Gymnastics of fine motor skills of children's hands. Finger gymnastics for the development of fine motor skills of the hands
- a thing absolutely necessary for a mother raising a baby. Beyond development fine motor skills, this is a great way to distract and amuse the child, because at the heart of each game is a nursery rhyme or a poem. And if there are many children in the family, finger gymnastics often becomes the favorite game of the elders with the younger ones. We have collected 12 games for different ages repeatedly tested by experienced teachers in their classes.
Many parents know that finger gymnastics is needed for all kids and preschoolers. IN modern world, with its ready-made toys and an abundance of household appliances, children's fingers get less and less useful work. Finger games come to the rescue - they develop dexterity, mobility, creativity, attention and reaction speed, and funny poems help relieve nervous tension. Toddlers who regularly do finger gymnastics speak better, learn to write faster, have a good memory, develop coordination of movements, and calm down after stress more quickly.
Finger gymnastics very good as a daily independent play activity with the baby. Many teachers and speech therapists use finger gymnastics in their developmental classes as a physical activity, rest and change of activity. Finger games are also great for children's holidays - they are easy to include in the script, it is convenient to intersperse contests with them, standing up with the kids in a round dance.
Finger gymnastics for children 1-2 years old
Cam
This finger is small (bend little finger)
This finger is weak (bend the ring finger)
This finger is long (bend middle finger)
This finger is strong (bend index finger)
This finger is fat (bend thumb)
Well, together - a fist!
Visit
On a visit to the thumb (thumb is bent, the rest are clenched into a fist)
Came straight to the house
Index and middle (in accordance with the text, unbend fingers alternately)
Nameless and last.
Little finger itself
Knocked on the threshold.
Fingers together are friends (clench your fingers into a fist and unclench them)
They cannot live without each other.
Squirrel sits on a cart
A squirrel sits on a cart (squeezing and unclenching fingers into a fist in the rhythm of a nursery rhyme)
She sells nuts (begins to bend fingers)
fox-sister,
Sparrow, titmouse,
Bear fat-fifth,
Mustachioed hare,
Who cares
To whom in a scarf
Who cares.
Finger games for children 2-3 years old
Maple
The wind gently shakes the maple, (fingers outstretched and reaching up)
Right, left tilts: (swing palms left and right)
One - slope and two - slope, (tilt left - right palms low-low)
The maple rustled with leaves. (wiggle fingers)
ship
A boat is sailing on the river
He swims from afar (fold hands like a boat and make wave-like movements)
Four on the boat
A very brave sailor. (show 4 fingers raised up)
They have ears on top (raise hands to head, show ears with bent palms)
They have long tails (we put our hand to the lower back, we depict movements with the tail)
But only cats are afraid of them,
Only cats and cats. (we raise both hands to the head, depict cat claws and hiss)
Cake
We remember the dough with our hands (squeeze-unclench fingers)
Let's bake a sweet cake. (as if kneading dough)
Smear the middle with jam, (circular movements of the palms on the table)
And the top - sweet cream (circular movements of the palms against each other)
And coconut crumbs
We'll sprinkle some cake (sprinkle the "crumbs" with the fingers of both hands)
And then we'll make tea -
Invite a friend to visit! (one hand shakes the other)
Finger gymnastics for children 3-4 years old
Bunny
Bunny jumped through the forest (fingers "jump" on the table)
The bunny was looking for food. (with the fingers of both hands we alternately sort through the table)
Suddenly at the bunny on top
Ears rose like arrows. (depict ears with handles)
A quiet rustle is heard:
Someone is sneaking through the forest. (fingers slowly walk on the table)
The hare confuses the tracks,
Runs away from trouble. (fingers quickly run around in a circle on the table)
Orange
We shared an orange! (hands are clasped in the lock, we shake)
A lot of us (spread fingers)
And he is alone. (show only one finger)
This hedgehog slice (fingers folded into a cam, bend one finger at a time)
This slice for a swift, (bend the next finger)
This is a slice for ducklings (bend the next finger)
This is for kittens (bend the next finger)
This slice is for the beaver (bend the next finger)
And for the wolf peel! (palms down, fingers outstretched)
He's angry with us, trouble! (wiggle finger)
Run away whoever! (simulate running fingers on the table)
Snail
A snail pokes its horns - (thumb right hand holds the middle and nameless; index and little fingers - straight)
The gate is locked in the garden. (pokes "horns" in the palm of his left hand)
Open the gate quickly (left hand "opens" the gate),
Let the snail go home (right hand "creeps").
Finger games for children 4-7 years old
Days of the week
On Monday I washed (cams three against each other)
I swept the floor on Tuesday. (hands of relaxed hands down and imitating movements on the table)
On Wednesday I baked kalach, (bake pies)
All Thursday I was looking for the ball, (we bring the right hand to the forehead and make a "visor")
I washed the cups on Friday (the fingers of the left hand are half-bent, the palm is on the edge, and with the index finger of the right hand we drive in a circle inside the left hand)
I bought a cake on Saturday. (palms open and joined together on the side of the little fingers)
All girlfriends on Sunday
Called for a birthday. (waving palms towards you)
Peas
five small peas
Locked up in a pod. (interlacing fingers, clasping hands together)
One grew up
And it's already tight. (straighten thumbs)
But here comes the second one
And the third, and then
Fourth, fifth... (straighten fingers one by one)
The pod said, "Bom!" (clap)
Winter
One two three four five, (bend fingers one at a time)
We went for a walk in the yard.
They sculpted a snow woman, (we imitate the modeling of lumps),
The birds were fed with crumbs, ("crumble bread" with all fingers)
Then we rode down the hill, (we move the palm of the right hand along the palm of the left hand)
And they rolled in the snow. (we put our palms on the table with one or the other side)
Everyone came home in the snow (wipe palms off)
We ate soup and went to bed. (we make movements with an imaginary spoon, put our hands under the cheek)
The article was provided by the children's eco-club "Umnichka"
Anastasia Shevchenkoteacher and speech therapist
Sofia Timofeeva candidate of pedagogical sciences
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Introduction
My little friend, memorize the moves!
And with us
Learn to move without tension.
Our fingers need training
Everything will turn out so well!
Of course you have to work hard.
It will be easier to learn later.
Any job will be controversial.
You say: "Thank you for your concern!"
At present, a significant part of children have a weakness in the development of visual-motor and auditory connections, insufficient development fine motor skills, graphic skill. The study of the level of development of fine differentiated movements of fingers and hands in children studying in the first grade shows that in many of them hand movements are not purposeful enough and poorly obey the tasks of activity. Complexly coordinated movements of the leading hand are especially poorly developed, the ability to use a pen or pencil as a working tool is poorly formed. As a consequence of this, the development of subject actions causes great difficulties. The timely development of fine motor skills, precise coordination in children, the formation of a synthesis of visual, auditory and kinesthetic information in them provide a quick and proper development reading and writing skills.
This book is devoted to the development of fine motor skills, dexterity, coordination and the development of objective activities. It offers both developing and corrective-developing exercises and tasks that help prepare the hand as a direct tool for graphic activity to perform precise and complex movements. The implementation of these exercises allows you to develop and improve the precise movements of all parts of the arm: shoulder, forearm, hands and fingers, and also improves overall coordination and dexterity of movements.
In addition, the book describes outdoor games that promote the development of motor dexterity and activity, which are the basis of a full-fledged physical development child.
Section 1. Preparing the hand for writing. Development of fine motor skills
The accuracy of graphic actions is ensured by muscular control over fine (fine) motor skills of the hands. This is the dexterity of the fingers and hands, the coordination of their movements. The development of fine finger movements can be judged by observing how the child draws or paints over the details of the picture. If he constantly turns the sheet, cannot change the direction of the lines with the help of subtle movements of the fingers and hand, then the level of development of fine motor skills is insufficient.
Graphic Skill Development Test
The child is given a piece of paper in a box, on which a previously adult (teacher or parent) writes on the left side a sequence of the same type of graphic elements: two large - two small - two large - two small and offer to continue this "pattern" to the end of the line. The assessment of the test results is carried out according to 6 parameters, for each of which 1 or 0 points are set, then the points are added up.
Evaluation of test results
Points
1. The nature of the lines is even, straight, the pressure is even - 1, uneven, trembling, double, curved - 0.
2. The size of the elements corresponds to the standard - 1, does not correspond to the standard - 0.
3. The shape of the elements corresponds to the standard - 1, does not correspond to the standard - 0.
4. The slope corresponds to the standard - 1, does not correspond to the standard - 0.
5. Deviation from the line is insignificant: (no more than Z0) - 1, significant - 0.
6. The sequence of elements: the sequence of large and small elements is correctly reproduced - 1, the sequence of elements is incorrectly reproduced - 0.
Result 6–5 points indicates that the child's graphic skill is well formed.
Result 4–3 points- the child has some difficulties in performing graphic movements, it is necessary to select exercises to correct those components of the graphic skill that are poorly developed.
Result 2–0 points- the graphic skill is very poorly developed, there may be serious difficulties in teaching writing at school.
The low level of development of the graphic skill is the cause of a number of difficulties in learning to write:
1) low rate of writing;
2) rapid fatigue when writing;
3) uneven, "trembling" line;
4) "angular" letter, difficulties in writing ovals;
5) too much pressure;
6) difficulties in reproducing the form of graphic elements;
7) non-compliance with the size of graphic elements;
8) non-observance of the inclination of the letter;
9) a large number of blots and corrections, a "dirty" letter;
10) unwillingness to perform written exercises.
To form a child's graphic skill, it is necessary to teach him using the system special exercises. The main content of the training in preparing the hand for writing should be the development of small muscles and differentiation of the movements of the hands and fingers, that is, the formation of functional (physiological) readiness for the graphic activity of writing.
To develop a graphic skill, you should use:
Graphic dictation;
Line drawing: straight paths, curly paths;
Drawing: by dots, by contours, by cells;
Fulfillment of hatching: with different direction of movement of the hand, silhouette hatching.
For the development of fine motor skills of the hands, you should use:
Finger gymnastics;
Exercises for the development of subject actions. Fulfilling different kinds tasks, the child acquires the experience of graphic movements. At the same time, it is necessary to immediately teach the child the correct methods of action: draw a line from top to bottom and from left to right, be able to draw lines of various thicknesses and shapes, hatch evenly and without gaps, without leaving the contour. At 6-7 years old, the child should learn to perform the following types of hatching: straight vertical strokes (from top to bottom), horizontal (from left to right), oblique, glomeruli (circular hand movements that imitate winding and unwinding of the thread), semicircles (fish scales, roof tiles etc.), large loops. Particular attention should be paid to the implementation of lines of complex shape with one movement of the hand (ovals, circles, wavy and broken lines). The lines must be drawn without taking your hand off the paper; when completing a task, you cannot change the position of the sheet or notebook. Pay attention to the correct seating at the table. You need to start with simple tasks and gradually increase their complexity, increasing the lesson time from 10 to 15-20 minutes. After this, you should definitely take a break, during which you can perform finger gymnastics or exercises for the development of objective actions with the child.
Regular activities with the child will ensure correct and beautiful writing.
In addition, there is a close relationship between the coordination of fine finger movements and speech. Studies show that the development of fine motor skills of the hands is a necessary condition for the development of speech and thinking of the child.
Graphic dictations
Performed on paper in a box under the dictation of an adult. The child is asked to draw a line as follows:
1. Two cells left, two cells up, two cells right, two cells down, two cells right, two cells up, two cells left.
2. One cell right, one cell up, one cell right, one cell up, one cell right, one cell up, one cell right, one cell up, one cell right, one cell down, one cell right, one cell down, one cell to the right, one cell down, one cell to the right, one cell down, one cell to the right.
3. One cell left, four cells up, three cells right, four cells down, one cell left, three cells up, one cell left, three cells down.
4. One cell left, three cells up, two cells left, one cell up, five cells right, one cell down, two cells left, three cells down.
5. One cell down, five cells to the right, one cell up, five cells to the left, three cells up, five cells to the right, three cells down.
6. Four cells up, two cells to the right, one cell up, one cell to the right, one cell down, two cells to the right, four cells down, two cells to the left, one cell up, one cell to the left, one cell down, two cells to the left.
7. One cell up, four cells to the right, four cells up, one cell to the right, four cells down, four cells to the right, one cell down, nine cells to the left.
8. One cell to the right, seven cells up, one cell to the right, five cells down, three cells to the right, five cells up, one cell to the right, seven cells down, one cell to the right.
9. Four cells up, one cell to the right, three cells down, five cells to the right, three cells up, one cell to the right, four cells down, seven cells to the left.
10. Five cells up, three cells to the right, two cells down, five cells to the right, one cell down, five cells to the left, two cells down, three cells to the left.
line drawing
straight tracks
The child is asked to draw a line in the middle of a straight path, without leaving it and without lifting the pencil from the paper.
Curly tracks
- The child is asked to draw a curly path, connecting the hatching line. When passing the track, the child should try to follow as closely as possible all the bends and turns of the lines.
As in the previous task, the pencil should not come off the paper, and the sheet should not turn over during the task.
- The child is asked to draw a line in the middle of the curly track. When completing a task, you must Special attention to the fact that you can not touch the walls (especially in labyrinths), the line should go in the middle of the track. The pencil does not come off the paper, and the sheet of paper does not turn over.
Drawing
By points
The child is asked to connect the dots according to the instructions below the picture. The tasks should be performed as follows: the pencil or pen does not come off the sheet of paper, the sheet is fixed, and its position does not change.
Draw a figure point by point, as in the sample.
By contours
The child is asked
Connect the dots to complete the drawing.
Connect the dots to complete the drawing.
Connect the dots to complete the drawing.
Connect the dots to complete the drawing.
Connect the dots to complete the drawing.
By cells
On checkered paper, the child is asked to continue the pattern according to a given pattern.
The child is asked to complete the drawing by cells.
The child is asked to complete the drawing by cells.
The child is asked to draw a pattern on a piece of paper in a box according to a given pattern.
Filling hatches
Hatching with different direction of hand movement
The child is asked to perform various types of shading according to the patterns: vertical (top to bottom), horizontal (left to right), oblique, “balls” (circular hand movements), semicircles. Lines of complex shape should be performed with one movement of the hand. Hatching at first should be large, as the child acquires the skill of performing, their size decreases. In this case, attention should be paid to a decrease in the amplitude of movements of the hand.
Silhouette hatching
The child is asked to copy the drawing, hatching according to a given pattern.
Copying patterns
Children are invited to carefully analyze and copy patterns of patterns of beautiful “carpets” (in front of each child there is an individual sample on the table) and copy them as accurately as possible. After copying the patterns is completed, you can arrange a collective analysis and choose the most accurate copies closest to the original.
Finger gymnastics for the development of fine motor skills of the hands
Games and exercises with fingers are presented in literary sources in different options: folk with speech accompaniment, author's based on poetry and without them. The advantages of such games include their simplicity and versatility, the absence of any special attributes for playing, and safety. Usually they are all simple in technique, but at the same time, when used regularly in work with children, they provide good workout fingers and preparing the muscles of the hand for writing. The use of finger games and exercises has a non-specific tonic effect on the functional state of the brain and the development of speech in children, causing them an emotional upsurge and a discharge of neuropsychic stress. Particular attention should be paid to the fact that children practice different actions (squeezing, relaxing, stretching the muscles of the hands), and also train in performing isolated movements with each finger of both hands.
Finger gymnastics is performed by a child as a repetition of what an adult is doing, so you should first master these exercises without a child.
1. Palms alternately hit the edge of the table.
2. Hands are pulled forward, clenched and unclenched fists.
3. Alternately, the fingers are bent first on the left, and then on the right hand. At the end of the exercise, the fingers should be clenched into fists.
4. Both palms are on the table. One of the palms is clenched into a fist, while the other remains motionless. Further, the palm that remained lying on the table is clenched into a fist. At the same time, the palm that was clenched into a fist straightens. After that, the task is played 5-6 times in a row at a fast pace. Make sure that when performing this exercise, the fingers do not spread out, but remain tightly pressed against each other.
5. Palms turned down. With both hands, a wave-like movement uphill (up) and downhill (down) is simultaneously imitated.
6. Both palms are clenched into a fist, thumbs are raised up, circular movements are performed with the thumbs.
7. The fingers are woven into the castle. The ends of the fingers of the left hand press on upper part the back of the palm of the right hand, bending it so that the fingers of the right hand stand up like a cockscomb. Then the fingers of the right hand are pressed on the back of the left hand, and the fingers of the left hand turn into a cockscomb.
8. The arms are stretched forward, the fingers spread out, tense as much as possible, and then relax, lower the hands and shake them slightly.
9. For one - the fingertips are pressed to the top of the palm, for two - the fingers quickly straighten and spread out.
10. The forearm is vertical, the palm is at a right angle, all fingers are pressed. Rotation of brushes away from you and towards you.
11. Hands are clenched into fists, thumbs are pulled up, bent and unbent. The same exercise is done with all the other fingers: index, middle, ring, little finger.
12. Hands are placed on the edge of the table and turn into five-fingered animals. On a signal, the animals rush to the edge of the table, moving their fingers like legs.
13. Both palms are on the table. Right - down, left - up. On command, the palms change places: right - up, left - down.
14. Hands are clenched at the elbows, holding the hands in front of the face. They bend and unbend the fingers at the same time, without squeezing them into fists.
15. The fingers are intertwined, the palms are joined and clenched as tightly as possible. Then they lower their hands and shake them slightly.
16. The palms are placed vertically to each other and closed. Then the palms open.
17. Alternately, the fingers are pressed against the thumb, forming a ring with it.
18. The hands are clenched into a fist, the thumb is pulled up and they begin to rotate it first in one direction, then in the other direction. The same is done with other fingers: index, middle, ring, little finger.
19. The fingers of both palms are intertwined and pressed into the castle. Then the fingers are straightened and again compressed into the castle.
20. Hands are clenched into fists, index and middle fingers are extended, as if forming two pairs of scissors. Then they begin to cut imaginary paper with them.
21. Hands are connected to the castle and pulled in different sides.
22. They interlock their thumbs and pull their hands in different directions. The same is done for other fingers: index, middle, ring, little fingers.
23. The fingers of both hands are folded together with the tips. Clap with the tips of the thumbs. The same - for the index, middle, ring, little fingers.
24. Left palm - vertically up, a fist is attached to its lower part. Then the position of the hands changes.
25. Alternately bend the fingers to the palm, starting with the thumb. Then alternately unbend the fingers, starting with the thumb.
26. The fingers are clenched into a fist, the index finger and little finger are extended. Moving forward, you should slowly move your fingers.
Formation of the ability to switch from one motor mode to another.
Mastering objective actions
For the development of fine motor skills of the hands, you can use exercises using sports equipment. In children with insufficient formation of fine motor skills of hands, mastering object actions causes significant difficulties. Depending on the individual capabilities of the child and the stage of work on mastering movements, one can vary the nature of manipulations with objects, use techniques such as shifting, tossing, catching; change the pace of work and the degree of its complexity, the number of items simultaneously involved in the work.
If it is difficult to perform exercises with the ball, you can temporarily replace the ball with a small bag of weight (sand, grain, etc.). After the child has mastered the listed exercises with the bag, you can repeat them using the ball.
Formation of the ability to switch from one motor mode to another.
Developing the ability to properly hold a pencil or pen, put it in a box, open and close the box, etc.
Developing the ability to put books, notebooks, pencil cases, rulers, paints, albums into a portfolio.
Playing games consisting of a series of actions, for example, catching a ball, throwing it to a friend, running into a circle drawn on the floor.
Section 2. Development of interhemispheric interaction
The formation and development of the functional asymmetry of the hemispheres begins to occur with early age under the influence of a complex of biological and sociocultural factors. At the same time, the innate prerequisites for the development of one or another type of asymmetry are only prerequisites, and the asymmetry itself is largely formed in the process of individual development under the influence of social contacts. The functional asymmetry of the hemispheres is expressed in the difference in the distribution of neuropsychic functions between the right and left hemispheres.
The functional asymmetry of the hemispheres is one of the reasons for the existence of a certain structure of the psyche. Such psychological oppositions are associated with it, such as concrete-figurative and abstract-logical thinking, flexibility and rigidity, etc. The different degree of expression of these mental properties, which is already largely represented in a child of six years old, forms a tendency to predominantly rely on the “left hemispheric ”, “right hemisphere” or “equal hemisphere” types of thinking.
Left hemispheric type. The left hemisphere operates with words, conventional signs, symbols; responsible for the bill, letter; provides the ability to analyze, abstract, conceptual and two-dimensional thinking. Information received in the left hemisphere is processed sequentially, linearly, slowly. The dominance of the left hemisphere determines the tendency to abstract and generalize, the verbal-logical nature of cognitive processes, verbal, theoretical intelligence.
For successful learning activities, the following conditions must be met: an abstract linear style of presentation of information, analysis of details, repeated repetition of material, silence in the classroom, the ability to work alone, closed-type questions, timeless tasks. Such children are characterized by a high need for mental activity.
Right hemispheric type. The right hemisphere operates with images of real objects, is responsible for orientation in space and perception of spatial relationships. Provides synthetic brain activity; visual-figurative, three-dimensional thinking associated with a holistic view of the situation and those changes in it that are desirable to obtain. Information received in the right hemisphere is processed quickly. The dominance of the right hemisphere determines the presence of non-verbal, practical intelligence, the ability to draw and perceive the harmony of shapes and colors, ear for music, artistry, success in sports.
The conditions necessary for successful learning activity: creative tasks tied to the context, the opportunity to experiment, speech rhythm, group work, synthesis of new material, open-ended questions, social significance of the activity.
Equivalent type. There is no pronounced dominance of one of the hemispheres. This ensures their synchronous activity in choosing a thinking strategy.
School teaching methods are focused mainly on the development of the left hemisphere and do not take into account the presence various types development of functional asymmetry of the hemispheres, as well as the difference between boys and girls in the rate of development of the left hemisphere. Therefore, in best conditions there are left-hemispheric and equal-hemispheric girls, and right-hemispheric boys are in the most disadvantageous position.
Currently, the number of children with reduced activity of the left hemisphere is growing. Such children have an inability to learn new material, an inability to adequately read and write, a rearrangement of words, signs, signs, and phenomena. Sometimes they are "blind" to whole phrases. The described condition is called "dyslexia", which in Greek means "denial of the word." With dyslexia, the ability to verbalize spatial representations suffers, the immaturity of visual and graphic skills, and the weakness of verbal and logical thinking are revealed. The tasks most difficult for children with damage to the right hemisphere (constructive, orientation in a schematic representation of spatial relationships, stereognosis) are performed by most children with dyslexia at the level of healthy peers. Left hemispheric insufficiency, both at the functional and morphological levels, may be due to hyperfunction of the right hemisphere, which suppresses the maturation and functional activity of the left hemisphere.
Thus, difficulties in mastering reading in children are associated with a violation of the optimal interhemispheric interaction. At the beginning of the year, the functional superiority of the right hemisphere over the left is noted in older preschoolers and first graders. At the end of the first year of training, the left hemisphere becomes the leading hemisphere. In this case, the assimilation of reading occurs without complications. Children who start school with a left hemisphere dominant in terms of activity develop dyslexia. At the same time, the pace of reading is sharply slowed down, but few errors are allowed. The same thing happens with those students who start learning with the right hemisphere active, but there is no change in the activity of the hemispheres by the end of the year (P-type dyslexia). In this case, the reading rate is relatively high, but there are many errors. Normally, the change of the hemisphere leading in activity should occur from the right to the left during the year. The need for such a reversion of the interhemispheric balance is due to the fact that initial stage mastering literacy, graphic symbolism, functionally, the greatest load falls on the brain systems responsible for perceptual processing of visual-spatial information (learning graphemes).
Attempts to exert psychological or disciplinary influence on a student with dyslexia lead to negative consequences. Attempts to speed up the pace of mastering reading have an unfavorable effect: this almost always aggravates reading disorders. Often dyslexia is accompanied by dysgraphia.
In the vast majority of children, dyslexia could be prevented by choosing the optimal method for them (analytico-synthetic or visual) and the pace of learning.
To ensure the harmonization of the child's mental activity, a differentiated system for selecting corrective methods in accordance with the type of asymmetry of the hemispheres is necessary. For the development of interhemispheric connections, as well as for the development of the right and left hemispheres, complexes of kinesiology exercises can be used.
Diagnosis of indicators of interhemispheric interaction
Sample N.I. Ozeretsky on the dynamic praxis "Fist-rib-palm"
The child is shown three positions of the hand on the plane of the table, successively replacing each other:
palm on the plane,
clenched hand,
Palm edge on the plane of the table,
Again straightened palm on the plane of the table.
The child performs the first test together with an adult, then repeats it from memory 8-10 times. The test is performed first with the right hand, then with the left, then with both hands together.
The task is available to children 6 years and older. This test is sensitive to two types of errors. In the first case, switching from one movement to the next in an automated mode suffers: the child repeats or makes long pauses between movements. In the second case, children confuse the sequence of movements or skip some of them.
Developing the accuracy of finger movements and the ability to switch from one movement to another
The child is invited, without looking at his hand, following the adult to reproduce various postures of the fingers:
All fingers are straightened and closed, the palm is turned forward;
The 1st finger is raised up, the rest are gathered into a fist;
The index finger is straightened, the rest are gathered into a fist;
2nd and 3rd fingers are arranged in the form of the letter V;
The 2nd and 5th fingers are straightened, the rest are gathered into a fist;
The 2nd and 3rd fingers are crossed, the rest are gathered into a fist;
The 2nd and 3rd fingers are straightened and arranged in the form of the letter Y, and the 1st, 4th and 5th fingers are gathered into a fist (“bunny”);
The 1st and 2nd fingers are connected by a ring, the rest are straightened.
Development of arbitrary skills of the organs of speech
The child learns to pronounce various sounds due to good mobility and differentiated work of the organs of the speech apparatus. Accuracy, strength, range of motion develop gradually in a child. Adults can help him with this by conducting articulatory gymnastics.
Articulatory gymnastics contributes to the development of movements of the speech organs necessary for the correct pronunciation of sounds and for combining simple movements into complex articulation patterns of various phonemes.
The child is invited to imitate to perform 11 actions:
1) Smile -
2) Puff out cheeks -
3) Make lips with a tube "U" -
4) Make lips, as when pronouncing the sound "O" -
5) "Roll the nuts on the cheek" -
6) Stick out the tongue with a spatula -
7) Raise the tip of the tongue up and put it on the upper lip -
8) Put the tongue on the lower lip -
9) Place the tip of the tongue in the right corner of the mouth -
10) Place the tongue in the left corner of the mouth -
11) Stick out the tongue and make the tongue narrow -
Development of the skill of orientation in the body scheme
1. The child is invited to reproduce the movements performed by the adult sitting opposite him: touch the right ear with the left hand, the left eye with the right hand, the right eye with the right hand, etc. The task can be used for children 9 years old and older. Its execution requires a mental spatial reorientation to overcome the tendency to mirror reproduction.
2. Simple orientation. Instruction: "Raise your left hand (you need to start only with the left hand), show the right eye, left leg." If the task is completed, then go to the next one, if not, stop.
3. Instruction: "Take hold of the right ear with your left hand, with your right hand - with your right ear, with your right hand - with your left ear, show your right eye with your left hand."
Exercises for the development of interhemispheric interaction
The proposed exercises improve mental activity, synchronize the work of the hemispheres, improve memorization, increase the stability of attention, and facilitate the process of writing.
The duration of classes depends on age and can range from 5-10 to 20-35 minutes. in a day. You need to do it daily. The duration of classes for one set of exercises is 45–60 days. It is advisable to take a break (two weeks) between the complexes.
COMPLEX № 1
Ringlet. Alternately and as quickly as possible, it is necessary to sort out the fingers, connecting the index, middle, etc. into a ring with the thumb.
The exercise is performed in the forward (from the index finger to the little finger) and in the reverse (from the little finger to the index finger) order. At first, the exercise is performed with each hand separately, then together.
Fist-rib-palm. Three positions of the hand on the plane of the table successively replace each other. Palm on the plane, palm clenched into a fist, palm edge on the plane of the table, straightened palm on the plane of the table; performed first with the right hand, then with the left, then with both hands together. The number of repetitions is 8-10 times. When mastering the program or in case of difficulties in performing, the child helps himself with commands (“fist-rib-palm”), saying them aloud or to himself.
Mirror painting. Put a blank sheet of paper on the table. Ask the child to hold a pencil or marker in both hands. Ask him to draw simultaneously with both hands mirror-symmetrical drawings, letters (according to the proposed model).
Ear-nose. Grasp the tip of the nose with your left hand, and the opposite ear with your right hand. Simultaneously release the ear and nose, clap your hands and change the position of the hands "exactly the opposite."
COMPLEX № 2
Instruction:"Knock on the table with a relaxed right hand, and then with your left hand."
Instruction:“Leaning on the table with your palms, half-bend your arms at the elbows. Shake your brushes in turn.
Instruction:“Connect the terminal phalanges of the straightened fingers. With the fingers of the right hand, press firmly on the fingers of the left, then vice versa. Practice these movements for each pair of fingers separately.
Instruction:“Tap with each finger of your right hand on the table counting “1, 1-2, 1-2-3, etc.”
Instruction:“Lock the forearm of the right hand on the table. With your index and middle fingers, take the pencil from the table, lift and lower it. Do the same with your left hand."
Instruction:“Roll out a small lump of plasticine on the board in turn with the fingers of your right hand, then your left.”
Instruction:“Rotate the pencil first between the fingers of the right hand, then the left (between the thumb and index; index and middle; middle and ring; ring and little finger; then in the opposite direction).”
Instruction:“At the command“ Ear! ”grab the ear, at the command“ Nose ! An adult not only gives these commands, but also performs movements together with the child, sometimes making deliberate mistakes and provoking him to wrong movements.
COMPLEX № 3
Instruction:“Standing lower your hands, take a quick breath, pulling your hands to your armpits, palms up. Then, exhaling slowly, lower your arms along the body with your palms down.
Instruction:“Standing, make a few strong swings with your hands, spreading them to the sides. Close your eyes, imagine that you are flying, flapping your wings.
Instruction:“Run around the room, wave your arms and shout loudly. On command, stop and relax. The exercise can be performed while sitting or lying on the floor, waving your arms and legs.
Instruction:“Press your palm to the surface of the table. First in order, and then randomly raise your fingers one at a time and call them.
Instruction:“Get on all fours and crawl without touching the placed objects on the floor. Put your hands crosswise.
Instruction:“Sitting on the floor, stretch your legs out in front of you. Make movements with the toes of both feet, slowly bending and straightening them, first together, then alternately.
For classes with a group of children, group gymnastics can be offered.
group gymnastics
The children go to the middle of the room. The host tells them: “Today we are doing unusual gymnastics. Each of you can manage your body well. Started!”
1. Warm up in a circle. Children perform movements while standing in a circle:
Instruction:"You are awakened kittens - stretch your paws, release your claws, raise your muzzles."
Instruction:"And now you are tigers stalking the jungle - we walk on our toes silently, carefully."
Instruction:
Instruction:“The wind blew and tore off the leaves - they flew easily, smoothly: running on toes in a circle and lightly swaying the hands spread apart with the hands.”
Instruction:“Let's take a deep breath and turn into balloons - we jump up and softly, smoothly take off, stretch up to the sun: hands rise through the sides up, rise on toes.”
Instruction:"Let's jump like hares to become dexterous and strong: light jumps are performed, arms are bent at the elbows, hands are freely lowered."
Instruction:"Now we are pendulums - heavy, bulky - we will sway from side to side: legs shoulder-width apart, hands on the belt, tilts are performed with the heel off the floor."
Instruction:“Now we are pilots - we will start the engine of the aircraft, spread our wings and fly: running in a circle, arms spread out to the sides.”
Instruction:"Flowing clear water- softly, smoothly: "waves" are performed alternately with right and left hands, wave your hands to the center of the circle, "waves" in front of you.
Instruction:“We go through the thicket sharply, clearly” - the children march with a high raising of the knees and sweeping movements of the hands.
Instruction:“Turn into a rag doll” - the children raise their hands through the sides up. Consistently relax the hands, bend the arms at the elbows, freely lower the arms along the body, lower the head. Then tilt the body, knees slightly bent.
Instruction:"We fly like butterflies - easily, gracefully: spinning on our toes."
Instruction:"Rest" - the children stand motionless, holding hands, eyes closed.
Instruction:“Let's drip like a fine and frequent rain” - running on toes is fast, easy.
Instruction:“We fly like a mischievous sparrow” - small and frequent waves of hands, light running on toes.
Instruction:“Now let’s fly like eagles – slowly, the head is raised, the back is straightened, unhurried swings are performed with arms spread apart, running in a circle at a moderate pace.”
Instruction:“We look like an old grandmother: the back is bent, one hand is on the lower back, the other rests on an imaginary stick, a leisurely gait.”
Instruction:“Let's jump like a cheerful clown, fervently, joyfully” - the children, moving in a circle, perform jumps.
Instruction:"Let's carefully sneak up like a cat to a bird: we walk on tiptoes silently, insinuatingly, softly."
Instruction:"Let's feel the bumps in the swamp - carefully, carefully: hands on the belt, an additional step is being performed."
Instruction:“We fly like Baba Yaga on a broom, famously, quickly” - the children run around the room, holding on to an imaginary broom.
Instruction:“Joyfully run towards our mother” - the children quickly run up to the leader.
2. Small seed. The host invites the children to turn into a small seed.
Children shrink into a ball on the floor, remove their heads and cover them with their hands.
The "gardener" treats the seeds very carefully, waters them - strokes the children's heads.
With a warm spring sun, the seed begins to grow slowly, the stalk grows: the children, at the sign of the host, raise their heads and straighten up.
Branches with buds appear: the children spread their arms to the sides, their fingers are clenched into fists.
A joyful moment comes - the buds open: the children open their fists, and the sprout turns into a beautiful flower, then the flower becomes prettier, smiles at the neighboring flowers - following the example of the leader, the children smile at each other.
The flower bows to its neighbors, lightly touches them with its petals: the host invites the children to touch their comrades with their fingertips.
But then the wind blew, autumn comes. The flower sways in different directions, struggling with bad weather: children perform tilts to the right and left, legs shoulder-width apart, arms spread apart, hands freely lowered.
The wind rips off the petals and leaves: the children bend their arms at the elbows, then freely lower them along the body, lower their heads. The flower bends, leans towards the ground: tilt down, arms freely lowered.
The winter snow has gone. The flower again turned into a small seed: the children again squat, cover their heads with their hands. The snow wrapped the seed, it is warm and calm. Soon spring will come again, and it will come to life.
3. Planes
"Motor". Starting position - legs parallel, arms down. Raise your arms forward, rotate your arms bent at the elbows one around the other, return to the starting position.
"Pump". Starting position - feet shoulder-width apart, arms down. Lean forward, alternately raise and lower your arms, bent at the elbows, return to the starting position.
Wheel repair. Starting position - legs parallel, arms down. Raise your right knee, slap it with both hands, lower it. Perform the same movement, but raise the left knee.
"Planes are taking off." The starting position is the same. Sit down, stretch your arms to the sides, stand up.
"Planes are flying." The starting position is the same. Raise your arms to the sides. Lower.
4. Heron
"The heron takes the frog out of the swamp." Starting position: feet shoulder-width apart, left hand on the belt, right below. On 1-2 - bend over, touch the toe of the left leg with your right hand, do not bend your knees, on 3-4 - return to the starting position. The same for the other leg.
"The heron stands on one leg." Starting position: hands on the belt, on 1-2 - spread your arms to the sides, raise your right leg, on 3-4 - return to the starting position. The same for the other leg.
"The heron swallows the frog." Starting position: sit on your knees or on your heels. On 1 - raise your hands up and clap above your head, at the same time rise on your knees, on 2 - return to the starting position.
"The heron stands in the reeds." Starting position: hands on the belt. On 1-2 - lean to the right, on 3-4 - return to the starting position. The same to the left.
"The heron is jumping." Starting position: hands on the belt. On 1 - jump right leg forward, left back. On 2 - return to the starting position. On 3 - jump left foot forward, right back. On 4 - return to the starting position. For 4 counts - walking in place.
5. Replays. Lead performs simple moves, for example, clapping his hands, clapping his knees, stomping his foot, nodding his head, etc. The children repeat all the movements after the leader, trying to respond as soon as possible to his change of movements. The one who did not notice the change of movement in time is out of the game.
Final part. Breathing exercises: for 4 counts - a deep breath, for 4 counts - a slow exhalation ("deflated ball"); for 2 counts - a sharp deep breath, for 4 counts - a slow deep exhalation; for 4 counts - a deep breath ("with the whole chest"), for 2 counts - sharp exhalation("belly").
Section 3. Landing while writing
In older preschoolers, the large muscles of the trunk and limbs are already quite well developed. Small muscles of the back that provide support correct posture when writing and reading, are not yet sufficiently developed. In addition, many children do not know how to sit properly at the table. Forced long sitting in the classroom, incorrect posture lead to severe physical fatigue. contribute to the violation of posture, the development of scoliosis, deformation chest, cardiovascular disorders and respiratory systems. For successful schooling, it is necessary that the child knows how to sit at the table correctly and hold the pen (pencil) correctly.
Correct fit
With the correct seat, the student should sit straight, the chest does not touch the table (the distance between the body and the edge of the table is 3-5 cm), both shoulders should be at the same height. The legs, bent at a right angle at the knees, rest with the entire foot on the floor or on the footrest. When writing, the hands lie so that the elbows protrude slightly beyond the edge of the table and are at a distance of about 10 cm from the body. The head is tilted slightly to the left in children writing with the right hand (Fig. a), or slightly to the right in children writing with the left hand (Fig. b). The notebook is placed obliquely to the left (for right-handers) or to the right (for left-handers) so that the bottom corner is opposite the chest. With his free hand, the student holds the notebook (Fig. a, b, c) and, as the page is filled, moves it up with this hand, while the bottom corner of the page is still directed to the middle of the child’s chest. If a child does not sit correctly at the table when doing written exercises, this leads to a significant increase in the static load on the back muscles and shoulder girdle, which is one of the reasons for increased fatigue of novice students. Improper seating at the table can also lead to serious health problems: curvature of the spine, decreased vision, diseases internal organs and etc.
Correct fit when writing a child writing with his right (a) and left (b) hand.
The correct position of the notebook (a) and the hands of a right-handed (b) or left-handed (c) child when writing.
How to hold a pen (pencil)
When writing, a ballpoint pen or pencil should be held at an angle of 50-60 degrees (the opposite end of the pen is directed towards the shoulder) with three fingers: thumb, index and middle: the thumb and middle hold the pen, and the index holds it from above. The handle must be held loosely, without clamping it too tightly and without bending the index finger too much. The distance from the writing ball to the index finger should be about 2 cm. The support of the brush when writing is the nail phalanx of the slightly bent little finger and Bottom part palms. The hand with most of its palm should be facing the surface of the table.
Skill building proper fit and letters from left-handed children
Forming the skills of proper fit and writing, special attention should be paid to left-handed children. There are several ways to write with the left hand.
First way(Fig. a): a mirror image of the "right-handed" position of the hand when writing. They are mostly used by children. It is believed that such a position of the hand seriously complicates the learning process: since all the samples in notebooks (copybooks) are located on the left, when writing, the child covers them with the hand and cannot navigate them when performing graphic exercises. Therefore, with this method of writing, left-handed children often experience a decrease or increase in the size of letters, and incorrect spelling of graphic elements.
Second way(fig. b): the left hand with the handle is located above the line. This method gives the child the opportunity to focus on a sample or previously written and reduces the number of graphic errors when writing. Left-handed children most often come to this way of writing themselves.
Third way(fig. c): the left hand with the handle is under the line. At the same time, the fulcrum of the writing hand is only the nail phalanx of the left little finger, the hand is almost completely on weight. With this method of writing, the child sees the sample well, he does not have to twist his hand, the previously written is not smeared. True, with this method there is a violation of the generally accepted requirements for tilting the letter to the right.
Section 4. Development of correct coordination of movements, speed of reaction and agility
To fully prepare a child for school, it is necessary to develop not only those parts of the musculoskeletal system that provide a full-fledged letter, but it is important to ensure the development of coordination of movements, motor dexterity and activity, which are the basis of the full physical development of the child. Sedentary, motorally awkward children get tired faster, cope with school loads worse than their mobile, active peers.
Test to determine the level of dexterity formation
On the treadmill (10 m), 8 pins are placed at a distance of 100 cm. Moreover, the distance between the start and the first pin, as well as between the last pin and the finish line is 150 cm.
The instructor gives the children a task - to run as quickly as possible between the pins and not hit them. On command, the child runs to the finish line. At this time, the instructor, being at the finish line, fixes quantitative indicators. 2 attempts are made.
Quantitative indicator: the time in seconds it took to complete the task.
Qualitative indicators:
1. Straightness, rhythm of running.
2. Accuracy of movement (running without touching the pins).
Movement Coordination Test
Balls with a diameter of 20 cm are being prepared. The instructor invites the children to hit the ball without leaving the spot.
Quantitative indicator: number of throws and strikes: 35–40.
Quality indicator: the ability to catch the ball with arms bent at the elbows at the chest.
The development of proper coordination, speed of reaction, motor dexterity and mobility is possible through the use of outdoor games.
The proposed outdoor games are intended for children of different ages (from 4.5–5 years old), both groups of children and members of the same family can participate in them, for example, children together with their parents. Parents can also act as facilitators. The proposed games are convenient because the range of their use is also quite wide - from family celebrations to organized activities. They can also be used in group lessons in kindergarten and in physical education classes in elementary school. You can use the proposed games as in classes with children on fresh air as well as indoors.
Outdoor games
turnip
A pre-prepared requisite can act as a turnip - an inverted basin, a basket, etc. The “turnip” is covered with a piece of white or yellow fabric, a vessel with a bunch of leaves, a flower pot or some other attribute that depicts tops from turnips. The vessel is draped in such a way that only greenery is visible.
Having prepared the turnip, the game begins.
The children stand in front of the turnip. Previously, they can count the number of steps to the turnip. Then the children are blindfolded and they go to the turnip. The essence of the game is that blindfolded children, as a rule, do not find a turnip, their wrong searches are very fun for everyone present - both players and spectators.
The one who finds the turnip first wins. If this does not happen, then after a while the bandage is removed and new participants are included in the game.
If, in addition to children, parents are included in the game, this creates an even more fun atmosphere.
We are fun guys
Participants of the game stand on one side of the site or against the wall of the room. A line is drawn in front of them. The same line is drawn on the opposite side of the site. To the side of the players, approximately in the middle between the two lines, is the catcher.
Participants say in unison:
We are funny guys
We love to run and play.
Well, try to catch up with us!
One, two, three - catch!
After the word “catch”, the participants run to the other side of the site, and the catcher catches up with the runners. The one whom he catches (touches) before the runner crosses the line at the opposite side of the site is considered caught and sits down near the catcher. After two or three runs, they count those caught and choose a new catcher.
Sly Fox
The players stand in a circle at a distance of one step from each other. Outside the circle, the "fox's house" is outlined. The participants close their eyes, and the leader goes around the circle behind the backs of the participants and touches one of the players, who becomes the “fox”. Then the facilitator invites the players to open their eyes and look carefully, which of them is the "sly fox"? Will she give herself away somehow?
The players who play three times (at short intervals) ask first quietly and then louder: “Cunning fox, where are you?” While everyone is looking at each other.
When all the players (including the “sly fox”) ask for the third time: “Sly fox, where are you?” - the "fox" quickly jumps out to the middle of the circle, raises his hand and says: "I'm here!" All the players scatter around the site, and the fox catches them. Caught, that is, the one whom the “fox” touched, she takes to her “house”. A player who runs out of the area (circle) is considered to be caught.
After the “fox” has caught two or three participants, the host commands: “In the circle!” The players again form a circle, and the game resumes.
"Fox" begins to catch players only after the third time playing in unison ask:
"Cunning fox, where are you?" - and the "fox" will answer: "I'm here!" If the "fox" gave himself away earlier, then it is considered the loser, and in this case, the leader chooses a new "fox".
Sonya
The players stand in a circle. By drawing lots (or counting rhymes) they choose "sleepyhead". "Sonya" becomes the center of the circle. He is blindfolded. All the other players one by one try to quietly approach him, touch him with his hand and say: “Wake up, sleepyhead!”
If the "dormouse" feels that someone is approaching him, and touches him with his hand first, then the caught one takes the place of the "dormouse".
If the player managed to quietly approach the "drowsy", then he gets one point. The one with the most points wins.
Hen and chickens
Players line up in two lines - these are "chickens". A “chicken” stands in front of each chain. The chain is lined up opposite the other chain. At the sign of the leader, the “hens” try to touch the “chickens” from the other chain and, at the same time, protect the “chickens” of their side. The “chicken” touched by the “chicken” of another chain passes into its chain. The “chicken” with the most “chickens” at the end of the game wins.
Magic word
Participants become in a circle. The facilitator asks if everyone remembers the magic word "please". The game starts. At the command of the leader, the players follow him to repeat various movements. Before each command, the host repeats the magic word “please”: “Please sit down”, “Please put your hands on your waist”, etc. Players follow all these commands.
In the event that the host did not say the magic word, you do not need to execute the command. The player who made a mistake must enter the circle and complete some task - tell a rhyme, sing, jump, etc.
At the bear in the forest
In the "lair" (under a bush, in the corner of the room, etc.) there is a "bear". Participants with baskets in their hands “gather mushrooms and berries” and say: “I take mushrooms and berries from a bear in the forest”, repeating this several times. After a while, the host says: “And the bear sits in the den and growls at us, growls ...” The “bear” begins to growl and crawls out of the “lair”. At the sight of him, the players scatter. "Bear" is chasing them and trying to catch someone. Caught becomes a "bear".
Where is the clock?
The number of players is not more than four. The players line up near the wall. All participants in the game, except the leader, are blindfolded. The host hides an alarm clock somewhere. The players begin to listen to the ticking of the clock and carefully go to the place where this moment clock is located. The host quietly and silently changes the place where the clock is hidden 2-3 times per game. The first player to get within a meter of the clock gets a point. The one who scores the most points wins.
cat and mouse
Two children are blindfolded. One of them is a "cat", the other is a "mouse". Children stand at the table, holding the edge with one hand. The “cat” is looking for the “mouse”, that is, on command, they begin to move around the table - the “mouse” seeks to run away, the “cat” seeks to catch up. It is impossible to let go of the hand with which the players hold the edge of the table. The leader keeps time. If in three minutes the "cat" caught the "mouse" - she won, if not - then the "mouse" won.
Answer fast
Participants line up in a circle or line. The leader throws a ball to one of them and names some color: for example, green. The one to whom the ball was thrown must name an object of this color: for example, grass or a cucumber. And so the game is repeated. The participants to whom the host throws the ball are randomly selected from among the players.
The game can be diversified by choosing as a basis not a color, but the quality or shape of an object: round, square, wooden, hot, etc.
Pirate Island
A circle is drawn. This is a pirate island. All players stand outside the circle. Participants are not allowed to move more than two steps away from the circle. At the leader's command, all participants try to push each other into the circle. Whoever stands inside the circle with both feet must remain there, but he can also draw other participants into the circle. The game ends when most of the participants are inside the circle. Those who remain outside the circle win.
Peretag
1 option
All participants are divided into two teams of equal size and strength. The players of each team, clinging with their elbows, form two chains. The strongest and most dexterous players are placed in front of the chain. Having stood opposite each other, the leaders of both teams also grapple with their arms bent at the elbows and pull each in their own direction, trying to break the enemy’s chain or tighten it beyond the determined line. The team that succeeds wins.
Option 2
Before the start of the game, all participants are divided into pairs so that each pair has players approximately equal in strength and weight. Each pair receives a strong stick about a meter long. The participants of each pair sit down opposite each other, and each takes the end of the stick. At the signal of the leader, each player pulls the opponent towards himself. The winner is the one who manages to knock down an opponent or at least make him get off the ground. The game requires both strength and dexterity.
Wolves in the ditch
Denoted "ditch" - the space between two parallel lines about a meter wide. "Wolves" are chosen - two or three players, the rest of the players - "sheep". "Wolves" climb into the "ditch", and "sheep" graze on both sides of the ditch. From time to time the "sheep" must jump from one side of the moat to the other. The task of the "wolves" is to catch the "sheep" (to touch). If the "wolf" touched the "sheep", then he gets a point. But after that, the “sheep” continue the game. After some time, new "wolves" are appointed. At the end of the game, the winner is determined by counting the points scored.
horses
Players are divided into two equal teams in terms of the number of players. A line is drawn on the ground. Teams stand on opposite sides of the line. By drawing lots, it is determined which of the teams will be "horses" and which will be "coachmen".
The "horses" firmly hold hands, approach the line and say in chorus: "Ta-ra-ra, ta-ra-ra, the coachmen left the yard."
After that, the "horses" scatter, and the "coachmen" catch them. In order for the “coachmen” to know who to catch, the “horses”, until they are caught, must all the time loudly click their tongues: “Tsok-tsok-tsok!”
After the “coachmen” have caught all the “horses”, the players change roles.
Bell
The players take turns playing this game. The player is given a bell on a long string. It is necessary to go through a certain segment of the path or approach the designated place so that the bell does not ring.
Running with potatoes
Each player is given a spoon containing a potato. The task is to run to the line and back as soon as possible without dropping the potatoes. If a potato falls while running, the player can pick it up and put it back in the spoon and continue running. The player who runs first wins. To complicate the task, you can choose not a direct path, but running along a winding path or with small obstacles.
Outlanders
Players will be divided into two teams and stand opposite each other at a distance of 5-6 meters. At a distance of 10–11 meters, another line is drawn - the “country” from where the “foreigners” arrived. The team of "foreigners" starts. Taking a step towards the opponents, they say: "We have arrived." The opposing team asks, "Where did they come from?" "From Japan (Hungary, Italy, America, etc.)". Opponent team: "What is your profession?" In response to this question, the team of "foreigners" must, without words, only with facial expressions and gestures, show what they are doing. The meaning of the game is that the participants are trying to convey those characteristic gestures and situations that exist in each profession. The opposing team is trying to guess the profession of "foreigners". As soon as the profession is guessed, the "foreigners" start running to their "country", and their opponents pursue them. The one who is caught before he has time to reach his line becomes a "prisoner". Then the roles change. The game is repeated several times. The team with the most captives wins.
Bird Market
6-7 people play. One is the "seller", the other is the "buyer", the rest are the "chickens". "Chickens" squat down and wrap their arms around their knees.
The “buyer” approaches the “seller” and asks: “Are there any chickens for sale?” - "Eat". - "Can I see?" - "Can". The "customer" comes in behind the "chickens", touches them one by one and says: "I don't like this one, this one is too skinny, this one is too small... But I'll take this one."
The “seller” and “buyer” raise the selected “chicken” by both elbows into the air, swinging, saying: “Good chicken, does not unhook his hands, does not laugh.”
The task of the “chicken” is to remain serious and not to disengage hands. If he starts smiling, laughing, unhooks his hands, he is out of the game.
Father Frost
Santa Claus is chosen according to a counting rhyme or lottery. The participants scatter around the site, Santa Claus is chasing them and trying to touch them, that is, "freeze". "Frozen" must stop in the position in which he was "frozen". The game ends when it is "frozen" a certain amount of players (by agreement). Then a new Santa Claus is chosen and the game is repeated.
Shuttle
All participants in the game stand in pairs facing each other and hold hands. This is the "gate". Starting from the last pair, all participants take turns running or passing under the “gate”, holding hands, and stand in front. You need to run so as not to hit the "gate". A pair that hits the "gate" is eliminated from the competition, but continues to participate in the game as a "gate".
The game is repeated several times. Each time the height of the gate changes. At the beginning of the game, the participants hold their hands at shoulder level, and at the end - at waist level. The lower the “gate”, the more difficult it is to pass under them. The game ends when all couples pass under the lowest "gate".
The game can be complicated in this way: participants, running under the “gates”, must carry various objects - a bucket of water, a ball in a spoon, etc.
Tracks
On the ground, "paths" are drawn - lines of different shapes containing complex turns. The length of the track must be at least three meters. Participants run along the tracks, making difficult turns while maintaining balance. You need to run, exactly stepping on the line and not bumping into the runner ahead.
The game can be played like a competition. To do this, draw several paths of the same shape, parallel to each other, as in a stadium, and the participants, at the command of the leader, run along the tracks in a race. The one who runs first wins.
Petushki
Participants are divided into pairs and stand at a distance of 3-5 steps from each other. Couples depict fighting cockerels - jumping on one leg, they try to push each other with their shoulders. Hand pushing is prohibited. The one who lost his balance and stood on the ground with both feet is out of the game. Winners from different pairs unite and continue the game. Before the start of the game, the participants agree on how they will hold their hands - behind their backs, on their belts, support their knees bent leg or they should cross their arms over their chests.
The "fight of cockerels" can also be done in a squat, while the hands are on their knees.
Coachmen and horses
The participants in the game are divided into threes - two "horses" and one "coachman", who leads them from behind by the "reins" - ribbons. The leader in the course of the game gives various commands, and the “coachman” makes sure that the “horses” perform them correctly. The leader, in turn, makes sure that the "coachman" does not miss the mistake of the "horses". For this, the "coachman" receives penalty points (or gives a phantom, which at the end of the game must redeem - read a poem, sing, etc.). During the game, the “horses” walk, trot, gallop, turn right, left, stand still, etc. At the command of the host, “Horses, in different directions!” The "coachman" releases the "reins", and the "horses" quickly scatter in different directions. At the command "Horses, find your coachman!" The "horses" return to their "coachman" as quickly as possible. At the command "Coachman, find your horses!" "coachman" gathers together his pair of "horses". When the game is repeated in each triple, the “coachman” changes.
Section 5. Developing a sense of rhythm
Speech therapy rhythm involves the correction of coordination of movements and speech. The connection of movements and speech normalizes the state of muscle tone, helps to get rid of emotional and motor tightness, coordination of breathing processes, voice leading, articulation. It helps to regulate the rhythm of speech, prevent and overcome such speech disorders as a violation of the pace of speech, mainly its acceleration, blurring, blurred sound pronunciation, stuttering.
Logorhythmic exercises contribute to the development of the tempo and rhythm of speech breathing, the development of articulatory motor skills, strengthening mimic muscles, the formation of a phonemic system, the development of tempo-rhythmic and melodic-intonational characteristics of speech, the development of the ability to combine movements and speech, coordinate them, subordinate them to a single rhythm, have a beneficial effect on the formation of spatial representations.
The syllable-by-syllable speech rhythm is uniformly repetitive; in terms of its mechanisms, it is related to walking, breathing, and heartbeat.
All exercises are easy to perform, aimed at coordinating speech with movement. The child in conjunction with the adult for each syllable synchronously makes movements with his arms, legs, palms.
For example, a child reads a well-known poem by A. Barto, clapping each syllable with his palms:
U-RO-NI-LI-MI-SHKU-NA POL O-TOR-WA-LI-MI-SHKE-LA-PU
Or walking in place, chanting:
NO, - ON-RIGHT-WE-RE-SHI-LI PRO-KA-TIT-KO-TA-VMA-SHI-NE
Or by smoothly conducting with one or two hands:
AND-CHILD-WOULD-CHOK, - KA-CHA-ET-SHEETS-HA-ET - ON- HO-DO
The child can be invited to imagine himself as an artist who reads poetry on stage in a children's theater and is listened attentively by small children. Thanks to this, speech will become more expressive and loud, and the lesson will turn into an interesting game.
The formation of spatial representations is associated with the use of different systems of orientation in space. The most ancient system of orientation is the body scheme.
The formation of spatial representations in a child is one of the most important conditions for a successful educational activity of a child.
The first step should be to mark the child's left hand. You can wear a watch or a bracelet on it. Thus, the child acquires a “reference point”, receives support for further manipulations with external space. The child knows that on the left is where the bracelet is. The top is the head, the ceiling, the sky, the sun. Bottom - legs, floor, earth.
The basic exercise for the formation of spatial representations is that each exercise is “fixed” with a certain movement. For example, up, forward, back, right and left - a simple step or jump on two legs, a step or jump with a turn in the appropriate direction, down - sit down. The concepts of “further”, “closer”, “between”, “about”, etc. are fixed similarly.
Additionally, you can offer the child external landmarks, for example, if you stand facing the window, then there will be a door on the right, and a wall on the left.
IN warm-up complex exercises on the formation of spatial representations can be included.
Jumping in place
- jumping on two legs with a turn of 180 degrees in both directions;
- jumping over a small object lying on the floor;
- jumping to the right and left on two legs or on one leg;
- jumping forward or backward on one leg or on two legs;
If jumping is difficult, the child can be offered to step over objects, move forward, backward, right, left.
Repetition of the movements of the teacher or parents
Instruction: "What I will do with my right hand, you must also do with your right hand."
An adult and a child stand opposite each other.
- show the left eye with the right hand;
- show the left ear with the left hand;
- show the left knee with the right hand, etc.
Motor dictation
- take one step forward two steps to the right;
- one step back two steps to the left;
- turn 180 degrees to the right, then to the left, etc.
Drawing up plans
- drawing up a diagram of the room;
- drawing up a class diagram;
- drawing up a route plan;
- search for an object in the room according to the plan-scheme proposed by adults.
Awareness of motor abilities
- the plot "Desert" - an imitation of movement on hot sand on a hot day;
- the plot "Snake" - movements on the floor without the help of hands (on the stomach, on the back);
- the plot "Frog" - jumping on all fours;
- the plot "Roll over the field" - rolling and somersaults in different directions;
- plot "Hare" - jumps and transitions;
- plot "Bear" - slow, heavy, strong movements;
- the plot "Fox" - smooth, flexible, fast movements;
- plot "Horse" - emphasis on the movements of the body and legs;
- plot "Titmouse" - small, short jumps, hand movements;
- the plot "Swan" - smooth, graceful, wide movements;
- the plot "Bird Yard" - children create images of poultry.
The instructor alternates both commands several times, arbitrarily changing the execution time of one and the other.
Section 7. Normalization of muscle tone and relaxation training
Normalization of muscle tone is one of the most important tasks in the formation of a child's motor skills. Deviation from normal tone can cause disturbances motor activity child and affects the course of his overall development.
Reduced muscle tone leads to a decrease in mental and motor activity of the child. An increase in tone, on the contrary, manifests itself in motor restlessness, emotional instability, and sleep disturbance.
Therefore, the child must be taught to manage his own muscle tone and teach him the techniques of relaxation, that is, relaxation.
To learn how to control muscle tone and master relaxation skills, the following types of exercises can be offered.
"Fire and Ice" - alternating tension and relaxation of the whole body. Instruction:"Fire!" - children begin intensive movements with the whole body. The smoothness and degree of intensity of movements each child chooses arbitrarily. Instruction:"Ice!" - the children freeze in the position in which the team caught them, straining the whole body to the limit.
"Rag doll" - children are invited to imagine that they are puppet dolls, which, after the performance, hang on carnations in the closet. Instruction:“Imagine being hung up by your arm, your finger, your shoulder, etc.” The exercise is performed at an arbitrary pace.
“We wash clothes” - children perform intensive movements with their hands, imitating the process of washing trousers. Instruction: children make smooth, wide movements with their hands, depicting rinsing trousers in running water. After that, the trousers must be squeezed out, shaken and hung up.
"Beach" - children are invited to imagine that they are lying on warm sand and sunbathing. The sun is shining gently, a gentle breeze is blowing. Instruction:“You relax, listen to the sound of the surf, watch the waves play and the seagulls dance over the wave. Listen to your body. Are you comfortable? Try to relax as much as possible."
"Carpet plane". Instruction:“We lie down on the magic carpet. The carpet gently and slowly rises, carries us across the sky, sways, lulls. The tired body is relaxed, resting. Far below float fields, meadows, rivers, lakes. Gradually, the flying carpet descends and lands in your room. We stretch, take a deep breath, open our eyes, slowly sit down and gently stand up.
Exercises to redistribute muscle tone
Instruction:“Pass around: a glass of hot tea, a bowl of soup, a bowl of wet laundry, a fluff, a hedgehog, a weight, a kitten.”
Instruction:“Come out and in: like Pierrot, like Pinocchio, like Malvina, like a soldier, like Karabas Barabas, like Carlson, like Barmaley, etc.”
Instruction:“Depict movement in weightlessness - direct and backward; moving on hot sand in the scorching sun; tug of war; movement on a rocky path; through the marshy swamp; by moss; on snowdrifts through a blizzard; portray rest in high meadow grass, experience the pleasure of a light breath of wind.
Instruction:“Depict the movements of animals. Imagine yourself as some kind of animal or bird and reproduce the movements.
Instruction:“Picture the chef; photographer artist, hairdresser, etc.”
Anishchenkova E.S. Finger gymnastics for the development of speech in preschoolers. - M., 2006.
Anischenkova E.S. Logopedic rhythm. - M., 2006.
Belova T.V., Solntseva V.A. Getting ready for school. M., 2007.
Zaikin M.S., Sinitsina E.I. 250 developmental exercises to prepare for school. - M., 2001.
Karelina I.O. Emotional development of children 5-10 years old. - Yaroslavl. 2006.
Nizhegorodtseva N.V., Shadrikov V.D. Psychological and pedagogical readiness of the child for school. - M., 2001.
Semenovich A.V. Complex technique of psychomotor correction. - M., 1998.
Sirotyuk A.L. Correction of training and development of schoolchildren. - M., 2002.
Stepanova O.A. Prevention of school difficulties in children. - M., 2003.
Uzorova O.V. Finger gymnastics. - M., 2003.
Notes
1
2
M.S. Zaikin, E.I. Sinitsina. 250 developmental exercises to prepare for school. - M., 2001.
3
AND ABOUT. Karelina. Emotional development of children 5-10 years old. - Yaroslavl 2006.
4
N.V. Nizhegorodtseva, V.D. Shadrikov. Psychological and pedagogical readiness of the child for school. - M., 2001.
5
A.V. Semenovich. Complex technique of psychomotor correction. - M., 1998.
Finger exercises are special games aimed at developing the intellectual abilities of children. In progress regular workouts babies not only develop basic skills, but also develop closer emotional contact with their parents.
The Benefits of Exercise
According to experts, finger gymnastics has a positive effect on thinking and. The famous teacher and writer V. A. Sukhomlinsky owns the phrase:
"A child's mind is at their fingertips"
The studies of the Russian physiologist V.M. Bekhterev confirm that exercises aimed at training the hands have a strong effect on the functions of the GNA and contribute to the development of mental abilities.
Advantages of finger games:
- Activation speech areas of the cerebral cortex.
- Formation rhythmic and clear speech without defects.
- Development ability to concentrate and distribute attention.
- Improvement memory.
- Mastery drawing and writing skills.
- Development creative fantasy and imagination.
- Raise mobility and flexibility of fingers and hands.
Rules for conducting classes
- The optimal age for exercises is from 1 to 3 years, it is during this period that children learn basic speech skills well.
- The hands of a parent conducting gymnastics should not be cold.
- Before carrying out the exercises, the child needs to do a warm-up for the hands so that they become more obedient.
- In the process of training, it is necessary to ensure that all fingers are involved in the baby.
- Exercises should be accompanied by tickling and stroking the child's palms.
- All nursery rhymes and counting rhymes must be read with expression.
- The replacement of games should be carried out gradually, if new characters appear in them, the child must first be told about them.
- You should not force the baby to complete tasks, otherwise in the future they will only cause negative emotions in him.
- To achieve the desired result, classes with a preschooler must be carried out regularly.
Types of exercises
All exercises can be divided into several categories:
- Gymnastics for the hands teaches children to relax and tense muscles; switch from one action to another, and also develops their ability to imitate.
- Static exercises reinforce previously acquired skills and require more precise implementation.
- Dynamic games allow you to teach preschoolers to unbend and bend their fingers, as well as accurately coordinate their movements.
Objects of various sizes, shapes and textures can act as massagers. These can be pencils, toys made of plastic and rubber, balls, stones, or foods such as cereals.
- Games with objects
Between the ages of 1.5 and 3 years, children can be taught to:
- roll over flat surface any round objects.
- Sort cereals.
- Play with pyramid, cubes and mosaic.
- Assess the texture of various fabrics.
- Draw with fingers.
- nursery rhymes
For classes with children, you can use a variety of nursery rhymes and counting rhymes: “Okay”, “Magpie-Crow” or “Horned Goat”.
- Compilation of figurines
In order to develop the imagination of the baby, he can be taught to make various figures from the fingers. For example, an adult begins to read a poem, depicts an object that is mentioned in the text, and the child repeats all the actions after him.
Each new form will be associated in the baby with certain images, and stimulate his creative imagination.
- Games for the development of motor skills
- Hands must be joined in the lock , and then start twisting the thumbs around each other at an accelerated pace, while palms cannot be touched.
- This exercise should be done in pairs. . The players join their right hands, after which each of the opponents tries to press the finger of the other from above with his thumb.
- Exercises to improve attention and memory
- Butterfly . Fingers should be clenched into a fist, and then straighten them in turn, starting with the little finger. The index finger and thumb remain in a bent position and are combined into a ring, and with straightened fingers you need to make quick movements.
- Octopuses . The right and left hands move along the seabed, slowly moving the tentacle fingers. As soon as two octopuses see each other, they freeze, then they begin to travel together.
Popular books and manuals
Now a lot of different literature is being published with descriptions of exercises that children can perform with their parents at home. For example, good practical advice gives the author Svetlana Shanina in her book Finger Exercises for the Development of Speech and Thinking of a Child.
Many exciting tasks for preschoolers are also offered in the manual "Finger Steps" from the author E.Yu. Timofeeva.
The method of Zheleznova, which is recognized as one of the best in pedagogy, is very popular. The author offers training in the form of a game.
Children play theater, in this case each finger depicts a character: a worm, a snail, a goat, a spider. The training program also includes songs, rhymes, musical tales, massage and others. effective methods allowing to activate the intellectual abilities of the child.
Finger gymnastics not only allows you to develop the thinking and speech of the baby, but also provides an excellent opportunity to establish closer contact with him.
When parents put the child on their knees, talk to him affectionately and conduct various exercises in a playful way, he receives a lot of impressions that are so important for his mental and emotional development.
| Lock! Fold the handles into the lock, interlacing your fingers. Reading the poem, rhythmically swing the "castle":
| Assistant
|
| berries
I take off the berries from the branch | Dough
|
| Fish The fingers of both hands are folded with a pinch. Hands move in a wave from the shoulder, depicting diving fish.
| Cabbage
|
- Girls and boys are friends in our groupfingers are connected in a "lock"
- We will make friends with you little fingersrhythmic touch of the fingers of the same name of both hands
- One two three four fivealternately touching the fingers of the same name, starting with the little fingers
- Start counting again.
- One two three four five.
We have finished counting.hands down, shake your hands
Let's have a rest
- Our fingers protruded,
- Stretch, stretch...
- And shook...do all these moves
- They ran on the palmfingers of the other run along the palm of one hand, then vice versa
- run, run,
- jumped, jumpeddepict these movements
- And tired. Sat down to restshake your fingers and place your hands on the table or on your knees
Rain
- Rain, rain, water
Forefinger to tap on the palm of the other
- There will be a loaf of bread,
form a circle in front of you
- There will be rolls, there will be drying,
clapping one hand alternately with the other
- There will be delicious cheesecakes.
connect the thumb and forefinger together, forming a large circle
We are building a wall.
- Build a wall
- Higher, higher
We hold straight palms horizontally in front of us (the little finger of each is looking down, the thumb is up, the inner surface of the palms is facing the chest), we alternately put the “lower” palm on the “upper”, imitating brickwork.
We've reached the roof!
by the time these words are pronounced, the “wall” should “grow” approximately to the eyes. We fold a gable roof from the palms: the ridge is the touching tips of the middle fingers, the slopes are the palms and forearms.
- Whose roof is higher?
- Higher, higher, higher!
Folded hands reach-reach-reach up! Adults, keep your spine stretched with your arms! (one girl even stood on a chair so that her roof was higher!)
We cut through the window
- And a door for a cat,
- And a hole for the mouse:
- Pee-pee-pee-pee!
Called holes are depicted with thumbs and forefingers: a large quadrangle, an arch, a small round hole. The lines about the mouse are pronounced in a thin voice.
Kvasim cabbage
- What is this bush?
Standing, hands in front of the chest in the "castle"
- What is that crunch?
The bush “springed out”, grew up - the hands are connected only by the bases of the palms and fingertips. We turn the palms slightly in the opposite direction and at the same time make a crunch as we can (throat, tongue, cheeks ...) Children really like it!
- How can I be without a crunch,
Here our "cabbage" grows and becomes the size of a ring from the hands, the tips of the fingers are connected above the head.
- If I am a cabbage?
- We chop cabbage, chop,
“Chop cabbage” on the surface of an imaginary table with the edges of the palms. It is enough for children to chop in one place.
- We salt cabbage, salt,
Both hands are folded with a pinch and "salt".
- We mash cabbage, mash,
We clench and unclench our fists
- A carrot three, three,
Three palms together - for training, hold them at chest level and press on the palms with force.
- Let's mix everything!
Mix - in a horizontal plane.
- We fill the barrels
Palm on palm, we “knead” the cabbage, not bending over, but bending and straightening the elbows.
- Let's go down to the cellar.
In the same position, we bend deeply and put folded palms on the floor.
- Oh, delicious cabbage!
We straighten up and stroke ourselves on the stomach.
Snail.
Hands at chest level: one palm is clenched into a fist, the other covers it - this is a snail shell.
- Snail-snail,
- Open the gate
- get out of the house
- Let's get acquainted!
When the quatrain is read, we quickly push the fist “out” - now the fist is not hidden, but lies on the forearm of the other hand, but the wrist behind the fist is tightly gripped by the palm of the other hand.
- Snail-snail,
- Pull out the horns
- I'll give you a pie!
Unclench two fingers of the fist. It is better if you unclench your little finger and ring finger - the “snail” will look more like. If your child unclenches, for example, the index and middle, or even all fingers, do not correct.
- Snail-snail, let's go for a walk!
On these words, the snail does nothing - it listens to you and decides what to answer (not for long).
- Crawled, crawled, crawled ...
"Snail" crawls on the forearm, then on the shoulder. Naturally, she cannot drag the “shell” behind her, the “shell” has quietly disappeared.
- Oh! Ticklish! I'll go to another snail!
(When repeated - goodbye, snails!)
"Horns" tickle the ear or neck. Repeat all the same, hands change roles
The palm of one hand "creeps" like a caterpillar, folding and unbending, along inside other hand from shoulder joint to the tip of your fingers. (Not vice versa, because the caterpillar crawled onto a blade of grass from the ground!)
- Butterfly's daughter
"creeps" back to the shoulder along outside hands
- Crawls on the grass
We do the same, changing hands: “from the root to the top”
- Eats leaves:
And back on the other side.
- Am!
Place your palms together in front of you. With every word "Am!" one palm slides up on the other palm and “bites” with all fingers except the thumb, the straight fingers of the other palm. Then the palms change roles.
- Am!
- Am!
- Am!
- Am!
- AteWe stop, palms clasped together relax ...
- I wanted to sleep.
... one clenches into a fist, the other covers it - holds a fist like an apple.
- Awoke -
Gradually straighten your palms ...
- Turned into a butterfly!
We cross our hands in the area of \u200b\u200bthe wrists, the palms are now butterfly wings.
- Fly, fly, fly!
We wave "wings" (wrists or forearms are crossed, the left palm waves near the right shoulder and vice versa). You can gradually unbend your elbows so that the butterfly flies up or into the distance.
"Lock"
There is a lock on the door
Who could open it?
(Quick connection of fingers in the lock.)
Pulled...
(We pull the brushes to the sides.)
Twisted…
(Waving movements.)
Knocked...
(Fingers are clasped into the lock, children knock with their palms.)
And they opened it!
(Fingers unclenched.)
"Helpers"
Here are my helpers
Turn them however you want.
One two three four five.
They don't fit again.
Knocked, turned
And they wanted to work.
We worked a little
But let's let them rest.
(Perform finger movements in accordance with the content of the poem.)
"Let's make peace"
Two thumbs arguing:
(Children clench their hands into fists, bring them closer and place them in front of the chest.)
Who is the superior of the two?
(They stretch their thumbs up and begin to bend and unbend them.)
Let's not let a quarrel happen
And let's reconcile them right there.
(Close thumbs together.)
"Marvelous"
Our fingers tightened tightly.
Surprisingly interesting!
(Children clench their left hand into a fist.)
It looks like they got cold.
(Right hand clasps a fist and squeezes tightly.)
We cover them with a blanket.
(Then they change hands. Then they lower their hands and shake them slightly.)
"Walk"
Let the fingers go for a walk
(The fingers are clenched into fists, the thumbs are lowered and, as it were, jumping around the table.)
And the second to catch up
(Rhythmic movements of the index fingers on the table.)
Third fingers run
(Movement of the middle fingers at a fast pace.)
And the fourth on foot
(Slow movements of the ring fingers on the table.)
Fifth finger jumped
(Rhythmic touch of the table surface with both little fingers.)
And at the end of the road he fell.
(Thumping fists on the table surface.)
"Malania"At Malania, at the old woman's
(Clap hands: now the right, then the left hand on top.)
Lived in a small hut
(Bend your hands at an angle, showing the "hut".)
seven sons,
(Show seven fingers.)
All without eyebrows
(Outline eyebrows with fingers.)
With these ears
(Put palms with outstretched fingers to ears.)
With such noses
(Show a long nose by placing palms with spread fingers one after another.)
With a head like this
(Draw a large circle around the head.)
Here with such a beard!
(Show big beard with hands.)
They didn't drink or eat
(With one hand, bring a "cup" to your mouth, with the other - a "spoon".)
Everyone looked at Maligna
(Holding hands near eyes, pat fingers like eyelashes.)
And everyone did this...
(Children show the hidden actions only with the help of their fingers.)
"Squirrel"
A squirrel sits on a cart
(Starting position - hands clenched into a fist.)
She sells nuts
(Circular movements brush right, left.)
fox-sister,
(Extend thumb.)
sparrow,
(Extend index finger.)
Sinichka,
(Extend middle finger.)
Bear fat-fifth,
(Extend ring finger.)
Mustachioed hare.
(Extend little finger.)
Like this!
(Open the hand - fingers to the sides and to the starting position.)
"At Petya's sister"
At Petya's sister
(Rhythmic strikes with the fingers of the right hand on the left palm.)
In the village of fiction:
(Rhythmic strikes with the fingers of the left hand on the right palm.)
A duck walks in a skirt
In a warm coat
Chicken - in a vest,
Cockerel - in a beret,
Goat - in a sundress,
Zainka is in a caftan.
(For each name of the animal, we bend our fingers, starting with the thumb.)
"Shop"
We came to the store.
(They walk with their fingers on the table. They stretch their arms slightly bent at the elbows forward, clasping them in front of them.)
We bought a cake - one,
(Show 1 finger.)
Buns - two,
(Clap hands 2 times and show 2 fingers.)
Cheesecakes - three,
(Clap hands 3 times and show 3 fingers.)
And they bought kiwi - four at once!
(Twirl fists and show 4 fingers.)
"Cooked lunch"
We sat down to have lunch
(Imitation of the movement of a spoon.)
And they called the neighbors to the house.
(Call with a movement of the palm towards you.)
The white tablecloth was covered
(Movements smooth the tablecloth.)
Spoons, forks laid out,
(Incremental movements of the right hand, palm down from left to right.)
Sliced bread and cheese
(Move up and down with the edge of the palm.)
Prepared a side dish
(Sharp rubbing with fingertips.)
Stir it in a cup
(Rotational movements forward, one hand goes behind the other.)
And added sausages.
(Make rings from the thumb and forefinger, connect them, and then spread them apart, depicting a round sausage.)
And from minced meat cutlets for everyone
We fried without a diet.
(The palms are superimposed alternately one on the other.)
Salted, peppered
(Small movements with a pinch of fingers.)
Kneaded. Don't forget
(Squeezing and unclenching the fingers.)
Put an angry bow
(Show "collecting tears" in the palm of your hand.)
And close everything.
(Clap on the palm horizontally.)
Ready, tired
They did not bake a cake.
(Rub your forehead with the back of your hand.)
"Visiting"
On a visit to the thumb
(The thumb is bent, the rest are clenched into a fist. In accordance with the text, unbend the fingers one by one.)
Came straight to the house
Index and middle
Nameless and last.
Little finger itself
Knocked on the threshold.
Together fingers are friends
They can't live without each other!
(Close your fingers into a fist and unclench them.)
"Courageous Captain"On a ship from far away
(Show "ship".)
The brave captain is sailing.
(Show the captain.)
From the narrow cabin at the helm,
(Turn the wheel.)
He saw a lot through binoculars.
(Look through binoculars.)
On the mountain we see a house (fold the house from the palms: all fingers touch the tips - “the roof of the house”)
Lots of greenery around (make wave-like movements with your hands)
Here are the trees, here are the bushes (picture trees and bushes)
Here are fragrant flowers (make a “bud” out of your palms)
A fence surrounds everything (draw a fence. You can draw a zigzag line with your finger in the air)
Behind the fence - a clean yard (stroke the table or air with your palms)
We open the gate (depict the opening gate)
We quickly run up to the house (fingers “ran” on the table)
We knock on the door: (fists on the table)
Knock-Knock.
Is someone coming to knock on us? (put your hand to your ear, as if listening)
We came to visit a friend
And the gifts were brought (stretch your hands forward, as if you are carrying something)
Together fingers stood in a row (show palms)
Ten tough guys (clench your fingers into a fist)
These two are a pointer to everything (show index fingers)
Everything will be shown without prompting.
Fingers - two middle fingers (demonstrate middle fingers)
Two healthy peppers.
Well, these are nameless (show ring fingers)
Silent, always stubborn.
Two shorty little fingers (Pull out your little fingers)
Fidgets and rascals.
Fingers are the main among them (show thumbs)
Two large and remote (clench the rest of your fingers into a fist)
We have toys
We have toys: Cotton
Plastic rattles, Shake cams.
The bear is soft fur, Squeeze and unclench your fingers.
The ball is rubber colored, Make a ball of fingers).
wooden cube,
Tin soldier, Fold your hands in a circle in front of you
Lightweight inflatable ball, Fold your hands in a circle in front of you.
I love to play with you. Clap your hands
How are you?
- How are you? - Like this! (show thumb)
- Are you going? - Like this"! ("walk" fingers on the table)
- How do you give? - Like this! (hold out open hand)
- Looking forward to dinner? - Like this! (fist props up face)
- Are you following? - Like this! (wave hand)
- Do you sleep in the morning? - Like this! (2 palms under the cheek)
- Are you kidding? - Like this! (cheeks puffed out and hands burst)
Spring
For two weeks now, let's lower our hands down in turn, fingers together.
Drops are dripping.
The snow melts in the sun. Hands are spread out to the sides, palms down.
And flows like a stream. Both hands, palms down, move in the same direction.
And the robin and the thrush, Thumbs together, the rest they wave like wings.
Engaged in nesting. Fingers of the hands in the palm lock are open.
Teremok
There is a teremok in the field, a teremok. (Children join their fingertips over their heads.)
He is not low, not high, not high. (Squat, lowering hands down, stand up, raising hands up)
A lock hangs on the door, yes a lock (Hands are closed with palms and fingers.)
Who could open it? (Raise shoulders up, lower cabins.)
Bunny on the left, mouse on the right, (Children take their places near the tower.)
Move the latch. (They pull their hands in different directions, but the fingers are in the "castle").
A frog and a bear (They take their places near the tower.)
They also want to open the tower. (Fingers squeeze tightly.)
And the fox and the top open the tower! (They open the "lock" - disconnect the fingers one at a time and once they move their hands to the sides).
Turnip (2)
We planted a turnip (“digging” a hole in a child’s palm with your fingers),
They watered the turnip (show with your fingers how water flows from the watering can),
A turnip grew (show how it grows, gradually straighten your fingers)
Good and strong (leave your palms open and bend your fingers like hooks)!
Pull-pull (hands interlock and pull - each in his own direction),
We can’t pull it out (we shook it with our hands),
Who will help us (all the heroes of the fairy tale come running in turn and help to pull)?
Pull-pull, pull-pull!
Wow (hands unhooked, shaken with brushes)!
Pulled out the turnip.
Winter
Our hands are freezing. Press the fists firmly against each other
Let's play - a little Unclench your fists, clap your hands.
Let's clap our hands. Clap
Clap, clap, clap, clap!
Fingers to warm them, Press palms together, rub
Must be rubbed hard. palm on palm.
We warm our fingers, We warm our hands in a circular motion,
We squeeze them - we unclench them! clench and unclench fists.
Winter
Brought frost. fingers massage the shoulders, forearms
Winter has come, three palms against each other
Nose freezes. massage the tip of the nose with the palm of your hand
Snow, smooth movements of the palms
Snowdrifts, fists knock on the knees alternately
Ice. palms scurry on the knees in different directions
All on the street - forward! stretch both hands forward
Winter fun (2)
We sculpt a lump of snow, (Children squeeze and unclench their hands)
From the lumps we blind the house. (Connect the tips of the fingers, slightly spread the palms to the sides)
The animals will live in the house, (clap their hands)
Have fun and make friends
Together to guard the house (Join hands in the "castle")
Come on buddy
Come on, buddy, be bold, buddy! (Children sculpt an imaginary lump and roll it away from themselves)
Roll your snowball in the snow -
It will turn into a thick ball. (draw a circle in the air)
And it will become a snowman. (Children draw three circles of different sizes from bottom to top)
His smile is so bright! (Put palms on cheeks, depicting a wide smile)
Two eyes, a hat, a nose, a broom ... (Children show their eyes with their index fingers, a hat with their palm, a nose and an imaginary broom with their right fist)
But the sun will bake a little - (Children raise their hands up)
Alas! And no snowman! (Raise their shoulders and spread their arms to the sides, then squat down, covering their heads with their hands)
went to bed (palms under the cheek).
Blacksmith
There is a blacksmith from the blacksmith, The hands are on the table, palms down,
The blacksmith carries two hammers. fingers are raised, slightly bent.
Knock, knock, knock, knock, Tap alternately with your right, left hands, all fingers.
Yes, hit at once. The fingers of both hands hit the table at the same time.
The spider walked on a branch,
And the kids followed him. Arms crossed; the fingers of each hand "run" along the forearm, and then along the shoulder of the other hand.
Rain from the sky suddenly poured,
Washed the spiders to the ground. The brushes are freely lowered, we perform a shaking movement (rain). Clap hands on table/knees.
The sun began to warm
The spider crawls again, The palms are pressed to each other with the sides, the fingers are spread out, we shake our hands (the sun is shining)
And all the children crawl behind him, Actions are similar to the original ones.
To walk on a branch. "Spiders" crawl on the head
Ladybugs.
Ladybug - (children wave their hands)
Black head. (grabbing head)
Fly to the sky (hands up high)
Bring us some bread. (arms forward)
Black and white (two palms in one direction, and in the other)
Just not hot. (throw fingers)
Our scarlet flowers
Dissolve the petals, Smoothly unclench their fists.
The wind breathes a little
The petals sway. They wave their hands in front of them.
Our scarlet flowers
Close the petals, Gently clench your hands into fists.
Quietly fall asleep, put their hands under the cheek
They shake their heads. They shake their heads.
New house
Knock-knock-knock, knock-knock-knock! They strike, alternating, fist to fist.
Take the hammer, my friend!
We will build a new house, they put their hands next to the "walls"
There is a window in the house. The index fingers are folded with a “wand”, the rest are connected by a “roof”.
There is another higher
There is a pipe at the top of the roof. The little finger is set aside - a pipe.
The house is ready, we invite guests: Show both index fingers
"Come quickly!" Make an inviting hand gesture.
My little friend, memorize the moves!
And with us
Learn to move without tension.
Our fingers need training
Everything will turn out so well!
Of course you have to work hard.
It will be easier to learn later.
Any job will be controversial.
You say: "Thank you for your concern!"
FINGER GYMNASTICS (complex N 1)
1. Palms on the table (at the expense of "one-two" fingers apart - together.)
2. Palm - cam - edge (at the expense of "one, two, three").
3. Fingers greet (at the expense of "one-two-three-four-five" the fingers of both hands are connected: thumb with thumb, index with index, etc.)
4. Little man (index and middle fingers of the right, and then the left hand run around the table).
5. Children run a race (movements, as in the fourth exercise, but perform both hands at the same time).
Rhyme "FINGER-BOY"
Finger boy, where have you been?
I went to the forest with this brother.
I cooked cabbage soup with this brother.
I ate porridge with this brother.
I sang songs with this brother.
An adult shows the thumb of his right hand and says, as if addressing him: he touches the tip of the thumb to the tips of all fingers from the index to the little finger.
FINGER GYMNASTICS (complex N 2)
1. Goat (pull out the index finger and little finger of the right hand, then the left hand).
2. Kids (the same exercise, but performed simultaneously with the fingers of both hands).
3. Glasses (form two circles from the thumb and forefinger of both hands, connect them).
4. Hares (pull up the index and middle fingers, connect the thumb, little finger and ring finger).
5. Trees (raise both hands with palms facing you, fingers wide apart).
Rhyme "BELKA"
A squirrel sits on a cart
She sells nuts
fox-sister,
Sparrow, titmouse,
Bear fat-fifth,
Mustachioed hare.
An adult and children, with the help of the left hand, bend the fingers of the right hand in turn, starting with the thumb.
FINGER GYMNASTICS (complex N 3)
1. Checkbox (pull the thumb up, connect the rest together).
2. Birds (alternately, the thumb is connected to the rest).
3. Nest (connect both hands in the form of a bowl, fingers tightly squeeze).
4. Flower (the same, but the fingers are separated).
5. The roots of the plant (press the roots - hands with the back side to each other, lower your fingers down).
Rhyme "THIS FINGER"
This finger is a grandfather
This finger is a grandmother,
This finger is daddy
This finger is mommy
This finger is me
That's my whole family.
Children are invited to bend the fingers of their left hand into a fist, then, listening to the nursery rhyme, unbend them in turn, starting with the thumb.
FINGER GYMNASTICS (complex N 4)
1. Bee (with the index finger of the right, and then the left hand, rotate around).
2. Bees (the same exercise is performed with two hands).
3. Boat (point the ends of the fingers forward, press the hands with the palms to each other, slightly opening them).
4. Sunbeams (cross your fingers, raise your hands up, spread your fingers).
5. Bus passengers (fingers crossed down, backs of hands up, thumbs up).
Fun "BROTHERS"
This finger wants to sleep
This finger - jump into bed!
This finger curled up
This finger is already asleep.
Hush, finger, do not make noise,
Don't wake up the brothers...
Fingers up, cheers!
IN kindergarten it's time to go.
Raise the left hand with the palm facing you and, in accordance with the text, bend the fingers of the left hand in turn with the right hand, starting with the little finger. Then turn to the thumb, straighten all the fingers.
FINGER GYMNASTICS (complex N 5)
1. Lock (at the expense of "one" - palms together, and about "two" - the fingers are connected into a "castle").
2. The fox and the hare (the fox "sneaks" - all fingers slowly step forward on the table; the hare "runs away" - fingering, quickly move back).
3. Spider (fingers bent, slowly move across the table).
4. Butterfly (put palms together with the back side, wave fingers tightly pressed together).
5. Count up to four (the thumb is connected alternately with all the others).
Rhyme "GO-KA, BROTHERS, TO WORK"
Come on, brothers, get to work!
Show your passion.
The big one is chopping wood.
All stoves - you heat.
And you have to carry water.
And you have to cook dinner.
And the baby - to sing songs.
Sing songs and dance
To amuse the siblings.
Children turn to the right hand, bent into a fist, alternately bending all fingers.
