Consultation for parents “exercises for developing fine motor skills.” Exercises for developing fine motor skills of fingers Exercises for developing fine motor skills for adults

Exercises to develop fine and gross motor skills

Exercises for the development of tactile sensitivity and complexly coordinated movements of the fingers and hands.

1. The child puts his hands into a vessel filled with some homogeneous filler (water, sand, various cereals, pellets, any small objects). 5 - 10 minutes, as it were, mixes the contents. Then he is offered a vessel with a different filler texture. After several trials, the child, with his eyes closed, puts his hand into the offered vessel and tries to guess its contents without feeling its individual elements with his fingers.

2. Identification of figures, numbers or letters “written” on the right and left hand.

3 Identification of an object, letter, number by touch alternately with the right and left hand. A more complex option - the child feels the proposed object with one hand, and sketches it with the other hand (with open eyes).

4. Modeling geometric shapes, letters, numbers from plasticine. For children school age modeling not only printed, but also capital letters. Then recognition of the molded letters with eyes closed.

5. Starting position - sitting on your knees and on your heels. The arms are bent at the elbows, palms facing forward. The thumb is opposed to the rest. At the same time, with both hands, two slaps are made with each finger on the thumb, starting from the second to the fifth and back.

6. "Rubber band". For this exercise, you can use a hair elastic with a diameter of 4-5 centimeters. All fingers are inserted into the elastic band. The task is to use all your fingers to move the elastic band 360%, first to one side and then to the other. It is performed first with one hand, then with the other.

7. Roll the pencil between the fingers from the thumb to the little finger and back, alternately with each hand.

8. Game "Multi-colored snowflakes" (age - 4 years). Aimed at development fine motor skills hands, formation of accuracy.

Materials: felt-tip pens, white paper, scissors.

The presenter shows how to make snowflakes from sheets of paper by cutting them. After the children make many different snowflakes, he says that the snowflakes turned out, although different, but of the same color. Then the felt-tip pen friends came and gave the snowflakes colorful dresses. The presenter asks the children to color the snowflakes.

Because snowflakes are openwork, it is necessary that the paper be stronger. Painting movements affect the development of fine motor skills of the hands.

9. "Repeat the movement" (a variant of the game by B. P. Nikitin "Monkeys")

An adult, sitting opposite a child, makes some kind of “figure” with the fingers of his hand (some fingers are bent, some are straightened - any combination). The child must bring the fingers of his hand into exactly the same position - repeat the “figure”. The task here is complicated by the fact that he still needs to mirror it (after all, the adult is sitting opposite). If this task causes difficulties for the child, then you can first practice by doing the exercise while sitting next to (and not opposite the child). So it will be easier for him to copy the position of the fingers.

10. Drawing games.

If a child has poorly developed fine motor skills and finds it difficult to learn to write, then you can play games with drawing. For example, race to trace squares or circles or move through a labyrinth drawn in advance (the most interesting thing is when a child draws a labyrinth for a parent, and a parent for a child. And everyone tries to draw more intricately). Now on sale there are many different stencils of all kinds of geometric shapes and animals, but, in principle, they are easy to make yourself.

11. Games with household items.

The advantage of the games given below for the development of fine motor skills in children is that they do not require any special toys, aids, etc. The games use available materials that are found in any home: clothespins, buttons, beads, cereals, etc.

Take a bright tray. Scatter any small cereal on a tray in a thin even layer. Run your baby's finger over the rump. You will get a bright contrasting line. Let your child draw a few chaotic lines himself. Then try to draw some objects together (fence, rain, waves), letters, etc.

Choose buttons of different colors and sizes. First, lay out the drawing yourself, then ask your child to do the same on his own. After the child learns to complete the task without your help, invite him to come up with his own versions of the drawings. You can use a button mosaic to make a tumbler, a butterfly, a snowman, balls, beads, etc.

Give your child a round hair brush. The child rolls the brush between his palms, saying:

"At the pine, at the fir, at the Christmas tree
Very sharp needles.
But even stronger than the spruce forest,
The juniper will prick you."

Take the grate for the sink (usually it consists of many cells). The child walks with his index and middle fingers, like legs, along these cells, trying to take steps on each stressed syllable. You can “walk” alternately with one hand and then with the other, or you can do it with both at the same time, saying:

"We wandered around the zoo,
Each cell was approached
And they looked at everyone:
Bear cubs, wolf cubs, beavers."

Let's take the dumpling maker. Its surface, as you remember, looks like a honeycomb. The kid uses two fingers (index and middle) to depict a bee flying over a honeycomb:

"Fingers, like bees, fly through the honeycomb
And they enter each one with a check: what is there?
Will we all have enough honey until spring?
So that you don’t have hungry dreams?”

Pour 1 kg of peas or beans into a pan. The child puts his hands in there and imitates kneading dough, saying:

"Knead, knead the dough,
There is room in the oven.
They will be out of the oven
Buns and rolls."

Pour dry peas into a mug. For each stressed syllable, the child transfers the peas, one at a time, to another mug. First with one hand, then with both hands at the same time, alternately with the thumb and middle finger, thumb and ring finger, thumb and little finger. Any quatrains can be selected.

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

Two plugs from plastic bottles Place it on the table with the threads facing up. These are "skis". The index and middle fingers stand in them like feet. We move on “skis”, taking one step for each stressed syllable:

"We're skiing, we're rushing down the mountain,
We love the fun of cold winter."

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

The child collects matches (or counting sticks) with the same fingers of different hands (pads): two index fingers, two middle ones, etc.

We build a “log house” from matches or counting sticks. The higher and smoother the log house, the better.

Using a clothespin (check on your fingers that it is not too tight), we alternately “bite” the nail phalanges (from the index to the little finger and back) on the stressed syllables of the verse:

"The silly kitten bites hard,
He thinks it's not a finger, but a mouse. (Change hands.)
But I'm playing with you, baby,
And if you bite, I’ll tell you: “Shoo!”

Take a rope (as thick as a child’s little finger) and tie 12 knots on it. The child, fingering the knots with his fingers, names the month of the year in order for each knot. You can make similar devices from beads, buttons, etc.

We stretch the rope at the level of the child’s shoulders and give him several clothespins. For each stressed syllable, the child attaches a clothespin to the rope:

"I'll pin the clothespins deftly
I'm on my mother's rope."

Starting from a corner, the child crumples a handkerchief (or plastic bag) so that it all fits in his fist.

The child rolls a walnut between his palms and says:

"I'm rolling my nut,
To become rounder than everyone else."

The child holds two walnuts in one hand and rotates them around one another.

12. Games - lacing by Maria Montessori:

Develop sensorimotor coordination, fine motor skills of the hands;
- develop spatial orientation, promote understanding of the concepts “above”, “below”, “right”, “left”;
- develop lacing skills (lacing, tying a lace into a bow);
- promote speech development;
- develop creative abilities.

Games with lacing also develop the eye, attention, strengthen the fingers and the entire hand (fine motor skills), and this in turn affects the formation of the brain and the development of speech. And also, which is not unimportant, Montessori lacing games indirectly prepare the hand for writing and develop perseverance.

It’s not just tiny kids who explore the world with their hands; toys that require the work of the hand and fingers are also useful for older children. Maria Montessori almost a hundred years ago gave her children pieces of leather with holes and laces - they develop their hands, teach them to concentrate, and will be useful in life. We, unlike Montessori, will not have to sit with scissors and rags. You can simply buy a “lacing game” - a set of multi-colored laces and a shoe, button, “piece of cheese” or some other wooden thing with holes. Sometimes they also come with a wooden needle. Can you imagine how nice it is for a girl to get a forbidden needle and thread and become “just like her mother.”

It should be remembered that the development of fine coordination of movements and manual skill presupposes a certain degree of maturity of brain structures; control of hand movements depends on them, so in no case should a child be forced.

How can we explain the fact that there are now so many lacing toys? After all, today’s parents did not have such toys in childhood, nevertheless, they grew up as normal people. There is a bewilderment, why is all this necessary?

It turns out that most modern children have a general motor lag, especially urban children. Remember, now even in kindergartens they ask you to bring shoes with Velcro, so that teachers do not have to take the trouble to teach the child to tie his shoelaces. Even 20 years ago, parents, and with them their children, had to do more with their hands: sort through cereals, wash clothes, knit, embroider. Now there is a car for each lesson.

A consequence of poor development of general motor skills, and in particular the hands, is the general unpreparedness of most modern children for writing or problems with speech development. With a high degree of probability we can conclude that if everything is not in order with speech, it is probably problems with motor skills.

However, even if the child’s speech is normal, this does not mean that the child is good at using his hands. If at the age of 4-5 years tying shoelaces causes difficulties for a child, and nothing can be molded from plasticine except balls and sausages, if at 6 years old sewing on a real button is an impossible and dangerous task, then your child is no exception.

Unfortunately, most parents learn about problems with coordination of movements and fine motor skills only before school. This results in an increased burden on the child: in addition to learning new information, he also has to learn to hold a pencil in his unruly fingers.

More than anything Small child wants to move, for him movement is a way of understanding the world. This means that the more accurate and clear the children’s movements, the deeper and more meaningful the child’s acquaintance with the world.

Development of gross motor skills

Exercises to increase activation levels.

These exercises increase the child’s potential energy level, enrich his knowledge about his own body, and develop tactile sensitivity.

1. Self-massage ears. The earlobe is pinched with the thumb and forefinger, then the ear is kneaded along the edge from bottom to top and back.

2. Self-massage of the lateral surfaces of the fingers.

3. With your fingers spread, clap your hands several times so that the fingers of both hands touch. Then the claps are performed with fists oriented with the back surface first up, then down, out, in.

4. Self-massage of the head. The fingers are slightly bent. With smooth stroking movements, both hands move from the ears to the top of the head.

5. Squeezing your hand with the palm of your opposite hand, massage it, moving your palm from the wrist and back, then from the shoulder to the elbow and back. Same with the other hand.

6. General foot massage. Stroking and rubbing thighs, calves, toes, feet.

This block of exercises can include different kinds general and acupressure massages, exercises to develop fine motor skills, walking barefoot on surfaces of various textures, etc.

Exercises aimed at regulating muscle tone.

The general principle of these exercises is strong muscle tension followed by relaxation.

1. "Boat". The child lies on his back, stretching his arms above his head. On command, he simultaneously raises straight legs, arms and head. The pose is held for as long as possible. Then perform a similar exercise while lying on your stomach.

2. Starting position - lying on your back, legs together, arms at your sides. The head is raised above the floor so that the child can see his toes. The pose is held for as long as possible.

3. I.p. - lying on your stomach, hands behind your head, elbows apart. The upper body rises, legs lie on the floor.

4. "Snowman". Starting position - standing. Children are asked to imagine that they are a freshly made snowman. The body should be very tense, like frozen snow. The presenter can test the strength of the “snowman” by lightly pushing him from different sides. Then the snowman should gradually melt, turning into a puddle. First the head “melts”, then the shoulders, arms, back, legs. Then the option to “melt” is offered, starting from the feet.

5. "Tree". The child sits on his haunches, his head is hidden in his knees, his knees are clasped with his hands. This is a seed that gradually germinates and turns into a tree. Children very slowly rise to their feet, straighten their torsos, and stretch their arms up. The body is tense, “the tree is reaching for the sun.” The “tree” should break due to a strong gust of wind. The child bends sharply at the waist, relaxing top part torso, arms and head, while Bottom part The torso should remain tense and motionless.

6. The child lies on his back, legs bent at the knees, feet on the floor, arms extended along the body. For a minute, the legs run, stomping heavily on the floor, the upper body and head remain motionless. After completing the exercise, the child lies relaxed with his eyes closed. The facilitator can conduct a relaxation session.

7. "Koschey the immortal." Starting position - sitting on the floor on your knees and on your heels (after mastering the exercise while sitting, you can move on to standing). Hands are spread to the sides. The arms are bent at the elbows and hang freely, while the shoulders and elbows are in a straight line parallel to the floor. If it is difficult for a child to perform this exercise, at the first stage you can help him fix the desired position using gymnastic stick. Next, the leader randomly pushes the relaxed part of one and the other hand, achieving their free swing.

8. "Puppets". Children imagine that they are puppets, being suspended by different parts of their bodies. The part of the body by which the doll is suspended is tense and does not move. Everything else is relaxed and hanging out. The doll begins to be pulled by the string at different paces.

9. "Fists". The child bends his elbows and begins to clench and unclench his hands, gradually increasing the pace. Performed until maximum wrist fatigue. After this, the hands relax and shake.

10. "Egg". For this exercise you need a fairly large, strong sheet that is spread on the floor. The child squats, hides his head in his knees and clasps his knees with his hands. The leader collects the sheet so that the child is in the “egg” and firmly holds the edges of the sheet above the “chicken’s” head, while starting to swing the “egg” from side to side. Rocking continues for 3-5 minutes until complete relaxation. Then the “chick” must “hatch out of the shell”, actively working with its head, elbows and trying to straighten its entire body. The presenter holds the child in the “egg” for 1-2 minutes.

Exercises for the development of gross motor skills, the formation of simultaneous and reciprocal sensorimotor interactions, a sense of the boundaries of your body and its position in space.

1. "Log". From a lying position on your back (legs together, arms extended above your head), roll several times, first in one direction, then in the other.

2. "Kolobok". Lying on your back, pull your knees to your chest, clasp them with your arms, pull your head towards your knees. In this position, roll several times, first in one direction, then in the other direction.

3. "Writing in the air." I.p. - lying on your back, arms extended forward in front of your chest. At the same time (in one direction), the hands “write” letters, numbers, and whole words in the air. The same technique is used when correcting writing - when missing letters, replacing them, “mirror” writing and other errors. In this case, at first the teacher can perform the necessary exercises together with the child, taking his palms in his own.
This technique also helps relieve the child’s fear of the school board or notebook.

4. Drawing on a board or sheet of paper with both hands at the same time. Both hands first move in one direction, then in the opposite direction. First, the child draws straight lines - vertical, horizontal, oblique, perpendicular; then various circles, ovals, triangles, squares.

5. I.p. - sitting on your knees and on your heels. Hands are on your knees. One hand clenches into a fist, thumb out. Unclenches. Clenches into a fist, thumb inward. Unclenches. The other hand is motionless. We change hands. The same with both hands together. Then the phases of movement shift (one
the hand clenches, the other simultaneously unclenches). If you master this exercise well, you can add movements of the tongue and eyes in various combinations.

6. I.p. - sitting on your knees and on your heels. Hands are on your knees. Alternately, each hand performs fist-rib-palm movements. After mastering, the same exercise is performed in a canopy, arms bent at the elbows.

7. And p. - sitting on your knees (standing). The arms are bent at the elbows. One hand performs a fist-palm movement, the other simultaneously performs a fist-edge-palm movement. After mastering, various oculomotor exercises are added.

8. I.p. - lying on your back, legs together, straight arms extended above your head. The right arm and right leg are bent, the elbow touching the knee. We return to IP. We repeat the same with the left hand and left leg. Then the exercise is done oppositely with the left leg and right hand and vice versa.

9. I.p. - lying on your back. Legs bent at the knees are on the floor, arms are folded in a boat and extended upward in front of you. We place our folded hands on the floor on one side of the body (while the hand on top “crawls” along the other hand), and the legs on the other side. At the same time we move our arms and legs in the opposite direction.

10. I.p. - lying on your back. Legs straight, arms to the sides. One leg bends at the knee, rises and moves outward (or inward), and places it on the floor. Returns to its original position. The same thing with the other leg. Then both legs work simultaneously.

11. I.p. - sitting on your knees (standing). For this exercise you need a tight, but not elastic, oblong object (a rag “sausage”). The presenter throws the object to the child, the child catches it, moving only his hands. Then the object must be caught with one hand. When the exercise is mastered, the child is given the task of alternately closing one or the other eye, catching the object with either the right or left hand.

12. From a lying position on your stomach, we depict a caterpillar: arms are bent at the elbows, palms rest on the floor at shoulder level; Straightening your arms, lie down on the floor, then bend your arms, raise your pelvis and pull your knees towards your elbows.

13. Crawling on your stomach. First, in flattish style. Then only on your hands, legs relaxed. Then only with the help of your legs, hands behind your back (in the last stages, hands behind your head, elbows to the side).

14. Crawling on your stomach using your hands. In this case, the leg rises vertically from the knee (simultaneously with the leading hand, then with the opposite one).

15. Crawling on your back without the help of arms and legs (“Worm”).

16. Crawling on all fours. Crawling forward, backward, right and left with the simultaneous advancement of the arms and legs of the same name, then the opposite arms and legs. In this case, the hands are first positioned parallel to each other; then they cross, that is, when moving with each step, the right hand goes behind the left, then the left goes behind the right, etc. When mastering these exercises, you can put the re
Place a flat object (a book) on the child’s shoulders and set the task not to drop it. At the same time, the smoothness of movements is practiced, and the awareness of the position of one’s body in space improves.

17. Practicing combined movements of the eyes, tongue, head, arms and legs when crawling on all fours.

18. "Spider". The child sits on the floor, places his hands slightly behind him, bends his legs at the knees and rises above the floor, leaning on his palms and feet. Steps simultaneously with the right hand and right foot, then with the left hand and left foot (the exercise is performed in four directions - forward, backward, right, left). The same, only opposite hand and foot are walking at the same time. After mastering, movements of the head, eyes and tongue are added in various combinations.

19. "Elephant". The child stands on all fours so that the weight is distributed equally between the arms and legs. Simultaneous steps with the right side, then the left. At the next stage, the legs are parallel, and the arms are crossed. Then arms parallel, legs crossed.

20. "Goslings." A goose step is practiced with a straight back in four directions (forward, backward, right, left). The same with a flat object on the head. After working out, multidirectional movements of the head, tongue, and eyes are included.

21. Step in place. The child marches in place, raising his knees high. The arms hang along the body.

22. I.p. - standing, straight arms extended forward. One hand palm up, the other down. The child begins to march, changing the position of his palms with each step. The same, but changing palms every step, then two. After mastering, various oculomotor exercises are added in various combinations.

23. I.p. - standing on all fours. The child straightens and lifts one leg above the floor, moving it first to one side, then to the other. The rest of the body is motionless. The same with eyes closed. After mastering, the opposite arm is extended forward simultaneously with the leg. Then the same name.

24. I.p. - standing on one leg, arms along the body. By closing our eyes, we maintain balance for as long as possible. Then we change legs. After mastering, you can use various finger and other movements.

25. "Swallow". I.P. - standing on one leg, the second leg extended back parallel to the floor, the torso tilted forward, arms to the sides. The same with eyes closed. Change leg.

26. “Log” on the wall. I.p. - standing, legs together, straight arms extended above your head, back in contact with the wall. The child makes several turns, first in one direction, then in the other so as to constantly touch the wall. The same with eyes closed.

27. Stand against the wall, feet shoulder-width apart, palms on the wall at eye level; move along the wall to the right (3-5 meters), and then to the left. The same with an additional step - the arms and legs of the same name move (arms parallel to the legs). Then opposite hands and feet. The same with a cross step with the arms crossed (the arms and legs of the same name move).

28. “Repeat the movement” (variant of the game “Monkeys” by B.P. Nikitin).

The leader (adult) makes some movements: squats, raises his hands up, claps his hands - and the children must repeat them after him. The pace of movements can be slowed down or accelerated. To also include attention training, you can introduce “prohibited movements” (a certain movement cannot be repeated), or “replacement movements” (when some movement must be replaced with another, for example, when the leader jumps, the children must sit down).

Exercises to develop spatial concepts.

1. "38 parrots". The child is asked to remember a cartoon about a baby elephant, a monkey and a boa constrictor. Then you are asked to measure several objects or distances using different parts of your body. Following this, the child is given small objects (letters, numbers) and asked to arrange them so that there is a distance between them in his palm, and from each of them to the edge of the table - his index finger. It is recommended to offer as many options as possible for the location of objects (at the distance of the foot, from the knee to the heel, from the elbow to the hand, etc.).

2. "Markers". The child’s left hand is marked with a bracelet, bell, bright cloth, etc.

3. Each direction is fixed with a certain movement. For example: “up” - jump, “down” - crouch, “right” - jump with a turn to the right, “left” - jump with a turn to the left.

4. "Mirror". The exercise is performed either in pairs with a leader or two children. At the first stage, the exercise is performed in a sitting position on your knees and on your heels. First, the leader makes slow movements with one hand, then with the other, then with both. The child mirrors the movements of the leader. When the exercise is mastered, you can move to a standing position and use movements of the whole body.

5. "TV". This exercise is similar to the previous one, only the movements are repeated with the same hand that the leader shows (if the leader takes the left ear with his right hand, the child also takes the left ear with his right hand).

6. "Find the treasure." There is a toy or candy hidden in the room. The child must find it, focusing on the leader’s commands (the leader says: “take two steps forward, one to the right...”, etc.). The item found by the child is given to him.

7. Graphic dictations on checkered pieces of paper.

8. Copying drawn figures of varying degrees of complexity.

9. The child makes plans (rooms, apartments, etc.)

10. The teacher draws a plan according to which the child must find an object in the room or building.

Group games.

1. Any games like “The sea worries once, the sea worries two, the sea worries three, the sea figure freezes in place.”

2. "Rhythm in a circle." Children sit in a circle on their knees and heels. The number of participants in the circle should not be a multiple of three. The first child claps his hands once, the next - twice, the next - three times, the next again once, etc. The leader sets a different pace of the game, changes the direction of the game (either clockwise, then counterclockwise).

Further the exercise becomes more complicated. Children sit in a semicircle. The teacher taps out a rhythm. Children repeat it on command (separately or all together). When the rhythm has been mastered, the children receive the command: “Let’s clap this rhythm as follows. Everyone in turn beats one clap of the given rhythm. From left to right. When the rhythm ends, the next one in the circle waits a short pause and starts over. And so on until the command “Stop” "Whoever is late with his clap, who fails to pause, or who makes an extra clap receives a penalty point."

3. "The Blind Sculptor." The driver is blindfolded. The teacher puts one of the participants in the game in any position. This is the sitter. The driver must feel the figure offered to him and “blind” exactly the same one (not a mirror one) from another child. Then you can increase the number of sitters (make sculptural groups of two to three people). It is very important that after finishing his work, the “sculptor” with open eyes can correct the mistakes made.

4. "Zoo". The child depicts various animals or birds. The rest of the group must guess the animal depicted.

5. Children stand in a circle; through one you have to squat, then jump, then bend over at a fast pace.

6. "Okay." Children stand opposite each other in pairs, arms bent at the elbows are raised to the shoulders so that the palms of both hands “look” at the palms of the partner. Children first clap with their own hands and return their hands to their original position. Then clap the partner's hands. Initial position. DIY cotton. I.p. Clap your partner's right hand with your right hand. I.p. DIY cotton.
I.p. Clap your partner's left hand with your left hand. Repeat the cycle, gradually increasing the pace, until one of the partners confuses the sequence.

7. Sketches for “Coordinated Actions”: sawing wood, rowing, rewinding threads, tug of war, playing with an imaginary ball, etc. Children need to constantly remember the coordination of actions and the appropriateness of the distribution of movements. These sketches are practiced first in pairs, then as a whole group.

8. "Claps." Children move freely around the room. On one clap from the leader they must jump, on two they must sit down, on three they must stand with their arms raised up (or any other movement options).

9. "Canon". Children stand behind each other in such a way that their hands rest on the shoulders of the person in front. Having heard the first signal (by agreement), the first child raises his right hand. At the second signal, the second child raises his left hand, at the third, the third raises his right, etc. Then, in the same way, the hands are lowered down.

10. "Pass the ball." The game is played in the form of a team competition. Children in each team stand behind each other's heads at arm's length. The first passes the ball to the second from above his head, the second to the third - from below between his legs, etc. Another option is to pass the ball from the side with the body turning either to the right or to the left. The third option is combined.

11. "Steam Locomotive". Children are divided into teams of 4-5 people, line up like a train at the back of each other's heads (the person standing behind holds the person in front by the waist). Everyone closes their eyes, except the first ones, who slowly begin to move. Their task is to carefully, silently drive the “locomotive”, avoiding obstacles without colliding with others; the task of the others is to “listen” as much as possible to the one standing in front, to most accurately repeat the changes in his movements, thereby ensuring accurate transmission of information to those standing behind.

At the teacher’s command, the children stop, the first one stands at the end of the locomotive, etc., until everyone has played the role of leader.

Complicating the exercise: children stand one after another on all fours, holding the one in front by the ankles. The right arm and right leg move simultaneously, then the left arm and left leg. The “lead” first gives commands out loud, then continues moving silently. The team whose movements were more coordinated wins.

12. Show of poems. A group member shows a famous poem or fable in pantomime, the rest must guess the name of the work.

13. Children are divided into two teams. The first child, with his eyes closed, feels the object or word of several letters offered to him (letters from the children's magnetic alphabet are used). Then, using pantomime, he shows the next team member what object was presented to him. The next child names this item to the third team member, who again shows it using pantomime
to the fourth, and the fourth, with his eyes closed, finds this object from those offered or makes up a word - the name of this object. Team members constantly change places. The team that correctly guesses the most items wins.

Fine motor skills are a physical process based on the combination of actions of the body’s musculoskeletal system and psychological control. The nervous system is responsible for carrying out this work, connecting the limbs to the brain center. The use of fine motor skills of the hands sometimes occurs unnoticed, at the level of the use of gestures during verbal communication. The development of motor skills is directly related to the development of speech; these sectors touch in the cerebral cortex.

Development of fine motor skills in children

With the birth of a child, mastery of the surrounding world and one’s own body begins. To stimulate the development of the baby, special toys are used. Suspended and floor attributes can be touched and tested for strength. By doing this, the child unconsciously trains his motor skills. Tactile sensations of roughness and softness of surfaces help improve the perception of the environment.

From the age of one, for a small motorboat you can use:

Cereals are poured onto the table, sorting through peas, transferring small objects from one vessel to another will improve coordination.
Plasticine and dough during the modeling process involve all the nerve endings of the fingertips.
Parents carry out hand and palm massages on their own, reciting poems about the magpie-crow and finger games.

Working on motor skills as an adult

In adulthood, the apparatus of motor functions must continue to be developed; stagnation of this activity leads to atrophy of brain cells. Everyday actions bring a beneficial effect, including: writing with a pen, pen, drawing. Working at a computer does not apply to this load. Good memory, delivered speech is also trained by hand massage.

There are points on the palm used to influence organs human body, stimulation of the surface of the hands activates impulses in the cerebral cortex. The saying of the German thinker “The hand is the brain leaking out” accurately conveys the importance of activities to develop motor skills of the limbs.

Activities that promote stimulation and motor development:

Various types of needlework simultaneously stimulate both limbs and brain activity, focusing on small details. In the old days, all women were engaged in textile work and knitting, which helped maintain clarity of movements in old age. Bead embroidery and weaving stimulate the development of memory.
To activate the necessary zones, men can turn to modeling technical objects (ships, cars, airplanes).
A universal massage item is clay. The flexible structure affects the entire arm, involving the muscles of the wrist and hand.
During the working day, you can do a number of exercises to strengthen motor skills by drawing in a notebook or notebook. The main rule for drawing exercises is orderliness. A series of repeating loops, oblique lines, will resemble a lesson in cursive primary school, will have a huge positive effect for fine motor skills.
Finger gymnastics. A set of exercises for the phalanx of the fingers consists of flexion and extension. You can do this activity even on public transport. It is not necessary to select a specific sequence. To stretch your fingers, you can click your thumb on your middle finger, cross one after the other, or simply clench your fist.
Universal warm-up product hand expander. This device has a round shape and fits easily in the palm of your hand. To use it, it is enough to periodically strain your fingers so that the ring shrinks.

Restoring hand motor skills after a stroke

Any injuries not only of a local nature, but also to the brain area cause harm to the entire body. A stroke attack has the same effect. Nerve connections human body stop working smoothly, the impulse is lost and does not always reach the intended place. People who have suffered from similar diseases suffer from difficulties in perceiving and reconstructing information, and impaired motor skills of the body, including the hands.

Rehabilitation centers help people with limited opportunity move. To perform a set of exercises, it is not necessary to resort to the help of specialists, including:

Gymnastic exercises. Unlike regular training, the recovery process is all about control. The limbs stop listening and may not respond to brain signals. Therefore, the main principle of training is to closely monitor the manipulations being performed, controlling them.
Creative activities. As in the classical versions, drawing, repeating lines, and stucco molding are very productive for the development of motor skills. In addition to this, the psychological aspect becomes important for a stroke survivor. Immersion in inner nature. Expressing your self through art.
Ball exercise. This technique is used in kindergartens and special institutions. Balls of different shapes help train dexterity by fixing an object with your hands. The ball is transferred from hand to hand and rolled on the table. There is self-massage with a sword, which will allow you to use several parts of the cerebral cortex at once, which are responsible for perception and execution of actions. Balls should be used from different materials: fabric, rubber, pimples.
Available means. For gymnastic exercises Take a few nuts and roll them between your palms. Everyday activities stimulate motor skills well and bring the brain into working order. A lamp, a TV remote control, an elevator button require concentration of thoughts.
High concentration will be required to sort through and collect small parts such as puzzles and mosaics. Working with them will constantly improve dexterity, memory, and fine motor skills.

The development of fine motor skills in children is of great importance.The development of fine motor skills in children directly determines the quality of life.Scientists have proven the close connection between the development of fine motor skills and the development of speech in a child.

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Development of fine motor skills of the hands. Games and exercises.

Fine motor skills are the ability of a person to perform small and precise movements of the hands and fingers and toes as a result of the coordinated actions of three systems: nervous, muscular and skeletal.The development of fine motor skills in children is of great importance. Why?

The area of fine motor skills of the hands covers a huge number of different movements. Fine motor skills help us make both primitive gestures (for example, picking up objects) and fairly small and complex movements (for example, writing). A person’s handwriting depends on the degree of development of fine motor skills.

The development of fine motor skills in children directly determines the quality of life. A huge number of everyday activities are associated with fine motor skills: we have to fasten buttons and lace shoes, thread a needle. In addition, researchers have established a connection between the development of fine motor skills of the hands and the development of speech, so that the development of fine motor skills in children helps them speak faster and better.

Scientists have proven the close connection between the development of fine motor skills and the development of speech in a child.. It turns out that the speech center of the brain is located very close to the motor center, which is responsible for finger movements. If you stimulate the motor center responsible for finger movements, the speech center is also activated! Therefore, the development of fine motor skills is necessary for the rapid and correct formation of speech skills.

Unfortunately, in the last decade, the number of children with speech disorders and writing problems has increased significantly all over the world. Thirty years ago, the percentage of such children was much lower! What is the reason for this phenomenon? It’s just that in the old days there were no shoes and clothes with Velcro. But there were lace-up shoes, clothes with buttons, hooks and ties. The children tied their shoelaces, fastened buttons and hooks every day, thus training their fingers! After all, such movements require dexterity and the development of fine motor skills. And now the children are freed from complex process lacing the shoes and carefully fastening the buttons. It turns out that children’s fine motor skills used to develop due to such ordinary actions, but now they suffer. Accordingly, speech skills also suffer, and problems with writing appear, because motor skills and speech are closely related.

The development of fine motor skills in children is a natural process; it begins to develop in infancy on the basis of general motor skills. The child begins with simple grasping gestures, then learns to transfer an object from hand to hand, and masters the “tweezer grip.” At two years old, the child is already able to hold a spoon and pencil correctly and begins to draw.

You need to start working on developing fine motor skills from the very beginning. early age. Already an infant can massage his fingers (finger gymnastics), thereby influencing the active points associated with the cerebral cortex. In early and early preschool age it is necessary to carry out simple exercises, accompanied by a poetic text, do not forget about the development of basic self-service skills: buttoning and unbuttoning buttons, tying shoelaces, etc.

The task of teachers and child psychologists is to convey to parents the importance of games for the development of fine motor skills. Parents must understand: in order to interest the child and help him master new information, you need to turn learning into a game, not back down if tasks seem difficult, and do not forget to praise the child. We bring to your attention games for the development of fine motor skills, which you can practice both in kindergarten, and at home.

Finger training

Simple

Clench your fingers into a fist and do circular movements brush to the left, then to the right, 4 - 5 times.
Squeeze and unclench your fingers with force. 5 - 6 times.
Straighten your fingers, move your thumb to the side and make circular movements with it, first to the left, then to the right. 4 - 6 times.
Straighten your fingers, simultaneously bend and straighten the first two phalanges. 5 - 6 times.
Spread your straight fingers, sequentially, in a fan-shaped movement, starting with the little finger, bend all fingers into a fist. Then, starting with the thumb, return to the starting position. 3 - 4 times.
Clench your fingers into a fist. Try to straighten and bend each finger separately. Strive to ensure that others remain focused. The exercises are performed while sitting with your elbows on the table. Gradually increase the number of repetitions to 10 - 15 times. After finishing the gymnastics, you should shake your relaxed hands and do a massage.

Sets of exercises (rhymes)

"Friendship"

“The girls and boys in our group are friends.”
The fingers are joined rhythmically into a lock.
“You and I will make friends with little fingers.”
Rhythmic touching of the same fingers of both hands.
"One two three four five".
Alternately touching the fingers of the same name, starting with the little fingers.
"Start counting again.
One two three four five.
We're done counting."
Hands down, shake hands.

"Walk"

When performing this exercise, children sit in their seats and rhythmically, alternately, in jumps, move the straight fingers of both hands along the surface of the table from themselves to its opposite edge.

Let's go for a walk, fingers
the fingers are clenched into fists, the thumbs are down and seem to move along the table in jumps.
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 movement of the ring fingers along the surface of the table.
The fifth finger jumped
rhythmically touching the table surface with the little fingers.
And at the end of the road he fell.
banging your fists on the surface of the table.

"Little Men"

We ran along the river.
movement of the index and middle fingers along the surface of the table from oneself to the edge
Children race.
Repeat several times.

"On a visit"

Visiting the big toe
thumbs up on both hands
They came straight to the house:
Palms together, fingers of the same name touching
Index and middle
alternately called fingers are connected to the thumbs on both hands at the same time.
Nameless and last
Little finger himself
fingers clenched into a fist, only the little fingers point up
He knocked on the threshold.
fists knocking against each other
Together fingers are friends,
rhythmic clenching of fingers into fists
They cannot live without each other.

"Come on, brothers, let's get to work!"

"Come on, brothers, let's get to work!
Show your hunting.
For the big one, chop wood.
The stoves are all yours to light.
And you should carry water,
And for you to cook dinner,
And sing songs to the baby,
Sing songs and dance,
To amuse my siblings."

Children turn to their right hand, bent into a fist, and alternately straighten all fingers.

"Scarlet Flowers"

"Our scarlet flowers
The petals are blooming,
The breeze breathes a little,
The petals are swaying.
Our scarlet flowers
The petals close
Quietly falling asleep
They shake their heads."

The palms are connected in the shape of a tulip, the fingers slowly open, then the hands are gently swayed, then slowly closed, taking on the shape of a flower, and the head of the flower is swayed.

" Orange"

"We shared an orange,
There's only one orange.
This slice is for the cat
This slice is for the hedgehog,
This slice is for the snail,
This slice is for the siskin,
Well, what about the wolf’s skin!”

Start with the little finger, bend all fingers alternately.

"Hide and Seek"

"The fingers played hide and seek
And the heads were removed.
Like this, like this
This is how the heads were removed."

Clenching and unclenching fingers.

Relaxing (self-massage of hands and fingers)

Pressing tightly squeezed four fingers of one hand on the base of the thumb, the middle of the palm, the base of the fingers of the other hand. Then the position of the hands changes.
Rubbing your palms with a hexagonal pencil with a gradual increase in effort.
Rubbing your palms with up and down movements.
Rubbing the lateral surfaces of clasped fingers.
Kneading, then rubbing each finger lengthwise, then crosswise.
Place the walnut between your palms and make circular movements, gradually increasing the pressure and pace. You can do the exercise with two walnuts, rolling one over the other, with one hand, then with the other.
Pressing with an unsharpened pencil on pain points palms, then rotate the pencil to the right, left.
Kneading the right hand with the fingers of the left and vice versa, then rubbing alternately.
Nowadays there are many games on sale that specifically develop relevant skills. But there is nothing easier than using improvised means that are available in any home. So, a few exercises to develop fine motor skills:
"Rubber band" . For this exercise, you can use a hair elastic with a diameter of 4-5 centimeters. Fingers are inserted into the gum. The task is to use all your fingers to move the elastic band 360%, first to one side and then to the other. It is performed first with one, then with the other hand.
"Kalyaki-malyaki ". Take a tray and scatter small grains on it (for example, semolina). You can’t think of a better board for drawing. First, the adult draws lines on the “board”, and the child repeats. Let these be very simple shapes: squares, circles, zigzags. Snowman , house, sunshine.
" The sun is smiling". Exercise by Maria Montessori. We cut out a circle from thick paper and draw a smiling sun on it. We buy a large number of colored paper clips and attach them around the perimeter. You can play with colors: for example, string a yellow paper clip first, then a green one, then a red one. Or 3 yellow, 3 green, and so on. This is where counting is added to the exercise. Explain to your child why the sun smiles: it is happy because they play with it.
"Mosaic "Collect buttons of different colors and sizes. They can, firstly, be sorted by diameter, color and texture (smooth-rough). Secondly, they can be used to make pictures and lay them out on a sheet of paper different figures. The result is a button mosaic. Boys can be interested in purely “male” games.
For example, screw nuts onto bolts or press buttons on an improvised control panel (you can take an old, used TV remote control without batteries). If you want, imagine that you are a driver, or an airplane pilot or a tank driver.
Games accompanied by short rhythmic poems are very useful. For example:
We stretch the rope at the level of the child’s shoulders and give him several clothespins. For each stressed syllable, the child attaches a clothespin to a rope: “I will deftly pin the clothespins onto my mother’s rope.”
We take a sink grate, which consists of many “cells”. The child walks with his index and middle fingers, like legs, along these cells, trying to take steps on each stressed syllable. You can “walk” alternately with one or the other hand, or you can do it with both at the same time, saying: “We wandered around the zoo, We approached each cage, And we looked at everyone in a row: Bear cubs, wolf cubs, beaver cubs.”
Drawing and modeling occupy a special place in games for developing motor skills. A little artist can begin his creative activity by drawing with oil pastels. If you don't find it on sale, wax crayons will do. They will help the baby learn to hold a chalk with two fingers (and then holding a pencil is just a stone's throw away).
Draw various shapes: lines (straight and wavy), circles, ovals, squares and triangles, paint over them. If it doesn’t work, first take the baby’s hand in yours and help him. The paper should be quite large, say A3, so that the baby does not miss it. Over time, you will switch to felt-tip pens and paints.
You can sculpt from plasticine, or you can from dough. Dough is definitely much safer. At first you can sculpt unintelligible “lumps”, then simple figures and letters. Over time, learn to recognize the sculpted letters by touch. You can stick various small objects into the dough: grains, peas, the same buttons.
In the development of fine motor skills, the same rule applies as in the development of other skills: more games, less coercion. And regularity. You shouldn’t indulge the capricious “I don’t want, I won’t.” You'll have to show your diplomatic skills. Be patient, persistent and wise.

But even without extra expenses, you can provide your child with the necessary education. All available means will be used:

Cereals (it’s so nice to put your hands in a bowl of beans! And if some kind of toy is waiting for the baby at the bottom, it’s even doubly so! Preschoolers can be instructed to sort and sort through various cereals)
Natural materials: acorns, chestnuts, pine cones, pebbles, shells, sticks
Kitchenware
Various containers, vials, boxes
Zippers, laces, ties, threads, ropes, fasteners, buttons, fabrics of various sizes, shapes, colors and textures
Beads and rings are very interesting to string on braid
From matches, cotton swabs and toothpicks, you can lay out various drawings (of course, under the supervision of parents)
Boys will especially appreciate bolts and nuts, as well as broken technical devices (ordinary and cell phones, calculators). And girls will benefit from dressing and undressing their favorite dolls.

What child doesn’t like to stick and peel magnets on the refrigerator? This activity can be varied according to your wishes and capabilities. Also allow them to eat small foods with their hands (peas, corn, berries), peel boiled eggs, jacket potatoes, tangerines. It will be very fun to put paper clips on cardboard or clothespins on a rope. In general, it is useful to involve children in household responsibilities and teach them to help with cleaning around the house:

Sweep and collect trash and mop floors.
Collect specks from the floor, help collect objects scattered on the floor (buttons, carnations, beans, beads).
Disassemble split walnuts (kernels from shells), peel pistachios, peel off the film from roasted nuts.
Make cookies and decorations for the pie from the dough.
Open the mailbox or front door with a key.
Try to put on your shoes, dress yourself, as well as take off your shoes and undress. To do this, some shoes and clothes should be available to the child so that he can dress up whenever he wants. Learn to put on gloves yourself. Try lacing your sneakers.
Help winding threads or rope into a ball (this activity also has a beneficial effect onvision) .
Hanging laundry (you need to pull the rope for the child).
Help parents unscrew various caps - water cans, bubble baths, toothpaste, etc.
Pick berries at the dacha or in the forest.
Get something out of a narrow gap under a cabinet, sofa, between furniture.
Look for the edge of the tape. Peel and stick stickers.
Turning the pages of a book.
Sharpen pencils (with a sharpener) and erase what you draw with an eraser.

Important rules in the process of developing fine motor skills in children

Classes should resemble a game, not lessons at school. You can come up with some along the way funny story or even a fairy tale.
Games and activities should be systematic. Even while walking, you can massage your baby’s hand or pick up beautiful pebbles and leaves.
During the game, talk to your baby more, conduct a dialogue, act out scenes.
It is important that the child likes both the toys and the process itself - take care of this. And also sincerely show that this also brings you incredible pleasure.
You can't force a little student. Give him the right to choose. Perhaps he wants to draw, not sculpt - listen to his wishes.
Choose games and activities that are appropriate for your child’s age and development.
Try to try as many different ways as possible to develop fine motor skills.
But under no circumstances do everything at once.
Don’t forget to praise your child for every success - criticism in this matter is absolutely inappropriate!
Control the time - it is individual for each child. Don't overstay your welcome and don't overwork him.
And do not limit children in showing initiative and imagination!

Try to ensure that in preschool age your child can confidently do the following:

draw using small details in images;
color without going beyond the outline and leaving gaps;
cut out large polygonal shapes;
sculpt small parts from plasticine;
fasten and unbutton buttons;
dress and put on shoes;
lace up shoes and tie shoelaces, fasten zippers;
pour milk from a carton into a cup;
wash your face and brush your teeth.

Remember that any learning process requires a lot of patience and work. Be wise, attentive and loving parents. Do not neglect the time that is passing away forever - use it wisely. It’s such a joy to watch your child grow and develop! And take a direct part in this exciting process!

If you are attentive parents, intently scanning the information space for effective methodology teaching a preschooler, then, without a doubt, we have already heard about the need to develop fine motor skills in children. However, today even those who do not particularly delve into “children’s topics” have heard a lot about fine motor skills.

Development of fine motor skills: justified necessity or fashion trend?

Let us remind you that thanks to active training of the small muscles of the fingers and hands, the following develop:

articulatory apparatus and sound recognition system;
attention and memory;
intelligence;
imagination.

To develop fine motor skills, a lot of ready-made games and toys are offered. One may get the impression that an entire industry is dedicated to this area of educating children in the first years of life.

But our mothers and fathers, like their mothers and fathers, and entire generations of mothers and fathers before them, somehow raised their offspring without lacing, busy boards, sorters and other insert frames. Ordinary cubes with a pyramid were enough, and the lucky ones had a simple mosaic at home. So, maybe all these tricks and wisdom are of no use to our children? We authoritatively declare: “Why!”

We, and especially the generations before us, were raised in completely different conditions:

We had shoes with laces, which we famously dealt with already in younger group kindergarten. Today, even 8-10 year olds have problems with basic shoelaces.
Our parents and grandparents didn't have computers or smartphones. Even TVs literally 25–30 years ago were not in every family. Families spent their leisure hours doing needlework: mothers knitted and embroidered, fathers planed and soldered. Well, of course, we adopted their passion and also tried to create something with our own hands.
Our parents did not have so many electronic assistants - multicookers, food processors, robotic vacuum cleaners, automatic washing machines and other delights of modern civilization. They (the generations of parents preceding us) were forced to work hard around the house, and we were forced to help them no less diligently: sorting out cereals, digging up beds, sweeping, etc.

Nowadays, children are protected from homework for as long as possible. Their clothes have Velcro and zippers. They have fun watching cartoons or playing computer games. Where is the finger work? There is practically no place for it in the natural environment of a modern child. Therefore, it is important to consciously introduce small exercises for the development of fine motor skills into the daily routine. What exercises are suitable for this purpose? Eureka knows!

Simple and effective exercises for developing fine motor skills

Exercise 1: Hand massage

Already a newborn baby can and should stretch his hands. Knead and stroke your palms, gently pinch the skin, stretch the joints and make rotational movements with them. All manipulations should be easy, without excessive zeal. You can say nursery rhymes. The most popular, of course, is the “magpie-crow”. But she is far from the only one. You can come up with simple rhymes yourself or use ready-made ones. For example:

Let's stroke the hand with our hand,

Let's rub our finger with our finger,

Let's take a little rest,

And then we'll start again.

2. Little finger, 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.

Exercise 2: Finger gymnastics

The purpose of the lesson is to train fingers, develop hands, and learn to coordinate actions. The exercises can be anything. The very first and simplest, available to babies of 5-6 months, are “ladushki”. When saying a funny rhyme, play together with your baby: fingers are as straight as possible, pressed against each other. Palms hit each other in time with the words of the nursery rhyme:

Okay, okay!

Where were you? By Grandma!

What did they eat? Porridge,

What did they drink? Mash!

Okay, okay,

We're going to grandma's again!

Let the baby tap his fists on different surfaces, bend and straighten his fingers, spread them out and stretch his palms up, “run” his fingers on the table, and make circular movements with his hands.

Closer to three years, you can give your child a finger theater, which will give such gymnastics a new meaning.

Exercise 3: Working with paper

Folding paper figures without scissors and glue (origami), as well as creating pictures using glue and cut-out paper elements (appliqué) is a great way to develop fine motor skills at any age from three years and older. In early childhood, the skills necessary for these creative activities are still lacking. Therefore, you can invite the baby to simply tear the paper.

Tearing can be done as early as 7-8 months. The main thing is to explain that you can only tear up those pieces of paper that your parents give you.

To give meaning to this activity, you can create some crafts yourself from scraps:

a simple postcard;
Christmas tree toy;
panel

With an older child - one year or more - the paper can still be turned over. Children's books or glossy magazines are good for this. Make sure your baby carefully grabs the pages with his fingers, turning them over one after another. This seemingly very simple exercise causes a lot of difficulties for kids.

Exercise 4: “Cinderella”

Remember, in the fairy tale “Cinderella,” the evil stepmother forced the main character to sort out lentils and peas (depending on the version of the fairy tale, translation and film adaptation, the cereals may vary, but that’s not the point now). Of course, you love your child. And, unlike the evil new wife of Cinderella’s dad, it is out of love that you invite the little one to repeat the feat of the forcedly hardworking girl.

You can sort through different items:

multi-colored beads: red - to the left, blue - to the right;
different-sized buttons: large ones - in a jar, small ones - in a box;
clothespins of different textures: wooden - on the table, plastic - under the table...

Get creative and enjoy a creative approach to early development.

Exercise 5: Hide and Seek

Play hide and seek with your baby. But it’s not you or the child who will be hiding. You need to hide any small object - a pea, a bead, a small ball, etc.

For this game exercise, prepare several jars with screw caps. Jars can be different sizes, different colors, from different materials. The baby needs to carefully take a pea (or an alternative object) with his fingers, place it in a jar and close the jar with a lid. Believe me, a child aged 10 months and older can be captivated by this activity for a very long time.

At first, the handles will be naughty: every now and then the pea tries to jump out and roll away, and the harmful lids just don’t want to be screwed on. But be patient and encourage your little one to try again and again.

Let him hide small candies from Varya’s doll - if Varenka finds a candy, she will eat it and her teeth will hurt. We need to save Varya and hide the candy.
You can hide the seed from Mr. Rain (draw a thundercloud and rain on a white sheet). If Mr. Rain finds a seed, he will get it wet, and the seed will not be able to grow.
Rich Orange is looking for little Bean to force her to work as a farm laborer, and we will save Bean. Let's hide it in the house and close the house with a lid.

Come up with interesting stories with your child’s favorite toys and fairy-tale characters familiar to him. This will make the exercise more fun, which means its effectiveness will significantly increase.

Exercises to develop fine motor skills should be organically woven into the fabric of every day of a child’s life. For a newborn, you independently stretch the arms and legs. As the child grows older, he works more and more actively on his own small muscles.
You may not use all of the suggested exercises. You can change the conditions of the games to develop fine motor skills. You can do several exercises daily or devote the entire class time to just one exercise. The main thing is that the child’s fingers and arms work, train, and the child himself perceives what is happening as an interesting game.
Combine different directions early development. By working on fine motor skills, you train memory and attention: your baby needs to repeat your movements, fold pieces of paper according to a pattern, or remember a fairy tale whose characters you used for a game to develop fine motor skills.
During massage and gymnastics, be sure to talk to the baby, even if the baby is only a few days old. It is very important that from birth a little person is surrounded by correct speech. Speak in a soft, affectionate, emotional voice, but do not distort the words, do not imitate the non-existent “children's language”. During the massage, smile at the child and “make faces”, sing and recite rhymes. The more actively you interact with a fool, the sooner you will notice how smart and quick-witted he really is.

Happy parenting, friends!

Introduction

My little friend, remember the moves!

And with us

Learn to move without tension.

Our fingers need training

Everything will work out so smoothly!

Of course, you have to work hard.

But it will be easier to study later.

Any work will be controversial.

You will say: “Thank you for your concern!”

Currently, a significant proportion of children have weak development of visual-motor and auditory connections, insufficient development fine motor skills, graphic skill. A study of the level of development of fine differentiated movements of the fingers and hands in children studying in the first grade shows that many of them have hand movements that are not focused enough and are poorly subordinated to the tasks of the activity. The complexly coordinated movements of the leading hand are especially poorly developed, and the ability to use a pen or pencil as a working tool is poorly developed. As a consequence of this, mastering objective actions causes great difficulties. Timely development in children of fine motor skills, precise coordination, the formation of a synthesis of visual, auditory and kinesthetic information in them ensures rapid and proper development reading and writing skills.

This book is devoted to the problems of developing fine motor skills, dexterity, coordination and mastering objective activities. It offers both developmental and correctional-developmental exercises and tasks that help prepare the hand as a direct tool of graphic activity to perform precise and complex movements. The implementation of these exercises allows you to develop and improve 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 your hand for writing. Development of fine motor skills

The accuracy of graphic actions is ensured through muscle 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 watching how a child draws or paints over the details of a drawing. If he constantly turns the sheet and cannot change the direction of the lines with the help of subtle movements of his fingers and hand, it means that the level of development of fine motor skills is insufficient.

Test for the development of graphic skills

The child is given a piece of paper in a box, on which an 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 suggests continuing this “pattern” to the end of the line. The test results are assessed according to 6 parameters, for each of which 1 or 0 points are assigned, then the points are added up.

Evaluation of test results

Points

1. The nature of the lines is smooth, straight, even pressure - 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 stitching is insignificant: (no more than 30) – 1, significant – 0.

6. Sequence of elements: correctly reproduced sequence of large and small elements - 1, incorrectly reproduced sequence of elements - 0.

Result 6–5 points indicates that the child’s graphic skills are quite well developed.

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– graphic skills are very poorly developed; serious difficulties are possible when learning to write at school.

The low level of development of graphic skills is the cause of a number of difficulties in learning to write:

1) low writing pace;

2) fatigue when writing;

3) uneven, “trembling” line;

4) “angular” writing, difficulties in writing ovals;

5) too much pressure;

6) difficulties in reproducing the shape 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, “dirty” writing;

10) reluctance to perform written exercises.

To develop graphic skills in a child, it is necessary to teach him using the system special exercises. The main content of classes to prepare the hand for writing should be the development of small muscles and differentiation of movements of the hands and fingers, i.e., the formation of functional (physiological) readiness for the graphic activity of writing.

To develop graphic skills you should use:

Graphic dictation;

Drawing lines: straight paths, curly paths;

Drawing: by points, by contours, by cells;

Performing hatching: with different directions of hand movement, silhouette hatching.

To develop fine motor skills of the hands you should use:

Finger gymnastics;

Exercises for mastering objective actions. By performing various types of tasks, the child gains experience in graphic movements. In this case, it is necessary to immediately teach the child the correct methods of action: to draw a line from top to bottom and from left to right, to be able to make lines of various thicknesses and shapes, to hatch evenly and without spaces, without going beyond the contour. At 6–7 years old, a child should learn to perform the following types of hatching: straight vertical strokes (from top to bottom), horizontal (from left to right), inclined, balls (circular movements of the hand, imitating winding and unwinding of a thread), semicircles (fish scales, roof tiles etc.), large loops. Particular attention should be paid to making lines of complex shapes 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. You should pay attention to the correct seating at the table. You need to start by performing 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 exercises or exercises for the development of objective actions with your child.

Regular lessons with your child will ensure correct and beautiful writing.

In addition, there is a close connection between the coordination of fine movements of the fingers and speech. Research shows that the development of fine motor skills of the hands is a necessary condition for the development of a child’s speech and thinking.

Graphic dictations

They are performed on squared paper under the dictation of an adult. The child is asked to draw a line as follows:

1. Two cells to the left, two cells up, two cells to the right, two cells down, two cells to the right, two cells up, two cells to the left.

2. One cell to the right, one cell up, one cell to the right, one cell up, one cell to the right, one cell up, one cell to the right, one cell up, one cell to the 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, 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.

Drawing lines

Straight tracks

The child is asked to draw a line in the middle of a straight path without moving off it or lifting the pencil from the paper.

Curly tracks

– The child is asked to draw a figured path, connecting the hatching line. When walking along the path, the child should try to follow all the bends and turns of the lines as accurately as possible.

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 figured path. When completing a task, you must pay attention Special attention the fact that you cannot touch the walls (especially in labyrinths), the line should go in the middle of the path. 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 completed 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 using dots, as in the example.

Along the contours

The child is asked