Games and game exercises for the development of fine motor skills of hands. Exercises for the development of fine motor skills of the fingers Exercises for fine motor skills

Methodical development "Development fine motor skills hands"

Author: Drankova Elena Alexandrovna, teacher of additional education
Place of work: MAU DO "TsDOD "Raduga" city of Perm

Methodical development "Development of fine motor skills of the hand" for children 7-8 years old

Purpose: creation methodological manual on the development of fine motor skills of the hand for younger students.
This development is necessary for teachers, parents for gymnastics for fingers. It contains a brief description different types finger games and exercises to develop fine motor skills of the hand.

annotation
IN common system the comprehensive development of a person, the upbringing of a child occupies an important place. From to school age, the foundations of health, physical and mental development are laid, motor and labor skills are formed, speech and motor skills of the hand develop.
In class at primary school the child must have certain manual skills, but not all children have well-developed fine hand movements.
A teacher often faces a problem: how to develop hand motor skills? Therefore, I have selected and tested on children of primary school age a set of exercises and finger games. All these games help to make the most efficient use of class time, and make children want to effectively engage in manual labor and drawing.
It should be noted that the proposed methodological development finger games belong to health-saving technologies included in the list of modern educational technologies. Finger games and exercises for the development of motor skills help to increase the functional activity of the brain, stimulate speech, have a positive effect on the mental development of children, relieve mental stress and help with manual labor. It is very valuable that finger games contribute to the education of positive character traits in elementary school students: speed of reaction, sleight of hand, attentiveness, imagination, diligence. As a result of the exercises, the hands and fingers will gain strength, good mobility and flexibility, and this will further facilitate mastering the skill of writing and manual labor skills.

Introduction
Fine motor skills are the ability to perform small movements with fingers and hands through the coordinated actions of the nervous, muscular and skeletal systems. Fine motor skills begin to develop naturally from infancy. With age, motor skills become more varied and complex. The proportion of actions that require coordinated movements of both hands is increasing.
Why is it so important to develop fine motor skills in a child's hands? The motor centers of speech in the cerebral cortex are located next to the motor centers of the fingers, therefore, by developing speech and stimulating the motor skills of the fingers, we transmit impulses to the speech centers, which activates speech, the overall development of the child and affects his intellectual abilities. Science has proven that one of the indicators of the normal physical and neuropsychic development of a child is the development of the hand, manual skills, or, as they say, fine motor skills.
Fine motor skills are a type of movement that involves small muscles. Classes for the development of fine motor skills of the hand are developing, health-saving and healing.
The influence of manual (manual) actions on the development of the human brain was known as early as the 2nd century BC in China. Experts argued that games involving hands and fingers lead to a harmonious relationship between the body and mind, maintain brain systems in excellent condition.
Neutrobiologists and psychologists involved in the study of the brain and mental development of children have long proved the connection between hand motor skills and speech development.
Japanese doctor Namikoshi Tokujiro created a healing technique for influencing the hands. He argued that the fingers are endowed with a large number of receptors that send impulses to the human central nervous system.
Oriental doctors have established that massage of the thumb increases the functional activity of the brain, massage of the index finger has a positive effect on the state of the stomach, the middle finger on the intestines, the ring finger on the liver and kidneys, and the little finger on the heart.
In Japan, palm and finger exercises with walnuts are widely used. An excellent healing and tonic effect is exerted by rolling a hexagonal pencil between the palms.
In China, palm exercises with stone and metal balls are common. The popularity of classes is explained by their healing and tonic effect on the body. Regular exercise with balls improve the memory, mental abilities of the child, eliminate his emotional stress, improve the activity of the cardiovascular and digestive systems, develop coordination of movements, strength and dexterity of hands, maintain vitality.
Studies by domestic physiologists also confirm the connection between the development of hands and the development of the brain. The works of V. M. Bekhterov confirm the influence of hand manipulation on the functions of higher nervous activity, the development of speech. Simple hand movements help to remove tension not only from the hands themselves, but also from the lips, relieve fatigue. They are able to improve the pronunciation of many sounds, and therefore - to develop the speech of the child. Research by M. M. Koltsov proved that each finger of the hand has a fairly extensive representation in the cerebral cortex. This fact should be used in work with children and where the development of speech occurs in a timely manner, and especially where there is a lag, a delay in the motor side of speech.

There are a wide variety of forms of training for the development of finger movement.
1. Static images with fingers of objects, images of the world around: figures from fingers "flag", "flower";
2. Active movements of the fingers in the rhythm of the text accompanying the game in poetic form: “fist-fist”, “patties-palms”;
3. Movement of fingers with objects: pencil, nuts, sticks, small ball, cords, rubber rings, clothespins and other objects;
4. Ira with mosaic;
5. Modeling with plasticine, salt dough, clay;
6. Paper work: torn appliqué, paper folding, cutting and pasting, origami;
7. Games with cereals, seeds: pouring cereals from one container to another, parsing different types of cereals, laying out images from cereals;
8. Actions with water: pouring water from one container to another;
9. Actions with sand: pouring sand, molding from wet sand;
10. Actions with small toys;
11. Actions with buttons: fastening, unbuttoning;
12. Action with ropes: tying and untying knots, with a bow;
13. Drawing on paper in different techniques: traditional methods and non-traditional methods;
14. Display of the finger theater;
15. Lego construction.

What happens when a child does finger gymnastics?
1. Performing exercises and rhythmic finger movements inductively leads to excitation in the speech centers of the brain and a sharp increase in the coordinated activity of the speech zones, which ultimately stimulates the development of speech.
2. Finger games create a favorable emotional background, develop the ability to imitate an adult, teach to listen and understand the meaning of speech, increase the child's speech activity.
3. The child learns to concentrate his attention and distribute it correctly.
4. If the child performs the exercises, accompanying them with short poetic lines, then his speech will become more clear, rhythmic, and vivid.
5. The child's memory develops as he learns to memorize. After all, in finger games you need to remember a lot: the position of the fingers, and the sequence of movements, and just poetry.
6. As a result of mastering all the exercises, the hands and fingers will gain strength, good mobility and flexibility, and this will further facilitate mastering the skill of writing.
7. Contribute to the development of creative activity. After all, you can “tell” whole stories with your hands!
8. Finger games help to form elementary mathematical representations in the game
9. Training the movements of the fingers and hands increases the efficiency of the cerebral cortex, stimulating the development of the child's thinking.
10. Motility of the hand is activated. Thus, dexterity is developed, the ability to control one's movements. Fingers and hands acquire good mobility, flexibility, stiffness of movements disappears.

Instructions for performing exercises for the development of motor skills of the hand.
At first, all exercises are performed slowly. It is necessary to ensure that the child correctly reproduces and holds the position of the hand or fingers and correctly switches from one movement to another.
If necessary, you need to help the child or teach him to help himself with his other hand.
Exercises are practiced first with one hand (if the participation of both hands is not provided), then with the other hand, after that - with both hands at the same time.
If the exercises are shown in the picture, then to create a visual image, you need to show the child a drawing and explain how the exercises are performed. Gradually, the need for explanation disappears.
When developing motor skills of the hands, one must not forget that the child has two hands. Exercises must be duplicated: perform both with the right hand and with the left. By developing the right hand, we stimulate the development of the left hemisphere of the brain. Conversely, by developing the left hand, we stimulate the development of the right hemisphere.
Finger training should start from early childhood. Children who have better developed small, subtle hand movements have a more developed brain, especially those parts of it that are responsible for speech. In other words, the better the child's fingers are developed, the easier it will be for him to master speech.

Main part.

Types of games and exercises for the development of hand motor skills:
Physical exercise
Fine motor skills are also developed physical exercise. These are various hangings and climbing (along the ladder, on sports complex). Such exercises strengthen the palms and fingers, develop muscles.
walnut exercises
You can widely use exercises for the palms and fingers with walnuts.
Rolling between the palms of a hex pencil
An excellent healing and tonic effect is exerted by rolling a hexagonal pencil between the palms.
ball games
In corrective practice, you can use the ball - which is an excellent tool. Their choice is quite wide: on sale there are balls of various colors, sizes, qualities, for every taste. Ball games develop fine and general motor skills, orientation in space, distract the child's attention from a speech defect, encourage communication, regulate the strength and accuracy of movement. They help to normalize the emotional-volitional sphere, which is especially important for hyperexcitable children. By developing muscle strength, they strengthen the work of the most important organs of the lungs, heart, and improve metabolism.

Complex of ball games "Warm-up"
I squeeze the ball hard
And I'll change my hand

Hello my favorite ball! -
Every finger will say in the morning

Dance knows how to dance
On the ball my every finger

I'll turn, and you check-
Top right now!

I knead the ball with my finger,
I drive the ball along the fingers.

I will play football
And I'll score a goal in the palm of my hand.

Top left, bottom right
I ride it - bravo.

Spiral.
Doesn't crawl or run
She circles over the flower.
For a coil comes a coil -
So she sat down on a flower.

Paper activities
Applique, origami, and design classes develop fine motor skills of the fingers.
Origami is a type of activity in which both hands are involved. That is why folding is useful activity, contributing to the activity of both the left and right hemispheres of the brain, since two hands are included in the work at once. Classes develop attention, memory, imagination, ingenuity. All these mental features are inextricably linked and depend on the activity of the right and left hemispheres of the brain. The function of the right hemisphere of the brain is associated with imagination, musical and artistic ability, and the left hemisphere is associated with logical thinking, speech, counting, scientific abilities. The plasticity of the child's brain and the minimal dominance of one hemisphere over the other is a very fertile ground for the development of both halves of the brain.
Doctors say that origami classes deeply affect the mental state of the child and bring him into balance. Anxiety is reduced in children practicing this art, which allows them to adapt to various difficult situations.
Classes with paper develop the child's skills in working with different materials, tools; educate perseverance, accuracy, attentiveness, creativity, imagination, fantasy, spatial thinking, broaden horizons, cognitive abilities.
Classes with plasticine, clay, salt dough.
Modeling classes develop motor skills in children. Students learn different techniques and methods of modeling from clay, salt dough, plasticine Dymkovo toys, dishes, animals, birds.
It is very valuable that modeling classes contribute to the education of elementary school students in the speed of reaction, manual dexterity, attentiveness, imagination, diligence, accuracy, perseverance. As a result of the manufacture of toys, the hands and fingers acquire strength, good mobility and flexibility, and this will further facilitate the mastery of writing and manual skills at school.
Finger games.
Finger games are exercises for fingers and pens, staging with their help any poems, stories, fairy tales. Finger games are an important part of the development of fine motor skills of the hands. These games are very emotional, exciting for children, and also extremely useful for their overall development.
In the oral speech of any nation, one can find short poems that are accompanied by finger movements, for example, the well-known "Magpie - Crow ...". The talent of our folk pedagogy created the games "Ladushki", "Horned Goat". It is recommended to stimulate the speech development of children by training the movement of the fingers, using folk games - nursery rhymes for preschool children, and finger games with poems for children of primary school age:

Days of the week
On Monday I washed, (fists 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, (we bake "pies")
All Thursday I was looking for the ball, (we bring our right hand to our 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)

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),
They fed the birds with crumbs, ("crush bread" with all fingers)
Then we rode down the hill, (we run the palm of our right hand along the palm of our 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, (we shake our hands)
We ate soup and went to bed. (we make movements with an imaginary spoon, put our hands under the cheek)

Orange
We shared an orange! (hands are clasped in the lock, we shake)
There are many of us (we spread our fingers)
And he is alone. (show only one finger)
This slice is for a hedgehog, (fingers are folded into a fist, we bend one finger at a time)
This slice is for a swift, (bend the next finger)
This is a slice for ducklings, (bend the next finger)
This is a slice 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)

Cake
We remember the dough with handles, (squeeze-unclench fingers)
Let's bake a sweet cake. (as if kneading dough)
Lubricate the middle with jam, (circular movements of the palms on the table)
And the top - sweet cream ( circular motions palms to each other)
And coconut crumbs
We will sprinkle the cake a little (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)

Maple
The wind quietly shakes the maple, (fingers are spread out and stretch up)
Tilts to the right, to the left: (we shake our palms to the right and to the left)
One - tilt and two - tilt, (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 your 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 the top of their heads, (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)

Lock
There is a lock on the door (hands in the lock)
Who could open it? (pull fingers without opening)
Pulled, (pulled)
Twisted, (rotate hands)
Knocked (knocking with the base of the palms)
And - opened! (hands open)

Cabbage
We chop cabbage, chop (we chop with our palms)
We three cabbage, three (fists rub each other)
We salt the cabbage, salt (salt with a pinch)
We mash cabbage, mash (we squeeze and unclench our fingers)
Put it in a jar and try it.

Kitty
I walked alone along the path, (show one finger)
My two legs went with me (shows two fingers)
Suddenly three mice meet, (show three fingers)
Oh, we saw a kitten! (claps his hands on his cheeks and, as it were, shakes his head with his hands)
He has four paws (show four fingers)
There are sharp scratches on the paws, (we scratch the surface of what is at hand with our nails)
One, two, three, four, five (for each count we show the corresponding number of fingers)
You need to run fast! (two fingers, index and middle, run along the surface)

Leaves
One two three four five -
Let's collect the leaves. They clench and unclench their fists.
Birch leaves, Bend the thumb.
Rowan leaves, Bend the index finger.
Poplar leaves, Bend the middle finger.
Aspen leaves, Bend the ring finger.
We will collect oak leaves, Bend the little finger.
Mom will take the autumn bouquet. They clench and unclench their fists.

Visit
On a visit to the thumb
Came straight to the house Alternately connect all the fingers
Index and middle finger, with thumb.
The nameless and last little finger taps on the thumb.
Little finger itself
Knocked on the threshold.
Together, fingers are friends, Collect fingers into a pinch.
They cannot live without each other.
Bibliography
1. T.A. Dateshidze "The system of correctional work with children with delayed speech development" - St. Petersburg: Speech, 2004.
2. O.N. Gromova T.A. Prokopenko "Games - fun for the development of fine motor skills of the hand" Educational and practical guide Publisher: "Gnome and D", Moscow, 2001
3. L.P. Savina "Finger gymnastics" Manual for parents and teachers Publishing house: "Rodnichok", Moscow 2000
4. Shcherbakova T.N. "Finger Games" Publisher: "Karapuz", 1998

Training and development of fine motor skills of hands in children of 6-7 years old is one of the most important areas of pedagogical work, which must be systematically carried out by adults. The period of preparation for school imposes special requirements on future students, one of which is accuracy, dexterity of micro-finger movements. This skill is necessary for the successful development of writing, and it also contributes to common development child's cognitive processes.

How to conduct classes

Teachers and parents should follow a few rules that will help to conduct developmental activities with children as efficiently as possible.

Any exercises for the development of fine motor skills must necessarily correspond to the age of preschoolers. Many tasks for them resemble those that can be offered, but their content should be completely different, much more complex. At 6-7 years old it is useful (as in more younger age):

- to paint, but the drawings should already be with very small details;

- fold a mosaic, but from a large number small items;

- outline dotted images, but without "sliding" from the contour, without errors.

Choose materials, exercises, games for the development of motor skills that will be of interest to the child. It may be worth finding copybooks with his favorite fairy tale characters, dinosaurs or pirates. It is important to carry out any task not only as diligently as possible, but also without fail with a desire, a positive attitude.
The pace of performing exercises of the same type should increase gradually. First, the child must learn to confidently use a pencil or pen to complete tasks on paper, and then, with the improvement of the skill, they can be done even for a while.
Do not teach your child to write capital letters before school. First, he must get used to holding the pencil correctly, repeating the outlines of simple lines and objects. The preschool period is preparatory, do not rush, starting to master the 1st grade program ahead of time.
Classes should be regular, but not too tiring. Before the start of each, it is useful to conduct special gymnastics for the fingers.
It is important that the baby performs all tasks only with the leading hand. You also need to monitor his posture, as well as good lighting during work.

Tasks

Most of the tasks for the development of fine motor skills in children of older preschool age involve performing special exercises on paper. This not only trains manual dexterity, but also improves the child's eye, his voluntary attention, and the ability to navigate the sheet. Here are some of the most popular assignment options for future first graders:

contours

Invite the child to circle one of the two representatives of the same natural group (birds, animals, fish, insects) about which the riddle is composed. It is necessary to carefully draw all the contour lines, without "confusing" them, without going beyond the boundaries of the images.

Additional tasks for each page will help to captivate the child with the process, form motivation for work, and they are also another stage in training dexterity, attention, and quick wits.

Tasks by points

Ask the preschooler to draw one of the presented simple shapes (animal, bird, flower) using the reference points, following the pattern. Tasks of this type train not only fine motor skills of the hands, but also counting skills, the ability to navigate on a sheet, and coordination of movements.

Funny characters hurry home! Let your baby help insects, fish, spaceships, spinning tops move smoothly and beautifully.

Each sheet of this series is designed in such a way that the first two lines need to draw a line inside a given “track”, and the next two lines without relying on external borders. Additional obstacles (pebbles, stars, clouds) should be avoided as carefully as possible!

Hatching

This complex is composed according to the principle: from simple to complex. His tasks will help the preschooler learn to repeat various graphic elements on paper, which will be useful to him later when mastering writing.

An important nuance is that you need to draw lines from the selected point, in the direction indicated by the arrow.

Circle and color (with words)

A large plot drawing and several lines of small miniature elements allow the child to train not only motor skills, but also attention, patience, and the ability to independently find their mistakes.

Pay attention to the baby on the size of the images included in the recipe, the distance between them, the slope. It is important to try to keep these characteristics while completing the task when drawing and coloring the figures.

Tasks by cells

This complex will help the kid not only draw animals that live in hot countries, but will be an excellent hand dexterity simulator. Each task created on checkered paper contains a large image, a small object, patterns or an ornament. Sometimes there are short words made up of printed letters. Such coloring pages for the development of fine motor skills perfectly train not only motor skills, but also the eye.

Graphic dictation

Here is a selection of exciting exercises that improve the graphic skills of a preschooler, as well as his attention, perseverance, and quick wit. Each sheet is a thematic selection, which includes:

a poem about a depicted character or object (animals, technology);
color illustration to the text;
verbal instructions for the process of drawing on checkered paper, which must be performed by the child, accurately and consistently;
final graphic image.

These buildings can be used in a dictation format or as a sample for the child's independent work on the model. The riddle and pattern make the exercises more attractive for kids.

Games

Of course, for children of 6-7 years old, the game remains the most favorite activity, which is very good for future students! After all, finger dexterity and fine motor skills are perfectly trained not only with the help of special graphic tasks, but also in the course of useful entertainment. Here are some of their options:

You will need some ordinary laces, as well as a set of medium-sized beads. Collect colored balls (15-20 pieces) in a certain sequence, and then invite the child to repeat the pattern. You can ask to complete the task for a while or by competing with other children.

Button games

Invite the children to lay out a pattern or an image of some object from different buttons, it is more interesting to do this for a while. It is best to take small buttons, and make the basis for the picture from thick cardboard covered with a layer of plasticine on top (it will help to securely fix all the details of the “mosaic”).

Tweezers and beads

Take a few small plastic tweezers, a lot of small beads, dishes with a narrow neck (small jars or bottles, according to the number of players). One or more players are tasked with collecting a certain amount of beads with tweezers into a vessel. The winner is the one who completes the task faster. If the participant is alone, then he can fix his results in time, and then try to beat his own previous record.

Split pictures

Collecting a whole image from pieces of the same size is not only very exciting, but also useful. Children of older preschool age should be offered pictures cut into 10-12 parts. It is even better to give the child parts of paired non-identical cards with pictures (for example, two similar snowmen, an airplane, dogs) in a set and ask them to collect both.

Use a variety of baby.

Work to improve the fine motor skills of older preschoolers should be carried out before the start of schooling. This is one of the most important goals of pedagogy of this period, which is relevant for any child.

In particular, you need to try to devote enough time special exercises to train graphic skills for those children who have difficulties in speech development.

Stimulation of tactile sensations contributes to the activation of certain centers in the cerebral cortex, which, in turn, favorably affects the formation of children's speech.

Fedorova Ekaterina

speech pathologist

There are many options for exercises to develop fine motor skills.

Exercises for the development of fine motor skills without speech accompaniment

1. The tip of the thumb of the right hand alternately touches the tips of the index, middle, ring fingers and little finger (“fingers say hello”).

2. The same exercise is performed with the fingers of the left hand.

3. The same exercise is performed simultaneously with the fingers of the right and left hands.

4. The fingers of the right hand touch the fingers of the left hand in turn ("hello"): first, the thumb - with the thumb, then the index - with the index, etc.

5. The fingers of the right hand all simultaneously “hello” with the fingers of the left hand.

6. Straighten the index finger of the right hand and rotate it (“wasp”).

7. The same movements are made with the index finger of the left hand.

8. The same movements are simultaneously made with the index fingers of both hands (“wasps”).

9. The index and middle fingers of the right hand "run" on the table ("little man").

10. The same movements are made with the fingers of the left hand.

11. The same movements are simultaneously made with the fingers of both hands ("Children run a race").

12. Extend the index finger to the little finger of the right hand ("Goat").

13. The same exercise is performed simultaneously with the fingers of both hands ("Kids").

14. The same exercise is performed with the fingers of the left hand.

15. Form two circles from the thumb and forefinger of both hands, connecting them ("Points").

16. Pull up the index and middle fingers of the right hand, and connect the tip of the ring finger and little finger with the cat of the thumb (“bunny”).

17. The same exercise is performed with the fingers of the left hand.

18. The same - simultaneously with the fingers of both hands ("hares").

19. Raise both hands with palms facing you, fingers wide apart (“trees”).

20. With the fingers of both hands, raised with the back side towards you, move up and down (“birds fly, flap their wings”).

21. Alternately bend the fingers of the right hand, starting with the thumb.

22. Perform the same exercises, only bend your fingers, starting with the little finger.

23. Perform the two previous exercises with the fingers of your left hand.

24. Bend the fingers of the right hand into a fist, straighten them one by one, starting with the thumb.

25. Perform the same exercise, only straighten your fingers, starting with the little finger.

26. Perform the previous two exercises with the fingers of your left hand.

27. Connect all fingers except the thumb together, pull the thumb up (“flag”).

28. Bend both hands into fists, stretch your thumbs up, bring them closer (“two are talking”).

29. Clench your right hand into a fist, and lean your left hand vertically against it (“stream” - “chair”).

30. Clench your right hand into a fist, put your left hand horizontally on top of it (“table”).

31. Bend the fingers of the left hand into a fist, leaving a hole on top, leave a hole on top (“barrel of water”).

32. Left hand in the same left, insert the index finger of the right hand into the hole from above (“the bird drinks some water”).

33. The fingers of both hands are slightly bent and attached to each other ("bowl" - "nest").

34. Both hands are in the same position as in the previous exercise, and the thumbs are lowered inward ("bird's nest with eggs").

35. Holding your fingers up, connect the tips of the middle and ring fingers of both hands, raise your thumbs up or stretch horizontally inwards (“gate”, “door”).

36. Connect at an angle the tip of the fingers of the right and left hands (“roof”, “tower”, “house”).

37. Hands in the same position as in the previous exercise, only place the index fingers horizontally in front of the "roof".

38. The fingers are in the same position as in the previous two exercises, only the thumbs are on both sides of the "counter" (it is depicted by index fingers located horizontally) and "talk" to each other.

39. Raise your hands up with palms facing each other, place your fingers horizontally, connect the tips of the middle and ring fingers of both hands (“bridge”, “road”, “house”).

40. Hands in a vertical position, press the palms of both hands against each other, then slightly push them apart, rounding the fingers (“cup”, “flower”).

41. Press your hands back to each other, lower your fingers down (“plant roots”).

42. Extend the index finger of the right hand, the remaining fingers "run along the table" ("the dog runs", "the horse runs").

43. The fingers of the right hand are in the same position as in the previous exercise, but spread the index and middle fingers of the virgin hand (they represent the "horseman"), put the "rider" on the "horse" - the index finger of the right hand.

44. Put your right hand on the table, raise your index and middle fingers, spread them (“snail with antennae”).

45. Right hand - as in the previous exercise, and put a reconciliation on the left (“snail shell”).

46. Press the middle and ring fingers of the right hand with the thumb to the palm, bend the index finger and little finger, raise the hand up (“cat”).

47. Connect the thumb, middle and ring fingers of the right hand, the index palei and the little finger, slightly bending, lift up ("cat", "dog").

48. Bend the left hand into a fist, raise the thumb up, wrap it around the fingers of the right hand ("bird in the nest").

49. Point the ends of the fingers forward, press the hands with palms to each other, slightly open them (“boat”).

50. Cross your fingers, raise your hands up, spread your fingers (“sun rays”).

51. Press the back sides to each other, cross your fingers, raise them (“tree”, “branches”).

52. Cross the fingers of both hands, the backs of the hands are facing up. Lower the middle finger of the right hand down and freely rotate it (“bell”).

53. Crossed fingers down, backs of hands up, thumbs up (“passengers on the bus”).

54. Rolling plastic balls.

55. Tearing paper into small pieces.

56. Stringing rings, large buttons, beads.

57. Button fastening.

58. Untying and tying knots.

59. Shoe lacing.

6C. Folding pyramids, houses, etc.

61. The game "mailbox".

62. Sculpting, drawing, shading, working with mosaics, sticks, constructor, etc.

63. Finger games ("white-sided magpie", "Indian ladder").

64. Shadow theater.

Stereognosis Correction Exercises

Stereognosis (stereo + Greek gnosis cognition) is the ability to recognize objects by touching them.

a) determination of the texture of various objects with closed eyes, first with the “best” then with the “worst” hand;

b) development of the ability to determine the shape of various objects by touch, first with the “best”, then with the “worst” hand;

c) determination of the shape of various geometric bodies in terms of size, thickness, etc.;

d) determination of the texture of the fabric by touch;

e) determination of volumetric numbers, letters by touch;

f) sorting 2 and 3 types of objects by touch.

Exercises for the development of fine motor skills of the fingers

What is fine motor skills of fingers? So scientists call the movements of the small muscles of the hands and fingers and believe that the improvement of these movements improves attention, memory, coordination and speech. At least in children. We, adults, do not often play Lego, and we sculpt from plasticine even less often, but we also need fine motor skills. Because the warm-up, which helps to get rid of fatigue in the fingers, returns youth to the hands, the fingers from the exercises acquire an elegant shape, and the skin, thanks to improved blood circulation, becomes more elastic and wrinkles appear on it less.

If you do exercises for the development of fine motor skills of the fingers regularly, at least once a day, taking a minute break during work, putting down the pen or pushing the computer keyboard to the side, you will feel cheerful and energetic owner of flexible and beautiful fingers. Hands should be given no less attention than everything else ... And recently it was discovered that those who work with their fingers grow their nails faster.

Exercise for the development of fine motor skills of the fingers No. 1. "Fingers Together"

This is a record-breaking exercise in the fight against wrinkles in the areas of the joints of the fingers, and also good stretch for hands that are engaged in monotonous work.

Put your elbows on the table, put your fingers on the one shown in the photo. And now spread tense fingers to the sides as far as possible, without taking one hand away from the other. Repeat the exercise 10 times.

Exercise for the development of fine motor skills of the fingers №2. "Question with an edge"

That is, we do not pose any questions point-blank. On the contrary, we try to reduce tension in the hands and fingers, and at the same time calm down.

One hand is held horizontally, palm up. Lightly tap on it with the edge of the other palm for 30 seconds. Keep the fingers of the upper hand relaxed. We change hands and massage the phalanges of the fingers for another half a minute.

Exercise for the development of fine motor skills of the fingers №3. "Here's a turn"

And now an exercise that helps strengthen the joints and muscles of the wrists. It will be especially useful for those whose hands work in a canopy position, for example, over a computer keyboard.

Fold your arms into a lock and, bending them at the hands, begin to slowly rotate them in a circle, first clockwise and then counterclockwise. You can change the rhythm and rotate it slower, then faster for a minute.

Exercise for the development of fine motor skills of the fingers №4. "Flexibility - 90 degrees"

Fold your arms as shown in the picture, placing them horizontally at chest level. Rest the palm of your right hand on the back of your left hand and push, but not very hard. Change hands. Repeat 5 times. The exercise trains and stretches the muscles and ligaments of the wrist, and, by the way, strengthens the muscles of the chest.

Exercise for the development of fine motor skills of the fingers №5. "On the pillows"

We use the desktop as a simulator without getting up. Grasp the table top and, resting your fingertips on the bottom surface of the tabletop, try to raise the table. pectoral muscles do not turn it on, otherwise you can accidentally knock it over ... Repeat 5 times.

Exercise for the development of fine motor skills of the fingers №6. "Hand Comb"

The fingers of one hand are straightened and separated, the fingers of the other are bent in the “comb” position. We put our hands on the table and with the bent fingers of one hand we make “combing” movements from the tips to the base of the straightened fingers of the other. This good massage, which improves blood circulation and prevents the deposition of salts. Make up and down movements and change the position of the hands.

These are not complex exercises for the development of fine motor skills of the fingers everyone will master, do them regularly to achieve the desired effect. Be healthy.

Development and restoration of fine motor skills

"There are no incurable diseases, there is a lack of knowledge."

Fine motor skills are a set of coordinated actions of the nervous, muscular and skeletal systems, in combination with the visual system, to perform small, precise movements with the hands and fingers and toes.

In everyday life, every minute a person needs to perform some kind of fine motor action, from primitive gestures to very small movements.

Well-developed fine motor skills actively interact with attention, thinking, coordination, observation, imagination, memory (visual and motor). And is a well-developed hand of itself of little use? After all, it is thanks to it that a person does so many necessary things all his life: writes, draws, fastens buttons and ties shoelaces, and, finally, works on the same computer, therefore, his quality of life directly depends on its development.

Fine motor skills develop naturally from infancy on the basis of gross motor skills. First, the child learns to grab an object, then the skills of shifting from hand to hand appear, the so-called "tweezer grip", etc., by the age of two, he is already able to draw, hold the brush and spoon correctly. During preschool and early school years, motor skills become more varied and complex. The share of actions requiring coordinated actions of both hands is increasing.

The development of fine motor skills can be accelerated in the following ways:

Exercises with small objects - puzzles, mosaics, beads, beads, etc.
Hand and finger massage
modeling

In the human brain, the centers responsible for speech and finger movements are very close. And the magnitude of the projection of the hand, located in the cerebral cortex, occupies about a third of the entire motor projection. It is these two scientifically confirmed facts that allow us to consider the hand as a "speech organ" along with the articulatory apparatus. That is why the development of finger movements is simply necessary for the development of memory, attention, thinking and speech, which was once proved by the Russian physiologist V.M. Vekhterev. In his work, he proved that simple moves hands, also contribute to the removal of mental fatigue. The development of fine motor skills is carried out in combination with massage of the fingers, training of attention, memory, observation, logical thinking. First of all, it must be remembered that the development of fine motor skills is interconnected with tactile sensations: the more different materials touched by a person (child), the more sensitive are the fingertips. The level of development of speech and communication skills directly depends on the degree of formation of fine motor skills of the hands. It is necessary to develop it at any age - both kids and adults!

Chinese scientists, in the II century BC, knew about the influence of the action of the hands on the development of the human brain. The ancient Chinese claimed that hand exercises and finger massage harmonize the body and mind, and positively affect brain activity. Each finger of the hand has a rather extensive meaning in the cerebral cortex. The development of subtle movements of the fingers precedes the appearance of articulation of syllables.

Thanks to the development of fingers in the brain, a projection of the "scheme human body", and speech reactions are directly dependent on the fitness of the fingers. Fingers are endowed with a large number of receptors that send impulses to the human central nervous system. By massaging certain points, you can influence internal organs associated with these points.

Massaging the thumb increases brain activity. The index finger is associated with the stomach. By massaging the middle finger, you have an effect on the intestines, the ring finger - a positive effect on the functioning of the liver and kidneys. By massaging the little finger, you help the heart work. Massage of the hands has both a positive effect on the internal organs, a tonic, immunostimulating effect, and stimulates mental functions and speech.

Of course, first of all, the above is important for the development of babies, but in the age of general physical inactivity and brain atrophy, it becomes relevant for adults as well. For whom even the most ordinary writing of the text, especially with pen devices, is extremely useful. Knocking on the computer keyboard, unfortunately, does not give a similar effect.

Exercises for the development of fine motor skills not only have a stimulating effect on the development of speech, but are also a powerful means of maintaining the tone and performance of the cerebral cortex, a means of interacting with subordinate structures. As well as memory, thinking, attention and observation. The movements of a person's hand are formed in the process of education and training, as a result of associative connections that arise during the work of visual, auditory and speech-motor analyzers.

All cases of speech disorders, when a person with normal mental abilities and normal hearing suffers from oppression of speech organization (cannot properly organize the sound and / or semantic structure of his speech), are called speech disorders.

The main reasons for the development of a speech disorder are:

trauma during childbirth;
transferred bodily (somatic) diseases, long in time;
unfavorable speech environment;
pedagogical neglect;
lack of attention, lack of love and communication.

In severe cases of speech disorders, a person not only cannot speak clearly and clearly himself - he does not perceive and assimilate someone else's sounding speech, he hardly builds phrases and sentences, and has a limited vocabulary.

This applies to both the active vocabulary (words meaningfully used in speech) and the passive one (words of other people's speech perceived by ear). If proper measures are not taken in a timely manner to correct speech, a person has serious communication problems and, as a result, the development of all kinds of complexes that impede interpersonal communication, the disclosure of mental and creative potential.

As a rule, a person with impaired speech is very critical of his pathology, but one of the main dangers posed by speech disorders is the inhibition of intellectual development, because speech is one of the main intellectual tools.

Normalization of the development of the intellect occurs as the speech difficulty is eliminated and normal word pronunciation is formed. Therefore, it is worth paying special attention to finger massage and exercises to develop and restore fine motor skills.

"The hand is the brain that leaked out!" (Kant)

One of the most effective influences on the speech-motor projection in our head is needlework: beadwork, beadwork, simple embroidery, macrame, and so on.

And the more high-precision movements required of you, the better. This not only develops memory and thinking, but also relieves nervous tension.

Separately, it is necessary to note the molding. And it doesn’t matter if the material is clay, plasticine or dough! Not a single point on our palms, not a single muscle of the hand will remain unused!

The most frequent hobby of men, which also develops motor skills, is the manufacture of various models of aircraft, tanks, sailboats, wood carving, jewelry work. Adults need this kind of games just as much as children. Since for a deep understanding of oneself and one's attitude, every adult needs, at least sometimes, to return to childhood!

Let us dwell in more detail on the method of restoring and developing fine motor skills and, as a result, restoring speech and communication in general - Beadwork.

Tactile perception of hard, small glass beads (beads) with the fingertips, combined with the need to perform an accurate movement to attach it to the tissue base (canvas), causes hyperstimulation of the motor projection of the brain. At the same time concentrating vision on the small details of the picture and on bright colors beads, we restore associative links with the result of our own motor activity, which in turn leads to the development of fine motor skills. One of the important ways to control the course of the process of restoring the communication system and a way to enhance the effectiveness of exercises to restore fine motor skills is to involve the patient in a conversation or describe the result of actions, visualize the perception of colors and the picture as a whole, and the transition to a positive worldview.

It is necessary to start the exercises with small objects, with simple information content and no more than five colors of beads.

It is advisable to use specialized schemes or sets for this with a color scheme already applied to the canvas. At the stage of describing the exercise or setting the task, it is necessary to explain and then control the implementation of the primary embroidery rules:

beads must be sewn evenly and with the same slope;
element of the main pattern, should be in the center of the embroidery and highlighted by the finish;
the size of the beads must be the same size;
the embroidery fabric must be stretched very tightly, so tapestry frames or hoops are used;
use synthetic and reinforced threads, you can use fishing line;
the color of the thread must match the color of the canvas;
on the canvas, embroidery is done in rows;
the length of the thread per row should be 4-5 times longer than the width of the embroidery itself;
the number of beads in a row should be equal to the number of cells in the pattern line.

As the embroidery technique and verbal description are mastered, it is necessary to complicate the patterns for embroidery, selecting options with a large number of used beads and thread colors and their color preferences, increasing the size and complexity of the composition.

At this stage, it is necessary to introduce additional motivation, by describing beadwork as an art, with deep historical roots. Beadwork has been known since ancient times. Since ancient times, Russian craftswomen have admired their magnificent embroidery skills, first with pearls, then in the middle of the 17th century with colored glass beads. Clothes were decorated with bugles, pictures depicting various landscapes, churches, icons, etc. were embroidered. Beaded elements are used in the decoration of clothes, which gives it an original and elegant look.

Many styles in modern fashion are not complete without beaded jewelry. Modern needlewomen not only successfully decorate clothes, but also shoes, wallets, covers mobile phones and handbags. For many women, beadwork has become a favorite hobby. A great mood and developed imagination play a huge role.

This type of creativity requires special skills, patience, dexterity and accuracy, which are gradually mastered as you progress through the method of restoring fine motor skills and verbal communication.

Particular attention must be paid to the completion of each exercise. At the stage of unfinished embroidery, this is an encouraging conversation with summing up intermediate results. And upon completion of each of the works, this is their decoration with a frame or a baguette and a joint definition of it in a certain gallery with exposure to third parties and a joint discussion of the merits of the composition.

Also, an important point is to increase the ergonomics of embroidery devices, as the exercise becomes more difficult.

The selection of the correct size of the hoop and fastening stand, as well as containers for beads is very important, because it allows you to focus on the main process and provides convenience, and, therefore, the necessary duration of the exercises.

One of the main criteria for assessing the success and completeness of the implementation of the technique can be considered the patient's stable manifestation of a positive perception of the world around him, his inclusion in free verbal communication in the reference group, the absence of difficulties with the visualization of mental images and their correct description.

Specialized stores sell a variety of beadwork kits. Beginners are advised to purchase this set. It contains everything you need: beads, canvas, a pattern, and most importantly - an embroidery guide.

Beadwork will turn your leisure hours into an exciting and rewarding activity. This activity is for those who want to create works that will breathe coziness, joy and beauty into their home by putting a particle of their warmth and a spark of creativity. For those who love to create inimitable, unique products, who are looking for new inspirations, strive to master original ideas, unfamiliar techniques.

Colorful handmade jewelry will emphasize your individuality. You can create all shapes and types of accessories, from a simple bracelet and intricate necklace to a formal tie and a dainty cell phone case.

Fine motor skills. On the importance of development

Hello, s-mind.ru reader! Today we have a somewhat unusual article, the topic of which is fine motor skills. There will be a lot of exclamation and question marks - I will swear. Mostly for psychologists, but you will probably get it too. I will scold psychologists for their attitude to the issue under consideration, namely the development of fine motor skills. Parents will be punished for using the principle of sufficiency in the upbringing of their children.

fine motor skills

Fine motor skills are a set of coordinated actions of the nervous, muscular and skeletal systems, often in combination with the visual system in performing small and precise movements of the hands and fingers and toes.

It is the development of fine motor skills in children that psychologists attach particular importance to and at the same time associate the development of fine motor skills with the development of speech. The fact is that in the brain, the zones responsible for the projection of the hands are located next to the zone responsible for speech skills. Here, as a rule, they mean the Broca zone, which is responsible for speech, or rather, for articulation. This is the official opinion of psychologists. This is what big psychologists teach at the institutes of small psychologists, and they write about it in all books for parents, but I have a number of questions ...

First, in addition to Broca's area, Wernicke's area is also located nearby, which is responsible for understanding speech. But this is not so important. What interests me most of all is where did the rest of the zones in the brain of psychologists go?! It seems that for psychologists in Broca's area, the light converged like a wedge. You can teach a child to speak in time, just by constantly talking to him. This also works very well. But I have met in my life excellent talkers. They spoke very well and quickly, but by and large it was complete nonsense. A great example: the girl - the nanny from the cartoon "The Super Family".

Let's go back to our sheep... In the brain around the representation of the hands, there are much more zones than psychologists convince. Zones responsible for attention and concentration, for figurative and spatial thinking, memory, etc. Simply put, fine motor skills of the hands pull the entire intellect! And it seems to me that the presence of a child's speech skills cannot be an indicator of general development.

More... Broca's and Wernicke's areas are located in the dominant hemisphere of the brain. Right-handers on the left, left-handers on the right. And again a question. Why do psychologists always talk only about the development of the dominant hemisphere? It feels like we have one-sided children. But what about the second hemisphere, responsible for creative thinking and novelty processing? After all, we seem to develop the motor skills of both hands, and not just one. Therefore, the development of fine motor skills also develops the creative abilities of the child.

lagging principle

One more thing... I'm worried about the very peculiar approach of psychologists to the use of techniques for developing fine motor skills. The same applies to parents! In general, it looks like this: a child is born to parents. He grows in his crib, plays with rattles, laughs. Cheerful and healthy toddler. But time passes, and the child does not speak. More time passes, he is already three years old, but he speaks very badly. And then the parents understand: “Oh my God. Something went wrong!". They take him to a psychologist, and the psychologist says: “Your child is behind in development (otherwise we didn’t guess it ourselves). We will develop ”And he begins to develop his fine motor skills, specially deals with him. Speech developed - and excellent. We observe further, and he holds a pencil like a shovel ... “Oh my God. Urgently learn to hold a pencil! Then… “Oh my God. He doesn't know how to fasten buttons! Well, etc. Question: Why do psychologists and parents expect deviations in the development of the child? Wasn't it easier to deal with him from birth?!

Sufficiency principle

But this already smacks of a conspiracy 🙂 It’s not at all clear why psychologists and parents develop skills in children to the level where they can normally exist and interact with others, that is, to the average. And that's where it all stops. It seems that psychologists do not like too smart. Who even set these standards? What can be the norms in the development of intelligence?! And it is not at all clear why all of the above suits parents? Is it because psychologists tell you so? 🙂 It seems to me that every parent wants to raise at least a genius. So why isn't anyone doing this?!

I suggest that all parents use the principle of insufficiency in the development of their children. That is, the achieved result is good only at the moment of its achievement, and then it is again not good enough. You must understand that the foundation for the further development of the child is laid precisely in early childhood. And how effectively this period will be passed, so successful can the rest of life be. Not a fact, of course, but the chances will increase many times over. So don't wait! Start working with your child from the first months of life. And advice ... Only constant systematic exercises will give you a positive tangible result.

Here I will not describe how to develop fine motor skills in children, because there is enough information on this subject on the Internet even without me. Just type in the search engine "Fine Motor Development" and you will be taken to the right place. And my site is not about children, but about adults.

And again, the position of psychologists is completely incomprehensible to me. Everything related to the development of fine motor skills, everything is dedicated to children. Well, the child grew up - so what? Development has stalled. The brain has remained the same, the number of neurons in it too, the number of connections between neurons has significantly decreased (such is the specificity, I will explain another time), so why not develop fine motor skills further? From the development of fine motor skills, adults will receive all the same advantages as children. Speech skills are unlikely to improve significantly, but thought processes - very much so. This is a must do!

There is a small snag in the development methods. After all, fine motor skills of adults are already sufficiently developed. We already have all the basic skills. So something else is needed.

For the development of fine motor skills in adults, learning to play a musical instrument is perfect. I would choose something popular. For example, a guitar. In general, I chose it 🙂 In addition to the applied purpose (development of fine motor skills), you can always play the guitar for your wife. Or not to your wife 🙂 And besides fine motor skills, learning to play a musical instrument will greatly pump your brain. A whole new system is formed in your brain, and this is a very valuable bonus.

If you already play one musical instrument, then learn to play another. Move from strings to keyboards or wind instruments. But you can also try something else. For example, you can master the ten-finger typing method. From life observations I can say that all those who have the ten-finger printing method have a very high speed of thinking and outstanding quick wits. One day, while thinking about this relationship, I thought it might be a coincidence, and I conducted a small and unobtrusive survey among friends and relatives. And this relationship was confirmed.

To learn how to play musical instruments, there are many different tutorials. Worth looking on the internet. And for teaching the ten-finger typing method, I personally use the online keyboard simulator "Klavogonki". A very original idea for a keyboard trainer. Register on the site, read everything carefully and start training. And remember that only regular systematic exercises will give a tangible, sustainable result.

ambidexterity

This is an inborn or developed ability to use a non-dominant hand in the same way as a leading one. The point is the following. The ease with which you wield your dominant hand roughly reflects the development of your mental and cognitive skills. Do it next exercise: write down any sentence with your dominant hand. Check out how easy it was. Next, write down the same sentence with a non-dominant hand and evaluate how difficult it was. The difference in ease of writing with your dominant and non-dominant hand is roughly equal to the potential sleeping inside you. Surely after that simple exercise many will be amazed at this huge difference.

Another benefit of ambidexterity. To solve the problems of some epileptics, neurosurgeons have to take countermeasures - epileptics have their brains cut open. Separate the hemispheres from each other. Further, the patients are observed for some time, and these observations led to the following discovery. The activity of the dominant hemisphere increases while the non-dominant hemisphere practically ceases its activity. What is the conclusion? A poorly developed non-dominant hemisphere, due to its underdevelopment, slows down the dominant hemisphere of the brain, preventing it from revealing its full potential. It is very easy to check this.

Do the exercise that I described above, but after you write the sentence with your non-dominant hand, write the same sentence again with your dominant hand and evaluate how much faster, easier and smoother your old handwriting has become. It happens literally instantly. The effect will be stronger if you write with your non-dominant hand for longer. The development of a non-dominant hand is a very important point in the development of one's abilities. So practice.

By the way, the world-famous genius Leonardo Da Vinci developed his mastery of the non-dominant hand to perfection, which is what I wish you too 🙂

Adults and Children

The development of fine motor skills in adults

We - adults - very often read about the need to develop fine motor skills of hands and feet in children. (Read more "The value of exercises aimed at developing fine motor skills of arms and legs") We try to develop our children correctly, while forgetting about ourselves. We recall that adults also have small muscles of the arms and legs only when it is already impossible not to remember this. Most often this happens after suffering a serious illness, such as a stroke with paralysis, or injuries, such as a fracture.

All muscles of the human body, regardless of their functional significance, name and position in the human body, require constant training. (Read more in “The Significance of Movement for the Human Body”) What does not train, then atrophies, and, therefore, loses its functional significance and entails consequences that prevent us from living: a weakening of the strength of processes in the human brain, loss, so called, muscular corset, poor joint mobility and so on.

The development of fine, as well as large, motor skills is a necessary condition for human life.(More in the article "What are fine and gross motor skills?")

The training of fine motor skills of the arms and legs for an adult is just as necessary as for the growing body of a child. How to develop it? Yes, exactly the same as in a child, especially if you have already noticed the inactivity of the fingers. Be sure to get a massage (See "Divine Hand Massage", "Foot Massage" and " Fun massage”), various exercises with and without objects, as well as using massagers and expanders. It is easier for an adult to take care of himself in the sense that, having realized the goal, an adult can independently move towards it. It is more difficult with a child, because he still needs to be encouraged to perform this or that exercise. For this, there are game exercises for children in verses and music. (See "Exercises for the development of fine and gross motor skills of hands and feet") An adult can use the same children's exercises to develop his hands and feet. They are interesting. They can be found in different places: on different sites, in different books and magazines, grouped and built into a single system according to complexity just for you and carried out.

You may be interested in other articles:

Useful exercises for fine motor skills

Fine motor skills are a physical process based on a combination of actions of the musculoskeletal system of the body and psychological control. Responsible for this work nervous system, connecting the limbs with the brain center. The use of fine motor skills of the hands sometimes occurs inconspicuously, 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 are in contact in the cerebral cortex.

The development of fine motor skills in children

With the birth of a child, the development of the surrounding world, of one's own organism, begins. To stimulate the development of crumbs, special toys are used. Hanging, floor attributes can be touched, tested for strength. By this, the child unconsciously trains his motor skills. Tactile sensations of roughness, softness of surfaces help to improve the perception of the environment.

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

Grains are poured onto the table, sorting through peas, shifting small objects from one vessel to another will improve coordination.
Plasticine, dough in the process of modeling, all the nerve endings of the fingertips are involved.
Massages of the hand, palms are carried out by parents on their own, telling poems about the magpie-crow, finger games.

Working on motor skills in adulthood

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

Activities that promote stimulation, development of motor skills:

Various types of handicrafts simultaneously stimulate both limbs and brain activity, focusing on small details. In the old days, all women were engaged in fabric business, knitting, which helped to maintain the clarity of movements in old age. Beadwork, weaving stimulates the development of memory.
To activate the necessary zones, men can turn to the modeling of technical objects (ships, cars, aircraft).
A universal subject of a massage nature is clay. The flexible structure acts on the whole arm, involving the muscles of the wrist and hand.
During the working day, you can conduct a series of exercises that strengthen motor skills by drawing in a notebook, notebooks. The main rule for drawing exercises is orderliness. A series of repeating loops, oblique lines, will resemble writing in 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, extension. You can do this activity even in public transport. It is not necessary to select a specific sequence. To stretch your fingers, you can click your thumb on the middle one, cross one after the other, just clench your fist.
All-purpose warm-up carpal expander. This device has a round shape, fits easily in the palm of your hand. To use, it is enough to periodically strain your fingers so that the ring shrinks.

Restoration of motor skills of hands after a stroke

Any injuries, not only of a local nature, but also of the brain area, harm the entire body. The same effect has an attack of stroke. The nerve connections of the human body stop working smoothly, the impulse is lost and does not always get to the appointed place. People who have suffered similar diseases suffer from difficulty in perceiving and recreating information, impaired motor skills of the body, including hands.

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

Gymnastic exercises. Unlike a normal workout in the recovery process, the main thing is control. The limbs cease to obey, may not respond to brain signals. Therefore, the main principle of training is to closely monitor the manipulations performed, controlling them.
Creative activities. As in the classical versions of drawing, repetitive lines, stucco work is very productive for the development of motor skills. In addition to this, for a stroke survivor, the psychological aspect becomes important. Immersion in inner nature. Expressing oneself through art.
Ball exercise. This technique is used in kindergartens and special institutions. Balls of various shapes help to train dexterity by fixing the object with your hands. The ball is transferred from hand to hand, rolled on the table. There is self-massage with a sword, which will allow you to use several parts of the cerebral cortex responsible for perception and performance of actions at once. Balls should be used from different materials: fabric, rubber, pimples.
Hand tools. For gymnastic exercises take a few nuts and sort them in the palm of your hand. Household activities stimulate motor skills well and bring the brain to working capacity. A lamp, a TV remote control, an elevator button require concentration of thoughts.
High concentration will be required for sorting out, collecting such small details as puzzles, mosaics. Working with them constantly improve dexterity, memory, fine motor skills of hands.

Impaired signal transmission as a consequence of Parkinson's disease, cervical osteochondrosis or post-stroke state;

Violation of the reception and execution of the signal - the cause of this may be cerebral palsy, angioedema or trauma upper limbs, insufficient development of motor skills since childhood.

how to develop fine motor skills for adults

how to develop motor skills through massage in 2018

hand recovery after stroke

Tip 5: How to develop fine motor skills with finger games

The technique of finger games is easy and affordable. In order to interest the baby as much as possible, read small quatrains during the game: this will develop the baby's auditory perception and help to concentrate.

For the development of fine motor skills, it is advisable to play games daily, only after that there will be a positive result.

Fingers game. It is necessary to bend the child's fingers in turn for each line of the poem.

Makar-big wood to chop,

Petka-pointer to carry water,

Vanka-medium heat the stove,

Timoshka-orphan cook porridge,

And sing songs to little Kiryushka.

Game "Steamboat". Help the child fold the palms of the boat so that the thumbs are raised up. And play the game with the following words: "The steamboat floats along the river, puffs like an oven."

Game "Pies". Depict the process of making pies, the child should copy the movements behind you to the nursery rhyme: "At the oven, oven, oven, we will bake pies."

Mouse game. Help the child to close the middle and ring fingers and hold with the thumb. The index and little fingers are slightly bent and need to be moved. During the game, say a couplet: “A gray mouse sits in a mink and rustles with a piece of paper in it.”

finger games

Special games for the development of fine motor skills

Useful games

Most babies are big fans of grabbing, trying to touch, crushing or tearing. Many parents try to rid their child of these habits, but in vain. Translate the desire of children to act with their hands for good.

In the process of actions with fingers, the active work of the speech centers of the child's brain begins. Don't restrict your baby. Prepare items that are not a pity, let the child wrinkle and tear them with pleasure. The smaller the resulting pieces, the better.

You can play with different items. Perfectly contribute to the formation of fine motor skills classes with cereals, beads, coins. Such games can be played with children over three years old and only under adult supervision. For kids, manufacturers have already come up with a lot of special soft toys that are filled inside with small balls.

Drawing and modeling

Children's plasticine is an excellent tool for the development of fine motor skills. Give preference to modeling mass, which is made of safe materials, easily kneads and does not dry out. Invite your child to mold their favorite toy, animal, fairy-tale character. Kids can simply knead plasticine in their hands, any actions with fingers with effort help to form speech.

Drawing should be unusual. Try to paint a picture together not with an ordinary brush, but with your fingers. This method is within the power of even the smallest. Surprisingly, the drawings are no worse. And the benefits of such drawing are much greater.

Toys with laces and buttons

Get ready-made toys equipped with threading laces and large buttons. Practicing fastening, unbuttoning, getting a button into a buttonhole or a lace into a hole, the child imperceptibly trains manual skills. In a playful way, the baby acquires the necessary skills, and the mother gets some free time.

natural material

Children are very fond of collecting cones, chestnuts, acorns. Going to nature in autumn, do not forget to pick up a lot of forest gifts. At home, be sure to dry all the collected material, put it in an elegant box and put it in the nursery. You will smile, but from simple things, the baby can come up with many different crafts. Even a simple shifting of forest "treasures" from place to place is of great importance.

For the development of fine motor skills, it is not at all necessary to buy special aids that are not cheap. Improvised materials, used correctly, give the same effect. Turn on the fantasy, show the baby how to interact with objects around. Your desire and his curiosity guarantee the success of the future development of the child.

Tip 8: What is motor skills and why to develop it in young children

Definition of motor skills

So, let's figure out what motor skills are.

In a large psychological dictionary, the compilers of which are V. Zinchenko, motor skills are understood as the whole sphere motor functions. In turn, S.Yu. Golovin argues that motor skills are physical activity person. Efremova considers motor skills as a complex of various movements, which are associated with various physiological and psychological manifestations. So motor skills are movement. And without movement, as you know, it is not possible to develop fully and from various sides.

Types of motor skills

Motor skills are divided into two types: large and small. Gross motor skills provide children with the ability to perform various actions with their hands, feet, body. Gives the ability to maintain balance, run, jump, walk. On the basis of gross motor skills, fine motor skills develop and improve. It serves to improve the ability to carry out clear and correct movements that help to work with small objects. Usually such motor skills are developed later.

The value of motor skills

The development of motor skills is a long and difficult process. Its improvement helps the child to get to know and know the world better. Various developments are used simple exercises, which not only develop and improve children's motor skills, but also relax many muscles of the body. A variety of movements of the baby in its combination predetermines proper development thinking, speaking, calculating, reading. With the improvement of fine motor skills, logic and quick wits improve. Hand games help develop fine motor skills. For example, it can be designers, finger drawing, etc. It follows that the development of motor skills is necessary for the harmonious and correct development of the child. Parents should give their children a lot of attention and engage with them. It is necessary to expand their horizons, show the world around them, develop the talents and abilities of the child. Summing up, I would like to note that the formation of large and fine motor skills is very important for the full existence and study of the world around the child.

Fine motor skills of fingers in adults.

Hello dear readers! Surely you have all heard about the fine motor skills of the fingers, that all children need to develop it. And why it is needed, why, how and who needs to develop it, a much smaller number of people already know. Let's try to understand and put into practice our new knowledge.

So, the so-called motor zone of the brain, located in the border area between the temporal and frontal lobes of the brain, is responsible for the fine motor skills of the fingers in humans. And very close are the centers responsible for speech. And the formation of fine motor skills of the fingers is directly related to the level of speech development.

Exercises for the development of motor skills cause the activation of these areas of the brain, which is very useful for the brain - to receive a variety of signals. However, it is necessary to develop it at any age - not only for kids, but also for adults!

What will help to develop motor skills? Finger and palm massage, puzzles, modeling, playing the guitar and a bunch of other activities that require the work of the hands and fingers. By the way, working on a computer, or rather printing

nye on the keyboard is also an exercise in fine motor skills of the fingers, this is also very useful. Moreover, blind typing is doubly useful.

To my shame, I must confess that I only started learning this method the other day. I was advised a program called VerseQ for this. Downloaded, installed and started typing, closing the keyboard so as not to peep. The first result was very sad. 12 characters per minute.

The program remembers which letters are given with difficulty and slips them in a variety of combinations. The result, as they say on the face, the speed per hour of training increased to 92 characters. But I'm not going to stop there. After all, I want to have a young mind and a solid memory, and not suffer from insanity. Therefore, I develop fine motor skills of my fingers every day, including with the help of the VerseQ program.

Fine motor skills are a physical process based on a combination of actions of the musculoskeletal system of the body and psychological control. The nervous system is responsible for the implementation of this work, connecting the limbs with the brain center. The use of fine motor skills of the hands sometimes occurs inconspicuously, 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 are in contact in the cerebral cortex.

The development of fine motor skills in children

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

Grains are poured onto the table, sorting through peas, shifting small objects from one vessel to another will improve coordination.
Plasticine, dough in the process of modeling, all the nerve endings of the fingertips are involved.
Massages of the hand, palms are carried out by parents on their own, telling poems about the magpie-crow, finger games.

Working on motor skills in adulthood

On the palm there are points used to influence the organs of the human body, stimulation of the surface of the hands activates the impulses of the cerebral cortex. The saying of the German thinker “The hand is the brain that leaked out” accurately conveys the importance of practicing the development of motor skills of the limbs.

Activities that promote stimulation, development of motor skills:

Various types of handicrafts simultaneously stimulate both limbs and brain activity, focusing on small details. In the old days, all women were engaged in fabric business, knitting, which helped to maintain the clarity of movements in old age. Beadwork, weaving stimulates the development of memory.
To activate the necessary zones, men can turn to the modeling of technical objects (ships, cars, aircraft).
A universal subject of a massage nature is clay. The flexible structure acts on the whole arm, involving the muscles of the wrist and hand.
During the working day, you can conduct a series of exercises that strengthen motor skills by drawing in a notebook, notebooks. The main rule for drawing exercises is orderliness. A series of repeating loops, oblique lines, will remind you of writing in primary grades, will have a huge positive effect on fine motor skills of the hands.
Finger gymnastics. A set of exercises for the phalanx of the fingers consists of flexion, extension. You can do this activity even in public transport. It is not necessary to select a specific sequence. To stretch your fingers, you can click your thumb on the middle one, cross one after the other, just clench your fist.
Universal tool for warming up carpal expander. This device has a round shape, fits easily in the palm of your hand. To use, it is enough to periodically strain your fingers so that the ring shrinks.

Restoration of motor skills of hands after a stroke

Rehabilitation centers help people with limited mobility recover. To perform a set of exercises, it is not necessary to resort to the help of specialists, among them:

Gymnastic exercises. Unlike a normal workout in the recovery process, the main thing is control. The limbs cease to obey, may not respond to brain signals. Therefore, the main principle of training is to closely monitor the manipulations performed, controlling them.
Creative activities. As in the classical versions of drawing, repetitive lines, stucco work is very productive for the development of motor skills. In addition to this, for a stroke survivor, the psychological aspect becomes important. Immersion in inner nature. Expressing oneself through art.
ball exercise. This technique is used in kindergartens and special institutions. Balls of various shapes help to train dexterity by fixing the object with your hands. The ball is transferred from hand to hand, rolled on the table. There is self-massage with a sword, which will allow you to use several parts of the cerebral cortex responsible for perception and performance of actions at once. Balls should be used from different materials: fabric, rubber, pimples.
improvised means. For gymnastic exercises, take a few nuts and touch them in the palm of your hand. Household activities stimulate motor skills well and bring the brain to working capacity. A lamp, a TV remote control, an elevator button require concentration of thoughts.
High concentration will be required for sorting out, collecting such small details as puzzles, mosaics. Working with them constantly improve dexterity, memory, fine motor skills of hands.

Exercises for the development of fine and gross motor skills

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

1. The child lowers his hands into a vessel filled with some kind of 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 tests, the child, with his eyes closed, lowers his hand into the proposed vessel and tries to guess its contents without feeling its individual elements with his fingers.

2. Recognition of figures, numbers or letters "written" on the right and left hand.

3 Identification of an object, letters, numbers 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. Plasticine molding of geometric shapes, letters, numbers. For school-age children, modeling not only block letters, but also capital letters. Then the recognition of the stuck together letters with closed eyes.

5. Starting position - sitting on your knees and on your heels. The arms are bent at the elbows, the palms are turned 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. "Elastic band". For this exercise, you can use an elastic band for hair with a diameter of 4-5 centimeters. All fingers are inserted into the elastic. The task is to move the elastic band 360%, first in one direction and then in the other direction, with the movements of all fingers. It is performed first with one, then with the other hand.

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

8. The game "Colorful snowflakes" (age - 4 years). It is aimed at the development of fine motor skills of the hands, the formation of accuracy.

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

The host shows how to make snowflakes from sheets of paper by cutting through them. After the children make many different snowflakes, he says that the snowflakes turned out to be different, but the same color. Then friends-felt-tip pens came and gave the snowflakes multi-colored dresses. The host 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 the child, makes some "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 to exactly the same position - repeat the "figure". The task here is complicated by the fact that he still needs to mirror it (after all, an 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 in front of 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 it is difficult for him to learn to write, then you can play games with drawing. Let's say, race around squares or circles, or move along a pre-drawn maze (the most interesting thing is when a child draws a maze 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 various geometric shapes, animals, but, in principle, they are easy to make by yourself.

11. Games with household items.

The advantage of the following games for the development of fine motor skills in children is that they do not require any special toys, manuals, etc. The games use improvised materials that are 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 child's finger over the rump. Get a bright contrasting line. Let the kid draw some 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 the baby to do the same on their own. After the child learns to complete the task without your help, invite him to come up with his own versions of the drawings. From a button mosaic, you can lay out a tumbler, a butterfly, a snowman, balls, beads, etc.

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

"At the pine, at the fir, 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 or the other hand, or you can use both at the same time, saying:

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

We take a dumpling. Its surface, as you remember, looks like a honeycomb. The kid with two fingers (index and middle) depicts a bee flying over honeycombs:

"Fingers, like bees, fly through the honeycomb
And they enter each one with a check: what is there?
Will there be enough honey for all of us until spring,
To avoid hungry dreams?

Pour 1 kg of peas or beans into the pan. The child puts his hands in there and depicts how the dough is kneaded, saying:

"Knead, knead the dough,
There is room in the oven.
Will-will be from the oven
Buns and rolls."

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

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

Two plugs from plastic bottles put on the table with the thread up. This is skiing. Index and middle fingers stand in them like legs. We move on "skis", taking a step for each stressed syllable:

"We are skiing, we are racing down the mountain,
We love the fun of the 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, two middle, etc.

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

With 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:

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

We take a rope (thick as a child's little finger) and tie 12 knots on it. The child, sorting through the nodes with his fingers, names the month of the year in order for each node. You can make similar devices from beads, buttons, etc.

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

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

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

The child rolls a walnut between his palms and says:

"I roll my nut,
To become rounder than everyone."

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

12. Games - lacing Maria Montessori:

Develop sensorimotor coordination, fine motor skills of hands;
- develop spatial orientation, contribute to the understanding of the concepts of "above", "below", "right", "left";
- form lacing skills (lacing, tying a lace on a bow);
- contribute to the development of speech;
- develop creative abilities.

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

Not only tiny kids learn the world with "hands" - toys that require the work of the hand, fingers are also useful for older children. Almost a hundred years ago, Maria Montessori gave her children pieces of leather with holes and laces - and she develops her hands, and teaches to concentrate, and will come in handy in life. We, unlike Montessori, do not have to sit with scissors and rags. You can just buy a "lacing game" - a set of multi-colored laces and a shoe, a button, a "piece of cheese" or some other wooden thing with holes. Sometimes a wooden needle is also attached to them. Imagine how nice it is for a girl to get a forbidden needle and thread and become "just like mom."

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

How can you explain the fact that there are so many lacing toys now? After all, the current parents did not have such toys in childhood, however, they grew up as normal people. There is confusion, why is all this necessary?

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

The consequence of poor development of general motor skills, and in particular - hands, 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 all right with speech, these are probably problems with motor skills.

However, even if the child's speech is normal, this does not mean at all that the child is well managed with his own hands. If at the age of 4-5 years, tying shoelaces causes difficulties for a child, and nothing is molded from plasticine except for 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 turns into a forced load on the child: in addition to assimilating new information, one also has to learn to hold a pencil in naughty fingers.

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

Development of general motor skills

Exercises to increase the level of activation.

These exercises increase the potential energy level of the child, enrich his knowledge of his own body, develop tactile sensitivity.

1. Self-massage auricles. The earlobe is clamped with the thumb and forefinger, then the ear is kneaded along the edge from the bottom up and back.

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

3. Spreading your fingers, clap your hands several times so that the fingers of both hands touch. Then 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 the hand with the palm of the opposite hand, massage it, moving the palm from the wrist and back, then from the shoulder to the elbow and back. The same with the other hand.

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

This block of exercises can include different kinds general and point massages, exercises for the development of fine motor skills, walking barefoot on surfaces of various textures, etc.

Exercises aimed at regulating muscle tone.

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

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

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

3. I.p. - lying on the stomach, hands behind the head, elbows apart. rises top part body, legs on the floor.

4. "Snowman". Starting position - standing. Children are invited to imagine that they are a newly made snowman. The body should be very tense, like frozen snow. The host can test the "snowman" for strength by slightly pushing him with different parties. 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 with the legs.

5. "Tree". The child sits on his haunches, his head is hidden in his knees, his knees are wrapped around his hands. This is a seed that, gradually germinating, turns into a tree. Children very slowly rise to their feet, straighten their torso, stretch their arms up. The body is tense, "the tree reaches for the sun." From a strong gust of wind, the "tree" should break. The child bends sharply at the waist, relaxing the upper body, arms and head, while Bottom part the body 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. Within a minute, the legs run, strongly stamping 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. "Koschei 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 ip). Hands are spread apart. The arms are bent at the elbows and hanging freely, while the shoulders and elbows are on the same 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 with the help of gymnastic stick. Further, 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, which are suspended by different parts of the body. The part of the body for which the doll is suspended is tense and does not move. Everything else is relaxed and dangling. The doll begins to pull the string at a different pace.

9. "Cams". The child bends his arms at the elbows and begins to squeeze and unclench his hands, gradually increasing the pace. It is performed until the maximum fatigue of the hands. After that, the hands are relaxed and shaken.

10. "Egg". For this exercise, you need a fairly large strong sheet that is spread on the floor. The child squats down, hides his head in his knees and wraps his arms around his knees. The facilitator gathers the sheet so that the child is in the "egg" and firmly holds the edges of the sheet above the head of the "chicken", while starting to swing the "egg" from side to side. Rocking continues for 3-5 minutes until complete relaxation. Then the "chicken" should "hatch out of the shell", actively working with the head, elbows and trying to straighten the whole body. At the same time, the leader keeps 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, the feeling of the boundaries of one's body and its position in space.

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

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

3. "Letter in the air." I.p. - lying on your back, arms stretched forward in front of the chest. At the same time (in one direction) hands in the air "prescribe" letters, numbers, as well as whole words. The same technique is used when correcting a letter - when letters are omitted, their replacements, "mirror" spelling and other errors. At the same time, at first, the teacher can perform the necessary exercises together with the child, taking his palms in his own.
This technique also helps to remove the child's fear of a school board or notebook.

4. Drawing on a board, a sheet of paper with both hands at the same time. Both hands first move in one direction, then in opposite directions. 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. The hands are on the knees. One hand is clenched into a fist, thumb out. Unclenched. Clenches into a fist, thumb inward. Unclenched. The other hand is motionless. We change hands. The same with both hands together. Then the phases of movement are shifted (one
hand is clenched, the other is unclenched at the same time). With a good assimilation of this exercise, you can add tongue and eye movements in various combinations.

6. I.p. - sitting on your knees and on your heels. The hands are on the knees. Fist - rib - palm movements are performed alternately with each hand. After mastering, the same exercise is performed on a canopy, arms bent at the elbows.

7. And p. - sitting on your knees (standing). Hands are bent at the elbows. One hand performs a fist-palm movement, the other simultaneously performs a fist-rib-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 touches the knee. We return to the I.P. We repeat the same with the left hand and left foot. Then the exercise is done on the opposite side of the left foot and right hand and vice versa.

9. I.p. - lying on your back. Legs bent at the knees stand on the floor, arms folded in a boat and stretched up in front of you. We put our folded hands on the floor on one side of the body (while the hand “creeps” on the other hand from above), and the legs on the other side. At the same time, we move our arms and legs to the opposite side.

10. I.p. - lying on your back. Legs straight, arms to the sides. One leg is bent at the knee, raised and retracted outward (or inward), placed on the floor. Returns to original position. The same with the other leg. Then two legs work at the same time.

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

12. From the position lying on the stomach, we depict a caterpillar: the arms are bent at the elbows, the 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 to your elbows.

13. Crawling on the stomach. First, in a plastunsky way. Then only on the hands, the legs are relaxed. Then only with the help of the legs, hands behind the back (in the last stages, hands behind the head, elbows to the side).

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

15. Crawling on the 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 parallel to each other; then cross, that is, while moving with each step right hand goes behind the left, then the left goes behind the right, etc. When mastering these exercises, you can put re
put a flat object (book) on the shoulders of the bank, and set the task not to drop it. At the same time, the smoothness of movements is worked out, the sensation of the position of one's body in space improves.

17. Working out combined movements of the eyes, tongue, head, arms and legs while crawling on all fours.

18. "Spider". The child sits on the floor, puts his hands a little behind him, bends his legs at the knees and rises above the floor, leaning on his palms and feet. He walks simultaneously with his right hand and right foot, then with his 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 four limbs so that the weight is evenly distributed between the arms and legs. Simultaneous steps with the right side, then the left. On next step legs are parallel, and arms are crossed. Then arms parallel, legs crossed.

20. "Goslings". A "goose" step with a straight back is practiced 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 the palms with each step. The same, but change of palms after a step, then after 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, takes it first to one side, then to the other side. The rest of the body is motionless. Same with closed eyes. After mastering, simultaneously with the leg, the opposite hand is extended forward. Then eponymous.

24. I.p. - standing on one leg, arms along the body. Closing your eyes, keep your balance as long as possible. Then we change legs. After mastering, you can connect various finger and other movements.

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

26. "Log" on the wall. I.p. - standing, legs together, straight arms extended above the 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 closed eyes.

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

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

The leader (adult) makes some movements: crouches, raises his hands up, claps his hands - and the children must repeat them after him. The pace of movement can be either slowed down or accelerated. To also connect attention training, you can enter "forbidden movements" (some movement cannot be repeated), or "replacement of movements" (when some movement needs to be replaced with another, for example, when the leader jumps, then the children should sit down).

Exercises for the development of spatial representations.

1. "38 parrots". The child is invited to remember a cartoon about an elephant, a monkey and a boa constrictor. Then it is proposed to measure several objects or distances using various 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 left hand of the child is marked with a bracelet, a bell, a bright cloth, etc.

3. Each of the directions is fixed by 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 a pair 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 the other, then both. The child mirrors the leader's movements. When the exercise is mastered, you can move to a standing position and connect the 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 the right hand, the child also takes the left ear with the right hand).

6. "Find the treasure." A toy or candy is 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 leaflets in a box.

8. Copying drawn figures of varying degrees of complexity.

9. Drawing up plans by the child (rooms, apartments, etc.)

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

Group games.

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

2. "Rhythm in a circle." Children sit in a circle on their knees and on their 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 one again, etc. The leader sets a different pace of the game, changes the direction of the game (either clockwise or counterclockwise).

Further, the exercise becomes more difficult. Children sit in a semicircle. The teacher taps out some kind of rhythm. Children on command repeat it (individually or all together). When the rhythm is mastered, the children receive the command: "Let's clap this rhythm as follows. Everyone takes turns beating 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" . Late with his clap, did not pause, made an extra clap receives a penalty point. "

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

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

5. Children stand in a circle; through one, you need 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 rise to the shoulders in such a way that the palms of both hands "look" at the partner's palms. Children first clap with their own hands, return their hands to their original position. Then clap on the partner's hands. Initial position. Handmade cotton. I.p. Clap with the right hand on the right hand of the partner. I.p. Handmade cotton.
I.p. Clap with the left hand on the left hand of the partner. Repeat the cycle, gradually increasing the pace, until one of the partners mixes up the sequence.

7. Etudes on "Coordinated actions": sawing firewood, rowing, winding threads, tug of war, playing an imaginary ball, etc. Children need to constantly remember about the consistency of actions and the appropriateness of the distribution of movements. These etudes are worked out first in pairs, then as a whole group.

8. "Claps". Children move freely around the room. For one clap of the leader, they should jump, for two - to sit down, for three - to stand up with their hands up (or any other movement options).

9. "Canon". Children stand one behind the 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. On the second signal, the second child raises his left hand, on the third - the third raises his right, etc. Then, similarly, the hands go down.

10. "Pass the ball." The game is played in the form of a team competition. Children in each team stand at the back of each other's heads at arm's length. The first passes the ball to the second from above the head, the second to the third - from below between the 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 a combination.

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

At the command of the teacher, the children stop, the first one stands at the end of the locomotive, etc., until everyone is in the role of the leader.

Complicating the exercise: the 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 "head" first gives commands aloud, then continues to move in silence. The team whose movements were more coordinated wins.

12. Display of poems. A member of the group shows a well-known 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 offered to him or a word of several letters (letters from the children's magnetic alphabet are used). Then, with the help of pantomime, shows the next team member what item was presented to him. The next child calls this object to the third member of the team, he again shows it with the help of pantomime
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 are constantly changing places. The team that guesses the most items correctly wins.