Exercises for the development and improvement of graphomotor skills.

"Continue Pattern" (I. Tkacheva "From line to line"): this manual offers various patterns (imitation of a notebook in a box), which are performed separately with the right or left hand, as well as with two hands at the same time when working with two hands, you can count on a harmonious, balanced development as finely coordinated movements of the child's hands, and both hemispheres of the brain (see Appendix 1 for pattern samples).

"Drawing by cells" (L. Morozova "Draw it. Cell by cell"): interesting graphic dictations they teach the child to navigate in a notebook and in cells, contribute to the development of perception, thinking, voluntary attention (see Appendix 2).

"Labyrinths" (G.M. Segebart "Not just mazes"): during the game "Labyrinths" children develop attention and memory, thinking and imagination, graphomotor skills, arbitrariness are formed, persistence in achieving the goal appears, which is important for children with handicapped health.

(you can work with the labyrinth directly on a paper form or insert it into a transparent plastic corner, file)

These "Labyrinths" are special, supplemented with new tasks and divided into several independent stages; is intended for children 5-12 years old and contains three sets of tasks:

Set No. 1. "Draw the road." The task of the child is to find the path between two points of the maze. The set includes sixteen gradually becoming more difficult labyrinths.

Set number 2. "Create a picture." The task of the child is to compare the resulting trajectory of movement with a sample (standard), to finish the details present on the sample, as a result of which a picture should be obtained - a symbolic image of a chick, a Christmas tree, a kangaroo, etc. The set is represented by twelve labyrinths of varying degrees of complexity and two types of standards.

Set number 3. "Build a maze." The task of the child is to copy a symbolic image-picture from the sample to the grid, and then, inside the contour of this image, independently build a labyrinth. The set consists of four pictures.

Finger gymnastics is a very useful program for the development of motor skills in children. different ages. It also promotes the development of speech.

Selected complex finger games tested with children and gave positive results in improving graphomotor skills in students with disabilities.

Finger gymnastics in verse. "Flowers"

Our red flowers (we press our elbows to each other, we close the brushes in the form of a boat)

Dissolve the petals, (then open in the form of a bowl, in front of the face)

The breeze breathes a little, (then the brushes move counterclockwise and then clockwise)

The petals sway. (hands lean left and right) Our red flowers (we press our elbows to each other, close our brushes in the form of a boat) Close the petals, (show with your fingers how the petals close) They quietly fall asleep and nod their heads.

Finger game from N. Radchenko

In the morning, the fingers woke up, (unclench fists)

Stretched (strain, spread fingers)

And shook (shake your brushes)

We hugged tightly, (imitation of a handshake),

They set to work. ("roll up sleeves")

They stuck Easter cakes, (palms "sculpt" pies)

They began to invite guests to their place, (inviting movements with the hands)

Played the piano (imitation of the game is not the keys)

And they danced all day. (pens dance)

One of the non-traditional corrective technologies is Su-Jok therapy ("Su" - hand, "Jock" - foot). At the end of the 20th century, sensational news spread around the world. Seoul National University professor Park Jae-woo, who devoted 30 years of his life to the study of oriental medicine, developed an original method of self-healing, called "su jok" (translated from Korean, "su" is a brush, and "jock" is a foot). With its help, you can treat any part of the body, any organ, without resorting to the help of a doctor. The main thing was that misapplication This method is not capable of causing any harm to the human body. A special place in the Su-Jok technique is given to the thumb, on which the “face” is on the palmar surface, and the “back of the head”, respectively, is on the back of the hand.

Using the Su-jok massager is of interest and helps to solve the problem. Children like to massage their fingers and hands, which has a beneficial effect on fine motor skills of the fingers.

How to use Su-Jock massager:

1. Massage with a special ball. Since the palm contains many biologically active points, effective way their stimulation is massage with a special ball. The ball of the child is affected by the fingers, hands, palms of the hands, rolling it between them. The child's muscle tone increases, there is a rush of blood to the limbs. As a result, there is an improvement fine motor skills and sensitivity of the limbs of the child.

2. Massage with an elastic ring. snap rings put on the child's fingers and roll over them, massaging each finger until it turns red and feels warm.

This procedure must be repeated several times a day. With the help of balls - "hedgehogs" with rings, children like to massage their fingers and palms, which has a beneficial effect on the whole body, as well as on the development of fine motor skills of the fingers, thereby contributing to the development of fine motor skills.

Finger gymnastics in verse using a Su-Jok ball is a unique tool for developing a child's speech. Children love to play with a ball with thorns. Rolling it between the palms, they massage the muscles of the arm. Children repeat words and perform actions with a ball in accordance with the text.

1. I roll circles with the ball

Back and forth I drive him.

I will stroke their hands.

It's like I'm sweeping a crumb

And squeeze it a little

How a cat squeezes its paw,

I will press the ball with each finger,

And I'll start with the other hand.

When massaging fingers with an elastic ring, children alternately put on massage rings on each finger, first on the right, then on left hand while reciting a poem finger gymnastics.

One - two - three - four - five, / unbend fingers one at a time /

Fingers went out for a walk

This finger is the strongest, thickest and largest.

This finger is for showing it off.

This finger is the longest and it stands in the middle.

This finger is nameless, he is the most spoiled.

And the little finger, although small, is very dexterous and daring.

Plasticine games;

Games with constructor, mosaic;

Trainers for the development of fine motor skills;

Button games - button massage:

• Fill a spacious box with buttons.
• Rub the buttons between your palms.
• Sprinkle them from palm to palm.
• Find the largest button, the smallest, square, smooth, etc.

Grain games:

• Pour the cereal
• "Guess what cereal is in the bag"
• Find a toy
• "Dry pool" of peas and beans

Laces;

Massage of the hands and fingers. Massagers:

• Self-massage with the back of the hands
• Self-massage of the palm
• Self-massage of fingers
• Exercises with massagers

Painting:

• Pencil, brush
• Drawing with a finger, palm, wand.

• Paper games:
  • Folding various figures;
  • Cutting with scissors, gluing various voluminous toys.

Ball exercises:

• Learn to grab the ball with the whole brush and release it;
• Roll the ball clockwise;
• Hold with one hand or the other hand to perform screwing movements, clicking, pinching.

Nadezhda Karpova
The development of graphomotor skills in older children preschool age

"Development of graphomotor skills

in older preschool children"

Working with preschoolers, I observe with what difficulties

faced by these children when they have to perform activities that require

accuracy, alignment and synchronization of movements: take something, insert,

tie, fold, sculpt, cut, stick, paint, etc.

Poorly developed motor functions of the hands and the absence of a well-formed

movement techniques, coordinated actions of the eyes and hands cause

the child's enormous difficulties, which sometimes force him to retreat before

any task related to the above activities. So

the work of a teacher does not provide for targeted teaching of drawing and

letter. Our main OBJECTIVE IS THE DEVELOPMENT OF ENGINE AND

COGNITIVE ABILITIES. It is implemented through the development of:

Motor area of ​​the cerebral cortex:

the formation and improvement of fine motor skills of the fingers,

motor skills and abilities in the manipulation of various objects

(hard and soft, elastic, smooth and rough);

the ability to properly hold a pencil, pen, felt-tip pen;

learn to master them using self-massage, games and exercises (circling,

painting over objects, drawing on pre-prepared sheets);

the formation of visual-motor coordination.

Speech area of ​​the cerebral cortex:

the formation of the child's active speech, vocabulary replenishment

new concepts.

The development of thinking, memory, attention, concentration, visual and

auditory perception.

Development of coordination of large movements and the ability to control your body,

improvement of motor skills and abilities.

Development of spatial orientation on a sheet of paper and in the environment

space.

Formation of learning activity skills

the ability to listen, understand and carry out the verbal instructions of the teacher;

the ability to act, repeating the shown pattern and rule, as well as

familiarization with writing numbers.

The implementation of these tasks, taking into account age features promotes children

their intellectual development. Senior preschool age is associated with

further development and restructuring of the mental activity of the child.

Expanding motor experience. The large muscles of the trunk develop and

limbs, but still weak, cartilaginous (ossification continues

in preschool, school and adolescence) parts of the hands remain

and feet. Unformed and not fully developed musculoskeletal

hand tissue does not allow a child of this age to easily and freely perform

small and precise movements. But it's not just about the muscles.

Coordinated hand movements require differentiated brain function.

The complex system of control of fractional movements is carried out clearly

differentiated and interrelated processes of nervous excitation

and braking. Some cells of the cerebral cortex, and, in particular,

motor analyzer, come into a state of excitement, others,

adjacent, close, inhibited. This dynamic mosaic of the brain

activity requires not only the analytical maturity of the cerebral cortex, but also

developed its dynamic functions. Even towards the end of preschool

the child's brain has not yet reached this level of development.

Therefore, ACTIVITIES THAT INVOLVE SMALL

MUSCLE GROUPS ARE TIRED AND VERY IMPORTANT

PROVIDE THEIR CHANGE, LIMIT THE DURATION

AND LOAD.

Various exercise games take into account these features, give children

the ability not to experience fatigue and do not reduce interest in classes in

in general. These exercises are useful for developing small and precise hand movements, since from

muscles involved - flexor and extensor - constantly

impulses are sent to the brain, stimulating the central nervous system and

contributing to its development.

The motor cortex contains the largest

accumulation of cells that control the hand, fingers (especially the thumb and

index) and organs of speech: tongue, lips, larynx. This area of ​​the cortex

brain is located next to speech area. So close

the proximity of the motor projection of the hand and the speech zone makes it possible

have a great influence on the development of active speech of the child through

training fine finger movements. The more connections between

brain cells are involved, the more intense the process of mental

development. When the child is small, the formation of such bonds is faster.

and easier. And the repetition of exercise games with some complications in

movements and actions with objects helps to form these connections. Such

repetitions must be carried out for the right and left hands, equally

developing subtle movements of the fingers of both hands. By developing the functions of both hands, we

we increase the level of organization of functions and their distribution between

cerebral hemispheres, left and right.

Thus, by repeating various exercise games, we improve,

we bring to automatism the ability to solve certain motor tasks, i.e.

we develop a motor skill, as well as an individual style of movement

as such, which is very important in both gaming and learning activities.

But you need to teach children to such activities with simple and easy exercises.

They are difficult for those children who have poorly developed motor skills. The basis

these exercises are designed to develop such skills.

The child sees the pattern in all details, but due to undeveloped small movements

hands, he cannot reproduce it. It is difficult for him to work also because he

sees the finished image, but did not see how it was made. It's easier for the baby

act with objects, cut, stick, draw, write, etc.

showing an adult. But in this case detailed explanations are required.

It is also necessary to remember: what is interesting is emotionally colored.

feelings, easier to remember, longer stored in the memory of the child and

reproduced more fully.

Exercises for the development of graphomotor skills.

1. Fine motor skills:

Working with puzzles, mosaics, beads, Lego constructor, playing with spinning tops,

the game "Cinderella" (sort out beans and peas), etc.;

Drawing patterns on a piece of paper in a box without taking your hands off the paper and not

rotating sheet

Cutting shapes out of paper

Outline geometric shapes(a large figure is needed

stroke along the inner contour, gradually squeezing the stroke radius;

a small figure - along the outer contour with a gradual expansion of the radius

strokes. You cannot touch the walls of the previous figure. The more you get

new figures, the better.).

Laying out figures, objects from counting

Making patterns out of rope

2. Formation of spatial representations, row positions:

construction,

Arrange the nesting dolls from largest to smallest;

Finger games;

Massage of the face, tongue, hands;

Hatching;

Build letters from fingers, from other objects;

Working with small items;

Application;

Painting;

3. Work on the rhythm:

Performing exercises with hands on weight, on a support, with one hand, two

Rhythm alternation;

Accentuation of slow rhythms in games.

4.Development of attention:

Reading emotional shades;

confusion;

Game "Find differences";

Creation of an image by points, by dotted lines;

Laying out pictures in the correct sequence;

Labyrinths;

Riddles guessing;

Drawing symmetrical figures;

Reading fairy tales, stories to children, listening to audio recordings.

5. Memory:

Laying out 3-4 pictures in a certain sequence, in which they

presented;

Laying out from memory letters, numbers or figures in the presented

sequences;

The game "What's gone?", "What has changed?"

Memorization of 4-5 pictures, and then their selection among other 8-10 pictures;

Outlining the contours of letters made with a dotted line;

Adding letters

Irina Perunova
Formation of graphomotor skills in preschoolers

Graphomotor skills are an integral part of human motor abilities. Their development is based on formation and improvement of finely coordinated hand movements, development of visual-spatial orientation, visual-motor coordination.

Many studies have shown that children preschool age have great difficulty in mastering graphic skills, and this greatly complicates the initial stage of their education at school. In programs preschool institutions for the upbringing and education of children preschool age, little attention is paid to the work of mastering children graphic skills. In this regard, there is a need to adapt the preschool educational program, systematize exercises aimed at developing graphomotor skills taking into account the sequence, complexity of tasks and taking into account the category of children preschool age. The complexity of the writing mechanism and significance preschool period to prepare children for schooling, as well as the lack of a methodology for working on the formation of graphomotor skills give every reason to consider the research topic relevant in the field preschool pedagogy.

Long-term practice has shown that for the development of fine motor skills it is very useful to hatch, paint over, draw with pencils.

Based on the analysis of methodological literature on this topic, we tested a set of exercises in accordance with the selected sequence.

I. Formation finely coordinated hand movements;

II. Formation visual-spatial orientation;

III. Formation hand-eye coordination.

Such exercises were introduced by us into the daily work of groups of children of all ages.

Every direction formation of grapho-motor skills included exercises and tasks of three levels difficulties: from simple to complex. Having mastered the exercises and tasks of the 1st level of complexity, the child "passed over" to level 2, then to level 3. Introducing children to a new exercise, they relied on previously learned skills and skills, age and individual characteristics child.

Formation of graph-motor skills within the framework of our work, it was carried out both frontally and individually in various types of children's activities.

Assistance and corrections during the exercises were minimal, more often in form of encouragement, and gradually vanished. Thus, we sought to teach the child to independently evaluate the quality of performance and control their actions.

For the effectiveness of training on the formation of grapho-motor skills, the following conditions:

1. Start working with exercises from the first level of difficulty, which will be obtained and enjoyable.

2. Exercise should be regular.

3. Joint conduct of classes. This is determined by the need for precise execution of movements, otherwise the result will not be achieved.

4. The time for doing the exercises cannot be long, as the attention and interest of the child is quickly excised.

5. Compliance with the pace of the exercise, appropriate for the child.

6. Adult participation and approval is very important.

7. Accompanying exercises with instructions. You can not replace it with a drawing or a manual sample of execution. Instructions should be simple, short and precise.

8. Formation finely coordinated movements.

9. Formation visual-spatial orientation.

We offer some types exercises:

For younger children preschool age.

To normalize the tone of small muscles, games with cold and hot water, an ice cube, walnut, with a small massage ball.

Tearing paper into small pieces. The sheet is torn in half, the scraps are placed one on top of the other, and the procedure is repeated. You don't have to add up the pieces ad infinitum. Enough to build up to six layers. After that, the main task is to make the scraps as small as possible.

Drawing vertical, slanted lines, embodied in the form "tracks", "ribbons", "strings", "wires" etc. The combination of these lines with each other in direction, color, thickness. Rounding lines, closing them in form circle brings children gradually to drawing "donuts", "bagel", "hoop", "balloon", pencils and paints.

In order to maintain children's interest in the content of drawing classes, it is necessary to give them a variety of material, change the color, size of objects, gradually complicating the task. This contributes to the improvement of technique, which means it improves the quality of drawings, the expressiveness of their images. It is important to choose the right material, its color, to provide for the possibility bright combinations background and paints, pencils or felt-tip pens. So, "strings", "rings", "balls" expressively obtained when drawing with pencils or felt-tip pens, as they are thin, long, multi-colored, etc. A "ribbons", "columns", "bagels", "balls of snow" should be wide, thick, and this can be conveyed in drawing with paints, varying in each case their color, quantity, size, location on a sheet of paper

Coloring, from simple forms from thick outlines to more complex ones.

Exercises for the development of small motility:

"Running competition"- the middle and index fingers of the right, then the left, then both hands represent the legs of the runners (on the table).

"Squeezing and unclenching the hands"- alternately performing movements with both hands at the same time, then with both hands, but at different times (one hand is clenched, the other is straightened, and vice versa).

"Drummer"- one child drums with all fingers of both hands on the table, tapping out the rhythm, the other repeats.

Drawing up the contours of objects from sticks, first of larger sizes, and then of smaller ones (table, house, triangle, car).

Stringing buttons, large beads on a lace.

Fastening and unfastening buttons, zippers, buttons, hooks.

Screwing and unscrewing washers, vial lids, jars.

Removing beads with a spoon from a glass.

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

Putting on and taking off the ring (finger massage).

Crumple a handkerchief (take a handkerchief by the corner with one hand and absorb it into the palm with the fingers of only one hand);

Attaching clothespins to a horizontally stretched rope;

Sorting out the rosary or beads simultaneously with both hands towards and back;

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

Squeezing and unclenching the expander;

Hedgehog ball rolling (with spikes).

Shaping movements(work with plasticine)- rolling sausages, rolling at an angle, rolling rounded forms, pinching, indentation, smoothing.

Exercises for Seniors preschoolers.

Various types of hatching. For hatching, you can use simple and colored pencils, felt-tip pens and colored pens. You can hatch coloring books.

Complicated coloring pages

Exercises with a soft pencil, an image of an action (swinging, winding, waving, breaking, certain phenomena (pipes smoke, the sea is worried) or imitate writing letters

Ornamental and patterned activities, in which children practically learn the methods of arranging elements on a plane (top, bottom, right, left, between, above, below, in the middle, on the edge, etc., learn to correctly determine the direction of lines and hand movements (above down, from left to right, straight, obliquely, in the middle, get acquainted with the lengths (length, width, height, master the ability to determine by eye (large, small, identical, equal, half, etc.)

"border for a handkerchief", "picture frame", "mirror", "window", "checkbox". The resulting space inside the rectangle, children can fill with some images. By the end school year children learn to depict more complex objects by combining rounded, rectangular forms, lines of different directions( "cart", "wagon", "birdhouse", "roly-poly", "matryoshka", "flower", "bug" and etc.).

"Letters"- draw with your hands the letters O, L, M, P, T, etc.

"Lock"- connect the fingers of both hands in the lock, into words "chik-chik" (key turn) disconnect.

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

"Count"- clench your hand into a fist, count your fingers, unbending them (first on the right hand, then on the left).

Making a chain of 6-10 or more paper clips different color in order of colors

Cutting out a figure from paper with the right and left hand

Threading with a needle - small beads, beads

Dropping from a pipette into the narrow neck of a bottle

Lacing-flexic "Wonder Button"- sewing on buttons and stitching materials various types seams

Hatching in different directions with different pressing force and amplitude of hand movement

Coloring a sheet in different directions with and without limitation of the surface to be painted

Trace a pattern, copy

Drawing by anchor points

Painting images

Drawing on cells and on other limited surfaces

Lined

graphic dictation.

We advise you to perform these types of exercises with a ballpoint or gel pen, colored or with a simple pencil different hardness, a felt-tip pen, a special charcoal rod, wax chalk, pastel, hard materials, a squirrel or kolinsky brush when working with gouache, watercolor or ink, which allows you to correct work with the muscle tone of the hand when it is necessary to endure long-term static loads on the hand while maintaining clarity of movement.

the program of U.V. Ul'enkova is the basis. on sensory-motor development

motor skills, graphomotor skills in preschool children with mental retardation

One of the psychological basis factors 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.

The section "Development of motor skills, graphomotor skills" solves a number of tasks related to expanding the motor experience of pupils, developing the ability to coordinate the movements of various parts of the body, purposefully perform individual actions and series of actions according to the teacher's instructions, which is the basis for the formation of children's spatial orientation. The corrective orientation of the classes also involves work to strengthen the motor skills of the hands, the development of coordination of the movements of the hand and fingers. Children with mental retardation are characterized by the presence of synkinesis, tonic movements, muscle weakness, inability to rationally distribute muscle efforts, awkwardness of movements, insufficient formation of praxis, etc. It is well known that children with motor insufficiency in drawing classes have difficulty mastering the drawing technique. Due to the imperfection of motor skills in teaching mathematics, they experience difficulties in working with counting sticks and a ruler. Identical difficulties are manifested in the process of manual labor, modeling, appliqué. Motor underdevelopment hinders the mastery of objective actions, and hence the mastery of orientation in the surrounding world.

In most cases, mental retardation in a child is combined with insufficient development of the motor sphere, which negatively affects the development of cognitive activity in general.

It is well known that the basic "schemes-movements" provide the psycho-physiological foundations of any action: vision, hearing, speaking, writing, reading. Taking into account this provision, one of the important tasks of the development of motor skills is the coordination of movements of the integral system of the child's body and particular systems of coordination of movements (hand - vision, vision - hearing, hand - vision - hearing, hearing - speech, etc.), which contribute to the establishment of links between skills see, hear, feel, move, speak.

It has been proven that both the mind and the child's eye move at the same speed as the hand. Systematic exercises to train the movements of the fingers are a powerful means of increasing the efficiency 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 finger movements. Fine motor skills are the basis of development, a kind of "locomotive" of all mental processes (attention, memory, perception, thinking, speech).

The imperfection of fine motor coordination of the hands and fingers makes it difficult to master writing and a number of other educational and labor skills. Psychologists say that finger exercises develop mental activity, memory and attention of the child.

In short, the teacher-defectologist is engaged in the development of large and fine motor skills only to the extent that is necessary to ensure the most complete knowledge of the child of objects, objects, phenomena of the surrounding world. At the same time, the purposeful impact 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 curriculum by children.

In children with mental retardation, there is a slow development of the motor sphere already from infancy. 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 slow or, on the contrary, impulsive (N. P. Vaizman, V. M. Mozgovoy, etc.).

Of particular difficulty for such children, due to significant deviations in their development of fine motor skills, is buttoning and unbuttoning buttons, lacing shoes, i.e., the so-called self-service skills.

Children with mental retardation are characterized by a significant delay and shortcomings in the formation of objective actions and voluntary movements associated with them. This pace of development significantly reduces the child's ability to get acquainted with the surrounding objective world.

At the same time, the practice of work confirms that, mastering movements, children improve motor skills, they develop muscle feeling, spatial orientation and coordination, posture improves, and vitality increases. In progress motor activity in the cerebral cortex of the child, conditioned reflex connections are established faster, which means that its comprehensive development is more intense. After all, the achievement of the goal of any motor act, for example, throwing a ball into a basket, maintaining balance on a balance beam, 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 gain knowledge about the properties of various objects and aids (color, shape, quality of materials); get acquainted with the features of movement in space, possible directions of movement; they determine the location of some objects in relation to others and to themselves, orient themselves in the scheme of their own body, etc. At the same time, cognition occurs on the basis of the perception of different modalities (kinetic, tactile, visual, kinesthetic, etc.), as well as speech.

In the process of performing various movements, mental qualities are formed. The main forms of work used in the classroom sensory development children, are motor exercises, didactic and mobile (middle and low mobility) games.

In children with mental retardation, as studies show, without special training, self-regulation is not formed - a general ability that is necessary when performing any (including educational) activities.

The structure of self-regulation implies the presence of three mandatory stages:

indicative (acceptance and understanding of instructions),

executive (action program and its implementation),

Control and evaluation (assessment of the result).

In preschoolers, there is a lack of formation of all these stages.

Taking action on verbal instruction, gradually becoming more complex 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) helps to solve this problem. Let us give examples of the complication of the presented instructions.

1st option:

Sit down, take the ball - straighten up;

Sit down, take the ball - straighten up, stretch up, lifting the ball above your head;

Squat, take the ball - straighten up, stretch up, lifting the ball over your head,

Drop the ball to chest level, throw it into the hoop

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 variant) is carried out by children quite easily, then all subsequent instructions are initially executed with errors: the child either “loses” (forgets) part of the instruction, or changes actions, or simplifies the execution order (i.e., performs inaccurately). Moreover, the more complex the instruction ( a large number of links, complex movements), the more mistakes and inaccuracies children make, but at the assessment stage it is difficult to isolate these errors and inaccuracies, believing that they did everything correctly. These facts emphasize the lack of self-regulation in the execution of multilink instructions. The process of learning to purposefully follow the instructions of a defectologist teacher, or rather, voluntary regulation of movements by the child himself, includes several mandatory components:

Repetition of instructions not only by the teacher, but also by the child;

Explanation (in some cases, and demonstration) by the child of the movements to be performed

The teacher's attitudes to the accuracy, beauty and clarity of performance;

At the end of the performance - the child's story about what actions he performed and in what sequence

Self-assessment of the child's accuracy in following instructions.

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 games (for example, fairy tale characters etc.) and competitive elements. All the 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 activity (indicative, performing, control and evaluation) contribute to a more complete assimilation of educational material.

For successful mastery of reading, writing and other learning 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; throwing the ball to different heights and catching the ball with both hands and one. Effective exercises associated with throwing at a target, performed on a limited surface, balance exercises, exercises with gymnastic aids (ball, hoop, skittles), etc., i.e. those exercises that develop coordination of movements of different parts of the body and require synchronization actions. In addition, these types of exercises contribute to the development of accuracy 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 and rhythmic movements. The term "fine motor skills" refers to highly differentiated precise movements, mostly of small amplitude and strength. In socialized movements, these are 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 (G. A. Kashe, T. B. Filicheva, V. V. Tsvyntarny and others) have proved the dependence of speech development on the degree of formation of fine hand movements. Scientists of the Institute of Physiology of Children and Adolescents of the Academy pedagogical sciences(E. N. Isenina, M. M. Koltsova and others) the connection was confirmed intellectual development and finger motility.

Immaturity in the development of motor functions is manifested in stiffness, awkwardness of the movements of the fingers and hands; movements are not clear and coordinated. This is especially noticeable in activities such as manual labor, drawing, modeling, working with small details (mosaics, constructor, puzzles), as well as when performing household manipulative actions: lacing, tying bows, braiding, fastening buttons, hooks, slips, etc.

The deficiency in the development of complexly coordinated graphic hand movements makes it difficult for children with mental retardation to master the basic movements necessary for the formation of writing skills. A change (increase or decrease) in muscle tone causes fatigue of the hands, due to which the child cannot hold a pencil or pen for a long time. The insufficiency of the activity of the nervous system makes movements awkward, prevents their consistency and smoothness. These disorders are usually combined with visual-motor coordination disorders. Therefore, not only special work on the development of large and fine motor skills is required, but also purposeful work on the formation of complexly coordinated movements and basic graphic skills.

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 over the entire silhouette of the depicted object. Hatching can be done with a solid, dashed or wavy line. But perhaps the most an exciting activity- shade several objects in one drawing.

The main means of expression in the classroom is the line. It is applied to paper with various tools: a ballpoint pen, a colored or simple pencil of different hardness, a felt-tip pen, a special carbon rod, wax chalk, pastel, hard materials, a squirrel or kolinsky brush when working with gouache, watercolor or ink.

Work with the various materials allows not only to assess the specifics 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 necessary to endure long-term static loads on the hand while maintaining the clarity of movements. Normalization of the tone of small muscles is also facilitated by playing with cold and hot water, an ice cube, a walnut, a small massage ball.

The following exercises are useful for the formation of finely coordinated graphic movements:

Hatching in different directions with different pressing force and amplitude of hand movement

Coloring the sheet in different directions with and without limitation of the surface to be painted;

Trace a pattern, copy

Drawing by anchor points

Painting images

Drawing on cells and on other limited surfaces;

Lined

Graphic dictation.

There are also special exercises to prepare the child's hand directly for school writing, including elements of capital letters.

The problem of the formation of graphic skills in children requires the constant attention of the teacher, since this is not just a motor act, but a complex psychophysiological process, which is provided joint work a number of analyzers: speech-motor, speech-auditory, visual, kinetic and kinesthetic.

The transformation of a visual image into a graphic sign with the help of a hand movement requires the skills of organizing movement in space (i.e., the dynamic organization of a motor act) and the formation of a series 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 cage, and then in a ruler) sheet of paper; training in the correct fit and use of writing instruments; development of elementary graphic skills; formation of skills of correlating sound and letter.

The technical side of the letter, despite all preliminary training, difficult: children require enormous mental, physical and volitional efforts, and therefore the recommended duration of writing at the learning stage is no more than 5 minutes.

The development of manual 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 (and not just the first three fingers, the most active in activity and constituting the “social zone of the hand”) and three types of hand movements: for compression, stretching and relaxation (examples of exercises see below).

Gymnastics should be carried out at least twice for 2-3 minutes at each remedial lesson; it is permissible to conduct remedial classes(especially in preparatory group), entirely devoted to the development of fine motor skills and teaching the use of writing instruments.

All finger gymnastics exercises are performed at a slow pace, 5-7 times, with a good range of motion; 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 developing coordination and coordination of movements, and only as they are mastered, more complex, diverse movements are included.

The teacher monitors the correct setting of the child's hand, the accuracy of execution and switching from one movement to another, if necessary, gives calm, clear instructions.

I will especially emphasize that the main goal of such work is not mechanical training of hand movements, but the systematic teaching of children to 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 designer, 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. The hands gradually acquire good mobility, flexibility, the stiffness of movements disappears, which facilitates the mastery of writing skills.

To conduct games and exercises for the development of motor skills, you should have special equipment:

A variety of small items (buttons, beads, pebbles, grains, nuts, paper clips, buttons, etc.) and various boxes, jars, trays for unfolding them;

Loose spools for winding threads, ropes, wires on them;

Planks and lacing toys "Miracle Button" with many holes for sewing and embroidering with a cord

Various types of fasteners: hooks, buttons, laces, zippers, slips

Rope and ribbon sets different lengths and thickness for tying and untying knots, weaving braids, tying bows;

Sets of plastic or wooden sticks, multi-colored clothespins;

Various types of mosaics, constructors, puzzles.

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.

Games and exercises for the development of general motor skills

Exercises with elements of basic movements: walking, running, balance exercises, climbing, jumping, throwing.

The child is asked to complete game form the following exercises:

Throw the ball up and catch with two hands, one hand;

Hit the ball against the wall and catch it with both hands, with one hand;

Throw up a balloon, trying to keep it in the air as long as possible;

Walk along the line drawn on the floor

Jump alternately on one leg, on the other;

Jump on two legs, moving forward;

Turn your body to the right and left;

Crawl under a stretched rope;

- “running” on knees (all fours);

Shooting range games: hitting the target with various objects (ball, arrows, rings).

Games and exercises for the development of fine motor skills

Exercises for the development of static coordination of movements.

"Nest" - slightly bend the fingers of both hands and attach one to the other, put the thumbs inside the palms.

"Flashlights" - raise your hands up, lower your hands, lower your fingers apart, pull down, imitating the shape of a flashlight.

“Letters” - draw the letters O, L, M, P, T, etc. with your hands.

"Lock" - connect the fingers of both hands into the lock, disconnect the words "chik-chik" (turning the key).

“The deer greets” - raise the crossed arms up, spread the fingers wide, make slight semi-tilts forward with the head and hands.

Exercises for the development of dynamic coordination of movements.

“Fingers say hello” - at the expense of 1, 2, 3, 4, 5, the fingertips of both hands are connected - large with large, etc.

"Finger walker" - 20 buttons are sewn on a dense carpet - 10 in 2 rows. The child presses the buttons with the index fingers of both hands, imitating walking.
“Running competitions” - the middle and index fingers of the right, then the left, then both hands depict the legs of the runners (on the table).

“Unusual animal” - show how an animal with five legs moves on the table (first with the right and then with the left hand).

“Commander” - clench your hand into a fist, unclench your fingers one at a time with the score: “You are a commander, and your fingers are soldiers. Command: one, two, three ... "

Exercises for the rhythmic organization of movements, switchability.

"Fist - palm" - alternately performing movements with each hand, then both hands together. Performance with both hands can be simultaneous or different (one hand is compressed, the other is straightened, and vice versa).

"Fist - rib - palm" - alternately performing movements with each hand, then with both hands together

"Squeezing and unclenching the hands" - alternately performing movements with both hands at the same time, then with both hands, but at different times (one hand is clenched, the other is straightened, and vice versa).

"Ring - bunny" - transitions from one static pose to another; performed alternately with each hand, and then with both hands together.

"Drummer" - one child drums with all the fingers of both hands on the table, tapping out the rhythm, the other repeats.

Exercises for the development of coordinated graphic movements.

" Difficult turns" - a car is drawn at one end of the path, a house or garage is drawn at the other. The teacher says: “You are the driver, and you need to drive your car to the house. The road you will take is not an easy one. Be careful and careful." The child should, without taking his hands off, “drive” with a pencil along the bends of simple paths, and when he gets comfortable, he can be offered more complex road options.

Exercises with objects

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

Drawing up a chain of 6-10 or more paper clips of different colors, observing the sequence of colors;

Cutting out a figure from paper with the right and left hand;

Stringing buttons, large beads on a lace, and small beads, beads on a thread with a needle;

Sorting of beans, beans, peas, as well as sorting of cereals (millet, buckwheat, rice);

Fastening and unfastening buttons, zippers, buttons, hooks;

Screwing and unscrewing washers, vial lids, jars;

Removing beads with a spoon from a glass;

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

Threading a needle;

Erasing drawn objects with an eraser;

Dropping from a pipette into the narrow neck of a bottle;

Putting on and taking off the ring (finger massage);

Crumple a handkerchief (take a handkerchief by the corner with one hand and absorb it into the palm with the fingers of only one hand);

Attaching clothespins to a horizontally stretched rope;

Turning a rosary or beads simultaneously with both hands towards and back

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

Squeezing and unclenching the expander;

Rolling hedgehog balls (with spikes).

Lacing-flex "Miracle Button" - sewing on buttons and stitching materials with various types of seams.

"Frames with clasps". Material: a frame covered with a fabric of two halves, each of which has 5 ribbons sewn on (the ribbons of one half differ in color from the ribbons of the other)

The child is invited to tie and untie bows, connecting the two halves of the fabric

Options:
You can use frames with different fasteners: large and small buttons, buttons, loops, strap fasteners, etc.

Shaping movements (work with plasticine)- rolling sausages, rolling at an angle, rolling rounded shapes, pinching, pressing, smoothing.

Games
"Orchestra" - some children imitate playing different musical instruments (piano, drum, guitar, trumpet, button accordion, etc.), other children guess who plays what. Then they change places.

"Workers" - children take turns depicting work with some kind of tool or tool (scissors, hammer, wire cutters, ax, saw, shovel, rake, etc.).

"Catch a fish" - a child with a fishing rod with a hook tries to pick up plastic fish with a special hole.

Hand relaxation exercises

Massage of the pads of the fingers and phalanges of the fingers (from the nail phalanges to the bases of the fingers), pulling the clasped fingers in opposite directions with verbal poetic accompaniment, since the verses accompanying the exercises are the basis on which the sense of rhythm is formed.

Imitation movements for the hands:

Washing hands before eating

Shaking off water from the brush

Rinsing clothes

Putting on gloves

Cat stroking

Fingers are dancing

The teacher can come up with exercises himself, showing creativity.