Preschool
Age

Development of graphomotor skills in children

Tips parents

One of the manifestations of the baby's unpretentiousness to school - underdevelopment of handmade skill those. The inability of the child to perform targeted actions with hands. Children do not know how to draw, paint, copy the simplest patterns, connect points, and sometimes even just keep a pencil in the hands.

How can you help your baby?

Playing or engaged with a child be patient, do not rush it without much need, do not hurry to do something instead. Do not forget that many actions he only masters, and in order for them easily and quickly, switched to the skill, you will need time. It is important to support the child, help find self-confidence. If the movements are not enough, your intervention, comments, sweeping will only interfere with the child, to shoot down, make it a fussy, less organized.

Be inventive: try to come up with such situations in which someone can do something even worse than the child, or will not be able to do this at all and it needs help. For example, a grandmother with a sick back is difficult to straighten boots or your mother hurts a finger, and you need to fasten the button. To become a real assistant, you need to train!

We train your hands at home, on a walk, at the cottage and ...

In the country: Give the task to explode, loose, dug, pour (well, if your child has a set of garden tools). The child should understand why his work needs, to know that, fulfilling it, he benefits;

On a walk: Wherever you are, give the child the opportunity to get acquainted with sand, clay, water, snow. Encourage the desire of a child to build towers and fortresses from the sand, erect snow towns, draw a finger or wand on sand, clay (similar "letters" will turn out on the table branched on the table), etc. The child must learn to distinguish the "Building Materials" to the touch. Play it with him and take it: Put small river sand in separate bags, pebbles, clay, rubbank, shells, etc. And ask the child to close your eyes, touch the bag's scene's palm and guess what lies there? Let it try to describe his feelings. What does it look like?

At home: Special attention is paid to the formation of a wide variety of self-service skills (wash and wind, fasten and unbutton buttons, tie and unleashing shoelaces, cook bed to sleep, clean the bed, etc.). A child easily and with interest will master these skills, if "training" will be held in game situations, for example, in a puppet corner. Thus, games with dolls will help the child consolidate the necessary household skills.

In the kitchen: The child can go through buckwheat, rice, millet, pour sugar in the sugar, salt in salt. Teach it to rub, stir, shaking, cast, pour, overflow. It is important that he learned to keep a spoon, a plug, a knife, independently stir sugar in a cup, gently pour tea from a cup in a saucer. The child will enjoy rolling the dough, laying the filling and modeling of dumplings, dumplings.

Classes will seem more fascinating if they are associated with a familiar child fabulous plot. Together with him, the kolobok, the pies, who carried the grandmother a red hat, or those that covered in the basket of Masha from the fairy tale "Masha and the Bear".

At first glance, many of these domestic skills have nothing to do with school activities, but in reality are basic for it, since they form a manual skill. In addition, it should be noted that, acquiring the skills of self-service, housekeeping, work in the garden or garden, the child communicates with adults, mastering the speech.

A special role in the preparation of a child to school plays the formation of graphic skills. For their development, you can use exercises in the stroke and coloring of templates of vegetables, animals, etc., working with albums by coloring, copying graphic exercises from various benefits for preschoolers.

Hand setting.

Many children are incorrectly holding a pencil or handle. You can use the label method: Put mugs on the point of contact with the hand of the child with a handle. You will have three tags: one - on the handle, the other - on the pads of the index finger, the third - on the side surface of the middle finger, where the handle lies.

Hatching.

Exercises are performed on the principle of increasing difficulty. The child is offered to circle a small leaf or a simple flat shape. Then the child shares the resulting circuit (vertically, horizontally, forming). Before starting work, the child shows a sample of hatching.

Coloring.

The child paints drawing with pencils, trying to work as careful, without leaving the contour. An adult encourages even the slightest successes of the child, while you can play "to school" by distributing roles among themselves.

Copying contour pin.

The child is proposed to copy a simple drawing or a geometric shape, sliding the contour pin. At the same time, a blank paper is placed under the sample, to which the drawing will be transferred, as well as a small pillow of foam rubber. The resulting drawing can then be painted or shaking.

Testing, unleashing of nodules and bows, brackets, muttoning.

It can be working with linen rope, with laces. Girls can braid braids with their dolls. You can compete at speed. As the exercises are used, they give an over thin rope.

And also necessary:

Cutting with scissors along the contour (for example, figure paper doll or car).

Making small crafts from paper (boat, airplane).

Working with a small designer, mosaic (work in sample).

For more effect, it is advisable to stick the following conditions:

Evaluate efforts, and not compliance with the general standard, praise even for small successes;

In no case do not force the child to rewrite (redraw) score - it will turn out worse and worse;

Do not hurry to move to writing letters, you can focus on drawing the simplest graphic lines and letters of elements of letters;

Observe the principle of graduality and moderation of the load, based on the game, alternate loads with relaxation exercises;

Exercises should be delivered to the child, do not exceed 10-15 minutes.

Finger gymnastics.

All exercises are performed at a slow pace, from three to five times first one, then the other hand, and in completion - with two hands together. Adults are followed by the correct handling of the brush of the child's hand and switching accuracy from one movement to another. Instructions must be calm, friendly, clear.

"Fan"

The sun shines very brightly,

And the guys became hot.

Pulls out beautiful fan -

Let the cool behave.

Connect the straight fingers of the hands. Sleep your hands from the elbow, turning them into a big fan, who is foaming the face by the breeze.

"We believe"

One, two, three, four, five.

On the other hand - again:

One, two, three, four, five.

Alternately blends the fingers with the right (then left) hand, starting with the big one.

"Hello"

Hello, the sun is golden!

Hello, blue sky!

Hello, free breeze,

Hello small oak!

We live in one edge -

I welcome you all!

With the fingers of the right hand in turn "Hello" with the fingers of the left hand, patting each other with tips.

"Man"

"Top top top!" - Put legs.

The boy walks along the path.

Index and middle finger of the right (then left) hands "go" on the table.

"Rain"

Rain rain

Fully pour

Small deudes

Watch!

Pads right (left) hands press to the table. Alternately tapping them on the surface of the table (as a game on the piano).

"Bunny - Ring"

Jincan jumped from the porch

And in the grass found a ring.

And the ring is not easy -

Glitters, as if gold.

Exercise is based on the transition from one position to another:

fingers - in the cam, pull forward the index and middle fingers and dilute them to the sides;

large and index fingers to connect into the ring, the remaining fingers to dilute to the sides.

Fingering gymnastics is desirable to spend every day, and be sure to carry out before and after performing exercises on hatching and writing. The number of repetitions of each exercise can be reduced or increased depending on the child's desire.

Try to work with the child with "finger steps"

Finger steps.

1 stage of work:acquaintance with rhythm poem accompanying exercise. At first, the child can take off or slaughter the rhythm of the poem, then "fuse" the index and middle finger this rhythm on the table. When the baby feels the rhythm of steps, you can go to work on the pages. For example:

Snail Ulya is waiting for guests - 4 cotton (4 fingers "Step" along the track)

Already ready cake, - 3 cotton (3 finger "Step" along the track)

Jam, honey, candy, cake - 4 cotton (4 fingers "Steps" along the track)

And yogurt, and cottage cheese. - 3 cotton (3 fingers "Step" along the track)

2 Stage of work:acquaintance with the tracks for which the child will "walk" with fingers. Before starting work, the child can simply carry out their fingers along the tracks. When a child is ready to "fuse" a track with speech accompaniment, start working from the easiest option - "steps" by index and middle fingers.

The complication is that the remaining fingers of the hands are gradually introduced in the following sequence: index and medium; index and unnamed; Index and Mysiline; Big and Mysiline;

big and index; big and medium; big and unnamed; medium and unnamed; Middle and a little finger; Unnamed and little finger.

The child will experience difficulties, working with a nameless finger and the little finger, because the movements are used mainly of the first three fingers (large, index, medium) and adjacent palm with them. Therefore, it is very important to work out all the proposed options, despite the difficulty of their execution. "Stepping" with your fingers, it is important to connect a hand brush to work. Movement of the hand in the wrist will help to perform complex "steps" playback. At this stage, the poetic text can pronounce both adult and the child.

3 Stage of work:friendly (simultaneous) moving with fingers of both hands. This stage involves the work of the thumbs of both hands. This stage involves the work of the same fingers of both hands without speech accompaniment. Fingers of the left hand work along the even page of the turn, right hand - according to odd.

4 Stage of work:the most difficult stage, when a child learns to perform simultaneous dirty movements of the fingers of the hands (fingers with one hand "walk" up, the other is "down"). Motion motion can be conclusted in the use of different fingers different hands (On the left hand there are index and middle fingers, on the right - a thumb and a little finger). This work requires a higher level of regulation, in contrast to friendly movements, brings up a concentration from the child, the ability to concentrate and keep attention.

Finger massage.

The child himself or with an adult makes the massage of each finger with the left and right hand, starting with the tipsstroking, rubbing and circular movements. Repeat massage of both hands within 1-2 minutes, finish with stroking movements. Massage leading hand is done more often.

Rubing palms with a hexagon pencil with a gradual increase in effort.

Rubbing palms up-down movements.

Rubbing the side surfaces of the clutch fingers.

The kneading, then rubbing each finger along, then across.

Walnut put between palms, do circular motions, gradually increasing pressure and pace. You can perform exercises with two walnuts, rolling one through another one hand, then another.

the kneading brush with the right hand to the left and vice versa, then alternate rubbing.

Formation of graphomotor skills in preschoolers

"The hand is the outwardness of the human brain"
I.Kant

The level of development of shallow motility is one of the indicators of the child's intellectual readiness for school learning. Usually a child having high level The development of small motility, can logically argue, he has enough memory and attention, a coherent speech. Pedagogues note that first-graders often experience serious difficulties with letters. The letter is a complex skill that includes the execution of thin coordinated hand movements. The technique of letters requires the coordinated work of small muscles of the brush and the whole hand, as well as well-developed visual perception and arbitrary attention. Inappropriate to the letter, insufficient development of small motility, visual perception, attention can lead to a negative attitude towards studying, an alarming state of a child at school.

Unfortunately, the problems with coordination of movements and shallow motility, most parents learn only before school. It turns into a forced load on the child: besides the assimilation of new information, it is still necessary to learn to hold in naughty fingers a pencil.

Therefore, work on the development of petty motor skills should begin long before entering school. Parents and teachers do so, two tasks are solved at once: first, indirectly affect the general intellectual development The child, and secondly, they prepare for mastering the skill of letters, which in the future will help to avoid many problems of school learning.

Under normal development, work on the development of small motility should be started from the very early age. Already in infancy it is possible to perform a massage of fingers, thereby affecting active pointsrelated to cerebral cortex. In early and younger preschool age It is necessary to perform simple exercises, accompanied by poetic text (for example, "forty"), do not forget about the development of elementary self-service skills: buttons and unbuttoning buttons, lightning, rivets, laundry zagging, and so on. And of course, in the senior preschool age, work on the development of small motorbers and coordination of movements should become an important part of the training for school.

Grafomotor skills include:

1. Small muscles of fingers

Exercises for the development of the strength of the fingers and the speed of their movements.

2. Spectatic analysis and synthesis

Exercises for determining the right and left parts of the body.

Tasks for orientation in space in relation to subjects.

Tasks with the conditions for the selection of the desired directions.

3. Drawing

Shelling on the contour, stroke.

Sourcing geometric shapes.

Tasks for sketching parts, items, from nature:

Doring the unfinished drawings;

Doring the drawings with the missing details (finished images are given, but with the missing details);

Exercises in Doriving, creating your own picture, provided the reality of the plot and details.

Tasks for playing shapes and their memory combinations.

4. Graphic symbol

Tasks for the development of skills to draw patterns, as well as to symbolization of objects (image of them using characters).

Stages of formation of graphomotor skills.

Age peculiarities Development of fine motility and visual and motor coordination during normal development:

 At the age of 1-2 years, the child holds two items in one hand, draws a pencil, turns the pages of books, puts the cubes on each other, folds into the pyramid.

 At the age of 2-3 years, the baby opens the box and overturns its contents, plays with sand and clay opens the covers, paints with his finger, hubs beads. Holds a pencil with a finger, copies the forms with several features. Builds from cubes.

 Aged 3 to 5 years old, the child draws colored shallow, folds paper, sculpts from plasticine, flashes shoes, determines the items in the bag to the touch.

 The formation of motor functions lasts up to 5-6 years of age.

The purpose of the development of fine muscles of fingers is the formation of a graphic skill, the formation of a real display of objects and the ability to proportionately depict the figures, take into account the dimensions and the values \u200b\u200bof the corners. According to the ideas about the psychological structure of graphic activities, this skill is formed in close dependence on the following factors:
- visual perception;

Arbitrary graphic activity;

Spectato motor coordination.

The development of the child's graphotor skills is carried out over two periods: rough and fine coordination of movements and the production of automatic writing skills, as it requires a rather complex coordination of sensorotor processes, optimal concentration and allocation of attention. Correction of fine coordination of movements is conducted in two directions - development of graphomotor skills and mastering graphic symbolization. And in this case, the correctional process also continues in other activities with children. Correctional work For the development of coordination of movements begins with major movements of the hands from the shoulder: drawing in the air of the contours of imaginary items, work with crayons, drawing on cheese and dry sand and similar exercises. Gradually movement become smaller (from the elbow, directly by the hands of the hands, fingers) - a game with flags, shadow theater; Circuit of stencils, drawn contours, various strokes, drawing drawings and much more; "Letter" letters using stencils, as well as their printing with a support for restricters and without them ("in the corrider" and without the "corridor").

"Finger" games and exercises not only improve the dexterity and accuracy of movements, but also improve attention, memory, help to learn patience, produce perishability. It is really impossible to agree on the movement of the hands without focusing visually. To teach the handles "obedience" is necessary, since it is time for the active development of the surrounding world comes, which consists of different items. Everyone needs to be able to not just take into hand, but take it convenient. Then they can manipulate.

One of the factors of the psychological basis for the development of higher mental functions in children is the development of large (or general) and shallow (or manual) motility. Motorika is a combination of motor reactions peculiar children's age.

Having mastered the movements, children are improving motor skills, they develop muscle feeling, spatial orientation and coordination, the posture is improved, the vital tone increases. In the process motor activity The child's cerebral cortex in the child is faster, conventional and reflective connections are established, which means that it takes place intensively.

Perennial practice has shown that for the development of shallow motility it is very useful to stroke, painted, draw pencils.

The hatching helps the child to coordinate the movements, observing the boundaries of the contour, distribute the drawing of the drawing throughout the silhouette of the subject. The hatching can be performed by a solid, dotted or wavy line. But perhaps the most fascinating occupation - Sharp some items in one drawing.

The main expressive means in class is the line. It is applied on paper with various tools: ball or gel handle, color or simple pencil Miscellaneous hardness, felt-tip pen, special coal rod, wax chalk, pastel, solid materials, squirrel or column brush when working with gouache, watercolor or ink.

Work with the various materials Allows not only to assess the specifics of their expressive opportunities, but also to adjust the work with muscle tone hand, which is important for the letter when it is necessary to transfer long-term static loads on the brush while maintaining the clarity of movements. Normalization of the tone of small muscles also contribute to the game with cold and hot water, ice cube, walnut, Little massage ball.

For the formation of fine coordinated graphics movements, the following exercises are useful:
- hatching in different directions with various powers of push and the amplitude of the movement of the hand;
- coloring of the sheet in different directions with a limitation and without limiting the surface to be painted;
- circuit circuit circuit, copying;
- drawing by reference points;
- Doring the images;
- drawing on cells and on another limited surface;
- distinguished;
- graphic dictation.

To carry out games and exercises on the development of motility should have special equipment:
- a variety of small items (buttons, beads, pebbles, grains, nuts, clips stationery, buttons, etc.) and various boxes, banks, trays for folding them;
- free coils for winding threads, ropes, wires;
- Machine and toys lacing "Wonder-button" with a multitude of holes for crosslinking and embroidery with a cord;
- Various types of fasteners: hooks, buttons, laces, lightning, slips;
- Sets of ropes and ribbons different lengths and thickness for tying and unleashing knots, braid weaving, bantle tying;
- sets of plastic or wooden sticks, multicolored clothespins;
- various types of mosaic, designers, puzzles.

Games and exercises for the development of shallow motility

Exercises for the development of static coordination of movements.

"Nest" - Folders of both hands slightly bend and attach one to others, to remove the thumbs up inside the palms.

"Letters" - depict the letters about, l, m, p, t, etc..

"Lock" - connect the fingers of both hands in the castle, on the words "chik-chik" (turning the key) disconnect.

Exercises for the development of dynamic coordination of movements.

"Fingers greet" - At the expense of 1, 2, 3, 4, 5, the fingertips of both hands are connected - large with large, etc.

"Running competition" - Middle and index fingers right, then left, then both hands depict the runners (on the table).

"Skate-ka" - Squeeze your hand in the cam, count your fingers, blending them (first on the right hand, then on the left).

Exercises on the rhythmic organization of movements, switching.

"Kulak - Rib - Padon" - Alternately perform movements by each hand, then with both hands together.

"Compressing and squeezing hands" - Alternately performing movements with both hands at the same time, then with both hands, but a multiplinary (one brush hands are compressed, the other is straightened, and vice versa).

"Drummer" - One child drums with all the fingers of both hands on the table, taking off the rhythm, the other repeats.

Exercises on the development of coordinated graphics movements.

"Difficult devices" - At one end of the track, the machine is drawn, on the other - a house or a garage. The teacher says: "You are a driver, and you need to drive on your car to the house. The road at which you will go, not simple. Be careful and careful. " The child must, without taking his hands, to "drive" a pencil on the bends of ordinary tracks, and when it is mastered, he can offer more complex ways of roads.

Exercises with objects:

Drawing up the contours of items from sticks first larger sizes, and then smaller (table, house, triangle, machine);

Compilation of a chain of 6-10 and more stationery clips different color in compliance with the order of colors;

Cutting out of paper of any shape right and left hand;

Running on the lace buttons, large beads, and on a thread with a needle - small beads, beads;

Sorting beans, beans, peas, as well as brute force cereals (millet, buckwheat, rice);

Buttoning and unchending buttons, lightning, buttons, hooks;

Screwing and unscrewing the washer, covers in bubbles, jars;

Giving beads with a spoon from a glass;

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

Turning thread in needle;

Erasing with drawn items;

Pipping from pipette into a narrow neck bottle;

Wearing and removing the ring (finger massage);

Stitching the stationery buttons in a wooden bar;

Knocking handkerchief (handkerchief takes over the corner with one hand and look in the palm with fingers only one hand);

Attaching clothespins to a horizontally stretched rope;

Relocation of rosary or beads at the same time as two hands towards and back;

Finding hidden items in the "dry pool" filled with peas and beans, in plastic buckets or basins;

Compressing and squeezing the expander;

Riding balls-hedgehogs (with spikes).

Linging-Flexick "Miracle Button" - sewing buttons and stitching materials by various types of seams.

Forming movements(Work with plasticine) - rolling up sausages, rolling at an angle, rolling rounded shapes, pinching, indulgerage, smoothing.

Exercises Parents may come up with themselves by showing creativity.

Good luck.

Task 1. "Fly"

Task 2. "Circle drawing by points"

Task 3. "Fairy house"

Task 4. "Butterfly"

Task 5. "Mishka

Task 6. "Molars"

Task 7.

Task 8. "Obedient pencil"

Task 9. "Labyrinth"

Task 10. Draw a reflection of the house and christmas

Task 11. Dorisui Butterfly

Test samples to determine the formation of graphotor skills levoryee Preschools According to the criteria, the proposed

N.V.Nizhegorodtsevaya and recycled M.M.Bezerukhi Test Methodology M. Frosig.

Exercise 1.

Instructions: "Take a larger, index and middle fingers a pencil, and twist it, but first see how I do it."

Rating results:

It turns out, the pencil does not fall (2 points);

It turns out, but very slowly with difficulty (1 point);

It does not work - the pencil falls (0 points) (see Appendix 4).

Task 2.

The child is given a sheet of paper with drawn in advance with a circular diameter.

Instruction: "Take a pencil in hand and put your hand on the elbow,

prepare and at the expense of "three" ("Once or two to three"), without tearing the elbow from the table, put three points in the center. "

Rating results:

Movements are performed clearly, accurately (2);

Movements are performed fuzzy, with errors (1);

Movements are practically not performed according to the instructions (0).

Task 3.

The child is given a leaflet of unrecognized paper with drawn dots and crosses at different distances from each other.

Instructions: "TreakypriypriSypriyelinia (excitement of a cross), without taking hands."

Rating results:

Lines straight, smooth, not broken, without amendments (2);

Lines are not very smooth, with ruptures, but without deviations from a straight line, there is tremor (1);

Movement is very slow, lines are uneven, broken, strong tremor (0).

Task 4.

The child is given a sheet of paper on which a labyrinth is drawn.

Instruction: "Spend the path of the maze from the point to the point, without touching the lines and without taking the hands."

Rating results:

Line smooth, without breaks, not a large number of Touch of restrictive lines (2);

The line is uneven, with ruptures, a large number of touches, tremor (trembling) (1);

Very slow motion, the line is uneven, broken, strong tremor (0).

Task 5.

The child is given a sheet of paper on which the figures and the start of the hatching are drawn, and the child needs to continue to stroke.

Instruction: "Sharchy Figures". Rating results:

Strokes are smooth, parallel, do not go beyond the boundaries of the figure (2);

Rough strokes, broken parallelism, small disturbances of restrictive lines (1);

The strokes are uneven, the lines are broken, there is no parallelism, the lines go beyond the borders of the figure more than 5 mm (0).

The results obtained are summed up:

8-10 graphomotor skills are formed (high);

6 - 7 points - not enough (average level); 0 - 4 points - Low skills.

An abstract classes with left-hand preschool on the topic: "Spatial orientation, mining minor movements. The correlation of body parts with the right and left hand. "

Purpose: Work out the skills of spatial orientation and small movements.

- teach the skills of spatial orientation;

Consolidate the ability to determine the right and left hand, correlate parts of the body with the right and left hand;

Learn to circle dotted lines;

Intensify and enrich the vocabulary of children;

Improve the ability to listen to the proceeds;

Develop attention, thin motility of hands;

Coordinate your actions and movements with the actions and movements of other children.

Wordwork:right, left, fish name: pike, bream, crucian, pike perch, ersh, som.

Equipment: laptop, subject pictures: tent, fishing rod, network, pencils, school launcher, bucket, crucian, pike, bream, pike perch, catfish, ersh, Methodical techniques:

3. Practical activities: Drawing in contours. 4. Assessment and self-esteem: praise.

Structure occupation

Organizing time.

Hello children! I am glad to meet you. Tell me why we met today? (Children's responses). And today we will exercise with you that will help us make friends and improve the mood.

Greeting:

Stand all in a wide range! On the left of each other and right

Friend hand to run out and stronger with hug!

Now listen to the poem and repeat the movements for me.

"We are with you one family you, I, he, she.

You pop up the neighbor on the right, you pushing the neighbor on the left, we are friends with you,

We are with you one family. Smile care to the left, smile your neighbor right, we are friends with you,

We are with you one family, I, you, he, she.

Hug the neighbor on the left, both neighbor on the right, we are friends with you,

We are with you one family. "

Game "Right-Levo".

Which parts of the body have a person? What are the parts of the body of which in a person two?

Instruction.Show your right hand right eye (ear, cheek, leg). Show your left ear left ear (eye, leg, cheek).

Apply the right eye. Topney left foot.

Show the right eyebrow and left elbow. Left eye and right leg. Show the right knee and left ear. Left cheek and right shoulder.

Fuck left hand right elbow. Honor with the right heel left knee. Take the right index finger left sole. Shoot the right elbow on the right side. Bite yourself for the middle finger of the left hand.

Fizminutka.Dance "Bugi-WGOG".

"Hand right dresses, and then her back

And again her forward, and shift a little.

We dance "Bugs - Vuy" turning around in a circle, we dance "Bugs - Vuy", once, two, three!

Bugs - Vuy Okay! Bugs - Vuy Okay!

Everyone dance with us fun together! (Also with the right foot, ear, and then with the left parts of the body).

Game "Fishermen"

Guys, what do you think, where am I going? (fishing) How did you guessed? (You have a fishing rod in your hands, you put jeans. T-shirt and cap, on my legs boots)

Want, I will take you with me? (children chorus:Yes)

Do you know what you need to take? (Children call items necessary on fishing) We now define who can go fishing with me.

I have one familiar fisherman (the speech therapist puts the picture of the fisherman on the board, he also said that he knew what to take with him, going fishing and that's what came out of this:

"The city began a fisherman to gather. The fishing rod took to catch fish. He took a raincoat to cover themselves to take a samovar to boil the tea.

He took a bed to sleep on the bed. He took the carpet to sunbathe on it.

He took firewood to not look for them. I took a suitcase, why not take? "

Why are you laughing?

Go to the table and take one card with the image of the subject you need for fishing.

Okay! I take you all with me. Let's hit the road. (Song sounds "in the morning sits on the lake ..."

Think and name, what kind of fish can be found in our reservoir? (children call speech therapistputs pictures on board)

Development of shallow motility fingers.

Take into the hands of the leaflets that the fisherman left you and circle the drawing by points. We must need smoothly, do not tear your hand. What did you do? Reflection.

Guys, did you like the lesson today? What did you like more?

What kind of task was light, and heavier?

What do you think, why did we cope with you with all the tasks?

I thank you for active participation. And now each of you will praise myself and says: "Well done!" (Stroking yourself on your head with your left hand).

And for you there are still small prizes and goldfish.

SUMMARY Classes with left-hand preschool

on the topic: "Development of graphomotor skills, spatial and figurative thinking."

Purpose:the formation of graphomotor skills in levoryee preschoolers, the development of spatial and figurative thinking.

Teach the skills of spatial and figurative thinking;

Develop the motility of hands with hands;

Develop graphomotor skills;

Secure the ability to guess riddles based on visually perceived information.

Develop creative imagination;

Intensify the speech of children, cognitive interest;

Educating attention, memory, logical thinking.

Equipment:laptop, puzzles, pictures House, Chum, Yurt, Hut, drawing of a house with a Christmas tree, butterfly pattern, colored pencils.

Wordwork:left, right, hut, chum, yurt. Methodical techniques:

1. The settings of the goals and motivation of children's activities.

2. Activation of the activation of children in the NOD process: Problem situations.

3. The organization of practical activities: compilation of puzzles. 4. Kids supporting interest: riddles, circuit circulation objects.

5. Receptions of assessment and self-esteem: praise.

Structure occupation

Organizing time.

Good day! Children:

To start standing in a circle,

How much joy around! We all will take your arms, and smile to each other.

We are ready to play, you can start a meeting!

Guys, I wish you a friendly and fun to spend this day, see a lot of interesting and enjoy a sun, good weather and beauty that surrounds us.

I want to ask you, sit down at the tables.

Raise your right hand, and now left hand.

Take the left hand to the right knee, right hand to the right ear. Left hand to the left eye.

Exercise Drawing up a figure of puzzles.

- Now take the boxes with puzzles and collect the picture.

What did you do? (House). My relatives live in it,

I do not live without her day.

It always strives to him and everywhere, I will not forget the road.

I breathe without him with difficulty, my shelter, the birthplace, warm. (house).

What can house be built? (Children respond from concrete, brick, wood).

Guys, and there are such places where trees do not grow, there is very cold, the summer is short and grows there a beeh, which loves deer. Therefore, people who live there are breeding deer. They also have a house - Chum. And it is built from the skins of deer.

Yurt is also a house that makes sheep's wool.

Guys, what is necessary at home? (Roof, window, door).

Exercise drawing reflection of the Christmas tree and at home.

Take a drawing of a house and Christmas tree in the hands, see what the house has a window, a roof. And now independently draw the same house as if it is reflected in the water.

Children draw cells. The speech therapist helps.

Fizminutka.

On the mountain we see the house (drawn up palms imitate the roof of the house) a lot of green circle (weigh your hands on the sides, showing how much greens)

Here are trees, here are bushes (compressed fingers - trees, placed - bushes) Here are fragrant flowers (we put the palms in the form of a bowl)

Enlighten all the fence (with a finger in the air I draw a zigzag line) for the fence - a clean courtyard (I stroke the air)

We open the gate (we connect the palms of the sides and spread them) to the house quickly run up (with two fingers show running) in the door knocking: (knocking the fist through the air or on the table)

knock-Knock.

Someone goes to a knock? (Listen, putting the palm to the ear) to visit to a friend we came (shook your hand)

And the hotels brought (pull hands forward, as if we transmit something)

Exercise "Dorisuy Butterfly".

Harvested sun. To our house, guess who flew. On a large color carpet

Sad Socadron -

It will reveal, then the painted wings will close.

She is bright, beautiful, elegant, lightble, herself looks like a flower

And loves to drink floral juice.

Who is this? (Butterfly). You need to draw a drawing. The hand does not tear off, the movements smooth, the lines try to do smooth.

Continuations, what butterfly: Pepling, air ... .. Butterfly: goes, spinning ...

Reflection.

What new have you learned in class?

What did you like most, what caused difficulties?

I thank you for an active part, and the butterfly brought you for your work gifts - small multicolored butterflies.

Exercises for the development of manual motility (kinetic and kinesthetic basis) and graph-engine skills in students with violations of written speech.

a) Exercises for the development of the kinesthetic framework of motion.

1. pull the hand forward and down; all fingers except big, squeeze; Thumb up up.

2. Lower the brush right hand down. All fingers except big, squeeze; Thumb pull left.

3. Lower down the brush of the left hand. All fingers except big, squeeze; Thumb pull up to the right.

4. Squeeze the brushes of both hands in the fists, stretching thumbs up.

5. Brush with the right (left) hand squeeze into a fist, put the palm of the left (right) hand on top of it.

6. Brush with the right (left) hand squeeze into a fist, palm left (right) hands to lean them vertically.

7. To pinch your fingers to the right (left) hand in a fist, leaving a small hole.

8. Connect obliquely ("house") fingers right and left hands, thumbs pressed against brushes, then allocated from the brushes and are horizontally.

9. Pull the index finger and the little finger of the right (left) hand, the remaining fingers compress.

10. Pull out at the same time (and on the right and on your left hand) index finger and a little finger, the remaining fingers compress.

11. Pull the thumb and the little finger with the right (left) hand, the remaining fingers compress.

12. Pull out at the same time (on the right and left hand) thumb and floss, the remaining fingers compress.

13. Pull the index and middle fingers of the right (left) hands, the remaining fingers compress.

14. Pull out at the same time (on the right and on your left hand) index and middle fingers, the remaining fingers compress.

15. Forwards with your fingers right (left) hand ring. The ring can also be obtained when connecting a thumb with any other, the remaining fingers are elongated.

16. Put the right (left) hand to the table with your fingers placed on the table, place an index finger on the average (or vice versa).

17. Put the right (left) hand compressed in front of you on the table, raise the index and middle fingers, putting them.

18. "Chicken". Connect the ends large and index fingers (beak). The remaining fingers (scallop) are superimposed on the beak of fan-formingly on each other.

19. "Petushok". Connect the ends of the big and index fingers in (beak). The remaining fingers are semi-bent, do not touch each other (scallop).

b) Exercises for the development of the kinetic basis of movement.

Development of dynamic coordination of hands in the process of performing successively organized movements:

1. Alternatively to touch the right hand to the second, third, fourth and fifth fingers in the usual and maximum pace.

2. Fill a similar task with your fingers left hand.

3. Fill the similar task at the same time with the fingers of both hands in the usual and maximum pace.

4. The right (left) hands "say hello" in turns with your fingers left (right) hands (patted with finger pads, starting with big).

5. "Finger greetings."

Connect your fingers. Exercise alternate, starting with thumb, moving all your fingers.

6. "Sunny".

The palm of the right (left) hands with the shredded fingers - put on the table. Produce alternate tapping with your fingers on the table.

7. "Boloto".

The big finger of the right (left) hand is installed on the "bodie". The remaining fingers alternately "jump out from the bodies on the hammer." (Similar movements are carried out, starting with the Mizinz.)

8. Alternately bending the fingers of the right (left) hand, starting with the big one.

Sites squirrel on the cart

It sells nuts:

Sister chantechka,

Sparrow, Bin

Mishke Tolstophal,

Zainke's tasty.

10. Put the brush with the right (left) hand in front of you (as when playing a piano), perform consistently motion of the first and second, first and fifth fingers, etc.

11. Incidentally lead the line on the pencil drawn labyrinth, taken into the right (left) hand, without changing the position of the sheet of paper on which the labyrinth is drawn.

13.Nast of the right (left) hand of a sheet of cigarette paper into a compact ball, without helping with the other hand.

14. On the table there are beads of different sizes, but one color (or one size, but of different colors, or different sizes and different colors).

It is proposed to ride the beads on the thread, selecting them in color or size, and tie the ends of the thread with a bow.

c) Exercises for the development of graphomotor skills.

Grafomotor skills include:

1. Merry muscles of fingers

Exercises for the development of the strength of the fingers and the speed of their movements.

1. Source position - fingers diluted apart. Starting with the mother's sequentially (fan-shaped motion), bend all the fingers into the fist. Then inverse movement, starting with the thumb, break the fingers at the starting position. After that, begin to bend your fingers starting with a big one, but blends with a mother's maiden. Exercise should be done 10-15 times

2. Source position - fingers straightened, the thumb is assigned to the side. Do 10-15 times Cougage Movement with a thumb left and right.

3. Source position - fingers straightened. Flex and extension your fingers in the first two phalanges. Repeat the exercise 15-20 times.

2. Expressive analysis and synthesis

A.- Exercises to determine the right and left parts of the body.

1- show which hand it is necessary to eat, write, draw, greet. To say how this hand is called. Show left hand. If students are hampered in the definition of the left hand, the speech therapist calls it himself, and the children repeat.

Pedagogue takes into account that children with a leaf can be engaged in the group. In some children (left-hand), the answers will be reverse. In such cases, it is necessary to kindly note that the names of the hands remain generally accepted. It should be remembered all together.

2- Raise the left and right hand alternately. Show pencil left, right hand. Take the book with the left, right hand, etc.

3- Fasten the distinction and collapse of the hands using a pattern on which the left and right hand is schematically depicted. Schoolchildren are invited to approach the scheme, attach a brush to it, determine the hand.

After the assimilation of speech designations of the right and left hand, with the help of exercises 1-3, you can move to the differentiation of other right and left parts of the body: the right and left leg, the right and left eye, ear. In conclusion, schoolchildren are offered more difficult tasks: show left hand right eye, right ear, left foot; Show the right and left parts of the body in a person sitting opposite.

4- Draw reflections of houses.

5- Take the left and right ear.

6- Take the left eyebrow and right eye.

7 - identify the right and left mittens, connect them with the appropriate hands of the man.

8- Hold the lines by choosing a pair of shoes on the right and left legs.

9- Connect the arrows to the pairs of gloves.

B.- Options for orientation in space in relation to subjects.

Games with objects

Games with clothes and her models

Determine the left or right sleeve at the blouse, shirt, pocket at jeans.

Products are in a different position in relation to the child.

The game "Detected on the following"

In the sand (snow) in different directions are printed (drawn, circled) handprints and feet. It is necessary to determine from which hand, legs (left or right) this imprint.

Game "Hiding toy (bump, autumn leaf)"

All familiar game can be supplemented by instructions to indicate the direction of movement of the toy search. When meeting the game, the guy's instruction is given in stages, then you can complicate the game: immediately inform the direction and change in motion. For example: "Make two steps forward, three steps to the right and two more steps forward", etc.

Games with sound guidelines

"What side is the sound?"

An adult offers a child to determine the rumor and show your hand to the other side where the sound of the familiar toys (subject, voice) is heard, call the direction.

"Tell me that you hear around yourself; name from which side "

In this game, the child must distinguish the different sounds of the street, the environment for hearing and name items (objects) that are published, specify the direction of the sound source.

"Zhmurki"

It is better to spend this game in a familiar area for the child. The child closes his eyes, the adult is moving away for a short distance and asks the child to go to the sound of his voice (cotton, bell).

Games for verbal instructions

Game "Top Down"

Adult calls various items that are below and above, alternating them. A child should when the subject is called a finger to the face up, if the object is at the top, down, if the subject is at the bottom. For example: gender, sky, earth, grass, ceiling, chandelier, roof, birds, road, stones, stream, clouds, pit, sun, sand, mountains, sea, shoes, head, knee, neck.

Game "Parts of the Body"

Purpose. Exercising children in the ability to navigate on their own body, with the verbal designation to actively use the corresponding spatial terms.

One of the players is touched by any part of the body of its neighbor, for example, to the left hand. He says: "This is my left hand." Becoming the game agrees or refute the response of the neighbor. The game continues in a circle.

3. Review:

Shelling on the contour, stroke.

Sourcing geometric shapes.

Tasks for sketching parts, items, from nature: Doring the unfinished drawings; Doring the drawings with the missing details (finished images are given, but with the missing details); Exercises in Doriving, creating your own picture, provided the reality of the plot and details.

Tasks for playing shapes and their memory combinations.

Bibliography:

1. White A.E. "Finger games for the development of shallow motility"
2. Bolshakova S.E. Formation of shallow motility hands.
3. Danilova E. "Finger games"
4. Ermakova I.A. "Develop small motor kids ";
5. Loved G. Hand develops the brain. Magazine "Child in children's garden", №6, 2003, № 1, 2004
6. Small motility in the psychophysical development of children. Magazine " Pre-school education»№1, 2005
7. Novikova O. Cheery finger games, Moscow-Saint Petersburg, from the Owl, 2005.
8. Pilyugin E.G. " Sensory abilities Kid "- M.: Mosaic-Synthesis, 2003;

Abstract Claiming Class Skills

The theme of "cheerful pencil".

(senior group)

Software content.

Educational tasks:

1. Improve motor skills and skills in manipulating various objects.

2. Improve the ability to keep the pencil correctly, own them.

Developing tasks:

1. Expand vocabulary.

2. Develop thinking, memory, visual and auditory perception,

small motility fingers hands.

Educational challenges:

1. Rail the skills of cooperation, initiative, sense of responsibility, caring attitudes towards animals.

Methods and techniques:

surprise moment

riddling

finger game,

finger massage,

exercises with pencil, beans,

game with massage balls,

story story story

questions

promotion.

Equipment:

colored hexagoned minted and non-clear pencils, simple pencils,

applicator Kuznetsova,

demo sheets S.graphic task "Drawing tracks",

massage balls

toys (cat and dog)

geometric shapes for Spectator dictation "Build a house for friends,

audio recording "Ranish sharp horse."

Preliminary work:

games for the development of spatial relations,

games "Labyrinth", "confusion", with geometric figures "Make the same picture."

exercises with pencil, massage balls,

games in a dry pool with croups,

massages of Kuznetsov applicators,

drawing "Connect by points", "tracks", hatching.

Travel course.

1. Organizational moment.

Teacher: Children, today guests will come to the lesson.

And who, guess yourself, listening to my riddles.

I know how to clean

Not water, but the tongue.

Meow! How I often dream

Saucer with warm milk. (Cat.)

With the hostess is friends

House worshi

Lives under the porch,

And the tail of the ring. (Dog.)

A cat Murka and a dog came to visit us. They brought us magic pencils and want to see how you will play with fingers, pencils, balls and other objects.

2. Practical part

Fingering gymnastics

Let our fingers first greeted each other.

Alternately press the thumb to all the rest.

(Exercise "Fingers greet".)

Finger massage.

(Include audio recordings "Still horseback horses".)

I do not understand what kind of noise? Where do these sounds come from?

Of course, it will jump horses.

Take applicators. Recall the exercise "Horses" (execution on the Kuznetsov Applicator).

On the way Belaya, smooth

Fingers jump like horses.

CHOK-CHOK COK, CHOK-CHOK CHOK,

Rides a frisky herd.

Self-massage. Exercises with pencil

And now we will play with our friend-pencil.

Children, listen to the riddle:

If you finish it.

Draw whatever you want:

Sea, mountains, sun, beach.

What is this? (pencil)

1. Use a nerve pencil,

hold it between the palms and spend. (Kids rolling a pencil between two palms.)

Listen to how he is "noum".

"I am at the right ear" at the left. Well done!

2. Put elbows on the table.

Take a pencil for tips with three fingers of the right hand and three fingers of the left hand, screw it back and forth.

Put the pencil, lower your hands, shake them.

3. The game "quietly - loud."

Exercises with a ball.

1. Please take the ball.

Right hand put on the ball and graze it with your fingers.

Put the left hand on the ball and graze it with your fingers.

Squeeze your fingers, dismiss (repeat several times).

Put both hands on the ball and graze it.

Squeeze your fingers, dismiss (repeat several times).

2. Take the ball with two hands and ride it between the palms.

Put the balls on the table.

Exercise "Fingers".

Turn all the open palms to me, bend four fingers on each hand before the palm start. The fingers are tightly pressed to each other, the thumb bent and directed to the side. Well done, everyone bent, and now break four fingers. Opened palm, disclosed all fingers. Bend four fingers, break. Show me open palms. Bend, break the thumb. (Repeat several times.)

Fabulous story.

I will tell you how one day mom-chicken called chickens to bounce the grains. Chickens roared them quietly, they are small, and the mother-chicken is loud, she is big. Children, let's show how they did it. Take an urgent pencil in the fingers of the right hand and put it on the table.

(Children hold a pencil between three fingers, like when writing.)

We knock them on the table quiet as chickens.

Then loud as a mama chicken.

Chickens broke the grains and together with chicken went walking.

In the thick green grass, they saw worms.

Mama chicken showed chickens as they need to peck.

And then bounced chickens.

This is what wonderful story I told you.

Let our friend-pencil relax. We will play without it.

Exercise with beans.

Now, right-hand shift the beans from one jar to another, left - back.

Let's take a little rest.

3. Fiziminutka.

We start running on the spot.

Stop running, came running

I stretched, rissed.

Here we have spread my hands

As if surprised.

And each other to the ground

Low bowed.

And now, guys, get up,

Hands slowly raise

Squeeze your fingers, then open,

Hands down and so stand.

Working with a demonstration sheet.

Children, for guests, we prepared a treat. Look carefully on the picture and tell me how do we treat the ball? (bone)

How to treat Murku? (milk)

"Drawing tracks" "(graphic task. Children connect dots).

Now we will draw a simple pencil paths from the points for which our friends get to treat.

You need to draw from left to right, with a pencil searches from paper to get points. (The explanation is accompanied by a show.)

Spectator dictation "Build a house for friends"

Children make a house according to a pattern of geometric shapes.

4. Outcome classes.

What did you do in class?

What did you like to do?

Murka and the ball tell you thanks for the care of them. And we thank Murka and ball for funny pencils and say to them: "Goodbye."

An abstract classes in the senior group

"Development of figurative thinking and graphic skills in children."

Subject: "Three buddies of the big point, line and barcode"

Purpose: Familiarization of children with visual graphics (dot, line, barcode).

Software content:

Educational

1. Improve children's knowledge about point, lines, stroke.

2. Continue learning children to create artistic images using graphics elements.

3. Fasten the ability to navigate on a sheet of paper.

Developing:

1. Improve grammatical Stroy speech, exercise in the formation of adjectives

2. Develop a coherent speech.

3. Develop figurative thinking, arbitrary attention, fine motility of fingers.

Educational:

1. Formation of mutual understanding, goodwill, initiative, cooperation.

2. Remove thoughtful attitude To animals.

Equipment:

Pictures of dogs, sun, flowers, clouds, puddles,

Album sheet

Stencil with triangles,

Feltolsters, pencils.

Methods and techniques:

Problem situation

reading poem

riddling

story story story

viewing pictures

questions

promotion.

Preliminary work:

View slides-program with photos of different breeds of dogs (shaggy and smooth-haired),

drawing using stencils,

games for the development of spatial relations towards themselves. To another child, "who is worth" and others,

games "Labyrinth", "confusion".

Travel course.

1. Organizational part.

Pedagogue: Guys, today we have a friend of Paradashkin. He loves to travel. Want to go on a journey with him? In order not to get lost, we need to draw a map.

We will travel in three areas of one city. The triangle will help us split the city to the areas.

Take the stencil put iton the listed sheet. Circuit triangles.

How many triangles did you succeed? (We turned 3 triangles)

2. Practical part

Want to know who will live in the city? Listen carefully a poem.

"Three buddy big dot, line and barcode"

My dear children, a barcode - from the line a piece,

There are many miracles in the world. Point is a small circle,

Feel free to draw people: well, and the line is big

This is an apple on a dish, and straight and curve.

Frying pan, table, car, can mesh weave,

Tree, tape recorder. After all, it is always on the way.

Only who created them, secretly

And exactly, painted? I want advice to give you.

Three buddies of big - you can make friends with us

Point, line and barcode! Having learned to draw!

Just remember friends,

Draw diligently

It is necessary!

What is the name of Parandashkin's friends?

(point, line, barcode - on the board are set pictures)

Guys, tell me the side sides of the central triangle made with what friend? (lines).

If lines live in this area, how can I call it?

(Linear district).

Listen carefully where we put the point. Pour point in the triangle on the left. How can I call such a district? (Point District).

And the barcode in the triangle on the right. How do you call this area? (barcode).

Guys, our card is ready. We can go on a journey to areas with our buddies.

3. Fizkultminutka

We will jump and jump!
One, two, three, four, five!
We will jump and jump! (Jumping in place.)
Leaning right side. (Tilting torso left-tonds.)
One two Three.
Left left side.
One two Three.
And now we raise the handles (hands up.)
And they will be totding to Tuchka.
We sit on the track, (sat on the floor.)
Let's dismiss the legs.
I will shine the right leg, (flexing your legs in the knee.)
One two Three!
I will shine the left leg,
One two Three.
Feet high raised (raised legs up.)
And a little supersed.
Head shaved (movement head.)
And everyone together got together. (Stood up.)

4. Fairy Tale:

Somehow early in the morning, when the sun looked out of the sinking rain clouds, a curly dog \u200b\u200bman was published. She looked at the sun (picture), on Clouds (picture), on puddles (picture). She liked her puddles most. They were big and small, rounded and elongated. The dog looked at his reflection in a puddle and flirted with him, lying and touching water with their paws.

Let's draw, mane in a triangle in the middle.

Especially Manya loved to sniff flowers, they grew a lot in the area. Flowers were the most different (picture).

Run the man, ran and flew far from home to another area. There also shone the sun, but it was not like in a linear area (pictures) and clouds, and puddles, and flowers. But the most curious thing that Manya met the dog there like her, only he was shaggy, called him Lochmach.

Let's draw it in the triangle on the right

The dogs ran, played and did not notice how they were unfamiliar place. The sun, clouds, puddles and flowers there were out of points (pictures), that dogs were very surprised. Especially they cheated the kind of dog, which was introduced by the button. She was all out of points, and really resembled a large number of buttons.

Button we draw in a triangle on the left

Three dogs were very friends and not noticed for games, as the evening came. The dogs shook his paws, walked the tail and ran through their homes. The button remained in the point area, Lochmach - ran into the barcode, and the man was running-in the linear district.

Look at my city I made a fairy tale. What did you notice? What are our cities like?

Guys who want to make their city as bright, interesting can with the help of a point, line and stroke draw the missing elements. Ready work, we will put on the exhibition, and everyone can tell about their dog. (Children draw clouds of puddles flowers, shadow them).

5. Final part

What they talked to class. Who lived in the city? Where did the dogs live? Why are the districts so called? What dog do you want to tell about.