayons, and older children need thinner crayons. It is important for children to draw with pencils, paint and play with their hands. Children should be allowed, first and foremost, to use a variety of materials that stimulate their tactile and kinesthetic abilities, such as clay, finger paint, dough, sand and water. Such materials also train the hands, forcing them to tense and relax. In order to train dexterity and mobility of the hands, finger games with singing are effective. For example, “What is the thumb?”, “Thumb meets thumb.” It is well known that finger exercises also stimulate language development. To help children recognize their hands, you can trace one of the hands on paper and then name the fingers in the drawing. The child can also
14 make impressions of your brush using paint or in plaster. Playing with finger and hand puppets is also useful. Playing with a ball is also effective, as it is useful for stimulating the development of the hands. Children could, for example, sit in a circle and throw a ball to each other, saying their names, body parts, or something similar; throw the ball at the wall; play ball in pairs; throw the ball to each other; play with two or three balls at the same time; throw the ball into the air many times and catch it without letting it fall. A special place is given to such work as shading. At the beginning, stencils with geometric shapes and patterns are used for shading. Children trace the figures and then hatch not only with parallel segments, but also with waves and circular lines, semi-ovals, and loops. Children love to play “Shadow Theater” (by folding your fingers in a certain way, you can get images of various animals on the wall). To do this, you need simple equipment: a screen or wall, a table lamp (light source). Work on the development of fine motor skills in preschool children can be carried out both in the system of correctional and developmental classes, and in the form of recommendations to parents. When organizing work to strengthen arm muscles, develop dexterity and coordination of movements, a variety of sports equipment, toys and small objects are used. Personal contact with each child, an atmosphere of enthusiasm and joy help children feel confident when carrying out such exercises. To make their implementation an exciting game, you can use a variety of techniques: finger gymnastics; showing with the hands various images of “glasses”, “chair”, “bell”, “bunny”, etc.), which can be accompanied by reading nursery rhymes or fairy tales; construction from counting sticks; modeling from salt dough and warm wax; tearing paper of different thicknesses and textures
15 (cigarette, newspaper, cardboard, etc.). Children are delighted with the creation of a planned disorder in a group - tearing colored paper into small pieces, throwing them up, admiring their flight (“multi-colored paper rain”), followed by collecting the scraps and performing a collective appliqué (“rainbow”); crumpling and then smoothing a crumpled sheet of paper with the palms and fingers (preparing textured paper for drawing or appliqué). Children also like making appliques from natural materials (seeds, eggshells, etc.); laying out various images (decorative patterns, geometric shapes, letters, etc.); a set of mosaic compositions made of colored plastic on a base covered with a layer of plasticine. To make elements, you can use colored plastic containers from shampoos and food products, cut into squares measuring 1 x 1 cm. In addition, children find it interesting to string beads and buttons on wire, braid or fishing line; creating images and patterns from colored threads on fabric; winding wool or cotton yarn into a ball; tying bows and knots of various configurations; sorting and sorting various cereals and seeds (rice, millet, peas, beans, beans, etc.). During classes to develop fine motor skills, you need to take into account the individual characteristics of each child, his age, mood, desire and capabilities. The main thing is that classes bring only positive emotions to children. There is no need to put a pencil in the child’s still inept and weak hand and torment him with working on the copybooks. The first failures will cause disappointment and even irritation. It is necessary to ensure that the child’s activities are successful - this will reinforce his interest in games and activities. Fingers do not become skillful right away. Games and exercises, finger warm-ups, carried out systematically in kindergarten, at home, in the yard, in
16 time of trips to nature - from a very early age, they help children confidently hold a pencil and a pen, braid their hair and tug their shoes on their own, build construction sets from small parts, sculpt from clay and plasticine, make gifts for their loved ones, bringing them and themselves joy. If fingers develop, children will develop thinking and speech, and learning problems will disappear not only in the first grade, but also in the future. Thus, to develop fine motor skills in preschool institutions, you can use finger games, various types of object-based practical activities (modeling, drawing, design, appliqué), finger games with singing, ball games, shadow theater, mosaics and other means. In the interests of the child himself, work on developing fine motor skills should begin from a very early age. Already infant You can massage your fingers, thereby influencing active points associated with the cerebral cortex. In early and early preschool age, you need to do simple exercises, accompanied by a poetic text, and do not forget about developing basic self-care skills: buttoning and unbuttoning buttons, tying shoelaces, etc. In older preschool age, work on developing fine motor skills and hand coordination should become an important part of preparing for school. The task of teachers is to convey to parents the importance of games for the development of fine motor skills. Parents must understand: in order to interest the child and help him master new information, they need to turn learning into a game, not back down if tasks seem difficult, complete them step by step together, and do not forget to praise the child. The education and training program in kindergarten places great demands on didactic games. It says: “With the help of didactic games, the teacher carries out sensory education of children,
17 develops cognitive processes (curiosity, understanding of the relationship between simple phenomena, etc.). A child’s sensory development is the development of his sensations and perceptions, ideas about objects, objects and phenomena of the surrounding world. One of the important aspects of the development of a preschooler during his preparation for school is the development of fine motor skills and coordination of finger movements. The problem of increasing the effectiveness of complex medical and pedagogical work on the development of fine motor skills and coordination of movements of the fingers of children aged 5-6 years does not lose its relevance. Wonderful teacher V.A. Sukhomlinsky wrote that the origins of children’s abilities and talents are at their fingertips; from them, figuratively speaking, come the finest streams that feed the source of creative thought. The more confidence and ingenuity in the movements of a child’s hand with a tool (pen, pencil), the more complex the movements for this interaction, the brighter the creative element of the child’s mind, the more skill in the child’s hand, the smarter the child. The need to develop active movements of the fingers has received scientific justification. Scientists studying the activity of the children's brain and the psyche of children note the great stimulating value of the hand function. Employees of the Institute of Physiology of Children and Adolescents of the Academy of Sciences of the Academy of Sciences have established that the level of speech development is directly dependent on the degree of formation of fine movements of the fingers. It is recommended to stimulate the speech development of preschool children by training the movements of the fingers, and this, in turn, prepares the child for writing. As practice shows, many first-graders in the initial period of education encounter difficulties in mastering writing skills: children have difficulty writing, pain appears, trembling in their hands, they cry, and are nervous. Already at the very first stages of learning to write, children become dissatisfied, and parents
18 chagrin. And a moment comes when a dislike for writing appears and quickly grows, i.e. speaking the language of science, the positive motivation for learning disappears. It turns out that most modern children have a general motor lag, especially urban children. Remember, now even in kindergartens they ask you to bring shoes with Velcro. Even 20 years ago, parents, and with them their children, had to do more with their hands: sort through cereals, wash clothes, knit, embroider. Now there is a car for each lesson. A consequence of the poor development of general motor skills, and in particular the hands, the general unpreparedness of most modern children for writing and problems with speech development. More than anything else, a small child wants to move; for him, movement is a way of understanding the world. This means that the more accurate and clear the children’s movements, the deeper and more meaningful the child’s acquaintance with the world. Our task is to interest the child in completing the tasks assigned to him with pleasure, as well as to convey to parents the importance of games for the development of fine motor skills. All games and exercises are aimed at solving the following educational and methodological tasks: 1. Muscular-motor and coordination training; 2.Development of imagination and associative-figurative thinking through the variability of methodological explanations and game conditions. Finger play training is one of the types of activities with an exercise function. Along with the speed of successful development of special knowledge, abilities and skills (sensorimotor qualities), the child develops: - emotional attitude to the perceived material; - passion and involvement in the process of activity; - properties of artistic thinking and creative imagination; - ability to communicate, establish positive emotional contact; - speech development.
19 You can train your fingers from the age of six months. Systematic exercises, according to M. M. Koltsova, are “a powerful means of increasing the performance of the brain.” The formation of a child’s verbal speech begins when the movements of the fingers reach sufficient accuracy. The development of finger motor skills prepares the ground for the subsequent formation of speech. It is possible and necessary to develop fine motor skills from a very early age. First, the child must be taught the techniques of self-massage of the hands. Self-massage is one of the types of passive gymnastics; it must be performed daily, preferably two to three times a day. Self-massage has a tonic effect on the central nervous system, improves the functions of receptors and pathways. It should be noted that the development of fine motor skills will not proceed effectively without the development of general articulatory movements. Most of the motor cortex of the cerebral hemispheres is involved in the muscular movements of the larynx, tongue, mouth, and jaw. It is these organs that form speech. For normal mental development and speech development of children, it is necessary to practice the following exercises: - tongue movements: right-left, up-down, arching the tongue, rolling into a tube, rolling “nuts” behind the cheeks; - facial movements: puffing out the cheeks, stretching the lips with a tube, frowning eyebrows, smiling; - movement of the lower jaw left and right. It’s worth thinking about: if the muscles of a preschooler’s fingers are tense, they bend and straighten only together and cannot move in isolation. But, as a rule, hypertonicity of fine motor skills is often associated with (and sometimes is a consequence of general hypertonicity). Deviation from optimal muscle tone is both a cause and a consequence of changes in the mental and motor activity of children. So, muscle hypotonicity
20 is combined with slow switching of nervous processes, emotional lethargy, low motivation and rapid fatigue. The presence of hypertension, as a rule, manifests itself in motor restlessness, emotional instability, and sleep disturbances. That is why in developmental work with preschoolers, much attention should be paid to optimizing muscle tone. So-called stretching exercises can serve this purpose. Under the influence of massage, impulses arise in the skin and muscle receptors, which, reaching the cerebral cortex, have a tonic or stimulating effect on the central nervous system and serve as an excellent tool for combating hypo- and hypertonicity. The pace of speech development in children is different: some begin to speak earlier, others later. This often causes frustration for parents. The speed of mastering a word depends both on individual abilities and on the attention and participation of the adults who surround him. Systematic exercises for training finger movements, along with a stimulating effect on speech development, are, according to M. M. Koltsova, “a powerful means of increasing the performance of the brain.” The formation of a child’s verbal speech begins when the movements of the fingers reach sufficient accuracy. The development of finger motor skills prepares the ground for the subsequent formation of speech. According to psychologists and physiologists, preschool children have poorly developed small arm muscles, imperfect coordination of movements, and incomplete ossification of the wrists and phalanges of the fingers. Most children's fingers are inactive, and their movements are inaccurate or inconsistent. Children 5-6 years old have an insufficiently developed ability to assess spatial differences, on which the completeness and accuracy of perception and reproduction of forms depends. Many five-year-old children hold a spoon in their fist, have difficulty grasping a brush, pencil, or scissors correctly, sometimes cannot unfasten and fasten buttons,
21 lace up your shoes... It is by the age of 6-7 that the maturation of the corresponding areas of the brain and the development of small muscles of the hand generally end. Under the influence of kinesiological training, positive structural changes occur in the body. Strength, balance, mobility, plasticity of nervous processes are carried out at a higher level, the regulatory role of the nervous system is improved. Classes eliminate maladaptation in the learning process and harmonize the functioning of the brain. Thus, the formation and improvement of fine motor skills of the hand and fingers plays the role of a stimulus in the development of the central nervous system and all mental processes.
Chapter 2. Pedagogical conditions for the development of fine motor skills in children

preschool age

2.1. Diagnosis of the level of development of fine motor skills in preschool children

age
Due to the importance of developing fine motor skills, the issue of quickly identifying the level of fine motor skills on simple tasks remains relevant. In our country in 1923, N. Ozeretsky’s test became widespread. “Motor skills assessment tests” are combined into several groups for different components of movement: static coordination; dynamic coordination; speed of movement; strength of movement; accompanying movements. The tests are designed as a guideline for diagnosing psychomotor development in accordance age standards. Let's look at some tests for children 4-8 years old. These are tasks that require fine hand movements. For children 4 years old. "Static coordination". Closing your eyes, touch the tip of your nose with the index fingers of your left and right hands (alternately).
22 "Speed ​​of movement." Putting coins into a box (when performing this test, subjects of all ages should be warned that the coins must be placed at a certain speed). For children 5 years old. "Dynamic coordination". The subject is given a square piece of papyrus paper and asked to roll it into a ball as quickly as possible with the fingers of his right hand. "Movement speed." Putting matches in a box. For children 6 years old. "Static coordination". Drawing vertical lines. For children 7 years old. Test "Labyrinth". Two labyrinths are placed in front of the subject, who is sitting at a table; with his right hand, the subject takes a sharpened pencil and, at a sound signal, begins to draw a continuous line with a pencil until he reaches the exit from the maze. Card placement test. For children 8 years old. By alternate touching with the tip thumb alternately to the tips of other fingers of the same hand, starting with the little finger. In the last decade, attempts have been renewed to create a battery of test tasks for fine motor skills as one of the sections of the so-called cards of individual motor development. Thus, the “Teacher's Diary” presents tests for preschool children, starting from 3 years old, including tasks to identify the development of fine motor skills. Most tasks are completed with objects; selectively, N. Ozeretsky's tests are used. Testing is carried out individually with each child. For children 3-4 years old. Transferring small objects (buttons, peas, chips) one at a time from the table surface into a small box.
23 For children 4-5 years old. Stringing beads of different sizes (or buttons) onto a thick fishing line. For children 5-6 years old. Thread the lace into the shoe, lace it crosswise, tie the lace. For children 6-7 years old. Touch in turn the tip of the thumb to the fingertips of the same hand, starting with the little finger, and then in the opposite direction; perform at a moving pace, first for the right hand, and then for the left. The methods we use by no means exhaust all aspects of children’s readiness for school. But they help to identify some patterns, trends and problems in the development of fine motor skills, the formation of attention, identifying the ability to analyze, the readiness of the hand to master writing and, of course, the level of speech development. And they allow us to identify children who have difficulties already in kindergarten, and then pay special attention to them in the process of work. All proposed tasks can be carried out repeatedly. But they should not be done too often. This will lead to the child becoming trained in their implementation and the results will no longer reflect the true level of development. Correct results are obtained only if the tasks remain unfamiliar to the child. Therefore, they should be given no more than once every three to four months, or twice a year, with the exception of special cases when it is recommended to repeat the task at intervals of several days. Of particular psychological interest is the question of the prerequisites and conditions for the formation of the most complex type of speech in preschool children - written speech. L.S. once expressed certain positive thoughts on this matter. Vygotsky. “The history of a child’s writing,” he wrote, “begins much earlier than the moment when the teacher first puts a pencil in his hands and shows him how to write letters.”
24 The origins of the formation of this ability go back to the beginning of preschool childhood and are associated with the emergence of graphic symbolism. If a 3-4 year old child is given the task of writing down and remembering a phrase (children at this age, naturally, do not yet know how to read or write), then at first the child seems to be “writing down”, drawing something completely meaningless on paper, leaving There are meaningless lines and scribbles on it. However, later, when the child is given the task of “reading” what has been written down, as a result of observing the child’s actions, it seems that he is reading his images, pointing to very specific lines or scribbles, as if for him they really mean something specific. For a child of this age, the drawn lines apparently mean something and have already turned into mnemotechnical signs - primitive pointers for semantic memory. With good reason, notes L. S. Vygotsky, we can see in this mnemotechnical stage the first harbinger of future writing. A simple children's drawing is, in essence, a kind of symbolic-graphic prerequisite for a child's written speech. Speech development is determined in the tasks: “Speech antonyms”, “Speech classifications”, “Arbitrary proficiency in speech (correction, restoration and completion of sentences)”. At the same time, the first two tasks characterize the child’s vocabulary to a greater extent, and the third task characterizes the grammatical structure of speech. The generalized indicator “Speech development” consists of the sum of points for completing tasks: Task “Speech antonyms”: selection of antonyms (maximum 4 points). Task “Speech classifications”: addition of classification groups (maximum 4 points); finding a generalizing word (maximum 4 points). Task “Free speech proficiency”: correction, restoration, addition of sentences (maximum 8 points).
25 Maximum score for speech development - 20 points Data processing. For each series, the corresponding indicators are calculated. Age and individual differences in these indicators are identified. Preparation of the study. Select graphic samples - figures for the image and their verbal designations. Conducting research. Stage 1. 4 figures are used. First episode. The child is asked to look at the samples and draw in the same way: “Look, a large triangle lies on the cube,” etc. After this, the figures are removed, the child is given a blank sheet of paper and asked to draw what he saw. When the child completes the task and puts the pencil aside, the experimenter takes the sheet of paper with the drawings from him and continues the experiment. Second series. The child is shown the same figures. The experimenter calls them: “Mushroom. Pyramid. Tree. Ball." Then, having removed the drawings, the child is asked to draw what he saw. After he finishes drawing, move on to the next stage. Third series. The child is shown the same figures. This time the experimenter gives them new names: “House. Herringbone. Paw. Dandelion" The original figures are removed and the child is asked to draw what he saw. Task I. Studying the tempo of speech. Preparation of the study. Prepare a doll and 4-5 objects familiar to children (for example, a cup, rattle, dog, etc.), a box, and small balls. Conducting research. The study is carried out individually with children 3 years old. I situation - they check whether the child responds to his name; Situation II - they are asked to point to the named object;
26 III situation - they offer to show any part of the doll’s face or body; IV situation - they are asked to find a similar part of their face or body; V situation - they are asked to give the named object; VI situation - they offer to perform certain actions with an object, for example, put balls in a box. (This task may become more difficult depending on the age of the children.); By performing various exercises with his fingers, the child achieves good development of fine motor skills of the hands, which not only has a beneficial effect on the development of speech (as this causes stimulation in the speech centers), but also prepares the child for drawing and writing. The hands become mobile and flexible, and stiffness in movements disappears; this will further facilitate the acquisition of writing skills. Imagine a child standing in front of a staircase with a thousand steps leading upward. But at the very beginning, she is missing several steps, and no matter how tall and beautiful she is, neither an adult, nor even a child will be able to climb it. And if an adult (speech therapist, specialist, parent) helps the child by replacing the missing steps (impaired speech links) with auxiliary material (development of fine motor skills), then the child will climb the high stairs without bruises, injuries, or tragedies. The main thing is that each attempt to help the child is different from the previous one. It is absolutely impossible to impose help, you can only offer it. That means playing. You can achieve a lot from a child in play. And here, strengthening the hand and fingers, the adult must understand that the physical side is only part of the opportunities that open up for the child. During an examination of the state of speech, an experienced speech therapist can also examine the state of voluntary motor skills, which includes the following points:
27 - Examination of voluntary facial motor skills (quality and volume of movements of the muscles of the forehead, eyes, cheeks) using tests adapted to different ages. - Speech motor skills (strength, accuracy of movements of the lips, tongue) using generally accepted techniques in speech therapy. States of individual components of general motor skills (coordination, clarity) on a scale adapted by age. Examination of fine motor skills of the fingers (degree of differentiation of movements, ability to operate with objects). Try: - (on the right hand) with the pads of each finger in turn touch the pad of the thumb, then on the left hand, then on both hands simultaneously (“the fingers go on a visit”); - connect the fingers of one hand (pads) with the fingers of the other (“fingers say hello”); - palm straight, bend each of the fingers alternately, first on the right hand, then on the left hand. One finger is bent, the rest are straight. (“fingers are hiding.” The level of development of manual dexterity in children of senior preschool age is determined using the following games: - throwing a ball with a diameter of 10 centimeters at a wall from a distance of 1 meter, - throwing at a target located at a height of 1 meter, either right or left hand, - hitting the ball on the floor and catching it after the rebound. If within 30 seconds, the child threw the ball at the target and caught it twenty times or more - his hand coordination is good, from 15 to 20 times - satisfactory, less than 15 - insufficient, and if a child cannot catch the ball after hitting the floor or wall, not only with one hand, but also with both hands, his manual dexterity is low.
28
2.2 Use of a set of methodological developments

fine motor skills
Numerous manuals exist and continue to be developed that recommend developing children’s fine motor skills based on movements without objects, in particular, using folk nursery rhymes. This area of ​​work with children has deep roots in folk pedagogy. Z.P. Vasiltsova gave a description of folk nursery rhymes as the basis for finger games. Language folk works bright, imaginative, easy to remember. They contain a lot of endearing words (fingers, cat, little face) and addresses (sunny, some water, wash my face). They often have a dialogical form (“palms”, “finger boy”). Some are built according to the type of address (“kisonka-murysonka”, “cockerel, cockerel”), message. In accordance with the content, form, language, established tradition, and the purposefulness of telling nursery rhymes, folk songs are pronounced simply, affectionately, cheerfully, emotionally, close to lively colloquial speech. Reading nursery rhymes and folk songs is carried out in the form of a fun, exciting game, accompanied by a movement of the word, which should coincide with the moment of the movement made by the child or the action performed by the adult. Since children of primary preschool age cannot perceive rapid speech, nursery rhymes and folk songs are read slowly and clearly. For the development of fine motor skills in teaching practice, preschool children are offered: - mosaics (small and large), pyramids, sets of boxes for collecting small pebbles in them, etc.; - sets of porous sponges for training the muscles of the hand; - colored balls of thread for rewinding; - manuals on fastening buttons of various sizes, buttons, etc.; - lacing guide; - sets of small toys for the development of tactile perception “recognition by touch”; - stringing beads; - modeling from clay and plasticine; By the age of 5, the possibility of precise, voluntarily directed movements increases,
29 therefore, children are able to perform tasks that require sufficient accuracy and coordination of hand movements. These include different types of weaving made of paper and fabric. The ability to confidently use scissors plays a special role in the development of manual skills. Making paper crafts is also one of the means of developing fine muscles of the hands. As we see, pedagogy offers a wide selection of activities to develop fine motor skills in preschoolers. In addition, children are offered finger games, finger theater, where the movements are accessible to children, very exciting and children enjoy them - this is a good way to develop finger movements. Finger games have another advantage: they help in learning, help develop a sense of rhythm and imagination. The analysis of psychological and pedagogical literature on the research topic revealed the presence of a small number of diverse developments, some of which, in our opinion, are of significant interest. For example, a teacher from Moscow G. Kharkhan prefers shading and drawing, A.V. Melnikov (Krasnodar) - shadow theater, Z.I. Bogateev (Ulyanovsk) - modeling, design, etc. We have attempted to create a set of developments in which it is important to adhere to the principles of consistency, consistency, and variability of integrity. In our work, we use a set of measures to develop fine motor skills, which provides the opportunity for the child’s self-development. The preschooler himself has the right to choose from the exercises offered to him those that correspond to his inclinations, interests, and age characteristics. Currently, the institution has created a finger games library, which includes: * Finger games. * Finger games with sticks and colored matches.
30 * Finger games with tongue twisters. * Finger games with poems. * Physical education sessions, finger gymnastics. * Finger alphabet. * Finger Theater. * Shadow play. The use of elements of the theory of inventive problems (TRIZ) in the development of fine motor skills combines: - drawing with paints in various ways: with a brush, finger, candle, toothbrush, etc.; - modeling using natural materials: seeds of apples, melon, watermelon, zucchini, peas, pebbles, shells. - applique (mosaic, torn, from sticks); - paper design - origami. In the development of fine motor skills, manual labor is important: sewing, embroidery, macrame, weaving, stringing beads from paper, seeds, rowan, beads. The development of graphic motor skills is carried out through: drawing with stencils and curly rulers. Hatching, performing graphic exercises in notebooks and in entertaining copybooks for preschoolers. Occasional activities cannot produce a positive effect. To achieve the desired result, it becomes necessary to do the work on developing fine motor skills and coordination of finger movements regularly, using different forms of work: - by allocating time for this in a block of specially organized training in the form of classes; - in the joint activities of the teacher and children; - in the free independent activity of the children themselves. The programs for kindergarten that have appeared recently solve the issue of organizing the educational process in groups in different ways.
31 children of senior preschool age. Some programs emphasize educational activities, while others give preference to freer forms of child development. Each of these blocks (models) should take its place in the pedagogical process, since each is important for the effective solution of certain problems of the development and upbringing of a child. The block of specially organized training, in the form of a lesson, includes goals, the implementation of which requires the systematic setting before children of a strict sequence of special knowledge that corresponds to the logic of the development of certain abilities (sensory, development of fine motor skills, mental development, speech development), the logic of a separate subject within readiness for school, as well as tasks for the formation of elements of educational activities. The adult is always the initiator here. The block of joint activities between the teacher and children includes tasks for the development of social skills, mastering different types activities (construction, macrame, drawing, games). Working with children within this block excludes specially organized classes. A microclimate is created, based on respect in the personality of the little man, a trusting relationship between an adult and a child, the teacher acts as a partner for the children participating in joint activities, but as a partner - the initiator. At the same time, he does not oblige children to a certain kind of activity, but offers it and invites them to it by his example and participation, demonstrating examples of its organization, at the same time, as a partner, he encourages, taking into account the children’s initiative in the development of activities (in particular in the development of small motor skills). Provides conditions for activities with an “open end” so that children, if desired, can continue it independently until they exhaust their interest (initiated play, construction, drawing, shading with stencils, weaving, finger games, finger theater).
32 The block of free independent activity provides the opportunity for self-development of the child, who freely chooses activities that suit his abilities and interests. An adult is behind the circle of children's activities, providing an objective environment for children's free activity, changing and supplementing it in accordance with children's interests, while at the same time being a potential partner, ready to join their activity when asking for: support and assistance, in the implementation of their free plans, and also in conflict situations that require intervention or, if necessary, helps to enter a peer group for one or another child who shows a clear desire for contacts, but does not know the necessary methods of behavior. As already noted, each of these blocks is necessary for the development of children, and whatever the program, it cannot be implemented within the framework of only one of the blocks. We also believe that it is incorrect to interpret these components as outwardly successive stages of learning and development (first direct learning in the classroom, which then turns into “consolidation of what has been learned”, in joint, then independent activity of children with the material passing through these forms of activity). In the pedagogical process they coexist as different forms, connected by deeper relationships than simply following each other in time based on the same material. Of course, in his free activity, the child actualizes the abilities and skills that develop both in classes and in joint activities with an adult. In turn, the child’s free activity creates the necessary basis for cognitive motivation and organization of his activities in the classroom. But this does not mean at all that the entire pedagogical process should be permeated with a single theme or a single material. When drawing up a work plan, it is necessary to keep in mind the connection of these blocks with the daily routine. However, there should be no connection when
33 tough, although it is advisable to devote morning hours to classes, when performance is highest. As for the last two blocks, they cover all free time from classes. The organization of the pedagogical process in three blocks presupposes close cooperation and coordinated actions of the teacher and his assistant. With freedom of creativity and variability of programs, it is necessary to adhere to a number of requirements, without which we, practitioners, will not be able to ensure the full development and psychological well-being of the child. These are the requirements. Firstly, a reorientation from a formal disciplinary attitude towards children to all forms of communication, including the attitude towards the child as an equal subject, and not just an object of pedagogical influence. Secondly, the use of all forms of children's development, including learning in the classroom, joint activities of an adult with children, the free activity of the children themselves, the use of different types of children's activities and providing conditions for their free choice by children. Thirdly, reducing organized classes to a reasonable minimum, which does not overwhelm other forms of children’s activity in time, replacing frontal classes with subgroup ones. Fourthly, taking into account the individual characteristics of children when carrying out household and hygienic processes, the inadmissibility of their rigid frontal organization, violence against a child for the sake of formal regulations. Only taking into account all these requirements is it possible to truly humanize the pedagogical process in kindergarten as the main line of renewal preschool education. So, below we present our practical experience on the development of fine motor skills and the development of speech in preschool children. At one of the lessons we introduce children to fingers: Five and five are siblings,
34 So everyone will be born together. If you dig a garden bed, everyone holds one shovel. They don’t get bored, but play together, all with the same toys. And in winter, everyone hides in a crowd in the heated vehicles. These are the “five and five”, guess what they are called? (Fingers) - Yes, guys, these are fingers. - Why did you guess? - Why are fingers called “siblings”? - In all fingers of each hand, the “mother” is a hand. - Do you like to play with your fingers? - Show the fingers of your right (left) hand. - Ask the brothers of the right and left hands to say hello. We introduce children to the name of each finger by reading the poem: Here is the big one, or Bolshak. He is an expert at helping everyone! Lives separately from others. It can work for three! Behind him is a Pointer, His strong point is a hint. Without delay, He will show us the way to the jam. Here is the Middle Peak, or average, He is the third, not the last. Calm, very strong, like an epic hero.
35 Fourth - Orphan, child without a name, with a tin thimble Called nameless. And the fifth is Shorty, a mischievous boy, Naughty and fussy, Littlefinger is a fidget! The child is interested in absolutely everything that happens around him. He absorbs new knowledge and impressions like a sponge. And this should definitely be used. We remember that a child’s intellectual and speech development is closely dependent on physical development, so we try to select exercises that will develop the child most harmoniously. The finger games presented below can be played with one child or several. Game “Pie” (for children 3-4 years old) I remember the dough with my hands, (the child squeezes and unclenches his fingers) I will bake a sweet pie. (makes circular movements with his palms) I’ll grease the middle with jam, And the top with sweet cream, (moves his palms along the surface of the table) And with coconut crumbs (imitates “sprinkling crumbs” I’ll sprinkle the cake a little, using the fingers of both hands) And then I’ll make tea, I’ll invite a friend to visit. Game “Vegetables” (for children 3-4 years old) The hostess came home from the market one day. (the child walks with his fingers on the table) The hostess brought home from the market: (bends one finger on the Potato, both hands on each line, Cabbage, starting with the big one)
36 Carrots, Peas, Parsley And beets. (raises his hands above his head and claps Oh! his hands). Y. Tuvim At the age of 5-6 years, children cannot yet evaluate spatial differences. And the accuracy of perception and then reproduction of letters depends on this assessment. At older preschool age, children are just as poorly oriented in the concepts of “right” and “left,” “inside” or “near,” etc. Their fingers are already working better than at 3-4 years old, but still not good enough. Their movements are not yet precise and coordinated. At this age, only a few children hold a pencil or brush correctly, and many cannot tie their shoes. And only by the age of seven the development of small muscles of the hand ends, therefore, fine motor skills improve. Therefore, finger gymnastics at 5-6 years old is no less important than at 1,2, 3 and 4 years old. Game “Burbot” (for children 5-6 years old) There lived one burbot in the river, (slow movements with joined palms, simulating swimming) Two ruffs were friends with him. (movement of palms from both sides) Three ducks flew to them (flapping palms) four times a day, (bend fists) And taught them to count (bend fingers from fists, One, two, three, four, five. starting with the big ones) Game “Porridge” (for children 5-6 years old) Porridge grew in the field, (children rise on tiptoe and shake with straight arms) It came to our plate. (“walk” with their fingers on the table) We’ll treat all our friends, (On one hand they hold an imaginary
37 We’ll give a plate, a plate, they scoop porridge from it with an imaginary spoon) To a small bird, (they bend the fingers on both hands, starting with the big ones for the Hare and the fox) To the cat and the matryoshka, We’ll give everyone a spoon! (show thumbs up) Finger games are offered to children to switch to another type of activity, increase performance, and relieve stress associated with sitting. If you perform finger gymnastics while standing, approximately in the middle of the lesson, then it will serve two necessary purposes at once and will not require additional time. Traditionally, physical education sessions are carried out in combination with movements and children’s speech. Pronouncing poetry simultaneously with movement (especially for speech therapists) has a number of advantages: speech is, as it were, rhythmicized by movements, becomes louder, clearer, more emotional, and the presence of rhyme has a positive effect on auditory perception. The combination of finger exercises with speech accompaniment in poetic form allows you to achieve the greatest learning effect. Inclusion of exercises for the development of finger motor skills in physical education minutes, in classes, as well as 2-3 minutes in morning exercises. Plays a positive role in the correctional education of children with speech disorders. This allows you to: - Regularly indirectly stimulate the action of the speech zones of the cerebral cortex, which has a positive effect on correcting the speech of children. - Improve attention and memory - mental processes are closely related to speech. - Make it easier for future schoolchildren to master writing skills. In the preparatory group we teach letters to children. Children love to lay out the outline of each letter from natural materials (apple seeds, watermelon, pine nuts) from pebbles, buttons, made from paper, by tearing,
38 from threads, from fingers (finger alphabet), sculpt from plasticine (alphabet cookies). Isn't this the development of motor skills? To develop manual skills, as well as children's creativity, artistry in children, various types of staging are used. Performances and games reminiscent of theatrical performances require painstaking collaboration between children and adults. We made a finger theater, the characters of which we show small games– performances carried out in the form of dialogue: “Two Frogs”, “Girl and the Bear”, fairy tales “Kolobok”, “Turnip”, “Teremok”. With appropriate movements of the hand or fingers, children imitate the movements of the characters: tilts and turns of the head, various movements of the torso and arms of the doll. In shadow theater, the contours of the characters, the nature of their behavior, and movements are especially clearly visible. At first we adults were the performers; after watching, the children certainly wanted to try the role of actors. We taught them how to get images of birds, animals and other characters by folding their fingers in a certain way. Not all children succeeded at once, but through painstaking work they achieved results, since everyone wanted to show at least some figure. The equipment is simple: a wall or screen and a table lamp (light source). Staging with the help of finger theater, shadow theater, where fingers and hands act, has great opportunities for developing dexterity, movements of the hand and fingers, skill, accuracy, expressiveness of movements and speech development. Modeling promotes the development of fine motor skills in a child. You can start sculpting from plasticine at the age of three. Drawing is a type of activity that, along with modeling, occupies a large place in a child’s life. Drawing not only allows the child to convey his emotions and impressions, but also develops fine motor skills and promotes speech development. While drawing, the child gradually corrects the movements of his hand, he strives to use various materials available: paints, pencils, markers, pens, wax crayons, etc.
39 Now there is a fashionable trend in children's education and development - finger painting. This type of activity is essentially no different from traditional drawing, except in the technique itself. The child draws not with a brush or pencil, but with paints that are made specifically for the child to paint with his fingers. This technique perfectly develops fine motor skills. Finger painting provides unlimited possibilities for creativity. Child's handprints can be turned into entire compositions and scenes. You can draw beautiful flowers if you leave handprints in a circle; a butterfly, imprinting two palms at once; a snail, if you print a clenched fist, and a lot of other things. Any position of the palm gives a certain pattern. A half-bent palm, if placed on an edge, gives the imprint of an arc. Such drawing contributes to the development of the child’s imagination and fantasy. In addition, the child understands that hands give him great opportunities. Finger drawing teaches a child to design, to create something more complex from something simple. The big advantage of this type of activity is that the child uses not one hand, but both, which allows him to better coordinate his movements. In order to paint with your fingers, you don’t need to have paints. If you pour semolina or any other cereal into a tray (you can also use flour), you will get an excellent canvas for finger painting. For this purpose, you can use clean river sand. We encourage children to draw in every possible way. free time and we are not embarrassed by children's scribbles, because in a drawing a child reflects the world around him and gives free rein to his imagination. And what is equally important, using a pencil and paper develops motor skills of the hand. Modeling classes develop attention, improve sensorimotor skills - consistency in the work of the eye and hand, coordination of movements, and their accuracy.
40 The most common material for modeling is, of course, plasticine. This plastic material is great for modeling. Modeling from plasticine relaxes and helps relieve tension. Before starting work, you need to explain to the child what needs to be sculpted on a special board. You can pinch off small pieces and just sculpt them onto a board to begin with. This simple activity is great for developing motor skills. When the child sculpts his figurine. You should definitely ask him what it’s called and praise him. We offer exercises for modeling: Exercise “Ball” In order to mold a ball, the child must take a small piece of plasticine and roll a ball in his hands (you can mix several colors). Let him take a small ball as a basis. This exercise combines actions necessary to develop coordination and fine motor skills of the hands. From a block of plasticine using special knife(stacks) a small piece is cut off, then kneaded in your fingers until it becomes soft, after which a ball is rolled out of it. Let the child constantly compare his product with the sample. As soon as the ball is ready, you need to draw lines on it using a stack over the entire surface so that the ball really looks like a ball. During the entire exercise, the child’s entire hand and fingers work, and attention is concentrated. Exercise “Tree” You need to start sculpting from the crown, which will be presented in the form of a ball. To begin with, the child rolls a ball out of plasticine, then a cylinder. When the crown (ball) and trunk (cylinder) are ready, the child must connect them with a match. Next, the child sculpts the details. In order for the “tree trunk” to be stable, you need to strengthen it with a thin strip of plasticine, which then may well become grass. Then the leaves are molded. A shape resembling a lemon is made from a small piece of plasticine, then it is flattened, and the veins are applied using the stack. Left
41 fasten the leaves to the crown of the tree, you can decorate the crown with flowers from small flattened balls. By performing this exercise, the child learns to control his fingers, he develops imagination and memory. When working with the dough, the child uses his fingers as much as possible. He can pinch off pieces of dough and attach them to a board, slap them, roll them, leave fingerprints and entire palms. Also, working with dough involves working with other materials: beads, cereals, fabric, etc. Making beads from salt dough can be an excellent exercise. Preschool children love fairy-tale dramatizations. The finger theater can easily be replenished with dough characters. Let the kids sculpt their favorite characters or come up with their own. The development of fine motor skills is helped by children performing sweeping, confident movements without lifting their hands from the sheet of paper. This is an exercise for practicing hand movements, left-to-right and right-to-left. “We are learning to write. For what? And why? From hooks, from hooks, from circles, from circles. We can write letters. If we try, the letters will come out.” “Eights” and “Loops” are exercises for practicing the movements of the fingers, hand, and forearm. “Glomeruli” is an exercise for practicing rotational movements of the hand clockwise and counterclockwise. Winding and unwinding of glomeruli. Paper is a child-friendly and universal material; we widely use it not only for drawing, but also in appliqué and design. Mosaic application. We use this type of applique to decorate gifts and group rooms. The work begins with the simplest drawing, which we lay out in different geometric shapes (triangle, circle, square), these can be a fox, a squirrel, a bird, a cat, etc.
42 complex, up to fairy tales: “Two Greedy Little Bears”, “The Fox and the Hare”. Applique cutting from sticks also promotes the development of fine motor skills. Children are attracted by the opportunity to make paper crafts that can be used in dramatization games - this is origami. Origami is an ancient art of creating various kinds of figures from paper, it came from China. Currently, it is becoming increasingly popular among teachers and psychologists. And this is no coincidence. The educational potential of origami is very high. The attractive power of this art is its ability to awaken children's imagination, memory, spatial thinking, develop fine motor skills of the fingers, revive a flat and dumb sheet of paper, in a matter of minutes, turn it into flowers, animals, birds, striking with the verisimilitude of their forms and the intricacy of silhouettes. The topics of origami are very diverse, ranging from simple to complex. For example: butterfly, bee, bunny, flowers, fish, swan. Fun toys, for example: a jumping frog and the whole fairy tale “Four Brothers”, “About a Brave Dog” When working with scissors and glue, children learn to use materials and tools correctly, acquire many practical skills and abilities, develop fine motor skills of the fingers and coordination of movement hands. The development of graphic motor skills is of great importance for the development of hand coordination. A special place here is occupied by shading, stenciling figures or objects, using a simple and colored pencil. Stencils are offered to children on various topics: vegetables, fruits, dishes, clothes, animals, etc. Coloring books are used for shading. However, it should be remembered that these exercises represent a significant load on the vision and their duration should be no more than 5-7 minutes. Different types of activities used in work, when used purposefully, determine successful work on
43 preparing children for school, contribute to the development of fine motor skills, thought processes and speech development.
2.3 Evaluation of the effectiveness of the work carried out

pedagogical

experiment
Practical work was carried out from December 15 to April 15, 2015 on the basis of the M BDOU "Kindergarten "Firefly" in the village. Industrial with young children. Working as a teacher in a group of young children and based on the results of observations, I came to the conclusion that young children come to kindergarten with underdeveloped fine motor skills. They experience muscle tension, decreased tone, and impaired gross motor skills. Children are constrained and slow in performing movements. Many exercises turned out to be difficult for them: their fingers were unruly, inactive, too tense, the pace of even the easiest exercises was slow. Kids could grab various objects, pictures, small toys with the whole palm, and not with two or three fingers. During games, objects were forcefully pushed into holes or containers. Diagnostic data on speech development showed that passive speech predominates in children, and serious work is needed on the development of active speech. To solve this problem, I set myself the following tasks: 1. Combine games and exercises for training fingers with the speech activity of children; 2. Systematically carry out work to improve finger motor skills, allocating optimal time for it; 3. To establish: does the development of finger motor skills affect the correction of sound pronunciation; 4. Increase children’s interest in exercises by turning them into an entertaining game; 5. Confirm the feasibility of conducting such classes. The work was carried out in three stages.
44 The first stage is ascertaining, it was necessary to select tools, a methodology by which it would be possible to objectively assess the speech capabilities of young children. At the diagnostic stage, much attention is paid to familiarization with the conditions of family upbringing: the speech environment of the family, the attitude of parents to the speech development of children and the level of their competence in this matter. For this purpose, questionnaires, conversations, surveys and so-called “essays about my child” are widely used. Table 1 Diagnostic data of indicators for speech development of children of the early age group (as of December 2014) List of children Repeat small sentences after an adult Answer an understandable question from an adult Accompany a speech game - everyday and everyday actions Use speech as a means of communication with peers Listen to poems, fairy tales, stories, and pronounce the words when reading them again. 1. Marina + + - - + 2. Matvey + - + + - 3. Ruslan - + - + - 4. Diana + - + + + 5. Ilya + + - + - 6. Sofia + - + - + 7. Kirill + + - + - 8. Vika - + - + + 9. Tikhon + - - + - 10 Artem - + + - + + High level-0 + Average level-4 children + Below average level-6 children. The second stage is the formative, implementation stage, work with children is built according to the developed route. To implement this, five-minute speech therapy sessions have been introduced, which include games and exercises to
45 formation of breathing, development of auditory, visual attention and perception, coordination of movements, dexterity, general motor skills, sense of rhythm, imitation, vocabulary replenishment, as well as games for the development of manual and articulatory motor skills. At the same time, the age of the pupils, their speech and cognitive abilities are taken into account. To help educators and parents, a practical guide “Speech Toy Library” has been compiled, which includes special didactic and developmental games, entertaining exercises, conversations, joint practical actions, observations, methodologically thought-out instructions and feasible work tasks for children. At the second stage of the model's implementation, much attention is still paid to interaction with families. The main objectives are to form in parents a conscious attitude towards their own views in the child’s speech education, activation and enrichment of their educational skills. The third stage is the final stage, the stage of implementation of the information-prognostic model. This stage is aimed at summing up results and identifying prospects. To successfully conduct the experiment, it is necessary to create a positive emotional background during the lesson to motivate the use of a variety of means and material for the development of speech in children using fine motor skills. All work on the development of children's speech through fine motor skills was built on three blocks.
I block. (Finger exercises)
Development of fine motor skills of a child’s hand Development of a child’s speech Massage, self-massage Speech accompaniment, promotes the development of the articulatory apparatus, replenishing the child’s vocabulary with verbs
46 Static exercises (ring, goat, hare, fingers are friends, etc.) Development of the articulatory apparatus, development of mental processes (memory, imagination, thinking) Exercises aimed at coordinating movement (fist-rib-palm; Scissors-dog-horse; etc. Development of the articulatory apparatus, development of mental processes (memory, imagination, thinking). Finger gymnastics(Family, Baker, Fingers are friends, etc.) Gymnastics with objects (walnut, pencil, ball with spikes, rags or cotton wool, etc.) Development of mental processes (memory, imagination, thinking), perception the desire to use means of intonation expressiveness in speech is nourished, the ability to clearly pronounce sounds (with repeated repetition) and the consolidation of folklore and literary texts develops.
II block (Finger games)
Development of fine motor skills of a child’s hand Development of a child’s speech Without objects: drawings in the air (with a finger, palm), tell a fairy tale, etc. The development of mental processes (memory, imagination, thinking), the desire to use means of intonation expressiveness in speech is fostered, the ability to clearly pronounce sounds (with repeated repetition) is developed, and the consolidation of folklore and literary texts is developed. With attributes: finger theater, handkerchiefs, rubber bands, gloves. Development of mental processes (memory, imagination, thinking), the desire to use means of intonation expressiveness in speech is fostered, the ability to cleanly
47th pronunciation of sounds (with multiple repetitions). With objects: cubes, counting sticks, cereals, water, threads, laces, clothespins
,
finger pool covers, plugs, etc. Development of mental processes, activation of children’s vocabulary. Enriching children's speech with verbs, adjectives, and figures of speech.
III block.
(Creative) Development of fine motor skills of the hand Development of the child’s speech work with clay, plasticine, salt dough. Working with paper, cardboard, corrugated paper, napkins, fabric of different textures, cotton wool construction from building materials (wooden builder, Lego, mosaic, etc.) Development of mental processes (memory, imagination, thinking), desire is nurtured use means of intonation expressiveness in speech, develop the ability to clearly pronounce sounds (with repeated repetition).. Enrichment of children’s speech with verbs, adjectives, speech patterns, the use of synonyms and antonyms. Formation of coherent, descriptive speech. I worked on developing the movements of the fingers and the entire hand throughout the day: classes, sensory education games, individual work, morning stimulating exercises, physical education minutes, finger games, breathing exercises. To develop gross and fine motor skills, I began to plan more integrated activities: “Who Lives in the House”, (Speech Development and Music), “We Have a Vegetable Garden” (Physical Education and Construction), “Forest Wonders” (Speech Development and Music), “We are dexterous” (speech development and physical education), “Visiting the bunny” (drawing and music), etc. The structure of such activities provides for playful moments aimed at improving the health of children - physical education minutes;
48 finger games; -breathing exercises; -outdoor games; -relaxation. I systematically worked on developing fine motor skills in young children, devoting 5-7 minutes to it every day. The best option for the development of fine motor skills is the use of physical education minutes. Physical education, as an element of physical activity, is offered to children to switch to another type of activity, increase performance, and relieve the stress associated with sitting. If you perform finger gymnastics while standing, approximately in the middle of the lesson, then it will serve two important purposes at once and will not require additional time. Traditionally, physical education sessions are carried out in combination with movements and children’s speech. Pronouncing poetry simultaneously with movement has a number of advantages: speech is, as it were, rhythmicized by movements, made louder, clearer, more emotional, and the presence of rhyme has a positive effect on auditory perception (Appendix 1). Games and exercises aimed at developing fine movements of the fingers, which at the same time help to increase the attention and performance of children, are also included in the activities of teachers. They are also held during the hours reserved for games and during walks.
Theoretical justification of the experiment
Early age is a period especially favorable for the development of speech. Speech rebuilds all the child’s mental processes: perception, thinking, memory, feelings, desires. It opens up opportunities for completely new and specifically human forms of external and internal life - consciousness, imagination, planning, managing one’s behavior, logical and figurative thinking and, of course, new forms of communication. The following researchers dealt with the problem of speech development: N.A. Gvozdev, V.V. Gerbova, M.I. Zaporozhets, N.S. Zhukov (and
49 etc.) The rapid development of speech in the preschool period is associated with the child’s objective activity. In the second year of life, the child’s interest in everything around him increases: he wants to see, know, and pick up everything. These desires exceed the child’s capabilities, and he is forced to turn to an adult for help. However, the available means of communication (gestures, facial expressions, individual words) are no longer enough for the child to be understood, so that his increased need for communication is satisfied. A contradiction arises, which is resolved through the emergence of a new form of communication - active independent speech. This developmental leap usually occurs between the ages of 1 year 5 months and 2 years. The transition to independent speech is an important stage in the entire mental development of a child. First of all, this is the transition from infancy to early childhood. The second half of the second year of life is characterized by intensive development of the child’s vocabulary (by 1 year 8 months it reaches 100 words, by 2 years - over 300 words). At the first stage of development, the child’s speech is situational. Since it is closely related to practical activities carried out jointly with adults and peers, it most often takes place in the form of dialogue. Dialogue as a form of verbal communication has extremely great importance, as it promotes the development of social relationships in children. Through dialogue, children involve each other in a common game, activity, and establish contact. Some children do not know how to carry on a conversation with either a peer or an adult. In such cases, adults involve the child in games where there are roles for talking children, topics of conversation are suggested by the situation of the game, or involve them in memorizing small scenes from fairy tales. Children use learned figures of speech as material in dramatization games. At an early age, the child’s descriptive speech also appears. Its appearance is associated with the expansion of the preschooler’s social circle, his ideas, and the growth of his independence. Situational, condensed speech can no longer ensure complete mutual understanding when, for example, a child wants
50 tell the teacher about events that happened in the family or in the yard in which the teacher did not take part. Gestures and facial expressions, so widely used in situational speech, in this case cannot significantly help the child. The emerging contradiction between the need for communication, mutual understanding and the limited means available for this leads to the emergence of descriptive, detailed speech. An important role in its formation belongs to an adult who introduces the child to examples of such speech, its standards (fairy tales, stories). The child's understanding of speech is further developed at an early age. According to M. Lyamina, special meaning when understanding speech, the child identifies the actions with objects and the adults designate these actions in words. The child is able to understand the orders and instructions of an adult, which is one of the most important conditions for the formation of “business” communication between an adult and a child, and also allows you to guide the child’s behavior through speech. The reason for the child’s actions is already verbal communication, which was not observed during the period of pre-verbal communication. The speech of a small child arises and initially functions in communication with an adult. Therefore, the first task of education is the development of active, communicative speech. To do this, it is necessary not only to constantly talk with the child, but also to include him in the dialogue, to create the need for his own statements. A child’s own speech does not develop through imitation of others, even the most correct models. The mental development of children in the third year of life is generally characterized by an active focus on performing actions without the help of an adult, i.e. children strive for independence. You must make the most of this ability and develop it in your child so that he does not bother you with endless requests, but learns to solve his problems on his own. In addition, a two- to three-year-old
51 children further develop visual-effective thinking and form elementary judgments about the environment. Help him with this, direct his train of thought in the right direction, teach him to perceive the world around him as it is. At the same time, new forms of relationships are formed between the children themselves in the team: they gradually move from single games and side-by-side games to the simplest forms of joint play activities. Naturally, parents are the first to help them adapt to such changes. The very activity of a child at the age of two becomes more complex and varied: he is already able to distinguish entertaining play from educational and labor knowledge. We must teach him to calmly accept all types of games and activities (entertaining, developmental, and work) and gradually learn to perform individual everyday activities not in the form of a game, but as a daily duty. We should also know that at the same time the child begins to show the first rudiments of visual (drawing, modeling) and constructive activity. It is necessary not to miss this moment, to provide the child with the necessary materials, because it is precisely such creative activities that allow the child to learn to hold and control objects correctly and firmly. During this same period, we are gradually making the games more difficult. They occupy an important place role-playing games, in which the child reflects the actions of people close to him, in particular our actions, as well as the behavior of animals and convey character traits items. As a result of games and activities, the child will develop mental and intellectual processes, such as attention, memory, perception, imagination, thinking and others, and new needs and interests will also be formed. At this age, the child is able to master skills that have a huge role in his future behavioral,
52 intellectual and personal development. This refers to the baby’s ability to understand and actively use language in communication with people - to talk. Therefore, I attach great importance to the use of this fact in working with children and in cases of timely speech development, and especially where speech development is delayed. In my work, I use stimulation of speech development by training finger movements. By doing this, I solve two problems at once: firstly, I indirectly influence the general intellectual development of the child, and secondly, I prepare for mastering the skill of writing, which in the future will help to avoid many problems of schooling.
Education technology
There is a direct relationship between speech development and the level of development of general and fine motor skills. A subject-development environment “Center for Developmental Games” was created, where games were selected aimed at developing sensory perception, fine motor skills, imagination, and speech. These are games: mosaics, pyramids, sets of rings of different sizes for stringing them on a rod, inserts of different sizes, toys with opening parts, logic houses, lacing, fastening buttons, buttons, games with pencils, walnuts and grits, finger pool. The group has a developing wall where children use their hands to remove and attach fairy-tale heroes, different objects help to tell familiar tales, while developing coherent speech. The ability to freely and naturally use the movements of one’s hands is cultivated special exercises- the initial stage preceding classes on the development of fine motor skills of the hands. Through simple exercises that are easy to understand and perform, children learn to subtly perform voluntary movements at the command of an adult. At the same time, you need to ensure that the exercises are performed without excessive tension and at the same time clearly and expressively.
53 You need to start with simple exercises. Having demonstrated the exercise 2 times, then invite the child to perform it only on command, without demonstration. This develops his auditory attention. 1) “Hands to the sides.” The arms are raised to shoulder level and form one line with them. 2) “Hands forward.” The arms are raised to shoulder level and parallel to one another. 3) “Hands up.” The arms are raised vertically and approximately parallel to one another. It is necessary to ensure that there is no excessive tension in the shoulders and arms. Relaxation exercises will help here. 1) Stand up, bending slightly. Hands to the side. Then drop your hands “like strings.” 2) Solid and soft hands. The child raises his arms to the sides (or forward) and stretches them to the limit from the shoulder to the fingertips. Then ease the tension: shoulders drop, elbows, hands, fingers bend slightly. When inviting your child to perform various hand exercises, you need to gradually complicate them. Let him perform various “roles”. "Parsley"
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Leaning slightly. Straight hanging arms swing to the sides, then cross. “Pendulum” - Leaning slightly. Hands down, in front of you; swing parallel to the right - left. "Ballerina" - Standing. Wide swing of arms spread to the sides. Rise up on your toes. Swing of the hands. Games and exercises with the ball are very useful: - shifting and then throwing the ball from hand to hand; - throwing the ball to different heights and catching the ball with two hands and one; - throwing the ball to different heights and catching it after additional movements. Along with the games described for training fine hand movements, I
54 I use a variety of exercises without speech accompaniment: “Fingers say hello” - the tip of the thumb of the right hand alternately touches the tips of the index, middle, ring and little fingers. “Say hello” with the fingers on your left hand, and then on both hands at the same time. The “little man” - the index and middle fingers of the right (and then the left) hand - “runs” across the table. “Baby Elephant” - (the middle finger is put forward - the trunk, and the index and ring fingers - the legs) “walks” along the table. “Wasp” - straighten the index finger of your right hand and rotate it. Make the same movements with the index finger of your left hand and simultaneously with the index fingers of both hands (“wasps”). “Tree roots” - hands intertwined, fingers spread out and down. "Trees
»
- Raise both hands, palms facing you, fingers spread wide. “Glasses” - form two circles from the thumb and index fingers of both hands, connect them. In my work I also used finger games with speech accompaniment. Finger games seem to reflect the reality of the surrounding world - objects, animals, people, their activities, natural phenomena. 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. Finger games with speech accompaniment are the staging of any rhymed stories or fairy tales using the fingers. Many games require the participation of both hands, which allows children to navigate the concepts of “right”, “left”, “up”, “down”. These games are very important for developing children's creativity. If a child masters one finger game, he will definitely try to come up with a new performance for other rhymes and songs.
55 Here are some examples of finger games that I taught with children. (Appendix 1.1) The development of manual skills is impossible without timely mastery of self-care skills: at an early age, a child has difficulty fastening and unfastening buttons, zippers, snaps, tying shoelaces, knots on a scarf, etc. It is important to develop fine motor skills precisely through these types of activities and the feasible participation of children in household chores: setting the table, cleaning the room, toys, etc. These daily activities not only have high moral value, but are also good systematic training for the fingers. To develop fine manual coordination, it is also important that the child systematically engage in a variety of manual activities. This includes drawing, modeling, constructing from small parts, laying out patterns from mosaics and counting sticks. All of these are effective ways to develop fine motor skills and speech development in children. During such games, the child receives a lot of positive emotions, which is very important for his full mental development. In the book corner of the speech zone, the “artistic and aesthetic” section is replenished: nursery rhymes, poems with the participation of hands and fingers, which help the child to better remember the text, and the child’s imagination also develops, and the baby’s mental activity is activated. I replenish the game card index with cards with outdoor games in sections: breathing exercises, physical education minutes, relaxation, stimulating gymnastics, which includes a system of exercises for speech correction.
Effectiveness of experience
Working on the development of fine and gross motor skills in young children, I achieved certain results. According to my observations, the coordination of the articulatory apparatus has improved in children, noticeably
56 the time required to produce sounds was reduced, and the overall coordination of children’s movements was improved. By performing various exercises with their fingers, children achieve good development of fine motor skills of the hands, which not only has a beneficial effect on the development of speech (since this inductively excites the speech centers), but also prepares them for drawing and writing. The hands acquire good mobility and flexibility, stiffness of movements disappears, this further facilitates the acquisition of writing skills. At the end of the year, I conducted diagnostics on the speech development of young children. Table 2 Diagnostic data of indicators for the development of speech of children of the early age group (for the month of April 2015) List of children Repeat small sentences after an adult Answer an understandable question from an adult Accompany a speech game - everyday and everyday actions Use speech as a means of communication with peers Listen to poems, fairy tales, stories, and pronounce the words when reading them again. 1.Marina + + - + + 2.Matvey + + + + - 3.Ruslan + + + + + 4.Diana + + + - + 5.Ilya + - + + + 6.Sofia + + + + + 7. Kirill + - + + + 8.Vika + + + + + 9.Tikhon + + - + + 10Artem + + + + - + High level - 6 children + Average level - 4 children + Below average level - 0 children
57 The results of partial testing of the presented work on the development of fine motor skills in preschoolers confirmed quite high results: high level - 4 children (40%), average level - 4 children (40%), low level - 2 children (20%). Analysis of the results of observations of children using the methods of A.L. Wenger, tests by N. Ozeretsky showed that after the active implementation of the complex of presented developments in children, speech became more intelligible, sensorimotor reactivity, movement coordination, and psychological and physiological characteristics improved. This is confirmed by more accurate hitting of throwing objects on target, a clearer trajectory of hand movement when performing fine motor tasks, and a reduction in time for understanding and completing tasks related to speech development. I believe that the increase in time allocated for independent and especially joint activities has made it possible to pay more attention to individual communication with the child and meeting his needs. Children have increased cognitive activity, a desire to learn new things, and an interest in writing, reading, and storytelling. I noticed that all the work carried out in the form of “Finger training” and the use of TRIZ elements increased the performance of children in classes, relieved the load, which in turn had a positive effect on the acquisition of skills, improvement of visual and auditory perception, development of visual, figurative and logical thinking , voluntary attention, creative imagination, on the development of speech, fine motor skills and hand coordination. It can be argued that a child’s adaptation to school conditions will be more successful if he has sufficiently developed cognitive interests, the ability to voluntarily control his behavior, and subordinate private goals to more significant ones. The child is able to widely use basic mental operations, he has good memory, developed skill
58 control your actions. And if by the age of seven he has well-developed fine motor skills and coordination of finger movements, he has mastered basic graphic skills and speech, then this will be enough for his successful education at school and further work. The level of development of fine motor skills is one of the indicators of intellectual readiness for school education. Typically, a child who has a high level of development of fine motor skills can reason logically, has sufficiently developed memory and attention, and coherent speech. Therefore, in preschool age it is necessary to create conditions for the child to accumulate motor and practical experience and develop manual skills. Working with parents is one of the most important areas in my work to create favorable conditions for the development of fine motor skills and coordination of finger movements. The main task at the initial stage of working with parents is to form and stimulate the motivational attitude of parents to work with their children. The use of various forms of work with parents helped me achieve good results, these are:  Individual conversations.  Consultations for parents, during which I explain that it is necessary to teach the child to manipulate objects, so that among his toys there must be toys such as pyramids, building materials, for boys - cars, construction sets, for girls - dolls. I define recommendations to parents in the form of instructions in which I convince them to give their children more independence when dressing: independently fasten and unfasten buttons, buttons, zippers, since these actions are basic, they form manual skills. Consultations “Development of fine motor skills of hands in young children” “Finger gymnastics”. “Workshop for parents

One of the most important problems Child development and educational psychology is the problem of the development of fine motor skills. THEM. Sechenov and I.P. Pavlov attached great importance to the muscle sensations that arise during articulation. Sechenov wrote: “It even seems to me that sometimes I don’t think directly in words, but always with muscle sensations.” Pavlov also said that speech is, first of all, muscle sensations that go from the speech organs to the cerebral cortex. Turning to anatomical relationships, the researchers noticed that about a third of the total area of ​​the motor projection is occupied by the projection of the hand, located very close to the speech motor area. This led to the idea that training fine movements of the fingers would have a great impact on the development of active speech in a child. Employees of the Institute of Physiology of Children and Adolescents of the St. Petersburg Academy of Psychological Sciences (M.M. Koltsova, E.I. Isenina, L.V. Antakova-Fomina) confirmed the connection intellectual development with finger motor skills. MM. Koltsova came to the conclusion that the formation of speech areas occurs under the influence of kinesthetic impulses from the hand, or more precisely from the fingers. Parents and teachers have always been concerned with questions: how to ensure the full development of a child? how to prepare him for school? One "practical" answer to both of these questions is to develop children's fine motor skills and improve coordination. Typically, a child who has a high level of development of fine motor skills is able to reason logically, his memory, thinking, attention, and coherent speech are quite well developed. The level of development of fine motor skills is one of the indicators of a child’s intellectual readiness for school. Fine motor skills are the basis of development, a kind of “locomotive” of all mental processes. Therefore, developed, improved movements of the fingers contribute to a faster and more complete formation of speech in a child, while undeveloped manual motor skills, on the contrary, inhibit such development. Psychologists have been interested in finger games for a long time. However, only in recent years has the trend of using finger games to develop fine motor skills of a child’s hands emerged. This modern independent direction of practical psychology has gained enormous popularity. But in modern literature, the practical aspects of the use of finger games in the activities of psychologists and kindergarten teachers are poorly covered. preschool institutions as a means of developing a child’s motor skills. The relevance of this problem was determined by the topic of the abstract: “Development of fine motor skills of the hands in preschool children.” Goal: identifying the features and possibilities of using finger
games to develop fine motor skills of preschool children. Objectives:  Explore the concept of “fine motor skills” in psychological research.  Identify features of the development of fine motor skills in preschool children.  Develop a system of activities for preschool age using finger games.
Chapter 1. Psychological aspects of studying the development of fine motor skills

1.1. The concept of fine motor skills in psychological research
Fine motor skills are a set of coordinated actions of the nervous, muscular and skeletal systems, often in combination with the visual system in performing small and precise movements of the hands and fingers and toes. The term dexterity is often used when referring to motor skills of the hand and fingers. V.A. Sukhomlinsky wrote that the origins of children’s abilities and talents are at their fingertips, figuratively speaking, the thinnest streams that feed the source of creative thought. The more confidence and ingenuity in the movements of a child’s hand, the more subtle the interaction of the hand with a tool (pen, pencil...), the more complex the movements necessary for this interaction, the brighter the creative element of the child’s mind; The more skill in a child's hand, the smarter the child. It has been established that when techniques for developing fine motor skills of the hand are included in the content and technology of teaching writing, reading, mathematics and, especially, such subjects as labor and physical education, there is naturally a significant improvement in children’s academic performance and the development of school-significant mental processes (memory, attention, thinking). The positive changes are especially significant in children who are initially the most lagging behind in the development of school-related functions. The need to develop active movements of the fingers has received scientific justification. Scientists studying the activity of the children's brain and the psyche of children note the great stimulating value of the hand function. Employees of the Institute of Physiology of Children and Adolescents MNN have established that the level of speech development is directly dependent on the degree of formation of fine movements of the fingers. According to the famous researcher of children's speech M.M. Ring –
“The movements of the fingers, historically, during development, turned out to be closely related to speech function.” The first form of communication of primitive people was gestures, and the role of the hand was especially important here. It was the hands that made it possible to develop, through gestures, that primary language with the help of which primitive people communicated. The development of hand and speech function proceeded in parallel. The development of a child’s speech is approximately the same. 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. There is reason to consider the hand as an organ of speech - the same as the articulatory apparatus. From this point of view, the projection of the hand, there is another speech area of ​​the brain. All thought processes of consciousness, both conscious and unconscious, are reflected in small movements of the fingers, hand position and gestures. The degree of development of children's speech is directly dependent on the level of development of fine motor skills of the hands. It is necessary to develop fine motor skills at any age - both children and adults. Teachers and psychologists dealing with problems of development of preschool children and junior schoolchildren unanimously agree that fine motor skills are very important, since through it such higher properties of consciousness as attention, thinking, coordination, imagination, observation, visual and motor memory, and speech develop. The development of fine motor skills is also important because in life, when the child grows up, the child will need precise coordinated movements to write, get dressed, and also perform various household and other actions. Back in the middle of the last century, it was found that the level of speech development of children directly depends on the formation of fine motor skills of the hands. If the development of finger movements lags behind, then speech development is also delayed, although general motor skills may be higher than normal. Numerous studies by teachers have proven that finger movements stimulate the development of the central nervous system and accelerate the development of a child’s speech. Thus, by developing fine motor skills in a child, and thereby stimulating the corresponding parts of the brain, or rather its centers responsible for finger movements and speech, which are located very close to each other, the teacher also activates neighboring parts responsible for speech. If a child has well-formed fine motor skills of the hand, then speech develops correctly, and the intensive development of speech at an early age, according to D. B. Elkonin, should be considered not as a function, but as a special
an object that a child masters in the same way as he masters other tools (spoon, pencil, etc.). This is a kind of “twig” in the development of independent objective activity. Research by G. L. Rosengard-Pupko6 showed that speech is extremely important for the development of perception. In objective activity, perception develops. L. S. Vygotsky spoke about early age as the age of intensive development of perception. Thus, we can build the following chain of development: fine motor skills – speech – perception. This statement can be illustrated with the following examples: if a child is shown a cactus, given the opportunity to touch it with his hand, and then asked to draw it, the child, as a rule, will depict it with greatly exaggerated spines. If, in another experiment, we compare what a child does when he visually examines or actively feels the grating with its subsequent graphic representation, then we will notice that it is depicted as either “holey,” that is, consisting of circles, or “angular,” consisting of lines that look like railroad tracks. In the first case, the child felt the grid as if from the inside, sticking his fingers into the holes of this grid; in the second case, he was more interested in the intersection of the crossbars. That is, at first the child uses his fingers to feel the object; the better his fine motor skills are developed, the greater the understanding of the object the child will receive, the more fully he will be able to describe it verbally. The use of such skills contributes to a more complete perception of an object, distinguishing it from a number of others, justifying its distinctive features, memorizing them, that is, the formation of the child’s thinking and memory also takes place. We can find confirmation of this thesis in the works of psychologists. For example, according to L. S. Vygotsky, all mental functions at this age develop “around perception, through perception and with the help of perception.” That is, it is thinking, memory, and attention. Consequently, our chain can be supplemented: fine motor skills – speech – perception – higher mental functions (thinking, memory, attention). Our wise ancestors knew about the wonderful properties of fine motor skills. Funny folk nursery rhymes are passed down from generation to generation: “Ladushki-Ladushki”, “Magpie-white-sided” and other finger games. Teacher Vasily Sukhomlinsky wrote: “The child’s mind is at his fingertips.” And the famous German scientist Emmanuel Kant called the hands the visible part of the cerebral hemispheres. Successfully used manual skills in working with children Italian
humanist and teacher, author of the world-famous known technique Maria Montessori. In her opinion, sensory development is of great importance in early preschool age. A child’s knowledge of the world around him begins with “living contemplation”, with sensory processes - sensations, perceptions, ideas. Their development in a child creates the necessary prerequisites for the emergence of more complex cognitive processes (memory, imagination, thinking). The formation of many abilities (for example, musical, visual) is also associated with the development of sensations and perceptions. And sensory development is directly related to fine motor skills of the hand, because touch is one of the five human senses, with the help of which children at an early age receive a huge amount of information about the world around them. Correct formation of fine motor functions is all the more important because in early and preschool childhood sensory processes develop especially actively. Maria Montessori said that every movement of a child is another fold in the cerebral cortex. Exercise in daily life is very important for young children. Finger training is a powerful tonic for the cerebral cortex. The correct development of fine motor skills also determines the formation of sensorimotor coordination in a child - the coordinated action of hands and eyes. With the help of vision, the child studies the surrounding reality, controls his movements, thanks to which they become more perfect and accurate. The eye, as it were, “teaches” the hand, and with the help of manual movements in objects manipulated by the child, more new information is revealed. Vision and hand movements become the main source of the child’s knowledge of the surrounding reality. By studying all kinds of objects, touching and feeling them with his hands, the child comes to understand causal relationships. The older a child gets, the more actively he uses his hands and fingers to repeat what he sees or carry out his plans. He builds houses, towers and bridges, draws animals and people, letters and numbers, and eventually learns to write. When performing all these actions, the gas helps the hands. According to Montessori, with the help of exercises that develop fine motor skills, the child learns to take care of himself and his things, learns to fasten buttons correctly, sew them on, and lace shoes. That is, fine motor skills of the hands are also associated with the formation of a child’s independence, and therefore the development of fine motor functions, coordination of movements, concentration of attention, the ability to complete the chosen work, and enjoy what is done is very important for
formation of a person’s personality as a whole. Recent decades have been characterized by increased attention to the study of the mechanism of psychomotor development of fine motor skills in children. In a collection of scientific articles edited by B.A. Ashmarin, a description is given of the study of fine motor skills, which are considered as motor qualities, and conclusions are drawn that the connections between the morphological signs of physical development and mental processes are carried out mainly through psychomotor skills. Numerous studies conducted by E. Fleishman allowed him to identify the following areas of study of fine motor skills:  Fine coordination of movements - these are precise movements of large muscle groups (movements with arms, legs)  Coordination - reflects the movement of arms, legs, or simultaneous movement of legs and arms.  Manual dexterity – coordinated and rapid movements, hand actions with relatively large objects. The main functions of the motor subsystem are the implementation of motor acts and maintaining the necessary posture. V.V. Nikandrov considers motor skills as a system of motor reactions and identifies the following components in it: 1. Background motor skills is a continuous state of motor systems, which is, as it were, a motor background for the manifestation of mental activity. It includes: o Muscle tone - mild, persistent muscle tension, not accompanied by fatigue, aimed at maintaining body statics and balancing various movements, and also signaling potential motor activity. Muscle tone usually involves the rapid inclusion of muscles in work, that is, their pre-start readiness to perform movements. o Tremor – rapid rhythmic oscillatory movements of body parts caused by involuntary contractions of the corresponding muscles. Tremor plays the role of a factor stabilizing the main movement, which may be performed inaccurately due to the time delay of the corrective
afferent nerve impulses continuously entering the effector centers along the movement. Thus, tremor contributes to successful accurate execution of the main movement. o Spontaneous motor activity is involuntary continuous micromovements of skeletal muscles, caused by the interaction of the body with the environment and aimed at maintaining its overall energy balance and leading to imperceptible general vibrations of the body. The reasons for these fluctuations are not fully understood. 2. Motor reactions to individual stimuli are individual reactions to a specific stimulus: o Sensorimotor reactions are a motor response to sensory stimulation. In a broader sense, this is the interaction of sensory and motor components of mental activity. Based on sensory information coming from the analyzers, movements are launched, regulated, controlled and corrected. o Emotional-motor reactions are a group of reactions caused by the interaction of affective and motor components of mental activity. In fact, these are motor responses to affective, primarily emotional, experiences. The functions of emotions are realized in these reactions. o Ideomotor reactions. Their essence consists in the execution of movements that he thought about, barely noticeable even for the subject himself. In other words, the idea of ​​any movement, even without the intention to perform it, causes impulses in the corresponding muscles, which leads to the actual execution of this movement, but only at a very small, almost imperceptible amplitude. V.V. Nikandrov also identified the main characteristics of fine motor skills: Strength - the maximum level of physical tension developed by the main groups of skeletal muscles of an individual. Speed ​​is the individual’s inherent speed (average and maximum) of performing movements.
Coordination is the coordination of various movements in time, space and strength in order to achieve a certain motor result. Plasticity is the consistency of amplitudes (spatial boundaries) of movements, allowing a smooth transition from one movement to another, combining them into an integral complex with a single expressive effect. Dexterity – a high degree of coordination and speed combined with economy and rationality of movements. Endurance is the ability to maintain a given level of motor characteristics (strength, speed, accuracy, modality, coordination, tempo, rhythm) during prolonged or repeated performance of movements. Thus, fine motor skills are a set of coordinated actions of the nervous, muscular and skeletal systems, often in combination with the visual system in performing small and precise movements of the hands and fingers and toes. The need to develop active movements of the fingers has received scientific justification. Scientists studying the activity of the children's brain and the psyche of children note the great stimulating value of the hand function. One of the main conditions and indicators of a child’s physical and neuropsychic development is the timely and comprehensive development of his movements. Movements improve the functions of the central nervous system. During movements, all physiological processes occur more intensely, which leads to improved functioning of the relevant organs. The influence of physical activity on the physical and neuropsychic development of children is especially great. Untimely development of movement has a detrimental effect on the child and creates difficulties for his full development at an older age.
1.2. Features of the development of small
The development of fine motor skills in preschool age is associated with the anatomical and functional maturation of nerve fibers and the establishment of coordination levels. A fruitful study of motor skills is possible only with a holistic understanding of mental and motor activity and recognition of its integrative nature. Development can be viewed in terms of motor, sensory, and cognitive-mental components. One of the conditions and indicators of good motor and mental development of a child is the timely and comprehensive development of his movements. Movements
improve the functions of the central nervous system. During movements, all physiological processes occur more intensely. Nerve impulses arising when performing various movements stimulate the development of the brain, including the motor areas of the cerebral cortex. The earlier and more fully the movements develop, the faster, based on the work of “lower centers” (including motor ones), the formation of functional systems of higher mental functions begins. If at an early age movements develop insufficiently, with a delay, then higher mental functions will develop with a delay. At later stages of ontogenesis, the formation of movements continues, but occurs indirectly, under the influence of the second signaling system (“higher centers”): the levels of control of voluntary movements develop and improve in the brain. Motor function is dominant from birth. Anatomically immature nerve fibers change their structure, develop and mature thanks to the nerve impulses that pass through them during movement. Consequently, movements provide the child with anatomical maturity of the nervous system, which in turn is a necessary condition for full development. Thus, the essence of the development of motor skills in ontogenesis lies not only in the biologically determined maturation of morphological structures, but also in the accumulation on their basis and with their help of a person’s individual motor experience. Throughout life, the individual continues to replenish this psychomotor experience, acquire new skills, abilities and coordination combinations. The main features and patterns of motor development of a preschool child can be understood by the theory of Russian physiologist N.A. Bernstein. The author of the theory shows that the basis of any motor act is complex, hierarchically organized systems of sensory corrections, which are formed in a person as he masters various motor actions and provide the foundation for the development of a person’s physical qualities. Children 3-7 years old are distinguished by mobility and motor richness, which are manifested in expressive, visual and everyday motor skills. Due to underdevelopment of cortical mechanisms, children at this age experience difficulties in performing precise movements. By the age of seven, due to the final anatomical maturation of motor mechanisms, children’s coordination of movements improves, and more quickly
dynamic stereotypes of movements are developed and consolidated. At 3-4 years old, a child has not only been walking impeccably for a long time, but also running and jumping. This means that the mechanisms for coordinating all kinds of locomotion and maintaining balance have been developed long ago and firmly. Children from 3 to 7 years old are usually agile, agile, and graceful. All their motor activity is free, relaxed, begins and ends according to their psychophysiological needs. On the other hand, grace and locomotor mobility in children are combined at the same time with a very low level of general bodily (not to mention manual) dexterity. This “graceful clumsiness” so characteristic of them is explained by the fact that agility, which is a kind of motor agility, resourcefulness, and the ability to quickly combine adequate motor formulas, requires high functional development of cortical levels, and their saturation with psychomotor experience. Movements gain strength and precision. At preschool age, the intensive process of development of the child’s motor functions continues. The most important increase in many indicators of motor development (muscular endurance, spatial orientation of movements, visual-motor coordination) is observed precisely at the age of 6 - 7 years. In preschool age, movement experience accumulates and motor control develops. The development of movements of a preschool child occurs in close contact with his mental development. During this period, psychomotor progress is observed. The higher cortical levels of movement organization begin to come into operation, which ensures the progressive development of precise power movements, and also creates the necessary conditions for mastering an increasing number of motor skills and objective manual manipulations. All this is of undeniable importance for the overall mental development of the child. After all, movements, motor acts, being an external manifestation of any mental activity, have a mutually inverse effect on the development of brain structures. This applies to the greatest extent to the movements of the fingers. It has been established that the level of formation of fine movements of the fingers is closely related to the level of speech development of the child; if the development of finger movements corresponds to age, then speech development turns out to be normal; When the development of fine finger movements lags, speech development is also delayed. The development of motor skills plays an important role in mastering writing. The latter is the most complex psychomotor skill, the successful development
which is based on the coordinated interaction of all levels of movement organization, which, as a rule, have already achieved the necessary development by the beginning of primary school age. In preschool age, in the formation of movements and motor skills, the role of imitation and the role of verbal explanation are very important. B.B. Kosov noted that the main factor in psychomotor development is voluntary movement. A.R. Luria put forward the position that the development of voluntary movements in a child begins with the emergence of his ability to carry out the verbal instructions of an adult. Starting from 3 to 4 years old, a verbal instruction from an adult can stop an action that has begun or switch the child from one action to another. Within the sensory component of psychomotor activity, the following changes are observed. The period of preschool childhood is a period of intensive sensory development of the child. The sensory development of preschool children includes two interconnected aspects - the assimilation of ideas about the various properties and relationships of objects and phenomena and the mastery of new perceptual actions that allow them to perceive the world around them more fully and comprehensively. Already in early childhood, the child accumulates a certain stock of ideas about the various properties of objects. Individual ideas begin to play the role of models with which the child compares the properties of new objects in the process of their perception. At preschool age, there is a transition from the use of such object samples to the use of generally accepted sensory standards. The assimilation of sensory standards occurs as a result of the action of perception aimed at examining the properties and relationships that should acquire the meaning of the samples. By the age of 6, apperception gradually begins to develop - the influence on the perception of one’s own experience, and therefore, perception becomes meaningful, purposeful, and analytical. It highlights voluntary actions - observation, examination, search. The emergence of stable figurative ideas leads to the differentiation of perceptual and emotional processes. The child’s emotions become associated mainly with his ideas, as a result of which perception loses its originally affective character. In preschool age, the accuracy and speed of perceptive action when solving perceptive problems increases, and the number and amplitude of movements of the receptor apparatus collapse and decrease. This turns out to be possible due to the internalization of individual
operations, the formation of external indicative actions, due to the transfer of means of implementation to the plan of representations, the formation of internal standards.
Chapter 2. Using finger games in the development of fine motor skills

preschool children

2.1. Finger games as a means of developing children's fine motor skills

preschool age
In preschool age, play is the type of activity in which a personality is formed and its internal content is enriched. Numerous psychological and pedagogical studies have convincingly proven that the diversified development of a child occurs through play. Play is a universal form of children's activity. Every game is connected with the work of fantasy, since the object of games is largely woven by imagination. However, the game requires at least a drop of reality as the initial basis for the work of fantasy. The game satisfies the child’s need for movement, provides for mental activity, which is always associated with the work of the imagination, since the child does not copy reality, he combines different impressions of life with personal experience. On the one hand, games create a cheerful, joyful mood, making children’s lives complete, on the other hand, the child’s cognitive development occurs in the game, since while playing, the child learns about the world around him. The game gives you freedom. You cannot play “by order”, only voluntarily. Children choose the game themselves and organize it themselves. But at the same time, the game is characterized by regulation, since in no other activity there are such strict rules, such conditioning of behavior as here. The game is social in origin and content and cannot fully develop without communication with adults and without various impressions about the world around us. The indicated features of the game are also characteristic of finger games, which belong to the types of games that originate in the historically established traditions of the ethnic group. Finger games satisfy the need for active movements, as they provide an opportunity to stimulate motor activity and improve the quality of movements. Finger games are associated with the work of fantasy and involve mental activity associated with the work of imagination and memory.
Finger games are very emotional on the one hand, and on the other hand they create conditions for learning about the world around us. G.V. Plekhanov drew attention to the fact that the game is social in its content, since children reflect in the game what they see around them. Finger games also reflect the reality of the environment - objects, animals, people, their activities, natural phenomena. Play is social in the way it is played. Play activity, as proven by A.V. Zaporozhets, V.V. Davydov, N.Ya. Mikhailenko, is not invented by the child, but is given to him by an adult who teaches the child to play and introduces him to the established methods of play actions. Finger games are also social in their methods of implementation, since during the game children repeat the movements of adults. Any game is characterized by the presence of an imaginary situation. Finger games are the staging of any rhymed stories or fairy tales using fingers and hands. Many finger games require the participation of both hands, which allows children to navigate the concepts of “right”, “left”, “up”, “down”, etc. The exercises are accompanied by reading poetry, for example: Turtle Hands clenched into fists, thumbs inside. Then show your thumbs and hide them back. Here is my turtle, she lives in a shell. She loves her home very much. When she wants to eat, she sticks her head out. When she wants to sleep, she hides it back. Games, including finger games, are very emotional and exciting. They promote the development of speech and creative activity. According to the international classification, games that combine finger movements with short rhythmic poems are divided into two types: 1) fingerplay - actual finger games, sedentary, 2) action rhyme - games that, in addition to fine motor activities, include movements of the whole body: jumping, running place, movements of arms, legs, head. Sayings and nursery rhymes that accompany finger games make them as effective as possible, as well as simply funny and interesting. Thus, finger games are among the types of games that take their toll
beginning in the historically established traditions of the ethnic group. Finger games are games that combine movements of fingers and hands, with short rhythmic poems, and dramatization of any rhymed stories and fairy tales.
2.2. Possibilities of using finger games in the development of small children

motor skills of preschool children
Scientists who studied the activity of the children's brain and the psyche of children noted the great stimulating value of the hand function. Studying the level of development of fine differentiated movements of the fingers and hands usually leads the teacher to the disappointing conclusion that in most of them the movements are not focused and accurate enough, and do not subordinate well to the tasks of the activity. Finger games are an important part of motor development work. Finger games are an excellent means of developing fine plastic movements in a child. Finger games, in addition to training the hands, provide socialization for the child, as he communicates with adults and children if the activity is carried out in a group. During finger games, children, repeating the movements of adults, activate hand motor skills. This develops dexterity, the ability to control one’s movements, concentrate attention on one type of activity, and develop speed of movement and clarity. MM. Koltsova came to the conclusion that the formation of speech areas occurs under the influence of kinesthetic functions from the hands, or more precisely from the fingers, since in this case excitation occurs inductively in the centers of speech. Speech centers also develop due to the fact that the game is accompanied by rhyming pronunciation, or singing. Finger games prepare a child's hand for writing, which is an important psychomotor skill. Many finger games involve the participation of both hands, which makes it possible to develop simultaneous movements. Since finger games require correlating words with movements, this provides an opportunity for the development of verbal regulation of movement. Finger games involve a certain combination of gestures and movements. In order to reproduce finger play, the child needs to be able to differentiate movements and highlight them. Finger play leads the child to begin to perceive the game more fully and comprehensively, as a result of which the perception becomes purposeful and analytical.
Thus, finger games are an excellent means of developing fine plastic movements in a child and activate hand motor skills, which have a beneficial effect on speech development. The use of finger games in working with children helps them develop dexterity, the ability to control their movements, concentrate attention on one type of activity, speed of movement, and the ability to verbally regulate movement. Finger play leads the child to complete differentiated perception, since he is given the task of isolating the individual actions of which it consists.
2.3. Specifics of using finger games in the development of small children

motor skills of preschool children
For the versatile, harmonious development of motor functions of the hand, training of three types of components is necessary: ​​compression, stretching, relaxation - following medical terminology - a combination of alternating contraction and relaxation of flexors - flexor muscles and extensors - extensor muscles. To obtain the maximum effect, finger games should be designed in such a way that they combine compression, stretching, and relaxation of the hand, and also use isolated movements of each finger. Finger games must be done regularly. It is not recommended to carry them out in a cold room, immediately after sleep and immediately after eating. Duration of finger play training in senior group is 10-15 minutes. The following goals for introducing finger games can be distinguished. o introduce children to the parts of hands; o learn to listen to the sensations of your body and feel the difference between tension and relaxation of the arm muscles; o develop motor memory; o teach self-massage techniques; o master movements for the development of “large” and “small” hand movements. Finger games should begin with warming up and stroking the hands and fingers for 2-3 minutes. Before playing a game, you need to discuss its content with your child, and immediately
practicing the necessary gestures, finger combinations, movements. This will not only prepare the child for the correct execution of the game, but will also create the necessary emotional mood. At first, the games must be played together with the child. Special attention it is necessary to pay attention to creating a game image, which is an important element of finger games. In the process of finger games, it is important to demonstrate your own passion for the game. Classes using finger games should be based on the principle of gradually replacing games with new ones. After finger games, it is recommended to play games aimed at relaxing the hands. When performing finger games, you need to squeeze your fingers energetically, hum or pronounce them rhythmically. You need to move your hands and fingers in time with the words. This will ensure the maximum effect of the classes and, as a result, clear coordination between the speech and motor centers, which is very useful for speech development.
Conclusion
Thus, fine motor skills are a set of coordinated actions of the nervous, muscular and skeletal systems, often in combination with the visual system in performing small and precise movements of the hands and fingers and toes. The need to develop active movements of the fingers has received scientific justification. Scientists studying the activity of the children's brain and the psyche of children note the great stimulating value of the hand function. Parents and teachers have always been concerned with questions: how to ensure the full development of a child? how to prepare him for school? One "practical" answer to both of these questions is to develop children's fine motor skills and improve coordination. Psychologists have been interested in finger games for a long time. However, only in recent years has the trend of using finger games to develop fine motor skills of a child’s hands emerged. Finger games are games that combine movements of the fingers and hands with short rhythmic
poems, and dramatizing any rhymed stories and fairy tales.

Research on the development of child's hand movements is of interest not only for teachers and psychologists, but also for other specialists (philosophers, linguists, historians, biologists), since hands, having a variety of functions, are a specific human organ. The ontogenesis of the development of the actions of a child’s hands is interesting. THEM. Sechenov was one of the first scientists to criticize the theory of hereditary predetermination of the development of a child’s movements, as a result of the maturation of certain nervous structures. He wrote that “the movements of a person’s hand are not hereditarily predetermined, but arise in the process of education and training, as a result of associative connections between visual, tactile and muscular changes in the process of active interaction with the environment.”

In the early stages of life, motor skills are the first and only aspect of development that is accessible to objective observation. Normal motor development indicates normal child development. Fine motor skills reflect intellectual abilities. We can say about a child’s skills at 6 months: “From any position, the child tries to move and establish balance between the torso and limbs (often unsuccessfully) in order to grasp objects in close proximity. He is attracted mainly to brightly colored objects. He grasps large or small objects, but palm-type grasping still predominates, which he performs, however, with increasingly coordinated movements. He reaches out to grab objects that are out of his range. Apparently, the eyes desire more than the child is able to fulfill from a motor point of view. The hands are unclenched and the fingers are ready for subtle activities. Grasping objects is also reminiscent of pliers. Having grabbed an object, the child examines it (masters it with his eyes). He actively knocks, waves, throws toys, and transfers them from one hand to another. The hands are connected along the midline. The child plays with his hands and feet; he touches objects and learns to distinguish pleasant materials and surfaces from unpleasant ones, while he shows pleasure or displeasure.

MM. Koltsova came to the conclusion that the formation of speech areas occurs under the influence of kinesthetic impulses from the hands, or more precisely from the fingers. If the development of finger movements lags behind, then speech development is also delayed, although general motor skills may be normal and even above normal.

According to psychologists and physiologists, in children of middle preschool age the small muscles of the hand are poorly developed, the coordination of movements is imperfect, and the ossification of the wrists and phalanges of the fingers is not complete. Visual and motor analyzers, which are directly involved in the perception and reproduction of letters and their elements, are at different stages of development. Children 5-6 years old have an insufficiently developed ability to assess spatial differences, on which the completeness and accuracy of perception and reproduction of letter shapes depends.

Most children's fingers are inactive, and their movements are inaccurate or inconsistent. Many five-year-old children hold a spoon in their fist, have difficulty grasping a brush, pencil, or scissors correctly, and sometimes cannot unfasten and fasten buttons or lace their shoes. It is by the age of 6 - 7 that the maturation of the corresponding areas of the brain and the development of small muscles of the hand generally end.

It is important that by this age the child is prepared to learn new motor skills (including writing skills), and is not forced to correct incorrectly formed old ones.

Changing an incorrectly formed skill requires a lot of effort and time from both the child and adults. This creates additional stress on the child’s central nervous system.

Therefore, work on developing fine motor skills should begin in early childhood.

Adults should be wary of such a clear sign of insufficient finger work as actively turning a sheet of paper when drawing and painting. Such types visual arts, like drawing and painting, develop spatial orientation on the plane of the sheet, the ability to change the direction of the line with the help of subtle finger movements. By achieving the same goals by turning the sheet, the child deprives himself of training his fingers and hands. .

Regarding the mechanisms that ensure the age-related dynamics of visual activity, it should be noted that during a significant part of early preschool childhood, the executive motor component dominates in the control of visual movements. A period of one to four years is spent mastering the voluntary regulation of hand movements. Action control and feedback are carried out on the basis of kinesthesia. When drawing, children at this age often try to copy the movements of adults or rely on “hand memory.” Visual control of movements does not play a special role. By the age of five, there is an intersensory integration of the kinesthetic sensations during drawing and the visual images perceived at the same time. The hand, as it were, teaches the eye. By the age of 6-8 years, a fairly advanced system of intersensory integration is formed. From this moment, visual-motor coordination begins to occupy a leading place in the regulation of graphomotor movements and in the formation of corresponding skills.

To develop fine manual coordination, it is important that the child systematically engage in a variety of manual activities. This includes drawing, appliqué, modeling, laying out mosaic patterns, and constructing from small parts. In older preschool age, for girls (possibly for boys too), needlework is a useful and exciting activity: sewing, embroidery, knitting, macrame.

The development of manual skills is impossible without the timely mastery of self-care skills: by the age of five, a child should not have difficulty fastening buttons, tying shoelaces, knots on a scarf, etc. It is also important for children to participate as much as possible in household chores: setting the table, cleaning the room, etc. .P. These daily activities not only have high moral value, but are also good systematic training for the fingers.

In the development of a child’s psyche, there are a number of age periods with characteristic features formation of perception and thinking, other higher mental functions. There are also critical periods, or development crises, through which changes occur age development psychics, emphasizing its unevenness. Moreover, the transition from one period to another can manifest itself in the form of a sharp change, a “jump” in development. Physiologically, the critical period is characterized by “the transformation of one dominant state characteristic of the previous age period into a significantly new dominant state required in the subsequent age period.”

G. Lublina briefly described the “steps” of the development of the hand and brain, the “steps” of the development of psychomotor skills in preschool children:

First year of life. In the first month of life, the hands are clenched into fists. Movements are jerky and convulsive. During this period, one’s own hand is one of the main “objects” on which the baby’s gaze stops.

Already by fourth month fingers are not clenched. The baby loves to play with his fingers, knows how to hold a rattle, swing it, and sometimes he manages to bring the rattle to his mouth. If the toy comes into view, then the movements of the hand are controlled by the eyes (this process will be improved).

In the fifth month, grasping and feeling objects is of great importance not only for the development of motor skills, but also for thinking.

A leap in the development of fine motor skills occurs in the ninth month. The child takes objects no longer with a grabbing motion, but with a raking motion. Usually he first touches with the index finger, and then takes with two fingers (for example, balls, a light toy). A leap in the development of motor skills leads to a leap in the development of speech and thinking.

The eleventh month is a new breakthrough in the development of thinking. If earlier baby performed manipulative actions with objects, now he is trying to use them functionally, that is, for their intended purpose: he tries to build from cubes, to drink from a cup, he puts the doll to sleep, rocking him to sleep. The child is preparing to master the pinnacle of manual and sensory abilities - the ability to string rings onto the rod of a pyramid.

At the beginning of the second year of life, most children begin to walk. Having gained relative independence, the child tries to “take the whole world into his own hands.” A new stage in the development of the hand and brain begins - familiarization with the surrounding objective world. During this period, the child masters objective actions, i.e. uses the item in accordance with its functional purpose. For example, a baby doesn't just manipulate a spoon and fork, he wants to figure out how to act with them. And although a child masters these “tools of labor” during the second year of life, the process itself is important to him, not the result.

As G. Lublina notes, the greatest influence on the development of a child’s thinking is exerted by correlative and instrumental actions.

Correlating actions are those actions during which one object needs to be brought into line with another (or one part of an object with another). For example, to close a box, you need to pick up a lid (to close a matryoshka doll, find its second part, etc.). Thus, the child must match objects by size (size) and shape.

Instrumental actions are actions during which one object - a “tool” (spoon, fork, net, pencil, etc.) is used to influence another object. The child learns how to use such “tools” from an adult.

The most favorite and important games for the development of the hand and brain are with sand, water and clay. At the same time, it is important to instill in the child the necessary hygiene skills (teaching to wash hands with soap, dry, massaging all fingers in turn), turning each procedure into a joyful and useful game.

At this age, folding books are very important, as it is easier for a baby to learn to leaf through a book with hard cardboard pages. An adult and a child look at the pictures in the book, name the characters depicted, and read short texts. Speech contact reveals to the baby new world. However, scientists have noticed that in the consciousness of a child of this age, only the names of those objects that “passed” through his hand and his actions are deeply recorded.

In the third year of life, objective activity becomes leading. The child’s hands are in constant motion, at work.

Child psychologists believe that the transition from trial to skill is the most important achievement of this age stage. Laboratory staff L.A. Wenger conducted the following experiment: they gave one and a half, two and three year old children, as a test and diagnostic material, a board with three cutouts (round, square and triangular) and three corresponding wooden figures - inserts. They showed how the inserts are inserted. Researchers noticed that a one-and-a-half-year-old child, trying to imitate an adult, stubbornly sticks any shape into any hole, regardless of the shape. A two-year-old child begins to act in the same way: he puts a circle on a square hole - he doesn’t climb. He doesn't stop there. Transfers the liner to the triangular hole - again failure. And finally, he applies it to the round one. After a few minutes, all the figures were inserted using tests. This is thinking in action. A three-year-old child solves the problem immediately, correctly placing the figures, because he completed the “tests” in his mind - after all, the hand has been “teaching” the brain for two years.

In the fourth year of life, a child’s hand will become familiar with many frames for fastening - unfastening buttons, loops, hooks, zippers, buckles, Velcro, etc.; with bathing and dressing a naked doll; learn to wash handkerchiefs and socks; learn to cut boiled vegetables for salads, set the table beautifully, folding paper and linen napkins in different ways; wash the dishes after yourself. With his hands, the child will begin to master sensory standards: size, length, shape, color, taste, surface structure and much more. From sensation - to perception, from perception - to ideation, from ideation - to understanding. Thus, “manual” experience will provide “food for the mind” and enrich speech with special concepts - “tools of thought.” At this age, it is important to develop cognitive interests, skills, and goal-setting: so that the head plans and the hand does, so that sensory-motor and verbal (verbal) cognitive activities complement each other.

Gradually, the child’s chaotic perceptions accumulated over the previous three years of life will begin to be systematized and ordered.

In the fifth year of life, previously acquired skills are improved, new interests appear, for example, sawing with a jigsaw, cross-stitching, crocheting, etc. “Creativity exhibitions”, where crafts are demonstrated, are accompanied by stories about how it was done. Manual skills teach a child to overcome difficulties, develop his will and cognitive interests. The more questions he asks, the more answers he “receives” with his hands.

Writing numbers and letters using stencils becomes an attractive activity. This is a step towards mastering “literacy” and preparing your hand for writing.

At this age, children love to play blindfolded. “Hands see!” - they make a discovery and are ready to recheck their capabilities again and again. For such games you need letters and numbers cut out of thick cardboard, metal or sawn out of wood.

The sixth year of life - “the hand is preparing for school.” If a child’s hand has been developed since birth, then in the sixth year of life he improves in “manual skill”: he masters more complex methods of cutting, gluing, bending, winding, pouring, folding, using fabric, paper, wire, foil, auxiliary and natural materials; uses various tools and tools: pens, pencils, brushes, felt-tip pens, scissors, hammer, rakes, brushes, watering cans, shovels, etc.

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Introduction

V.A. Sukhomlinsky wrote that “the origins of children’s abilities and talents are at their fingertips. The more confidence in the movements of a child’s hand, the more subtle the interaction between the hand and the tool, the more complex the movements, the brighter the creative element of the child’s mind. And the more skill in a child’s hand, the smarter the child...”

At all stages of a child's life, hand movements play a vital role. The most favorable period for the development of a person’s intellectual and creative capabilities is from 3 to 9 years, when the cerebral cortex has not yet been fully formed. It is at this age that it is necessary to develop memory, perception, thinking, attention. One of the effective forms of developing fine motor skills in preschool children is visual activity. In his research I.M. Soloviev draws attention to the underestimation of the correctional and developmental value of drawing. He talks about the possibility of finding such a ratio of different types of drawing (from imagination and from life), which will ensure its effective influence on the development of cognitive activity. Systemic development makes it possible to explain many functions and determine the mechanisms of development of motor functions in a child. The development of motor function improves the development of cognitive function and the perception of incoming information.

Drawing was considered by researchers N.G. Morozova, V.G. Petrova. in different aspects: both as a means of pedagogical influence, and as a means of psychological and pedagogical study of the child, as a means of determining the degree of mental retardation. Modern special psychology and pedagogy, in the search for effective means of correction, are increasingly focused on the use of visual activities in the process of teaching and upbringing. Research by scientists at the Institute of Physiology of Children and Adolescents of the Academy of Sciences (M.M. Koltsova, E.N. Isenina, L.V. Antakova-Fomina) confirmed the connection between intellectual development and motor skills. All authors confirm the fact that training fine movements of the fingers is stimulating for general development child and for speech development. Long before scientists discovered the relationship between the hand and speech, they invented and passed on folk nursery rhymes from one generation to another: “Ladushki-ladushki”, “Magpie-white-sided”, “Boy-finger”, etc. Systematic exercises for training finger movements, according to M .M. Ring, are a “powerful means” of increasing brain performance.

All scientists who have studied the psyche of children also note the great stimulating effect of hand functions on the development of the brain. 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.

I.A. Groshenkov, T.N. Golovina, M.N. Nudelman, N.P. Pavlova, Zh.I. Schiff and other experts believe that in order for visual activity to become a means of correction and development of fine motor skills in preschool children, it must be organized taking into account the patterns of their development and the uniqueness of fine motor skills. In addition, the correctional assistance system must be systematic and targeted.

The problem of developing fine motor skills in visual arts classes is very relevant, since it is visual activities that contribute to the development of sensorimotor skills - consistency in the work of the eye and hand, improvement of coordination of movements, flexibility, accuracy in performing actions, correction of fine motor skills of the fingers.

Relevance of the work is that purposeful and systematic work on the development of fine motor skills in preschool children through visual activities contributes to the formation of intellectual abilities, speech activity, and most importantly, the preservation of the child’s mental and physical development.

The purpose of the final work: drawing up methodological recommendations and their use in practice for the development of fine motor skills in preschool children through visual arts.

Object of study: Features of the development of fine motor skills in preschool children.

Subject of study: development of fine motor skills in preschool children through visual activities.

As a working hypothesis, it was suggested that with a special organization of visual activities, built taking into account the developmental characteristics of preschool children, fine motor skills will develop faster.

In accordance with the goal, the main objectives of the graduation work were determined. motor skills preschooler sensory visual

1. Analyze the psychological, pedagogical, educational and methodological literature on the problem sensory development children.

2. Identify the features and influence of visual activities on the development of fine motor skills in preschool children.

3. Show the possibility of visual activities for the development of fine motor skills in preschool children.

Final work on the development of fine motor skills was carried out with children of middle preschool age.

1. Development of fine motor skills in preschool children as a psychological and pedagogical problem

1.1 Features of the development of fine motor skills in preschool children

Fine motor skills are one of the aspects of the motor sphere, which is directly related to the mastery of objective actions, the development of productive activities, writing, and speech of a child (M.M. Koltsova, N.N. Novikova, N.A. Bernshtein, V.N. Bekhterev , M.V. Antropova, N.A. Rokotova, E.K. Berezhnaya).

Studies of the development of child's hand movements are of interest not only for teachers and psychologists, but also for other specialists (philosophers, linguists, historians, biologists), since hands, having a variety of functions, are a specific human organ. The ontogenesis of the development of the actions of a child’s hands is interesting. THEM. Sechenov was one of the first scientists to criticize the theory of hereditary predetermination of the development of a child’s movements, as a result of the maturation of certain nervous structures. He wrote that “the movements of a person’s hand are not hereditarily predetermined, but arise in the process of education and training, as a result of associative connections between visual, tactile and muscular changes in the process of active interaction with the environment.”

The development of fine motor skills in children in an infant in the initial period of life, motor skills are the first and only aspect of development that is accessible to objective observation. Normal motor development indicates normal child development. Fine motor skills reflect intellectual abilities. We can say about a child’s skills at 6 months: “From any position, the child tries to move and establish balance between the torso and limbs (often unsuccessfully) in order to grasp objects in close proximity. He is attracted mainly to brightly colored objects. He grasps large or small objects, but palm-type grasping still predominates, which he performs, however, with increasingly coordinated movements. He reaches out to grab objects that are out of his range. Apparently, the eyes want more than the child is able to fulfill from a motor point of view.” The hands are unclenched and the fingers are ready for subtle activities. Grasping objects is also reminiscent of pliers. Having grabbed an object, the child examines it (masters it with his eyes). He actively knocks, waves, throws toys, and transfers them from one hand to another. The hands are connected along the midline. The child plays with his hands and feet; he touches objects and learns to distinguish pleasant materials and surfaces from unpleasant ones, while he shows pleasure or displeasure.

MM. Koltsova came to the conclusion that the formation of speech areas occurs under the influence of kinesthetic impulses from the hands, or more precisely from the fingers. If the development of finger movements lags behind, then speech development is also delayed, although general motor skills may be normal and even above normal.

It is recommended to stimulate the speech development of children by training the movements of the fingers, and this, in turn, prepares the child’s hand for writing. As practice shows, many first-graders in the initial period of education encounter difficulties in mastering writing skills: children have difficulty writing, pain appears, trembling in their hands, they cry, and are nervous. Already at the very first stages of learning to write, children become dissatisfied and parents become upset. They are bombarded with endless reminders: hold your pen or notebook correctly, watch the position and inclination of the letters. And there comes a moment when a dislike for writing appears and quickly grows, that is, in the language of science, the positive motivation for learning disappears.

Letter is a complex skill that involves performing fine, coordinated movements of the hand. The writing technique requires coordinated work of the small muscles of the hand and the entire arm, as well as well-developed visual perception and voluntary attention. Preparing to write is one of the most difficult stages in preparing a child for systematic learning. In preschool age, it is preparation for writing that is important, and not teaching it, which leads to the formation of incorrect writing techniques. This is due to psychological and physiological characteristics 5-6 year old child. According to psychologists and physiologists, children of this age have poorly developed small muscles of the hand, poor coordination of movements, and ossification of the wrists and phalanges of the fingers is not complete. Visual and motor analyzers, which are directly involved in the perception and reproduction of letters and their elements, are at different stages of development. Children 5-6 years old have an insufficiently developed ability to assess spatial differences, on which the completeness and accuracy of perception and reproduction of letter shapes depends. In addition, children have difficulty navigating the spatial characteristics necessary for writing: right and left, top - bottom, closer - further, under - above, near - inside. Most children's fingers are inactive, and their movements are inaccurate or inconsistent. Many five-year-old children hold a spoon in their fist, have difficulty grasping a brush, pencil, or scissors correctly, and sometimes cannot unfasten and fasten buttons or lace their shoes. It is by the age of 6 - 7 that the maturation of the corresponding areas of the brain and the development of small muscles of the hand generally end. The ability to perform small movements with objects develops in older preschool age. It is important that by this age the child is prepared to learn new motor skills (including writing skills), and is not forced to correct incorrectly formed old ones. Changing an incorrectly formed skill requires a lot of effort and time from both the child and the parents. This not only complicates learning to write, but also, which is especially undesirable, creates additional stress on the child’s central nervous system in the first year of school. Therefore, work on preparing a child for learning to write should begin long before entering school.

Adults should be wary of such a clear sign of insufficient finger work as actively turning a sheet of paper when drawing and painting. Such types of visual activities as drawing and painting develop spatial orientation on the plane of the sheet, the ability to change the direction of a line with the help of subtle finger movements. By achieving the same goals by turning the sheet, the child deprives himself of training his fingers and hands, which is necessary in the future to master writing.

According to scientists E.I. Ignatieva, T.S. Komarova, V.S. Mukhina, N.P. Sakkulina, E.A. Flerina and other specialists, children's visual creativity is aimed at depicting the surrounding reality. However, the child does not reflect the real world in the “products of his activity” mechanically. This reflection is due to the entire choir of the child’s mental development, his age and individual characteristics.

It is known that a child’s drawing is an objective witness to the manifestations and development of the child’s psyche. Thus, E. Seguin drew attention to the accessibility of elementary drawing classes for the majority of schoolchildren with intellectual disabilities and to the fact that these classes develop them in many respects. The system of education and training developed by J. Demore (1909) included manual labor and drawing among the important and mandatory activities that are effective in correctional terms.

Specialists E.V. Gurye, A.S. Griboyedov, V.P. Kashchenko, N.V. Chekhov and, especially, A.N. Graborov, emphasizing the correctional value of drawing, modeling, manual labor for the development of the child in general and his cognitive activity in particular, pay attention to the emotional side and the development of fine motor skills through visual activity.

Visual activity, according to I.A. Groshenkov, requires the child to demonstrate versatile qualities and skills. In order to draw an object, you need to take a good look at it: determine its shape, structure, characteristic details, color, position in space, but also concentrate your attention on the hand. The requirement to convey in a drawing the resemblance to the depicted object forces the student to notice in it such properties and features that, as a rule, do not become the object of attention during passive observation. During targeted drawing lessons, students begin to make comparisons better, it is easier to establish the similarities and differences of objects, the relationship between the whole and its parts.

V.M. Bekhterev notes that a child’s drawing is an objective witness to the manifestations and development of the child’s psyche. Regarding the mechanisms that ensure the age-related dynamics of visual activity, it should be noted that during a significant part of early preschool childhood, the executive motor component dominates in the control of visual movements. A period of one to 4-5 years is spent mastering the voluntary regulation of hand movements. Action control and feedback are carried out on the basis of kinesthesia. When drawing, children at this age often try to copy the movements of adults or rely on “hand memory.” Visual control over movements does not play a special role. Gradually, intersensory integration occurs between the kinesthetic sensations during drawing and the visual images perceived at the same time. The hand, as it were, teaches the eye. By the age of 6-8 years, a fairly advanced system of intersensory integration is formed. From this moment, visual-motor coordination begins to occupy a leading place in the regulation of graphomotor movements and in the formation of corresponding skills.

To develop fine manual coordination, it is important that the child systematically engage in a variety of manual activities. This includes drawing, appliqué, sculpting, laying out mosaic patterns, and constructing from small parts. For girls (possibly for boys too), needlework is a useful and exciting activity: sewing, embroidery, knitting, macrame. The development of manual skills is impossible without timely mastery of self-care skills: by the senior preschool age, a child should not have difficulty fastening buttons, tying shoelaces, or knots on a scarf. It is also important for children to participate as much as possible in household chores: setting the table, cleaning the room. These daily loads not only have high moral value, but are also good systematic training for the fingers.

1.2 Visual activities in the development of sensory abilities of preschool children

One of the leading factors in a child’s development is his active interaction with the environment (perceptual, kinesthetic, spatial and others), which forms the perception system. In visual activity, development levels and stages are distinguished for each age: 1st stage - sensory and motor stimulation, 2nd stage - sensorimotor coordination, 3rd stage - psychosensorimotor coordination.

At 3-4 years of age, the most significant in visual activity is sensorimotor development at the level of sensory and motor stimulation. Still immature analyzer systems (insufficiently complete in the cortex, weak associative connections) require motor support and, conversely, sensory support is required to ensure purposeful movement of purposeful movement.

At 4-5 years of age, sensorimotor integration (coordination), the development of more finely differentiated movements under the control of the perception system, is most significant.

At 5-6 years of age, psychosensorimotor development and the enrichment of functional perception with psychosocial experience and emotions are considered to be the leading ones. S.L. Rubinstein argued that the separation of the mental image from the physiological process of reflection leads to “the destruction of the very subject of mental research.” The process of perception is characterized by dynamics, depending on the characteristics and stages of the formation of a behavioral act and the nature of the body’s response. S.L. Rubinstein noted that “every action is an interaction; external causes act through internal conditions.” A.N. Leontiev assumed that possible disturbances in the perceptual system at any stage increase the “unconsciousness” of the signal, reflecting its lower “presentation”. Systemic development (plasticity) allows us to explain many functions and certain mechanisms of development of motor functions in a child. The development of motor function improves (promotes) the development of cognitive function and the perception of incoming information. Analysis and synthesis during information processing in the central nervous system ensures the conscious selection of the most refined motor functions. The child realizes that when motor functions improve, he feels more comfortable in any situation, in any environment.

Child's motor function is an integrated component of the cognitive function of the brain.

Separately, we should highlight the reflex component at the level of development of eye-manual coordination. If a child’s cervical-tonic reflexes are not integrated (implemented, worked out), then he is, as it were, “captive” of his own neck movements; when turning the head to the side, the muscle tone of the upper and lower extremities on the same side reflexively changes. A child’s cognition of the surrounding world and its objects, their fundamental geometric, kinetic and dynamic properties, the laws of space and time occurs according to three schemes.

1. Cognition through gross motor skills. This is a scheme of interaction, formation, development and training of the senses, nervous system, musculoskeletal system, as well as visceral (internal) organs through movement. Modeling in the nervous system of patterns of movement that contribute to the formation of nerve centers of the subcortex and cortex, their interconnections (white matter), interhemispheric asymmetry will be slowed down and even modified.

2. Development of the nervous system through fine motor skills. After the formation of the geometry of the image, the movement of the object, the external world and the construction of movement in the human nervous system, the child models movement in the external environment through fine motor skills on a reduced copy of the external environment - on a sheet of paper, during modeling and other activities.

The propulsion system includes passive and active parts. The mobility of the wrist relative to the scapula and the mobility of the tarsus relative to the pelvis count 7 steps, the tip of the finger relative to the chest - 16 steps. For example, the movement of the tip of the pen until it leaves the surface of the paper has two degrees of freedom. At the same time, obviously, the variety of available movement trajectories coincides with the variety of everything that could ever be or was written and drawn with a pen on a sheet of paper.

ON THE. Bernstein pointed out that the transition from one degree of freedom, i.e. from a forced type of mobility to two or more degrees marks the emergence of the need for choice. There is a very important qualitative leap between one and several degrees of freedom of choice.

3. Development of the nervous system through comprehension of sensations or perception, through the creation of an image of a model (sample) with the inclusion of co-perception of one’s own movements in the socio-emotional environment.

The integrity of the created image determines the boundaries of its content according to the semantic and sensory components, and characterizes the level of information perception.

The information we receive through visual observation, sounds, smells and natural chemical compounds is inexhaustible. An observer can discover more and more new facts about the world in which he lives until the end of his days, and this process does not and cannot have an end.

Perception represents the process of direct contact with the environment, the process of experiencing impressions of objects within the framework of the socio-emotional development of the observer. This is a psychosomatic act.

Perception stage

¦ Afferent synthesis; analysis of object properties and subject environment, display zones.

¦ Intersensory interaction: when perceiving an object and the subject environment, the display zone, visual, sound, olfactory and other signals are compared, analyzers interact, and associative processes are trained in the cerebral hemispheres.

Construction of movement (movement patterns) in the nervous system

¦ Formation of a sensory model of an object in the subject environment, a trajectory of movement at various levels of brain organization, at the level of the spatial field and cortical centers of analyzers of vision, movement, and the vestibular apparatus.

¦ Formation in the nervous system of an efferent model of copying an object in the display zone through coordination of the sensitive image with the motor systems of the cortex, brain stem, cerebellum and spinal cord.

Making hand movements, hand, functioning of the kinematic chain of the musculoskeletal system according to the program of the nervous system; parallel enrichment of afferentation through the muscular-articular sense (proprioception) - feedback from the joint and tendons of the arm muscles to the central section of the motor analyzer. Education of eye-manual motor coordination.

Formation of feedback, comparison, repeated afferent synthesis. Understanding the relationship between the mental and motor development of a child is directly related to the implementation of goals and the use of methods of developmental pedagogical work with children.

Fine motor skills is an integral part of the individual’s motor abilities and optimal motor stereotype socialized movements. Its development is based on the formation of optimal body statics, optimal motor stereotype of locomotion and limb movements, and musical and rhythmic movements.

Under the term "fine motor skills" we understand highly differentiated precise movements of predominantly small amplitude and force. In socialized movements, these are movements of the fingers and elements of the articulatory apparatus.

Fine motor skills correspond to the highest level of the optimal motor stereotype of human motor development. On the one hand, it borders on the static positions of small segments, on the other hand, fine motor skills have a transition zone to large, or gross, motor skills. Fine motor skills must be developed in a system of parallel formation of all basic types of motor abilities, based on gross motor skills, in order to create an optimal motor stereotype. Thus, the child gradually models and tests the fundamental properties of the space of the external world, socio-emotional development, and the relationship between mental and motor development occur. With the development of higher nervous activity, voluntary motor activity in general becomes increasingly important in the child’s behavior.

The basis for intellectual and artistic development is previous work on sensorimotor development. Living emotional perception, together with the experiences received, forms the basis in the form of sensorimotor memory. Perception visual arts unique to each person, as it is determined by all his life experiences. The moment of perceiving a painting is a meeting of all the experience accumulated by a person up to this moment, and the painting, as a kind of symbol sent to a person by the author. The ability to decipher this symbol, understand the idea, and experience the beauty of the image is determined by the preparedness of perception, based on the sensorimotor training of the eyes.

The eyes and hands must make dozens of movements to dismember the synthesized perceived object in order for the child to assimilate it and be able to reproduce it. In order for a child to master the linear contour of a circle, he must make this movement with his hand and eyes a thousand times. Such work precedes the child’s encounter with art on a qualitatively different level. We teach him not only to be an enthusiastic viewer, but also a little artist, able to understand how it is done (means of expression) and transfer it to his own work.

Art has an amazing ability to fully influence a person - his mind, heart, feelings and thoughts.

Communicating with adults, the child discovers new feelings, their emotional shades; for the first time begins to experience the joy of knowledge, anxiety for another, pride in one’s success. It is art that has an invaluable impact on the emotional sphere of a person. But this is only possible if a person discovers the joy of communicating with art and learns to understand its language and conventions.

Two types of such perception are most common. The first type in pedagogical literature indicated by apt term "naive realism". As noted by A.A. Melik-Pashayev, it reflects the most common type of inadequate perception and evaluation of a work of art, when a person does not seem to distinguish between a work of art and the surrounding reality. He expects maximum similarity between the image and real objects, and sometimes with his ideas about them. His likes and dislikes for individual characters, satisfaction, interest or annoyance with the plot easily turn into an assessment of the work itself as “good or bad.” And if a work does not contain a fascinating and at the same time plausible plot, does not allow direct edification to be extracted, then it often does not say anything at all to those who perceive it. In all these cases, although the person is looking, the perception of the work of art does not actually occur because the person is “blind” to the art form. Such a viewer does not realize that the work has an author who not only showed something, but created a special world in the picture. He brought into life precisely such heroes, and not others, and chose certain visual means, i.e. created a meaningful artistic form to embody his plan, to express his attitude to existence. This cannot be done by a person who naively perceives a work of art as a fragment of real reality. The disadvantages of this approach to art are obvious, and yet it has more than just disadvantages. It reveals, albeit in a distorted and, of course, naive form, the ineradicable desire of people for art to be true, to help live and understand life, to awaken sympathy, and to provide high examples of character and behavior.

The second type of perception is characteristic of people who are partially familiar with artistic practice, have contacts with the artistic environment, and are familiar with art historical literature. If at the first level of perception a person is indifferent and unresponsive to artistic form, then here, on the contrary, all his attention is absorbed by the form as such. An art connoisseur will note whether the picture is painted in a warm or cold color scheme, in a flat or three-dimensional form, and will appreciate the subordination of tones and brushwork.

So, two approaches: one mixes art and life, the other separates them. These types of perception seem to be opposite and mutually exclusive. But they agree on one thing. In both cases, a wall of deep misunderstanding arises between the viewer and the author of the work, which the person is not even aware of. After all, only in their unity, in their mutual enrichment, can one see the inseparable whole that is a work of art, that whole in which a layer of life realities, its artistic transformations and emotional evaluation are organically connected. And therefore, in our work, we connect the child’s direct emotional experience to his perception (it seems - it doesn’t look like it does in life). If a child sees this similarity, then he correlates his personal experience with the perceived art. Finding in the picture echoes of something similar in his emotional life, he responds with understanding and sympathy.

As psychological and pedagogical research shows, aesthetic and artistic perception should begin to be developed as early as possible. Children's aesthetic ideas are rich and varied, realistic in content and sufficiently imaginative. They are naive and spontaneous. Childhood naivety is an expression of sincere amazement and admiration for what interests one. Through sensory-concrete perception, children perceive works of art, their external appearance and internal meaning.

2.1 Visual activity as a way to develop creative activity

The influence of visual activity on the general and creative development of a child is considered generally recognized in Russian pedagogy and psychology. In research and methodological developments(G.G. Grigorieva, T.N. Doronova, S.G. Yakobson, R.G. Kazakova, T.G. Kazakova, T.S. Komarova, A.I. Savenkov, G.N. Labunskaya, N.A. Sakulina, E. A. Florina, N. B. Khalezova, etc.) identified various aspects of the creative development potential of this discipline at different stages of preschool childhood. The objectives and psychological and pedagogical conditions for their successful formation are presented in all preschool education programs - complex ones (“Rainbow”, “Development”, “Childhood”, “From childhood to adolescence”, “Origins”, “Continuity”, “Approximate” program for the education, education and development of children of early and preschool age”, etc.) and a number of specialized ones (“Kaleidoscope”, “Beauty - Joy - Creativity”, “Nature and the Artist”, “Colored Palms”, “Naughty Man”, etc. .) .

The modern theory of aesthetic education of preschool children is considered as a holistic, structured (but not yet completed) system of knowledge, which in its historical development has accumulated different types of art, the general culture of mankind and cultural studies. Fine art, as the main means of aesthetic education of children, is associated with imaginative knowledge of life. Artistic images have a special impact on the child’s emotions, evoke moral and aesthetic experiences and activate cognitive interests. In the process of appropriating material and spiritual culture, there is not a simple accumulation of facts, but the development of various, including artistic, abilities of the individual. Gaining experience is associated with vigorous activity, which ensures the diversified development of the child. It is important for all children, regardless of their natural abilities, to create optimal conditions for aesthetic development. In preschool, children are introduced to different types of fine arts. In each of them, in the process of training and education, it is possible to form an aesthetic attitude to reality, artistic taste, the ability to perceive, understand and emotionally experience the aesthetic facets of the world, which is necessary for any person, regardless of what profession he chooses in the future. Even if a child is brightly gifted in one area, introducing him to other types of art will help expand the range of abilities and harmonize the personality as a whole, since preschool childhood is an era of universal human development.

Currently, the development of the theory and practice of art education for preschoolers is characterized by two trends: the integration of sciences, which allows us to consider the theory of aesthetic education of a child from various angles, and the differentiation of research aimed at in-depth study of various issues, as well as the identification of specific psychological and pedagogical conditions that contribute to optimal development of the child’s personality through visual activities. There is a further differentiation of artistic activity, the need for such types as artistic work (L.V. Panteleeva), a kind of “children’s” design (G.N. Panteleev) is substantiated, and along with this, various types of interaction between musical, visual, and theatrical activities are being sought children As a result, a new type of so-called integrated activities and creative projects is being developed. The main goal of such classes is that children create the same artistic image using different types of art, and deeply immerse themselves in the information field in order to comprehend it. They are faced with the need to quickly navigate not only the information flow, but also various methods of action. At the same time, their interests and abilities are clearly identified, and the teacher receives a clear idea of ​​the uniqueness of each child’s artistic development.

All modern programs, one way or another, present three ways for preschool children to master the fine arts: perception - performance - creativity. Aesthetic perception is a direct way to introduce children to fine (and any other) art. The child’s subsequent performing and creative activity largely depends on its development. Artistic performance is associated with children’s practical mastery of visual and expressive means, since it is impossible to enter art without knowing its specific language. This also includes the technical component (specific skills in a particular area - graphics, painting, sculpture, collage, etc.). Fine creativity represents the highest level of mastering art, in accordance with age capabilities and individual abilities. Creativity involves the authorization of social experience and is expressed in the creation of a unique product (drawing, appliqué, sculptural figure or composition).

The presence of independent creative activity is evidence of the child’s accomplished artistic development, since it arises on his initiative, meets his interests and proceeds without the direct guidance of an adult. The presence of independent activities that arise on the initiative of the children themselves indicates the influence of properly organized education, good traditions of kindergarten life, and a favorable atmosphere in the family. In modern educational programs This type of children's activity has received a clearer designation (sometimes presented as a separate section).

Researchers and program developers have identified three groups of indicators that make it possible to characterize creativity in children’s artistic activities:

a) relationships, interests and abilities manifested in artistic creativity;

b) methods of creative action;

c) quality of children's products.

These indicators relate to both the result and the product of children’s creativity, which makes it possible to objectively assess the specifics and quality of children’s visual creativity.

The key indicator of the formation of a specifically human vision of the world in a child is not the ability to orient itself (even flexibly and selectively) to a sensory standard. This can be considered the ability to create an artistic image as a materialized way of imagination and thinking with form, color, perspective, etc. or to its meaningful perception. This ability also relies on certain sensory-perceptual “standards,” but of a different, unusual type. From this point of view, the development of aesthetic tools for the cultural design of emotional experience, which ensure the development of the child’s imagination (V.T. Kudryavtsev), seems promising.

Thus, the attention of managers and teachers of modern preschool institutions is directed to:

· practical development of problems of the relationship between aesthetic and other types of education in order to implement a systemic-structural approach in the development of the child’s holistic personality;

· search for innovative forms of organizing training and education (diverse and flexible), establishing deep relationships between them;

· rethinking the meaning and content of independent artistic activity and its connection with children's play;

· establishing a balance between reproductive and creative development of artistic experience by children in direct educational activities and in other types of activities;

· improvement of heuristic and partially search methods of a developmental nature, taking into account the capabilities of preschool children;

· development of an individually differentiated approach to children in the process of artistic activity;

· exploring the possibility of a systematic approach to the artistic development of children in harmonized conditions of public and family education.

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Physiological foundations and features of the formation of the development of fine motor skills of the hands. Characteristics of children with mental retardation. The role of didactic games and play exercises for the development of fine motor skills in children with mental retardation.

State government institution of the city of Moscow

Orphanage for mentally retarded children

"South Butovo"

Department social protection population of Moscow

“Features of the development of fine motor skills of the hands in young children with intellectual disabilities”

E. I. Smirnova,

Educator

GKU Children's Institution "Yuzhnoye Butovo"

Age orientation: methodologists,

teachers of orphanages

For mentally retarded children

Moscow 2013

In accordance with the Convention on the Rights of the Child (1989) and the World Declaration on the Survival, Protection and Development of Children (1993), every child is guaranteed the right to development, upbringing and education in accordance with his individual capabilities. The provisions contained in these documents apply to all children, including children with intellectual disabilities. They provide legal protection of childhood, support for the family as the natural environment in which the child’s life takes place, health care, upbringing, development and education of children, as well as assistance to those who need it.

Objective data obtained from studying the health of a generation in Russia make us think seriously about strengthening medical, socio-psychological, and pedagogical assistance to children experiencing developmental difficulties from early childhood. Unfortunately, the number of children with intellectual disabilities who need special correctional and educational services is not decreasing, but, on the contrary, is increasing.

Early preschool age is a special, unique period in a person’s life. This is a time of active knowledge of the surrounding objective and social world, human relationships, awareness of oneself in this world, and the development of cognitive abilities.

V. A. Sukhomlinsky wrote: “The origins of children’s abilities and talents are at their fingertips, figuratively speaking, the finest streams that feed the source of creative thought. The more confidence and ingenuity in the movements of a child’s hand, the more subtle the interaction of the hand with the tool, the more complex the movements necessary for this interaction, the brighter the creative element of the child’s mind; The more skill in a child’s hand, the smarter the child.”

In modern theoretical research in the field of special psychology and correctional pedagogy, as well as in pedagogical practice, new data have been obtained on the developmental characteristics of children with intellectual disabilities and new correctional technologies have been developed. It is known that the mental development of children with reduced intelligence depends much more on the pedagogical conditions in which they find themselves than the development of children in the norm.

In correctional and educational work with mentally retarded children of preschool age, special attention is paid to the development of gross and fine motor skills of the hands. The higher the motor activity of children, the better they develop, so you should start from a very early age.

Many children with developmental problems experience stiffness, insufficient range of movements, impaired volition, and underdevelopment of fine motor skills. Poor discrimination of muscle sensations leads to poor coordination. Such children are characterized by reduced performance and get tired quickly. Motor skills disorders negatively affect the development of cognitive activity of mentally retarded children. Imperfection of fine motor coordination of the hands and fingers makes it difficult to master cultural, hygienic, labor, educational, and self-care skills. The motor component is leading in the implementation of visual-motor, auditory-motor, speech-motor, rhythmic-motor and other coordination. It should be noted that in children with intellectual disabilities these types of coordination are not formed without special work.

What is motor skills? What are the main areas of work for its successful development? Motor skills are a set of motor reactions characteristic of childhood. There are large (general) and fine (fine, manual) motor skills. The term “fine motor skills” refers to highly differentiated precise movements of predominantly large amplitude and strength. Fine motor skills are the ability to make small and precise movements with the hands and fingers.

It is known that the basis of any action of children is the so-called basic “movement patterns”. It has been proven that both the thought and the child’s eye move at the same speed as the hand. Systematic exercises to train finger movements are effective means increasing brain performance. Currently, the dependence of the development of speech and intelligence on the degree of formation of fine hand movements has been proven. Fine motor skills are the basis for the development of mental processes: attention, memory, perception, thinking and speech.

Answer to the question: “Why and to what extent is it necessary to develop fine motor skills in children with intellectual disabilities? ” is obvious: “You need to work with children to the extent necessary to ensure knowledge of objects, objects, and phenomena of the surrounding world.”

The well-known researcher of children's speech M. M. Koltsova writes: “The movements of the fingers, historically, in the course of human development, turned out to be closely related to speech function.”

Immaturity in the development of motor functions is manifested in insufficient coordination of movements of the fingers and hands. This is especially noticeable in such types of object-based practical activities as drawing, modeling, appliqué, design, where children work with small details, mosaics, construction sets, puzzles; when performing everyday manipulative actions - dressing, undressing, fastening and unfastening buttons, zippers; in further lacing of boots.

To develop fine motor skills when working with children with developmental disabilities, positive results can be achieved using the following exercises:

Games with construction sets, mosaics and other small objects (inserts of different shapes);

Putting on and removing rings of different sizes onto a rod (pyramids);

Sorting large and small buttons into appropriate boxes;

Sorting beans, beans, peas into different containers;

Folding small objects (buttons, beads) into a narrow cylinder;

Screwing and unscrewing caps on bottles and jars of different diameters;

Composing contour objects (house, flag, Christmas tree, etc.) first from large and then from smaller sticks;

Tearing off and crumpling a piece of paper (of different thicknesses) either with the left or right hand;

Tying and untying ribbons and laces;

Fastening and unfastening buttons, snaps, hooks, zippers;

Winding threads (of different thicknesses) onto a spool;

Winding threads into a ball;

Erasing drawn objects with an eraser;

Attaching clothespins to a horizontally stretched rope;

as well as many other exercise options.

Activities and games aimed at developing motor skills of the hands and fingers of children with mental development disorders are now especially popular. Currently, there is a wide variety of literature, manuals, games and toys that can strengthen our children’s hands and develop their fine motor skills. In the course of systematically conducting such games and activities, the following movements develop:

grasping - children learn to grasp an object, acting purposefully (children grab small objects with one hand or a pinch, large objects with two hands);

correlating actions - children learn to combine two objects or two parts of one object; the principle of correlating actions underlies many didactic games, pyramid toys, nesting dolls, etc.;

imitation of the movements of an adult’s hands - this skill underlies the formation of many useful manual skills;

movements of the hands and fingers

A good effect in the development of fine motor skills is provided by special finger gymnastics, which combines the development of all fingers of the hand (and not just the first three fingers, which are the most active in activity and make up the “social zone of the hand”) and three types of hand movements:

for compression;

tensile;

for relaxation.

Finger gymnastics exercises are performed for 2-3 minutes during each correctional lesson repeated 5-7 times at a slow pace with a good range of motion; each hand separately, alternately or together - it depends on the direction of the exercise. At first, similar and simultaneous movements are given, aimed at developing consistency and coordination of movements, and only as they are mastered, more complex movements of different types are included.

The main goal of such work is not mechanical training of hand movements, but the systematic teaching of new finely coordinated motor actions to children with mental retardation.

Classes are organized and conducted both individually and with groups of children. The duration of such classes depends on the specific game and on the goals and objectives set, as well as on the individual abilities of children with developmental disabilities.

Goals and objectives:

Develop active and passive movements of the fingers;

To form a positive attitude in children during classes while playing;

Teach children to complete a task according to a model and verbal instructions;

Develop hand-eye coordination and finger dexterity in children;

Develop spatial orientation;

Form an emotional attitude towards the results of your activities;

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

Teach dexterity in handling various benefits and materials;

Cultivate perseverance and attention.

Finger games and exercises not only affect the development of speech, but their beauty is also that they instantly switch children’s attention from whims or nervousness to bodily sensations - and calm them down.

An important point in conducting such game exercises is the participation of the teacher in them. Children with severe mental retardation are characterized by an extremely low level of independence, therefore the inspirer and organizer of finger games is the teacher, who must arouse children's interest in this game, the desire to participate in it, organize it, and create a positive emotional mood in children during the game. , encourage attempts to show independence. Children really love the rhythmically organized speech of an adult, so simple rhymes give them special joy.

The teacher must consider the content, volume and degree of difficulty of the exercise in accordance with the children’s capabilities. When working with a child or a subgroup of children, it is necessary to create conditions that enable each child to work at his own pace and to demonstrate the maximum degree of independence when performing finger gymnastics exercises.

"FRIENDSHIP"

The little boys in our group are friends.

(fingers are joined into a lock)

You and I will become friends little fingers.

(rhythmic touching of the same fingers of both hands)

One two three four five,

(alternating touches of the fingers of the same name, starting with the little fingers)

One two three four five,

(alternate touches of the fingers of the same name, starting with the thumbs)

(hands down, shake hands)

There's a lock on the door

(we fold our hands into a lock, interlocking our fingers,

Who could open it?

They pulled!

(without releasing your fingers, pull one hand to the right and the other to the left)

Twisted!

(we turn the intertwined fingers, folded into a lock, towards ourselves, then away from ourselves)

They knocked!

(we tap the heels of our palms rhythmically against each other without releasing our fingers)

And they opened it!

(we abruptly release our hands, spreading them wide to the sides)

"CABBAGE"

We chop cabbage

(put your elbows on the table, raise and lower your hands alternately)

We are three carrots.

(with the fist of the right hand we make longitudinal movements along the left palm)

We salt the cabbage

(alternately stroke the fingertips of both hands)

We're pressing cabbage!

(rub fists of both hands against each other)

"BERRIES"

Raise your hand slightly in front of you so that your relaxed hand is approximately at face level. Fingers are relaxed, hanging down

I pick berries from a branch,

(with the fingers of the other hand we stroke each finger from the base to the very tip, as if removing an imaginary berry from it)

And I collect it in a basket

(we cup both palms in front of us)

There will be a full basket,

(cover one palm, folded in a boat, with the other, also folded in a boat)

I'll try a little!

I'll eat a little more.

(one folded palm imitates a basket, with the other hand we take out imaginary berries and put them in our mouth)

The path to home will be easy!

(imitating legs, the middle and index fingers on both hands “run away as far as possible”)

An important place is also given to the teaching methods and techniques that the teacher uses during finger play:

Showing adults actions that correspond to the text;

Actions of the teacher with the hands of the child;

Step-by-step verbal instructions;

Independent actions of the child.

The development of fine motor skills of the hands is very well helped by working with plasticine: using form-building movements when rolling sausages, rolling round shapes, pinching, pressing, smoothing.

Children like to sculpt “Worms for the Chicken”, “Barankas for Cheburashka”, “Cookies for the Cat”, “Ripe Apples”, “Merry Bun”, “Rattles” and many others. etc.

Simple movements help to remove tension not only from the hands themselves, but also relieve mental fatigue. The hands gradually acquire good mobility and flexibility, and the stiffness of movements disappears.

Scientists have proven that motor impulses from the fingers influence the formation of “speech” zones and have a positive effect on the cerebral cortex of children. Various hand actions, finger games, active work with objective and practical activities stimulate the process of speech and mental development of children.

Systematic classes for the development of fine motor skills in young children with intellectual disabilities have a beneficial effect on the overall development of the child, helping him to become more independent and self-confident.

Literature:

1. L. B. Baryaeva, O. P. Gavrilushkina, A. Zarin, N. D. Sokolova “Program for the education and training of preschool children with intellectual disabilities,” Ed. "Karo" St. Petersburg, 2009

2. I. M. Bgzhankova “Education of children with severe intellectual underdevelopment”, Humanitarian Publishing Center “Vlados”, Moscow, 2007.

3. D. N. Koldina “Modeling and drawing with children 2-3 years old”, Ed. "Mosaic-Synthesis" Moscow, 2009

4. N.V. Serebryakova “Correctional and developmental work with children of early and early preschool age,” Ed. "Karo" S. - St. Petersburg, 2005

5. E. A. Yanushko “Development of fine motor skills of hands in young children (1-3 years old)” Ed. "Mosaic - Synthesis" Moscow, 2010

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Features of the development of fine motor skills in children of senior preschool age through needlework techniques

When working with preschoolers, the main indicator of work is the successful learning of children in school. One of the indicators of children’s intellectual readiness for school is the level of development of fine motor skills, visual perception, and visual-motor control of hand movement. One of the necessary tasks of preparing children for school is the development of the child’s “manual skill” necessary for writing.

When observing children in educational activities, a lack of independence, a low level of emotional and social development, excessively sluggish or, on the contrary, tense hand, lack of concentration of movements. It has been established that the effectiveness in achieving the goal depends on the method we use. Handicrafts play a special role in preparing the hand for writing: embroidery, sewing, knitting. Working with children, I noticed that from an early age they contemplate and feel all the charm of various handicrafts: an embroidered apron, a hat, beautiful rug by the bed, dress, towel, handbag. Discussions with colleagues, studying the latest in methodological literature, preparing and conducting round tables and master classes led to the conclusion that it is necessary to use such techniques that will create a situation of success for my students and generate interest in the creative process. I became interested in the possibility of using various types of needlework in working with preschoolers to develop fine motor skills. Here you can combine different materials and tools. Undoubtedly, the advantage of such techniques is the versatility of their use. The technology for their implementation is interesting and accessible to both adults and children. Based on the importance and necessity of developing fine motor skills in preschool children and the problem of how to solve this issue, we turned to the use of modern and traditional handicraft techniques.

For a kindergarten teacher, the use of fabrics and threads in joint activities with children has the following advantages compared to the use of other materials:

availability (huge selection and relatively low price).

safety (do not pose a danger even to the smallest)

plasticity (allows you to create any shapes or products)

intensive development of motor skills compared to other materials and, as a result, activation of speech

didacticity (wide range of colors, types, textures)

provide unlimited scope for imagination

create a feeling of comfort, coziness, and psychological safety in the process of work.

create conditions for the development of communication skills, since work is usually carried out at a common table and is accompanied by communication.

The materials are easy to use, and quickly enough children begin to make crafts on their own.

When working with preschoolers, the following classical forms of organizing children’s activities were used:

Direct educational activities;

Individual work (individual work was carried out with children who have poorly mastered the material and with children who show special interest or talent in this type of activity).

Independent artistic activity of children (didactic games, looking at albums, independent experimentation);

Interaction with families of pupils (consultations, meetings, participation in joint exhibitions, etc.).

Leisure and entertainment of an artistic and creative nature.

Carrying out the relationship between learning and creativity, we use the integration of various areas.

In the fifth year of life - middle preschool age, activities with fabrics and threads constantly acquire an independent character, while developing imagination, awakening the child’s inclination for manual labor, and developing dedication, perseverance and patience.

We are preparing a table for such an activity, where fabrics, threads, balls for psychological relief will be publicly available - bright, attractive books on the topic:

Samples of children's and joint works

Samples of folk art, etc.

The result of work in this age group is the formation of an active, creative attitude of children towards these materials and the skills developed by the children. It was at this age that the children, together with the teacher, made a pincushion in the shape of a flower for their mother as a gift on March 8, and a “catalog of fabrics and other materials” was also created together with the teacher.

It is useful to organize an exhibition of folk crafts together with your children, including the best children's works. In the process of all these activities, children of the 5th year of life produce truly beautiful, aesthetic works, which they are able to appreciate. This greatly increases the child’s self-esteem and encourages him to improve his skills.

We continued to learn handicraft skills with children of senior preschool age.

In organizing a development environment for this age group The following improvements have been made: for more effective use material and tools, as well as the free time of the children in the group, an area was prepared with a set of materials: fabric, beads, threads (in boxes and on trays) and tools (scissors, hooks, needle cases).

The manual labor area also included a constantly changing exhibition of children's work, organized and curated by the children themselves. There was also a special library (art albums, handicraft manuals, photo albums, catalogs, etc.) which the children used independently.

Work with fabrics in the older group began by introducing children to various types fabrics: chintz, wool, silk and fabric texture. They determined by touch, by appearance, what product it was intended for. For clarity, the game “Pick the fabric” and “Dress the doll” was made. The work was carried out in free time and during classes. During appliqué and drawing classes we came up with a pattern for the dress.

The following techniques were used in our work:

fabric appliqués;

patchwork technique;

weaving from threads and ribbons;

The result was wonderful works that delighted not only children, but also parents.

At an older age, preparatory to school, individual inclinations actively begin to manifest themselves. Therefore, in fact, at this age, activities with fabrics and threads are organized according to an individual program and to an even greater extent - compared to middle group– turns from joint to independent.

Children of the 6th and 7th year of life are offered the following assignment options:

a) designing and sewing from fabric

Clothes for dolls

Paraphernalia for dressing up

Paraphernalia for role-playing games

Theater paraphernalia

Toys

Souvenirs, gifts

Items based on folk crafts

b) construction from threads

Crochet

Knitting

Macrame, other types of weaving

Making cords, pompoms, tassels

Making dolls according to Russian folk designs

c) embroidery

Merezhki

Cross-stitch

Straight stitch embroidery

d) bead crafts

Designing jewelry using wire (beads, bracelets, necklaces, brooches)

Beadwork

Souvenirs

e) crafts made from combined materials (possibly with the addition of natural and auxiliary materials)

Thus, in the preparatory group for school they mastered various types of stitches. We learned how to embroider on fabric, select colors, mastered the ability to sew on buttons, learned how to work with stencils and sew soft toy. The ability to use a needle and thread has developed.

Separately, it should be noted the high degree of integration of activities into all other areas of cognition for older children (cognition, safety, labor, physical development, communication, etc.) .

For example, in the field of communication the following topics are offered:

“How a shirt grew in a field”

"Secrets of the Silkworm"

“How fabrics are used in medicine (transport, sports, etc.).

To create a sustainable interest in literacy, a set of “Fabric Letters” (letter dolls) was made, which made it possible to organize speech activity in the form of a game:

"Birthday Letters"

“Treats starting with the letter...”, etc.

Collaboration with family.

In close cooperation with parents, you can achieve maximum efficiency in the implementation of any task. Therefore, along with traditional activities for children, I also provided a complex joint events with children and parents (Appendix 4). Joint activities are held once a month and have the following structure:

Part 1 (parents without children) receive theoretical information on the topic

Part 2 (children join parents) practical actions of parents and children.

Manual labor plays a special role. Based on the children’s work, you can trace how fine motor skills develop, what level it reaches at each age stage. We often involve parents in this type of activity: “Weekend work,” drawing competitions, exhibitions of family work, etc. Manual labor classes contribute to the formation of many skills, and most importantly, they teach them to enjoy the results of their work and bring joy to other people, contribute to life surrounding beauty, warmth of human relationships. In addition, manual labor, at will and of one’s own design, in one’s free time, in addition to the above tasks, also solved the problem of psychological relief and relaxation - during this process, the teacher and children communicated, laughed, and consulted - which significantly increased the level of comfort of each child in the team and in the kindergarten in in general.

Thus, as a result of the work done, we came to the conclusion that targeted, systematic and systematic work on the development of fine motor skills in preschool children in interaction with parents contributes to

Gaining in-depth knowledge about the quality and capabilities of various materials;

Strengthening positive emotions;

The emergence of a desire to work and master the characteristics of craftsmanship;

Development of speech, imagination, fantasy, ingenuity;

Preparing the child for subsequent schooling.

The result of our work with a group of children using fabrics, threads, beads and auxiliary materials, we consider a qualitatively high level of their preparation for school, namely: formed curiosity, developed cognitive ability, active social position, psychological stability, communication skills, organizational skills, aesthetic perception peace, hard work, accuracy, excellent motor skills, perseverance, determination and independence. The level of development of fine motor skills has also increased - one of the important indicators of children’s intellectual readiness for school and independent life. Consequently, there is every reason to consider handicraft techniques as an important element of the harmonious development of a child, and in kindergarten it is mandatory.

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Play as a means of developing fine motor skills in children of senior preschool age

“Game as a means of developing fine motor skills in children of senior preschool age”

FINAL WORK

Samara 2013

Introduction 3

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

2. A set of didactic games for the development of fine motor skills in older preschoolers 5

Conclusion

Introduction

Probably, few parents, and especially few teachers working with preschoolers, have not heard about the need to develop fine motor skills in children and about its relationship with children’s speech. What are fine motor skills? Physiologists use this expression to mean the movement of the small muscles of the hands. At the same time, it is important to remember about hand-eye coordination, since the development of small hand movements occurs under the control of vision. Why is it so important to develop fine motor skills in a child’s hands? The motor speech centers in the human cerebral cortex are located next to the motor centers of the fingers, therefore, by developing speech and stimulating the motor skills of the fingers, we transmit impulses to the speech centers, which activates speech. But in fact, sufficiently developed fine motor skills of a child’s hands affect not only his speech, but also his general development and intellectual abilities. Science has proven that one of the indicators of normal physical and neuropsychic development of a child is the development of the hand, manual skills, or, as they say, fine motor skills. Based on modern research, experts draw conclusions about the development of the central nervous system and brain based on the skill of children’s hands.

Fine motor skills are the ability to perform small movements of the fingers and hands through the coordinated actions of the nervous, muscular and skeletal systems. Fine motor skills begin to develop naturally from infancy. First, the child learns to grab an object, then the skills of transferring from hand to hand appear, then the child, growing up, learns to hold a spoon or pencil. With age, motor skills become more varied and complex. The proportion of actions that require coordinated movements of both hands is increasing.

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

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

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

Therefore, the main goal of this work is:

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

1. Systematize the teacher’s work on the development of fine motor skills.

2. Formation cognitive activity and creative imagination.

3. Promote the development of fine motor skills of the hands: develop accuracy and coordination of hand and eye movements, hand flexibility, rhythm.

4. Development of tactile sensitivity of the hands.

This work consists of an introduction, conclusion and two chapters.

Chapter 1

Features of the development of fine motor skills of the fingers in older preschool children.

Motor skills are a set of motor reactions, abilities, skills and complex motor actions characteristic of humans. In terms of correction, they distinguish: general motor skills, fine (or fine) manual motor skills and articulatory motor skills.

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

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

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

You can accelerate the development of fine motor skills in various ways, for example, the following: games with small objects - puzzles, mosaics, construction sets, beads; finger games; massage of hands and fingers; modeling It must be emphasized that the development of a child’s fine motor skills stimulates active work brain and improves coordination of movements

The movements of a child’s fingers and hands have a special developmental effect. Research by scientists has shown that the movements of a child’s straightened arms over the chest develop and are consolidated in the system of the emotional-positive revitalization complex. This revitalization complex occurs in the first months of a baby’s life, when he fixes his gaze on the face of a person bending over him, smiles at him, actively moves his arms and legs, and makes quiet sounds. At the age of two to three months, the child begins to feel palpating movements. From this time on, the centers of the tactile analyzer of the cerebral cortex are turned on.

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

Up to 3.5 - 4 months, the child’s hand movements are of an unconditional reflex nature. This means that movements are performed as relatively constant stereotypical reactions of the body to the influence of the external environment, which do not require special conditions for their occurrence. At 4 - 4.5 months, the child begins to develop simple hand movements aimed at direct contact with an object: pulling an accidentally touched object towards him or feeling it. However, the actions of the hands are still random in nature, without a targeted volitional effort. At the age of 4 to 7 months, the child enters the next stage in the development of actions with objects - the stage of simple “effective” action. This period is characterized by active discovery of the hidden properties of an object. From 5 months, the child’s fingers take a more active part in grasping an object: the dominant position of the thumb is noticeable - the child withdraws it when grasping. At 6 months, he not only knows how to firmly hold an object placed in his hand, but also take it from any position.

7 - 10 months is the next stage in the development of actions with objects, the stage of “correlating” action. During this period, the baby already knows how to correlate an object with a certain place in space. From 8-9 months, the child already perfectly squeezes a toy if someone wants to take it from him, takes small objects with two fingers, and large objects with the whole palm.

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

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

As children age, their finger movements improve. Of particular importance is the period when the opposition of the thumb to the rest begins. From this moment on, the child has access to subtle finger movements. When finger movements are precise enough, verbal speech begins to develop. The development of finger movements, as it were, prepares the ground for the subsequent formation of mental activity.

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

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

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

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

First of all, the child must clearly determine where his right and left sides of his body are. This will be the main orientation in space. He should also become familiar with the concepts of top - bottom, back - front.

Another important exercise for developing spatial orientation on a sheet of paper is fixing the rhythm that the child hears through rhythmic patterns and reading these patterns.

An equally useful exercise for developing spatial orientation on a sheet is shading. The shading is based on a certain rhythmic pattern: lines are combined with gaps, like the duration of a sound with pauses. This means that shading can be rare or frequent.

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

Thus, the development of human hand function and speech function proceeded in parallel and interconnected. As the function of the hands improved, performing more and more subtle and differentiated work, the area of ​​their representation (especially the representation of the hand) in the cerebral cortex also increased. It is necessary to note that this fact should be used in work with children where speech development occurs in a timely manner, and especially where there is a lag, a delay in the development of the motor side of speech; It is necessary to stimulate the speech development of children by training finger movements.

Chapter 2

A set of didactic games for the development of fine motor skills in older preschoolers.

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

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

Our compatriot and teacher V. Sukhomlinsky wrote: “The child’s mind is at the tips of his fingers.”

Didactic games help develop fine motor skills. I offer a set of didactic games:

1. “Who is most likely to roll up the ribbon? »

Goal: to develop motor skills of fingers and hands, to develop speed and accuracy of movements.

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

Progress of the game:

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

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

You can also arrange team competitions. Children are given a larger number of ribbons. At the teacher’s command, several people from one team and another begin to twist the ribbons. The winners receive prizes - a badge, sticker or something similar.

A complication could be the task of rolling the tape in a certain time. For example, the teacher says: “I will count (clap).” The teacher and the children begin to clap, the child twists the ribbon. If he made it, he gets a prize; if he didn’t, the ribbon goes to another child and everything starts all over again.

2. "Journey of Fingers"

Equipment: a sheet of paper on which 2 houses are depicted at different ends of the “island” for moving fingers.

Progress of the game:

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

1. you can move, for starters, using 2 fingers;

2. all fingers must be involved;

3. You cannot tear off the first finger without moving the other one.

3. “Make beads”

Goal: learn to make beads from cut felt-tip pen tubes; learn to compose simple combinations according to the instructions of the teacher and according to the scheme, develop fine motor skills of the hands, learn to concentrate on one type of activity, develop perseverance.

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

Progress of the game:

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

4. “Make a pattern or picture from rubber bands”

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

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

Progress of the game:

In this game, children are asked to create a pattern from rubber bands, stretching them onto posts that are fixed to plywood. It was explained that these rubber bands can be used to make various shapes: square, rectangle, triangle.

At first, we taught the children how to do this work correctly: to complete the figure, you need to take an elastic band and fasten it to a post, and then use the fingers of your right and left hands to stretch the elastic band to the desired length and fasten it to the posts. Then the children are invited to perform any figure and monitor the actions of their hands.

5. “Make a pattern from matches and sticks”

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

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

Progress of the game:

This game involves making a pattern using matches or counting sticks. It was also necessary to compare the work performed with the sample.

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

6. “Thread patterns”

Goal: To teach children to perform patterns using sample cards, to develop fine motor skills and hand-eye coordination.

Equipment: thick heavy threads or thin ropes; sample cards.

Progress of the game:

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

7. “Hurry up!” »

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

Progress of the game: (played by 2-10 people) during the game, children build a column of hands, producing various generally accepted combinations. For example, fist - fist - palm.

Rule: You can't make mistakes. The hand that made the mistake is removed.

8. “The Bunny and the Mirror”

Goal: Improve coordination, automation and smooth switching.

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

9. “Even-odd”

Goal: development of spatial orientation skills on paper; nurturing an emotional, positive attitude towards the game

Equipment: 2 pens of different colors, checkered sheet.

Progress of the game: the border is marked on one edge and on the other. The distance is chosen arbitrarily by the players. Players must take turns marking a line (straight, diagonal squares) from end to next end of the square and so on. The one who reaches the border first (indirect borders) wins.

10. “Who will remember? »

Goal: Develop memory and fine motor skills.

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

Progress of the game:

the adult shows the child the sample for 5-10 seconds. The child must look at it carefully and remember in what order the sticks are placed. The adult removes the table, and the child independently lays out the drawing he just saw from sticks. At the end of the work, the child compares the drawing with the sample.

11. Game with clothespins “Exercise for fingers”

Goal: development of fingertips, development of attention.

Equipment: Clothespins

Progress of the game:

Using a clothespin, we alternately “bite” the nail phalanges (from the index finger to the little finger and back) on the stressed syllables of the verse:

“The silly kitten bites hard,

He thinks it's not a finger, but a mouse. (Change hands.)

But I'm playing with you, baby,

And if you bite, I’ll tell you: “Shoo! "

12. “Skiing”

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

Equipment: two plugs from plastic bottles.

How to play: Place the corks on the table with the threads facing up. These are “skis”. The index and middle fingers stand in them like feet. We move on “skis”, taking one step for each stressed syllable:

“We are skiing, we are rushing down the mountain,

We love the fun of cold winter."

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

Plastic bottle caps can be used as “cars” and play “races”. Using traffic jams, you can play the game “In Brand New Boots.” The index and middle fingers stand in them like feet and stomp:

In brand new boots

The legs began to walk: top-top-top,

Straight along the path: stomp-tomp-tomp.

Come on, more fun: stomp, stomp, stomp,

Let’s stomp together: stomp, stomp, stomp.”

13. “I’ll draw a berry”

Goal: to develop fine motor skills of the fingers.

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

Progress of the game:

Using a bullet, children outline the outline of the berries drawn on a sheet of paper.

14. "Handshake"

Goal: development and training of coordination of finger movements.

Equipment: hand expander (rubber ring)

Progress of the game:

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

15. “Needles”

Equipment: round hair brush.

Progress of the game: the child holds a round hair brush with his hands, rolls the brush between his palms, saying: “The pine, the fir, the Christmas tree have very sharp needles. But the juniper will prick you even more strongly than the spruce tree.”

16. “Knead the dough”

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

Equipment: saucepan, 1 kg of peas or beans

Pour 1 kg of peas or beans into a pan. The child puts his hands in there and imitates how the dough is kneaded, saying: “Knead, knead the dough, There is room in the oven. There will be buns and rolls from the oven.”

17. "Take the peas"

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

Equipment: peas, saucer.

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

Conclusion

So, to summarize, we can state the following:

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

Considering the enormous importance of the development of fine motor skills in children, the task of teachers and child psychologists is to convey to parents the importance of this problem. Work on hand development and correction of existing deficiencies should be carried out in close contact with parents, preschool teachers and teachers primary classes. This will ensure continuity of control over the formation of correct motor skills and will help to quickly achieve the desired results. Parents and teachers must understand: in order to interest the child and help him master new information, you need to turn learning into a game, not back down if tasks seem difficult, and do not forget to praise the child.

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

List of sources used

Literature:

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

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

3. Nefedova E. A., Uzorova O. V. Getting ready for school. A practical guide for preparing children. – K.: GIPPV, 1998.

4. Pimenova E. P. “Finger games” Publishing house “Phoenix” 2007.

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

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

7. Sokolova, G. Finger gymnastics for girls and boys [Text] / G. Sokolova // Preschool education. – 2005. - No. 6. – (P. 34-36.)

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

9. Tikhomirova L. F. Formation and development of a child’s intellectual abilities. Junior schoolchildren (6–10 years old). – M., 2000.

10. Tikhomirova L. F. Exercises for every day. Logic for primary schoolchildren. – Yaroslavl, 2000.

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

12. Encyclopedia for parents of first-graders. / Comp. : E. A. Bely, K. Yu. Belaya. – M.: LLC “AST Publishing House”, 2000.

http://www. nsportal.ru

14. Doshkolenok.ru Website for kindergarten teachers [Electronic resource].

http://www. dohcolonoc.ru

15. International Russian-language social educational Internet project

[Electronic resource]. http://www. maam.ru

16. Everything for kindergarten [Electronic resource]. http://www. moi - kindergartens.ru

17. Raising preschool children in kindergarten and family

[Electronic resource]. http://www. doshvozrast.ru

www.maam.ru

Features of the development of fine motor skills in young children with delayed speech development

The article discusses current problems in the development of fine motor skills in young children; describes the developmental features of young children; describes an experimental technique for studying fine motor skills.

Key words: technique, speech, fine motor skills, children, speech development, age, early age, deviation, movement.

Scientists have proven that the level of speech development is directly dependent on the degree of formation of fine movements of the fingers. Studying the activity of the children's brain, the psyche of children in general, scientists note the great stimulating significance of the hand function, and conclude that the formation of speech areas occurs under the influence of kinesthetic impulses from the fingertips. Speech areas are formed under the influence of impulses coming from the fingers.

Fine motor skills are very important because they develop attention, thinking, coordination, imagination, observation, visual and motor memory. The problem is that the development of fine motor skills in children's hands is important for the overall development of the child, since he will need precise coordinated movements to write, get dressed, and also perform various household and other activities.

Based on the experiments conducted and examination of a large number of children, the following pattern was revealed: if the development of finger movements corresponds to age, then speech development is within normal limits, but if the development of finger movements lags behind, then the child’s speech development is delayed.

Many domestic scientists have paid attention to the problem of developing fine motor skills of the hands. M. M. Koltsova, E. I. Isenina, L. V. Antakova-Fomina confirmed the connection between intellectual development and finger motor skills. M. M. Koltsova came to the conclusion that the formation of speech areas occurs under the influence of kinesthetic impulses from the hand, or more precisely from the fingers. I.M. Sechenov and I.P. Pavlov attached great importance to the muscle sensations that arise during articulation.

According to the physiologist I.P. Pavlov, “hands teach the head, then the wiser head teaches the hands, and skillful hands again contribute to the development of the brain.” All mental processes of consciousness, both conscious and unconscious, are reflected in small movements of the fingers, hand position and gestures.

Thus, numerous studies have proven the importance of fine motor skills in the development of higher mental functions and speech of a child. However, the research problem has not been sufficiently developed at the practical level, and there are not yet enough corrective development programs to effectively solve it.

Delayed speech development is a condition of a child when a child, having a sufficiently developed emotional and mental state, does not use speech.

Lack of motor skills is to a certain extent due to the pronunciation problems inherent in children. Phonetically correct oral speech requires precise coordination of the movements of the speech organs. Motor impairments, manifested in children's gait and manual activity, are also reflected in their speech activity.

When working with such children, special methods are used to develop fine (fine) motor skills, for example, finger games are actively used.

The development of fine motor skills of the hands was also considered by E. M. Mastyukova. In her opinion, among the various motor functions, the movements of the fingers are of particular importance, since they stimulate the maturation of the central nervous system, one of the manifestations of which is the accelerated development of the child’s speech.

Particular attention should be paid to the development of fine movements of the fingers if the child has impaired motor skills due to organic damage to the central nervous system. This category of children also includes children who have severe speech development disorders.

A number of children with speech pathology have a delay in the development of the motor sphere. This manifests itself in poor coordination of complex movements, their lack of coherence and dexterity, and in the form of pronounced difficulties in expressing exercises according to verbal instructions.

It has been proven that any disturbance in the development of speech affects the activities and behavior of children. A feature of supposedly rapid delays in the speech development of children at an early age, according to researchers, is their reversibility, which is associated with the high plasticity of the child’s brain. Consequently, the assistance provided to a young child in many cases can prevent severe forms general underdevelopment of speech, significantly accelerate the progress of the child’s speech and mental development. In this regard, the problem of early recognition and correction of deviations in speech development in young children is of particular importance for their further full development and learning.

The main task of correctional speech therapy is to correct speech defects in parallel with improving motor functions.

In order to study the characteristics of the development of fine motor skills in young children, we conducted an experimental study in which 10 young children took part.

The study was conducted individually with each child.

For the experimental study, the following techniques were chosen: “Fingering”, “Mosaic pattern”, “Buttoning yourself”, “Stringing beads on a rope”, “Put in a box”, “Collect a flower”.

In the course of carrying out the above methods, the following tasks were solved: determining the quality and degree of differentiation of movements, dynamic coordination of movements, examining the ability to perform actions with objects, static coordination of movements

According to our experimental study, it was revealed that in children with delayed speech development, the development of fine motor skills lags behind the norm.

This lag is manifested in relation to all studied functions: in the quality of movements performed, in the ability to perform actions with objects. When performing the exercise, children experienced difficulty in smoothly transitioning from one movement to another; movements are broken, isolated.

During the completion of the tasks, it turned out that some children find it difficult to differentiate hand movements without resorting to external help. In some cases, a repeated test is required with an adult showing the movement and the movement is performed with increased visual control, with tension spreading to other parts of the body. After the repeated demonstration, many children were able to bend their fingers themselves, but in some cases the children themselves were not able to perform the movement at all. Particularly difficult were tasks such as “Fingering”, “Fasten the buttons yourself”, “Stringing beads on a rope”. Collecting the pictures was more successful, but still some of the children completed the task only with the help of the teacher.

Thus, we have experimentally proven that the level of speech development in a group of young children is not sufficiently developed, therefore conditions are necessary for the formation of hand motor skills as a means of speech development.

Children experimental group experienced difficulties when examining motor skills. The movements were constrained, the alignment of the fingers and dexterity were not observed, there was tension in the fingers and the inability to keep them bent.

There was a need to create conditions for the formation of speech and hand development in children. We have compiled thematic planning for classes with children from one to two years old. Using M.A. Vasilyeva’s program “From birth to school,” classes were compiled and conducted with young children.

Using this program, we developed children's artistic and graphic skills; thinking imagination, spatial perception and precise movements of the hand and fine motor skills of the fingers, precise coordinated movements to write, dress, and perform various household and other activities. Performing exercises in classes contributed to the development of arm muscles, coordination of movements and, ultimately, speech.

In classes on the development of fine motor skills, we used tasks such as modeling from plasticine, designing, drawing, etc. All of the above tasks were aimed at increasing the level of development of fine motor skills in young children with delayed speech development.

Indeed, the level of development of fine motor skills of the hands will increase if it is carried out in the leading activities of young children, is directly related to the system of specially constructed communication between the child and adults and peers, as well as with targeted correctional and developmental activities; a selection of appropriate methods, forms and means for the development of fine motor skills for young children with developmental disabilities will be carried out.

Literature

1. Gavrina, S. E. Developing our hands - to learn and write, and draw beautifully / S. E.

Gavrina, N. L. Kutyavina, I. G. Toporkova. – Yaroslavl: Academy of Development, 2007. – 192 p.

2. Tsvintarny, V.V. Playing with fingers and developing speech [Text] / V.V. Tsvintarny.

St. Petersburg : “Lan”, 1998. - 16 p.

3. Mastyukova, E. M. Therapeutic pedagogy: early and preschool age / E. M.

Mastyukova. M.: Prsveshchenie, 1997. – 208 p.

4. Mukhina, V. S. Developmental psychology: A textbook for students. universities – 7th ed., stereotype

V. S. Mukhina. – M.: Academy, 2002. – 456 p.

5. Prishchepa, S. Fine motor skills in the psychophysical development of preschool children

S. Prishchepa, N. Popkova, T. Konyakhina //Preschool education. – 2005. - N 1. p. 60-64.

www.maam.ru

Features of the development of fine motor skills in children with dysarthria.

The term “fine motor skills” literally means hand movement. The need to develop hand motor skills in children with speech impairments, and especially those whose speech is systemically impaired, is determined by the role of fine motor skills in the formation and work of many mental processes - perception, speech, attention, and its significance in graphic and labor activities.

In the history of human development, the role of hands is often emphasized. It was the hands that made it possible to develop the language of communication of primitive people with the help of gestures. Research by scientists shows that hand movements arise only as a result of upbringing and training.

In addition, improving manual motor skills helps to activate various areas of the brain. In general, the level of development of motor skills is one of the important indicators of readiness for schooling. The development of fine motor skills of a person’s hand is closely related to the level of development of speech activity, therefore deficiencies in the development of this skill entail deficiencies in speech articulation, which are later reflected in the level of mastery of written speech. As is known from studies in the field of speech activity in dysarthria, speech impairments are one of the important signs given mental disorder. Consequently, motor impairments are also the main type of abnormalities in children with dysarthria.

The development of a child with dysarthria from the first days of life differs from the development of normal children. Many children with dysarthria have delayed development of upright posture, i.e. they begin to hold their head up, sit, stand, and walk much later. This delay in some children can be quite significant, affecting not only the entire first, but also the second year of life.

All children with dysarthria experience a decrease in interest in their surroundings, indifference, and general pathological inertia (which does not exclude loudness, anxiety, irritability, etc.). They do not have a need for emotional communication with adults; as a rule, they do not have a “revitalization complex.” A normally developing child, in response to an adult’s voice or smile, throws up his arms and legs, smiles, and hums quietly, which indicates that the child has a need to communicate with an adult.

In the future, children with dysarthria have no interest in either toys hanging above the crib or toys in the hands of an adult. There is no timely transition to communication with adults based on joint actions with toys, and a new form of communication—gesture—does not arise. Children in the first year of life do not differentiate between “their” and “strangers” adults, although with normal development this happens in them already in the first half of life.

This affects the development of the first actions with objects—grasping—and the development of perception, which is closely associated with grasping during this period. Children with dysarthria do not have active grasping, visual-motor coordination and perception of the properties of objects are not formed (normally developing children grasp large and small objects differently, like objects of different shapes, as well as distinguishing the objects themselves from a number of others.

In children with dysarthria of early age, object-based activity is not formed. Some of them show no interest in objects, including toys. They do not pick up toys at all or manipulate them. Not only do they not have an orientation like “What can be done with this? ”, but also simpler orientation like “What is this? " In other cases, children of the third year of life begin to manipulate objects, sometimes reminiscent of the specific use of an object, but in reality the child, when performing these actions, does not take into account the properties and purposes of objects at all. In addition, these manipulations are interspersed with inappropriate actions.

Inappropriate actions are those actions that contradict the logic of using an object and come into conflict with the role of the object in the objective world. For example, when a child first puts a cap on the stem of a pyramid and then tries to string rings; knocks the doll on the table; trying to fit a large car into a small garage, etc. Such actions add nothing to knowledge.

The presence of inappropriate actions is a characteristic feature of a child with dysarthria.

The actions of children with dysarthria with objects represent manipulations that are similar to those of younger, normally developing children, but are interspersed with inappropriate actions that are not typical for normal children.

At the same time, the development trends of a child with dysarthria are the same as those of a normally developing child. Much in the development of a child - a lag in mastering objective actions, lag and systemic deviations in the development of speech and cognitive processes - is largely secondary in nature. At proper organization In the life of a child with dysarthria, which requires the earliest possible inclusion of special education, many developmental defects can be corrected and even prevented.

Development in preschool age is, as we know, a continuation of the development that we observe at an early age. Despite the fact that at 3 years a certain leap occurs, further development is based on the level that was achieved before. At the same time, this age has its own characteristics, its own tasks, many of which arise for the first time.

In early preschool age, children mainly master specific manipulations, which should form the basis for the formation of visual-motor coordination and the identification of properties and relationships of objects. However, the process of mastering specific manipulations without special training is slow, since children do not develop a genuine interest in the objective world around them. Children's interest in objects, in particular toys, turns out to be short-lived, since only their appearance. Along with nonspecific manipulations, children of the fourth year of life exhibit a large number of inappropriate actions with objects. Their number sharply decreases only in the sixth year, giving way to specific manipulations leading to familiarization with the properties and relationships of objects.

It should also be noted that younger preschoolers with speech disorders have underdevelopment of the motor sphere and, above all, fine motor skills. Children's movements are poorly coordinated, imprecise, many of them do not hold objects well, and often operate with one hand. Some children are not capable of quickly changing motor settings. Some preschool children with dysarthria have a lack of muscle strength, rhythm of voluntary movements, and tempo. A violation of verbal regulation of actions is also detected, which manifests itself in difficulties when performing tasks following verbal instructions.

For children with dysarthria, preschool age is the beginning of the development of perceptual action. Based on the child’s awakened interest in objects and toys, an acquaintance with their properties and relationships arises. The fifth year of life becomes a turning point in the development of perception of a child with dysarthria.

However, the problems that were observed in the development of fine motor skills as the sensory basis of perceptual action continue to occur in a preschooler with dysarthria, but due to the complication of activity they become even more profound. At this age, disturbances in manual motor skills no longer appear at the level of individual actions, but at the level of complex sets of movements, as well as at the level of visual-motor coordination of movements, which means that fine differentiated movements of the hands and fingers are especially difficult in children with dysarthria: children They have difficulty learning to lace up their shoes, tie shoelaces, and fasten buttons; they often do not measure their efforts when handling objects: they either drop them, or squeeze or tug too hard.

Fine motor skills disorders manifest themselves in productive activities: manual labor and visual arts. Often, a child with dysarthria actively turns the sheet of paper when drawing or coloring. This means that the child replaces the ability to change the direction of a line with fine finger movements by turning the sheet, depriving himself of finger and hand training. It is also quite common in practice to encounter such a feature of the visual and graphic activity of a preschooler with dysarthria, when he draws objects that are too small, which, as a rule, indicates a rigid fixation of the brush when drawing. When modeling, a child often cannot control the force of pressure, his movements are chaotic, imprecise, and there is no voluntary control of movements. During work, the child has difficulty performing subtle and precise actions, coordination of movements, and hand strength is either insufficient or poorly controlled. A serious drawback that causes many problems in the development of fine motor skills in children is the lack of self-control over actions, disturbances in the tempo of actions (hasty or slowness), etc.

The following may serve as indicators of pathological disorders in the development of fine motor skills in dysarthria.

Stiff hand movements

If a six-month-old child still holds one or both hands clenched into a fist, this is a warning signal for parents and teachers. Sometimes the hands are squeezed so tightly that an adult can hardly insert a rattle into the child’s palm.

Between the 6th and 12th month, the baby should begin to play with his fingers in such a way that each finger actively moves. Children with developmental disorders have difficulty moving individual fingers.

The baby reaches for the object, but he has difficulty grasping and holding it. It is often difficult for an older child to grasp something in his hands, for example, a talking doll, a squeaking rubber toy, etc.

Unilateral fine motor impairment

To recognize violations on early stage Great attention should be paid to unilateral weakness or immobility of the hands and fingers. If an older child, in the process of demonstrating tendencies towards right- or left-handedness, prefers one hand, there is no pathology in this. But if a child, when working with objects, never resorts to the help of his second hand, this is a serious suspicion of a unilateral functional disorder.

Cramps and trembling

Sharp and repeated muscle contractions in the child’s hand will be noticeable. Similar convulsive movements can also occur in the area of ​​the forearms, shoulders, back of the head (convulsive twitching of the head) or face (facial convulsions).

Convulsive twitching of the whole body is sometimes mistaken for shuddering from fear, but their causes may be a violation of the central nervous system.

Sometimes you can observe not impetuous, but slow and pulling movements of the fingers and hands. They, just like convulsions, do not obey the will. In this case, the fingers sometimes perform twisting, worm-like movements. Similar slow and tense movements can be observed in the facial muscles.

The features described above appear more often in older children. These also include trembling in the hands and fingers during passive and active movements. As a consequence of this, there is uncertainty when grasping objects. A small child who begins to draw cannot make even strokes.

Smaller or larger tremors may also appear in the muscles of the head and body.

When the tongue moves, children with dysarthria often experience accompanying movements of the fingers of the right hand (especially the thumb) (syncinesia).

The development of fine motor skills is essential for speech development, so normal finger and hand movements are extremely important for children with speech impairments.

Correction of fine motor skills deficiencies in children occurs through children performing a large number of exercises aimed at developing dexterity, accuracy, and simultaneity (synchrony) of finger movements.

So, in general terms, the patterns of mental development coincide for normative children and children with deviations. However, there is something specific in the development of children with speech disorders. The development of a child with dysarthria from the first days of life differs from the development of normal children. The actions of children with dysarthria with objects represent manipulations that are similar to those of younger, normally developing children, but are interspersed with inappropriate actions that are not typical for normal children.

Children's movements are poorly coordinated, imprecise, many of them do not hold objects well, and often operate with one hand. Some children are not capable of quickly changing motor settings. Some preschool children with dysarthria have a lack of muscle strength, rhythm of voluntary movements, and tempo. A violation of verbal regulation of actions is also detected, which manifests itself in difficulties when performing tasks following verbal instructions. Later, disturbances in manual motor skills no longer appear at the level of individual actions, but at the level of complex sets of movements, as well as at the level of visual-motor coordination of movements.

Let's consider the features of fine motor skills in its most common form - erased dysarthria.

According to research by L.V. Lopatina, preschool children with an erased form of dysarthria have impairments in manual motor skills, manifested mainly in impaired accuracy, speed and coordination of movements. The dynamic organization of the motor act causes significant difficulties in children. In most cases, it turns out to be difficult or impossible to quickly and smoothly reproduce the proposed movements. In this case, additional movements, perseverations, rearrangements, and impaired optical-spatial coordination are noted. Switching movements is often carried out in conjunction, according to verbal instructions and with pronouncing their sequence. The most impaired is the ability to simultaneously perform movements, which indicates a certain dysfunction of the premotor systems, which primarily ensure the kinetic organization of movements

Thus, it was found that the majority of children with an erased form of dysarthria had mild (erased) neurological symptoms, which were revealed upon careful examination and indicated an organic lesion of the central nervous system.

Children with erased dysarthria are motorically awkward, the range of active movements is limited, and the muscles quickly tire during functional loads. They stand unsteadily on one leg, cannot jump on one leg, walk along a “bridge,” etc. They imitate movements poorly: how a soldier walks, how a bird flies, how bread is cut, etc. Particularly noticeable motor incompetence during physical education and music lessons, where children lag behind in pace, rhythm of movements, as well as in switching movements.

Children with erased dysarthria late and have difficulty mastering self-care skills: they cannot button a button, untie a scarf, etc. During drawing classes they do not hold a pencil well, their hands are tense. Many people don't like to draw. Motor clumsiness of the hands is especially noticeable during applique classes and with plasticine. In works on appliqué, difficulties in the spatial arrangement of elements can also be traced. Violation of fine differentiated movements of the hands is manifested when performing sample tests of finger gymnastics. Children find it difficult or simply cannot live without outside help perform an imitation movement, for example, a “lock” - put your hands together, intertwining your fingers; “rings” - alternately connect the index, middle, ring and little fingers with the thumb and other finger gymnastics exercises.

During origami classes they experience enormous difficulties and cannot perform the simplest movements, since both spatial orientation and subtle differentiated hand movements are required. According to mothers, many children under 5-6 years old are not interested in playing with construction sets, do not know how to play with small toys, and do not assemble puzzles.

The general motor sphere of children with an erased form of dysarthria is characterized by awkward, constrained, undifferentiated movements. There may be a slight restriction in the range of movements of the upper and lower extremities; with functional load, concomitant movements are possible (syncenesis, disturbances in muscle tone. Often, with pronounced general mobility, the movements of a child with an erased form of dysarthria remain awkward and unproductive.

Insufficiency of general motor skills is most clearly manifested in preschoolers with this disorder when performing complex movements that require precise control of movements, precise work of various muscle groups, and correct spatial organization of movements. For example, a child with an erased form of dysarthria, somewhat later than his peers, begins to grasp and hold objects, sit, walk, jump on one or two legs, runs awkwardly, and climbs on a wall bars. In middle and senior preschool age, it takes a long time for a child to learn to ride a bicycle, ski and skate.

In children with an erased form of dysarthria, disturbances in fine motor skills of the fingers are observed, which are manifested in impaired accuracy of movements, a decrease in the speed of execution and switching from one pose to another, slow initiation of movement, and insufficient coordination. Finger tests are performed imperfectly, and significant difficulties are observed. These features are manifested in the child’s play and learning activities. A preschooler with mild manifestations of dysarthria is reluctant to draw, sculpt, or play ineptly with mosaics.

Features of the state of general and fine motor skills are also manifested in articulation, since there is a direct relationship between the level of formation of fine and articulatory motor skills.

School-age children in the first grade experience difficulties in mastering graphic skills (some experience “mirror writing”; substitution of letters “d” - “b”; vowels, word endings; poor handwriting; slow pace of writing, etc.).

With pseudobulbar palsy, different muscles are not affected to the same extent: some more, others less.

Clinically, paralytic, spastic, hyperkinetic, mixed and erased forms of the disease are distinguished. Most often, mixed forms occur, when the child has all the symptoms of motor impairment - paresis, spasticity and hyperkinesis.

Paresis manifests itself in the form of lethargy, decreased strength of movement, its slowness and exhaustion, any movement is made slowly, often not completed, repeated movement is made with even greater difficulty, and sometimes cannot be repeated at all.

Specific development of fine motor skills is also observed in cerebellar dysarthria. Considering cerebellar dysarthria, it can be noted that the function of the cerebellum is known to be:

1) has a significant impact on muscle activity, regulating the correctness and coordination of movements;

2) affects the coordination of movements of the muscles of the vocal apparatus.

The cerebellum controls and regulates muscle tone, and when it is damaged, dissemetry occurs, expressed in improper muscle contraction. In general, there is a lack of coordination of movements. The gait becomes unsteady, and the patient has difficulty maintaining balance. There are a number of neurological tests to identify dysfunctions of the cerebellum.

The next form of dysarthria, in which specific disorders of fine motor skills are observed, is bulbar dysarthria. Bulbar dysarthria is a symptom complex of speech motor function disorders that occurs in various diseases of the medulla oblongata, in which damage occurs (both unilateral and bilateral) to the motor nuclei of the cranial nerves located in it (VII, IX, X, XII pairs) or their roots and peripheral parts. With bulbar dysarthria, peripheral paresis is observed, sometimes to the extent of paralysis.

The development of pseudobulbar dysarthria occurs with bilateral damage to the motor corticonuclear pathways running from the cerebral cortex to the nuclei of the cranial nerves of the brain stem. With pseudobulbar dysarthria, voluntary movements are most affected.

Pseudobulbar dysarthria is characterized by the development of increased muscle tone in the muscles, similar to spasticity. In this case, a spastic form of pseudobulbar dysarthria occurs. Much less often, when there is a limitation on the range of possible voluntary movements, an unexpressed increase in muscle tone in certain muscle groups is observed or, on the contrary, a decrease in muscle tone - in this case they speak of a paretic form of pseudobulbar dysarthria. It should be noted that in both forms there is a significant restriction of voluntary, active movements of the articulatory muscles, and in severe cases, an almost complete absence of such movements. Dysarthric children are unable to care for themselves. Such a child cannot put on clothes and shoes on his own. He runs and jumps poorly. Complex motor skills and fine coordination of movements are primarily affected here.

Signs of pseudobulbar syndrome can be detected already in a newborn. Such first manifestations of pseudobulbar syndrome are weakness or absence of cry (aphonia, disturbances in the acts of sucking, swallowing, absence or pronounced weakness of a number of innate unconditioned reflexes, which include sucking, searching, proboscis and palmar-orocephalic reflexes.

Let us consider the specifics of the development of fine motor skills in the extrapyramidal form of dysarthria. Subcortical, or extrapyramidal, dysarthria develops as a result of various lesions of the subcortical nuclei of the brain, as well as nerve fibers that connect the subcortical nuclei with other structures of the brain, which include the cerebral cortex. The extrapyramidal system provides the existence of a background for the implementation of precise, fast, differentiated and coordinated movements. The extrapyramidal system, through communication with other parts of the nervous system, plays a significant role in maintaining and regulating muscle tone, the strength of muscle contractions, maintaining the sequence of muscle contractions and movements, and ensures the automated execution of complex movements.

The main manifestations are extrapyramidal disorders of muscle tone such as hypertension, hypotension or dystonia.

With extrapyramidal, or subcortical, dysarthria, violent movements are observed (hyperkinesis, various disorders of the formation and conduction of proprioceptive nerve impulses from the muscles speech apparatus to the structures of the central nervous system, emotional-motor innervation also suffers. Extrapyramidal disorders are manifested mainly by pathogenetically interrelated disorders of muscle tone (rigidity or hypotonia) and movement disorders (hyperkinesis or hypokinesis). There is a somatotopic distribution in the striatal system: the head is represented in the oral sections, medium-hand, caudal - torso and leg. Therefore, when one or another part of the striatum is damaged, violent movements occur in the corresponding muscle groups.

The clinic distinguishes between diseases caused by damage to the predominantly phylogenetically old or new part of the extrapyramidal system. The new part of the extrapyramidal system (neostriatum) has a mainly inhibitory effect on the old (pallidonigral, therefore, when the function of the neostriatum falls out or decreases, the old part of the extrapyramidal system seems to be disinhibited and the patient begins to have violent movements; with a simultaneous decrease in muscle tone, a hyperkinetic-hypotonic syndrome develops (with choreic hyperkinesis).

When the old part of the extrapyramidal system is damaged, the opposite picture occurs. Patients experience slowness and poverty of movements with a simultaneous increase in muscle tone - a hypokinetic-hypertensive (akinetic-rigid) syndrome or parkinsonism syndrome develops, an important link in the pathogenesis of which is considered to be insufficiency of the dopaminergic systems of the brain, primarily dopamine and increased activity of its biochemical antagonist - acetylcholine, promoting the release of histamine and inhibition of cholinesterase. Stiffness, increased tone of all muscles, bradykinesia, bradyllalia, facial and gestural poverty, and lack of accompanying movements are noted. Against the background of general stiffness and stiffness of the muscles, tremor of the fingers is observed, often involving the lower jaw and tongue.

The following types of hyperkinesis are distinguished.

Chorea is characterized by polymorphic rapid violent movements involving the muscles of the limbs, trunk, neck and face. In this case, hyperkinesis is irregular and inconsistent, with a rapid change in the localization of convulsive twitches, intensifies with excitement and disappears in sleep. Reflexes are not changed.

Characteristic of choreic hyperkinesis is the occurrence of rapid involuntary movements against the background of muscle hypotension (hyperkinetic-hypotonic syndrome).

Choreic hyperkinesis is observed in minor (nocturnal) chorea and Huntington's disease.

Athetosis, or mobile spasm, is hyperkinesis, which is manifested by violent slow worm-like movements with alternating hyperextension and flexor movements mainly in the distal limbs. With this hyperkinesis, the phase of muscle hypotonia is replaced by a phase of a sharp increase in tone. From time to time, a general tonic spasm of all muscles of the limbs may occur.

A tic is a stereotypically repeated clonic spasm of one muscle or group of muscles, usually the muscles of the neck and face. In contrast to neurotic reversible tics, extrapyramidal tics are characterized by consistency and stereotyping.

Myoclonus is short lightning-fast clonic twitching of individual muscles or muscle groups so fast that there is no movement of the limbs in space. Myoclonus is most often observed in the muscles of the trunk and less often in the limbs, intensifying with excitement and physical stress.

Hemiballismus - as a rule, unilateral rough, tossing, sweeping movements of the limbs, often the hands, are observed, usually carried out by proximal muscle groups. Hemiballism occurs when the subthalamic nucleus (body of Louis) is damaged as a result of tuberculoma, syphilitic gumma, metastatic abscess, encephalitis, most often as a result of vascular disorders (thrombosis, hemorrhage, embolism).

The listed types of hyperkinesis are often combined, for example, choreic movements and torsion spasm or athetosis (choreo-athetosis).

Trembling (tremor) is a very fast rhythmic (4-6 vibrations per 1 s) low-amplitude violent movements, characterized by alternating flexion and extension in various joints. In contrast to intention tremor, when the cerebellum is damaged, extrapyramidal tremor is more pronounced at rest and decreases or even disappears with active movements (static tremor).

A characteristic feature of hyperkinesis caused by damage to the estrapyramidal system is that they disappear during sleep, and intensify with excitement and voluntary movements.

Let's consider violations of fine motor skills in the cortical form of dysarthria. Depending on the location of the lesion in the cerebral cortex, two types of cortical dysarthria are distinguished. The first type is cortical kinesthetic postcentral dysarthria (some authors call this type afferent cortical dysarthria). It occurs due to damage to the postcentral gyrus of the cerebral cortex. As a rule, brain damage is unilateral, and the dominant, most often the left, hemisphere of the brain is affected.

The basis of cortical kinesthetic dysarthria is apraxia of the kinesthetic type. In addition to kinesthetic dyspraxia of the articulatory apparatus, dyspraxia of the kinesthetic type is noted in both the speech muscles and the muscles of the fingers.

Fine motor skills disorders are especially pronounced in productive activities: manual labor and visual arts.

So, intensive physiological development of the hand as an organ occurs during the first three years of a child’s life, and this development must necessarily be accompanied by a special pedagogical organization; It has been established that depending on the level of development motor qualities The child's hands largely determine the effectiveness of his further education.

Dysarthria is a Latin term, which translated means a disorder of articulate speech and pronunciation. In practice, a slightly different understanding of this term has developed - as a disorder of the motor motor side of oral speech.

For dysarthria different levels the transmission of impulses from the cerebral cortex to the nuclei of the cranial nerves is disrupted. In this regard, the muscles (respiratory, vocal, articulatory, and limb muscles) do not receive nerve impulses, and the function of the main cranial nerves that are directly related to speech is disrupted.

As is known from studies in the field of speech activity in dysarthria, speech impairments are one of the important signs of this mental disorder. Consequently, motor impairments are also the main type of abnormalities in children with dysarthria.

At the same time, lesions of different areas and zones of the brain lead to a significant variety of fine motor skills disorders in children with dysarthria of various forms - from coordination disorders to paralysis and paresis of the limbs.

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1. Features of the development of fine motor skills in primary school age

2. Establishing the initial level of development of children’s fine motor skills at the ascertaining stage of the experiment.

CONCLUSION

BIBLIOGRAPHY

Relevance of the topic. Modern concept primary education and education, changes in requirements for the content and nature of primary education determine the need to improve the development of a preschool child as a multidimensional holistic process, an important direction of which is holistic development.

At the same time, in elementary school, many students encounter writing difficulties, which is due to their insufficient development of fine motor skills. Fine motor impairments, in turn, affect speech development.

Manifestations of motor skills disorders in children in speech therapy and psychological and pedagogical aspects have been studied by many authors (Levina R. E., Filicheva T. B., Chirkina G. V.

The purpose of the study is to theoretically substantiate and prove, as a result of a pedagogical experiment, the possibilities of developing fine motor skills of children of primary school age in the additional education system.

The object of the study is the development of fine motor skills in children of primary school age.

The subject of the study is the development of fine motor skills of children of primary school age in the system of additional education.

According to the goal, the following research objectives were identified:

substantiation of theoretical and methodological approaches to the study of the development of fine motor skills in children of primary school age;

development of methods for developing fine motor skills in children of primary school age;

experimental verification of the developed methodology.

The following methods were used during the research:

theoretical analysis of scientific and methodological literature;;

empirical methods: observation, pedagogical experiment; method of diagnostic tasks (tests, conversations.

A group of children (12 people) of primary school age (6-7 years old) took part in the study.

1. FEATURES OF FINE MOTOR SKILLS DEVELOPMENT IN PRIMARY SCHOOL AGE

Scientists have identified the following pattern: if the development of finger movements corresponds to age, then speech development is within normal limits. If the development of finger movements lags behind, then speech development is also delayed, although general motor skills may be normal and even above normal (L. V. Fomina).

In the period from 3 to 7 years, the number of myofibrils in muscle fiber increases 15-20 times. In all muscles, tendons grow rapidly, connective tissue continues to grow, and the arrangement of myofibrils becomes denser (by the age of 6). By the age of 5, there is a more intensive development of the extensors and, accordingly, an increase in their tone, which in the period from 3 to 7 years, the number of myofibrils in the muscle fiber increases by 15-20 times. In all muscles, tendons grow rapidly, connective tissue continues to grow, and the arrangement of myofibrils becomes denser (by the age of 6). By the age of 5, there is a more intensive development of the extensors and, accordingly, an increase in their tone, which corresponds to the redistribution of muscle tone characteristic of an adult body.

By the age of 6-7 years, after the structural development of the bone base and under the influence of exercise of the muscles of the hand, coordination of the small muscles of the hand develops rapidly, so the child has the opportunity to master writing well. The writing process is mainly carried out by the small worm-shaped muscles of the right hand; these muscles are not yet sufficiently developed in a child at the beginning of school. It should be remembered that the formation of the hand does not end by the age of 7. Ossification of the bones of the wrist and phalanges of the fingers is completed only at 10-13 years of age, therefore, when working with children of primary school age, it is necessary to strictly measure motor loads (continuous writing).

From the age of 8-9 years, children’s ligaments become stronger, muscle development increases, and a significant increase in muscle volume is noted.

The changes occurring in the muscular system of children are associated with changes in the properties of muscle tissue, namely:

As children develop, the nature of the bioelectrical activity of muscles changes. In children aged 7-9 years, in most cases, the bursts of impulses are not clearly defined, and continuous electrical activity is often noted.

As the child grows and develops, areas of increased activity are more and more clearly separated by intervals during which biopotentials are not recorded. This indicates an ongoing improvement in the quality of functioning of the motor system.

Early childhood is characterized by the absence of pessimal muscle inhibition. Muscles, regardless of the characteristics of the stimulus in terms of frequency and intensity, respond with a tetanic type of contraction, which lasts as long as the stimulation continues, without signs of transition to a state of pessimism. The absence of a pronounced pessimum is associated with insufficient structural development of myoneural synapses.

IN childhood, skeletal muscles and the nerves that innervate them are characterized by signs of low lability. Low lability is explained by the duration of the absolute and relative refractory phases, the duration of a single muscle contraction. With age, muscle lability increases, which naturally leads to an increase in the speed of movements.

As a child develops, the elasticity of his muscles decreases, but their elasticity and strength increase.

The force of muscle contraction increases with age due to an increase in the total cross-section of myofibrils and due to an increase in the density of their “packing”.

Influenced physical activity Certain morphological changes occur in muscles regarding the structure of fibers, the distribution of myofibrils, nuclei in them, and the shape of motor nerve endings. Significantly increases with exercise physical exercise a network of capillaries, and with it the blood supply to the muscles, which cannot but contribute to a more active supply of oxygen and other sources of energy to the muscles.

Thus, in preschool and school age, further development of the muscular system occurs: muscle mass of the body and the number of myofibrils in the muscle fiber increase; Coordination of the small muscles of the hand develops. All these changes, in turn, lead to changes in the properties of muscle tissue: the nature of the bioelectrical activity of muscles changes, there is a lack of pessimal inhibition and low muscle lability, elasticity, muscle strength and the strength of muscle contraction increase. hand muscles, the coordination of the small muscles of the hand develops rapidly, so the child has the opportunity to master writing well.

2. ESTABLISHING THE INITIAL LEVEL OF DEVELOPMENT OF CHILDREN’S FINE MOTOR SKILLS AT THE CONFIRMING STAGE OF THE EXPERIMENT

Children aged 6 - 7 years old - 12 people - took part in the study. All children were divided into 2 groups - experimental and control. Each group included 6 children.

To examine the development of fine and gross motor skills of the subjects, we used three directions:

Testing kinetic praxis, that is, the ability to move your arms. To do this, they asked the child to lay out a thread along the outline on velvet paper or (depending on age) to draw a favorite toy from memory with a thread.

Diagnosis of children's tactile sensations through the games “Find out by touch”, “Magic bag”.

Examination of the child's hand: transferring walnuts, beans, peas from one cup to another.

The following criteria were defined:

2 points - low development of motor skills;

4 points average development of motor skills;

6 points - high development motor skills

Data from the ascertaining stage of the experiment in the experimental and control groups are given in tables 2.1., 2.2.

Table 2.1

Primary state of development of fine motor skills in children at the ascertaining stage of experimental research (EG)

Salary No. Last name of the child Level of development of fine motor skills points 1 Katya M. Average 42 Regina P. Low 23 Sasha R. Low 24 Dima O. Low 15 Kolya L. Low 26 Lara D. High 6

Table 2.2

The primary state of development of fine motor skills in children at the ascertaining stage of the experimental study (CG)

No. salary Child's last name Level of development of finger motor skills points 1 Lena S. Average 32 Vitalik R. Low 23 Semyon D. Low 14 Ira A. Low 25 Tanya L. Average 36 Natasha D. High 6

Thus, the predominant number of children in the experimental and control groups have a low level of development of fine motor skills. This necessitates the need to carry out work with these children aimed at improving the development of motor skills.

CONCLUSION

A study of literary sources allows us to conclude that existing studies are devoted mainly to the development of general motor skills in children, and less attention has been paid to the development of fine motor skills. At the same time, researchers point to the relationship between the motor and speech development of children, and especially emphasize the beneficial effect of motor exercises on the development of speech in children.

As a result of our experimental study, we identified different levels of development of fine motor skills in children

As a result of experimental work, depending on the degree of development of motor skills, three groups of children were identified: with a high, medium and low level.

A program aimed at developing fine motor skills in the system of additional education is proposed. The proposed classes should harmoniously fit into the structure of the classes of the institution of additional education and implement not only motor tasks, but also contribute to the formation of various mental functions in children.

The learning results revealed positive dynamics in the development of children’s motor skills.

The proposed technique allows to improve the development of fine motor skills: two children demonstrated a high level, the number of children with a low level decreased from 4 to 1.

In the CG there were no changes in the development of fine motor skills.

At the same time, the development of fine motor skills of the hand in the conditions of the additional education system allows one to significantly expand motor capabilities, prepare the child’s hand for writing, drawing, and for successfully performing practical activities with objects. Improving motor skills contributes to faster formation of labor skills.

fine motor skills child

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