create unique products. Using paper, you can decorate a Christmas tree, put together a puzzle, make a fun toy or gift box, and much more that interests your child. Currently, many children are experiencing insufficient development fine motor skills hands A study of the level of development of fine differentiated movements of the fingers and hands in children shows that for many they are not sufficiently targeted. Children are not good at holding a pen or pencil as a working tool. Therefore, the development of children’s fine motor skills preschool age- this is one of the current problems, because Weakness in the movements of fingers and hands makes it difficult to master the simplest skills necessary for life and self-care skills. In addition, the mechanical development of the hand is closely related to the development of speech and thinking of the child. The level of development of fine motor skills is one of the indicators of intellectual readiness for schooling. Usually a child who has high level development of fine motor skills, can reason logically, he has sufficiently developed memory, attention, and coherent speech.
Development of fine motor skills through quilling in children
Hands teach the head, then the wiser head
teaches hands, and skillful hands again contribute
brain development
I.P. Pavlov
Lately we often hear about fine motor skills and the need to develop them. What are fine motor skills?
The wonderful teacher V.A. Sukhomlinsky wrote that “the sources of children’s abilities and talents are at their fingertips; from them, figuratively speaking, come the finest streams that feed the source of creative thought.”
Fine motor skills are differentiated and complexly coordinated movements of the hands and fingers when performing actions. The child’s ability to correctly distribute muscle efforts when working with the hands, thumb in relation to the others - important condition for successful acquisition of motor skills educational activities.
The development of fine motor skills of the hand is of enduring importance for overall physical and mental development child. Psychologists, physiologists, doctors, and teachers constantly emphasize that the level of development of fine motor skills largely determines the success of a child’s mastery of visual, constructive, labor, and musical-performing skills, mastery of his native language, foreign languages, development of initial writing skills. Fine motor skills of a variety of household and educational activities- these are coordinated movements of the fingers, the child’s ability to “use” these movements: hold a spoon and a pencil, fasten buttons, draw, sculpt.
First of all, the development of a child’s fine motor skills is associated with his general physical development. Research by scientists has proven that each finger of the hand has a fairly extensive representation in the cerebral cortex. The child’s motor activity, his object-manipulative activity, which promotes the development of fine movements of the hands and fingers, has a stimulating effect on the child’s speech function, on the development of his sensory and motor aspects of speech. Thanks to the development of fingers, a projection of the “scheme of the human body” is formed in the brain, and speech reactions are directly dependent on the fitness of the fingers. In parallel with the development of motor skills, all types of perception also develop, such as vision, touch, feeling muscles and joints. This is a condition for the child to be able to understand what is in his hands. Fine motor skills help a child explore, compare, and classify the things around him, and thus allow him to better understand the world in which he lives.
Fine motor skills help a child express himself through creativity - play, plastic arts, and help increase the child's self-esteem. They make it easier for him to participate in games and (in school age) in work, i.e. give the opportunity to purchase social experience, the ability to look, grab, put and put an object in the right place, manipulate objects, draw, handle a book; pick, sort and select; form the idea of the immutability of the existence of objects.
Thus, scientists have noticed that systematic work on training fine finger movements, along with a stimulating effect on speech development, is a powerful means of increasing the performance of the cerebral cortex; children’s attention, memory, hearing, and vision improve. The development of fine motor skills is also important because the child’s entire future life will require the use of precise, coordinated movements of the hands and fingers.
Over the course of my many years of work, I noticed noticeable academic success in children who drew a lot, sculpted, did appliqué and design. Many years ago, I became interested in quilling and, in turn, began to instill in my students an interest in this technique. The children, with their characteristic interest and enthusiasm, took on a new task, and I decided to conduct an experiment. Quilling opens the way for children to creativity, develops their imagination and artistic capabilities.
History of quilling
In English, this needlework is called “quilling” - from the word “quill” or “bird feather”. Unlike origami, which originated in Japan, the art of paper rolling originated in Europe in the late 14th and early 15th centuries. Nowadays, paper rolling is widely known and popular as a hobby in Western European countries, especially in England and Germany. But this art became most widespread when it “moved” to the East. The richest traditions of the finest graphics and plastic arts, paper making and working with it have given rise to the art of paper sculpture new life. We associate paper with the idea of fragility and fragility. But quilling refutes this statement - you can put, for example, a cup or a heavy book on a filigree volumetric stand, and not a single curl of paper lace will be harmed. You can assemble a candy vase from paper elements and safely use it for its intended purpose - it will not fall apart or break. Quilling is an opportunity to see the unusual possibilities of ordinary paper.
Paper is the first material from which children begin to craft, create, and create unique products. A sheet of paper helps a child feel like an artist, designer, constructor, and most importantly, an infinitely creative person. In modern conditions, paper takes on a new meaning; it can be used in different techniques. The work is structured “from simple to complex.” Various techniques for making paper and cardboard products using a wide variety of techniques (paper rolling, design, mosaic, appliqué) are considered. Currently, the art of working with paper in children's creativity has not lost its relevance. Paper remains a creative tool that is accessible to everyone.
So, I set out to introduce my students to quilling. But it’s one thing to do quilling for an adult, and completely different for children, because they will have to explain things that are obvious to an adult. Where to begin?
Technical equipment for classes and tools for quilling
For classes you must have: colored paper, white and colored cardboard, PVA glue, scissors, simple pencils, ruler, glue brushes, napkins, oilcloth.
More details:
Awl. It is advisable to purchase an awl with a diameter of about one millimeter. Usually the awl has a cone shape, which can be inconvenient. In this case, you can use any hardened rod of suitable diameter. An awl (rod) is used to wind a spiral from a paper strip. In this case, it is necessary to control the tension force of the paper; the handle of the tool should be comfortable for this purpose. It would not be amiss to note that working with piercing and cutting objects is very dangerous and I always give safety instructions before classes. To avoid injuries during classes, I replaced the awl with a regular rod.
Tweezers. The tips should be sharp and aligned exactly. To perform high precision work. Notches at the end are undesirable because... they may leave marks on the paper. The squeezing force should be comfortable for the hands, providing a secure grip with the least amount of pressure. In our work with paper, we prefer to do without tweezers.
Scissors. Like tweezers, they must have pointed ends. To cut the fringe as accurately as possible, I use sharp scissors, and I suggest that children work with scissors with rounded ends
When marking a future composition, you will need the simplest drawing tools: a compass, a ruler, a pencil.
Quilling technique
At first glance, the paper rolling technique is simple. A strip of quilling paper is rolled into a tight spiral. It will be convenient to start winding by twisting the edge paper tape for quilling on the tip of the rod. But not all children are comfortable with this and they prefer to spin without it, while others prefer toothpicks. Having formed the core of the spiral, it is advisable to continue working without using a quilling tool. In this way, children can feel with their fingertips whether the roll is being formed uniformly and can adjust their efforts in time. The result should be a dense spiral less than a centimeter in diameter. It will be the basis for the further diversity of all forms. After this, the paper spiral unfolds to the desired size, and then the required quilling figure is formed from it. We use ready-made cells of different sizes in our work with children. The tip of the paper is grabbed by a drop of glue. Rolls can be given a variety of shapes by performing compressions and indentations.
There are a total of 20 basic elements for quilling, but the principle remains the same: fold, pinch - using their imagination, children can always come up with new quilling elements themselves.
Quilling paper
Ready-cut paper strips can be purchased at special stores, where products for cards, etc. are sold. If this is not possible, then you can pass sheets of colored double-sided paper through a paper shredder or cut them with a stationery knife. Naturally, I leave this process for myself. The standard width of quilling strips is 3 mm, but this is not a necessary condition. You also need to remember one important point when choosing paper. If we make strips ourselves, then the weight of the paper is important - at least 60 grams per square meter (usually the weight is indicated on paper packages), otherwise it will not curl neatly and keep its shape.
This is such a miracle - quilling.
The children and I enthusiastically took up creativity, how many interesting ideas they found a way to apply this technique. This includes making postcards for the holidays, designing wall newspapers with quilling elements, creating compositions, crafts, and much more. By creating his own world from paper, a child becomes a creator of something new, unusual, reveals his soul, and shares his innermost.
One of the main tasks of teaching and raising children in applied arts classes is to enrich the student’s worldview, i.e. development of the child’s creative culture (development of a creative non-standard approach to the implementation of a task, nurturing hard work, interest in practical activities, the joy of creation and discovering something new for oneself). My work has a moral and aesthetic orientation, which is an important direction in development and education. Being the most accessible for children, applied creativity has the necessary emotionality, attractiveness, and effectiveness. It involves the development of children's artistic taste and creative abilities.
We choose the topic of classes together with the children, taking into account their interests and the possibility of their self-expression. As children master the content of work, I take into account the pace of development of special skills and abilities, the level of independence, the ability to work in a team, and take into account individual characteristics and interest. In my work, I most often use an individual approach: I assign more complex tasks to stronger children, and simpler tasks to less prepared ones. The main thing is not to miss the interest of children, to encourage them, and to guide them competently. This makes it possible to warn the child against fear of difficulties and to instill confidence in him.
While working, children constantly experiment with various materials, shapes, color, composition.
Forms and methods:
During my classes, I use various forms of conducting them: traditional, combined, practical classes, holidays, competitions, exhibitions, master classes and others.
And various methods: methods based on the way the lesson is organized: verbal (oral presentation, conversation, story, etc.); visual (display of multimedia materials, illustrations, observation, demonstration (performance) by a teacher, work based on a model, etc.);
Children remain children and encouragement and recognition from both adults and peers are important to them. To this end, we organize:
1. Compiling an album of the best works.
3.Participation in exhibitions of children's applied arts within our school.
In my work I use such manuals as “The Art of Quilling” by A. Zaitseva, “Patterns and Motifs from Paper Ribbons” by D. Jenkins, “Popular Quilling” by W. Helen
During the experiment, my colleagues and I noticed:
Fine motor skills of the hand develop effectively. The level of development of fine differentiated movements of the fingers and hands becomes more focused.
Indicators of development of speech, thinking, memory, attention, and coherent speech have significantly improved.
As a result of mastering this technique, my students’ hands acquire confidence, flexibility, accuracy, they develop an eye, a sense of proportionality (in the correlation of composition elements) and the ability to see and distribute the elements of a pattern or plot, select colors and come up with a compositional solution for an image. Pupils develop initial skills in search activities, as well as the ability to work consciously and purposefully. In the process of collective activities, children developed the simplest skills collaboration: children wait for each other, give way, notice the actions of a neighbor and help each other, give recommendations in choosing colors and compositions, worry about failures, rejoice in common successes.
Thus, I came to the conclusion that the quilling technique is effective remedy for the development of fine motor skills of the hands, which indirectly affects the overall development of the child’s personality, as well as preventing difficulties with learning at school. In the future, I plan to improve my work in this direction, as well as use other techniques to develop fine motor skills, aesthetic taste and communication skills, involve parents in our classes, organize a quilling club at our school.
Irina Razvodova
Quilling technology as a means of developing fine motor skills in children of senior preschool age
Quilling technology as a means of developing fine motor skills in children of senior preschool age.
“The origins of children’s abilities and talents are at their fingertips; from them, figuratively speaking, come the finest streams that feed the source of creative thought.”
Vasily Alexandrovich Sukhomlinsky.
2 slide
In accordance with the Federal State Educational Standards, the responsibility of preschool children has increased educational institutions for the quality of achievement of each child’s level of development, taking into account his individual age abilities.
This requires us, teachers, to implement new pedagogical technologies, constant creative search, so that our students, by the time they enter school, master those integrative qualities that the Federal State Educational Standard dictates to us.
When a child enters school play activity is replaced by a new - educational activity.
Psychologists note that the most difficult time for first-graders is in Russian language lessons.
Preparing to write is one of the most difficult stages in preparing a child for systematic learning.
Psychologists, physiologists, doctors, and teachers constantly emphasize that the success of a child’s mastery of visual, constructive, and labor skills, mastery of his native language, and development of initial writing skills largely determines the level of development of fine motor skills.
Therefore, in older preschool age, work on developing fine motor skills should become an important part of preparing a child for school.
Having become familiar with pedagogical technologies and methods for developing fine motor skills in preschoolers, I came to the conclusion that the most effective way to work with older children would be to use quilling technology. Since, in my opinion, it is in the process of working with thin strips of paper, twisting them onto tools, or without using a tool - with your own hands, that the child actively develops fine motor skills of his hands.
3 slide
Quilling is one of the unconventional ways to develop fine motor skills of the fingers. This is a technique of twisting strips of paper into various shapes and composing them into complete works. It originated in Europe at the turn of the XIV-XV centuries. The name of the quilling technique came to us from in English and means "bird feather". It was on the tips of bird feathers that medieval nuns wound paper with gilded edges. Quilling is a simple and very beautiful activity that does not require large expenses. The techniques used in this technique are very simple and easy for children to understand.
4 slide
Based on all of the above, the goal of my work program was the development of fine motor skills in children of senior preschool age through quilling technology. Based on the Main Educational program DOW, I compiled a promising thematic plan. Once a week in the afternoon I organize joint artistic and creative activities in the form of circle work.
1. Developmental:
Develop fine motor skills of the hands and eye.
Develop artistic taste, Creative skills and children's imagination.
Develop attention, memory, logical and spatial imagination.
2. Educational:
Introduce children to the basic concepts and basic forms of quilling (roll or spiral, drop, eye, leaf, square, horns, curl, heart).
Develop the ability to follow oral instructions.
Enrich your child’s vocabulary with special terms.
3. Educational:
Cultivate an interest in the art of quilling.
Create a work culture and improve work skills.
5 slide
I base my work on the following principles:
“from simple to complex” (having learned basic work skills, the child applies his knowledge in performing his creative work).
Accessibility (simplicity, compliance with age and individual characteristics);
Visualization (illustrativeness, availability of didactic materials).
Democracy and humanism (interaction between teacher and child in society, realization of the preschooler’s own creative needs);
In my work I use various methods and techniques:
1. Organizational:
Verbal (oral presentation of material, conversation, story)
Visual (display of multimedia materials, illustrations, observation, demonstration (performance) by a teacher, work based on a model)
Practical (work according to instruction cards, diagrams)
2. Methods based on the level of children’s activity:
Explanatory and illustrative – children perceive and assimilate ready-made information
Reproductive – preschoolers reproduce acquired knowledge and mastered methods of activity.
Partial search - children’s participation in a collective search, solving the problem together with the teacher.
6 slide
For creative activities with children, I use strips of colored double-sided tinted paper, or special strips for quilling, white and colored cardboard, PVA glue, scissors, simple pencils, a ruler, glue brushes, napkins, oilcloth, a stick with a crevice at the end for twisting. stripes. I began my work by introducing children to the history of this technique - quilling. Showed finished works, necessary equipment. The children learned how to mark and cut strips for quilling.
7 slide
It is advisable to start mastering the paper rolling technique by winding rolls. Next, you should begin to study more complex basic quilling elements: roll or spiral, drop, eye, leaf, square, horns, curl, heart. It is noteworthy that both boys and girls enjoy quilling. This allows me to form a gender approach in joint artistic and creative activities.
Having mastered the basic elements of paper rolling, children can create their own compositions by first drawing a sketch. Working with a sketch develops children's attention and thinking, since children have to count how many, what color and shape parts need to be made and how to arrange them.
Slide 9
It is necessary to teach preschoolers how to create joint compositions. In the process of collective creative activities, children develop the simplest skills of teamwork: children share material, help each other, give way, and notice the actions of their neighbor.
10 slide
As a result of mastering this technique, my students develop an eye, a sense of proportionality (in the correlation of composition elements) and a design vision: the ability to see and distribute the elements of a pattern or plot, select colors and come up with a compositional solution for an image.
11 slide
As a result of work on developing fine motor skills of preschoolers in the process of mastering basic quilling techniques, we have achieved the following successes, which you see on the screen:
Beginning of the year End of the year
high 29% high 68%
average 53% average 32%
low 18% low
When comparing the results, significant changes are noticeable. The number of children with a high level of development of fine motor skills has increased, and the number of children with an average level has decreased.
12 slide
Thus:
1. By constructing from paper using the quilling technique, fine motor skills of the hands are improved, which has a beneficial effect on the overall intellectual development children.
2. Quilling significantly influences the formation of such cognitive processes, such as perception, attention, memory, logical thinking.
3. With the help of this technique, the child’s work skills are improved and a work culture is formed.
4. While working with paper, the child creates a game situation on a sheet of paper using ready-made forms. The process of rolling paper itself is a fascinating activity that enriches the lives of children in kindergarten with playful techniques.
5. In the child, in the process of joint activity, the principles of collectivism are formed with the simultaneous development of qualities characteristic of the individual - independence, self-development, self-determination.
6. Quilling helps develop confidence in your strengths and abilities - there are no underachievers. Develops creativity, imagination, artistic taste.
13 slide
To improve work on this topic, I have outlined the following prospects:
Summarize your experience of working on the topic for the purpose of publication on the website “maam. RU"
Conduct a master class for preschool teachers on the topic “Quilling”
Follow new developments, manuals, and literature in the field of developing fine motor skills in children.
14 slide
Thank you for your attention
Publications on the topic:
Using the quilling technique as a means of developing fine motor skills in preschool children Plan. 1. Theoretical part. - The influence of artistic and creative activities on preschool children. - Introduction to the history of quilling.
Finger games as a means of developing fine motor skills in the hands of children of primary preschool age Consultation for educators “FINGER GAMES AS A MEANS OF DEVELOPING FINE MOTOR SKILLS OF THE HANDS OF CHILDREN OF YOUNGER PRESCHOOL AGE” Prepared by:
Game technology as a means of developing cognitive interest in preschool children Gaming technology as a means of developing cognitive interest in preschool children (slide 1) Modern technologies Technology.
Lately we often hear about fine motor skills and the need to develop them. What are fine motor skills? Fine motor skills develop.
Consultation “Artistic creativity as a means of developing fine motor skills in preschool children” Artistic creativity is a unique means for developing fine motor skills and speech. The ability to use fingers and hands is necessary for a person.
Non-traditional drawing techniques as a means of developing fine motor skills in children early age. Goal: Development in young children.
Plasticineography and three-dimensional modeling as a means of developing fine motor skills in senior preschool children Topic: "Plasticineography and three-dimensional modeling as a means of developing fine motor skills in children of senior preschool age" Problem.
Development of fine motor skills of the hands as a means of speech development in children of primary preschool age Why do some children speak better and others speak worse? For what reason do some have even rows of letters in their notebooks, while others have continuous scribbles?
Drawing using non-traditional techniques as a means of developing fine motor skills in preschool children Drawing using non-traditional techniques as a means of developing fine motor skills in preschool children V. A. Sukhomlinsky wrote:
Image library:
SELF-EDUCATION
Educator
Kochetkova G.V.
SELF-EDUCATION
Topic: Papermaking as a means of mental and aesthetic development of preschool children.”
IN last years increased attention to problems of theory and practice aesthetic education as the most important means of forming an attitude towards reality, a means of moral and mental education, as a means of forming a comprehensively developed, spiritually rich personality.
The problem of aesthetic education is of interest to specialists in various fields: educators, teachers, psychologists. After all, deep aesthetic feelings, the ability to perceive beauty in the surrounding reality and in art are an important condition for a person’s spiritual life.
The productive activity of children is reflected in such specific features of their thinking as concreteness and imagery.
The productive activity of a child is closely connected not only with individual functions (perception, memory, thinking, imagination), but also with the personality as a whole.
It reveals the child’s interests, temperament, and some gender differences. In progress productive activity develops manual skills and hand-eye coordination necessary to prepare the child for writing.
A child successfully masters writing if he can make rhythmic, uniform, smooth movements with his hand. The formation of this kind of movement is facilitated by drawing plants, decorative drawing based on embroidery, paintings, etc.
In classes on artistic creativity The tasks of comprehensive development of the child’s personality are also carried out: mental development and aesthetic attitude to reality, moral education. This process evokes positive emotions in children, satisfaction from working with visual material, the result of which is an expressive image.
Based on the above, the goal of studying this problem is set:
determine the most effective techniques development of abilities in preschool children.
Tasks:
To study psychological and pedagogical sources on the peculiarities of introducing children to arts and crafts - quilling (paper-plastic).
To contribute to the formation of teachers’ ideas about the new decorative and applied art - quilling. Familiarize yourself with quilling techniques. Introduce listeners to experience of preschool educational institution in this direction.
To develop a system (Program) for developing decorative and creative abilities in preschoolers.
Test the system in practice.
Determine the effectiveness of the developed training system.
Based on the assigned tasks, a plan was drawn up on the topic of self-education.
SELF-EDUCATION PROGRAM
- study of scientific, methodological literature,
- attending lectures, seminars,
-conducting master classes for teachers and parents.
- analysis and synthesis of theoretical data,
Stage II (practical)
-drawing up the program “Quilling (paper-plastic) for preschool children.”
- implementation of acquired theoretical knowledge into practice,
- approbation of the program.
Stage III (generalizing)
- generalization of work experience on the topic of self-education,
- diagnostics and analysis of work results.
Stage I (information and awareness-raising)
Methodological literature on the topic of self-education has been analyzed:
Book: “We make funny figures from corrugated cardboard” Authors: L. V. Kurochkina, T. V. Shchur, A. A. Urgard - masters of the “Cute Deed” studio. Editor: Derevianko T.
Paper ribbon patterns - Walter Helen
Anna Zaitseva: Quilling: new ideas for creativity.
Yurtakova A., Yurtakova L.: Quilling: creating compositions from paper strips
Novikova I.V.: Paper crafts in kindergarten. Quilling. Amazing things - do it yourself
Shilkova E.A.: Quilling: crafts from paper tapes
Best practices studied (introduction to methodological literature, articles in the media, the Internet)
Consultations have been developed for teachers and parents on the topic of self-education:
Topic: “The importance of quilling technique for mental and aesthetic
development »
Participated in seminars, conferences, and pedagogical councils of preschool educational institutions with master classes.
Introductory classes on quilling were conducted with children, including presentations.
Analysis of work on the topic of self-education
After analyzing the literature and studying the technique of paper-plastic (“quilling”), master classes were held for parents and teachers.
.
Having introduced children to the technique of decorative and applied art “quilling”, we have accumulated some experience in working on the topic of self-education.
Taking into account the characteristics of our age group(second youngest) this arts and crafts art - quilling, was very interesting for the children.
The children looked at the paintings created by the teachers and the presentation.
With the help of the teacher, the children learned to twist strips and then lay out a small pattern. The result of working with children was collective work.
In the next academic year, it is planned to continue work on self-education on this topic, which will allow us to study this problem more deeply and gain experience in teaching the “quilling” technique to preschoolers using modern techniques and methods.
To this end, the following activities are planned for the next academic year:
Drawing up and testing the program
Topic: “Papermaking as a means of mental and aesthetic development of preschool children.”
Stage II (practical)
drawing up a program “Quilling (paper-plasty) for preschool children.”
implementation of the acquired theoretical knowledge into practice,
approbation of the program.
Activity:
Working with parents - Consultations, conversations, meetings, master classes
Participation in seminars, conferences, teacher councils - Consultations for teachers, presentations
Exchange of experience - Open demonstration and attendance at open classes
Summing up the work - Diagnostics and analysis of results
Program of work on the topic of self-education for children of the middle group
(For the first half of the year.)
“Doing papermaking as a means of mental and aesthetic development of preschool children.”
By developing a program for preschool children, on our topic of self-education, we are trying to ensure the construction of a holistic pedagogical process aimed at full and comprehensive development child: physical, social and moral, artistic and aesthetic, intellectual. Therefore, we will conduct quilling classes 2 times a month (in subgroups).
The leading idea of this program is to create a comfortable communication environment, develop the abilities, creative potential of each child and his self-realization.
The goal of the program is the comprehensive intellectual and aesthetic development of children in the process of mastering basic quilling techniques as a means of mental and aesthetic development of children.
Program objectives:
PLAN.
September
1.Introduction to quilling paper
-introduce children to quilling stories (show presentation)
-show finished products.
2.Introduction to paper and quilling tools
- to interest children
-start learning how to twist rings.
October
3. Quilling forms.
-continue to teach children to twist rings to achieve accuracy and teach them to seal the tip of the product
4. Quilling forms.
- introduce children to the shape of a leaf, improve technique
November
5. Making a snowflake pattern
-show the children a quilling snowflake
-start making blanks for the snowflake
6. Making a snowflake pattern (continued)
-continue making preparations with the children
- to form in children a desire to do things carefully
December
7. Making a snowflake pattern (continued)
-prepare the basis for the snowflake with the children
- place a snowflake on it and explain to the children how to glue the parts together
8. Making a “snowflake” pattern (continued)
Final design of the postcard
In our group, the topic of self-education is “Papermaking as a means of mental and aesthetic development of preschool children.” During the first half of the year, we conducted classes with middle-aged children once every two weeks (taking into account the children’s workload and daily routine).
During this period, the goals were the following:
Introduce children to the basic concepts and basic forms of quilling.
Teach various techniques working with paper.
Develop the ability to follow oral instructions.
Introduce children to basic geometric concepts: circle, square, triangle, angle, side, vertex, etc. Enrich your child’s vocabulary with special terms.
Create compositions with products made using the quilling technique.
Develop fine motor skills of the hands and eye.
Develop children's artistic taste, creativity and imagination.
To develop in children the ability to work with their hands, to accustom them to precise finger movements, to improve fine motor skills of their hands, and to develop their eye.
Cultivate an interest in the art of quilling.
Improve work skills, create a work culture, teach accuracy, the ability to use materials carefully and economically, and keep the workplace in order.
Creating conditions for a child’s positive perception of the world around him;
Organization of subject-developing, educational space for maximum disclosure of the intellectual and creative potential of each child within the framework of the preschool standard.
Not all children in the group completed the assigned tasks, since the individual characteristics of the children, such as attention, memory, perseverance, development of differential movements of the hands, and peculiarities of mental and physical development, were not taken into account.
However, for most children, making paper and plastic aroused great interest.
Taking into account the individual - personal approach to each child, additional classes were conducted with some children on an individual basis.
By the end of the semester, all children in the group were introduced to the “quilling” technique.
In general, all children in the group mastered two paper forms
(ring and leaf).
To identify the effectiveness of the topic of self-education, based on the results of the first half of the year, after analyzing the children’s work and their capabilities, we compiled the following diagram.
We stopped, in our opinion, on two criteria.
Table SEQ Table \* ARABIC 1
We believe that it is advisable to continue working on the chosen topic of self-education.
Program of work on the topic of self-education for children of the middle group
(For the second half of the year)
“Doing papermaking as a means of mental and aesthetic development of preschool children.”
Continuing to work on the topic of self-education, the goal of the program remains.
The leading idea of this program is to create a comfortable communication environment, develop the abilities, creative potential of each child and his self-realization.
The goal of the program is the comprehensive intellectual and aesthetic development of children in the process of mastering basic quilling techniques as a means of mental and aesthetic development of children.
Tasks for the second half of the year:
Improve paper handling skills.
Continue teaching various techniques for working with paper.
To encourage children to creatively develop their own ideas and implement them in accordance with their internal quality criteria.
Continue to develop the ability to follow verbal instructions.
Develop abilities of aesthetic and artistic perception;
Continue to create compositions with products made using the quilling technique.
Develop fine motor skills of the hands and eye.
Develop children's artistic taste, creativity and imagination.
Develop VPF.
Introduce children to the basic concepts and basic forms of quilling.
Continue to cultivate interest in the art of quilling.
Organization of subject-developing, educational space for maximum disclosure of the intellectual and creative potential of each child within the framework of the preschool standard.
Based on art history and psychological-pedagogical research, we have developed a series of classes that contribute to the development of the child’s aesthetic development.
The following principles formed the basis:
phasing (from simple to complex).
combination of techniques.
use of innovative technology.
Work plan.
January.
9. Forms for quilling.
-improve children’s ability to twist rings to achieve accuracy and teach them to seal the tip of the product.
February.
10. Quilling forms.
-continue to introduce children to new quilling forms.
11. Compiling the composition “Flower for Mom.”
- show the children a quilling postcard as a gift to their mother, and start making blanks for her.
(work is carried out in subgroups and individually, depending on the child’s skill level)
-start making blanks for the postcard.
March
12. Composition “Flower for Mom”. (continuation).
-prepare the basis for the postcard with the children
- place a flower on it and explain to the children how to glue the parts together.
13. Drawing up a collective composition.
-start making preparations with the children to compose a collective composition.
- to form in children a desire to do things carefully.
April
14. Drawing up a collective composition. (continuation)
-continue with the children to make preparations for drawing up a collective composition.
-form the desire to do things carefully.
15. Drawing up a collective composition (continued)
-continue with the children to make preparations for drawing up a collective composition.
-assemble flowers and leaves from parts.
May.
16. Drawing up a collective composition (end)
-Final design of the composition
Analysis of work on the topic of self-education.
Since the developmental functions of productive activity (and the “quilling” technique refers to the productive activity of children) are associated with a wide range of abilities, skills and abilities. It develops in children the ability to make long-term volitional efforts that are aimed at achieving a goal; develops imagination, creative thinking, the ability to relate the whole and parts.
In the second half of the year, the age and individual characteristics of the children were taken into account, so individual lessons were held with the children.
Preliminary conversations were held with the children as a whole group, and the main work was carried out by small subgroups of children.
Making paper and plastic continues to arouse the interest of children.
By the end of the year, all children in the group had mastered the quilling technique.
Children began to create these forms and small compositions independently or with the help of a teacher.
We have identified some features of children’s acquisition of expressive means and aesthetic development of children with the help of our series of classes:
Children who do not give preference to productive activities develop an interest in the “quilling” technique.
Children are attracted by the simplicity of creating paintings.
the variety of technology and their novelty stimulates children's imagination, develops their imagination and their creative abilities, and contributes to the formation of expressive images.
The end result is very important to children, especially if they can take home a creative product in which they took part.
Diagnostic results for the year (Table 2):
(the chart uses the number of children listed as 24 children)
1. The child’s interest in this type of creativity.
2.The degree of skill of the child (it works or not)
Table 2 (end-of-year data)
Table SEQ Table \* ARABIC 1 (data for the 1st half of the year)
Analysis of the results of the self-education topic allows us to conclude that the comparison results show a significant increase in the level of aesthetic development in the innovative “quilling” technique in children of middle preschool age. At the end of the year, children’s work is characterized by more perfect skill, more accurate, and correct arrangement of the composition. Children showed more creative interest, acted more independently, actively using new technology, correctly conveyed the shape and proportions of objects, and used a wide range of colors.
Based on the results of the self-education topic, the following conclusions can be drawn:
The study showed the effectiveness of a series of papermaking classes with children for the purpose of the mental and aesthetic development of preschool children, which is aimed at creating children's interest in activities, forming a variety of knowledge and ideas about a new type of productive activity.
The study tested pedagogical conditions improvement
The series of classes we developed took place in stages - from simple to complex.
During the classes, an emotionally favorable, creative atmosphere was created, conducive to the formation and development of interest in the paper-making process.
children will be provided with a choice of materials that will help them develop interest in the work and the results.
non-traditional techniques have been introduced in the training cycle, for preschool– paper-making (quilling) aimed at developing the mental and aesthetic development of preschool children.
Thus, the tasks posed in the topic of self-education have been solved, papermaking classes have a positive impact on the formation of the mental and aesthetic development of preschool children.
We plan to continue working on this issue
Methodological recommendations for educators working with children of middle preschool age on organizing productive activities in the process of papermaking (quilling).
Based on the results of the study, which clearly demonstrated that papermaking is one of the most attractive and accessible types of work in preschool age, the following conclusion can be drawn:
Productive activity is a complex, multi-type, multi-operational artistic and labor activity, it contains the potential effect of influencing the artistic, labor education, development of cognitive and creative activity children.
Therefore, we can recommend to educators:
Usage unconventional techniques quilling
(paper plastic) which carry elements of artistic
originality, non-standard thinking and execution, have great potential for developing in children a positive attitude towards visual arts, satisfying their need for self-expression, developing their cognitive and creative abilities, developing expressiveness in children’s work.
In the process of productive activity during specially
organized work with children of middle preschool age
It will become possible to create expressive images, the development of which is facilitated by the development of specific means of expression: stylized imagery, correct arrangement of compositions, decorative coloring, technical skill in gluing elements.
Increasing the level of mental and aesthetic development of children
preschool age is facilitated by working in various techniques, including paper-plastic techniques, children master new ways of creating expressive images, learn to combine different techniques in one job.
It is necessary to form the aesthetic perception of children in a way
reflections of reality, determined by the purpose of the products, the characteristics of materials, execution techniques and characteristic means of expression.
Formation and improvement of aesthetic perception and
mental development in preschool children should be carried out step by step in the process of specially organized training.
Recommended methods for working with children in the field of paper plastics
Using multimedia equipment (showing presentations)
verbal and visual instructions
individual approach
reviewing and discussing compositions of illustrations and visual material,
performing creative tasks that have proven themselves in experimental work.
Self-education for the 2014-2015 academic year
On this topic:
"The hands teach the head, then the wiser head
teaches hands, and skillful hands again contribute
brain development"
I.P. Pavlov
The development of fine motor skills in preschool children is one of the pressing problems, because weakness in the movement of fingers and hands, awkwardness is one of the reasons that makes it difficult to master the simplest skills necessary for life and self-care skills. In addition, the mechanical development of the hand is closely related to the development of speech and thinking of the child, as proven by scientists. The level of development of fine motor skills is one of the indicators of intellectual readiness for school education. Typically, a child with a high level of development of fine motor skills is able to reason logically: he has sufficiently developed memory and attention, and coherent speech.
Given the importance of this problem, it is advisable to work in this direction. To do this, in my work I use finger games, games with small construction toys, drawing with stencils, shading of varying complexity, modeling, various types of applique, graphic dictations, origami.
One of the unconventional ways to develop fine movements of the fingers is quilling. Quilling (paper rolling, paper filigree) is a technique of twisting strips of paper into various shapes and composing them into complete works. In my opinion, this technique is amazing, it captivates and fascinates, it resembles a “thin lace web.” In just a few minutes you can create a real masterpiece from ordinary paper strips.
Quilling classes- this is not only the development of motor skills, imagination, attention, thinking, aesthetics, etc., but also enormous opportunities to realize one’s creative potential.
Purpose The aim of my work is to investigate the influence of the quilling technique on the development of fine motor skills of the hands.
Based on the goal, I set the following tasks:
- trace the positive impact of using the quilling technique on the development of fine motor skills and coordination of hand movements;
- introduce children to a new type of working with paper - quilling, teach how to make basic shapes, and compose various compositions from them;
- cultivate accuracy, perseverance when performing work, and aesthetic taste.
For children to learn effectively, it is necessary to observe conditions:
- Phased and systematic;
- Involving Parents
It is better to start working with children on teaching quilling from the older group.
Stage 1 . Introduction to quilling tools and paper.
The tool for curling paper is a toothpick. In the future, if parents are interested, you can purchase a special tool for quilling. Other tools include: tweezers (for gluing small parts), glue, scissors.
Quilling paper is paper strips with a width of 3 to 7 mm. You can buy it ready-made, or you can cut it yourself. Paper cutting can be preparatory task to quilling. For example, in the second half the children cut paper, and the next day in the first half of the day, the actual Team work– quilling.
Stage 2 . Introducing and performing basic forms using the quilling technique.
The basis for performing almost all forms is a sparse circle. To perform it, you need to: insert the tip of the paper tape into a special slot on a wooden toothpick or tool, holding it with your thumb and forefinger, twist the paper, carefully remove it from the tool and place it on a flat surface, the resulting circle will unwind a little, seal the tip of this circle.
Having received a sparse circle, we give it the desired shape - triangle, “leaf”, oval, square, “droplet” and others.
At the beginning of getting acquainted with performing forms, you should not show children the technique of performing several forms at once. First, teach how to perform a sparse circle and a dense circle, and the result of such an activity will be a group work, for example, on the topic “Bunch of Grapes”, “Snowman”, “Ice Slide” or any other subject that can be made up of circles.
Having mastered the basic form, you can teach how to perform another form, for example, “droplet” - we pinch a sparse circle on one side with the thumb and forefinger. Having made several “droplets”, children can create a flower by gluing it onto a collective clearing or their own individual postcard.
Having learned to make several forms, children can already make crafts based on the model. There should be several samples so that the child can choose what composition he will make. For example, when making a card for Mother's Day, the child himself will choose which flowers he will make on this card, he will calculate how many strips of paper he needs and what color.
Work on teaching quilling techniques can take place as an independent activity, and then you can introduce quilling elements into different types activities. For example, in math games: Let’s make so many circles, add so many squares to them, and make the answer in triangles. Parents are very pleased with such activities, because... Children learn to write problems and develop motor skills. Or, for example, we invite the children to play tomorrow role-playing game“Birthday”, and make a treat today: decorate cakes, succulents and buns made of cardboard with flowers and leaves made using the quilling technique.
Material: for activities with children, strips of colored double-sided tinted paper, strips of corrugated cardboard, white and colored cardboard, PVA glue, scissors, simple pencils, a ruler, glue brushes, napkins, oilcloth, and a thin plastic stick with a crevice at the end are used.
Expected results:
– learn various techniques for working with paper;
– will know basic geometric concepts and basic quilling forms;
– learn to follow oral instructions, read and sketch product diagrams; create quilling products using instruction cards and diagrams;
– will create compositions with products made using the quilling technique;
– develop attention, memory, thinking, spatial imagination; fine motor skills of hands and eye; artistic taste, creativity and imagination;
– get acquainted with the art of paper rolling;
– master the skills of work culture;
– improve their communication skills.
Working with teachers
Consultations were offered for teachers: “Quilling - nothing is impossible”, “Quilling or paper filigree”, “ Manual labor as a means of developing fine motor skills in older preschoolers"
Working with parents
Children can strengthen their quilling skills at home; to do this, they need to get their parents interested. You can organize a “creative workshop” for parents and show them the basics of quilling. And if a child has difficulty completing quilling details at home, parents will be able to help him. They will also be able to help with crafts for exhibitions in kindergarten.
Consultation for parents on the topic: “The magical world of quilling”, “Quilling is not so difficult - we work with children at home”, “Quilling is an interesting job that develops fine motor skills”
Self-education report
teacher of MKDOU "Krasnyansky" kindergarten» Zhurbina E. N.
On this topic:
“Development of fine motor skills in preschool children through the Quilling technique”
Quilling is an opportunity to see the unusual possibilities of ordinary paper. The choice of paper rolling technique is not accidental. In my opinion, it is by working with thin strips, twisting them onto tools, or without using a tool with your own hands, that the fine motor skills of a child’s hands are actively developed. And the consequence of the development of fine motor skills is its overall development, starting from the development of speech and ending with creative abilities.
The paper rolling technique was initially difficult for children, as it requires concentration on the work and fine movements of the fingers. But in the process of mastering actions and operations, these problems began to be solved. During paper rolling classes, I conducted finger gymnastics for emotional and physical release.
At the beginning of the year, classes were held to familiarize children with the technique of making simple parts. I introduced the children to the types of torsion of paper strips, the creation various forms parts needed for the craft, showed how to connect parts using glue, by applying or superimposing one on top of the other, taught how to perform actions carefully and carefully.
In subsequent classes, she gave the children more complex material, developing in them the following technical skills:
cut fringe;
Roll and unroll rolls to a certain size;
Glue parts;
Give a given shape to parts;
Glue to the background and create a composition.
At the beginning of the year, when working with paper strips, in the course of creating work using the quilling technique for children, parts of the given shape were not always obtained correctly, which was a consequence of insufficient coordination of movements of the fingers;
The elements of the composition were of different sizes, which was determined by the insufficient development of the eye;
The work did not hold a certain shape or lost it due to incorrect dosage of glue.
Already towards the middle school year, the children mastered all the basic skills, which made it possible to focus on creativity, which consists in independently conceiving and implementing the idea of an artistic composition by the children themselves.
As a result of mastering this technique, my students’ hands acquired confidence, flexibility, accuracy, they developed an eye, a sense of proportionality (in the correlation of composition elements) and a design vision: the ability to see and distribute the elements of a pattern or plot, select colors and come up with a compositional solution for an image. The students developed initial skills in search activities, as well as the ability to work consciously and purposefully.
Thus, the quilling technique is an effective means for developing fine motor skills in the hands of older preschoolers, which indirectly affects the overall development of the child’s personality, as well as preventing difficulties with learning at school.
