Svatkova Larisa Alexandrovna
senior teacher, teacher
GBDOU kindergarten No. 25 compensating type
Petrodvortsovy district of St. Petersburg
THE NEED TO DEVELOP FINE MOTOR SKILLS
IN PRESCHOOL CHILDREN
It is quite common for children to have a delay in speech development, although they are healthy, they do not have special hearing and vision impairments or damage to the central nervous system.
What is the reason for the pathology of speech, as well as the delay in the intellectual development of children?
Parents often believe that the development of a child's speech depends on the degree of verbal communication with him, of course, this is very important. But let's turn to medicine! Scientists have studied the human brain and proved that the motor speech area is located next to the motor area of the hand. About a third of the entire area of the motor projection is occupied by the projection of the hand, located close to the speech zone, and, therefore, the training of fine finger movements has a great influence on the development of the child's active speech. Researchers from different countries have established, and confirmed by practice, that the level of development of children's speech and the development of intellectual abilities are directly dependent on the degree of formation of fine hand movements. As a rule, if finger movements are developed in accordance with age, then the speech and intellectual development of the child is within the age norm. The relationship between general and speech motility was studied by such prominent scientists as I.P. Pavlov, A.A. Leontiev, A.R. Luria.
In the course of the development of human society, the movements of the fingers turned out to be closely related to the speech function. The first form of communication was gestures, which gradually began to be combined with exclamations and cries. Thousands of years passed before verbal speech developed, but for a long time it was associated with gestural speech. The movements of the fingers gradually improved, as people performed more complex and delicate work. In this regard, in the human brain there was an increase in the motor projection of the hand. The development of hand function, speech and intelligence in humans proceeded in parallel. In a child, development proceeds in approximately the same sequence. First, the movements of the fingers develop, when they reach sufficient accuracy (for a certain age), the development of the child's speech begins. Therefore, it is very important from the very birth of a child not only to verbally communicate with him, but also to massage both general and massage of the hands and fingers. It is necessary to give the child rattles in the hands, toys are large, and then small, do simple exercises with balls, sticks, joint folding of pyramids, unbuttoning and fastening large buttons and zippers, it is also necessary to play games with fingers according to Russian folk nursery rhymes. Do not be afraid to give the kids a pencil and paint. Young children are very fond of painting with their fingers, dipped in paint (nowadays there are paints specifically for fingers), as it is still difficult for them to master the brush. For young children, finger activities and games should not be long and it is very important that bright objects and toys are used.
Scientists have noted that when a person does not find the right words to explain, he often helps himself with gestures, and vice versa, when a child, and sometimes adults, draw, write, do some painstaking work, involuntarily stick out their tongue. Thus, “there is every reason to consider the hand as an organ of speech - the same as the articulatory apparatus. From this point of view, the projection of the hand is another speech area of the brain.
The level of development of coordination of hand movements and fine motor skills is one of the indicators of readiness for schooling, therefore, the sooner we teach the child to work with his hands, the faster we will achieve results in the development of speech, and the general intellectual development of the child, the faster and better we will prepare the hand for writing .
FROM THE EXPERIENCE OF THE GROUP EDUCER FOR CHILDREN
WITH SEVERE SPEECH IMPAIRMENT
"DEVELOPMENT OF FINE MOTOR SKILLS AND COORDINATION OF HAND MOVEMENTS - AS A MEANS OF SPEECH DEVELOPMENT
CHILDREN WITH SPEECH PATHOLOGY»
How to captivate a child to work with his own hands and fingers? First of all, it is necessary to show children that with the help of our hands and fingers we can show many funny animals, familiar objects, tell poems and even a whole fairy tale. Next, invite the child to independently perform small exercises with his hands and fingers. For example, show “sun”, “flower”, “bird”, “bunny”, etc., remember or learn games - nursery rhymes and small rhymes - “Magpie - white-sided”, “My fingers are family”, etc. . After the children begin to show interest in finger games, we suggest that they give them a hand massage. For example, "Nastya, your hands worked hard today, they are very tired, let's take pity on them, stroke them, all the fingers are tired and the big one is grandfather, and the index finger is grandmother, and the middle one is daddy, and the nameless one is mommy, and the little finger is daughter" . At first, during the day, the teacher himself massages each child, but over time, the children get used to it and do it themselves, accompanying them with small rhymes invented or selected by the teacher. Work on the development of fine motor skills of the hands must be carried out throughout the day, this work can be turned on at any regimen moment, the main thing is that it gives the child joy, pleasure, so that it develops not only the child’s hands, but also thought processes. I suggest an approximate distribution of work on the development of hand coordination and fine motor skills during the day:
Morning - reception of children:
Morning exercises:
Performing “Wise” (older age)
Cultural and hygiene skills:
Classes:
Preparing for a walk, a walk, returning from a walk:
Correctional work and joint activities in the 2nd half of the day:
All these tasks, I necessarily connect with the lexical topic on which we are working this week. For example, the lexical topic "Dishes" - we show different types of dishes with our hands and fingers, sculpt and draw dishes, guess riddles and learn poems about dishes, helping with our hands, developing games on this topic, etc. The fulfillment of all tasks is accompanied by the speech of the teacher and the child, thereby the child replenishes his vocabulary, learns to speak coherently, express his thoughts. In the morning, when I come to work, I try to prepare for each child such tasks that will be most interesting to him. For example, girls are happy to work with balls and threads, like to draw on the croup and sort it, at an older age, girls like to play with paper dolls- dress them up, model and color their clothes, play with candy wrappers, feathers, beads, etc. Boys have different interests. At an older age, boys like to make buildings from the designer, most of all they are interested in a small designer, from which you can make different equipment. Some boys like to play checkers and try to teach other boys. Also, the boys paint with great interest various types of transport in coloring books, getting acquainted with new types of transport, learning new military equipment and special equipment. boys middle group they lay out with interest from sticks, geometric shapes, work with split pictures, candy wrappers, play with small toys, balls, like to deal with keys, cogs, screws, etc.
While doing seemingly simple but very important things, children not only develop their fingers, replenish their vocabulary, but also receive new information about the surrounding objects: the material from which they are made, its properties and qualities, purpose, how they can be used, etc. .d., develop memory and attention, logical thinking and fantasy, i.e. develop their intelligence, children have their first life experience.
Good speech is the most important condition for the comprehensive and full development of children. The richer and more correct the child's speech, the easier it is for him to express his thoughts, the wider his possibilities in cognizing the surrounding reality, the more meaningful and full the relationship with peers and adults, the more actively his mental development is carried out.
The development of speech is closely related to the development of fine motor skills. The images of the brain show that the motor speech area is located next to the motor area, being part of it. About a third of the entire area of the motor projection is occupied by the projection of the hand, located close to the speech zone. Training fine finger movements has a great influence on the development of a child's active speech. Conducted by M.M. Koltsova, L.F. Fomina, studies and observations have shown that the degree of development of finger movements coincides with the degree of development of speech in children. The formation of speech areas is carried out under the influence of kinesthetic impulses from the hands, or rather from the fingers. If the development of finger movements lags behind, then speech development is also delayed, although general motor skills may be normal and even higher than normal.
Work on the development of motor skills of the hands makes it possible to prepare the child for further learning, allows you to train muscle memory, has a beneficial effect not only on the formation of speech and its functions, but also on the development of higher cortical functions (memory, attention, thinking, optical-spatial perception, imagination , observation), prepares the hand for drawing and writing.
Corrective work should be aimed both at changing a specific type of incorrect habit, and at strengthening the health of the child and developing his manual skills. The main task is to organize the whole life of the child in such a way that in his daily activities the accuracy of hand movements, finger dexterity, hand strength, i.e. qualities that will later be necessary for successful learning to write. In addition, work on the development of motor skills of the hands contributes to the mastery of finely coordinated hand movements, normalization of muscle tone, synchronous interaction between movements and speech, memorization of a series of motor acts, development of fine motor coordination; development of his auditory attention; exercises aimed at developing tactile sensations of the kinetic component of a motor act and exercises that promote the development of dynamic coordination of finger movements.
According to M. M. Koltsova, "systematic finger training exercises are a powerful tool for increasing the efficiency of the brain." This fact should be used in work with children and where the development of speech occurs in a timely manner, and especially where there is a lag, a delay in the motor side of speech.
In recent years, 66% of children entering preschool educational institutions have underdevelopment of fine motor skills of the hands, speech skills are insufficiently developed, and speech does not meet age standards.
When organizing work on the development of manual motor skills in preschoolers, their age characteristics should be taken into account. So when working with the age of 2 to 3 years - an important stage in the development of the child's psyche - it is recommended to use games for the development of grasping, correlating movements, imitation of hand movements, the development of finger movements, hands, since during this period the foundation is laid for the formation of new mental formations, mental processes develop that allow the baby to move to the next age level.
Based on the basic concepts of preschool education, in the development of fine motor skills, some rules should be followed:
tasks must be selected taking into account their gradually increasing complexity;
take into account the individual characteristics of the child, the pace of his development, opportunities;
work regularly, systematically;
Observe time limits so as not to cause overwork of the child;
in the process of learning and development to form positive motivation in children by creating situations of success;
work on the development of fine motor skills to carry out in the system various kinds classes, individual work, in the form of recommendations to parents, and most importantly - starting from an early age of the child: from the first days of visiting kindergarten.
It is not enough to place a child in a speech environment for his speech to develop. It is necessary to stimulate his own speech. This purpose is best served by finger games and manipulation games, based on folk art - jokes and nursery rhymes. These games are good because they allow you to repeatedly repeat small, simple texts that children quickly remember and then can pronounce with the teacher.
The selection of games, their intensity, quantitative and qualitative composition (that is, the number of exercises and their degree of complexity) varies depending on the individual characteristics of the children.
Work on the development of movements of the fingers and the entire hand is recommended to be carried out during morning stimulating exercises, physical exercises, in free time and after sleep - 2-3 minutes each. Thus, each child is engaged in finger gymnastics for 7-10 minutes a day. Exercises must be selected so that they contain more diverse finger movements.
For finger gymnastics with young children, the following games are used: "Magpie - Magpie", "Ladushki - patty", "This finger is a grandmother", "This finger wants to sleep", "A squirrel is sitting on a cart", "Fingers will dance with us; with children of the third year of life - "A bunny jumps obliquely", "My family", "Friendly guys", "Goat horned", "We chop cabbage", "Pallets - palms", "It's cold and windy", "Grandma's palms" , "Homka, hamster, hamster" and others. In working with children of three years old, card-based exercises are also often used... The use of such cards contributes to the development of memory, attention, thinking, optical-spatial perception, imagination and observation.
Mastering finely coordinated hand movements is carried out through special exercises and games. They are aimed at normalizing muscle tone, synchronous interaction between movements and speech, memorizing a series of motor acts, developing fine motor coordinations necessary for the full development of writing skills. On simple, accessible exercises, children learn to accurately perform arbitrary movements at the command of an adult. In this case, you should ensure that the exercises are performed without undue stress. Having shown the exercise twice, the child is invited to perform without showing, on command. This develops his auditory attention. At the same stage, games with imaginary objects are used.
For the development of fine motor skills of the hands of children, it is also important to teach the techniques of self-massage of the hands. It has an effect on the central nervous system, improves the function of pathway receptors. In these exercises, traditional massage movements are used: kneading, distribution, pressure, pinching, pulling on the fingertips. For a more effective self-massage of the hand, walnuts, a hedgehog ball, clothespins, su-jok are used. Massage is one of the types of passive gymnastics. It has a general strengthening effect on the muscular system, increasing the tone, elasticity and contractility of the muscles. Massage is performed with one hand, the other hand holds the massaged limb. The duration of the massage is 3-5 minutes; carried out several times a day. It is necessary to perform the exercises with each hand in turn.
Self-massage is followed by exercises aimed at developing tactile sensations of the kinetic component of a motor act and exercises that promote the development of dynamic coordination of finger movements. It is necessary to pay special attention to exercises for working out the strength of the fingers and hands, exercises - games for relaxation, for switching postures, for the rhythmic organization of movements, special exercises with speech accompaniment, games-manipulations, games-rhymes. With the help of such exercises, the work of the left hemisphere is compensated, and their implementation requires attention and concentration from the child.
Also in correctional work exercises are used - games with various objects (sticks, sand, cereals, beads, threads, laces, etc.). During games with objects, fine motor skills develop especially well, the muscles of the fingers are strengthened, fine movements of the hand and fingers are developed, i.e. manual skill develops. Like any game that requires concentration of attention, games with a rope produce a psychotherapeutic effect, allowing you to switch off for a while from the worries of everyday life. Physiotherapists are convinced that rope exercises contribute to faster recovery of finger motor skills after hand injuries. Math teachers find them useful for explaining some abstract concepts and terms.
Exercises that develop graphic skills are important (stroke, ornaments on paper in a cage, drawing by dots without taking the pencil off the paper, copying images by cells, continuing patterns while respecting the size and direction of the strokes, shading images in given directions, graphic dictations etc.). Performing them, children not only acquire the necessary graphic skills, but also learn to navigate in a limited plane (a line in a notebook in a cell), develop mental activity, attention, memory. Exercises, games, various tasks for the development of graphic skills are one of the areas of correctional work. They contribute to the development of fine motor skills and coordination of hand movements, help to develop the qualities of hand movements necessary for writing (rhythm, regularity, slowness, uniformity of pressure, regulation of scope), develop visual perception and attention.
The formation of fine motor skills is facilitated by the classes in modeling, drawing.
In the classroom, as an element of motor activity and a means of switching to another type of activity, physical exercises are performed, which can be carried out in combination with movements with the speech of children. The use of physical education minutes with speech accompaniment in poetic form allows you to achieve the greatest educational effect.
Thus, for the full development of the speech of preschool children, it is necessary to take into account age and individual characteristics; work on the development of fine motor skills should be carried out in the system of various types of classes; in the process of learning and development - to form positive motivation.
Irina Nosova
The development of fine motor skills as a means of developing the speech of preschool children
Good afternoon. Your attention is presented to the experience of work on the topic " Development of fine motor skills, How a means of developing the speech of preschool children».
The problem of speech and intellectual development of preschoolers has always existed. But at present, this problem is one of the most important, since in recent years there has been an increase in the number children with deviations in speech development.
Good speech is the most important condition for a comprehensive child development. The richer and more correct the child's speech, the easier it is for him to express his thoughts, the wider his possibilities in the knowledge of the surrounding reality, the more meaningful and full the relationship with peers and adults, the more actively his mental development.
Unfortunately, in recent years, most children visiting preschool educational institution, noted underdevelopment of fine motor skills of the hands, speech skills underdeveloped, speech is incomprehensible to others, does not correspond age norms.
Insufficient development of fine motor skills, attention, can lead to a negative attitude to the child's visit to kindergarten, and then to study, the anxiety of the child at school. This prompted us to systematize and summarize the accumulated material on this topic.
What's happened fine motor skills? This is a set of coordinated actions of the nervous, muscular and skeletal systems, often in combination with the visual system in performing small and precise movements of the hands, fingers and toes.
As a result of systematic work on training fine finger movements, the efficiency of the cerebral cortex increases, as a result of which memory, attention, orientation in space improve, the tone of the cerebral cortex increases, develop speech centers of the cerebral cortex, stimulated child's speech development, the work of the conceptual and motor centers is coordinated speeches improves articulation motility, develops a sense of rhythm and coordination of movements, the hand is prepared for writing, the child’s mood rises, the vocabulary is enriched, speech becomes cleaner.
The work does not contain fundamentally new discoveries and inventions. Since the kindergarten program does not provide special classes, therefore development of fine motor skills hands it is possible to realize the input of any mode moment:
OOD (sculpting, designing, drawing, appliqué)
morning reception children
Correctional classes
Cooperative activity
Independent activity
Game activity
walks (day and evening)
dressing - undressing
meal
Activities in the centers (book, nature, experimentation, construction)
During work activity (duties, assignments, collective, manual labor)
Thus, different types of activities, with their purposeful application, determine the successful work on speech development of children.
7 SLIDE (photo)
In order to work on the development of fine motor skills was effective, in the group created development environment, which includes such Components:
The Fine Arts Activity Center, which contains everything you need to prepare your hand for writing (various patterns, stencils, various objects for experimenting in drawing, plasticine, clay, stamping, and more).
Center development of fine motor skills, Where focused a variety of constructors, mosaics, junk material, various tools, games with clothespins and counting sticks
Theatrical and musical center, which has accessories for hand motor development(finger theatres, shadow theater screen, various hats, as well as games and accessories, developing the pace of speech, timbre, voice power, intonation.
The available material is located in such a way that children can freely, according to their interests, choose toys, manuals for this type of activity, if they wish, not only reproduce, continue what they did in joint activities with the teacher, but also show their creativity, as well as finish started the game, work, to realize their ideas.
There is a huge amount means of developing fine motor skills, some of which we present to your attention
Massage of the palms and hands tones up the central nervous system, improves the functions of receptors.
12 SLIDE (photo massage using a pencil)
13 SLIDE (photo Massage balls su jok)
In addition, various simulators will be a good help in hand massage. (balls, prickly balls, rings, pencils).
Finger gymnastics (games)- this is a staging of any rhymed stories, fairy tales with the help of fingers. These games are very emotional, exciting, speech development and creative activities.
15 SLIDE (photo of finger gymnastics)
During the games, children, repeating the movements of adults, activate hand motility. Thus, dexterity is developed, the ability to control one's movements, to concentrate on one type of activity.
Bead games (pasta). Need beads (pasta with large clearance) and a long cord. Task for child: string beads (pasta) on a lace.
You can string everything strung on: buttons, beads, horns and pasta, drying. Beads can be sorted by color, size, shape.
Games with plasticine, dough. Sculpting is very useful and has a great effect on development of fine motor skills of the hands, because in the process of modeling he is engaged in self-massage.
Regardless of the result, the sculpting process itself is an excellent simulator for little fingers. Give the child a piece of plasticine, let him crumple, roll, pinch.
Drawing, coloring (hatching). The drawing process includes motor, visual, muscular and tactile analyzers. In addition, painting develops memory, concentration, fine motor skills, teaches the baby to think and analyze things, measure and find the difference.
19 SLIDE (photo coloring)
Exercises in tracing the contours of objects. Drawing on stencils, painting contour objects with straight lines and dots.
20 SLIDE (photo shading)
Hatching vertical, horizontal, oblique
toys and games, developing fine motor skills. There are many factory toys aimed at development of fine motor skills, these are all kinds of labyrinths, mosaics, constructors, puzzles. Apart from fine motor skills these toys develop spatial-visual coordination, give ideas about the size, color, shape, develop visually effective thinking.
22 SLIDE (photo)
Material Handling (paper cut)
23 SLIDE (photo)
Paper exercises (paper can be wrinkled, torn small pieces)
24 SLIDE (photo)
Laying out figures and pictures, pictures from counting sticks
25 SLIDE, 26 SLIDE
Button games (laying out patterns)
(Games with laces and ribbons)
28 SLIDE (Games with clothespins and winding balls of thread)
In order to work on the development of manual motor skills was effective, it is necessary to follow a series recommendations:
The work must be systematic and constant;
Work must be level general motor, mental child development;
Work must comply age requirements;
Work should bring joy to the child (start the game only when the child wants to play, never start the game if you yourself are tired or if the child does not feel well)
Do all the exercises in sequence.
Game tasks should gradually become more difficult.
Overworking the child in the game is unacceptable.
Any exercises will be effective only with regular classes, and their duration will be no more than 5 minutes.
Thank you for your attention and good luck in your work
Advice for educators.
The development of fine motor skills as a means of developing the speech of children.
Many children in preschool age there are problems associated with the coordination of movements, especially small movements of the hands and, in particular, fingers (it is difficult for a child to lace up shoes, fasten buttons, etc.) It is known that a lag in the development of motor skills is often accompanied by a lag in the development of intelligence and speech. Currently, speech pathology is considered as a complex syndrome of central organic origin, manifested in neurological, psychological and speech symptoms. In children with speech pathology, the processes of memory, attention, perception, etc. are impaired to varying degrees. Motor disorders are characterized by muscular dystonia, general motor awkwardness, insufficiency of fine differentiated movements of the fingers and mimic muscles. All these symptoms are manifested to varying degrees in each child in the compensatory group, which is confirmed by my diagnostics of the speech, mental and motor development of each child upon admission to the group.
Therefore, in my work with children, to overcome the lag in speech development, I use simple entertaining tasks, exercises and games aimed at improving finger movements. These activities are very popular with children and are very effective both for improving coordination of movements and for developing speech. Their benefit is also that they prepare the child's hand for drawing, sculpting, designing, writing.
Work on the development of manual motor skills occupies a significant place in the overall system of working with children in a compensatory group. Even V. M. Bekhterev came to the conclusion that the hand and speech are closely connected. He wrote that the development of hand movements contributes to the development of speech. According to M. M. Koltsova, the morphological and functional formation of speech zones takes place under the influence of kinesthetic impulses coming from the hands. Improving manual motor skills contributes to the activation of motor speech areas of the brain and, as a result, the development of speech function. This is explained by the fact that in the motor area of the cerebral cortex there is the largest accumulation of cells that control the hand, fingers (especially the thumb and forefinger) and the speech organs: tongue, lips, larynx. This area of the cerebral cortex is located next to the speech area. Such a close proximity of the motor projection of the hand and the speech zone makes it possible to have a great influence on the development of the child's active speech through the training of fine finger movements. IP Pavlov said: "... the development of the functions of both hands and the formation of speech "centers" in both hemispheres associated with this gives a person advantages in intellectual development, since speech is closely connected with thinking."
So, by forming and improving the fine motor skills of the fingers, we complicate the structure of the brain, develop the psyche and intellect of the child. Through the development of fine motor skills, we improve the mental processes and speech function of the child.
In order for the work on the development of manual motor skills to be effective, purposeful, I follow a number of requirements:
- work should be systematic and constant;
-work should correspond to the level of general motor, mental development of the child;
-work must meet age requirements;
-Work should bring joy to the child.
The upbringing and correction of the speech of children with speech pathology is a complex system of work that includes several stages. One of the leading principles of all corrective work and each stage separately is the principle “from simple to complex”. My work on the development of fine motor skills is subject to the same principle. Each type of activity on the formation of subtle movements of the fingers is propaedeutic in relation to the next.
A very important part of the work on the development of fine motor skills are "Finger games".
"Finger games" is a staging of any rhymed stories, fairy tales with the help of fingers. "Finger games" seem to reflect the reality of the surrounding world - objects, animals, people, their activities, natural phenomena. During the "finger games" children, repeating the movements of adults, activate the motor skills of the hands. Thus, dexterity is developed, the ability to control one's movements, to concentrate on one type of activity. Many games require the participation of both hands, which allows children to navigate in terms of "right", "left", "up", "down", etc.
To date, there are quite a lot of practical aids, including "finger games". For convenience, I compiled a card index of "finger games", which included practical material from various authors.
For children in the correctional group, reciting verses simultaneously with movements has a number of advantages: speech, as it were, is rhythmized by movements, becomes louder, clearer and more emotional, and the presence of rhyme has a positive effect on auditory perception. These games are very important for the development of children's creativity. If a child learns any one “finger game”, he will definitely try to come up with a new staging for other poems and songs.
It is optimal, in my opinion, to conduct finger games in the form of physical education minutes. Physical education as an element of physical activity is offered to children to switch to another type of activity, increase efficiency, relieve the load associated with sitting. If you do finger gymnastics while standing, approximately in the middle of a lesson, such gymnastics, in my opinion, will serve two important purposes at once and will not require additional time.
Exercises that use the surface of the table should be done without lifting the children from the chairs. It is useful, of course, to combine such exercises with traditional (dynamic) physical exercises in order to provide preschoolers with physical activity.
When considering the usual set of activities for the development of fine motor skills through "finger gymnastics", two facts can be noted:
- when conducting exercises, the actions mainly fall on the "social" zone of the hand - the thumb, index and middle fingers, and the ring and little fingers are practically not used in the exercises;
- the movements of grasping objects, compression are mainly used, rarely - stretching the fingers and almost never - relaxation, which can lead to an increase in tone.
Therefore, when performing tasks for the development of manual motor skills, I suggest that children:
tasks for: a combination of compression, stretching and relaxation, flexibility of the fingers and hands; isolated movements of each of the fingers.
Pencil games:
- Put your elbows on the table, take the pencil by the ends with three fingers of your left hand and three fingers of your right hand and twist it back and forth.
-Massage with a pencil of each finger, palms separately, that is, the left hand lies on the table, and the right hand rolls the pencil over it and vice versa.
- Put your elbows on the table, take a pencil and hold it between the index fingers of both hands. Rotate your hands together with the pencil in one direction, while the pencil rotates in a horizontal plane. Then lower your hands, shake your hands. Then you can continue by grabbing the pencil with your other fingers. It is also possible to rotate the pencil in a vertical plane.
- “Scissors” Put your elbows on the table, fix two pencils between your fingers: one pencil is held by the index fingers of both hands, the other by the middle ones. It is necessary to connect the fingers of the hands, imitating the movements of scissors, while trying not to release the pencil.
Another technique for developing accuracy and coordination of hand movements iswork with small objects and mosaics.Individually, I propose to assemble various figures from the mosaic. These tasks serve two purposes: correction, development of fine motor skills and consolidation of knowledge on a lexical topic; improvement of the phonetic and phonemic sphere.
Accuracy and dexterity of finger movements are also acquired by children in the exciting task “collect beads”, “find treasures”.
Sand games:
-Beads (small buttons, toys, etc.) are hidden in the sand. Try to find them and string them on a string. You can complicate tasks: bury beads in the sand different kind(color, size, texture) and put beads on a thread according to a certain pattern.
You can look for "treasures" not only in the sand, but also in buckwheat, peas, millet, the remains of woolen yarn or thread.
All work on stringing beads requires sensory-motor coordination, accuracy, perseverance, i.е. qualities required for writing.
In addition to finger gymnastics, there are various graphic exercises that contribute to the development of fine motor skills and coordination of hand movements, visual perception and attention. Performing graphic exercises at preschool age is very important for the successful mastery of writing. I offer children two kindsgraphic exercises:
-exercises on unlined paper;
-exercises on a notebook sheet in a large cell.
These exercises are carried out over two years of work with a gradual complication of tasks.
Exercises on unlined paper include various tasks:
- “paths”, when the child’s task is to draw straight, wavy, zigzag lines in the middle of the “path”, without lifting the pencil from the paper, and without leaving the “path”;
- stroke drawings of varying degrees of complexity along the contour lines, points;
- hatching: horizontal, vertical, diagonal, wavy lines, circular, semi-oval, loops. For shading, I use stencils and patterns, according to which children circle the figures. During the two years of training, various tasks for coloring images of objects are offered. At later stages, children are offered tasks to "copy" objects. The task of the child is to draw the object as accurately as possible. This type of work is very popular with children, because all tasks are performed in colorful notebooks.
In notebooks in a large cell perform tasks:
- draw sticks, arcs, circles, ovals with a simple pencil, placing all this in the cells. Then gradually move on to more complex patterns. All this work is accompanied by verses. Making this or that drawing, the child not only performs hand movements, but also includes speech and auditory analyzers in the work, trains memory, as verses are gradually memorized. Thus, there is an utterance of the actions performed. In the process of this work, the drawing itself is divided into constituent elements, which are worked out line by line. As they are mastered, the parts are combined into a single whole, the drawing is overgrown with new details. They all fit right into the box. The child should see it very well and measure his drawing with the sample given at the beginning of the line. If the work causes difficulties, then I outline the upcoming work with dots. With the help of this support, the child learns to draw a line correctly, not to “leave” the cell, and when his hand has already mastered the movement well, he will do it on his own. We do not move on to a new drawing until some element or movement has been worked out. These exercises are also useful in that when they are performed, speech material (dictionary, poetic texts) is repeated, sound pronunciation is practiced, and work is carried out on the lexical and grammatical side of speech in parallel. By the end of the training, children can easily cope with rather complex tasks.
In individual work with children, I pay great attention to working withlacing, games - tabs, collecting puzzles. I select manuals taking into account the lexical topic.
Accuracy and coordination of movements develop in the child and in the processfastening and sewing on buttonsdifferent size.
Work withmaterials of various textures- another technique for improving the fine motor skills of children. It is a great pleasure for children to work with a special plasticine that does not stick to their hands. From it in the lesson we sculpt letters, as well as objects on a lexical topic. Interesting and exciting is the work with "chestnuts" (rubber balls with spikes). With the help of "chestnuts" children perform self-massage of the hands and fingers. The design of the massager allows you to effectively influence the various functions of the hand as an organ, analyzers and the psycho-emotional sphere of the child, allows you to relieve muscle finger fatigue, improves blood flow to the hands and fingers. I conduct exercises with "chestnuts" according to the practical guide to the program "Harmony of the development of the child through the harmony of the development of movements." In addition to working with "chestnuts", the self-massage complex includes exercises with pencils, sticks, the task of rubbing bags of peas and beans in the hands.
All methods of work on the development of fine motor skills are carried out in parallel, they complement each other, and their alternation makes the classes emotionally saturated. In the application you can find a correctional plan for the development of fine motor skills for two academic years.
At the end of each academic year, I conducted a control diagnosis of the motor skills of the hands and fingers. The results clearly reflect the positive impact of complex work on the development of fine motor skills in children.
The results of the speech examination of the children of the group at the end of each year of study also give reason to conclude that the development of fine motor skills has a huge impact on the speech of children with speech impairment.
The development of fine motor skills of hands, as a means of developing speech
in young children.
Speech is an integral part of a person, a necessary condition for the existence of human society, mastering the ability to correctly perceive and understand verbal information, as well as accurately and diversely express one's thoughts and feelings, is extremely important for a full and timely mental development.
The role of the development of the child's speech, for the first years of life, can hardly be overestimated. Mastering speech rebuilds the processes of perception, memory, thinking, improves all types of children's activities, as well as the "socialization" of the child. Competent, clear, pure and rhythmic speech is not a gift of nature, it is acquired by a person in childhood thanks to the efforts of parents and family in the environment in which the child grows.
Recently, the number of young children with delayed speech development has sharply increased. Early age is responsible and unique for all subsequent mental, physical, speech and emotional development of the child. During this period, motor functions, speech, and cognitive activity develop. By the age of three, speech becomes the dominant line of development.
Scientists have long proven the closest relationship between the development of hand movement and the formation of pronunciation, where movements play a stimulating role, actively and positively influencing the development and functioning of the speech areas of the cerebral cortex, and it is precisely at preschool age, while the process of forming speech motor skills is in progress. (1)
All movements of the body and speech motor skills have a single mechanism, therefore, the more active and accurate the movements of the fingers of a small child, the faster he begins to speak. Active speech begins to form when the movement of the child's fingers reaches sufficient strength and accuracy.
In children with delayed speech development, there is often a lack of motor sphere, including insufficient coordination of fine motor skills of the fingers. By developing fine motor skills and coordination of hand movements, we influence the speech development of the child.
Work on training the fingers should begin from early childhood. With the help of simple strokes of the palms and fingers, the child receives psycho-emotional support. Toddlers are very fond of fun with fingers, which are accompanied by funny poems - jokes.
At preschool age, the main activity is the game. Using a variety of games and exercises for fine motor skills, it is necessary to take into account the individual characteristics of each child, his age, mood, desire and capabilities. The main thing is that classes bring only positive emotions to children.
To determine the level of speech development, teachers have long developed the following method: the child is asked to show one finger. Two fingers, three fingers, and if the movements are tense, the fingers bend and unbend only together, then these children have problems in the development of speech. And this means that it is necessary to engage in finger games with children as much as possible.
Work on the development of fine motor skills of hands in children with speech impairment must be carried out systematically, devoting 7-10 minutes to it daily.
All exercises are carried out in a playful way and their complexity should be chosen by the teacher depending on the level of development of motor skills of the child's hands.
Basic principles of finger games:- The exercise should be performed together with the child, while demonstrating their own passion for the game.- When playing the game repeatedly, children often begin to pronounce the text partially (especially the beginning and end of phrases). Gradually, the text is learned by heart, the children pronounce it in its entirety, correlating the words with the movement.- Selecting two or three exercises, gradually replaced by new ones.- The most liked games can be left in your file cabinet and returned to them at the request of the child.- No need to set several complex tasks for the child at once (for example, show movements and pronounce the text). The attention span of children is limited, and an impossible task can "beat off" interest in the game.- You can not force the child to play, but it is necessary to understand the reasons for the refusal, if possible, eliminate them (for example, by changing the task) or change the game. (3)
For the development of fine motor skills of a child, teachers most often use the following game exercises:
1. Playing finger games: finger exercises combined with sound gymnastics, manipulation games, theater in the hand, etc.
These games are accompanied by obligatory reading of folk rhymes. They create a favorable background, provide good finger training, contribute to the development of the ability to listen and understand the content of the nursery rhyme, and teach to catch the rhythm of speech.
2. Game massage of the hands. Twist in the hands of bars or a six-sided pencil, walnuts, balls with spikes.
Game self-massage of the hands is very effective and is a universal means of rehabilitating fine hand movements.
3. Physical games and exercises.
4. Exercises aimed at developing manual skills, as well as for the timely mastery of self-service skills. This fastening and unbuttoning of buttons of different sizes, zippers, buttons, tying shoelaces, knots, etc., weaving braids from hard threads, a variety of lacing.
5. For the development of fine manual coordination, it is also important that the child regularly engages in a variety of manual activities. These are drawing, application, modeling, designing, laying out patterns from mosaics and counting sticks.
The task of the teacher is to convey to parents the importance of games for the development of fine motor skills. This will help various workshops for parents "Development of speech through finger play", consultations "Game self-massage and speech of the child", conversations, Master Class“We play and develop speech”, a variety of homework “Games in the kitchen with cereals”; recommendations for their implementation. Parents should understand the role of the development of fine motor skills of the child's hands in speech development, in order to interest the child and help him master new information, you need to turn learning into a game.(4)
A child with well-developed fine motor skills is able to reason logically, he has a high level of development of memory and attention, connected speech.
Literature
1. Bondarenko A.K. Word games in kindergarten. M.: Enlightenment. 2012.
2. Bardysheva T.Yu. Finger games M .: "Karapuz-didactics". 2006.
3. Emelyanova N.V. The importance of finger games for the development of speech of preschoolers // Questions of preschool pedagogy. - 2016. - No. 2.
4. Svetlova I.N. We develop fine motor skills and coordination of hand movements. M.: Enlightenment. 2001.
