The development of fine motor skills occurs naturally in ontogenesis on the basis of general motor skills, starting from infancy.

At an early age, a child has a natural desire to move. He wants to touch and move everything that is in the space closest to him in order to become more familiar with the objects and things around him and be able to handle them meaningfully. This is the period of development of precision movements.

This process N.A. Bernstein explains as follows. “At first, the child’s movements with his hands are awkward, often aimless and inharmonious, which is associated with underdevelopment of motor activity. Then, with the help of fine motor skills, the child learns about his surroundings. He is driven by the instinct of knowledge, the research instinct." I.V. Dubrovina writes: “Kids want to try everything, to make sure not only with their eyes - by sight, but also by touch - with their hands. And the hand - the organ of touch, examination, palpation - naturally “instinctively” reaches for things. First, the child learns to grab an object, then the skills of shifting from hand to hand, the so-called “tweezer grip,” etc. appear; by the age of two, the child is already able to correctly hold a spoon, pencil, brush, and draw. During preschool age, motor skills become more varied and complex. The proportion of actions that require coordinated actions of both hands is increasing."

ON THE. Bernstein believes that “the anatomical development of the levels of construction of fine motor movements occurs from the first months of life and is completed by two years. Then begins a long process of adjusting all levels of movement construction to each other.” According to this scientist, the development of fine motor skills is important in connection with:

a) with the development of the child’s cognitive abilities;

b) with the development of speech;

c) with the development of one’s own hand movements to carry out object and instrumental actions, including drawing, modeling, writing.

D.B. Elkonin directly connects the development of cognitive abilities with the development of hand movements. In his opinion, this process “occurs especially actively in infancy and early childhood,” due to the fact that the movements of the hand examining various objects is a condition for the child’s knowledge of the objective world. “Direct practical contact with objects, actions with them lead to the discovery of more and more new properties of objects and relationships between them” [Ibid., p. 107].

All scientists involved in the study of the mental development of young children come to the conclusion that the development of a child’s speech is closely related to the development of fine motor skills. This is due to the anatomical and physiological features of the structure of the human brain, where “the speech area is located next to the motor area, being part of it. About a third of the total area of ​​the motor projection is occupied by the projection of the hand, located close to the speech zone.”

This is why training fine movements of the fingers has a great influence on the development of a child’s active speech. Conducted by M.M. Koltsova, L.V. Antakova-Fomina's research and observations showed that “the degree of development of finger movements coincides with the degree of speech development in children. To determine the level of speech development, the following experiment was carried out with children in the first years of life: they asked the child to show one finger, two, three in turn (“do it with your fingers like this” - they showed how to do it). “Children who were able to repeat isolated finger movements spoke well. And, on the contrary, in poorly speaking children, the fingers were either too tense and only bent/unbent all together, or, on the contrary, they were too flaccid, weak and the child could not make individual movements with them. Thus, until finger movements become free, it is not possible to achieve successful speech development in young children.”

For our research, N.A.’s statement is important. Bernstein that “decisive for the effective development of a child’s fine motor skills are the conditions of upbringing and targeted training that promote the development of hand movements. The motor tasks that an adult sets for a child in the process of upbringing and education, and the child’s attempts to solve them independently, are a necessary condition for the development of appropriate levels of movement construction: various fine motor skills tasks contribute to the development of fine movements of the hands and fingers.”

E.P. Ilyin, observing the development of fine motor skills in ontogenesis, describes this process as follows. The first elementary manipulations of a 3-4 month old child with objects are imprecise and are accompanied by synkinesis, i.e. reflex friendly movements. Further, with the simultaneous development of the visual analyzer, fine motor skills also develop. At the age of 4 to 6 months, voluntary regulation of eye movement also develops, and by the 5th month the child can already grasp an object with both hands. At the age of 7-10 months, hand-eye coordination reaches a high level of development: the child can already open and close the lid of a box, put a ball into a hollow cube, and take out one object that attracted his attention with the help of another.

At the age of 12 months, the child's fine motor skills become even more advanced. Thanks to this, the child can pick up small objects and examine them, pinching them between the thumb and forefinger. He can insert small objects into cracks and sockets, use a spoon while eating, and drink from a cup.

During early childhood (from 1 year to 3 years), hand-eye coordination continues to improve. At 18 months, a child can build a tower of 3-4 cubes, eat independently with a spoon, begins to try to run, and partially undress independently. In his actions, a young child already begins to imitate adults, for example, “reading” a book by turning the pages, “putting dolls to bed,” moving toy animals as if they were walking, etc. By the age of 2, most children know how to climb stairs, walk backwards and kick the ball. At the age of 2-3 years, children’s psychomotor skills are already quite highly developed. They can throw a ball with both hands, climb stairs, pour water from one container to another, draw doodles, and undress independently. All these facts indicate the normal development of the child’s fine motor skills and, moreover, his normal mental development.

However, already in early childhood, disturbances in the development of fine motor skills also occur, which indicates the unfavorable psychological development of the child.

From an anatomical and physiological point of view, according to A.G. Maklakova, “disorders of fine motor skills at an early age indicate disturbances in the maturation of gross motor acts and fine motor skills, as well as the presence of various stereotypies, tics, paresis (weakening of voluntary movements), catatonic-type disorders (immobility, increased muscle tone).” According to the observations of T.A. Tkachenko, “a delay in the development of fine motor skills can be observed already from the period of development of hand-eye coordination. At the same time, the formation of manual skills is delayed. Children begin to grasp toys with a delay, take a long time to master grasping an object with tweezers with two fingers, and begin to walk later than usual. Thus, there is a violation of the sequence of formation of motor function.”

Underdevelopment of fine motor skills in young children with various diseases manifests itself in varying degrees of intensity. So, with cerebral palsy, it is difficult or impossible for a child to move his fingers. “A child with cerebral palsy often does not follow the movements of his hand with his eyes, which interferes with the development of self-care skills, and also complicates the development of academic skills (reading and writing) and cognitive activity.”

Research results by L.V. Lopatina showed that preschool children with an erased form of dysarthria have impairments in manual motor skills, which manifest themselves “in impaired accuracy, speed and coordination of movements. The dynamic organization of motor acts with the fingers causes significant difficulties in children.” In most cases, these children find it difficult or impossible to quickly and smoothly reproduce finger movements proposed for repetition by adults. When attempting to repeat them, children experience “additional movements, perseverations (obsessive repetition of the same movements), inconsistency, and impaired optical-spatial coordination” [Ibid., p. 64]. Switching movements is often carried out in conjunction, according to verbal instructions and with pronouncing their sequence. “The most impaired is the ability to perform sequential or simultaneous movements with the hand and fingers, which indicates a certain dysfunction of the premotor systems, which provide, first of all, the kinetic organization of movements” [Ibid., p. 65].

According to the observations of E.N. Vinarskaya, “in preschool children with dysarthria, insufficiency in the development of general motor skills is most clearly manifested when performing complex motor acts that require precise control of the movements of the hand and fingers, precise work of various muscle groups, and correct spatio-temporal organization of movements. Finger tests do not fully manifest themselves, since kinesthetic memory is reduced. A significant correlation has been established between the level of immaturity of manual and articulatory motor skills.”

Research by E.P. Ilyin showed that a significant number of children 2-4 years old have simultaneous disorders or underdevelopment of fine motor skills and hand-eye coordination. Symptoms of this are that “the hand movements of these children are awkward, uncoordinated, and their dominant hand is often not prominent. Children are sometimes unable to use both hands at once. For example, a child cannot hold the base of a pyramid with one hand and string a ring onto a rod with the other, or simply hold an object in one hand and pick up another object with the other, etc. Insufficient development of visual-motor coordination leads to the fact that the child often misses when trying to take an object, as he incorrectly assesses the direction.

O.I. Krupenchuk identified the following regulatory requirements for the development of fine motor skills in preschoolers from 1 year to 4 years:

1. Knocks one object against another.

2. Take a crumb of bread with your thumb and forefinger.

3. Draws and scribbles on a sheet of paper.

4. Pulls the crumbs out of the transparent jar.

5. Builds (copies) a bridge from 3 cubes.

6. Builds a tower from 2 cubes.

7. Builds a tower of 4 cubes.

8. Redraws the cross.

9. Draws a vertical line (error up to 30 degrees).

10. Redraws the square.

11. Redraws the circle.

12. Builds (copies) a bridge from 5 cubes.

13. Builds a tower of 8 cubes.

14. Draws a man (3 elements).

15. Draws a man (6 elements).

If most of the above skills have been mastered by a 2-4 year old child, then we can conclude that the development of thinking and fine motor skills is proceeding normally. If the delay occurs partially and only in one or two indicators, then a conclusion can be made about the inharmonious development of the child’s thinking functions and fine motor skills. If the child has not yet mastered most of the normative skills, then we may be talking about a general lag in the development of thinking and fine motor skills to one degree or another.

Thus, the peculiarities of the development of fine motor skills of the hands in children 2-4 years old is that this process is especially active during this age period. With normal development, thanks to fine motor skills, by the age of 3, a child can grasp and manipulate objects; he can eat with a spoon, draw, sculpt, and undress independently. If fine motor skills are developed normally, then this has a positive effect on hand-eye coordination, intellectual, cognitive and speech development of the child. Disturbances in the development of motor skills in children 2-4 years of age serve as a clear symptom of various diseases and speech disorders (for example, dysarthria). An effective means of developing and correcting (if necessary) fine motor skills disorders in children 2-4 years of age is finger gymnastics.

State government institution of the city of Moscow

Orphanage for mentally retarded children

"South Butovo"

Department of Social Protection of the Population of Moscow

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

E. I. Smirnova,

Educator

GKU Children's Children's Institution "Yuzhnoye Butovo"

Age orientation: methodologists,

teachers of orphanages

For mentally retarded children

Moscow 2013

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Sorting large and small buttons into appropriate boxes;

Sorting beans, beans, peas into different containers;

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

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

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

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

Tying and untying ribbons and laces;

Fastening and unfastening buttons, snaps, hooks, zippers;

Winding threads (of different thicknesses) onto a spool;

Winding threads into a ball;

Erasing drawn objects with an eraser;

Attaching clothespins to a horizontally stretched rope;

as well as many other exercise options.

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

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

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

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

movements of the hands and fingers

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

for compression;

tensile;

for relaxation.

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

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

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

Goals and objectives:

Develop active and passive movements of the fingers;

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

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

Develop hand-eye coordination and finger dexterity in children;

Develop spatial orientation;

Form an emotional attitude towards the results of your activities;

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

To teach dexterity in handling various aids and materials;

Cultivate perseverance and attention.

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

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

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

"FRIENDSHIP"

The little boys in our group are friends.

(fingers are joined into a lock)

You and I will become friends little fingers.

(rhythmic touching of the same fingers of both hands)

One two three four five,

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

One two three four five,

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

(hands down, shake hands)

There's a lock on the door

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

Who could open it?

They pulled!

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

Spin it!

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

They knocked!

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

And they opened it!

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

"CABBAGE"

We chop cabbage

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

We are three carrots.

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

We salt the cabbage

(alternately stroke the fingertips of both hands)

We're pressing cabbage!

(rub fists of both hands against each other)

"BERRIES"

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

I pick berries from a branch,

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

And I collect it in a basket

(we cup both palms in front of us)

There will be a full basket,

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

I'll try a little!

I'll eat a little more.

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

The path to home will be easy!

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

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

Show adults actions that correspond to the text;

Actions of the teacher with the hands of the child;

Step-by-step verbal instructions;

Independent actions of the child.

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

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

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

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

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

Literature:

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

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

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

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

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

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

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

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

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

availability (huge selection and relatively low price).

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

plasticity (allows you to create any shapes or products)

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

didacticity (wide range of colors, types, textures)

provide unlimited scope for imagination

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

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

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

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

Direct educational activities;

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

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

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

Leisure and entertainment of an artistic and creative nature.

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

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

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

Samples of children's and joint works

Samples of folk art, etc.

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

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

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

The following improvements were made in the organization of the developmental environment for this age group: for more efficient use of materials and tools, as well as the free time of children in the group, an area was prepared with a set of materials: fabric, beads, threads (in boxes and on trays) and tools (scissors , hooks, needle beds).

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

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

The following techniques were used in our work:

fabric appliqués;

patchwork technique;

weaving from threads and ribbons;

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

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

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

a) designing and sewing from fabric

Clothes for dolls

Paraphernalia for dressing up

Paraphernalia for role-playing games

Theater paraphernalia

Toys

Souvenirs, gifts

Items based on folk crafts

b) construction from threads

Crochet

Knitting

Macrame, other types of weaving

Making cords, pompoms, tassels

Making dolls according to Russian folk designs

c) embroidery

Merezhki

Cross-stitch

Straight stitch embroidery

d) bead crafts

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

Beadwork

Souvenirs

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

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

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

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

“How a shirt grew in a field”

"Secrets of the Silkworm"

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

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

"Birthday Letters"

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

Collaboration with family.

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

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

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

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

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

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

Strengthening positive emotions;

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

Development of speech, imagination, fantasy, ingenuity;

Preparing the child for subsequent schooling.

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

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

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

FINAL WORK

Samara 2013

Introduction 3

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

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

Conclusion

Introduction

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

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

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

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

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

Therefore, the main goal of this work is:

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

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

2. Formation of cognitive activity and creative imagination.

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

4. Development of tactile sensitivity of the hands.

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

Chapter 1

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Chapter 2

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

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

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

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

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

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

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

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

Progress of the game:

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

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

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

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

2. "Journey of Fingers"

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

Progress of the game:

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

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

2. all fingers must be involved;

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

3. “Make beads”

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

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

Progress of the game:

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

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

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

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

Progress of the game:

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

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

5. “Make a pattern from matches and sticks”

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

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

Progress of the game:

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

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

6. “Thread patterns”

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

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

Progress of the game:

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

7. “Hurry up!” »

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

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

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

8. “The Bunny and the Mirror”

Goal: Improve coordination, automation and smooth switching.

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

9. “Even-odd”

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

Equipment: 2 pens of different colors, checkered sheet.

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

10. “Who will remember? »

Goal: Develop memory and fine motor skills.

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

Progress of the game:

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

11. Game with clothespins “Finger exercise”

Goal: development of fingertips, development of attention.

Equipment: Clothespins

Progress of the game:

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

“The silly kitten bites hard,

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

But I'm playing with you, baby,

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

12. “Skiing”

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

Equipment: two plastic bottle caps.

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

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

We love the fun of cold winter."

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

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

In brand new boots

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

Straight along the path: stomp-tomp-tomp.

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

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

13. “I’ll draw a berry”

Goal: to develop fine motor skills of the fingers.

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

Progress of the game:

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

14. "Handshake"

Goal: development and training of coordination of finger movements.

Equipment: hand expander (rubber ring)

Progress of the game:

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

15. “Needles”

Equipment: round hair brush.

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

16. “Knead the dough”

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

Equipment: saucepan, 1 kg of peas or beans

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

17. "Take the peas"

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

Equipment: peas, saucer.

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

Conclusion

So, to summarize, we can state the following:

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

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

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

List of sources used

Literature:

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

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

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

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

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

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

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

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

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

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

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

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

http://www. nsportal.ru

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

http://www. dohcolonoc.ru

15. International Russian-language social educational Internet project

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

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

17. Raising preschool children in kindergarten and family

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The study was conducted individually with each child.

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

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

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

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

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

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

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

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

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

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

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

Literature

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

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

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

SPb. : “Lan”, 1998. - 16 p.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Stiff hand movements

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

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

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

Unilateral fine motor impairment

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

Cramps and trembling

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The following types of hyperkinesis are distinguished.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

CONCLUSION

BIBLIOGRAPHY

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

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

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

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

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

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

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

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

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

experimental verification of the developed methodology.

The following methods were used during the research:

theoretical analysis of scientific and methodological literature;;

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Under the influence of physical activity, certain morphological changes occur in the muscles regarding the structure of fibers, the distribution of myofibrils, nuclei in them, and the shape of motor nerve endings. During physical exercise, the network of capillaries increases significantly, and at the same time the blood supply to the muscles, which cannot but contribute to a more active supply of oxygen and other sources of energy to the muscles.

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

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

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

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

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

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

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

The following criteria were defined:

2 points - low development of motor skills;

4 points average development of motor skills;

6 points - high development of motor skills

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

Table 2.1

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

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

Table 2.2

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

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

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

CONCLUSION

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

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

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

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

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

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

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

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

fine motor skills child

BIBLIOGRAPHY

1. Belyaev N. G. Age-related physiology /N. G. Belyaev. - Stavropol: SSU, 2009.-246 p.

2. Berezina V. A. Additional education of children as a means of their creative development. - Dissertation for the degree of candidate of pedagogical sciences. - M., 2002

Bernstein N. A. Essays on the physiology of movements and physiology of activity. M., 1966, 349 p.

Bernstein N. A. Physiology of movements and activity. - M., 2010.

Vygotsky L.S. Collected works: in 6 volumes, T.5. Fundamentals of defectology / Ed. T. A. Vlasova.

M.: Pedagogy, 1983. - 368 p.

Gurovets G.V., Mayevskaya S.I. Genesis, clinic and main directions of work for motor alalia. // Underdevelopment and loss of speech. Questions of theory and practice. M. 1985.

Eroshkina S. T. Finger play training // Speech therapist. - 2007. - No. 4.

CONTENT

INTRODUCTION

CHAPTER 1. THEORETICAL FOUNDATIONS OF THE DEVELOPMENT OF FINE MOTOR SKILLS IN CHILDREN OF YOUNGER (EARLY PRESCHOOL) AGE

1.1 The role of fine motor skills in child development

1.2 Features of the development of fine motor skills in early and early preschool childhood

1.3 Features of fine motor development in children with mental retardation

CHAPTER II. EXPERIMENTAL WORK ON DIAGNOSIS OF FEATURES OF FINE MOTOR SKILLS DEVELOPMENT IN CHILDREN 3-4 YEARS OF AGE WITH DD

2.1 Diagnostic technique

2.2 Diagnostic results

2.3 Conclusions

CONCLUSION

LITERATURE

INTRODUCTION
According to various researchers, there is currently an increase in the number of children with developmental problems1. Clinical examinations, during standard medical examinations regularly carried out in preschool educational institutions and clinics regularly carried out in preschool educational institutions and schools by medical specialists: surgeon, ENT specialist, endocrinologist, specialist doctors: surgeon, ENT specialist, endocrinologist, cardiologist, etc., are not detected in the group These children have severe pathology, but according to the observations of teachers and psychologists, they experience significant difficulties in mastering educational programs, in adapting to the social environment, to the conditions of a preschool institution.

Mild developmental disorders in the intellectual and emotional-volitional spheres are masked by the age-related characteristics of a preschooler, however, with the start of school, these disorders can lead to difficulty in varying degrees of adaptation of the child to school and limit his learning opportunities. That is why it is so important to pay attention to violations in the development of a child from a very early preschool age. After all, the sooner a child with developmental problems begins to receive special help, the more effective its results will be. The correctional work program should be drawn up taking into account the characteristics and developmental needs of each child. One of the most important areas in it is the development of gross and fine motor skills.

Children with developmental problems are tired and have reduced performance, which is largely due to their physical underdevelopment. Many children have insufficient motor skills: stiffness, poor coordination, incomplete range of movements, and their volition is impaired. There is also underdevelopment of fine motor skills and hand-eye coordination. Hand movements can be awkward and uncoordinated.

The above allows us to put forward the problem of our research - the diagnosis of disorders of fine motor skills of the hand of preschoolers with mental retardation and the most effective means to ensure the correction of its development. The purpose of the study, therefore, is to identify the characteristics of the development of fine motor skills in children 3-4 years old with mental retardation

Object - development of fine motor skills of the hand in younger preschoolers. Subject: features of this process in children with mental retardation.

The purpose, object and subject allow us to formulate the following tasks of our research:

Summarize theoretical knowledge on the problem of formation, developmental features and importance of fine motor skills in a child’s life;

To select work methods for diagnosing fine motor disorders in children with mental retardation and to test its results obtained during an experimental study in a preschool educational institution.

The methodological basis for solving these problems was the research of teachers and psychologists in the field of general laws of the correctional and developmental pedagogical process, based on the idea of ​​an integrated approach - one of the basic principles of training and education (L.S. Vygotsky, A.B. Zaporozhets); the doctrine of general and specific features of abnormal development (V.I. Lubovsky, Zh.I. Shif); the doctrine of the functional system and its compensatory capabilities (P.K. Anokhin, L.S. Vygotsky); the doctrine of the correctional orientation of training and education of children with developmental disorders (R.M. Boskis, T.A. Vlasova, I.G. Vlasenko, A.P. Gozova, V.P. Ermakov, E.P. Kuzmicheva, A. G. Litvak, T.V. Rozanova, V.A. Feaklistova); sensory development of preschool children (M. Montessori).

The main research methods were: research methods (analysis of specialized literature, study of documents), diagnostic methods (conversation, tests for the child’s switching ability, coordination, graphic tests), method of analyzing the data obtained.

The main stages of the study: diagnostic examination of each child in order to identify the level of impairments in fine motor skills of the hands, which are a consequence of mental retardation; processing and analysis of the results obtained; development on their basis of recommendations for correctional work with this category of children.
CHAPTER 1.
THEORETICAL BASIS FOR THE DEVELOPMENT OF FINE MOTOR SKILLS IN CHILDREN OF YOUNGER (EARLY PRESCHOOL) AGE
1.1 The role of fine motor skills in child development

Teachers and psychologists who deal with the problems of development of preschoolers and primary schoolchildren unanimously agree that fine motor skills are very important, since through it such higher properties of consciousness develop as attention, thinking, coordination, imagination, observation, visual and motor memory, speech . The development of fine motor skills is also important because in life, when the child grows up, the child will need precise coordinated movements to write, get dressed, and also perform various household and other activities.

Back in the middle of the last century, it was established that the level of speech development of children directly depends on the formation of fine motor skills of the hands.2 If the development of finger movements lags behind, then speech development is also delayed, although general motor skills may be higher than normal. Numerous studies by teachers have proven that finger movements stimulate the development of the central nervous system and accelerate the development of a child’s speech3. Thus, by developing fine motor skills in a child, and thereby stimulating the corresponding parts of the brain, or rather its centers responsible for finger movements and speech, which are located very close to each other, the teacher also activates neighboring parts responsible for speech.

In the monograph by A.R. Luria “Higher cortical functions of a person and their disorders in local brain lesions”, dedicated to the problems of neuropsychology, examines the functions of various areas of the brain in their connection with human speech and motor skills, in particular mentions their close relationship: “So, in the posterior part of the peripheral field the auditory cortex has a special area for the analysis and synthesis of receptive elements of oral speech - phonemes (the so-called “Wernicke’s center”), in the peripheral fields of the visual cortex - an area that allows for the analysis and synthesis of visual elements of receptive speech; in the areas of the lower parts of the parietal region located adjacent to the cutaneous-kinesthetic zone, directly adjacent to the sensitive “centers” of the hand, lips, tongue, larynx, the analysis and synthesis of cutaneous-kinesthetic receptions underlying articulation is carried out; in a certain part of the periphery of the motor zone of the cortex (lower parts of the remotor zone) neurodynamic processes take place associated with the transformation of articulate sounds of oral speech into complex sequential syntheses (the so-called “Broca’s center”); in another part of the premotor zone, adjacent to the motor “centers” of the hand (in the posterior part of the middle frontal gyrus), the programming and implementation of complex systems of sequential movements and motor skills is localized.”4

If a child has well-formed fine motor skills of the hand, then speech develops correctly, and the intensive development of speech at an early age, according to D. B. Elkonin, should be considered not as a function, but as a special subject that the child masters in the same way as he masters other tools (spoon, pencil, etc.)5. This is a kind of “twig” in the development of independent objective activity.

Research by G. L. Rosengard-Pupko6 showed that speech is extremely important for the development of perception. The development of perception occurs in objective activity. No development of objective actions is possible without an orientation towards individual signs. L. S. Vygotsky spoke of early age as the age of intensive development of perception.

Thus, we can build the following chain of development: fine motor skills - speech - perception. This statement can be illustrated with the following examples: if a child is shown a cactus, given the opportunity to touch it with his hand, and then asked to draw it, the child, as a rule, will depict it with greatly exaggerated spines. If, in another experiment, we compare what a child does when he visually examines or actively feels the grating with its subsequent graphic representation, then we will notice that it is depicted as either “holey,” that is, consisting of circles, or “angular,” consisting of lines that look like railroad tracks. In the first case, the child felt the grid as if from the inside, sticking his fingers into the holes of this grid; in the second case, he was more interested in the intersection of the crossbars. That is, at first the child uses his fingers to feel the object; the better his fine motor skills are developed, the greater the understanding of the object the child will receive, the more fully he will be able to describe it verbally. Then, again using fine motor skills, the child depicts the object on paper, draws it. This contributes to a more complete perception of the object, distinguishing it from a number of others, justifying its distinctive features, memorizing them, that is, the formation of the child’s thinking and memory also takes place. . We can find confirmation of this thesis in the works of psychologists. For example, according to L. S. Vygotsky, all mental functions at this age develop “around perception, through perception and with the help of perception.” That is, it is thinking, memory, and attention.

Consequently, our chain can be supplemented: fine motor skills – speech – perception – higher mental functions (thinking, memory, attention).

Our wise ancestors knew about the wonderful properties of fine motor skills. Funny folk nursery rhymes are passed down from generation to generation: “Ladushki-Ladushki”, “Magpie-white-sided” and other finger games. Teacher Vasily Sukhomlinsky wrote: “The child’s mind is at the tips of his fingers”7. And the famous German scientist Emmanuel Kant called the hands the visible part of the cerebral hemispheres.8

Manual skills were successfully used in working with children by the Italian humanist and teacher, the author of the world-famous method, Maria Montessori. In her opinion, in early preschool age sensory development is of great importance9. A child’s knowledge of the world around him begins with “living contemplation”, with sensory processes - sensations, perceptions, ideas. Their development in a child creates the necessary prerequisites for the emergence of more complex cognitive processes (memory, imagination, thinking). The formation of many abilities (for example, musical, visual) is also associated with the development of sensations and perceptions. And sensory development is directly related to fine motor skills of the hand, because touch is one of the five human senses, with the help of which children at an early age receive a huge amount of information about the world around them. Correct formation of fine motor functions is all the more important because in early and preschool childhood sensory processes develop especially actively.

Maria Montessori said that every movement of a child is another fold in the cerebral cortex10. Exercise in daily life is very important for young children. Finger training is a powerful tonic for the cerebral cortex.

The correct development of fine motor skills also determines the formation in a child sensorimotor coordination- coordinated action of hands and eyes. With the help of vision, the child studies the surrounding reality, controls his movements, thanks to which they become more perfect and accurate. The eye, as it were, “teaches” the hand, and with the help of manual movements in the objects manipulated by the child, more new information is revealed. Vision and hand movements become the main source of the child’s knowledge of the surrounding reality. By studying all kinds of objects, touching and feeling them with his hands, the child comes to understand causal relationships. The older a child gets, the more actively he uses his hands and fingers to repeat what he sees or carry out his plans. He builds houses, towers and bridges, draws animals and people, letters and numbers, and eventually learns to write. When performing all these actions, the gas helps the hands.

According to Montessori, with the help of exercises that develop fine motor skills, the child learns to take care of himself and his things, learns how to fasten buttons correctly, sew them on, //lace shoes. That is, fine motor skills of the hands are also associated with the formation of a child’s independence, and therefore the development of fine motor functions, coordination of movements, concentration, the ability to complete the chosen work, and enjoy what is done is very important for the formation of a person’s personality as a whole.
1.2 Features of the development of fine motor skills in early and early preschool childhood
Younger preschool age is characterized by high intensity of physical and mental development. The child’s activity increases and its focus increases; movements become more varied and coordinated, including fine motor skills of the hand.

This age is characterized by a number of new formations, the consideration of which is important for the further development of the child. Thus, from 2–4 years of age, significant changes occur in the nature and content of the child’s activities, in relationships with others: adults and peers. The leading type of activity at this age is substantively active cooperation. The most important achievement of this age is that the child’s actions become purposeful.

Children's curiosity increases sharply. At this age, significant changes occur in the development of speech: the vocabulary increases significantly, elementary types of judgments about the environment appear, which are expressed in fairly detailed statements.

A three-year-old child is no longer only able to take into account the properties of objects, but also to assimilate some generally accepted ideas about the varieties of these properties - sensory standards of shape, size, color, etc. They become samples, standards with which the characteristics of perceived objects are compared.

The predominant form of thinking becomes visual-figurative. The child is able not only to combine objects by external similarity (shape, color, size), but also to assimilate generally accepted ideas about groups of objects (clothing, dishes, furniture).

At the same age, further improvement occurs in the fine-motor functions of the child’s hands, with which thinking processes are closely interconnected. A sufficient level of development of fine motor skills is an important indicator of a child’s readiness for school. The ability to make precise movements with the hand and fingers is simply necessary for mastering writing.

Typically, a child who has a high level of development of fine motor skills is able to reason logically, his memory, attention, and coherent speech are sufficiently developed. Therefore, work on developing fine motor skills should begin long before entering school. This work needs to start from a very early age. Already in infancy, you can massage your fingers, thereby influencing active points associated with the cerebral cortex.

The degree of development of a child’s fine motor skills determines the most important qualities for his future: speech abilities, attention, spatial coordination, concentration and imagination. The brain centers responsible for these abilities are directly connected to the fingers and their nerve endings. Therefore, exercises and activities in which a child’s little fingers participate are extremely important for his mental and mental development. Fine motor skills, sensory skills, and coordination of movements are key concepts for the early preschool period.

The normal development of a child’s speech is closely related to the development of finger movements. Scientists have proven that from an anatomical point of view, about a third of the total area of ​​the motor projection of the cerebral cortex is occupied by the projection of the hand, located very close to the speech zone. It is the size of the projection of the hand and its proximity to the motor zone that gives reason to consider the hand as an “organ of speech”, the same as the articulatory apparatus. In this regard, it was suggested that subtle movements of the fingers have a significant influence on the formation and development of the child’s speech function.

Therefore, in order to teach a baby to speak, it is necessary not only to train his articulatory apparatus, but also to develop the movements of his fingers. Teachers and psychologists recommend starting active training of a child’s fingers as early as ten months of age. Systematic finger training exercises are also a means of increasing the performance of the cerebral cortex.

There are periods in a child’s development when his body is especially sensitive to certain types of environmental influences, when the baby is especially susceptible to assimilating any information. For speech development, this period is from one and a half to three years of age. It is then that the child masters the basic means of the language in which communication is carried out, the foundations of speech behavior are laid, and a special sense of language is formed. It is natural that only by the age of three years, the movements of a child’s fingers become similar to the movements of an adult’s fingers.

In the first years of life, a child masters many movements. At first his actions are awkward, inept, inharmonious. Motor skills develop gradually, and each child develops them at his own pace. To help your baby better master his movements, it is important to create an active preparatory environment and offer a variety of games and exercises that help develop coordination and improve motor skills.

From birth to two years, the child gradually learns to sit, stand up and take his first steps. He begins to actively explore the world around him, pick up various objects, and perform simple actions. For example, during this period, the child learns to take small light objects and put them in a box, draw doodles with chalk, pick up solid food with his hands and put it in his mouth, and pull off his socks or hat.

At the age we are considering in this work, from two to four years, the skills acquired by the child at the previous stage are gradually improved. Children at this age gradually learn to put an object in a certain place. If at the previous stage the child primarily grasped and held the object with his palm, now he begins to use his fingers more actively. At this time, he learns to draw lines, circles, cut paper with scissors, take off and put on loose clothes.

That is, the development of fine motor skills (hand skills) in a child occurs gradually and sequentially: first, he learns to reach out to an object and grab it, and then manipulate it. Coordination of eye and hand movements, as well as the actions of both hands, plays an important role in this process.

Mastery of relatively subtle hand actions occurs in the process of developing the kinesthetic sense - the position and movement of the body in space, i.e. in the process of forming visual-tactile-kinesthetic connections. After these connections are formed, hand movements begin to be performed to a greater extent under the control of vision; now the sight of an object is a stimulus for hand movements towards it.

Among other motor functions, the movements of the fingers are of particular importance, since they have a huge impact on the development of the child’s higher nervous activity. However, before a child's hand begins to resemble an adult's hand in its actions, quite a significant amount of time passes.

According to teachers and psychologists, the following regulatory requirements for the development of fine motor skills in preschoolers from 1 year to 6 years can be identified11:

Knocks one object against another

Takes a crumb of bread with thumb and forefinger

Draws and scribbles on a sheet of paper

Pulls crumbs out of a transparent jar

Builds (copies) a bridge from 3 cubes

Builds a tower from 2 cubes

Builds a tower of 4 cubes

Redraws the cross

Draws a vertical line (error up to 30 degrees)

Redraws the square

Redraws the circle

Builds (copies) a bridge from 5 cubes

Builds a tower of 8 cubes

Draws a man (3 elements)

Draws a man (6 elements)

If he has mastered most of the skills, you can conclude that the development of thinking and motor abilities of your child’s hands is proceeding normally. If the delay (or advance) occurs partially and only in one or two indicators, then a conclusion can be made about the inharmonious development of the child’s thinking functions and fine motor skills. If the child has not yet mastered most of the normative skills, then we may be talking about a general lag in the development of thinking and fine motor skills to one degree or another.

Both parents and teachers need to work on the correct formation of fine motor skills in children. A very important part is “finger games”. These games, very emotional, can be played both in kindergarten and at home. They are fascinating and contribute to the development of speech and creative activity. “Finger games” seem to reflect the reality of the surrounding world - objects, animals, people, their activities, natural phenomena. During “finger games,” children, repeating the movements of adults, activate hand motor skills. This develops dexterity, the ability to control one’s movements, and concentrate attention on one type of activity.

“Finger games” are the staging of any rhymed stories or fairy tales using the fingers. Many games require the participation of both hands, which allows children to navigate the concepts of “right”, “left”, “up”, “down”, etc.

Three-year-old children master games that are played with two hands, for example, one hand depicts a house, and the other - a cat running into this house.

Four-year-old preschoolers can play these games using several events that follow each other. Older children can be invited to decorate the games with a variety of props - small objects, houses, balls, cubes, etc.

Finger games are exercises to improve finger mobility, develop their strength and flexibility and, as a result, improve handwriting; reduction of physical fatigue and moral stress during the lesson; massage of “active points” on the fingers and palms. It includes exercises for composing all numbers, as well as letters of the Russian alphabet, using fingers and educational objects (pencils, pens, rulers). When learning to read and write, these exercises will help the child not only make his fingers more mobile, but also remember how to write this or that letter and number.

– fastening and unbuttoning buttons;

– all kinds of lacing;

– stringing rings onto braid;

– games with mosaics;

– sorting the mosaic into cells;

– games with a constructor;

– sorting through cereals and grains (for example, separating beans from peas).

It can also be various exercises in modeling, visual arts, and playing with paper.
1.3 Features of fine motor development in children with mental retardation

Fine motor skills preschool sensorimotor

Initially, the problem of mental retardation in domestic research was substantiated by clinicians. The term “mental retardation” was proposed by G.E. Sukhareva. She noted that the phenomenon under study is characterized, first of all, by a slow pace of mental development, personal immaturity, mild impairments of cognitive activity, different in structure and quantitative indicators from mental retardation, with a tendency towards compensation and reverse development12.

Thus, we can identify the following most important groups of reasons that can cause ZPR13:

1) biological reasons that prevent normal and timely maturation of the brain;

2) a general lack of communication with others, causing a delay in the child’s assimilation of social experience;

3) lack of full-fledged, age-appropriate activity that gives the child the opportunity to effectively “appropriate” social experience and timely formation of internal mental actions;

4) social deprivation, which prevents timely mental development.

From the above classification it is clear that three of the four groups of causes of mental retardation have a pronounced socio-psychological character. A child’s mental retardation can be caused by either a single unfavorable factor or a combination of factors that develop during the interaction process. In any case, mental retardation in preschoolers is a complex phenomenon that covers the entire range of human mental processes.

Disturbances in the rate of neuropsychic development can be detected at an early age (up to 3 years). The consequences of early organic brain damage or functional immaturity of the central nervous system cause a number of deviations that complicate the child’s interaction with the environment, as a result of which a full-fledged basis for the subsequent development of higher mental functions does not develop. In the first year of life, indicators of disturbances in the rate of neuropsychic development can be:

A decrease in indicative activity and the need for indicative research activity, which is manifested in the weak expression of indicative reactions, a slowdown in the reaction of visual and auditory concentration;

Later appearance of the “revival complex”, insufficient activity in emotional communication with adults;

In the pre-speech period - a later appearance of humming, babbling, the first words, an inadequate reaction to gestures, facial expressions and intonations of adults, the stages of humming and babbling are extended over time;

Slow rate of formation of static (related to balance) and locomotor (ability to move) functions;

Delay in the development of manual motor skills and hand-eye coordination.

The severity of the listed deficiencies in psychomotor and speech development depends on the severity of the damage to the central nervous system. Problems in a child's development can be exacerbated by early sensory and emotional deprivation if he is raised in unfavorable social conditions.

Normally, the main achievements of a child by the age of 1 year are mastering independent walking, specific manipulations with objects, communicative and cognitive activity, understanding of spoken speech in a well-known situation, and the appearance of the first words. By this age, communication with adults acquires not only an emotional, but also a situational and business character. A normally developing child actively cooperates with adults. These achievements become the basis for the development of the psyche in the second and third years of life - the development of general and fine motor skills, sensory-perceptual activity, mastery of actions (using objects for their intended purpose), further formation of speech, mastery of object-based play activities. Of particular importance is the timely development of speech, due to which a qualitative restructuring and integration of mental functions occurs.

At an early age (from 1 year to 3 years), deviations in the child’s development become more obvious, even if they are not severe. First of all, you should pay attention to the development of general and fine motor skills, sensory-perceptual activity (how the child reacts to objects, does he recognize them, does he strive to explore them, does he find the same ones, does he use them for their intended purpose). An important diagnostic indicator is the child’s communicative activity, his ability to cooperate with an adult. During this age period, rapid development of speech normally occurs. A problem child has speech underdevelopment, and not only active speech is unformed, but also understanding of speech addressed to the child.

However, assessing the level of psychomotor and speech development of a child should be done very carefully. Its development can be influenced by many factors: inherited characteristics of the body, general health, characteristics of living conditions and upbringing. Psychomotor retardation can be caused by various adverse conditions affecting the developing brain in the perinatal or postnatal period, or an adverse combination of these factors. Of course, differential diagnosis at an early age is difficult. With different localization of disorders, similar symptoms may be observed (for example, a “speechless”, non-speaking child may be a child with impaired hearing, or with mental retardation, alalia, autism). Disturbances may relate to one or more functions, combined or not combined with various neurological abnormalities.

Young children with delayed psychomotor development are distinguished by a number of features. As a rule, these are somatically weakened children who are lagging behind not only in mental but also in physical development. The history shows a delay in the formation of static and locomotor functions; examination reveals the immaturity of all components of the motor status (physical development, movement technique, motor qualities) in relation to age-related capabilities. A decrease in orientation-cognitive activity is detected, and it is difficult to attract and retain the child’s attention. Sensory-perceptual activity is difficult. Such children do not know how to examine objects and find it difficult to determine their properties. However, unlike mentally retarded preschoolers, they enter into business cooperation with an adult and, with his help, cope with solving visual and practical problems.

Such children have almost no speech - they use either a few babbling words or separate sound complexes. Some of them may be able to form a simple phrase, but the child's ability to actively use phrasal speech is significantly reduced.

In these children, manipulative actions with objects are combined with object actions. With the help of an adult, they actively master didactic toys, but the methods of performing correlative actions are imperfect. Children need a much larger number of trials and try-ons to solve a visual problem. Their general motor clumsiness and lack of fine motor skills cause undeveloped self-care skills - many find it difficult to use a spoon while eating, experience great difficulty in undressing and especially in dressing, and in object-play actions.

At preschool age, children with mental retardation show a lag in the development of general and, especially, fine motor skills. The technique of movements and motor qualities (speed, dexterity, strength, accuracy, coordination) are mainly affected, and psychomotor shortcomings are revealed. Self-service skills and technical skills in art activities, modeling, appliqué, and design are poorly developed. Many children do not know how to hold a pencil or brush correctly, do not regulate the pressure, and have difficulty using scissors. There are no gross movement disorders in children with mental retardation, but the level of physical and motor development is lower than that of normally developing peers, and the formation of graphomotor skills is difficult.

Psychologist-researchers V.I. Lubovsky, L.I. Peresleni, I.Yu. Kulagina, T.D. Puskaeva and others note a clear lag of children with mental retardation from their normally developing peers when analyzing their thought processes. The lag is characterized by an insufficiently high level of formation of all basic mental operations: analysis, generalization, abstraction, transfer (T. P. Artemyeva, T. A. Fotekova, L. V. Kuznetsova, L. I. Peresleni). U. V. Ulyanenkova highlighted the levels of formation of the general ability to learn, which she correlates with the level of intellectual development of the child. In addition, children with mental retardation have the manifestation of syndromes of hyperactivity, impulsivity, as well as an increase in the level of anxiety and aggression (M. S. Pevzner). The studies of many scientists (I. Yu. Kulagin, T. D. Puskaeva, S. G. Shevchenko) note the specificity of the development of cognitive activity of children with mental retardation. Thus, S. G. Shevchenko, studying the features of speech development of children with mental retardation, notes that speech defects in such children clearly manifest themselves against the background of insufficient development of cognitive activity14.

A child's mental retardation can be caused by either a single unfavorable factor or a combination of factors that develop during the interaction process. In any case, mental retardation in preschoolers is a complex phenomenon that covers the entire range of human mental processes.

Motor skills are among the highest mental functions. Children with mental retardation exhibit deviations in the development of the motor sphere: impaired voluntary regulation of movements, insufficient coordination and clarity of involuntary movements, difficulties in switching and automation. The motor skills of the hands and fingers suffer most in children of this category. Deviations in the development of the motor sphere in children with mental retardation create certain difficulties in educational activities, and have a particularly adverse effect on mastering the skills of writing, drawing, and manual labor.

An analysis of the characteristics of the mental development of the category of children under consideration allows us to draw the following conclusions:

1. At preschool age, children with mental retardation show a lag in the development of general and, especially, fine motor skills. The technique of movements and motor qualities (speed, dexterity, strength, accuracy, coordination) are mainly affected, and psychomotor shortcomings are revealed. Self-service skills and technical skills in art activities, modeling, appliqué, and design are poorly developed. Many children do not know how to hold a pencil or brush correctly, do not regulate the pressure, and have difficulty using scissors. There are no gross movement disorders in children with mental retardation, but the level of physical and motor development is lower than that of normally developing peers, and the formation of graphomotor skills is difficult.

2. The difficulties in constructing a correctional pedagogical process with the above-described category of children are due to the fact that the category of children with mental retardation is polymorphic and heterogeneous in composition. In-depth diagnostic work is necessary to determine the educational needs and capabilities of each child. The training and upbringing of this category of children will be effective only if it is based on the results of an in-depth psychological and pedagogical examination.

3. Diagnostic work, in our opinion, should be based on the basic psychological and diagnostic principles recognized by domestic special psychology and correctional pedagogy and disclosed in the works of L.S. Vygotsky, A.R. Luria, V.I. Lubovsky, A.N. Leontyeva, D.B. Elkonina. When examining, it is necessary to use proven methods and diagnostic techniques for studying preschool children, including children with developmental disabilities. These are methods and diagnostic complexes of L.A. that are widely known to specialists. Wenger, S.D. Zabramnoy, I.Yu. Levchenko, E.A. Strebeleva, U.V. Ulyenkova, O.N. Usanova, L, S, Tsvetkova and others.

The most important factor determining the dynamics of age-related development is timely, i.e., in early and preschool age, organized correctional and pedagogical assistance. Children with the listed types of mental retardation can be sent to specialized kindergartens or correctional groups at mass kindergartens.
CHAPTER II.
EXPERIMENTAL WORK ON DIAGNOSIS OF FEATURES OF FINE MOTOR SKILLS DEVELOPMENT IN CHILDREN 3-4 YEARS OF AGE WITH DD
2.1 Diagnostic technique
In the first chapter of our work, we established the important role of fine motor skills in the development of a child, and also noted the need to identify violations in it already in the early preschool age of the child. In order to prove this statement in practice, we carried out experimental work when children were admitted to an institution with a group of 10 people aged from 2.8 to 4.4 years. Children come here with a referral from a neurologist or psychiatrist. They receive comprehensive medical and pedagogical assistance in the rehabilitation treatment department (drug therapy, massage, exercise therapy, classes with teachers, psychologists). But before starting classes, it was necessary to identify the level of violations in children’s fine motor skills.

The experimental work program included:

1. Diagnostic examination of each child in order to identify the level of impairment in fine motor skills of the hands, which are a consequence of mental retardation.

2. Processing and analysis of the results obtained.

To record the diagnostic results, we filled out a protocol for each child, as well as a table.

The diagnostic work took place in several stages. At the first initial stage, the teacher became acquainted with the child and made an initial assessment of his level of development. To do this, an individual conversation was held with each child in the form of a game: “Now you and I are going to play an interesting game. I'll read you a poem and show you how your fingers can play. Try to repeat these movements with me.” Further, the organization of the child’s performance of the task included the following sequence: while reading a nursery rhyme, we performed the exercise, the child watched and tried to imitate (trial orientation in movements, which is not assessed). Then we showed the exercise again, and the child repeated it with us. If the child could not cope with one or another task, we first showed it again, and the child tried to repeat it. If this did not help, we used the method of passive movements: we gave the child’s hand and fingers the desired position, then the movement was repeated again following the imitation of the teacher.

At the second stage, we diagnosed the child’s level of switchability and cross-functional coordination. To do this, the children performed the following exercises:

The child is asked to place his hands in front of him - one is clenched into a fist, and the other is straightened, then he must simultaneously change the position of both hands (slowly).

In addition to finger exercises, we also used various graphic exercises. At the third stage of the study, we used the following methods:

The child was asked to draw the image of the house as accurately as possible. After finishing the work, offer to check if everything is correct. Can correct if it notices inaccuracies. This technique allows you to identify the ability to focus on a sample and accurately copy it; the degree of development of voluntary attention, the formation of spatial perception.

The children were asked to trace balls and other drawings along the dots, and it was necessary to remind the child not to lift the pencil from the paper. Connect the points with one line.

The children were asked to shade the figure with straight lines, without going beyond its contours. We used different types of shading: horizontal, vertical, diagonal, wavy lines, etc.

All the results we obtained were recorded.
2.2 Diagnostic results
At each stage, we identified various errors when completing tasks.

Analysis of violations.

Finger exercise stage:

When performing the exercise, the child cannot smoothly transition from one movement to another; movements are broken, isolated. This problem was observed in 3 children out of 10.

When performing the 2nd task, we noted an inaccuracy in the fact that not all fingers that were specified in the sample were included in the movements. Some children, when demonstrating this movement again, step with the ring and middle fingers or the middle and index fingers, adding the ring finger from time to time. A significant error was observed when the child did not differentiate the movements of the fingers, acting with all of them at the same time.

3. During the 3rd task, it turned out that some children find it difficult to differentiate hand movements without resorting to external help. In some cases, a repeated test is required with an adult showing the movement and the movement is performed with increased visual control, with tension spreading to other parts of the body. After the repeated demonstration, many children were able to bend their fingers themselves, but in some cases the children themselves were not able to perform the movement at all.

4. During the 4th task, difficulties arose in changing the phases of movements and grouping the fingers into a pinch. For example, a boy (3.4 years old) did the transfer, but after first knocking fist-fist, then fist-palm, and only then, looking at the experimenter, he tapped his open palm with his thumb and forefinger.

5. Similar difficulties arose when performing the fist-palm-rib movement.

6. Almost all children found it difficult to complete the 6th task: the children either tapped with all their fingers at the same time, or made movements very slowly, and incorrectly performed movements with both hands at the same time.

7. Stringing the pyramid turned out to be quite difficult for most children; no one could do it the first time. The children needed a model, as well as the help of a teacher. Even after this, 3 children completed the task with great difficulty.

8. Assembling the nesting doll was more successful, but still some of the children completed the task only with the help of the teacher.

Graphic exercises stage:

5 children out of 10 completed the drawing of the house satisfactorily, two needed a little help from the teacher, and for three children the task caused very great difficulties: they could not hold the pencil correctly, they did not at all correlate the sample with what they had done. The errors were: replacing one element with another; absence of element; gaps between lines where they should be connected; severe distortion of the pattern

When drawing by dots, children often tore off their pencil, did not understand in what order to connect the dots, and could not draw a line correctly. But, nevertheless, 5 children successfully completed the task, the rest did it with the help of a teacher, 3 children needed to be guided along the paper by hand, since they could not do this on their own.

Hatching also caused great difficulties for the children: they did not understand in what sequence to place the lines, they tried to simply “draw.” In addition, very often they went beyond the outline of the drawing. After several repetitions, 4 people successfully completed the task, the rest - with the help of a teacher.

We recorded the diagnostic results in the table.

Task description

How many children managed

What difficulties did you encounter?

"finger" block of exercises

The child is asked to place his hands in front of him - one is clenched into a fist, and the other is straightened, then he must simultaneously change the position of both hands (slowly)

7 people managed it on their own, 3 after several repetitions and with the help of a teacher

When performing the exercise, the child cannot smoothly transition from one movement to another; movements are broken, isolated.

“Walk” with your fingers (on the table alternately with the index and middle hands of both hands)

5 people managed it on their own, 4 - with the help of a teacher, 1 child - with great difficulty

We noted an inaccuracy in the fact that not all fingers that were specified in the sample were included in the movements. Some children, when demonstrating this movement again, step with the ring and middle fingers or the middle and index fingers, adding the ring finger from time to time. A significant error was observed when the child did not differentiate the movements of the fingers, acting with all of them at the same time.

“Bending the fingers” (bend the fingers one by one, starting with the little finger).

3 children managed it on their own, 4 with the help of a teacher, 3 after repeated repetition with the help of a teacher

It is difficult for children to differentiate hand movements without resorting to external help. In some cases, a repeat test is required with an adult showing the movement.

“Pinch-palm” - “palm-pinch” (connect all the fingers of your left hand, depicting the beak of a woodpecker (pinch), tap on your right, vertically open palm and transfer these movements to the other hand).

Difficulties arose in changing the phases of movements and grouping fingers into a pinch.

Perform the movement - alternating fist-edge palm, repeat with the other hand, and then with both hands at the same time.

7 people managed it, 3 children couldn’t cope on their own, only with the help of a teacher

Difficulties arose in changing phases of movements

“Jump” (with the fingers of both hands, starting with the little finger)

With the help of the teacher, 5 people completed it, 5 were unable to complete this exercise correctly.

Completing the 6th task caused difficulties for almost all children: the children either tapped with all their fingers at the same time, or made movements very slowly, and incorrectly performed movements with both hands at the same time.

Stringing a pyramid: the child is given a finished pyramid, which is then taken apart and the child is given the task of putting it back together again, as was the case in the sample. If difficulties arose with this, the teacher came to the rescue.

4 people managed it on their own, 3 people did it after a re-show, 3 people did it only with the help of a teacher.

Stringing the pyramid turned out to be quite difficult for most children; no one could do it the first time.

Assembling a matryoshka: the child is shown a matryoshka made from 3-4 elements, disassembled and asked to put it back together.

6 people managed it on their own, 2 with little help from a teacher, 2 after repeated repetition and with the help of a teacher

Thus, we have identified the following violations of fine motor skills in this group of younger preschoolers.

1. Difficulty switching from one movement to another: repeating previous movements

2. The spatial direction of movement is incorrectly reproduced:

3. They cannot simultaneously change the position of both hands; the movements of each hand are isolated:

5. One hand lags behind

6. Reproduces movements only with the right hand, ignoring the left.

7. Difficulties with alternating phases and transferring from one hand to another; differentiation of alternate fingers.
2.3 Conclusions
In this work, we made an attempt to diagnose the development of fine motor skills in children of primary preschool age using various exercises.

Based on the results, we were able to draw conclusions about the corrective measures necessary to increase the level of development of fine motor skills in children with mental retardation at an early age.

Exercises for the development of fingers should be included in the correctional pedagogical process in parallel with the development of articulatory motor skills, production and automation of sounds, since we have found that fine motor skills and speech are closely interrelated.

Work on developing movements of the fingers and hands should be carried out systematically for 2-5 minutes several times a day. In our opinion, it would be optimal to use physical education minutes for these purposes. However, the set of finger games can be varied, for example:

Finger games.

Finger games with sticks and colored matches.

Finger games with tongue twisters.

Finger games with poems.

Finger alphabet.

During play activities you can also develop fine motor skills. Children are encouraged to spin small tops with their fingers, roll pebbles, small beads, and balls with each finger in turn. Games with small mosaics and puzzles bring great joy to children. These games also develop fine motor skills, moreover, they promote creative imagination and spatial orientation.

The development of graphic motor skills is also an important part of the formation of fine motor skills; these can be the following tasks:

Drawing with stencils.

Drawing using figured rulers.

Hatching.

Working in notebooks, doing graphic exercises.

Work in entertaining copybooks for preschoolers.

Successful development of fine motor skills of the fingers occurs in various types of visual activities - modeling, drawing, appliqué, design. Engaging in these types of activities contributes to the development of perception and sense of color.

A significant place in working with children to develop fine motor skills is given to exercises with small balls. For this purpose, several types of balls are used: different in size, material and color, in texture, structure and functional value.

To develop manual skills, as well as children's creativity and artistry in children, various types of staging are used. This is primarily a finger theater. With appropriate movements of the hand or fingers, children imitate the movements of the characters: tilts and turns of the head, various movements of the torso and arms of the doll. Shadow theater has also proven itself well. Staging with the help of finger theater, shadow theater (where fingers and hands act) has great opportunities for the development of manual dexterity, movements of the hand and fingers, skill, accuracy, expressiveness of movements and speech development.

CONCLUSION
The level of development of fine motor skills is one of the indicators of the intellectual development of a preschooler. Typically, a child who has a high level of development of fine motor skills can reason logically, has sufficiently developed memory and attention, and coherent speech. Teachers note that preschoolers with impairments in fine motor skills often experience serious difficulties in mastering writing skills when entering first grade. Writing is a complex skill that involves making fine, coordinated movements of the hand. The writing technique requires coordinated work of the small muscles of the hand and the entire arm, as well as well-developed visual perception and voluntary attention.
In its most general form, the essence of mental retardation is as follows: the development of thinking, memory, attention, perception, speech, and the emotional-volitional sphere of the personality occurs slowly and lags behind the norm.
Children with mental retardation exhibit deviations in the development of the motor sphere: impaired voluntary regulation of movements, insufficient coordination and clarity of involuntary movements, difficulties in switching and automation. The motor skills of the hands and fingers suffer most in children of this category. Deviations in the development of the motor sphere in children with mental retardation create certain difficulties in educational activities, and have a particularly adverse effect on mastering the skills of writing, drawing, and manual labor.

To identify the level of deviations in fine motor skills, various diagnostic methods are used, some of which were used by us in this work. This allowed us to get an idea of ​​the nature of violations of fine motor functions in the observed group of children and, based on the results of the examination, to develop recommendations for carrying out correctional work with them.
LITERATURE Akhutina T.V. L.S. Vygotsky and A.R. Luria: the formation of neuropsychology. // Questions of psychology, 1996 - No. 5 Babaeva T.I., Mikhailova Z.A. and others. Childhood: a program for the development and education of children in kindergarten: edition 3 – revised. – St. Petersburg: Childhood – Press, 2004. Blinova L. N. Diagnosis and correction in the education of children with mental retardation: a textbook for universities. - M.: NC ENAS, 2004. Boryakova N.Yu., Kasitsyna M.A. Psychological and pedagogical examination of children with mental retardation in a special kindergarten // Journal “Correctional Pedagogy”, 2003 - No. 2 Wasserman L.I., Dorofeeva S.A., Meyerson Ya.A. Methods of neuropsychological diagnostics. - St. Petersburg: Stroylespechat, 1997. Wenger L.A., Pilyugina E.G. Nurturing a child’s sensory culture: a book for kindergarten teachers. - M.: Education, 1998. Vygotsky L. S. Questions of child (age) psychology // Collection. Op. In 6 volumes - M., 1983. - T. 4. Gavrilushkina O. On the organization of education of children with mental disabilities // Preschool education, 1998 - No. 2. Godina G.N., Pilyugina E.G. Raising and teaching children of primary preschool age: a book for kindergarten teachers. – M.: Education, 1987. Golubev V.V. Fundamentals of pediatrics and hygiene of preschool children. - M.: Academy, 2003. Goneev A.D. Fundamentals of correctional pedagogy: textbook. manual for universities / ed. V. A. Slastenina. – 3rd ed., revised. - M.: Academy, 2004. Goncharova E. Paradoxes of deviant development// Preschool education, 2006. - No. 2. Orphans: counseling and developmental diagnostics / Ed. E.A. Strebeleva; Ed. E.A. Strebeleva. - M.: Polygraph service, 1998. Zharenkova G.I. Actions of children with mental retardation based on models and verbal instructions // Defectology. – 1972. – No. 4 Zhukova O. Hand development: simple, interesting, effective // Preschool education, 2006. - No. 11 Kirillova L. On the role of medical knowledge in the teacher’s solution of correctional and pedagogical problems // Preschool education, 1998. - No. 1. Kiseleva V. Development of fine motor skills // Preschool education, 2006. - No. 01. Kovalev V.V. Childhood Psychiatry. - M., 1995. Lebedinsky V.V. Mental development disorders in children. - M., 2002. Luria A.R. Higher cortical functions and their disturbances in local brain lesions. - M., Academic project, 2000. Mamaichuk I. I. Help from a psychologist to a child with mental retardation: a scientific and practical guide. - St. Petersburg: Rech, 2004. Nikishina V. B. Practical psychology in working with children with mental retardation: a manual for psychologists and teachers. - M.: Humanite. ed. VLADOS center, 2004. Pavlova L.N. Early childhood: development of speech and thinking: methodological manual. - M.: Mosaic - Synthesis, 2000. Pavlova L.N., Volosova E.B., Pilyugina E.G. Early childhood: cognitive development: Methodological manual for preschool educational institutions. M.: Mozaika-Sintez, 2002. Psychological and pedagogical characteristics of preschool children: method. manual / E. A. Strebeleva, Yu. A. Razenkova, A. N. Orlova, N. D. Shmatko; edited by E. A. Strebeleva; M-in general and prof. education Ros. Federation, Institute of correction. pedagogy of RAO. – M.: Polygraph service, 1998. Special preschool pedagogy / ed. Strebeleva. – M., 2001. Strebeleva E.A. Formation of thinking in mentally retarded preschoolers. // Defectology. - 1994. No. 5 Shevchenko S. G. Correctional and developmental training. Organizational and pedagogical aspects. – M.: Vlados, 2001. Shmatko N.D. New forms of organizing correctional assistance for children with developmental disabilities // Preschool education. – 1998. – No. 3.
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In modern psychological and pedagogical literature, much attention is paid to the issue of development of the child’s motor sphere and hand motor skills. N.P. Anokhin, A.R. Luria, N.S. Leites considered the hand as a specific human organ. MM. Sechenov noted that the movements of a person’s hand are not hereditarily predetermined, but arise in the process of education and training as a result of associative connections between visual and motor functions.

The movements of people's fingers improved from generation to generation, as people performed increasingly delicate and complex work with their hands. In connection with this, there was an increase in the area of ​​the motor projection of the hand in the human brain.

From the analysis of psychological and pedagogical literature it follows:

Motor skills are a set of motor reactions, abilities, skills and complex motor actions characteristic of humans. (E.A. Strebeleva).

The Big Encyclopedic Dictionary gives the following definition of this concept:

Motor skills are the entire sphere of motor functions of the body, combining their biomechanical, physiological and psychological aspects.

Motor skills of hand movements are the implementation of motor actions of the hands, their accuracy and clarity when performing physical exercises and labor operations (N.V. Nizhegorodskaya, V.D Shadrinov).

Fine motor skills - the development of small muscles of the fingers, the ability to perform fine coordinated manipulations with them, movements of small amplitude (A.L. Sirotyuk).

George Butterworth and Margaret Harris define a motor skill as an organized sequence of goal-directed actions that is controlled or corrected through feedback.

Visual control plays an important role in fine motor skills.

Visual-motor coordination - cooperative movements of the eyes and hands as external perceptual actions. With profound visual impairment, coordination of eye and hand movements may be poorly developed due to insufficient development of the skill of using residual vision (L.P. Grigorieva).

When describing fine motor skills of the hands and motor skills in the psychological and pedagogical literature, the following characteristics of fine motor movements are given:

1. Flexibility is the ability to perform movements with a large amplitude. Characterized by the degree of mobility in the joints. There are active and passive flexibility.

Active flexibility is the ability to perform movements with a large amplitude due to the activity of a muscle group.

Passive flexibility is the ability to achieve mobility in the joints as a result of the action of external forces (V.I. Sivakov).

2. Dexterity is the ability to quickly master complex coordinated movements and their elements; accuracy, cost-effectiveness; those. agility is the ability to control one’s movements (N.A. Fomin).

3. Speed ​​is the ability to perform motor actions in the shortest possible time. According to V.P. Ermakova, it has three forms of manifestation:

· speed of reaction to a stimulus;

· maximum speed of single movement;

· frequency of multiple repeated movements.

4. Synchronicity is the ability of the hands to make movements at the same speed, move in the same direction, accuracy of movements.

5. Endurance is the ability to perform fairly intense physical work for a long time, i.e. combat fatigue that occurs during work.

6. Accuracy is the correct execution of movements.

There are types of actions: objective, correlative, instrumental and manipulative actions. Subject actions are those actions when an object is used in accordance with its functional purpose. So, for example, if a child picks up a spoon and knocks on the table with it, this is not an objective action, but manipulation with an object, since the function of the spoon is different; objective, the action will be when the child uses a spoon to eat.

The formation of motor functions, including fine hand movements, occurs in the process of the child’s interaction with the surrounding objective world. Manipulative actions with objects are mastered by the child through learning in the process of his communication with adults. Thus, the child develops objective thinking.

V. Dmitrieva in her works indicates that the child’s motor activity, his object-manipulative activity, which contributes to the development of fine movements of the hands and fingers (manual dexterity), has a stimulating effect on the child’s speech function, on the development of his sensory and motor aspects of speech.

Not all objective activities have the same impact on a child’s development. The greatest influence on the development of motor skills, perception and thinking, and then speech of the child is exerted by the so-called correlative and instrumental actions.

Correlating actions are those actions with objects in which the child must bring one object into correspondence with another or one part of an object into correspondence with another, based on any signs, properties of objects. For example, to close a box, you need to select a lid for it in size and shape. At the same time, fine motor skills, perception and thinking develop. All known didactic toys are based on this principle of correlating actions.

Instrumental actions are actions during which one object, a weapon, is used to influence other objects. Tools allow you to perform actions and transformations that would be impossible without them (spoon, fork, pencil, hammer, scissors, needle, etc.).

When using a tool, the actions of the child’s hands are subject to the logic of its use, in the very design of which a socially developed method of its use is recorded.

He learns the properties of objects with which a child manipulates or performs correlative actions through personal experience, and the method of using tools must be learned from an adult. Mastering instrumental actions involves taking into account not only the properties, but also the relationships of objects, which is extremely important for the development of the child and his introduction to life in a social environment.

In the course of objective-practical activities, two types of movements are distinguished: micro and macro movements.

Micromovements are movements that consist of a continuous cyclic change in the points of contact of each finger with the contour of an object. Micromovements ensure that tactile sensitivity is maintained at a certain optimal level.

Macro movements - helps determine the shape, size, spatial position of objects.

With their help, search, detection, inspection of objects and assessment of space are carried out.

When mastering movements, there are three main stages:

At the first stage, a general idea of ​​the motor action is created. The system on which the child relies when performing an action is formed, i.e. an indicative basis for action is created.

At the second stage, the initial skill is formed on the basis of the formed idea. Here the control exercised by the senses is of great importance over how the movement is performed and how it corresponds to the existing standard (ideas). Based on this, any inaccuracies that arise are corrected.

At the third stage, motor skills are improved through repeated execution.

It follows from this that fine motor movements are an important component of activity for further adaptation and adaptation to the environment.

Thus, fine motor skills are a set of coordinated actions of the nervous, muscular and skeletal systems, often in combination with the visual system in making small and precise movements of the hands and fingers and toes. Fine motor skills develop naturally from infancy on the basis of gross motor skills. In preschool and early school age, motor skills become more diverse and complex. The proportion of actions that require coordinated actions of both hands is increasing.

MINISTRY OF EDUCATION AND SCIENCE OF THE REPUBLIC OF KALMYKIA

BUDGETARY PROFESSIONAL EDUCATIONAL INSTITUTION

REPUBLIC OF KALMYKIA

"ELISTINSKY PEDAGOGICAL COLLEGE NAMED AFTER Kh. B. KANUKOVA"

Accepted for defense

Deputy Director for Research and Development

_____________________

(signature) (full name)

GRADUATE WORK

Subject: « Development of fine motor skills in preschoolers

when working with paper

studentsYIcourse

correspondence courses

specialties 050144/ 440201

Preschool education

Shakunova Natalya

Scientific adviser:

Sharaeva O.N.

Reviewer:

Aristova V.I.

Elista 2015

Content

Introduction…………………………………………………….……………….3

CHAPTER I. THEORETICAL ASPECT OF STUDYING THE DEVELOPMENT OF FINE MOTOR SKILLS OF THE HAND IN PRESCHOOL CHILDREN......................................................... ........................................................ ....................6

1.1. The concept and essence of fine motor skills of a child’s hands.................................................6

1.2. The role of fine motor skills in child development……….………………………..8

1.3. Features of the development of fine motor skills in early and early preschool childhood………………………………………………………………………………..12

Conclusion for Chapter 1…………………………………………………………...…… 18

CHAPTERII. METHODOLOGY FOR DEVELOPING FINE MOTOR SKILLS IN CHILDREN OF YOUNGER PRESCHOOL AGE WHEN WORKING WITH PAPER………………………………………………………………………………..………………...20

2.1. Types of paper work in preschool educational institutions……………………………..………...…20

2.2. Application as a means of developing fine motor skills of preschoolers’ hands………………………………………………………..……….… 29

2.3. Contents of teaching paper applications to preschool children………………………………..…………………………...………………. 32

Conclusion for Chapter 2…………………………………………………………………………………40

CONCLUSION

LIST OF SOURCES USED

APPLICATION

Introduction

Preschool age is the most favorable period for the development of a child’s intellectual and creative abilities, when the cerebral cortex is not fully formed.

A child cannot develop a comprehensive understanding of the surrounding objective world without tactile-motor perception, since it underlies sensory cognition. It is with the help of tactile-motor perception that the first impressions of the shape, size of objects, and their location in space are formed. Fine motor skills are precise and subtle movements of the fingers. The work of the speech and thinking centers of the brain directly depends on the development of fine motor skills. Therefore, work on developing fine motor skills should begin long before entering school.

In preschool age, it is necessary to create conditions as early as possible for the child to accumulate practical experience, develop manual skills, and form the mechanisms necessary for future mastery of writing. This means that the more a child can, wants and strives to do with his hands, the smarter and more inventive he is. After all, as V.A. put it. Sukhomlinsky at his fingertips is an inexhaustible “source” of creative thought that “feeds” the child’s brain. All this haspositive effect on internal organs, tonic, immunostimulating effect, stimulationlyratesthoughtfulefunctionsAndand speechb, dawnpressesare positivemiemotionsyami.

V.M. Bekhterev proved that simple hand movements help relieve mental fatigue, improve the pronunciation of many sounds, and develop the child’s speech.

I.M. Sechenov wrote that the movements of a person’s hand are not hereditarily predetermined, but arise in the process of education and training as a result of the formation of associative connections between visual, tactile and muscular sensations in the process of active interaction with the environment.

Relevance This topic is that the development of motor skills in preschool children makes it possible to form coordination of finger movements, develop speech activity and prepare the child for school.

One of the simplest, but at the same time pedagogically effective types of children's creativity is working with paper. It helps develop a child's fine motor skills, taste, artistic abilities, as well as diversify tactile experiences.

One of the effective methods for developing fine motor skills in preschool children is appliqué. It brings a certain novelty to the teacher’s activities, makes it more interesting and exciting, quickly allowing you to achieve the desired result.

An object – the process of development of fine motor skills in preschool children.

Item – a method for developing fine motor skills in preschool children through application.

Goal of the work - reveal the features of the development of fine motor skills in preschool children in the process of working with paper.

In the process of achieving this goal, the following tasks will be solved:

Reveal the concept and essence of the development of fine motor skills of the hands;

Highlight the features of the development of fine motor skills in preschool children;

Consider methods for developing fine motor skills when working with paper;

To study the content of teaching paper applications to preschool children.

Research methods:

1. Study and analysis of psychological and pedagogical literature on the problem of developmentfine motor skillsin preschool children.

2. Observation.

3. Study andanalysis of preschool children's work.

Chapter I . Theoretical aspect of studying fine motor skills of the hands in preschool children

1. 1. The concept and essence of fine motor skills of a child’s hands

The topic of research on the development of fine motor skills in preschool children is revealed in the works of the founders of Russian psychology L.S. Vygotsky, A.V. Zaporozhets, D.B. Elkonina. The following scientists have studied the connection between the development of the hand and the brain: physiologists I.P. Pavlov, V.M. Bekhterev, I.M. Sechenov; researcher of children's speech – M.M. Koltsova, teachers – M. Montessori, V.A. Sukhomlinsky and others.

T.V. was involved in the development of fine motor skills. Fadeeva, S.V. Chernykh, A.V. Melnikova, Z.I. Bogateeva and many others.

Motor skills are a set of motor reactions, abilities, skills and complex motor actions characteristic of humans. One of the indicators and conditions for a child’s good physical and neuropsychic development is the development of his arm, hand, manual skills, or, as is commonly called,fine finger motor skills.

Motor speech is, first of all, the result of the activity of the brain, which is the legislative organ. There, the movements needed to pronounce certain sound combinations are selected, their sequence is established, that is, a program is drawn up according to which the muscles of the articulatory apparatus should act.

The development of fine motor skills of the hands begins from the earliest childhood of the child, when parents guide the baby, providing a brain greedy for energy and activity that needs impressions. Not only the first years of life are important and significant, but early experiences and early impressions really lay the foundations for personality development.

Any daily activities and complex tasks that parents help a little person cope with directly affect whether he will retain his natural curiosity, whether he will be able to improve his intellectual abilities, and whether he will feel confident in new situations. The first few years of life are an opportunity to help your baby become who he can become. Psychologists say that a child’s brain develops any attention to it. Attention forces the brain to process information, which means it develops.

Maria Montessori noticed a connection between the development of fine movements of the hand and the speech of children, that if everything is not in order with speech, fine motor skills are probably to blame. Biologists have found that in the human brain the centers responsible for speech and finger movements are located very close. Psychologists and children's teachers persistently advise parents to play educational games more often.

For example, playing with a string, sorting out cereals, folding dishes, small materials. The development of fine motor skills of the hands is an important stage in the development of future abilities.

V.M. Bekhterev proved that simple hand movements help relieve mental fatigue, improve the pronunciation of many sounds, and develop the child’s speech.

V.A. Sukhomlinsky argued that “the child’s mind is at the tip of his fingers.” All this has a positive effect on internal organs, a tonic, immunostimulating effect, stimulation of mental functions and speech, a charge of positive emotions. The development of fine motor skills of the fingers is useful not only in itself.

Problems with the development of fine motor skills have been studied for quite some time. Many scientists have shown in their research the role of the motor-kinesthetic analyzer in the development of speech and thinking, and have also proven that the first and main innate form of activity is motor. I.P. Pavlov believed that speech is muscle sensations that go from the speech organs to the cerebral cortex. Many scientists, including modern ones, believe that all the abilities of children are at their fingertips.

Currently, there is a lot of talk about the relationship between the precise movement of the fingers and the formation of a student’s speech. Coordinated and skillful work of the fingers helps develop speech and intelligence, and has a positive effect on the entire body as a whole.

So, speech is controlled by the central nervous system. Special speech centers in the brain distinguish speech from other sounds, differentiate phonemes, stimulate the speech organs to reproduce sounds, master and use the laws of the formation of words, phrases and sentences, the use of grammatical forms, and much more. Amazing work on speech acquisition is taking place in brain laboratories. Hands are representatives of the speech centers of the brain; by increasing their skill and dexterity, speech functions are directly activated - double benefit.

The fact is that in the human brain the centers responsible for speech and finger movements are located very close. By stimulating fine motor skills and thereby activating the corresponding parts of the brain, we also activate neighboring areas responsible for speech.

1.2. The role of fine motor skills in child development

Teachers and psychologists who deal with the problems of development of preschoolers and primary schoolchildren unanimously agree that fine motor skills are very important, since through it such higher properties of consciousness develop as attention, thinking, coordination, imagination, observation, visual and motor memory, speech . The development of fine motor skills is also important because in life, when the child grows up, the child will need precise coordinated movements to write, get dressed, and also perform various household and other activities.

Back in the middle of the last century, it was found that the level of speech development of children directly depends on the formation of fine motor skills of the hands.

If the development of finger movements lags behind, then speech development is also delayed, although general motor skills may be higher than normal. Numerous studies by teachers have proven that finger movements stimulate the development of the central nervous system and accelerate the development of a child’s speech. Thus, by developing fine motor skills in a child, and thereby stimulating the corresponding parts of the brain, or rather its centers responsible for finger movements and speech, which are located very close to each other, the teacher also activates neighboring parts responsible for speech.

If a child has well-formed fine motor skills of the hand, then speech develops correctly, and the intensive development of speech at an early age, according to D. B. Elkonin, should be considered not as a function, but as a special subject that the child masters in the same way as he does. masters other tools (spoon, pencil, etc.). This is a kind of “twig” in the development of independent objective activity.

Thus, we can build the following chain of development: fine motor skills - speech - perception. This statement can be illustrated with the following examples: if a child is shown a cactus, given the opportunity to touch it with his hand, and then asked to draw it, the child, as a rule, will depict it with greatly exaggerated spines. If, in another experiment, we compare what a child does when he visually examines or actively feels the grating with its subsequent graphic representation, then we will notice that it is depicted as either “holey,” that is, consisting of circles, or “angular,” consisting of lines that look like railroad tracks. In the first case, the child felt the grid as if from the inside, sticking his fingers into the holes of this grid; in the second case, he was more interested in the intersection of the crossbars. That is, at first the child uses his fingers to feel the object; the better his fine motor skills are developed, the greater the understanding of the object the child will receive, the more fully he will be able to describe it verbally. Then, again using fine motor skills, the child depicts the object on paper, draws it, this contributes to a more complete perception of the object, distinguishing it from a number of others, justifying its distinctive features, memorizing them, that is, the formation of thinking and child's memory. We can find confirmation of this thesis in the works of psychologists. For example, according to L. S. Vygotsky, all mental functions at this age develop “around perception, through perception and with the help of perception.” That is, it is thinking, memory, and attention.

Consequently, our chain can be supplemented: fine motor skills – speech – perception – higher mental functions (thinking, memory, attention).

Our wise ancestors knew about the wonderful properties of fine motor skills. Funny folk nursery rhymes are passed down from generation to generation: “Ladushki-ladushki”, “Magpie-white-sided” and other finger games. Teacher Vasily Sukhomlinsky wrote: “The child’s mind is at his fingertips.” And the famous German scientist Emmanuel Kant called the hands the visible part of the cerebral hemispheres.

Manual skills were successfully used in working with children by the Italian humanist and teacher, the author of the world-famous method, Maria Montessori. In her opinion, in early preschool age sensory development is of great importance. A child’s knowledge of the world around him begins with “living contemplation”, with sensory processes - sensations, perceptions, ideas. Their development in a child creates the necessary prerequisites for the emergence of more complex cognitive processes (memory, imagination, thinking). The formation of many abilities (for example, musical, visual) is also associated with the development of sensations and perceptions. And sensory development is directly related to fine motor skills of the hand, because touch is one of the five human senses, with the help of which children at an early age receive a huge amount of information about the world around them. The correct formation of fine motor functions is all the more important because in early and preschool childhood sensory processes develop especially actively.

Maria Montessori said that every movement of a child is another fold in the cerebral cortex. Exercise in daily life is very important for young children. Finger training is a powerful tonic for the cerebral cortex.

The correct development of fine motor skills also determines the formation of sensorimotor coordination in a child - the coordinated action of hands and eyes. With the help of vision, the child studies the surrounding reality, controls his movements, thanks to which they become more perfect and accurate. The eye, as it were, “teaches” the hand, and with the help of manual movements in the objects manipulated by the child, more new information is revealed. Vision and hand movements become the main source of the child’s knowledge of the surrounding reality. By studying all kinds of objects, touching and feeling them with his hands, the child comes to understand causal relationships. The older a child gets, the more actively he uses his hands and fingers to repeat what he sees or carry out his plans. He builds houses, towers and bridges, draws animals and people, letters and numbers, and eventually learns to write. When performing all these actions, the eyes help the hands.

According to M. Montessori, with the help of exercises that develop fine motor skills, the child learns to take care of himself and his things, learns to fasten buttons correctly, sew them on, and lace up shoes. That is, fine motor skills of the hands are also associated with the formation of a child’s independence, and, therefore, the development of fine motor functions, coordination of movements, concentration, the ability to complete the chosen work, and enjoy what is done is very important for the formation of a person’s personality as a whole.

1.3. Features of the development of fine motor skills in early and early preschool childhood

Younger preschool age is characterized by high intensity of physical and mental development. The child’s activity increases and its focus increases; movements become more varied and coordinated, including fine motor skills of the hand.

This age is characterized by a number of new formations, the consideration of which is important for the further development of the child. Thus, from 2–4 years of age, significant changes occur in the nature and content of the child’s activities, in relationships with others: adults and peers. The leading type of activity at this age is substantively active cooperation. The most important achievement of this age is that the child’s actions become purposeful.

Children's curiosity increases sharply. At this age, significant changes occur in the development of speech: the vocabulary increases significantly, elementary types of judgments about the environment appear, which are expressed in fairly detailed statements.

A three-year-old child is no longer only able to take into account the properties of objects, but also to assimilate some generally accepted ideas about the varieties of these properties - sensory standards of shape, size, color, etc. They become samples, standards with which the characteristics of perceived objects are compared.

The predominant form of thinking becomes visual-figurative. The child is able not only to combine objects by external similarity (shape, color, size), but also to assimilate generally accepted ideas about groups of objects (clothing, dishes, furniture).

At the same age, further improvement occurs in the fine motor functions of the child’s hands, with which thinking processes are closely interconnected. A sufficient level of development of fine motor skills is an important indicator of a child’s readiness for school. The ability to make precise movements with the hand and fingers is simply necessary for mastering writing.

Typically, a child who has a high level of development of fine motor skills is able to reason logically, his memory, attention, and coherent speech are sufficiently developed. Therefore, work on developing fine motor skills should begin long before entering school. This work needs to start from a very early age. Already in infancy, you can massage your fingers, thereby influencing active points associated with the cerebral cortex.

The degree of development of a child’s fine motor skills determines the most important qualities for his future: speech abilities, attention, spatial coordination, concentration and imagination. The brain centers responsible for these abilities are directly connected to the fingers and their nerve endings. Therefore, exercises and activities that involve a child’s little fingers are extremely important for his mental and psychological development.

Fine motor skills, sensory skills, coordination of movements are key concepts for the early preschool period.

The normal development of a child’s speech is closely related to the development of finger movements. Scientists have proven that from an anatomical point of view, about a third of the total area of ​​the motor projection of the cerebral cortex is occupied by the projection of the hand, located very close to the speech zone. It is the size of the projection of the hand and its proximity to the motor zone that gives reason to consider the hand as an “organ of speech”, the same as the articulatory apparatus. In this regard, it was suggested that subtle movements of the fingers have a significant influence on the formation and development of the child’s speech function.

Therefore, in order to teach a baby to speak, it is necessary not only to train his articulatory apparatus, but also to develop the movements of his fingers. Teachers and psychologists recommend starting active training of a child’s fingers as early as ten months of age. Systematic finger training exercises are also a means of increasing the performance of the cerebral cortex.

There are periods in a child’s development when his body is especially sensitive to certain types of environmental influences, when the baby is especially susceptible to assimilating any information. For speech development, this period is from one and a half to three years of age. It is then that the child masters the basic means of the language in which communication is carried out, the foundations of speech behavior are laid, and a special sense of language is formed. It is natural that only by the age of three years, the movements of a child’s fingers become similar to the movements of an adult’s fingers.

During the first years of life, a child masters many movements. At first his actions are awkward, inept, inharmonious. Motor skills develop gradually, and each child develops them at his own pace. To help your baby better master his movements, it is important to create an active preparatory environment and offer a variety of games and exercises that help develop coordination and improve motor skills.

From birth to two years, the child gradually learns to sit, stand up and take his first steps. He begins to actively explore the world around him, pick up various objects, and perform simple actions. For example, during this period, the child learns to take small light objects and put them in a box, draw doodles with chalk, pick up solid food with his hands and put it in his mouth, and pull off his socks or hat.

At the age we are considering, from two to four years, the skills acquired by the child at the previous stage are gradually improved. Children at this age gradually learn to put an object in a certain place. If at the previous stage the child primarily grasped and held the object with his palm, now he begins to use his fingers more actively. At this time, he learns to draw lines, circles, cut paper with scissors, take off and put on loose clothes.

That is, the development of fine motor skills (hand skills) in a child occurs gradually and sequentially: first, he learns to reach out to an object and grab it, and then manipulate it. Coordination of eye and hand movements, as well as the actions of both hands, plays an important role in this process.

Mastery of relatively subtle hand actions occurs in the process of developing the kinesthetic sense - the position and movement of the body in space, i.e. in the process of forming visual-tactile-kinesthetic connections. After these connections are formed, hand movements begin to be performed to a greater extent under the control of vision; now the sight of an object is a stimulus for hand movements towards it.

Among other motor functions, the movements of the fingers are of particular importance, since they have a huge impact on the development of the child’s higher nervous activity. However, before a child's hand begins to resemble an adult's hand in its actions, quite a significant amount of time passes.

According to teachers and psychologists, the following regulatory requirements for the development of fine motor skills in preschoolers from 1 year to 6 years can be identified:

1. Knocks one object against another;

2. Takes a crumb of bread with your thumb and forefinger;

3. Draws and scribbles on a sheet of paper;

4. Takes out the crumbs from the transparent jar;

5. Builds (copies) a bridge from 3 cubes;

6. Builds a tower from 2 cubes;

7. Builds a tower of 4 cubes;

8. Redraws the cross;

9. Draws a vertical line (error up to 30 degrees);

10. Redraws the square;

11. Redraws the circle;

12. . Builds (copies) a bridge from 5 cubes;

13. Builds a tower of 8 cubes;

14. Draws a person (3 elements);

15. Draws a person (6 elements).

If the child has mastered most of the skills, we can conclude that the development of thinking and motor abilities of his hands is proceeding normally. If the delay (or advance) occurs partially and only in one or two indicators, then a conclusion can be made about the inharmonious development of the child’s thinking functions and fine motor skills. If the child has not yet mastered most of the normative skills, then we may be talking about a general lag in the development of thinking and fine motor skills to one degree or another.

Both parents and teachers need to work on the correct formation of fine motor skills in children. A very important part is “finger games”. These games, very emotional, can be played both in kindergarten and at home. They are fascinating and contribute to the development of speech and creative activity. “Finger games” seem to reflect the reality of the surrounding world - objects, animals, people, their activities, natural phenomena. During “finger games,” children, repeating the movements of adults, activate hand motor skills. This develops dexterity, the ability to control one’s movements, and concentrate attention on one type of activity. (16, P.10)

“Finger games” are the staging of any rhymed stories or fairy tales using the fingers. Many games require the participation of both hands, which allows children to navigate the concepts of “right”, “left”, “up”, “down”, etc.

Three-year-old children master games that are played with two hands, for example, one hand depicts a house, and the other - a cat running into this house.

Four-year-old preschoolers can play these games using several events that follow each other. Older children can be invited to decorate the games with a variety of props - small objects, houses, balls, cubes, etc.

Finger games are exercises to improve finger mobility, develop their strength and flexibility and, as a result, improve handwriting; reduction of physical fatigue and moral stress during the lesson; massage of “active points” on the fingers and palms. It includes exercises for composing all numbers, as well as letters of the Russian alphabet, using fingers and educational objects (pencils, pens, rulers). When learning to read and write, these exercises will help the child not only make his fingers more mobile, but also remember how to write this or that letter and number. (15, P.35)

– fastening and unbuttoning buttons;

– all kinds of lacing;

– stringing rings on braid;

– mosaic games;

– sorting mosaics by cells;

– games with a constructor;

– sorting through cereals and grains (for example, separating beans from peas).

It can also be various exercises in modeling, visual arts, and working with paper.

The task of teachers and child psychologists is to convey to parents the importance of working with paper on the development of fine motor skills, in order to interest the child and help him master new information, you need to turn learning into a game, do not back down if the tasks seem difficult, and do not forget to praise the child.

Chapter 1 Conclusion

The development of fine motor skills plays an important role in the overall development of a child. Fine motor skills develop from newborns. First, the baby examines his hands, then learns to control them. First, he takes objects with his entire palm, then only with two (thumb and index) fingers. Then the child is taught to hold a spoon, pencil, and brush correctly. Fine motor skills develop gradually, this is an individual process and each child goes through it at his own pace. At first, the baby’s movements are awkward, inept and inharmonious. To help your baby, it is very important to develop fine motor skills. Fine motor skills have a very important feature. It is associated with the nervous system, vision, attention, memory and perception of the child. Scientists have also proven that the development of fine motor skills and speech development are very closely related. And this can be explained very simply. In the brain, the speech and motor centers are located very close to each other. Therefore, when the motor skills of the fingers are stimulated, the speech center begins to activate. That is why, for the timely development of a child’s speech, it is necessary to pay great attention to the development of fine motor skills. Fine motor skills directly affect manual dexterity, the handwriting that will be formed in the future, and the child’s reaction speed.

Based on the characteristics of the development of a child’s fine motor skills, his readiness to study in a school institution is subsequently judged. If everything is in order, then the child is prepared to learn to write, can think and reason logically, has good memory, concentration, attention and imagination, and coherent speech. It has been established that the level of development of children's speech is directly dependent on the degree of formation of fine movements of the fingers. And if the development of finger movements lags behind, then the child’s development is also delayed, does not allow him to fully communicate and play with peers, makes it difficult to understand the world around him, and burdens the child’s emotional and mental state. However, if you help your child in time and constantly use all the ways to develop fine motor skills, these serious problems can be successfully solved.

So, if the fingers develop, the child’s speech and thinking will develop. During activity, the muscles of the hands perform three main functions: organs of movement, organs of cognition, energy accumulators for both the muscles themselves and other organs.

Chapter II . Methods for developing fine motor skills in preschool children when working with paper

2.1. Types of work with paper that promote the development of fine motor skills

Paper is one of the simplest, most accessible, and easily processed materials. We become familiar with paper products from early childhood.

You can make a lot of interesting things out of paper, from simple Christmas tree decorations, homemade cards, appliques, to the most complex three-dimensional models of cars, buildings and animals.

The richer your imagination, the more crafts you can come up with.

There are different types of paper products:

Strip products,

Products using applique technique,

Products based on boxes,

Konusov,

Cylinders;

Production of various layouts;

Crafts using the origami technique.

Depending on the design and purpose of the product, paper is used that differs in thickness, texture, texture and color. For work involving folding, thin writing and colored paper is used. Cardboard and thick paper are used to make various structures.

Having learned to crumple paper, tear, cut, twist into bundles, bend in different directions, having mastered the ability to work with drawings, diagrams, templates, the child will be able to make a wide variety of products - toys, souvenirs, planar and three-dimensional compositions.

An interesting way to develop fine movements of the fingers is paper construction. Paper design is an artistic activity. There are different techniques for working with paper: peeling, tearing, cutting, folding. Despite its attractiveness, paper design using various techniques is the most difficult activity. It presupposes that children have well-developed spatial concepts.

In modern preschool institutions, designing and modeling from paper has become a fairly common form of visual creativity.

These classes develop not only the child’s creative thinking, but also fine motor skills, which are also necessary in other types of preschooler activities. Designing and modeling from paper allows children to look at a simple sheet of paper from a different point of view and see in it expressive opportunities for realizing their ideas. And this is important for his development as a person.

Many researchers have repeatedly spoken about the conditions for the creative development of a child’s personality (N. A. Vetlugina, L. S. Vygotsky, G. G. Grigorieva, A. N. Davidchuk, O. M. Dyachenko, A. V. Zaporozhets, E. I. Ignatiev, E. V. Ilyenkov, T. G. Kazakova, T. S. Komarova, V. S. Kuzin, V. A. Levin, A. V. Lilov, E. I. Nikolaeva, N. N. Palagina , E. A. Flerina and others), each of whom considered creativity in a certain aspect. Their works emphasize the need to solve this problem, starting from preschool age, which is characterized by special resistance to various types of artistic activity, including constructive and plastic ones.

And in this case, designing and modeling from paper is one of the effective means of activating the creativity of preschool children, since they contribute to the formation of many constructive and plastic skills necessary for mastering other types of creativity. At the same time, the most important means of enhancing creative development is the ability to think and introduce elements of creativity into one’s activities.

Classes in modeling and designing from paper do not require special equipment or a specially equipped workplace. Enough sheets of paper and a minimum of tools that every child has (scissors, ruler, pencil, glue). And origami figures can be folded anywhere, in any situation - after all, all you need is your hands and a sheet of paper.

Designing and modeling from paper, on the one hand, gives a lot of freedom: individual parts of any shape can be cut out, but on the other hand, it adds complexity: it is necessary to clearly imagine the final result. Therefore, in the process of teaching preschoolers, ready-made patterns of parts of plants, animals, etc. are usually used.

Each of the known paper design and modeling techniques can be used in working with preschoolers. For example, in origami classes, children learn to fold simple figurines of birds and animals, boats, houses, cars, flowers and many other interesting crafts from a square sheet of paper. You can make various compositions from them, combining paper-plastic and origami parts.

The first children's toys - homemade paper - are boats, steamboats, ships, airplanes, hats, boxes made by folding and bending newspaper or white paper. The utilitarian orientation of the toy comes to the fore, and its artistry and colorful design take second place.

The opportunity to make crafts from bright colored paper raises the level of the artistic task, and the child is involved in active creative activity, he begins to decorate, improve his toy, strives to make it more elegant and attractive. Children experience a feeling of emotional comfort, a sense of the joy of childhood, and an incomparable feeling of satisfaction from handmade crafts. Such a toy is dear to the heart, people talk to it, play with it, and keep it carefully. A variety of crafts are used in games and serve as decoration for children's rooms and group rooms in kindergartens. Preschoolers are especially attracted by the opportunity to create crafts themselves, which will then be used in games, dramatizations, decorating a corner, a kindergarten area, or given as a birthday present, a holiday gift to their parents, teachers or friends.

One of the simplest and most effective ways to work with paper is toapplication. This technique, based on cutting out parts, placing them on a background and securing them, is especially suitable for classes with preschool children, since their activities during this period are of an objective nature, that is, based on active interaction with various objects. While encouraging the manifestation of imagination and creativity, we must not forget about consolidating already mastered skills and abilities: cutting out symmetrical figures from paper, folded several times, as well as a drawn outline; silhouette cutting; various techniques of applique (tearing, volumetric applique, napkin) - developing a sense of color, harmony, spatial and figurative thinking.

Application from napkins. The technique has been used since 3 years. Small dense balls are rolled out of pieces of napkins and glued to a sheet of cardboard.

Application made from pieces of colored paper. The technique has been used since the age of 4. Colored paper is cut into small pieces of the same or different (rectangular, square, triangular) shapes, the pieces are laid out on the image and glued.

Applique made of torn paper. The technique is used from 3 years of age. The paper is torn into small pieces of arbitrary shape, the pieces are laid out on the image and glued. Or an outline of the parts is drawn on paper, then each part is cut off along the outline, an image is laid out on cardboard and glued.

Application of flagella. The technique has been used since the age of 4. Small rectangular pieces of paper napkins are folded in half, twisted, and flagella are obtained. Glue is applied along the contour of the image and flagella are glued.

Paper plastics – one of the simplest, most exciting and accessible ways to work with paper. This type of activity is close to any child.

While studying paper plastic, Children get the opportunity to independently master various techniques and ways of working with paper. Having learned to crumple paper, tear, cut, twist into bundles, bend in different directions, having mastered the ability to work with drawings, diagrams, templates, the child will be able to create a wide variety of toys, souvenirs, planar and three-dimensional compositions.

For paper-plastics, corrugated paper, colored paper, cardboard, velvet paper and even pieces from the covers of old magazines, notebooks, and candy wrappers are used.

Papermaking classes begin with the 2nd junior group. The form of work is subgroup, the duration of one lesson is from 15 minutes in the younger group, to 30 minutes in the older groups.

Paper plastic allows you to create semi-volume and volumetric paper compositions that are similar in appearance to bas-relief and sculpture. Flowers, animals, fairy-tale characters made using this technique look like real works of art due to their volume. The works are created from individual elements, each of which is given the desired shape and volume using special tools. Then the elements are assembled into a composition, forming a complete image.

There are a variety of types of papermaking: origami, trimming, quilling, working with corrugated paper and many others. All these types of paper plastic are widely used by teachers when conducting fine arts lessons, as well as in extracurricular activities. Let's take a closer look at some of them.

Origami - Japanese art of folding paper figures of people, animals, geometric bodies, gaming technology, paper constructor, promoting the formation of sustainable interest in learning activities, ensuring continuity between study and play.

In Russia, origami as a didactic tool has found application in preschool pedagogy, lesson activities, and additional education. The incentive for creativity in this type of activity is the child’s desire to create a figurine out of paper, and the process of turning a sheet of paper into a toy contributes to the creation of a didactic problem, for the solution of which students need to activate their thinking processes: independently understand and formulate its essence, find solutions, evaluate the result obtained .

The use of origami helps to optimize the educational process of preschool children. The development of children is harmonized, basic mathematical abilities are formed, an active cognitive attitude is cultivated, and children’s desire for movement, specific activities, and active communication is satisfied.

Modular origami . This is a new fashionable direction in the art of creating paper figures. Modular origami crafts are made from several parts - modules, which even primary schoolchildren can put together. A slight movement of the hands and the modules turn into animals, birds, ships and even knight's castles. Even sheets from old magazines are suitable for crafts.

Quilling . In Russia, the art of quilling is considered Korean and is known as paper rolling. The material for quilling is colored paper strips. The quilling technique (quilling, paper rolling, paper filigree) is used to make three-dimensional cards, decorate objects, create decorative panels and even three-dimensional sculptures. Each quilling composition consists of paper elements of various shapes, glued to a base or glued together. Usually, for this purpose, thin strips of paper are rolled into rolls (rolls), which are then allowed to unfold a little and given shape, but there are other ways of making elements. The quilling technique is used to make postcards and panels; it is used to decorate household items (boxes, photo frames, etc.); openwork and original jewelry are also made from strips of paper.

Trimming - This is a unique type of paper applique. In this way, mosaic images can be created. Trimming is based on the principle of cutting out squares of corrugated paper of the desired color and size, depending on the product being performed. The cut out squares are secured to the surface of the mold using glue or a toothpick. By trimming you can make all kinds of panels, decorative cards, and subject compositions. The material for performing such work is colored paper, as well as colored corrugated paper.

Children practice this technique with great interest. A wide variety of materials and devices are used for trimming. If the process of creating a three-dimensional composition is underway, then plasticine is also used here, since it is into it that pieces of paper folded around it are inserted using a toothpick or stick.

In terms of color, works made using trimming look very elegant, bright and beautiful.

Paper plastic - making three-dimensional paper crafts. Usually, having received paper strips of different lengths and widths, children immediately begin to involuntarily twist, twist, intertwine, cross them, connecting one to another, resulting in various compositions.

It is best to offer work in origami and paper plastic arts to children in the senior and preparatory groups. To perform this type of work, children must already have sufficient experience: be able to cut, glue, work with scissors, twisting the edges of paper strips to obtain an airy effect, etc.

Weaving - one of the most interesting types of artistic creativity, loved by children and adults. For weaving, you can use papers of various quality, taking into account its three properties: flexibility, strength and thickness. The proposed tasks, as experience shows, are feasible for older preschoolers and are designed to assist in independent work on creating a toy, decoration, or souvenir. Strips placed in blocks in the form of various figures. By connecting the figures with weaving, you can get various images, and then supplement them with an applique made in one of the non-traditional techniques (from cotton wool, fluff, shells, cereals, etc.). We must not forget about the color of the stripes: it plays an important role in the design of the work.

Mosaic - an image or ornament made from separate multi-colored pieces tightly fitted to each other. Carrying out mosaic applications requires great precision and accuracy. It is advisable to make mosaic sketches with stylized forms, with a small number of details. Paper of the appropriate tone is prepared for gluing by cutting or tearing. Each piece is applied separately. A small part of the sketch (in the background) is coated with glue and prepared pieces of paper are placed on it. This can be done by pricking pieces of paper onto a large needle, or using tweezers. The mosaic can be contour, i.e. pieces are glued along the edge of the image, or continuous when the inside of the image is glued. Mosaics are made with or without gaps. Mosaic, like ordinary applique, can be subject, subject, or decorative. The latter can be performed on various geometric shapes: strip, square, circle, etc. Mosaics can be used to design flat, semi-volume and volumetric crafts, to design greeting cards, bookmarks, and souvenirs.

Breaking off - small pieces or long strips are torn from a sheet of paper. Then they draw with glue what they want to depict (for the kids, the teacher makes one drawing for all of them), put pieces of paper on the glue. As a result, the image is three-dimensional. By tearing, you can also make large parts of the image, for example, the body, legs and head of the spider. They have jagged edges, so the spider looks shaggy. In this case, parts of the image are smeared with glue and glued to the base. This type of work is used in classes with children of senior preschool age.

Rolling paper - crumple the paper in your hands until it becomes soft. Then they roll it into a ball. Its sizes can be different: from small (berry) to large (cloud, lump for a snowman). After this, the paper ball is dipped in glue and glued to the base.

These are just some of the papermaking methods. In fact, there are a lot of them, they are diverse and interesting.

2.2. Application as a means of developing fine motor skills in preschoolers.

Each age is characterized by an increasing interest in everything that surrounds us (cognitive activity, the desire for observation and comparison increases). Application in the development of fine motor skills allows you to develop mental and speech activity, promotes the formation of coordination of movements of the fingers. The most important task of appliqué is to get your fingers to work. The application is accessible to absolutely everyone (even small children). It brings a certain novelty to our activities, makes it more interesting and exciting, and quickly allows us to achieve the desired result.

The application is very relevant when working with children. After all, a child’s first impressions of the size of objects, their shapes and location in space are formed using tactile-motor perception. Therefore, from childhood, children need to pay due attention to the development of fine motor skills. This helps solve several problems at once. Firstly, it promotes the development of intelligence in children, and secondly, it prepares the child to more quickly master the skill of writing. Application in the development of motor skills allows the child to learn to perform subtle and precise movements of the fingers, and the work of the thinking and speech centers of the brain directly depends on this. It is very important to develop the child’s manual skills at an early age, to form the mechanisms that are necessary for the child’s accumulation of practical experience, as well as for mastering writing in the future.

With good organization of applique classes, a person’s fine motor skills will develop much faster. To do this, certain conditions must be met. The first thing you need is to create a developmental environment, secondly, to select special methods and finally, thirdly, to select the most effective techniques when working with the application.

As with any other work, we set a goal for ourselves, and when doing appliqué, we need to clearly know what we want to achieve. And the goal is simple - it is necessary to activate passive and active movements of the fingers, learn to develop a positive attitude when working with the application (and not only), to show our emotional attitude towards what we received as a result of our activities.

Develop the ability to complete a task according to the chosen model, develop the ability to navigate well on a plane, and activate your vocabulary. Develop spatial orientation and visual attention, finger dexterity.

Tasks when working with the application . Everyone may have their own, but, in my opinion, any task should include the following:

To develop the ability to perform precise movements with the fingers and hand, the ability to coordinate the work of our hand with visual perception.

Develop creativity, imagination and activity.

Develop attention, thinking, memory, speech, eye, as well as cognitive interest.

Train hand muscles and teach dexterous handling of various materials.

Cultivate perseverance, goodwill, accuracy, and the ability to work individually and in a team.

The applique can be made from various materials. It can be paper, plasticine, straw, wood, beads, fabric, etc. But, the napkin application has a particularly positive effect on the development of fine motor skills of the hands. When working with paper napkins, we constantly crumple them into lumps with our fingertips. This is necessary in order to fill the contours of the drawing. We glue these lumps to certain places. The work can be carried out both individually and collectively. Collective works made with napkin appliqué are distinguished by their artistic taste and colorfulness. Those who do this application with great pleasure and receive satisfaction from the work done with their own hands. Over time, the fingers become more dexterous, and the completed applications become more complex. Seeing the success that a person has achieved and his finished work, there is no limit to joy, especially for a child, pride and admiration for his work.

Thus, napkin application has a particularly positive effect on the development of fine motor skills of the hands.

2.3. Contents of teaching preschool children paper applications

Application is considered a type of artistic activity. Getting acquainted in classes and independently with materials, techniques and methods of processing paper, children acquire the skills of graphic and plastic representation of objects, master the ability in silhouette form, figuratively, creatively to process their impressions received when getting to know the world around them.

An insufficient degree of development of technical skills inhibits the work of imagination, fetters children's initiative, and reduces the quality of performance results. High achievements in creating applications can be achieved only when the teacher and educator skillfully regulate and apply the most effective teaching methods and reinforcement of the familiar method in classes and in individual work with children.

In the first junior group, appliqué classes are not provided for by the program, so the main task of the teacher is aimed at preparing each child to master a new type of visual activity while playing with elements of a planar mosaic. The teacher cuts out these elements from thick paper in the form of simple silhouettes of individual objects and their parts in the form of geometric shapes. Such mosaic sets should have a different composition: figures of a plot nature (heroes of fairy tales, cartoons, etc.), geometric figures (square, rectangle, triangle, circle), etc. During play-activities, a subgroup of children, under the guidance of a teacher, learns to lay out figures in a certain order, compose the silhouette of an object from 2-3 parts, and correlate them by shape, color, size, and spatial location. The teacher, by his example, encourages children to act with various figures. In accordance with the words of the adult, children perform certain actions.

Games with mosaics should also include tasks that require the child to be able to assemble an object from separate parts. By completing tasks, the child learns to subordinate his actions to the instructions of the teacher, to correctly and purposefully select shapes, correlate them by color, size, name colors, shapes, and place them in the specified sequence.

It is advisable to conduct such games-activities once a month in the second half of the year, when children have developed sensory experience and increased knowledge about the environment.

In the second junior group, children learn to lay out, spread and stick ready-made shapes cut out by the teacher in a certain order. The teacher reinforces ideas about the shape of a circle, a quadrilateral, primary colors, some shades, and size.

Appliqué lessons in this group should be preceded by games with a planar mosaic of colored geometric shapes. By observing and directing these games with geometric figures, the teacher, together with the art teacher, gradually leads children to understand that all figures can be laid out in different ways.

Such preliminary familiarization of children with geometric shapes in play activities will have a positive effect on subsequent appliqué lessons, when children are given a specific task.

The image in the application is associated with a great generalization of forms; examination of nature should be accompanied by a display of samples made by the teacher. During the demonstration, the teacher clearly names the color of the form and, if necessary, traces it with his finger, emphasizing its features. Gradually, children should be taught to independently solve certain problems during repeated lessons.

At this age, it is necessary to pay great attention to strengthening the techniques of laying out figures and gluing them to the base. From the first lessons, you need to teach children to hold the brush correctly, pick up a little glue, carefully spread the form on the back side, using a special oilcloth, after spreading, put the brush on the stand, lay the forms in place with the smeared side, press them with a cloth, do not move them. Children need to be constantly reminded of this.

The location of the material for appliqué on the table should be constant and convenient for use, which accustoms the child to the order and culture of the workplace. For example, the oilcloth on which the figures are smeared should always be to the left of the base of the appliqué; a stand for brushes is placed on the right, and a tray with a set of blanks is located above the oilcloth.

For children of this age, especially at first, it is better to hand out ready-made forms for gluing after explaining the task. When the teacher finishes the explanation and distributes the forms, the children lay them out on a sheet of paper in accordance with the assignment. It is better to give the paste when children have already laid out all the parts of the application in the specified sequence. This sequence of conducting the lesson will allow the teacher to monitor the correct construction of the image and will provide an opportunity to assist children in mastering the gluing technique.

In order for applique classes to give children pleasure and have a positive impact on their upbringing and development, it is necessary to think through an entertaining form of completing the task, use game techniques: game actions, a game image, playing off the results obtained.

The material for the application must be prepared in such a way that the children have time to complete their work in due time and feel satisfaction from it. When teaching technical techniques, especially at the beginning, the teacher often has to resort to repeated demonstrations and individual assistance to children.

Since in this group the main task of teaching is to familiarize children with various forms and techniques of gluing, a sample is most often shown for exact repetition. But they should also be taught to independently solve certain problems during repeated lessons.

In the second half of the year, when depicting an object, to make the image more expressive, the teacher prepares additional images that will expand the content of children's works. Only those children who have good gluing skills will be able to complete such additions at first. But gradually there will be more such children. Some work may be collaborative. Such applications teach you to work together.

In the middle group, the main program tasks for appliqué are aimed at teaching children the ability to correctly cut out shapes, use scissors, squeezing and unclenching levers to get an even cut along a straight or oblique line, and round the corners of quadrangular-shaped blanks when depicting round and oval-shaped objects.

In their free time from classes, as in the second junior group, they have the opportunity to lay out objects and patterns, for which they can use a flat mosaic and a flannelgraph.

The main complication of the tasks is the development of compositional skills and mastering the skill of using scissors. From the beginning of the school year, it is necessary to begin teaching children how to use scissors. Mastering this instrument is a complex and lengthy process that requires concentrated attention and physical effort from children.

Increasing complexity of program requirements necessitates a more detailed study of the depicted objects. In addition to the general shape and color, children's attention is attracted by the size and number of parts. In this group, viewing nature is not always accompanied by showing samples. A sample is sometimes necessary in decorative works from ready-made forms and in subject assignments where it is not possible to use nature.

When analyzing a sample, the teacher draws the children’s attention to the examination with questions. What shapes does the object consist of, what is it called, what color is it. Children cannot independently determine the spatial arrangement of shapes in a pattern or parts in an object, so the teacher explains and shows them in what sequence the shapes should be pasted. In some classes, you can only use partial demonstrations of execution techniques.

To make the introductory lesson on working with scissors more interesting, conduct it as a fairy tale lesson and tell about the journey of three brothers, about an evil sorceress and about an old crocodile. In this lesson, children not only get acquainted with the rules of working with scissors, but also learn how to make cuts on paper so that these leaves are not left lying around, make a three-dimensional applique with the children and listen to how the grass rustles.

As an exercise for the hands, it is necessary to give children tasks that require the completion of several identical cuttings. In this case, the movements are consolidated and improved.

When teaching children how to round corners, they are initially asked to cut out a semicircle. To do this, they are given a rectangle, the corners of one of the sides of which must be rounded. Cutting out a full circle is mastered and reinforced by depicting several homogeneous objects, such as balloons.

The variability of application tasks contributes to a more flexible use of acquired skills and puts the child in conditions that require him to be active. It is especially necessary to have developed skills when performing more complex applications consisting of several parts that differ in size, shape, and color. Here it is necessary to consciously differentiate these features and apply certain techniques of cutting out and combining parts. Therefore, before depicting objects, it is important to clarify the shape of the parts, their location, ratio in size, etc.

Children of this age noticeably increase their interest in the results of their work. With special diligence and interest, children make applications that will later be used somewhere. When analyzing children's work, the teacher, together with the children, analyzes whether the appliqué is done correctly and whether the forms are neatly pasted. Children always take an active part in discussing work. The teacher summarizes the children’s assessments, sums up the lesson, drawing attention to successful work.

In the older group, children are able to master a fairly large amount of skills. The main task is to master a variety of cutting techniques. In classes, children depict objects with different shapes, symmetrical and asymmetrical shapes in a static position or with the transfer of simple movement.

Based on the children's ideas and using nature, the teacher analyzes the structure of the object, isolating individual parts, outlining their forms and noting their relationships with each other.

Children of this age cannot make small parts, so it is necessary to select items with simpler shapes, specific colors and a small number of details. The sample is used if children depict an object for the first time. But even here it is necessary to give the children the initiative in choosing colors, sizes, arrangement of shapes on the sheet, etc.

In this group it is good to use several samples to show the possibility of different composition options. This fosters creative initiative in completing a task. In decorative work, when making patterns from the same elements, blanks of different colors and sheet shapes are used. Children learn new techniques directly from the teacher’s demonstration. Children should be taught different ways of cutting: in parts, from paper folded in half and like an accordion. Children should also be introduced to a new way of creating applique - tearing.

In the older group, children should be taught to compose plot compositions, placing objects on one line, throughout the entire sheet.

From the first lessons, it is necessary to involve children in the show, teach each child the rules of cutting. The more active children are in the explanation process, the more consciously they complete the task.

To learn how to cut out and compose complex objects, children must clearly identify parts of the object, determine their shape, establish relationships by size, spatial location on the plane of a sheet of paper, and color. The flannelgraph is widely used, on which individual objects of complex structure are laid out, movements are conveyed, and options for the arrangement of the composition are shown using ready-made forms.

When mastering the technique of symmetrical cutting, it is necessary to develop children’s perception and analytical thinking, namely the ability to divide an object into two halves and cut it out. To do this, in the first such lesson, you can draw a contour in advance on paper folded in half.

In the preparatory group, a new cutting technique is silhouette cutting. When analyzing nature, the teacher pays attention to the contour features of the object, tracing it with his finger. You can invite children to do the same. Tracing the outline should begin with the part of the object from which the cutting will then begin.

This group provides for making appliqués from objects whose outline includes any details. Since it is difficult for children to simultaneously concentrate on creating the general outline and cutting out small details, they should be shown a method that consists of two stages: first, the general shape is cut out from pre-prepared paper, and then the details are selected along the edge of the shape. In some cases, the silhouette is cut out along a pre-drawn outline.

A more complex cutting technique is from paper folded several times (when cutting out napkins, snowflakes, flowers). The teacher shows how to fold a square sheet several times, how to cut out one or several parts located around the center, depending on the contour of the object being created. In the future, children will be able to use this technique independently when doing decorative work.

The sample in this group is not used for copying, but to clarify the task at hand. Therefore, it may not provide a complete image, but may look like a diagram.

In the preparatory group, plot appliqué classes continue. New for children is maintaining consistency in the arrangement and gluing of forms. Unlike drawing, in applique the sequence of arrangement and gluing of forms always remains strictly defined: first the general background, then objects in the background, middle and foreground. Children already understand that objects can block each other, so they will be partially visible. In this case, the sample is used only to explain the technique, and the task is completed without a sample.

In all age groups, applique classes are held according to the children’s own ideas. In the junior and middle groups, children are given only ready-made forms, which they first select in accordance with the intended content and then stick on. In older groups, children independently cut out shapes taking into account the design and glue them on.

Chapter 2 Conclusion

The application is very relevant when working with children. After all, a child’s first impressions of the size of objects, their shapes and location in space are formed using tactile-motor perception. Therefore, from childhood, children need to pay due attention to the development of fine motor skills. This helps solve several problems at once. Firstly, it promotes the development of intelligence in children, and secondly, it prepares the child to more quickly master the skill of writing. Application in the development of motor skills allows the child to learn to perform subtle and precise movements of the fingers, and the work of the thinking and speech centers of the brain directly depends on this. It is very important to develop the child’s manual skills at an early age, to form the mechanisms that are necessary for the child’s accumulation of practical experience, as well as for mastering writing in the future. With good organization of applique classes, a person’s fine motor skills will develop much faster. To do this, certain conditions must be met. The first thing you need is to create a developmental environment, secondly, to select special methods and finally, thirdly, to select the most effective techniques when working with the application.

Napkin and cut applique have a positive impact on the development of fine motor skills and creative abilities of children - this is an unconventional artistic technique of fine art.

Encouraging your fingers to work is one of the most important tasks of cut and napkin appliqué. This technique is good because it is accessible to young children, allows you to quickly achieve the desired result and introduces a certain novelty into the activities of children, making it more exciting and interesting. When working with paper napkins, we constantly crumple them into lumps with our fingertips. This is necessary in order to fill the contours of the drawing. We glue these lumps to certain places. The work can be carried out both individually and collectively. Collective works made with napkin appliqué are distinguished by their artistic taste and colorfulness. Those who do this application with great pleasure and receive satisfaction from the work done with their own hands. Over time, the fingers become more dexterous, and the completed applications become more complex. Seeing the success that a person has achieved and his finished work, there is no limit to joy, especially for a child, pride and admiration for his work.

Conclusion

The level of development of fine motor skills is one of the indicators of intellectual readiness for school education. Typically, a child who has a high level of development of fine motor skills is able to reason logically, his memory, attention, and coherent speech are sufficiently developed.

As the research conducted in the second chapter shows, working with paper is one of the most successful means in the development of fine motor skills with a well-developed theoretical basis and rich historical background. This is especially important due to the fact that currently most modern children have a general motor retardation. A consequence of poor development of motor skills, and in particular the hand, is the general unpreparedness of most modern children for writing or problems with speech development. However, even if a child’s speech is normal, this does not mean that the child is good at using his hands. Working with paper in a preschool educational institution has many positive functions, not only as a means of developing fine motor skills, but also creativity, memory and spatial thinking, which shows the exceptional benefits and versatility of this technology in the education of preschoolers.

We can talk about working with paper as an excellent universal, didactic and developmental material. The method and its meaning is that the nerve endings of the hands affect the child’s brain and brain activity is activated. For school learning, it is very important that the child has well-developed fine motor skills.

Diagnostic work should be based on the basic psychological and diagnostic principles recognized by domestic special psychology and correctional pedagogy and disclosed in the works of L.S. Vygotsky, L.A. Wenger, N.M. Aksarina, E.R. Pilyugina, M.M. Koltsova et al. Having studied and summarized the data of psychological and pedagogical literature on the research problem, we can come to the conclusion that in recent years interest in this topic has intensified. More and more publications of theoretical and practical materials are devoted to the development of fine motor skills of the hands in children of primary preschool age.

Fine motor skills in life and activity perform many different functions. It activates the necessary and inhibits currently unnecessary psychological processes, promotes the organized and targeted selection of information entering the body in accordance with its current needs, and ensures selective and long-term concentration on one object or activity.

With systematic work, the elements of manual labor and applications make an important contribution to the mental development of the child:

sensory (at the level of sensations, the child learns the texture, density, color of paper);

mental (to give knowledge about color, size, shape, number of objects and their spatial arrangement, as well as knowledge about nature and man);

speech (expansion of children’s active and passive vocabulary, ability to communicate, negotiate with each other);

physical (develops the eye, hand coordination).

One of the types of artistic activity is an unconventional type of applique - napkin applique.

Working with children using napkin appliqué has great development prospects:

1. Gradual complication of techniques for working with a napkin, which will make the work more voluminous and colorful.

2. Children’s skills in working with napkins will allow them to master, at the next age stage, techniques for working with paper of different textures (corrugated, cardboard, etc.) as denser materials. This is origami, quilling, decoupage.

Maria Montessori said that every movement of a child is another fold in the cerebral cortex.

Thus, we can conclude that the movements of the fingers and hands have a special developmental effect. The motor level is basic for the further development of higher mental functions: perception, memory, attention, imagination, thinking and speech.

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Appendix No. 1

Lesson No. 1

Group work “Mimosa Branch”

Goal and tasks: teach children to glue parts onto cardboard, creating the image of a flower, using napkins in their work, teach children to tear napkins, roll a ball from individual parts, and stick them on cardboard. Develop hand motor skills. Fix the shape, color, size. Strengthen your skills in using glue. Cultivate love and respect for flowers.

Material and equipment: napkins, glue, brushes, cardboard.

Preliminary work: looking at spring flowers in illustrations, talking about spring.

Connections with other activities and activities : reading poems about spring, composing simple stories based on the picture, related to the first phenomena.

Progress of the lesson.

The teacher makes a riddle about spring.

The streams rang and the rooks flew in.

The bee brought honey to her hive,

There are dense lumps on the branches,

Sticky leaves lie dormant in them.

Who can say, who knows when this happens.

(The teacher talks about spring)

IN.: Tell me, children, what happens in nature when spring comes?

D.: The snow is melting and it is getting warmer.

IN.: That's right, also with the awakening of nature, the first flowers appear. (The teacher shows an illustration with a sprig of mimosa). Children, look what a beautiful flower - mimosa. Pay attention to the appearance of the flower. What colour is he?

D.: Yellow flower.

IN.: Tell me what size flowers are: large or small?

D.: Small in size.

IN.: The flowers are small, but there are many of them, they do not sit well on the branches, so the branch looks lush. (The teacher shows a sample of a flower made from napkins). Today we will make a flower from napkins. You and I will tear the napkin into small pieces and roll balls from these pieces between our palms. Then glue the finished balls onto the twig; the more of them are glued onto the twig, the more beautiful and magnificent the twig will be. Then we will make a vase from a blue napkin. We will hang our poster in the parents' corner with congratulations for mothers.

Appendix No. 2.

Lesson No. 2

Individual work “Flowers for Mom”

Goals: teach how to make a flower from a napkin, learn how to compose a plot composition; develop fine motor skills of the hands; cultivate patience and perseverance.

Materials and equipment: illustrations of carnations, peony; colored cardboard and colored napkins according to the number of children, small rectangles of green paper, scissors, PVA glue or glue stick, stapler.

Progress of the lesson

I. A surprise moment.

Educator: Guys, when I went to kindergarten today, the postman met me and handed me an envelope, let's open it and see what's in it. (opens the envelope) And in the envelope is a letter, guys! Let's read:

HELLO, dear guys! Your friends Smeshariki are writing to you. It's late autumn outside, and we miss summer so much! Guys, help us, please! Make flowers and send them to us.

Your friends.

Educator:

- Well, guys, let's help Smeshariki? And today our flowers will not be made of plain paper, but from napkins.

II. Main part. Making an application. The teacher demonstrates each action to the children.

Take a napkin each.

2. Fold the napkin in half, then in half again.

3. Connect all layers by punching them with a stapler.

4. Punch again for strength, placing the paper clips crosswise

5. Children, take scissors and cut out a circle.

6. Make cuts approximately 10 mm deep. at regular intervals.

PHYSICAL MINUTE “FLOWER”

Each of you's hands have turned into a flower. The petals are closed, tightly closed.

Early in the morning it is closed (the hands are in their original position).

But it’s closer to noon (palms move away from each other, the pads of the thumbs are pressed to the ends of the index fingers, the hands resemble a half-opened bud).

He opens the petals, I see their beauty (the hands are connected at the wrist, and the fingers smoothly diverge in different directions, reminiscent of an open flower).

By evening, the flower closes its corolla again (close your fingers - an unopened flower).

And now he will sleep (his hands are in their original position).

Until the morning, like a baby bird (put your hands under your cheeks - imitation of sleep).

7. Lift up the top thin layer.

8. Squeeze it around the center with your fingers.

9. Lift the next layers and also squeeze them with your fingers.

10. Lift all the layers one by one. You can lift 2-3 layers at a time.

11. The result is a lush flower.

12. Cut out a basket from cardboard and give it to the children.

13. Glue flowers to the basket.

III. The final part.

The teacher asks the children to show their work and praises them.