Summary of a lesson on the development of graphomotor skills

The theme is "Cheerful pencil".

(senior group)

Software content.

Educational tasks:

1. To improve motor skills and skills in manipulating various objects.

2. Improve the ability to properly hold a pencil, own it.

Developmental tasks:

1. Expand vocabulary.

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

fine motor skills of the fingers.

Educational tasks:

1. To cultivate the skills of cooperation, initiative, a sense of responsibility, caring attitude towards animals.

Methods and techniques:

surprise moment

making riddles,

finger game,

finger massage,

exercises with a pencil, beans,

playing with massage balls,

telling a fairy tale,

questions,

encouragement.

Equipment:

colored hexagon sharpened and rough pencils, pencils,

Kuznetsov's applicator,

demo sheets withgraphic task "Drawing tracks",

massage balls,

toys (cat and dog),

geometric shapes forvisual dictation "Let's build a house for friends,

audio recording "Frisky horses are galloping".

Preliminary work:

games for the development of spatial relationships,

games "Labyrinth", "Confusion", with geometric shapes "Make the same picture".

exercises with a pencil, massage balls,

games in a dry pool with cereals,

massages with Kuznetsov's applicators,

drawing "Connect by points", "Paths", hatches.

The course of the lesson.

1. Organizational moment.

Teacher: Children, guests will come to our class today.

And who, guess yourself, after listening to my riddles.

I can wash clean

Not with water, but with a tongue.

Meow! How often do I dream

A saucer filled with warm milk. (Cat.)

He is friends with the mistress

The house is guarding

Lives under the porch

And the tail is in a ring. (Dog.)

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

2. Practical part

Finger gymnastics

Let our fingers first say hello to each other.

Press your thumb against everyone else one at a time.

(Exercise "Fingers greet".)

Finger massage.

(Turn on the audio recording "Frisky horses are galloping".)

I don’t understand what this noise is? Where are these sounds coming from?

Of course, these are horses galloping.

Take applicators. Let's recall the exercise "Horses" (performed on Kuznetsov's applicator).

On a white, smooth road

Fingers jump like horses.

Chok-chok-chok, chok-chok-chock

A frisky herd gallops.

Self-massage. Pencil exercises

Now we'll play with our pencil friend.

Children, listen to the riddle:

If you hone it.

Draw whatever you want:

Sea, mountains, sun, beach.

What is this? (pencil)

1. Take a rough pencil

squeeze it between your palms and rub. (Children roll the pencil between two palms.)

Listen to how he "makes noise".

Let's "make some noise" at the right ear, at the left. Well done!

2. Place your elbows on the table.

Grasp the ends of the pencil with three fingers of your right hand and three fingers of your left hand, and roll it back and forth.

Put your pencil down, put your hands down, shake them.

3. The game "Quiet - Loud".

Ball exercises.

1. Please take the ball.

Place your right hand on the ball and wrap your fingers around it.

Place your left hand on the ball and wrap your fingers around it.

Squeeze your fingers, unclench (repeat several times).

Place both hands on the ball and wrap your arms around it.

Squeeze your fingers, unclench (repeat several times).

2. Take the ball with both hands and roll it between your palms.

Place the balls on the table.

Exercise "Fingers".

All open palms facing me, bend four fingers on each hand to the beginning of the palm. The fingers are tightly pressed together, the thumb is bent and directed to the side. Well done, everyone was bent, and now straighten four fingers. The palm is open, all the fingers are open. Bend four fingers, straighten. Show me open palms. Bend, straighten your thumb. (Repeat several times.)

A fabulous story.

I’ll tell you how one day a mother chicken called the chickens to nibble on the grains. The chickens pecked them quietly, they are small, and the mother hen - loudly, she is big. Children, let's show you how they did it. Take the rough pencil between the fingers of your right hand and place it on the table.

(Children hold a pencil between three fingers, as if writing.)

Let's knock them on the table as quietly as chickens.

Then loudly, like a mother chicken.

The chickens ate the grains and went for a walk with the chicken.

They saw worms in the dense green grass.

The chicken mother showed the chickens how to peck them.

And then the chickens ate.

Here's what wonderful story I told you.

Let our pencil friend rest. We'll play without him.

Bean exercise.

Now, with your right hand, transfer the beans from one jar to another, with your left hand back.

Let's get some rest.

3. Physical minutes.

We start running on the spot.

Stop running, come running

We stretched and breathed.

Here we spread our hands,

As if surprised.

And to each other to the ground

They bowed low.

Now guys, stand up

Raise your hands slowly

Squeeze your fingers, then unclench,

Hands down and stand like that.

Working with a demo sheet.

Children, we have prepared a treat for the guests. Look carefully at the picture and tell me, how will we treat Sharik? (by bone)

How will we treat Murka? (milk)

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

Now we are going to paint simple pencil paths from points along which our friends get to the treat.

You need to draw from left to right, with a separation of the pencil from the paper, to get points. (Explanation is followed by a demonstration.)

Visual dictation "Let's build a house for friends"

Children make a house based on geometric shapes.

4. The result of the lesson.

What did you do in the lesson?

What did you like to do?

Murka and Sharik thank you for taking care of them. And we will thank Murka and Sharik for the funny pencils and say to them: "Goodbye".

Summary of classes in the senior group

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

Topic: "Three big buddies dot, line and stroke"

Target: Familiarization of children with visual graphic means (point, line, stroke).

Software content:

Educational

1. Improve children's knowledge of a point, line, stroke.

2. Continue teaching children to create artistic images using graphic elements.

3. To consolidate the ability to navigate on a sheet of paper.

Developing:

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

2. Develop coherent speech.

3. Develop creative thinking, voluntary attention, fine motor skills of the fingers.

Educational:

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

2. to educate caring attitude to animals.

Equipment:

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

Album sheet,

Stencil with triangles,

Markers, pencils.

Methods and techniques:

Problematic situation,

reading a poem,

making riddles,

telling a fairy tale,

viewing pictures,

questions,

encouragement.

Preliminary work:

Slideshow - a program with photographs of different breeds of dogs (shaggy and smooth-haired),

drawing using stencils,

games for the development of spatial relationships in relation to oneself. to another child, "Who is standing where", etc.,

games "Labyrinth", "Confusion".

The course of the lesson.

1. Organizational part.

Teacher: Guys, our friend Karandashkin is our guest today. He loves to travel very much. Do you want to go on a trip with him? In order not to get lost, we need to draw a map.

We will travel to three districts of the same city. The triangle will help us divide the city into districts.

Take a stencil lay it down on the album sheet. Circle the triangles.

How many triangles did you get? (we got 3 triangles)

2. Practical part

Do you want to know who will live in the city? Listen carefully to the poem.

"Three big buddies dot, line and stroke"

My dear children, Stroke is a piece from the line,

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

People draw them boldly: Well, the line is big

This is an apple on a platter, Both straight and curved.

Frying pan, table, wagon, Can weave with a net,

Wood, tape recorder. After all, she is always on the road.

Only who created them, In secret to the whole world

Or rather, painted? I want to give you advice.

Three big friends - You can be friends with us,

Point, line and stroke! Learning to draw!

Just remember, friends,

Draw diligently -

It is necessary!

What is the name of Karandashkin's friends?

(point, line, stroke - pictures are displayed on the board)

Guys, tell me the sides of the central triangle are made with the help of which friend? (lines).

If lines live in this area, what can you call it?

(linear area).

Listen carefully where we put the point. We will place the point in the triangle on the left. How can such an area be called? (dot area).

And we will place the stroke in the triangle on the right. What shall we call this area? (dashed area).

Guys, our map is already ready. We can go on a tour of the neighborhoods with our buddies.

3. Physical education

Let's jump and jump!
One, two, three, four, five!
Let's jump and jump! (Jumping in place.)
The right side bent over. (Tilts of the torso to the left and to the right.)
One two Three.
The left side bent over.
One two Three.
Now let's raise our hands (Hands up.)
And we'll reach for the cloud.
Let's sit on the track (Sit on the floor.)
We will knead the legs.
Bend your right leg, (Bend your knees.)
One two Three!
Let's bend the left leg
One two Three.
Legs raised high (Raised legs up.)
And they held it for a bit.
Head shook (Head movement.)
And all stood together together. (They got up.)

4. Fairy tale:

One early morning, when the sun peeped out from behind the scattered rain clouds, a curly-haired dog Manya came out. She looked at the sun (picture), atclouds (picture), on puddles (picture). She liked the puddles the most. They were large and small, round and elongated. The dog looked at its reflection in a puddle and flirted with it, barking and touching the water with its paws.

Let's draw Manu in a triangle in the middle.

Manya especially loved to smell flowers, there were a lot of them in the area. The flowers were very different (picture).

Manya ran, ran and ran away from home, to another area. There, too, the sun was shining, but it was not the same as in the Linear region (pictures) and clouds, and puddles, and flowers. But the most curious thing is that Manya met there a dog similar to her, only he was shaggy, his name was Lokhmach.

Let's draw it in the triangle on the right

The dogs ran, played and did not notice how they ended up in an unfamiliar place. The sun, clouds, puddles and flowers there were from dots (pictures), which surprised the dogs. They were especially amused by the sight of the dog, which introduced itself as Button. She was all dots, and really resembled a large number of buttons.

We will draw a button in the triangle on the left.

The three dogs became very friendly and did not notice during the games when evening came. The dogs shook each other's paws, waved their tails and ran to their homes. The button remained in the dotted area, Lokhmach ran to the dotted area, and Manya ran to the linear area.

Look at my city, which I made for a fairy tale. What have you noticed? How are our cities similar?

Guys who want to make their city as bright and interesting can use a point, a line and a stroke to complete the missing elements. We will place the finished works at the exhibition, and everyone will be able to tell about their dog. (Children draw clouds puddles flowers, shade them).

5. Final part

What they talked about in class. Who lived in the city? Where did the dogs live? Why were the districts called that? What kind of dog you want to tell.

Larisa Kamerer
Master Class. Formation of graphomotor skills in older preschoolers

Formation of graphomotor skills in older preschoolers.

From work experience. Master Class.

Preparedness problem preschoolers for the upcoming study at school has always been in the center of attention of teachers and psychologists. Its solution changes depending on new trends in the education system itself, which in turn reflect the changes taking place in public consciousness.

It should be noted that in domestic pedagogy and psychology senior preschool age is seen as transition period from one leading activity in preschool age- game, to another leading activity in primary school age - educational and cognitive. Therefore, one of the main goals of educational work preschool the institution is to ensure the smoothness of this transition. This is facilitated by education in older preschoolers cognitive readiness for learning.

Speech therapy practice shows that the number of children with speech pathology is growing every year. Among pupils with problems in speech development, a high percentage of those who have problems with the development of general and fine motor skills... When training the fingers, speech develops more intensively and becomes more perfect. The urgency of the problem lies in the fact that a full motor and speech development (correct speech- one of the indicators of a child's readiness to study at school) is the key to successful mastering of literacy and reading: written speech formed on the basis of oral and children suffering speech disorders and motor impairment are potential children with writing and reading impairments. Therefore, the goal of my work was to improve the fine motor skills of the fingers and the coordination of hand movements through finger games, work with a pencil when performing graphic assignments.

Project stages:

1. Organizational and preparatory (June August).

analysis of upcoming activities June educators

selection of methodological literature,

choice of means, methods and techniques,

development long-term plan... June July

Orientation of children in space,

development of large movements. July-August Educators, muses.

Leader, parents

2. Main (September-April).

Orientation of children in space

and on a piece of paper, clarification of prepositions

FOR, ON, UNDER, BEFORE, NEAR, NEAR.

The development of large movements (rhythmoplasty,

fiz-ra, logodeclamation) September-May Teachers, parents

Moose. Supervisor,

educators, speech therapist

correctional and developmental classes

(frontal classes with a speech therapist,

classes on the development of speech and

literacy) Educators, teacher-logopedist

Development of fine motor skills

(artistic and aesthetic pursuits,

finger gymnastics, massage and

self-massage of hands) Educators, parents,

teacher speech therapist

Working with a simple pencil in a notebook

"Preparing your hand for writing" Gavrina S.E.

from the series School for preschool teacher speech therapist, educators

Work in a notebook in a box (typing letters,

graphic dictation by ear) Teacher speech therapist. parents

3. Final (May).

Analysis of the achievement of the goal and the results obtained.

Holiday writing. Teacher-speech therapist, music director

Working on this problem, I solved the following tasks: To acquaint children with the observance of basic hygiene rules for letter: correct fit when working with a notebook, the position of the sheet, hand, writing instrument;

Teach continuous smooth outline of an object along the contour and hatch it using various types of shading (horizontal, vertical, diagonal, etc.)

Develop graphic skills children in writing straight, oblique, rounded lines, ovals, correlating them with the line.

Formation and improving the fine motor skills of the fingers, motor skills and skills in the manipulation of various objects (hard and soft, elastic, smooth and rough);

Teach children to navigate in space and on a plane;

To develop the ability to listen, understand and fulfill the teacher's verbal instructions; the ability to act, repeating the shown pattern and rule. (Graphic dictations)

Presentation of methods and techniques

slide 9 In my work tried to apply new, including informational-communication and health-saving technologies. The work used methods such as didactic games and exercise, graphic exercises and dictations, finger gymnastics, which is accompanied by poetry. Research assignments were also offered. formation spatial orientations (for example, orientation in the sides of one's own body and the body of the person sitting opposite, the ability to navigate a sheet of paper, the development of the kinesthetic basis of movements (lower the hands down, clench the hands of both hands into a fist, etc., visual-motor coordination of movements) (performing movements according to verbal instructions)... GAME CHAIN ​​Fingers sorting out and collecting the chain, TURTLES

Slide 10 For children with speech pathology some disorders of general motor skills, spatial orientation, difficulties in differentiating spatial concepts, disorders of visual-motor coordination are characteristic. Particular difficulties are associated with insufficient formed the ability to switch from one movement to another. The motor skills of children are characterized by general awkwardness, lack of coordination. Children lag behind their peers in agility and accuracy of movements. Preschoolers with impaired fine motor skills of hands have difficulty in mastering writing skills... Most children complete tasks at a slow, strenuous pace, with tense fingers, and not fully. She used health-preserving techniques such as Su-Jok therapy. Children were asked to alternately wear massage rings on every finger, reciting poems finger gymnastics, clamp the rings between your palms, while reciting a poem for sound automation, work according to the instructions of an adult. She also offered to carry out massage and pencils, self-massage (finger felting)... BIRD GAME WITH ADULTS

Slide 11 Children love to play with sticks. It is fashionable to fold not only letters, but also figures from sticks. These exercises develop fine motor skills of the fingers, and also help to increase the physical and mental performance of children, create a functional basis for a relatively quick transition to more high level motor activity muscles.

FOLD A FIGURE FROM STICKS

Slide 12 Nitkography- a means of developing hand-eye coordination is drawing with the help of strings, which implements following: improves visual perception, develops hand-eye coordination, forms smoothness and accuracy of movements, prepares the hand for writing, strengthens drawing skills, develops fine motor skills and imagination, and also develops coherent speech.

PUTTING OUT THREADS

Slide 13 Very often we see that the child holds the pencil incorrectly. So that the child's hand does not get tired when writing, it is important to teach him to hold the writing instruments correctly. Here are some ways to train your child to hold the pen correctly. (using a string and paper and a fish corrector)

Slide 14, 15 (Demonstration of a notebook) Working on the development of fine motor skills and graphomotor skills children were given a variety of tasks, carried out graphic dictations , exercises were given in tracing stencils, drawing lines, figures by cells.

Slide 16 For prevention dysgraphia offered children letters made of sandpaper, circle a letter on paper, played a game Find the correct letter, repair the letter.

Slide 17 For development spelling vigilance, voluntary attention, spatial imagination, development of fine motor skills spent with children graphic dictations.

Positive results in development graphomotor skills helped to achieve Team work with the educators of the group and music director... Spending my own educational activities, they paid considerable attention to the development of fine motor skills. It is impossible to achieve any positive results without parental support. Parents were given consultations and interviews.

The majority of children experienced positive qualitative changes with the formation kinesthetic basis of movements and visual-motor coordination of movements, namely in the development of the kinesthetic basis of hand movements, optical-kinesthetic organization of movements, in the formation spatial perception, hand-eye coordination of movements. Preschoolers after training, they became much more concentrated, more diligent, they stopped excessively straining their hand while completing assignments, they began to verbally describe their actions, they stopped “rotating” notebooks. Before the start of classes, the state graphomotor skills in children it was at an average and low level. After the lessons, the state graphomotor skills started to improve, moved to a higher level, the number of children with an average level increased, the number of children with a low level decreased. When continuing to work on formation of graphomotor skills, children will undoubtedly give positive dynamics.

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 fine (or manual) motor skills. Motor skills are a set of motor reactions characteristic of childhood. In most cases, impaired intelligence in a child is combined with insufficient development of the motor sphere, which negatively affects the development of cognitive activity in general. The development of motor skills involves the correction of elementary general and subtle motor abilities, which children with intellectual disabilities cannot master on their own; correction of incorrect motor patterns; the formation of arbitrariness and purposefulness of movements; development of some basic motor qualities. It is well known that the basic "movement patterns" provide the psychophysiological foundations of any action: seeing, hearing, speaking, writing, reading. Taking into account this position, one of the important tasks of motor development is the coordination of movements of the whole system of the child's body and private systems of coordination of movements (hand - sight, sight - hearing, hand - sight - hearing, hearing - speech, etc.), which contribute to the establishment of connections between skills see, hear, feel, move, speak. It has been proven that both the thought and the eye of the child move at the same speed as the hand. This means that systematic exercises for training finger movements are a powerful means of increasing the performance of the brain. The results of the study show that the level of speech development in children is always in direct proportion to the degree of development of fine movements of the fingers. Fine motor skills are the basis of development, a kind of "locomotive" of all mental processes (attention, memory, perception, thinking, speech). Imperfection of fine motor coordination of hands and fingers makes it difficult to master writing and a number of other educational and work skills. Psychologists say that finger exercises develop a child's thinking, memory and attention. In short, the educational psychologist is engaged in the development of large and fine motor skills only to the extent that is needed to ensure the most complete knowledge of the child of objects, objects, phenomena of the surrounding world. At the same time, the purposeful influence of physical culture means on mental processes makes it possible to stimulate their maturation and increase the level of development, which will ensure a more successful mastery of the school curriculum by children. Thus, the tasks solved in the correctional classes for the development of psychomotor and sensing skills do not duplicate, but supplement the tasks set by the curriculum for physical culture. In children with intellectual disabilities, slow development of the motor sphere is observed already from infancy. Much later than their peers, they begin to reach for the toy hanging in front of them, sit, stand, move in space. Movements are often awkward, poorly coordinated, excessively slowed down or, on the contrary, impulsive (N.P. Vaizman, V.M. Mozgovoy, etc.). Fastening and unfastening buttons, lacing up shoes, that is, the so-called self-service skills, is a particular difficulty for such children, due to significant deviations in the development of fine motor skills. Children with intellectual disabilities are characterized by a significant delay and shortcomings in the formation of objective actions and associated voluntary movements. This rate of development significantly reduces the child's ability to become familiar with the surrounding objective world. At the same time, work practice confirms that by mastering movements, children improve motor skills, they develop muscle sense, spatial orientation and coordination, posture improves, and vitality increases. In the process of motor activity in the cerebral cortex in a child, conditioned reflex connections are established faster, which means that his all-round development takes place more intensively. After all, the achievement of the goal of any motor act, for example, throwing a ball into a basket, maintaining balance on a balance bar, walking on a gymnastic bench, etc., is determined by the level of sensorimotor and emotional-volitional development and at the same time stimulates this development. In the process of performing motor tasks, children acquire knowledge about the properties of various objects and aids (color, shape, quality of materials); get acquainted with the peculiarities of movement in space, possible directions of movement; determine the location of some objects in relation to others and to oneself, orient themselves in the scheme of their own body, etc. In this case, cognition occurs on the basis of perception of different modalities (kinetic, tactile, visual, kinesthetic, etc.), as well as speech. We do not dwell on solving the problems of the child's physical development associated with an increase in the functional level of the body systems (respiratory, cardiovascular, etc.), with the development of motor skills and qualities (dexterity, speed, coordination, balance, etc.), since the data the questions relate directly to physical education. Let us dwell on those mental qualities that are formed in the process of performing different movements. Immediately, we note that the main forms of work used in classes on sensory development children - these are motor exercises, didactic and mobile (medium and low mobility) games. In children with intellectual disabilities, as research by the Nizhny Novgorod scientific school (V.V. (including educational) activities. The structure of self-regulation presupposes the presence of three mandatory stages: indicative (acceptance and understanding of the instruction), performance (action program and its implementation), control and evaluation (assessment of the result obtained). In younger schoolchildren, all these stages are unformed. Performing actions according to verbal instructions, gradually becoming more complicated according to the principle of increasing links, increasing the complexity of the content of each link and the requirements for the execution of commands (for example, actions with open and closed eyes) contributes to solving this problem. Here are some examples of how the instructions are made more complex. 1st option:- sit down, take the ball - straighten up; - sit down, take the ball - straighten up, stretch up, lifting the ball over your head; - sit down, take the ball - straighten up, reach up, lifting the ball over your head, - lower the ball to chest level, throw it into the ring. 2nd option: - put your hands on your belt - take one step forward; - put your hands on your belt - take one step forward - two steps to the left; - put your hands on your belt - take one step forward - two steps to the left - one step back; - put your hands on your belt - take one step forward - two steps to the left - one step back - lower your hands. If the first instruction (of any option) is performed by children quite easily, then all subsequent ones are initially performed with errors: the child either “loses” (forgets) a part of the instruction, or changes the actions, or simplifies the execution order (that is, does it inaccurately). Moreover, the more complex the instruction (a large number of links, complex movements), the more mistakes and inaccuracies children make, but at the stage of assessment it is difficult to isolate these errors and inaccuracies, believing that they have done everything correctly. These facts highlight the lack of self-regulation when executing multi-link instructions. The process of teaching the purposeful fulfillment of the instructions of the teacher-psychologist, or rather, the arbitrary regulation of movements by the child himself, includes several mandatory components: - the repetition of instructions not only by the teacher, but also by the child; - explanation (in some cases and showing) by the child of those movements that are to be performed; - the teacher's mindset on accuracy, beauty and precision of performance; - at the end of the execution - the child's story about what actions he performed and in what sequence; - the child's self-assessment of the accuracy of the instructions. Note that the effectiveness of the implementation of instructions is greatly influenced by the positive motivation of children, which can be achieved through the introduction of bright and colorful physical education aids and attributes, the use of game (for example, fairy-tale characters, etc.) and competitive elements. All children of the subgroup are involved in the control and analysis of the performance, which contributes to the development of their attention, visual concentration, teaches them to adequately assess the performance of the task by another child, to argue their assessment in oral speech. As a result, the formed actions of self-control at each stage of the performance of the activity (indicative, performing, control and evaluative) contribute to a more complete assimilation of the educational material. For the successful mastering of reading, writing and other school skills, it is important to form in children not only visual-motor, auditory-motor coordination, but also coordination of different parts of the body (for example, body posture and head tilt when writing). Special physical exercises help to improve coordination of movements; games and exercises with the ball: shifting and then throwing the ball from hand to hand; tossing the ball to different heights and catching the ball with both hands and one. Exercises associated with throwing at a target, performed on a limited surface, balance exercises, exercises with gymnastic aids (ball, hoop, pins), etc., that is, those exercises that develop the coordination of movements of different parts of the body and require synchronization are effective. action. In addition, these types of exercises contribute to the development of precision and clarity of movements, dexterity, speed of reaction. See examples of games below. Fine motor skills are an integral part of human motor abilities. Its development is based on the formation of optimal body statics, optimal motor stereotype of locomotion and limb movements, musical rhythmic movements. The term "fine motor skills" refers to highly differentiated precise movements, mainly of small amplitude and strength. In socialized movements, these are the movements of the fingers and organs of the articulatory apparatus. Fine motor skills must be developed on the basis of general motor skills, in a system of parallel formation of all basic types of motor abilities. The development of motor skills affects the development of other systems. In particular, numerous studies (GA Kashe, T.B. Filicheva, V.V. Tsvyntarniy and others) proved the dependence of the development of speech on the degree of formation of fine hand movements. Scientists of the Institute of Physiology of Children and Adolescents of the Academy of Pedagogical Sciences (E. N. Isenina, M. M. Koltsova, etc.) have confirmed the connection between intellectual development and digital motor skills. Immaturity in the development of motor functions manifests itself in stiffness, awkwardness in the movements of the fingers and hands; movements are not clear and coordinated enough. This is especially noticeable in such activities as manual labor, drawing, sculpting, working with small details (mosaic, constructor, puzzles), as well as when performing household manipulative actions: lacing, tying bows, weaving braids, fastening buttons, hooks, slips and others. A consequence of organic brain damage is a deficit in the development of complexly coordinated graphic hand movements, which significantly complicates the mastery of basic movements by children with intellectual disabilities, necessary for the formation of writing skills. A change (increase or decrease) in muscle tone leads to fatigue of the hands, which is why the child cannot hold a pencil or pen for a long time. Lack of activity of the nervous system makes movements awkward, interferes with their coherence and smoothness. These disorders are usually combined with disorders of visual-motor coordination. Therefore, not only special work is required to develop gross and fine motor skills, but also purposeful work on the formation of complexly coordinated movements and basic graphic skills. Consider the work on the development of fine motor skills through the prism of guidelines for mastering linear graphics in the process of drawing when preparing a child's hand for writing. Long-term practice has shown that for the development of fine motor skills it is very useful to hatch, paint over, draw with pencils. Hatching helps the child to coordinate movements, observing the boundaries of the contour, to distribute the drawing across the entire silhouette of the depicted object. Hatching can be done with a solid, dashed, or wavy line. But perhaps the most exciting thing to do is shading multiple objects in one drawing. The main means of expression in the classroom is the line. It is applied to the paper using various tools: a ballpoint or gel pen, a colored or simple pencil of different hardness, a felt-tip pen, a special charcoal rod, wax chalk, pastels, hard materials, a squirrel or kolinsky brush when working with gouache, watercolor or ink. Working with various materials makes it possible not only to assess the specificity of their expressive capabilities, but also to correct the work with the muscle tone of the hand, which is important for writing, when it is required to transfer prolonged static loads on the hand while maintaining the clarity of movements. The normalization of the tone of small muscles is also facilitated by playing with cold and hot water, an ice cube, a walnut, and a small massage ball. For the formation of finely coordinated graphic movements, the following exercises are useful: - shading in different directions with different pressure strength and amplitude of hand movement; - coloring the sheet in different directions with and without limitation of the painted surface; - drawing around the contour, copying; - drawing by control points; - additional drawing of images; - drawing by cells and on other limited surfaces; - ruled; - graphic dictation. There are also special exercises for preparing a child's hand directly for school writing, including elements of capital letters. The problem of the formation of graphic skills in children requires constant attention of the teacher, since this is not just a motor act, but a complex psychophysiological process, which is ensured by the joint work of a number of analyzers: speech-motor, speech-auditory, visual, kinetic and kinesthetic. The transformation of a visual image with the help of a hand movement into a graphic sign requires the skills of organizing movement in space (i.e., the dynamic organization of the motor act) and the formation of a number of coordination - visual-motor, auditory-motor, auditory-visual. In this regard, preparation for writing has several directions: the development of finely coordinated movements of the fingers and hands; orientation on an unlined and lined (first in a cell, and then in a ruler) sheet of paper; training in the correct seating and use of writing utensils; working out elementary graphic skills; the formation of skills in correlating sound and letter. Let us emphasize that the technical side of writing, despite all the preliminary preparation, is difficult: children require enormous mental, physical and volitional efforts, and therefore the recommended writing duration at the stage of training is no more than 5 minutes. The development of hand motor skills is the basis for the formation of graphic skills. Each corrective lesson should be accompanied by special finger gymnastics, combining the development of all fingers of the hand (and not only the first three fingers, which are most active in activity and constituting the "social zone of the hand") and movements of the hand of three types: compression, stretching and relaxation (see examples of exercises below ). Gymnastics should be carried out at least two times for 2-3 minutes at each correctional lesson; it is permissible to conduct correctional classes (especially in the first grade), completely devoted to the development of fine motor skills and teaching the use of writing materials. All finger gymnastics exercises are performed at a slow pace, 5-7 times, with a good range of motion; with each hand separately, alternately or together - it depends on the direction of the exercise. Initially, the same type and simultaneous movements are given, aimed at the development of coordination and coordination of movements, and only as they are mastered, more complex movements of different types are included. The teacher monitors the correct positioning of the child's hand, the accuracy of execution and switching from one movement to another, if necessary, gives calm, clear instructions. Let us especially emphasize that the main purpose of such work is not mechanical training of hand movements, but the systematic training of children in new finely coordinated motor actions. For the development of fine motor skills, exercises for sorting beads, buttons, rolling between the palms of wooden, plastic, rubber balls with spikes, working with a small constructor, puzzles, etc. are useful (see examples of exercises below). Simple movements help to remove tension not only from the hands themselves, but also from the lips, relieve mental fatigue. Hands gradually acquire good mobility, flexibility, stiffness of movements disappears, which makes it easier to master writing skills. For games and exercises for the development of motor skills, you should have special equipment: - a variety of small objects (buttons, beads, pebbles, grains, nuts, paper clips, buttons, etc.) and various boxes, cans, trays for their unfolding; - free spools for winding threads, ropes, wires on them; - plaques and toys-lacing "Miracle Button" with many holes for sewing and embroidery with a cord; - various types of fasteners: hooks, buttons, laces, zippers, slips; - sets of ropes and ribbons of different lengths and thicknesses for tying and untie knots, weaving braids, tying bows; - sets of plastic or wooden sticks, multi-colored clothespins; - various types of mosaics, constructors, puzzles. The work on the development of children's hand movements is at the same time work on the formation of various perceptual actions and their systems, some sensory abilities, which we will talk about in subsequent chapters.

KGBS (K) OU "Ozerskaya S (K) O boarding schoolIIspecies "

"Development of graphomotor skills in hearing impaired preschoolers at the initial stage of education"

Compiled by:

Irina Makarova,

educator

S. Ozerki 2015

Compiled by: Irina Makarova, educator

This collection presents the experience of the preschool teacher I.V. Makarova. on the use of methods and techniques for the formation of graphomotor skills of hearing impaired children of younger, middle and senior preschool age.

Introduction

"The child's speech is at the tip of his fingers."

V.A. Sukhomlinsky

Preschool childhood is a unique age period with a peculiar logic and specificity of development; it is a special cultural world with its own values, language, way of thinking, feelings, actions.

Graphomotor skills are the final effector link in the chain of operations that make up writing. Thus, they can influence not only calligraphy, but the entire writing process as a whole. Throughout a significant part of preschool childhood, the regulation of graphic movements is carried out mainly on the basis of the motor analyzer. Insufficient development of fine motor skills, poor coordination of movements, lack of self-control, spatial-temporal orientation in children with hearing impairments can cause motor and optical dysgraphia. Therefore, at preschool age, it is important to develop the mechanisms necessary for mastering writing, to create conditions for the accumulation of motor and practical experience by the child.

The development of the child's fine motor skills - fine movements of the hands and fingers in psychology, are of great importance, and is regarded as one of the indicators mental development child.

Development movements hands and fingerswithout items children of early and junior preschool age have long been attributed great importance in folk pedagogy, tk. the development of fine motor skills was included in a variety of work processes, and children from an early age were prepared for their implementation. For this, the kids were offered various finger games with nursery rhymes as preparatory exercises. Interesting game form, the rhythmic organization of the poetic text and the movements associated with it, involved the child in the performance of the action to show the adult.

Methodical work teachers of the preschool department of our school and mine, including, is aimed at implementing a development program that includes the introduction of new technologies remedial education and education in a health-saving environment. This explains the relevance of this collection, the purpose of which is to describe the most effective exercises that affect the formation of writing graphics.

Features of the formation of graphomotor skills

hearing impaired preschoolers.

In a hearing impaired child, the features of the formation of graphomotor skills largely depend on the degree and form of the impairment, regardless of the actual age of the child. In this case, correctional work and methods of influence are determined depending on the initial data individually for each child.

The purpose of the development of small muscles of the fingers is the formation of a visual and graphic skill, the formation of a real display of objects and the ability to proportionally depict figures, take into account the size and magnitude of the angles. According to the ideas about the psychological structure of graphic activity, this skill is formed in close dependence on the following factors:
- visual perception;

Arbitrary graphic activity;

Hand-eye coordination.

The development of the graphomotor skills of a hearing impaired child is carried out over two periods: coarse and fine coordination of movements and the development of automatic writing skills, since it requires rather complex coordination of sensorimotor processes, optimal concentration and distribution of attention. Correction of fine coordination of movements is carried out in two directions - the development of graphomotor skills and the mastery of graphic symbolization. And in this case, the correction process also continues in other activities with children. Correctional work on the development of coordination of movements begins with large movements of the hands from the shoulder: drawing in the air the contours of imaginary objects, working with crayons, drawing on wet and dry sand and similar exercises. Gradually, the movements become smaller (from the elbow, directly the hands, fingers) - playing with flags, shadow theater; tracing of stencils, drawn outlines, various shading, finishing drawings and much more; "Writing" letters using stencils, as well as their printing with support on limiters and without them ("in the corridor" and without the "corridor").

Finger games and exercises not only improve dexterity and accuracy of movements, but also improve attention, memory, help to learn patience, and develop perseverance. It is impossible to truly coordinate the movements of the hands without focusing visually. It is necessary to teach the hands of a hearing-impaired preschooler "obedience", since the time is coming for the active development of the surrounding world, which consists of different objects. Everyone needs to be able not only to take it in hand, but to take it comfortably. Then he can be manipulated. Thus, the development of graphomotor skills is also a way of training and correcting higher mental functions such as memory, thinking, perception and speech in a child with intellectual disabilities.

Those who work with hearing impaired preschoolers know what difficulties these children experience when they have to perform actions that require precision, alignment and synchronization of movements: take something, insert, tie, fold, sculpt, cut, paste, paint, etc. e. Poorly developed motor functions of the hands and the lack of a formalized technique of movements, coordinated actions of the eye and hand cause enormous difficulties in the child, which sometimes force him to retreat before any task related to the performance of the above actions.

During games, exercises and training, children begin to involuntarily direct their attention to the muscles involved in the movements. They distinguish and compare muscular sensations, determine their character: "tension - relaxation", "heaviness - lightness"; the nature of movements: "strength - weakness", tempo and rhythm. Development of large movements, physical exercises also form perception, attention, thinking, spatial and temporal representations.

At the first stage of training, the student writes in large quantities, and this is due not only to the roughness of his spatial coordination. The reason is that the larger the letter, the smaller the distinctive difference between the movements of the nib and the movements of the hand itself, i.e. the easier and more accessible the decoding, and this is confirmed by cyclographic observations. Only, as this transcript is mastered, the child learns to transfer first visual and then proprioceptive corrections to the pen tip, acquiring the ability to automatically provide the pen tip with any required trajectory. Due to this, the size of the letters written out gradually decreases. Simultaneously with this process, the mastering of writing on a ruler is also taking place.

Improving the ability to control your movements, both small and large, to perform them in a variety of ways, that is, differentiated, precisely, smoothly, beautifully, or quickly, dexterously and technically correctly, has its continuation in the senior preschool and primary school age.

Exercises

for

younger age

Finger games

Porridge.

Our Masha cooked porridge.

I cooked porridge, fed the kids.

(circular motion index finger on the palm of the baby)

I gave to this, I gave to this. I gave to this, I gave to this.

But she didn’t give this one.

(shake slightly by the little finger)

He was naughty a lot,

He broke his plate.

Cabbage.

We chop cabbage, chop,

(tap the edges of your palms on the table or knees)

We salt and salt the cabbage,

(alternately stroking the fingertips, as if salt)

We are three or three cabbage,

(rub cam on cam)

We press, we press cabbage.

(clench and unclench the cams)

Tableware.

One two three four,

(Alternate clapping and banging fists against each other.)

We washed the dishes:

(One palm slides over the other in a circle.)

Teapot, cup, ladle, spoon

And a big cook.

(Bend your fingers, starting with the thumb)

We washed the dishes

(One palm slides over the other)

We only broke the cup,

The ladle fell apart too,

The kettle's nose was knocked back.

We broke the spoon a little.

(Extend the fingers one at a time, starting with the thumb)

This is how we helped mom.

(Clap your hands)

Walk.

One, two, three, four, five,

(bend your fingers, starting with the thumb)

We came to the yard for a walk.

(we go with the middle and forefingers, the rest are tucked in)

They sculpted the Snow Baba,

(circular motions with palms, as if we are sculpting a ball)

The birds were fed with crumbs,

(alternately stroking the fingertips, as if crumbling)

Then we rode down the hill,

(we move the index finger of the right hand along the palm of the left hand)

And also lay in the snow.

(turn the palms up and down)

Everyone came home in the snow.

(shake hands down)

We ate the soup and went to bed.

(movements of an imaginary spoon, hands under the cheeks)

Bees.

(One hand depicts a Christmas tree: resting on the elbow, fingers are spread out.

The second hand is a hive: the fingers are closed in a ring. The hive is pressed against the tree.)

Small house on the tree

Home for bees, where are the bees?(We look into the hive.)

I need to knock on the house,(Knock your fists together.)

One, two, three, four, five.

I knock, knock on the tree

Where, where are these bees?

(We bang our fists together, alternating our hands.)

Bees began to fly out:

One, two, three, four, five!

(We spread our hands, spread our fingers and wiggle them, the bees fly.)

Brothers.

The brothers sat in the hut.

(The hand is on the elbow, the palm is straightened, the fingers are closed.)

I wanted the little one to take a walk

(Take the little finger to the side in the plane of the palm and hold for 2-3 seconds.)

Yes, it is boring for him to walk alone.

(The little finger wiggles slightly, then returns to its original position.)

He calls the brother for a walk together.

(Move the little finger and ring finger to the side, pressed together; hold for 2-3 seconds.)

Yes it is boring for them to walk two.

(The pinky and ring fingers wiggle slightly, then return to their original position.)

My brother's name is three of us.

(Move to the side three fingers pressed together: little, ring and middle fingers. Hold for 2-3 seconds.)

Sad elders sit in the hut.

(The thumb and forefinger are connected by the tips four times.)

They call the brothers home to themselves.

(All fingers join in a pinch, the hand relaxes.)

Repeat the movements with the other hand, and then perform them simultaneously with both hands.

Hares.

The bunny is jumping scythe(Extend the index and middle fingers of the right hand, connect the rest)

Under a tall pine tree. (Raise the palm of the left hand vertically, fingers wide apart)

Under another pine tree.(Raise the palm of your right hand vertically, fingers wide apart)

Another bunny is jumping... (Extend the index and middle fingers of the left hand, connect the rest.)

Lock.

There is a lock on the door.

(Fingers in the lock)

Who could open it?

(Tilt the lock left-right)

We turned the lock

(circular movements with hands folded in a lock)

We twisted the lock

(Fingers closed, palms rub against each other.)

We knocked with the lock

(Fingers closed, palms banging together.)

They knocked and opened!

(Show palms.)

Orange.

We shared an orange

There are many of us - and he is one!

(Left hand in the cam, the right one grabs it)

This slice is for a hedgehog

(With the right hand, alternately unclench the fingers of the left hand, starting with the little finger)

This slice is for the siskin

This slice is for kittens

This slice is for ducklings

This slice is for beaver

And for the wolf - the peel!

(Shake both brushes)

Centipedes.

Two centipedes running along the path.

(The middle and index fingers of both hands go towards each other)

Met(Hands look at each other)

Hugged, (shake one hand with the other several times)

We parted forcibly(Unclench your palms)

And - said goodbye! (Both hands wave to each other)

Cheerful mouse.

Funny mouse

I found a glove(Fingers to the sides, twirl your palm)

Having arranged a nest in it,(Fold your palms in a bucket)

The mouse called. (Beckon by flexing and unbending fingers)

Im a crust of bread

Gave a bite, (With the tip of your thumb, alternately tap on the tips of the other fingers.)

Stroked everyone(One pen strokes the other and vice versa)

and sent me to sleep.(Put folded palms under the cheek)

Kittens.

Our cat has ten kittens,

(We fold our palms, press our fingers together.)

Now all kittens are in pairs:

(We swing our arms from side to side without separating them.)

Two fat, two nimble,

(We tap with thumbs and then index fingers against each other)

Two long, two cunning,

(We tap with the middle and then ring fingers against each other)

The two smallest and most beautiful.

(We bang our little fingers against each other)

Hares.

Ten gray hares, dozing under a bush,

(Hands are free on the table)

And two of them suddenly said: "There is a man with a gun"

(Thumbs up on both hands)

Two shouted: "Let's run away!"

(Raise the index fingers of both hands)

Two whispered "Let's keep quiet!"

(Raise the middle fingers of both hands)

Two suggested: "We will hide in the bushes!"

(Raise the ring fingers of both hands)

And two suddenly asked: "Can he do 'Bach'?"

(Raise the little fingers of both hands)

“Bach "- shot the hunter, (Clap your hands)

By pulling the trigger

And ten gray hares

They ran away.

(We run all our fingers on the table.)

Friendly fingers.

These fingers pinch

(We pinch the palm of the other hand with the thumb and forefinger)

These fingers are walking

(The index and middle "walk" on the other hand.)

These - like to chat

(Middle and unnamed rub against each other)

These are a quiet nap,

(We press the nameless and little finger to the palm.)

And the big one with the little finger-brother

They can wash themselves cleanly.

(We twist our thumb around the little finger.)

Kitten.

I walked alone along the path

(showing one finger)

My two legs walked with me,

(showing two fingers)

Suddenly there are three mice to meet,

(showing three fingers)

Oh, we saw a kitten!

(shake our head)

He has four legs

(showing four fingers)

On the paws - sharp scratches,

(we scratch with our nails on the table or on the knees)

One two three four five,

(for each count we show the corresponding number of fingers)

You need to run away quickly!

(run away with index and middle fingers)

Assignment: Help the snake climb the stairs, draw the ladders.

Assignment: Painters came to paint the roofs, and the stairs are broken, draw ladders for them.

Assignment: It started to rain in the city, draw raindrops

Assignment: Draw the needles for the hedgehog

Assignment: Draw windows in the houses.

Assignment: Draw waves on the sea.

Assignment: Draw the birds in the sky.

Assignment: Paint a Smile on Emoticons

Assignment: Sad Emoticons

Assignment: Draw patterns on a plate.

Exercises

for middle age

Assignment: Draw apples on an apple tree.

Assignment: Cherry and plum jam in a jar, draw berries in the jam.

Assignment: Draw balls for the juggler dog.

Assignment: Draw wheels for a steam locomotive and carriages

Assignment: Draw multi-colored balls in the basket.

Assignment: Draw windows and doors in the house.

Assignment: Draw cubes for the children so that they can build a high tower.

Assignment: Draw gifts under the tree.

Assignment: Draw candles on the cake.

Task: Builders are building a house, draw them a lot of bricks.

Assignment: Draw flags on the garland

Assignment: Draw sails on the boats.

Assignment: Draw a roof for the houses.

Assignment: Draw the Christmas trees

Assignment: Draw tails for the fish.

Assignment: Draw strings for the balls.

Assignment: Draw paths for cars.

Assignment: Help Santa Claus hang a garland on the Christmas tree.

Assignment: Draw a thread.

Assignment: Draw the worms.

Exercises

for older age

Assignment: Draw yourself.

Literature:

1. Ermakova, S.O. Finger games for children from one to three years old / S. O. Ermakova. - M.: RIPOL classic, 20s. : ill. - (SUPER educational games for children).

2. Maltseva, I. V. Finger games: from birth to 3 years: [massage., Tactile., Gymn., Object., Creative.] / IV Maltseva. - SPb. : ABC-Classic, 20s. : ill. - (Early development).

3. Finger games: [develop thinking, speech, fine motor skills: for joint. leisure activities of children and parents / author-comp. E. Sharikova; artist T. Chizhkova]. - M.: Strekoza, 20s. : col. silt

4. Teplyakova, O. N. Practical encyclopedia - M.: ROSMEN, 20s. : col. silt

5. Tryazorukova, T. P. Together with my mother we play with our fingers / T. P. 7. Tryazorukova. - Rostov on / D: Phoenix, 20s. : ill. - (Series "School of Development").

6. Tsvyntarny, V.V. We play with our fingers and develop speech / V. V. Tsvyntarny. - SPb. : Lan, 19s. : ill.

7. Turkina, V.I. Development of fine motor skills of hands to prepare children for school / V. I. Turkina // preschool teacher educational institution

8. Voronina, L. P. What is the influence of the fingers on the development of speech? / L. P. Voronina

9. Childhood Planet website Link:www. razvitierebenka. net

10 ... Website http://www.liveinternet.ru

PRESCHOOL
AGE

DEVELOPMENT OF GRAPHIC MOTOR SKILLS IN CHILDREN

TIPS FOR PARENTS

One of the manifestations of a child's unpreparedness for school is underdevelopment of manual skill, those. inability of the child to perform purposeful actions with his hands. Children cannot draw, paint, copy simple patterns, connect dots, and sometimes even just hold a pencil in their hands.

HOW CAN YOU HELP YOUR BABY?

While playing or playing with the child, be patient, do not rush him unnecessarily, do not rush to do something instead of him. Do not forget that he is just mastering many actions, and it will take time for them to be performed easily and quickly, to become a skill. It is important to support the child, help to gain self-confidence. If the movements are not clear enough, your intervention, remarks, rushing will only interfere with the child, knock him down, make him fussy, less organized.

Be creative: try to think of situations in which someone can do something worse than a child, or cannot do it at all and needs help. For example, it is difficult for a grandmother with a sore back to unlace her shoes, or her toe hurts, but a button needs to be fastened. To become a real helper, you need to train!

We train our hands at home, on a walk, in the country and ...

In the country: give the task to loosen, weed, dig up, water (it's good if your child has his own set of garden tools). The child must understand what his work is for, know that by doing it, he is beneficial;

On a walk: wherever you are, give your child the opportunity to get to know more about sand, clay, water, snow. Encourage the child's desire to build towers and fortresses from sand, build snow towns, draw with a finger or a stick on sand, clay (similar "writing" will be obtained on semolina and flour scattered on the table), etc. The child must learn to distinguish between "building materials" by touch. Play with it and practice it: put fine river sand, pebbles, clay, gravel, shells, etc. in separate bags. and ask the child to close his eyes, touch the contents of the bag with his palm and guess what lies there? Let him try to describe his feelings. What does it look like?

Houses: pay special attention to the formation of a wide variety of self-care skills (washing and drying, buttoning and unbuttoning, tying and untie shoelaces, preparing the bed for bed, making the bed, etc.). The child will easily and with interest master these skills if the "training" will take place in game situations, for example, in a doll's corner. Thus, playing with dolls will help the child to consolidate the necessary everyday skills.

On the kitchen: the child can sort out buckwheat, rice, millet, pour sugar into a sugar bowl, salt into a salt shaker. Teach him to grind, stir, shake, pour, pour, pour. It is important that he learns to hold a spoon, fork, knife, stir sugar in a cup on his own, and gently pour tea from a cup into a saucer. The child will enjoy rolling out the dough, laying out the filling and sculpting dumplings, dumplings.

Classes will seem more exciting if they are connected with a fairy-tale story familiar to the child. Together with him, mold the Kolobok, the pies that Little Red Riding Hood brought to grandmother, or those that Mashenka from the fairy tale "Masha and the Bear" hid behind in her basket.

At first glance, many of these everyday skills have nothing to do with school activities, but in reality they are basic for her, since they form manual skill. In addition, it should be noted that, acquiring the skills of self-service, home economics, working in the garden or vegetable garden, the child communicates with adults, masters speech.

The formation of graphic skills plays a special role in preparing a child for school. To develop them, you can use exercises in outlining and coloring patterns for vegetables, animals, etc., working with coloring books, copying graphic exercises from various manuals for preschoolers.

Hand positioning.

Many children do not hold a pencil or pen correctly. You can use the labeling method: put the circles on the points of contact of the child's hand with the handle. You will have three marks: one on the pen, one on the pads of the index finger, and one on the side of the middle finger where the pen rests.

Hatching.

The exercises are performed according to the principle of increasing difficulty. The child is offered to circle a small piece or a simple flat shape with a pencil. Then the child shades the resulting contour (vertically, horizontally, obliquely). Before starting work, the child is shown a hatch pattern.

Coloring.

The child paints the drawing with pencils, trying to work as accurately as possible, without going beyond the outline. The adult encourages even the smallest success of the child, while you can play "school", distributing roles among themselves.

Copy the outline with a pin.

The child is invited to copy a simple drawing or geometric figure, cutting the outline with a pin. In this case, a blank sheet of paper is placed under the sample, onto which the drawing will be transferred, as well as a small pad of foam rubber. The resulting drawing can then be colored or shaded.

Tying, untying knots and bows, braiding, unweaving.

This can be work with a clothesline, with laces. Girls can braid their dolls. You can compete for speed. As you master, the exercises give you a thinner rope.

And it is also necessary:

Cutting with scissors along a contour (for example, a shape paper doll or car).

Making small paper crafts (boat, airplane).

Working with a small designer, mosaic (work on the model is important).

For greater effect, it is advisable to adhere to following conditions:

Evaluate efforts, not compliance with a common standard, praise even small successes;

In no case should the child be forced to rewrite (redraw) completely - it will turn out worse and worse;

Take your time to move on to writing letters, you can focus on drawing the simplest graphic lines and writing elements of letters;

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

Exercises should give the child pleasure, not exceed 10-15 minutes.

Finger gymnastics.

All exercises are performed at a slow pace, three to five times, first with one, then with the other hand, and finally with two hands together. Adults monitor the correct positioning of the child's hand and the accuracy of switching from one movement to another. Instructions should be calm, friendly, clear.

"Fan"

The sun is shining very bright

And the guys got hot.

Pulls out a beautiful fan -

Let it blow with coolness.

Connect straight fingers. Relax your arms from the elbow, turning them into big fan who fancies his face with a breeze.

"We believe"

One, two, three, four, five.

On the other hand - again:

One, two, three, four, five.

Alternately unbend the fingers of the right (then left) hand, starting with the thumb.

"Hello"

Hello, golden sun!

Hello, the sky is blue!

Hello, free breeze

Hello little oak tree!

We live in the same land -

I greet you all!

With the fingers of the right hand, take turns to "greet" with the fingers of the left hand, patting each other with their tips.

"Little Man"

"Top-top-top!" - feet stomp.

The boy walks along the path.

The index and middle finger of the right (then the left) hand "walk" on the table.

"Rain"

Rain, rain

Pouring full,

Little kids

Get wet!

Press the pads of the right (left) hand to the table. Alternately tapping them on the table surface (like playing the piano).

"Bunny - ring"

A bunny jumped off the porch

And I found a ring in the grass.

And the ring is not easy -

Shines like gold.

The exercise is based on moving from one position to another:

fingers - into the cam, extend the index and middle fingers and spread them to the sides;

Connect the thumb and forefinger in a ring, spread the remaining fingers to the sides.

It is advisable to carry out finger gymnastics every day, and be sure to carry out before and after the exercises in shading and writing. The number of repetitions of each exercise can be decreased or increased depending on the child's wishes.

Try to work with your child with "Finger steps"

Finger steps.

Stage 1 of work: acquaintance with the rhythm of the rhyme that accompanies the exercise. At first, the child can slap or tap the rhythm of the poem, then “walk” this rhythm on the table with the index and middle fingers. When the baby learns the rhythm of the steps, you can move on to work on the pages. For instance:

The snail Ulya is waiting for guests - 4 claps (4 finger "steps" along the path)

The pie is already ready - 3 claps (3 finger "steps" along the path)

Jam, honey, candy, cake - 4 claps (4 finger "steps" along the path)

Both yogurt and cottage cheese. - 3 claps (3 finger "steps" along the path)

Stage 2 of work: acquaintance with the paths along which the child will "walk" with his fingers. Before starting work, the child can simply run his fingers along the paths. When the child is ready to "walk" the track with speech accompaniment, start from the very easy option- "steps" with the index and middle fingers.

The complication is that the rest of the fingers are gradually introduced in the following sequence: index and middle; index and nameless; forefinger and little finger; big and pinky;

large and index; large and medium; big and nameless; middle and unnamed; middle and pinky; nameless and pinky.

The child will experience difficulties working with the ring finger and little finger, since in everyday life the movements of the first three fingers (thumb, index, middle) and the part of the palm adjacent to them are used. Therefore, it is very important to study all the proposed options, despite the difficulty of their implementation. When "stepping" with your fingers, it is important to connect your hand to the work. Move your hand in your wrist to help you perform difficult-to-play “steps”. At this stage, the poetic text can be pronounced by both an adult and a child.

Stage 3 of work: friendly (simultaneous) movements with the fingers of both hands. This stage involves the work of the fingers of the same name on both hands. This stage involves the work of the fingers of the same name on both hands without speech accompaniment. Fingers of the left hand work on the even page of the spread, the right hand - on the odd one.

Stage 4 of work: the most difficult stage, when the child learns to perform simultaneous different types of finger movements (fingers with one hand "step" up, the other - "down"). The variety of movements can also consist in the use of different fingers. different hands(the index and middle fingers work on the left hand, the thumb and little finger on the right). This work requires a higher level of regulation, in contrast to friendly movements, fosters concentration in the child, the ability to concentrate and retain attention.

Finger massage.

The child himself or with the help of an adult massages each finger of the left and right hand, starting from the tips, stroking, rubbing and circular movements. Repeat the massage of both hands for 1-2 minutes, finish with stroking movements. The dominant hand is massaged more frequently.

Rubbing the palms of the palms with a hexagonal pencil with a gradual increase in effort.

Rubbing palms up and down.

Rubbing the side surfaces of interlocking fingers.

Kneading, then rubbing each finger along, then across.

Put the walnut between your palms, make circular movements, gradually increasing the pressure and tempo. You can do exercises with two walnuts rolling one over the other, with one hand, then the other.

kneading the right hand with the left fingers and vice versa, then alternately rubbing.

Formation of graphomotor skills in preschoolers

"The hand is the human brain that has come out."
I. Kant

The level of development of fine motor skills is one of the indicators of a child's intellectual readiness for schooling. Usually a child with a high level of development of fine motor skills is able to reason logically, his memory and attention, coherent speech are sufficiently developed. Educators note that first graders often have serious difficulties in writing. Writing is a complex skill involving subtle, coordinated hand movements. The writing technique requires well-coordinated work of the small muscles of the hand and the entire arm, as well as well-developed visual perception and voluntary attention. Lack of preparation for writing, insufficient development of fine motor skills, visual perception, attention can lead to a negative attitude towards learning, an anxious state of the child at school.

Unfortunately, most parents find out about problems with coordination of movements and fine motor skills only before school. This turns into a forced load on the child: in addition to assimilating new information, you also have to learn to hold a pencil in your naughty fingers.

Therefore, work on the development of fine motor skills should begin long before entering school. Parents and teachers, in the same way, solve two problems at once: firstly, they indirectly affect the general intellectual development the child, and secondly, they are preparing to master the skill of writing, which in the future will help to avoid many problems of schooling.

With normal development, work on the development of fine motor skills should be started from the very early age... Already in infancy, you can massage the fingers, thereby affecting hotspots associated with the cerebral cortex. At an early and junior preschool age, you need to perform simple exercises accompanied by a poetic text (for example "Magpie"), do not forget about the development of basic self-service skills: fastening and unfastening buttons, zippers, rivets, tying laces, and so on. And of course, in older preschool age, work on the development of fine motor skills and hand coordination should become an important part of preparing for school.

Graphomotor skills include:

1. Small muscles of the fingers

Exercises to develop the strength of the fingers and the speed of their movements.

2. Visual analysis and synthesis

Exercises to identify the right and left parts of the body.

Tasks for orientation in space in relation to objects.

Tasks with conditions for choosing the desired directions.

3. Drawing

Contour hatching lessons, outlining.

Sketching geometric shapes.

Tasks for sketching details, objects, from nature:

Completion of unfinished drawings;

Completion of drawings with missing details (complete images are given, but with missing details);

Exercises in painting, creating your own picture, subject to the reality of the plot and details.

Tasks for reproducing figures and their combinations from memory.

4. Graphic symbology

Tasks for the development of skills in drawing patterns, as well as for symbolizing objects (depicting them using symbols).

Stages of the formation of graphomotor skills.

Age features development of fine motor skills and hand-eye coordination during normal development:

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

 At the age of 2-3 years, the baby opens the box and overturns its contents, plays with sand and clay, opens the lids, paints with his finger, and string beads. Holds a pencil with a finger, copies shapes with a few strokes. Builds from cubes.

 At the age of 3 to 5 years, the child draws with crayons, folds paper, sculpts from plasticine, laces shoes, identifies objects in the bag by touch.

 Formation of motor functions continues until 5-6 years old.

The purpose of the development of small muscles of the fingers is the formation of a visual and graphic skill, the formation of a real display of objects and the ability to proportionally depict figures, take into account the size and magnitude of the angles. According to the ideas about the psychological structure of graphic activity, this skill is formed in close dependence on the following factors:
- visual perception;

Arbitrary graphic activity;

Hand-eye coordination.

The development of the child's graphomotor skills is carried out over two periods: coarse and fine coordination of movements and the development of automatic writing skills, since it requires a rather complex coordination of sensorimotor processes, optimal concentration and distribution of attention. Correction of fine coordination of movements is carried out in two directions - development of graphomotor skills and mastery of graphic symbolization... And in this case, the correction process also continues in other activities with children. Correctional work on the development of coordination of movements begins with large movements of the hands from the shoulder: drawing outlines of imaginary objects in the air, working with crayons, drawing on wet and dry sand, and similar exercises. Gradually, the movements become smaller (from the elbow, directly the hands, fingers) - playing with flags, shadow theater; tracing of stencils, drawn outlines, various shading, finishing drawings and much more; "Writing" letters using stencils, as well as their printing with support on limiters and without them ("in the corridor" and without the "corridor").

Finger games and exercises not only improve dexterity and accuracy of movements, but also improve attention, memory, help to learn patience, and develop perseverance. It is impossible to truly coordinate the movements of the hands without focusing visually. It is necessary to teach pens "obedience", since the time is coming for active development of the surrounding world, which consists of different objects. Everyone needs to be able not only to take it in hand, but to take it comfortably. Then he can be manipulated.