CONTENT
INTRODUCTION
CHAPTER 1. THEORETICAL FOUNDATIONS OF THE DEVELOPMENT OF FINE MOTOR SKILLS IN CHILDREN OF YOUNGER (EARLY PRESCHOOL) AGE
1.1 Role fine motor skills in child development
1.2 Features of the development of fine motor skills in early and early childhood preschool childhood
1.3 Features of fine motor development in children with mental retardation
CHAPTER II. EXPERIMENTAL WORK ON DIAGNOSIS OF FEATURES OF FINE MOTOR SKILLS DEVELOPMENT IN CHILDREN 3-4 YEARS OF AGE WITH DD
2.1 Diagnostic technique
2.2 Diagnostic results
2.3 Conclusions
CONCLUSION
LITERATURE
INTRODUCTION
According to various researchers, there is currently an increase in the number of children with developmental problems1. Clinical examinations, during standard medical examinations regularly carried out in preschool educational institutions and clinics regularly carried out in preschool educational institutions and schools by medical specialists: surgeon, ENT specialist, endocrinologist, specialist doctors: surgeon, ENT specialist, endocrinologist, cardiologist, etc., are not detected in the group These children have severe pathology, but according to the observations of teachers and psychologists, they experience significant difficulties in mastering educational programs, in adapting to the social environment, to the conditions of a preschool institution.
Mild developmental disorders in the intellectual and emotional-volitional spheres are masked by the age-related characteristics of a preschooler, however, with the start of school, these disorders can lead to difficulty in varying degrees of adaptation of the child to school and limit his learning opportunities. This is why it is so important to pay attention to disorders in a child’s development from an early age. preschool age. After all, the sooner a child with developmental problems begins to receive special help, the more effective its results will be. The correctional work program should be drawn up taking into account the characteristics and developmental needs of each child. One of the most important areas in it is the development of gross and fine motor skills.
Children with developmental problems are tired and have reduced performance, which is largely due to their physical underdevelopment. Many children have insufficient motor skills: stiffness, poor coordination, incomplete range of movements, and their volition is impaired. There is also underdevelopment of fine motor skills and hand-eye coordination. Hand movements can be awkward and uncoordinated.
The above allows us to put forward the problem of our research - the diagnosis of disorders of fine motor skills of the hand of preschoolers with mental retardation and the most effective means to ensure the correction of its development. The purpose of the study, therefore, is to identify the features of the development of fine motor skills in children 3-4 years old with delayed mental development
Object - development of fine motor skills of the hand in younger preschoolers. Subject: features of this process in children with mental retardation.
The purpose, object and subject allow us to formulate the following tasks of our research:
Summarize theoretical knowledge on the problem of formation, developmental features and importance of fine motor skills in a child’s life;
To select work methods for diagnosing fine motor disorders in children with mental retardation and to test its results obtained during an experimental study in a preschool educational institution.
The methodological basis for solving these problems was the research of teachers and psychologists in the field of general laws of the correctional and developmental pedagogical process, based on the idea of an integrated approach - one of the basic principles of training and education (L.S. Vygotsky, A.B. Zaporozhets); the doctrine of general and specific features of abnormal development (V.I. Lubovsky, Zh.I. Shif); the doctrine of the functional system and its compensatory capabilities (P.K. Anokhin, L.S. Vygotsky); the doctrine of the correctional orientation of training and education of children with developmental disorders (R.M. Boskis, T.A. Vlasova, I.G. Vlasenko, A.P. Gozova, V.P. Ermakov, E.P. Kuzmicheva, A. G. Litvak, T.V. Rozanova, V.A. Feaklistova); sensory development of preschool children (M. Montessori).
The main research methods were: research methods (analysis of specialized literature, study of documents), diagnostic methods (conversation, tests for the child’s switching ability, coordination, graphic tests), method of analyzing the data obtained.
The main stages of the study: diagnostic examination of each child in order to identify the level of impairments in fine motor skills of the hands, which are a consequence of mental retardation; processing and analysis of the results obtained; development on their basis of recommendations for correctional work with this category of children.
CHAPTER 1.
THEORETICAL BASIS FOR THE DEVELOPMENT OF FINE MOTOR SKILLS IN CHILDREN OF YOUNGER (EARLY PRESCHOOL) AGE
1.1 The role of fine motor skills in child development
Teachers and psychologists who deal with the problems of development of preschoolers and primary schoolchildren unanimously agree that fine motor skills are very important, since through it such higher properties of consciousness develop as attention, thinking, coordination, imagination, observation, visual and motor memory, speech . The development of fine motor skills is also important because in life, when the child grows up, the child will need precise coordinated movements to write, get dressed, and also perform various household and other actions.
Back in the middle of the last century, it was established that the level of speech development of children directly depends on the formation of fine motor movements of the hands.2 If the development of finger movements lags behind, then speech development is also delayed, although gross motor skills however, it may be higher than normal. Numerous studies by teachers have proven that finger movements stimulate the development of the central nervous system and accelerate the development of a child’s speech3. Thus, by developing fine motor skills in a child, and thereby stimulating the corresponding parts of the brain, or rather its centers responsible for finger movements and speech, which are located very close to each other, the teacher also activates neighboring parts responsible for speech.
In the monograph by A.R. Luria “Higher cortical functions of a person and their disorders in local brain lesions”, dedicated to the problems of neuropsychology, examines the functions of various areas of the brain in their connection with human speech and motor skills, in particular mentions their close relationship: “So, in the posterior part of the peripheral field the auditory cortex has a special area for the analysis and synthesis of receptive elements oral speech- phonemes (the so-called “Wernicke center”), in the peripheral fields of the visual cortex - an area that allows for the analysis and synthesis of visual elements of receptive speech; in the areas of the lower parts of the parietal region located adjacent to the cutaneous-kinesthetic zone, directly adjacent to the sensitive “centers” of the hand, lips, tongue, larynx, the analysis and synthesis of cutaneous-kinesthetic receptions underlying articulation is carried out; in a certain part of the periphery of the motor zone of the cortex (lower parts of the remotor zone) neurodynamic processes take place associated with the transformation of articulate sounds of oral speech into complex sequential syntheses (the so-called “Broca’s center”); in another part of the premotor zone, adjacent to the motor “centers” of the hand (in the posterior part of the middle frontal gyrus), the programming and implementation of complex systems of sequential movements and motor skills is localized.”4
If a child has well-formed fine motor skills of the hand, then speech develops correctly, and the intensive development of speech at an early age, according to D. B. Elkonin, should be considered not as a function, but as a special subject that the child masters in the same way as he masters other tools (spoon, pencil, etc.)5. This is a kind of “twig” in the development of independent objective activity.
Research by G. L. Rosengard-Pupko6 showed that speech is extremely important for the development of perception. The development of perception occurs in objective activity. No development of objective actions is possible without an orientation towards individual signs. L. S. Vygotsky spoke of early age as the age of intensive development of perception.
Thus, we can build the following chain of development: fine motor skills – speech – perception. This statement can be illustrated with the following examples: if a child is shown a cactus, given the opportunity to touch it with his hand, and then asked to draw it, the child, as a rule, will depict it with greatly exaggerated spines. If, in another experiment, we compare what a child does when he visually examines or actively feels the grating with its subsequent graphic representation, then we will notice that it is depicted as either “holey,” that is, consisting of circles, or “angular,” consisting of lines that look like railroad tracks. In the first case, the child felt the grid as if from the inside, sticking his fingers into the holes of this grid; in the second case, he was more interested in the intersection of the crossbars. That is, at first the child uses his fingers to feel the object; the better his fine motor skills are developed, the greater the understanding of the object the child will receive, the more fully he will be able to describe it verbally. Then, again using fine motor skills, the child depicts the object on paper, draws it. This contributes to a more complete perception of the object, distinguishing it from a number of others, justifying its distinctive features, memorizing them, that is, the formation of the child’s thinking and memory also takes place. . We can find confirmation of this thesis in the works of psychologists. For example, according to L. S. Vygotsky, all mental functions at this age develop “around perception, through perception and with the help of perception.” That is, it is thinking, memory, and attention.
Consequently, our chain can be supplemented: fine motor skills – speech – perception – higher mental functions (thinking, memory, attention).
Our wise ancestors knew about the wonderful properties of fine motor skills. Funny folk nursery rhymes are passed down from generation to generation: “Ladushki-Ladushki”, “Magpie-white-sided” and other finger games. Teacher Vasily Sukhomlinsky wrote: “The child’s mind is at the tips of his fingers”7. And the famous German scientist Emmanuel Kant called the hands the visible part of the cerebral hemispheres.8
Manual skills were successfully used in working with children by the Italian humanist and teacher, the author of the world-famous method, Maria Montessori. In her opinion, in early preschool age sensory development is of great importance9. A child’s knowledge of the world around him begins with “living contemplation”, with sensory processes - sensations, perceptions, ideas. Their development in a child creates the necessary prerequisites for the emergence of more complex cognitive processes (memory, imagination, thinking). The formation of many abilities (for example, musical, visual) is also associated with the development of sensations and perceptions. And sensory development is directly related to fine motor skills of the hand, because touch is one of the five human senses, with the help of which children at an early age receive a huge amount of information about the world around them. Correct formation of fine motor functions is all the more important because in early and preschool childhood sensory processes develop especially actively.
Maria Montessori said that every movement of a child is another fold in the cerebral cortex10. Exercises in Everyday life very important for young children. Finger training is a powerful tonic for the cerebral cortex.
The correct development of fine motor skills also determines the formation in a child sensorimotor coordination- coordinated action of hands and eyes. With the help of vision, the child studies the surrounding reality, controls his movements, thanks to which they become more perfect and accurate. The eye, as it were, “teaches” the hand, and with the help of manual movements in objects manipulated by the child, more new information is revealed. Vision and hand movements become the main source of the child’s knowledge of the surrounding reality. By studying all kinds of objects, touching and feeling them with his hands, the child comes to understand causal relationships. The older a child gets, the more actively he uses his hands and fingers to repeat what he sees or carry out his plans. He builds houses, towers and bridges, draws animals and people, letters and numbers, and eventually learns to write. When performing all these actions, the gas helps the hands.
According to Montessori, with the help of exercises that develop fine motor skills, the child learns to take care of himself and his things, learns how to fasten buttons correctly, sew them on, //lace shoes. That is, fine motor skills of the hands are also associated with the formation of a child’s independence, and therefore the development of fine motor functions, coordination of movements, concentration, the ability to complete the chosen work, and enjoy what is done is very important for the formation of a person’s personality as a whole.
1.2 Features of the development of fine motor skills in early and early preschool childhood
Younger preschool age is characterized by high intensity of physical and mental development. The child’s activity increases and its focus increases; movements become more varied and coordinated, including fine motor skills of the hand.
This age is characterized by a number of new formations, the consideration of which is important for the further development of the child. Thus, from 2–4 years of age, significant changes occur in the nature and content of the child’s activities, in relationships with others: adults and peers. The leading type of activity at this age is substantively active cooperation. The most important achievement of this age is that the child’s actions become purposeful.
Children's curiosity increases sharply. At this age, significant changes occur in the development of speech: the vocabulary increases significantly, elementary types of judgments about the environment appear, which are expressed in fairly detailed statements.
A three-year-old child is no longer only able to take into account the properties of objects, but also to assimilate some generally accepted ideas about the varieties of these properties - sensory standards of shape, size, color, etc. They become samples, standards with which the characteristics of perceived objects are compared.
The predominant form of thinking becomes visual-figurative. The child is able not only to combine objects by external similarity (shape, color, size), but also to assimilate generally accepted ideas about groups of objects (clothing, dishes, furniture).
At the same age, further improvement occurs in the fine-motor functions of the child’s hands, with which thinking processes are closely interconnected. A sufficient level of development of fine motor skills is an important indicator of a child’s readiness for school. The ability to make precise movements with the hand and fingers is simply necessary for mastering writing.
Typically, a child who has a high level of development of fine motor skills is able to reason logically, his memory, attention, and coherent speech are sufficiently developed. Therefore, work on developing fine motor skills should begin long before entering school. This work needs to start from a very early age. Already in infancy, you can massage your fingers, thereby influencing active points associated with the cerebral cortex.
The degree of development of a child’s fine motor skills determines the most important qualities for his future: speech abilities, attention, spatial coordination, concentration and imagination. The brain centers responsible for these abilities are directly connected to the fingers and their nerve endings. Therefore, exercises and activities in which a child’s little fingers participate are extremely important for his mental and mental development. Fine motor skills, sensory skills, and coordination of movements are key concepts for the early preschool period.
The normal development of a child’s speech is closely related to the development of finger movements. Scientists have proven that from an anatomical point of view, about a third of the total area of the motor projection of the cerebral cortex is occupied by the projection of the hand, located very close to the speech zone. It is the size of the projection of the hand and its proximity to the motor zone that gives reason to consider the hand as an “organ of speech”, the same as the articulatory apparatus. In this regard, it was suggested that subtle movements of the fingers have a significant influence on the formation and development of the child’s speech function.
Therefore, in order to teach a baby to speak, it is necessary not only to train his articulatory apparatus, but also to develop the movements of his fingers. Teachers and psychologists recommend starting active training of a child’s fingers as early as ten months of age. Systematic finger training exercises are also a means of increasing the performance of the cerebral cortex.
There are periods in a child’s development when his body is especially sensitive to certain types of environmental influences, when the baby is especially susceptible to assimilating any information. For speech development, this period is from one and a half to three years of age. It is then that the child masters the basic means of the language in which communication is carried out, the foundations of speech behavior are laid, and a special sense of language is formed. It is natural that only by the age of three years, the movements of a child’s fingers become similar to the movements of an adult’s fingers.
In the first years of life, a child masters many movements. At first his actions are awkward, inept, inharmonious. Motor skills develop gradually, and each child develops them at his own pace. To help your baby better master his movements, it is important to create an active preparatory environment and offer a variety of games and exercises that help develop coordination and improve motor skills.
From birth to two years, the child gradually learns to sit, stand up and take his first steps. He begins to actively explore the world around him, pick up various objects, and perform simple actions. For example, during this period, the child learns to take small light objects and put them in a box, draw doodles with chalk, pick up solid food with his hands and put it in his mouth, and pull off his socks or hat.
At the age we are considering in this work, from two to four years, the skills acquired by the child at the previous stage are gradually improved. Children at this age gradually learn to put an object in a certain place. If at the previous stage the child primarily grasped and held the object with his palm, now he begins to use his fingers more actively. At this time, he learns to draw lines, circles, cut paper with scissors, take off and put on loose clothes.
That is, the development of fine motor skills (hand skills) in a child occurs gradually and sequentially: first, he learns to reach out to an object and grab it, and then manipulate it. Coordination of eye and hand movements, as well as the actions of both hands, plays an important role in this process.
Mastery of relatively subtle hand actions occurs in the process of developing the kinesthetic sense - the position and movement of the body in space, i.e. in the process of forming visual-tactile-kinesthetic connections. After these connections are formed, hand movements begin to be performed to a greater extent under the control of vision; now the sight of an object is a stimulus for hand movements towards it.
Among other motor functions, the movements of the fingers are of particular importance, since they have a huge impact on the development of the child’s higher nervous activity. However, before a child's hand begins to resemble an adult's hand in its actions, quite a significant amount of time passes.
According to teachers and psychologists, the following regulatory requirements for the development of fine motor skills in preschoolers from 1 year to 6 years can be identified11:
Knocks one object against another
Takes a crumb of bread with thumb and forefinger
Draws and scribbles on a sheet of paper
Pulls crumbs out of a transparent jar
Builds (copies) a bridge from 3 cubes
Builds a tower from 2 cubes
Builds a tower of 4 cubes
Redraws the cross
Draws a vertical line (error up to 30 degrees)
Redraws the square
Redraws the circle
Builds (copies) a bridge from 5 cubes
Builds a tower of 8 cubes
Draws a man (3 elements)
Draws a man (6 elements)
If he has mastered most of the skills, you can conclude that the development of thinking and motor abilities of your child’s hands is proceeding normally. If the delay (or advance) occurs partially and only in one or two indicators, then we can draw a conclusion about the inharmonious development of the child’s thinking functions and fine motor skills. If the child has not yet mastered most of the normative skills, then we may be talking about a general lag in the development of thinking and fine motor skills to one degree or another.
Both parents and teachers need to work on the correct formation of fine motor skills in children. A very important part is “finger games”. These games, very emotional, can be played both in kindergarten and at home. They are fascinating and contribute to the development of speech and creative activity. “Finger games” seem to reflect the reality of the surrounding world - objects, animals, people, their activities, natural phenomena. During “finger games,” children, repeating the movements of adults, activate hand motor skills. This develops dexterity, the ability to control one’s movements, and concentrate attention on one type of activity.
“Finger games” are the staging of any rhymed stories or fairy tales using the fingers. Many games require the participation of both hands, which allows children to navigate the concepts of “right”, “left”, “up”, “down”, etc.
Three-year-old children master games that are played with two hands, for example, one hand depicts a house, and the other - a cat running into this house.
Four-year-old preschoolers can play these games using several events that follow each other. Older children can be invited to decorate the games with a variety of props - small objects, houses, balls, cubes, etc.
Finger games are exercises to improve finger mobility, develop their strength and flexibility and, as a result, improve handwriting; reduction of physical fatigue and moral stress during the lesson; massage of “active points” on the fingers and palms. It includes exercises for composing all numbers, as well as letters of the Russian alphabet, using fingers and educational objects (pencils, pens, rulers). When learning to read and write, these exercises will help the child not only make his fingers more mobile, but also remember how to write this or that letter and number.
– fastening and unbuttoning buttons;
– all kinds of lacing;
– stringing rings onto braid;
– games with mosaics;
– sorting the mosaic into cells;
– games with a constructor;
– sorting through cereals and grains (for example, separating beans from peas).
It can also be various exercises in modeling, visual arts, and playing with paper.
1.3 Features of fine motor development in children with mental retardation
Fine motor skills preschool sensorimotor
Initially, the problem of mental retardation in domestic research was substantiated by clinicians. The term “mental retardation” was proposed by G.E. Sukhareva. She noted that the phenomenon under study is characterized, first of all, by a slow pace of mental development, personal immaturity, mild impairments of cognitive activity, different in structure and quantitative indicators from mental retardation, with a tendency towards compensation and reverse development12.
Thus, we can identify the following most important groups of reasons that can cause ZPR13:
1) biological reasons that prevent normal and timely maturation of the brain;
2) a general lack of communication with others, causing a delay in the child’s assimilation of social experience;
3) lack of full-fledged, age-appropriate activity that gives the child the opportunity to effectively “appropriate” social experience and timely formation of internal mental actions;
4) social deprivation, which prevents timely mental development.
From the above classification it is clear that three of the four groups of causes of mental retardation have a pronounced socio-psychological character. A child’s mental retardation can be caused by either a single unfavorable factor or a combination of factors that develop during the interaction process. In any case, mental retardation in preschoolers is a complex phenomenon that covers the entire range of human mental processes.
Disturbances in the rate of neuropsychic development can be detected at an early age (up to 3 years). The consequences of early organic brain damage or functional immaturity of the central nervous system cause a number of deviations that complicate the child’s interaction with the environment, as a result of which a full-fledged basis for the subsequent development of higher mental functions does not develop. In the first year of life, indicators of disturbances in the rate of neuropsychic development can be:
A decrease in indicative activity and the need for indicative research activity, which is manifested in the weak expression of indicative reactions, a slowdown in the reaction of visual and auditory concentration;
Later appearance of the “revival complex”, insufficient activity in emotional communication with adults;
In the pre-speech period - a later appearance of humming, babbling, the first words, an inadequate reaction to gestures, facial expressions and intonations of adults, the stages of humming and babbling are extended over time;
Slow rate of formation of static (related to balance) and locomotor (ability to move) functions;
Delay in the development of manual motor skills and hand-eye coordination.
The severity of the listed deficiencies in psychomotor and speech development depends on the severity of the damage to the central nervous system. Problems in a child's development can be exacerbated by early sensory and emotional deprivation if he is raised in unfavorable social conditions.
Normally, the main achievements of a child by the age of 1 year are mastering independent walking, specific manipulations with objects, communicative and cognitive activity, understanding of spoken speech in a well-known situation, and the appearance of the first words. By this age, communication with adults acquires not only an emotional, but also a situational and business character. A normally developing child actively cooperates with adults. These achievements become the basis for the development of the psyche in the second and third years of life - the development of general and fine motor skills, sensory-perceptual activity, mastery of actions (using objects for their intended purpose), further formation of speech, mastery of object-based play activities. Of particular importance is the timely development of speech, due to which a qualitative restructuring and integration of mental functions occurs.
At an early age (from 1 year to 3 years), deviations in the child’s development become more obvious, even if they are not severe. First of all, you should pay attention to the development of general and fine motor skills, sensory-perceptual activity (how the child reacts to objects, does he recognize them, does he strive to explore them, does he find the same ones, does he use them for their intended purpose). An important diagnostic indicator is the child’s communicative activity, his ability to cooperate with an adult. During this age period, rapid development of speech normally occurs. A problem child has speech underdevelopment, and not only active speech is unformed, but also understanding of speech addressed to the child.
However, assessing the level of psychomotor and speech development of a child should be done very carefully. Its development can be influenced by many factors: inherited characteristics of the body, general health, characteristics of living conditions and upbringing. Psychomotor retardation can be caused by various adverse conditions affecting the developing brain in the perinatal or postnatal period, or an adverse combination of these factors. Of course, differential diagnosis at an early age is difficult. With different localization of disorders, similar symptoms may be observed (for example, a “speechless”, non-speaking child may be a child with impaired hearing, or with mental retardation, alalia, autism). Disturbances may relate to one or more functions, combined or not combined with various neurological abnormalities.
Young children with delayed psychomotor development are distinguished by a number of features. As a rule, these are somatically weakened children who are lagging behind not only in mental but also in physical development. The history reveals a delay in the formation of static and locomotor functions; examination reveals the immaturity of all components of motor status ( physical development, movement techniques, motor qualities) in relation to age capabilities. A decrease in orientation-cognitive activity is detected, and it is difficult to attract and retain the child’s attention. Sensory-perceptual activity is difficult. Such children do not know how to examine objects and find it difficult to determine their properties. However, unlike mentally retarded preschoolers, they enter into business cooperation with an adult and, with his help, cope with solving visual and practical problems.
Such children have almost no speech - they use either a few babbling words or separate sound complexes. Some of them may be able to form a simple phrase, but the child's ability to actively use phrasal speech is significantly reduced.
In these children, manipulative actions with objects are combined with object actions. With the help of an adult, they actively master didactic toys, but the methods of performing correlative actions are imperfect. Children need a much larger number of trials and try-ons to solve a visual problem. Their general motor clumsiness and lack of fine motor skills cause undeveloped self-care skills - many find it difficult to use a spoon while eating, experience great difficulty in undressing and especially in dressing, and in object-play actions.
At preschool age, children with mental retardation show a lag in the development of general and, especially, fine motor skills. The technique of movements and motor qualities (speed, dexterity, strength, accuracy, coordination) are mainly affected, and psychomotor shortcomings are revealed. Self-service skills and technical skills in art activities, modeling, appliqué, and design are poorly developed. Many children do not know how to hold a pencil or brush correctly, do not regulate the pressure, and have difficulty using scissors. There are no gross movement disorders in children with mental retardation, but the level of physical and motor development is lower than that of normally developing peers, and the formation of graphomotor skills is difficult.
Psychologist-researchers V.I. Lubovsky, L.I. Peresleni, I.Yu. Kulagina, T.D. Puskaeva and others note a clear lag of children with mental retardation from their normally developing peers when analyzing their thought processes. The lag is not sufficiently characterized high level the formation of all basic mental operations: analysis, generalization, abstraction, transfer (T. P. Artemyeva, T. A. Fotekova, L. V. Kuznetsova, L. I. Peresleni). U. V. Ulyanenkova highlighted the levels of formation of the general ability to learn, which she correlates with the level intellectual development child In addition, children with mental retardation exhibit symptoms of hyperactivity, impulsivity, as well as increased levels of anxiety and aggression (M. S. Pevzner). The studies of many scientists (I. Yu. Kulagin, T. D. Puskaeva, S. G. Shevchenko) note the specificity of the development of cognitive activity of children with mental retardation. Thus, S. G. Shevchenko, studying the features of speech development of children with mental retardation, notes that speech defects in such children clearly manifest themselves against the background of insufficient development of cognitive activity14.
A child's mental retardation can be caused by either a single unfavorable factor or a combination of factors that develop during the interaction process. In any case, mental retardation in preschoolers is a complex phenomenon that covers the entire range of human mental processes.
Motor skills are among the highest mental functions. Children with mental retardation exhibit deviations in the development of the motor sphere: impaired voluntary regulation of movements, insufficient coordination and clarity of involuntary movements, difficulties in switching and automation. The motor skills of the hands and fingers suffer most in children of this category. Deviations in the development of the motor sphere in children with mental retardation create certain difficulties in educational activities, have a particularly adverse effect on mastering the skills of writing, drawing, and manual labor.
An analysis of the characteristics of the mental development of the category of children under consideration allows us to draw the following conclusions:
1. At preschool age, children with mental retardation show a lag in the development of general and, especially, fine motor skills. The technique of movements and motor qualities (speed, dexterity, strength, accuracy, coordination) are mainly affected, and psychomotor shortcomings are revealed. Self-service skills and technical skills in art activities, modeling, appliqué, and design are poorly developed. Many children do not know how to hold a pencil or brush correctly, do not regulate the pressure, and have difficulty using scissors. There are no gross movement disorders in children with mental retardation, but the level of physical and motor development is lower than that of normally developing peers, and the formation of graphomotor skills is difficult.
2. The difficulties in constructing a correctional pedagogical process with the above-described category of children are due to the fact that the category of children with mental retardation is polymorphic and heterogeneous in composition. In-depth diagnostic work is necessary to determine the educational needs and capabilities of each child. The training and upbringing of this category of children will be effective only if it is based on the results of an in-depth psychological and pedagogical examination.
3. Diagnostic work, in our opinion, should be based on the basic psychological and diagnostic principles recognized by domestic special psychology and correctional pedagogy and disclosed in the works of L.S. Vygotsky, A.R. Luria, V.I. Lubovsky, A.N. Leontyeva, D.B. Elkonina. When examining, it is necessary to use proven methods and diagnostic techniques for studying preschool children, including children with developmental disabilities. These are methods and diagnostic complexes of L.A. that are widely known to specialists. Wenger, S.D. Zabramnoy, I.Yu. Levchenko, E.A. Strebeleva, U.V. Ulyenkova, O.N. Usanova, L, S, Tsvetkova and others.
The most important factor determining the dynamics of age-related development is timely, i.e., in early and preschool age, organized correctional and pedagogical assistance. Children with the listed types of mental retardation can be sent to specialized kindergartens or correctional groups at mass kindergartens.
CHAPTER II.
EXPERIMENTAL WORK ON DIAGNOSIS OF FEATURES OF FINE MOTOR SKILLS DEVELOPMENT IN CHILDREN 3-4 YEARS OF AGE WITH DD
2.1 Diagnostic technique
In the first chapter of our work, we established the important role of fine motor skills in the development of a child, and also noted the need to identify violations in it already in the early preschool age of the child. In order to prove this statement in practice, we carried out experimental work when children were admitted to an institution with a group of 10 people aged from 2.8 to 4.4 years. Children come here with a referral from a neurologist or psychiatrist. They receive comprehensive medical and pedagogical assistance in the rehabilitation treatment department (drug therapy, massage, exercise therapy, classes with teachers, psychologists). But before starting classes, it was necessary to identify the level of violations in children’s fine motor skills.
Program experimental work included:
1. Diagnostic examination of each child in order to identify the level of impairment in fine motor skills of the hands, which are a consequence of mental retardation.
2. Processing and analysis of the results obtained.
To record the diagnostic results, we filled out a protocol for each child, as well as a table.
The diagnostic work took place in several stages. At the first initial stage, the teacher became acquainted with the child and made an initial assessment of his level of development. To do this, an individual conversation was held with each child in the form of a game: “Now you and I are going to play an interesting game. I'll read you a poem and show you how your fingers can play. Try to repeat these movements with me.” Further, the organization of the child’s performance of the task provided for the following sequence: while reading a nursery rhyme, we performed the exercise, the child watched and tried to imitate (trial orientation in movements, which is not assessed). Then we showed the exercise again, and the child repeated it with us. If the child could not cope with one or another task, we first showed it again, and the child tried to repeat it. If this did not help, we used the method of passive movements: we gave the child’s hand and fingers the desired position, then the movement was repeated again following the imitation of the teacher.
At the second stage, we diagnosed the child’s level of switchability and cross-functional coordination. To do this, the children performed the following exercises:
The child is asked to place his hands in front of him - one is clenched into a fist, and the other is straightened, then he must simultaneously change the position of both hands (slowly).
In addition to finger exercises, we also used various graphic exercises. At the third stage of the study, we used the following methods:
The child was asked to draw the image of the house as accurately as possible. After finishing the work, offer to check if everything is correct. Can correct if it notices inaccuracies. This technique allows you to identify the ability to focus on a sample and accurately copy it; the degree of development of voluntary attention, the formation of spatial perception.
The children were asked to trace balls and other drawings along the dots, and it was necessary to remind the child not to lift the pencil from the paper. Connect the points with one line.
The children were asked to shade the figure with straight lines, without going beyond its contours. We used different types of shading: horizontal, vertical, diagonal, wavy lines, etc.
All the results we obtained were recorded.
2.2 Diagnostic results
At each stage, we identified various errors when completing tasks.
Analysis of violations.
Finger exercise stage:
When performing the exercise, the child cannot smoothly transition from one movement to another; movements are broken, isolated. This problem was observed in 3 children out of 10.
When performing the 2nd task, we noted an inaccuracy in the fact that not all fingers that were specified in the sample were included in the movements. Some children, when demonstrating this movement again, step with the ring and middle fingers or the middle and index fingers, adding the ring finger from time to time. A significant error was observed when the child did not differentiate the movements of the fingers, acting with all of them at the same time.
3. During the 3rd task, it turned out that some children find it difficult to differentiate hand movements without resorting to external help. In some cases, a repeated test is required with an adult showing the movement and the movement is performed with increased visual control, with tension spreading to other parts of the body. After the repeated demonstration, many children were able to bend their fingers themselves, but in some cases the children themselves were not able to perform the movement at all.
4. During the 4th task, difficulties arose in changing the phases of movements and grouping the fingers into a pinch. For example, a boy (3.4 years old) did the transfer, but after first knocking fist-fist, then fist-palm, and only then, looking at the experimenter, he tapped his open palm with his thumb and forefinger.
5. Similar difficulties arose when performing the fist-palm-rib movement.
6. Almost all children found it difficult to complete the 6th task: the children either tapped with all their fingers at the same time, or made movements very slowly, and incorrectly performed movements with both hands at the same time.
7. Stringing the pyramid turned out to be quite difficult for most children; no one could do it the first time. The children needed a model, as well as the help of a teacher. Even after this, 3 children completed the task with great difficulty.
8. Assembling the nesting doll was more successful, but still some of the children completed the task only with the help of the teacher.
Graphic exercises stage:
5 children out of 10 completed the drawing of the house satisfactorily, two needed a little help from the teacher, and for three children the task caused very great difficulties: they could not hold the pencil correctly, they did not at all correlate the sample with what they had done. The errors were: replacing one element with another; absence of element; gaps between lines where they should be connected; severe distortion of the pattern
When drawing by dots, children often tore off their pencil, did not understand in what order to connect the dots, and could not draw a line correctly. But, nevertheless, 5 children successfully completed the task, the rest did it with the help of a teacher, 3 children needed to be guided along the paper by hand, since they could not do this on their own.
Hatching also caused great difficulties for the children: they did not understand in what sequence to place the lines, they tried to simply “draw.” In addition, very often they went beyond the outline of the drawing. After several repetitions, 4 people successfully completed the task, the rest - with the help of a teacher.
We recorded the diagnostic results in the table.
Task description
How many children managed
What difficulties did you encounter?
"finger" block of exercises
The child is asked to place his hands in front of him - one is clenched into a fist, and the other is straightened, then he must simultaneously change the position of both hands (slowly)
7 people managed it on their own, 3 after several repetitions and with the help of a teacher
When performing the exercise, the child cannot smoothly transition from one movement to another; movements are broken, isolated.
“Walk” with your fingers (on the table alternately with the index and middle hands of both hands)
5 people managed it on their own, 4 - with the help of a teacher, 1 child - with great difficulty
We noted an inaccuracy in the fact that not all fingers that were specified in the sample were included in the movements. Some children, when demonstrating this movement again, step with the ring and middle fingers or the middle and index fingers, adding the ring finger from time to time. A significant error was observed when the child did not differentiate the movements of the fingers, acting with all of them at the same time.
“Bending the fingers” (bend the fingers one by one, starting with the little finger).
3 children managed it on their own, 4 with the help of a teacher, 3 after repeated repetition with the help of a teacher
It is difficult for children to differentiate hand movements without resorting to external help. In some cases, a repeat test is required with an adult showing the movement.
“Pinch-palm” - “palm-pinch” (connect all the fingers of your left hand, depicting the beak of a woodpecker (pinch), tap on your right, vertically open palm and transfer these movements to the other hand).
Difficulties arose in changing the phases of movements and grouping fingers into a pinch.
Perform the movement - alternating fist-edge palm, repeat with the other hand, and then with both hands at the same time.
7 people managed it, 3 children couldn’t cope on their own, only with the help of a teacher
Difficulties arose in changing phases of movements
“Jump” (with the fingers of both hands, starting with the little finger)
With the help of the teacher, 5 people completed it, 5 were unable to complete this exercise correctly.
Completing the 6th task caused difficulties for almost all children: the children either tapped with all their fingers at the same time, or made movements very slowly, and incorrectly performed movements with both hands at the same time.
Stringing a pyramid: the child is given a finished pyramid, which is then taken apart and the child is given the task of putting it back together again, as was the case in the sample. If difficulties arose with this, the teacher came to the rescue.
4 people managed it on their own, 3 people did it after a re-show, 3 people did it only with the help of a teacher.
Stringing the pyramid turned out to be quite difficult for most children; no one could do it the first time.
Assembling a matryoshka doll: the child is shown a matryoshka doll of 3-4 elements, takes it apart and is asked to put it back together.
6 people managed it on their own, 2 with little help from a teacher, 2 after repeated repetition and with the help of a teacher
Thus, we have identified the following violations of fine motor skills in this group of younger preschoolers.
1. Difficulty switching from one movement to another: repeating previous movements
2. The spatial direction of movement is incorrectly reproduced:
3. They cannot simultaneously change the position of both hands; the movements of each hand are isolated:
5. One hand lags behind
6. Reproduces movements only with the right hand, ignoring the left.
7. Difficulties with alternating phases and transferring from one hand to another; differentiation of alternate fingers.
2.3 Conclusions
In this work, we made an attempt to diagnose the development of fine motor skills in children of primary preschool age using various exercises.
Based on the results, we were able to draw conclusions about the corrective measures necessary to increase the level of development of fine motor skills in children with mental retardation at an early age.
Exercises for the development of fingers should be included in the correctional pedagogical process in parallel with the development of articulatory motor skills, production and automation of sounds, since we have found that fine motor skills and speech are closely interrelated.
Work on developing movements of the fingers and hands should be carried out systematically for 2-5 minutes several times a day. In our opinion, it would be optimal to use physical education minutes for these purposes. However, the set of finger games can be varied, for example:
Finger games.
Finger games with sticks and colored matches.
Finger games with tongue twisters.
Finger games with poems.
Finger alphabet.
During play activities you can also develop fine motor skills. Children are encouraged to spin small tops with their fingers, roll pebbles, small beads, and balls with each finger in turn. Great joy They provide children with games with small mosaics and puzzles. These games also develop fine motor skills, moreover, they promote creative imagination, orientation in space.
The development of graphic motor skills is also an important part of the formation of fine motor skills; these can be the following tasks:
Drawing with stencils.
Drawing using figured rulers.
Hatching.
Working in notebooks, doing graphic exercises.
Work in entertaining copybooks for preschoolers.
Successful development of fine motor skills of the fingers occurs in various types of visual activities - modeling, drawing, appliqué, design. Engaging in these types of activities contributes to the development of perception and sense of color.
A significant place in working with children to develop fine motor skills is given to exercises with small balls. For this purpose, several types of balls are used: different in size, material and color, in texture, structure and functional value.
To develop manual skills, as well as children's creativity, artistry in children, various types of staging are used. This is primarily a finger theater. With appropriate movements of the hand or fingers, children imitate the movements of the characters: tilts and turns of the head, various movements of the torso and arms of the doll. Shadow theater has also proven itself well. Staging with the help of finger theater, shadow theater (where fingers and hands act) has great opportunities for the development of manual dexterity, movements of the hand and fingers, skill, accuracy, expressiveness of movements and speech development.
CONCLUSION
The level of development of fine motor skills is one of the indicators of the intellectual development of a preschooler. Typically, a child who has a high level of development of fine motor skills can reason logically, has sufficiently developed memory and attention, and coherent speech. Teachers note that preschoolers with impairments in fine motor skills often experience serious difficulties in mastering writing skills when entering first grade. Writing is a complex skill that involves making fine, coordinated movements of the hand. The writing technique requires coordinated work of the small muscles of the hand and the entire arm, as well as well-developed visual perception and voluntary attention.
In its most general form, the essence of mental retardation is as follows: the development of thinking, memory, attention, perception, speech, and the emotional-volitional sphere of the personality occurs slowly and lags behind the norm.
Children with mental retardation exhibit deviations in the development of the motor sphere: impaired voluntary regulation of movements, insufficient coordination and clarity of involuntary movements, difficulties in switching and automation. The motor skills of the hands and fingers suffer most in children of this category. Deviations in the development of the motor sphere in children with mental retardation create certain difficulties in educational activities, and have a particularly adverse effect on mastering the skills of writing, drawing, and manual labor.
To identify the level of deviations in fine motor skills, various diagnostic methods are used, some of which were used by us in this work. This allowed us to get an idea of the nature of violations of fine motor functions in the observed group of children and, based on the results of the examination, to develop recommendations for carrying out correctional work with them.
LITERATURE Akhutina T.V. L.S. Vygotsky and A.R. Luria: the formation of neuropsychology. // Questions of psychology, 1996 - No. 5 Babaeva T.I., Mikhailova Z.A. and others. Childhood: a program for the development and education of children in kindergarten: edition 3 – revised. – St. Petersburg: Childhood – Press, 2004. Blinova L. N. Diagnosis and correction in the education of children with mental retardation: tutorial for universities. - M.: NC ENAS, 2004. Boryakova N.Yu., Kasitsyna M.A. Psychological and pedagogical examination of children with mental retardation in special conditions kindergarten// Journal "Correctional Pedagogy", 2003 - No. 2 Wasserman L.I., Dorofeeva S.A., Meerson Y.A. Methods of neuropsychological diagnostics. - St. Petersburg: Stroylespechat, 1997. Wenger L.A., Pilyugina E.G. Nurturing a child’s sensory culture: a book for kindergarten teachers. - M.: Education, 1998. Vygotsky L. S. Questions of child (age) psychology // Collection. Op. In 6 volumes - M., 1983. - T. 4. Gavrilushkina O. On the organization of education of children with disabilities mental development// Preschool education, 1998 - No. 2. Godina G.N., Pilyugina E.G. Raising and teaching children of primary preschool age: a book for kindergarten teachers. – M.: Education, 1987. Golubev V.V. Fundamentals of pediatrics and hygiene of preschool children. - M.: Academy, 2003. Goneev A.D. Fundamentals of correctional pedagogy: textbook. manual for universities / ed. V. A. Slastenina. – 3rd ed., revised. - M.: Academy, 2004. Goncharova E. Paradoxes of deviant development// Preschool education, 2006. - No. 2. Orphans: counseling and developmental diagnostics / Ed. E.A. Strebeleva; Ed. E.A. Strebeleva. - M.: Polygraph service, 1998. Zharenkova G.I. Actions of children with mental retardation based on models and verbal instructions // Defectology. – 1972. – No. 4 Zhukova O. Hand development: simple, interesting, effective // Preschool education, 2006. - No. 11 Kirillova L. On the role of medical knowledge in the teacher’s solution of correctional and pedagogical problems // Preschool education, 1998. - No. 1. Kiseleva V. Development of fine motor skills // Preschool education, 2006. - No. 01. Kovalev V.V. Psychiatry childhood. - M., 1995. Lebedinsky V.V. Mental development disorders in children. - M., 2002. Luria A.R. Higher cortical functions and their disturbances in local brain lesions. - M., Academic project, 2000. Mamaichuk I. I. Help from a psychologist to a child with mental retardation: a scientific and practical guide. - St. Petersburg: Rech, 2004. Nikishina V. B. Practical psychology in working with children with mental retardation: a manual for psychologists and teachers. - M.: Humanite. ed. VLADOS center, 2004. Pavlova L.N. Early childhood: development of speech and thinking: methodological manual. - M.: Mosaic - Synthesis, 2000. Pavlova L.N., Volosova E.B., Pilyugina E.G. Early childhood: cognitive development: Methodological manual for preschool educational institutions. M.: Mozaika-Sintez, 2002. Psychological and pedagogical characteristics of preschool children: method. manual / E. A. Strebeleva, Yu. A. Razenkova, A. N. Orlova, N. D. Shmatko; edited by E. A. Strebeleva; M-in general and prof. education Ros. Federation, Institute of correction. pedagogy of RAO. – M.: Polygraph service, 1998. Special preschool pedagogy / ed. Strebeleva. – M., 2001. Strebeleva E.A. Formation of thinking in mentally retarded preschoolers. // Defectology. - 1994. No. 5 Shevchenko S. G. Correctional and developmental training. Organizational and pedagogical aspects. – M.: Vlados, 2001. Shmatko N.D. New forms of organizing correctional assistance for children with developmental disabilities // Preschool education. – 1998. – No. 3.
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Diagnostic material for examining the level of development of fine motor skills in preschool children
Source: program "Childhood"
It is carried out in two stages in the following areas:
1. Statistical development of fine motor skills.
2. Dynamic development of fine motor skills.
Stage 1 experimental procedure.
Performing statistical exercises.
The teacher gives a sample of each exercise. When performing the exercises for the first time, the teacher can help the child fold his fingers correctly. Then the child acts independently.
Exercise 1. “Ring”- connect the thumb and index fingers; raise the rest up. Hold all fingers in this position for a count of 10.
The teacher monitors the position of the child’s thumb and index finger.
Exercise 2. “Goat”- extend your index finger and little finger forward; The middle and ring fingers are pressed with the thumb to the palm (counting to 10).
Performed 2 – 3 times.
Exercise 3. “Three heroes”- raise your index, middle, ring fingers up and connect them together; the thumb holds the little finger on the palm (counting up to 8).
The child should keep three fingers together in a tense state.
Exercise 4. “Hare”- extend your middle and index fingers upward; Press your little finger and ring finger with your thumb into your palm (counting to 10).
Performed 3 – 4 times.
Exercise 5. “Soldiers”- keep all the outstretched fingers of your hand tense (counting up to 10).
Exercise 6. “Fork”- extend your index, middle and ring fingers up; the thumb holds the little finger on the palm (counting to 10).
Stage 2 experimental procedure:
Performing dynamic exercises.
The survey is carried out on 5 points:
1. Working with paper.
2. Tactile sensations.
3. Strength of tone.
4. Coordination of movements.
5. Examination of the pinch.
Working with paper.
Exercise 1. Cutting with scissors.
Goal: to identify how quickly the tension and relaxation of the small muscles of the child’s hand change.
Instructions for carrying out: The teacher asks the children to cut a sheet of paper in a straight line.
Exercise 2.Tearing off a sheet of paper.
Purpose: to study the consistency of actions of both hands.
Instructions for carrying out: The teacher invites the children to tear a sheet of paper in a straight line.
Tactile sensations.
Instructions for conducting the examination: The examination is carried out in the form of the game “Wonderful Bag”. Children are asked to determine by touch what objects are made of and what shape they are.
Target: identify how well the child has developed the skills of systematic study of a subject, the ability to analyze sensations, etc.
Exercise 1. Finding out the quality of objects.
The child is asked to feel in the bag and show objects of different quality: wooden, rubber, plastic.
Teacher's instructions: “Put your hand into the bag, touch the objects lying there and take out any wooden object (an object made of wood).”
Exercise 2. Recognizing the shape of an object.
The child is asked to feel in the bag and show a circle (square, triangle, rectangle, ball, cube, brick, etc.).
Instructions from the teacher: “Put your hand into the bag, touch the figures lying there and take out a circle (circle).”
Exercise 3. Recognizing the subject.
The child is asked to feel in the bag and show well-known objects, for example: a pencil, comb, spoon, doll, candy (3-5 pieces).
Teacher's instructions: “Put your hand into the bag, touch the objects lying there and take out a pencil.”
Strength of tone.
Purpose: to study the strength and duration of muscle tension in the hands.
Exercise 1. Squeezing an adult’s hands with both hands.
The child is asked to squeeze the teacher’s hands folded inward with his palms as tightly as possible.
Exercise 2. Squeezing an adult’s hand with one hand.
The teacher asks to shake his hand. If the child is right-handed, he is offered the right hand; if the child is left-handed, he is offered the left hand.
Coordination of movements.
Exercise 1. Threading a needle.
Instructions for carrying out: The teacher asks the child to thread a thick cotton thread into a needle 40 mm long with a large eye.
Exercise 2. Exercise “Palm, rib, fist.”
Instructions for carrying out: The child sits at the table, the hand rests arbitrarily on the edge of the table. The teacher gives instructions and shows the movements: “Put your hand palm down. Place your hand on the edge. Make a fist with your hand. Now do as I do: palm, edge, fist; palm, rib, fist..."
The pace of the movements gradually accelerates. When the child remembers their sequence, he repeats the exercise independently at the teacher’s count (up to 3). Performed 3-4 times.
Exercise 3. Exercise “Goat - Hare”.
Instructions for carrying out: The exercise is a change of static exercises (2nd and 4th). The child performs them simultaneously with the teacher at a slow pace. Repeated 3-4 times.
Pinch examination.
Instructions for conducting the examination: The pinch (thumb, index and middle fingers joined together) of the leading hand is examined: for right-handers - the right hand, for left-handers - the left.
Exercise 1: Grabbing a pencil.
Instructions for carrying out: The teacher asks the child to draw sticks of different lengths (at least 10) on a sheet of paper in different places. Records how a child holds a pencil. If necessary, shows the correct position of the pinch.
When analyzing the completion of a task, the teacher pays attention to the following:
How a child holds a pencil;
Which hand holds the pencil?
How he begins to draw (the line is drawn with pressure, thin, broken, intermittent, etc.);
How to end a line.
Exercise 2. “Let’s add salt to the soup.”
Instructions for carrying out: The teacher suggests adding salt to an imaginary soup. While performing the task, make sure that the child makes movements slowly, as if rubbing a lump of salt.
Exercise 3. Ball rolling.
Purpose: to study the consistency in the actions of the pinch fingers, dexterity, and switchability of movements.
Instructions for carrying out: The child, loosely holding a plastic or wooden ball (15 mm in diameter) with a pinch, begins to roll it clockwise. The speed of movement is arbitrary, but with a gradual increase in tempo. The exercise time is 30 seconds.
Performance evaluation:
If the child completed the task, then a “+” is given, which corresponds to 1 point.
If the child did not complete the task, then “-” is given, which corresponds to 0 points.
Processing of survey results:
The total number of points for both stages is calculated (based on the number of tasks completed). In accordance with the sum of points, the levels of development of fine motor skills are determined:
High level (18-19 points)– children whose fine motor skills are well developed and correspond to age norms.
Intermediate level (15-17 points)– children whose fine motor skills are not well developed.
Below average level (11-14 points)– children whose fine motor skills are poorly developed.
Low level (no more than 10 points)– children whose fine motor skills are far behind the age norm.
Diagnosis of fine motor development
We check how successfully the child’s preparation for school went.
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 and thumb in relation to the rest – important condition for successful mastery of motor skills in educational activities (primarily writing). Therefore, special attention is paid to the development of fine motor skills during preparation for school.
Using these techniques, the development of fine motor skills associated with graphic actions can be diagnosed.
A sheet with a task is placed in front of the child. He listens carefully to what needs to be done. All tasks are completed with a simple pencil. During their implementation, you cannot comment on or evaluate the child’s actions. After completion, you need to thank and praise the baby for any result.
Method 1
Take a pencil in your hand and look at the sheet of paper lying in front of you. It has stripes on it. Between these strips, from the beginning of the sheet to the end, draw straight lines with a pencil. When I say "Start!", start drawing straight lines, when I say "Stop!" - Finish the task and put your pencils aside. Work quickly and carefully.
(1 minute is allotted to complete the task).
3 points - the child completed 10 lines or more with satisfactory quality of execution (the drawn lines are located closer to the center of the line, they are characterized by moderate waviness, drawn without breaks, without going beyond the lines, without missing lines).
2 points – the child completed 6 – 9 lines with satisfactory quality of execution (moderate wavy lines with a tendency to approach the center of the line, without breaks, without going beyond the line, without missing lines).
1 point – the child has completed 5 or fewer lines or the completed task is of unsatisfactory quality (significant slants of the lines relative to the center of the line, going beyond its limits and/or broken lines, missing lines).
Method 2
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Take a pencil in your hand and look at the sheet of paper lying in front of you. It has balls and pins. Hit the pins with the balls. Try to draw straight lines without lifting the pencil from the paper.
3 points – all lines are straight and hit the pin exactly
2 points –1 – 2 errors (an error is considered to be a non-straight line or a line not hitting the pin)
1 point – 3 or more errors
Method 4
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Take a pencil in your hand and continue drawing patterns. Try not to lift the pencil from the paper.
3 points – no errors
2 points – with errors
1 point – the child was unable to continue any or all of the patterns
Method 6
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Take a pencil in your hand. Listen carefully and draw a pattern from the point: put a pencil on the point, draw a line - two cells up, one cell to the right, two cells down, one cell to the right, two cells up, one cell to the right. Then continue this pattern yourself.
3 points – no errors
2 points – 1 mistake
1 point – 2 mistakes or more
Method 8
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Take a pencil in your hand. Draw exactly the same figure in the cells.
3 points – no errors
2 points – 1 – 2 mistakes
1 point – 3 mistakes or more
Method 10
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Take a pencil in your hand and copy the phrase exactly according to the model.
3 points – copied correctly
2 points – copied with 1 – 2 errors
1 point – could not copy phrases
Interpretation of diagnostic results for fine motor development:
An overall result of 27 or more points indicates that the child has developed and fairly highly automated graphic activity skills (holds a pencil correctly, freely distributes the muscle activity of the hand and fingers when working with it), as well as developed arbitrariness (when performing a task, he orients his actions to externally specified ones). conditions: sheet layout, sample, accuracy requirements.The listed features indicate a high level of development of fine motor skills in a child, which is essential for the successful mastery of motor skills in educational activities.
The overall result from 17 to 26 points indicates that the child’s graphic activity skills are sufficiently developed and moderately automated, as well as moderately developed voluntary movement regulation. Such indicators for the main components of fine motor skills as part of a motor skill are generally sufficient for further learning.
An overall result of 16 points or less indicates the child’s insufficient development of the motor component of the skill of graphic activity, as well as the low development of voluntary regulation and control over the execution of movements that require accuracy and sufficient performance. Such fine motor skills may not be sufficient for successful mastery of basic learning skills in elementary school.
Children with poorly developed manual motor skills awkwardly hold a spoon or pencil, cannot fasten buttons, or lace up shoes. It can be difficult for them to collect scattered parts of the construction set, work with puzzles, counting sticks, and mosaics. They refuse modeling and appliqué, which other children love, and do not keep up with the children in the kindergarten group in class.
Thus, the opportunities for these children to master the world turn out to be impoverished. Children often feel incompetent in basic activities available to their peers. This affects the child’s emotional well-being and self-esteem. Over time, the level of development of complexly coordinated hand movements in children with speech disorders turns out to be insufficient for mastering writing and creates school difficulties. Thus, the problem of developing fine motor skills of the fingers is relevant.
The problem of the development of fine motor skills in children aged 5–7 years with mental retardation in psychological and pedagogical literature.
In the majority of preschool children with mental retardation, special studies have revealed an insufficient level of development of not only gross motor skills, but also fine movements of the hands and fingers. A delay in the development of fine motor skills in preschoolers prevents them from mastering self-care skills, makes it difficult to manipulate various small objects, and hinders the development of certain types of play activities.
Scientists have proven that the development of the hand is closely related to the development of the child’s speech and thinking. The level of development of fine motor skills is one of the indicators of intellectual readiness for school education. Typically, a child who has a high level of development of fine motor skills can reason logically, has sufficiently developed memory and attention, and coherent speech. Teachers note that first-graders often experience serious difficulties in mastering writing skills. Writing is a complex skill that involves making fine, coordinated movements of the hand. In preschool age, it is preparation for writing that is important, and not teaching it, which often leads to the formation of incorrect writing techniques. The ability to perform small movements with objects develops in older preschool age; it is by the age of 5-6 that the maturation of the corresponding areas of the brain and the development of small muscles of the hand generally end.
Features of the development of fine motor skills in children 5–7 years old with mental retardation
The motor skills of the hands and fingers suffer most in children of this category. Deviations in the development of the motor sphere in children with mental retardation create certain difficulties, especially adversely affecting the mastery of drawing, manual labor, and writing skills.
Inaccuracy and awkwardness of movements, difficulties in reproducing hand and finger poses are detected. Particular difficulties are found when performing alternating movements, for example, alternately bending into a fist and straightening the fingers or bending the thumb while simultaneously straightening the remaining fingers of the same hand. When performing voluntary movements, children often experience excessive muscle tension and sometimes twitching.
Deficiencies in motor skills adversely affect the development of children's visual activity, manifesting themselves in difficulties in drawing simple lines, completing small details of a drawing, and subsequently in difficulties in mastering writing.
A change (increase or decrease) in muscle tone causes exhaustion and fatigue of the muscles of the hands. Insufficient differentiation of the innervation of the muscles of the fingers and hands makes movements awkward and prevents their coordination and smoothness. In this regard, the child cannot hold a pencil or pen for a long time; as fatigue increases, his movements become imprecise, large-scale or too small. Often these disorders are combined with disorders of visual-motor coordination. In such cases, the child’s letter is distinguished not only by poor calligraphy, but also by incorrect reproduction of the graphic image of the letters.
Thus, even in the absence of gross motor and sensory disorders, instability of mental tone and functional immaturity of each of the links of a complex multicomponent function prevent the automation of all school skills, primarily writing and reading.
The motor abilities of children are part of their general abilities; they exist in interrelation and interaction with other aspects of the child’s development, which determines the need for correctional work to overcome motor disorders in children with mental retardation.
Monitoring the development of fine motor skills in older preschoolers with mental retardation.
1.Observation(Children were observed: in modeling and appliqué classes. There was a conversation with parents about whether the child knows how to hold a pencil correctly, whether he knows how to tie shoelaces, if he doesn’t know how, why? What problems underlie them.)
2.Analysis of activity products(children's work on cut-out applique, modeling, plasticineography was analyzed (children are given a picture, they take plasticine and smear it over the picture, children were asked to draw on a sheet of paper with gouache not with brushes, but with their fingers).
3. To examine the state of fine motor skills, the following were proposed: tasks(These tasks were taken from various methods for examining the level of development of fine motor skills in children and adapted for children 5–7 years old with mental retardation).
The children were given tasks.
“Fingers say hello” - alternately touching the thumb with four fingers. Performed with the right, left and both hands.
“Playing the piano” - holding your hands horizontally above the table, touch its surface alternately with 1 - 2, 1 - 3, 1 - 4, 1 - 5 fingers. Performed with the right, left and both hands.
“Birds are pecking” - holding your hand with a pencil on the table at your elbow, on command, quickly put three dots in the drawn circle. Do not tear off your elbow. Circle diameter 10 cm.
The child is given a bag of buttons; he must separate the small ones from the larger ones, and then string them on a string.
Confident, fast enough, clear movements (+)
Very slow, awkward(-)
Ask the child to take a pencil with the index and thumb of his right and left hand and twirl it. Do the same exercise with the middle and thumb, ring and thumb, little finger and thumb
Does not work (-)
Ask your child to lace (tie) his shoes.
It turns out that the pencil does not fall (+)
Does not work (-)
Processing the results:
Level 1 (low level of development of fine motor skills) – if out of six tasks the child scored only 2 “pluses”.
Level 2 (intermediate) – from 2 to 4 “pluses”
Level 3 (high) – if the child scores 5-6 “pluses”.
The proposed exercises can be used not only for diagnostics, but also for the development of dexterity, mobility of the hand and fingers; they develop coordination of movements, hand-eye coordination, liberate the child, develop speech, attention, thinking, and give the child good rest.
Since drawing, shading (parallel, wavy, circular lines, coloring, working with stencils, stringing beads, buttons, sculpting, blindly determining the shape of objects (first the simplest, then complicated ones, games) also helps to accurately coordinate the movement of the fingers, the hand, and the entire arm. with small objects (mosaics, design, modeling, weaving, sewing, etc., in the afternoon, conditions were created for the children for the above activities and games.
Based on the diagnostic results, we have developed a system of exercises for the targeted and systematic development of fine motor skills in children 5–6 years old with mental retardation in the process of education and training. The exercise system included:
development of fingers, palm and hand
development of free hand movement
Analysis of results
Legend: “+” - the task was completed correctly,
“-” - the task was completed incorrectly.
Level 1 (low level of development of fine motor skills) – if out of six tasks the child completed only 1-2 tasks.
Level 2 (intermediate) – from 2 to 4 tasks.
Level 3 (high) – if the child has completed 5-6 tasks.
The table shows that 8 people in the group have a low level of development of fine motor skills and 2 have an average level. No one has a high level of development of fine motor skills.
Thus, the results of the study convince us of the need for targeted, systematic development of fine motor skills in children aged 5–7 years with mental retardation.
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Work program for the development of fine motor skills in preschoolers of the preparatory group
Purpose of the program:
To develop a system of exercises for the development of fine motor skills, improve visual perception and visual memory of children of senior preschool age.
Speech development, increasing the vocabulary of preschoolers.
Developing the ability to make precise movements with a pencil, brush and fingers.
Development of the ability to coordinate the work of hands with visual perception.
Development of creative activity, spatial thinking, imagination.
Formation of performing skills.
Formation of the ability to translate your ideas into an artistic image.
Cultivating a respectful attitude towards one’s own and other people’s work.
Stage I: diagnostic
The level of development of fine motor skills is diagnosed
Stage II: correctional.
The program includes work in four blocks:
Speech with movement;
Funny Games;
Back to school soon;
Diagnostics.
1. Speech with movement.
Funny fingers.
Games with clothespins.
Working with paper using the Origami technique.
2. Fun games.
This block includes the following topics:
Drawing (working with stencils, stamps, non-traditional drawing);
Crafts made from natural materials;
Games with counting sticks;
Games with cereals, beads, nuts, pencil;
Games with buttons;
Playing with sand.
3. Going to school soon.
This block includes the following topics:
Getting to know the notebook.
Graphic dictations.
Orientation in sheet space.
Copying (by dots, on tracing paper, according to a sample).
4. Diagnostics.
This block includes the following topics:
1. Criteria for assessing the level of readiness of children to master the skill of writing.
Diagnostics of the development of fine motor skills is carried out at the beginning and end of each school year.
The survey results are recorded in cards. Based on the results of the examination, further corrective work is planned.
Working with parents.
This block includes the following:
1. Parent meetings
3. Questionnaire
4. Consultations, visual information
5. Leisure evenings
6. Open days.
7. Master classes.
This program provides training for children 6-7 years old. The duration of the program is 1 academic year. Work on this program is provided in various types of activities during thematic weeks - daily in classes on speech culture, development mathematical representations, By fine arts, design, at different regime moments (in the morning, on a walk, in the afternoon, etc.). Classes are held in groups (15 people) and individually.
Calendar – thematic plan. (For the first half of the year)
At the beginning of the school year - MONITORING
Theme “My favorite kindergarten”
September 1-2 weeks
1. Finger gymnastics: “Friendship” “Let’s learn the names of the fingers” “Fingers stood up.”
2. “Stick figures” (swing).
3. Playing with peas or beans (put out a toy, ring, cube).
4. An affectionate game for fingers “Wonderful bag” (select the one you need by touch from three toys).
5. “Complete the pattern” (Labyrinth, familiarization with the cell, what is superfluous).
Theme "Games and Toys"
September 3rd week
1. Finger gymnastics: “Toys in a basket”, “Toys”, “Ball”.
2. Games with buttons.
3. Game "Magic Chest".
4. Game with walnuts “Don’t drop them.”
5. Complete the pattern. (Hatching, labyrinth).
Theme "Vegetables"
September 4 week
1. Finger gymnastics: “Pickling cabbage”, “Housewife”, “Vegetables”.
2. Stick figures (the car carries the harvest from the fields).
3. Game with red beans (put out the beets).
4. Playing with a tennis ball, holding it between your fingers.
5. Complete the pattern. (Find and name, The fourth odd one).
Theme "Fruit Paradise"
October 1 week
1. Finger gymnastics: “Fruit”, “Orange”, “To the garden for plums”.
2. Stick figures.
3. Playing with lentils (plums).
4. Tender finger game “Wonderful bag, find a banana.”
6. Complete the pattern. (Draw, Tell me where)
Theme “In the kingdom of mushrooms and berries”
October 2nd week
1. Finger gymnastics: “Berries”, “Mushrooms”, “Collecting berries”
2. Stick figures (put out a mushroom and a stump).
3. Game with pearl barley (mushrooms).
4. Tender game for fingers “Wonderful bag, find the fungus among other objects.”
5. Igs with clothespins.
6. Complete the pattern. (Labyrinth, Name your neighbors).
Theme “Autumn Pages”
October 3rd week
1. Finger gymnastics: “To school”, “Autumn”, “Autumn bouquet”, “The rain came out for a walk”
2. Stick figures
3. Plucking (shape of leaves of various trees)
4. Self-massage with balls.
5. Nitography ( autumn trees) .
6. Complete the pattern.
Topic: “Clothes, shoes, hats”
November 2 week
1. Finger gymnastics: “Shirt”, “Shoes”, “Magic hats”, “Don’t cry my doll”
2. Working with buttons, hooks, zippers, locks, elastic bands.
3. Weaving a pattern of multi-colored laces.
4. Working with waste material (decorate clothes, shoes)
5. Origami - goal. attire
6. Complete the pattern. (The fourth wheel, Draw)
Theme "I am a man"
November 3rd week
1. Finger gymnastics: “Boy - finger”, “Children”.
2. Figures from geometric shapes(little man).
3. Application from dry leaves.
4. Self-massage with balls.
5. Games with lids.
6. Complete the pattern. (2 identical, complete)
Theme: “My family is my wealth”
November 4 week
1. Finger gymnastics: “For work”, “Home”, “My family”, “Who arrived”
2. Stick figures (face, glasses).
3. Working with semolina (use your fingertips to draw a cheerful person on the semolina.)
4. Beads as a gift for mom made from wads of paper.
5. Game "Magic Chest".
6. Complete the pattern. (Color, complete)
Theme: “Look how nice the house you live in”
December 1 week
1. Finger gymnastics: “Clock”, “Vacuum cleaner”
2. Stick figures (gas stove, TV)
3. Game with tops (competition)
4. Hit the target (crumple up a newspaper, throw into a hoop)
5. Winding the balls from the center or edge clockwise and counterclockwise.
6. Complete the pattern and color without going beyond the outline.
Theme “Such different dishes”
December 2week
1. Finger gymnastics: “Helpers”, “Mom’s porridge”, “Brothers”.
2. Stick figures: (sweets, saucepan, box)
3. Tender fingers “Wonderful bag”
4. Game with cereal “Cinderella”
5. Modeling “Dishes”
6. Complete the pattern.
Theme: “The sorceress winter has come”
December 3week
1. Finger gymnastics: “Clap”, “Andryushka”, “Frost”
2. Game: “Put the ice into the molds”
3. Working with cotton wool (snow drifts)
4. "Snowflakes". Cutting from paper napkins.
5. Complete the pattern.
Subject " New Year at the gate"
December 4week
1. Finger gymnastics: “Gifts”, “Christmas tree”, “Dressing up the Christmas tree”.
2. Stick figures (Christmas tree)
3. Cutting off (Christmas tree toys)
4. Mosaic made of Christmas tree and pine needles.
5. Complete the picture.
Literature
1. Magazine “Preschool Education” archive of issues 2007.
2. Lazarenko O. I. Articulation- finger gymnastics. Set of exercises 2012;Iris-Press.
3. Novikova L. In “Development of fine motor skills of hands in preschool children”; http://dohcolonoc.ru
4. Directory of the senior teacher. Magazine for preschool educational institutions employees, archive of issues from 2010-2014.
5. Fedina O. V. Getting ready to learn writing. We draw according to the model; 2010; Education.
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Development of fine motor skills of the hands of children of senior preschool age
1. Situation analysis
2. Problem (goal, objectives, participants)
3. Planned results
4. Operating system
5. Diagnostic tools
6. Conditions ensuring the achievement of new educational results
7. List of sources used
ANALYSIS OF THE SITUATION
The implemented project is long-term and is being implemented in within the preschool educational institution from July to December 2012
“The movements of a person’s hand are not hereditarily predetermined, but arise in the process of education and training as a result of the formation of associative connections between visual, tactile and muscular sensations in the process of active interaction with the environment.”
I. M. Sechenov
The well-known researcher of children's speech M. M. Koltsova writes: “The movement of fingers historically, in the course of human development, turned out to be closely related to speech function.” The first form of communication of primitive people was gestures, and the role of the hand was especially important here. The development of hand and speech functions in humans proceeded in parallel. The development of a child’s speech is approximately the same. First, subtle movements of the fingers develop, then articulation of syllables appears. All subsequent improvement of speech reactions is directly dependent on the degree of training of finger movements.
It follows from this that from the first year of a child’s life, fine motor skills are of great importance for the development of thinking. A jump in the development of motor skills leads to a jump in the development of speech, since the centers in the cerebral cortex responsible for speech are located close to the centers responsible for finger movements. Therefore, a child with a high level of development of fine motor skills has good memory, attentiveness, and coherent speech. It also helps further develop writing skills.
The relationship between general and speech motor skills has been studied and confirmed by research by many leading scientists, such as IP. Pavlov, A. A. Leontiev, A. R. Luria. This tradition, due to its effectiveness, continues in modern practical pedagogy - numerous exercises are being developed: finger games (M. S. Vorontsova, I. Svetlova, didactic games with objects (M. Pavlova. V. V. Tsvyntarny).
The content of the educational field of “communication” in FGT is aimed at achieving the goals of mastering constructive abilities and means of interaction with other people through solving one of the problems: developing the pronunciation aspect of speech. But in the correctional group of older children, solving this problem is associated with certain difficulties - poor development of fine motor skills of the fingers. Therefore, to successfully solve this problem, it became necessary to create this project.
While working in a group with children with speech impairments, I noticed that the children’s fingers were inactive and tense. This manifested itself in the fact that many people hold a spoon in their fist, cannot fasten buttons, lace shoes, hold pencils and brushes incorrectly, etc.
If the development of finger movements lags behind, then speech development is delayed, although general motor skills may be normal and even higher than normal.
PROBLEM
Comparing all of the above and the results of the diagnostics I conducted to determine the level of development of fine motor skills in children senior group, I decided on the direction of work, the purpose of which was to develop fine motor skills in children of senior preschool age in games, exercises and various types productive activity. In accordance with the goal, the following tasks were set:
Develop a set of measures to organize the process of developing fine motor skills of the hands;
To develop children's practical skills in working with various materials;
Promote the development of fine motor skills and a creative attitude towards the world around us.
Project participants:
Speech therapist;
Group teacher;
Senior children and parents.
To solve problems and achieve my goal, I used the following technologies:
Personality-oriented;
Health-saving.
PLANNED RESULTS
1. Development of a set of measures to organize the process of developing fine motor skills of the hands;
2. Formation of practical skills in children to work with various materials;
3. Promoting the development of fine motor skills and a creative attitude towards the world around us.
OPERATION SYSTEM
Implementation stages:
1. Organizational:
Studying psychological and pedagogical methodological literature on the topic of the project;
Selection of diagnostic material;
Development of finger gymnastics complexes;
Questioning parents;
Collecting natural and waste materials with the help of parents.
2. Basic:
Estimated date of the event Location of the event Name of the event Responsible for implementation
July Group room Diagnostics according to L. A. Wenger “Riding on a track”, graphic dictation Speech therapist, teacher
During the entire project Group room Finger gymnastics with and without speech accompaniment (“Cabbage”, “Friendly guys”, “Visiting”, etc.) Speech therapist, teacher
July Speech therapist’s office Consultation for parents “Smart fingers” Speech therapist
Throughout the project Massage of fingers Nurse, parents
August Group room Application (“Flowers”) Teacher
September Music Hall Finger Theater of Music. worker, teacher
During the entire project Group room Lacing games (“Decorate the Christmas tree”, “Assemble a house”, “Dress the girl”) Speech therapist, teacher
Throughout the project Group room Game with cereal (semolina) (“Draw a snowman”, “Sun”, “House”) Teacher
Throughout the project Group room Laying out figures using stringed beads Educator
Throughout the project Group room Games with construction sets and small mosaics Teacher
Throughout the project Group room Exercises with clothespins (“Attach a ray to the sun, needles to a hedgehog, grass to the ground”) Educator
September Group room Application (“Mushrooms in a clearing”) Teacher
Throughout the project Group room Work with coloring books Teacher, parents
October Group room Testoplastika (“Fruit Basket”) Teacher
Throughout the entire project Group room Compiling images from different cereals and seeds on a plasticine basis Educator
November Music Hall Drawing in an unconventional way (“Mysterious prints”) Music. worker, teacher
November Group room Application (“Three Bears”) Teacher
November-December Group room Graphic dictation (“Drawing by cells”) Teacher
December Group room Testoplasty (“Christmas trees”) Teacher
December Reception Exhibition of creative works for parents Teacher
December Group room Final diagnostics Educator, speech therapist
3. Final:
Open demonstration of a finger gymnastics complex and unconventional methods massage for preschool teachers and parents;
Compiling a card index of games to develop fine motor skills of the fingers;
DIAGNOSTIC TOOLKIT
Project effectiveness indicators are:
Conducting final events - sensory holidays together with parents (“Miracle Paper”, “Crop Festival”);
Creation of the “Crazy Hands” workshop (testoplasty training).
To carry out diagnostics before the project and upon its completion, I used the following methods:
- “driving on the track” (according to L.A. Wenger);
Graphic dictation.
The results of diagnosing the level of formation of fine motor skills in children of the older group as of July 2012 (beginning of the project) and December 2012 (end of the project) are presented in Figure 1:
Comparing the indicators, we can conclude that the percentage of children with poorly developed fine motor skills of their fingers has decreased, and in connection with this, positive dynamics in the speech development of children began to appear.
While working on the project:
1. Game complexes have been developed to develop fine motor skills of the hands
2. Systematized material on the development of fine motor skills (games, exercises)
3. Diagnostics were selected to determine the level of development of fine motor skills of the hands
Thus, as a result of the work carried out, it was concluded that purposeful, systematic and systematic work on the development of fine motor skills of the hands in interaction with parents contributes to the formation of mental abilities and has a positive effect on the speech areas of the cerebral cortex.
CONDITIONS ENSURING THE ACHIEVEMENT OF NEW EDUCATIONAL RESULTS
To implement this project, the following conditions were met:
1. Availability of human resources (speech therapist, teacher, nurse)
2. Material resources (group room, speech therapy room, nurse’s office, music room)
3. Educational and methodological resources (methodological literature, handouts, natural waste material, game material)
4. Technical resources (tape recorder)
5. Information resources (Internet access)
6. Organizational conditions (joint activities of parents and educators)
LIST OF SOURCES USED
1. Aksenova M. N. Development of fine hand movements in children with speech impairments. [Text]/M. N. Aksenova//Preschool education. – 2007. - No. 8. – P. 62.
2. Bezrukikh M. M. Training fingers. [Text]/M. M. Bezrukikh. – M.: Bustard, 2000. – 183 p.
3. Belaya A. E. Finger games. [Text]/A. E. White. – M.: Astrel, 2001. – 112 p.
4. Vygotsky L. S. Education and development in preschool age. [Text]/ L. S. Vygotsky. – M.: Pedagogy, 1986. – 533 p.
5. Kosinova E. M. Gymnastics for fingers. [Text]/E. M. Kosinova. – M.: Olma-Press, 2001. – 243 p.
6. Comprehensive diagnostics of preschool children [Text] / comp. N. I. Gutkina, R. A. Kiryanova. St. Petersburg : Convention, 2008. – 368 p.
7. Pozdnyakova Ya. Yu. Games and exercises for the development of speech and fine motor skills for children 4-6 years old [Text]: A manual for children, parents and educators / Ya. Yu. Pozdnyakova. – St. Petersburg : Litera, 2004. – 31 p. : ill.
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Project “Use of finger gymnastics in preschoolers for the development of fine motor skills”
And I'll squeeze it a little,
How a cat squeezes its paw.
In the games we conducted with sound accompaniment without the use of objects (Appendix 3), rhyming nursery rhymes or verses form and improve the sense of rhythm, create a favorable emotional background, thanks to which the child becomes interested in the game and performs all movements with interest, which provides good finger training. Similar exercises were used both at different regime moments and during classes and entertainment. An example would be the game “Children”.
Directions: make a fist (thumb up), straighten and wide
spread your index and middle fingers, raise and lower your hand to the beat of the quatrain, imitating how hares jump.
Right hand: Masha jumps in the grass
In the green, in the ant.
Left hand: Under a branchy pine tree
Tanya jumps with me.
Knowing that exercises with various objects perfectly develop not only fine motor skills, but also tactile sensations, we selected exercises using various objects (Appendix 4) and carried them out in the morning or evening. For example, exercise “Commotion”:
They made a “dry pool” from beans. The children turned it over with their hands and recited the rhyme:
There is no salt in the bucket, not salt at all,
And multi-colored beans.
At the bottom are toys for children,
We'll get them without any fuss.
Children love exercises with clothespins:
The gosling woke up, stood up,
Give me some food, mistress.
Earlier than my relatives.
Finger theater is of great importance in the all-round development of a child. It not only awakens creative initiative, but also promotes speech development, because... It is the fingers that are used in theatrical performances.
Therefore, we selected several skits that we used in working with children (Appendix 5). The evening time period is most suitable for this. We also involved parents to enrich the corner of theatrical activities.
To strengthen the hands and develop fine and gross motor skills, modeling is of great importance. It has been noticed that the more children engage in sculpting, the more confident and coordinated the movements of their fingers become, so free sculpting activities were widely used in their work. For this purpose, we added a corner on art activities (Appendix 6).
Applications and paper crafts perfectly develop fine motor skills of a child’s hands, introduce the concepts of shape, size, color, objects, promote the development of spatial thinking and creativity. Therefore, the children were offered different types of work with paper (Appendix 7).
It is known how difficult it is for children to lace shoes and braid hair, so we used lacing and braiding in our work, which not only help to develop children’s independence, but also develop fine motor skills (Appendix 8).
Finger gymnastics was used in various types of classes as physical education.
For example, during a lesson on familiarization with the environment on the topic “Cooking Vegetable Soup,” the finger gymnastics “Salting Cabbage” was used, and during the lesson on constructing “A Bus for Forest Animals,” the children were offered the finger gymnastics “Bunny.”
The bunny jumps with his side (“bunny” with his right hand)
Under a tall pine (“tree” with your right hand),
Under another pine (“tree” with your left hand)
The second bunny jumps (“bunny” with his left hand).
We tried to select finger gymnastics in accordance with the topic of the lesson. So, in a lesson on the development of elementary mathematical concepts, the most appropriate nursery rhyme was “Squirrel” (Appendix 9).
Finger gymnastics was also used during work. During household work, finger gymnastics “Come on, brothers, let’s get to work” was appropriate.
Come on, brothers, get to work, show your passion.
For the big one, you have to chop wood and heat all the stoves for you.
And you have to carry water. Let me cook dinner for you,
And for the little one to sing and dance,
To amuse younger brothers.
The teacher and children turn to the right hand, bent into a fist, alternately
extend all fingers.
During physical education sessions, children were asked to “construct” various items and objects from their fingers. Children depicted hares, dogs, cats, trees, etc. Such unusual play activities aroused a pronounced interest and emotional mood in the children.
This made it possible to mobilize their attention to the utmost. The children's desire to quickly and accurately reproduce a finger shape stimulated memorization. We were also pleased to note that the children, on their own initiative, reproduced the skits and exercises they had learned in independent games.
For individual work We used finger games with children, which allowed us to intensify our work with children and achieve better results.
In order for the work to be carried out effectively, close interaction with parents is necessary, and for this they must be familiar with the methodology for conducting finger games. For this purpose, we prepared and conducted consultations on the topic: “The influence of fine motor skills on improving children’s speech”, “How to conduct speech finger games with a child” (Appendix 10).
Having studied the level of development of sound pronunciation in children, we held a parent meeting at which we introduced parents to the results of the work done. Parents were advised that in order to achieve positive results, close contact with kindergarten teachers is necessary.
The result of our work was that methodological material and equipment for successful work on the development of children’s speech with the help of finger games and exercises were collected for preschool teachers. We have created a subject-development environment that includes games with mosaics and construction sets, fasteners, games with beads and clothespins, smart laces, finger exercises and games, “funny pencil”, mummering corner.
Comparative analysis of research results
Having carried out correctional work on the development of fine motor skills of the hands in children of the experimental group, we conducted a repeated study of the development of fine motor skills of the hands and sound pronunciation of children.
Having repeated the examination of fine motor skills of the hands of children in the experimental group, we obtained the following results:
Table 7
Examination of fine motor skills of the hands of children from the EG at the control stage of the experimental work
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Diagnosis of fine motor skills in children - Abstract | Litsoch.ru
DIAGNOSTICS OF FINE MOTOR SKILLS DEVELOPMENT IN CHILDREN.
Due to the importance of developing fine motor skills, the issue of quickly identifying the level of fine motor skills on simple tasks remains relevant. In our country in 1923, N. Ozeretsky’s test became widespread. “Motor skills assessment tests” are combined into several groups for different components of movement: static coordination; dynamic coordination; speed of movement; strength of movement; accompanying movements.
The tests are designed as a guideline for diagnosing psychomotor development in accordance with age standards. Let's look at some tests for children 4-8 years old. These are tasks that require fine hand movements.
"Static coordination". Closing your eyes, touch the tip of your nose with the index fingers of your left and right hands (alternately).
"Speed of movement." Placement of coins in a box (when performing this test, subjects of all ages should be warned that the coins must be placed at the required speed). For children 5 years old.
"Dynamic coordination". The subject is given a square piece of tissue paper and asked to roll it into a ball with the fingers of his right hand as quickly as possible.
"Movement speed." Putting matches in a box.
"Static coordination". Drawing vertical lines.
Test "Labyrinth". Two labyrinths are placed in front of the subject, who is sitting at a table; with his right hand, the subject takes a sharpened pencil and, at a sound signal, begins to draw a continuous line with a pencil until he reaches the exit from the maze.
Card placement test.
To alternately touch the tip of the thumb alternately to the tips of the other fingers of the same hand, starting with the little finger.
In the last decade, attempts have been renewed to create a battery of test tasks for fine motor skills as one of the sections of the so-called cards of individual motor development. Among such tasks is the performance of objective and instrumental actions, the mastery of which, at one or another age level, indicates compliance with the established norms of psychophysiological development.
Thus, the “Teacher's Diary” presents tests for preschool children, starting from 3 years old, including tasks to identify the development of fine motor skills. Most tasks are completed with objects; N. Ozeretsky's tests are selectively used.
Testing is carried out individually with each child.
For children 3-4 years old. Transferring small items (buttons, chips, peas) one at a time onto the table surface into a small box.
For children 4-5 years old. Stringing medium-sized beads (or buttons) onto a thick fishing line.
For children 5-6 years old. Thread the lace into the shoe, lace it crosswise, tie the shoe.
For children 6-7 years old. Touch in turn the end of the thumb to the fingertips of the same hand, starting with the little finger, and then in the opposite direction;
perform at a moving pace, first for the right hand, then for the left.
PEDAGOGY OF HAND MOVEMENT DEVELOPMENT IN PRESCHOOL CHILDREN.
However, there are and continue to be developed numerous manuals that recommend developing children’s fine motor skills based on movements without objects, in particular using folk nursery rhymes.
This area of work with children has deep roots in folk pedagogy.
Z.P. Vasiltsova gave a description of folk nursery rhymes as the basis for finger games.
The language of folk works is bright, figurative, and easy to remember. They contain a lot of endearing words (fingers, cat, little face) and addresses (sunny, some water, wash my face). They often have a dialogical form (“ladushki”, “finger boy”). Some are built according to the type of address (“kisonka-murysonka”, “cockerel, cockerel”), message.
In accordance with the content, form, language, established tradition, and the purposefulness of telling nursery rhymes, folk songs are pronounced simply, affectionately, cheerfully, emotionally, close to lively colloquial speech.
Reading nursery rhymes and folk songs is carried out in the form of a fun, exciting game, accompanied by a movement of the word, which should coincide with the moment of the movement made by the child or the action performed by the adult. Since children of primary preschool age cannot perceive rapid speech, nursery rhymes and folk songs are read slowly and clearly.
For the development of fine motor skills in teaching practice, preschool children are offered:
Mazaika (small and large), pyramids, sets of boxes for collecting small pebbles, etc.;
Sets of porous sponges for training the muscles of the hand;
Colored balls of thread for rewinding;
Guidelines for fastening buttons of various sizes, buttons, etc.;
Allowance "lacing";
Sets of small toys for the development of tactile perception “recognition by touch”;
Stringing beads;
Modeling from clay and plasticine;
By the age of 5, the possibility of precise, voluntarily directed movements increases, so children are able to perform tasks that require sufficient accuracy and coordination of hand movements. These include different types of weaving made of paper and fabric.
The ability to confidently use scissors plays a special role in the development of manual skills. Making paper crafts is also one of the means of developing fine muscles of the hands.
As we see, pedagogy offers a wide selection of activities to develop fine motor skills in preschoolers.
In addition, children are offered finger games, finger theater, where the movements are accessible to children, very exciting and children enjoy them - this is good remedy for the development of finger movements. Finger games have another advantage: they help in learning, help develop a sense of rhythm and imagination.
Diagnosis of the level of development of fine motor skills in preschool children | Open class
Diagnostics of the level of development of fine motor skills in preschool children Posted by: Olga Goncharenko - Sun, 24/11/2013 - 10:14 Information about the author other type Brief description of the resource:
Diagnosis of the level of development of fine motor skills in preschool children. The study of motor skills will allow you to draw up a plan for working on the development and improvement of fine motor skills in children, taking into account their age.
Diagnostics of the development of fine motor skills of the hands.
Determining the level of fine motor skills and coordination of hand movements makes it possible to properly plan your work and find out the degree of progress of children in speech development.
Diagnostics for primary preschool age.
The level of development of fine motor skills in children of primary preschool age can be determined using the following tasks:
Task No. 1 · connect 1 and 2 fingers into a ring - "O-KEY" · fingers clenched into a fist, 2 and 3 fingers extended - "bunny" · 2 and 3 fingers - "goat-dereza" The same with the left hand.
Execution according to a tactile pattern with the visual analyzer turned off: · with your eyes closed, set “bunny” and “goat” with your hand · open your eyes - repeat the movements.
Transferring the pose with turning off the visual analyzer: · The adult does the pose on the left hand, the child repeats on the right hand and vice versa (“bunny” and “goat”).
Evaluation of results from a psychological point of view. 1) The child cannot find the right set movements (flips fingers, helps with the other hand, makes mistakes) Grade: violation of kinesthetic praxis, left hand - right hemisphere, right hand or both - parietal.
2) The child incorrectly positions the pose in space and reproduces the pose in a mirror manner. Grade: violation of the visual-spatial organization of movement. 3) The child reproduces the pose of only the right index finger, ignoring the left one.
Grade: unilateral spatial agnosia. 4) Difficulty switching to a new position and repeating one of the previous movements. Grade: inertia of movements (frontal lobes). 5) Cannot reproduce the pose given on the other hand. (From right to left - the parietal parts of the left hemisphere; from left to right - the right hemisphere).
Grade: violation of the kinesthetic basis of movement
Evaluation of the result by the teacher .
(+) - 0 points - the child did not cope with the task.
(-) - 0.5 points - the child coped with the help of an adult.
(=) - 1 point - the child completed the task.
Scientists N. O. Ozeretsky and N. I. Gurevich in their book “Psychomotor” proposed diagnostic methods for assessing the psychomotor development of preschool children, which are easy to use, informative in content and, as evidenced by their long-term test of time, reliable.
Tasks for children 3 - 4 years old:
1. Little finger and nose say hello. After a preliminary demonstration of the task, the child is asked to close his eyes and touch with the index finger of his right hand: a) the tip of his nose; b) left earlobes. The task is repeated in the same sequence with the other hand.
Evaluation-conclusion . A task completed correctly is the norm; if a child makes inaccuracies (touches the middle or upper part of the nose or ear), this indicates the immaturity of his coordination mechanisms and non-compliance with the age norm.
2. Place the coins in the box. A cardboard box measuring 10x10 cm is placed on the table, in front of which
At a distance of 5 cm, 20 coins (tokens, buttons) with a diameter of 2 cm are laid out in a disorderly manner. At a signal from an adult, the child must put all the coins, one by one, into the box as quickly as possible. The task is performed alternately with the left and right hands.
Evaluation-conclusion . The norm is the correctness and time of execution: for the leading hand - 15 seconds, for the other - 20 seconds.
3. Draw circles with your fingers. Within 10 seconds, with the index fingers of arms extended horizontally forward, the child should describe identical circles of any size in the air (hands move in opposite directions).
Evaluation-conclusion . The task is not completed if the child rotates his arms in one direction at the same time or describes circles of different sizes.
4. Let's say hello(task to assess the mechanisms of automation of movements of the leading hand). The adult invites the child to extend: a) his left hand for greeting - “let’s say hello” 6) first his right hand, then his left, then both hands.
Evaluation-conclusion . If the child coped with the “greeting”, this is the norm. A low level of correction of voluntary actions is indicated by unnecessary movements: the child squeezes the hand of the opposite hand; raises shoulders; opens his mouth, etc.
Task for children 4 - 5 years old.
1 block.
Exercises for repeating finger patterns
- ? "Cockerel"(palm up, index finger resting on thumb, other fingers spread out and raised up);
- ? "Bunny"(extend the middle and index fingers upward, while pressing the ring finger and little finger with the thumb to the palm);
- ? "Checkbox"(four fingers - index, middle, ring and little finger - together, and the thumb is down, the back of the hand towards you);
- ? "Fork"(extend three fingers upward - index, middle and ring - spaced apart, the thumb holds the little finger on the palm).
All exercises are performed after the demonstration. When performing complex figures, you can help your child take the correct position of his fingers. Then the child acts independently.
2 block.
More details www.openclass.ru
Abstract: "Development of fine motor skills in preschool children and its diagnosis"
Excerpt from work
One of the psychological basis factors for the development of higher mental functions in children is the development of gross (or general) and fine (or manual) motor skills. Motor skills are a set of motor reactions characteristic of childhood.
Intellectual impairment in a child in most cases is combined with insufficient development of the motor sphere, which negatively affects the development of cognitive activity in general.
The development of motor skills involves the correction of elementary general and fine motor abilities, which children with intellectual disabilities cannot master on their own; correction of incorrect movement patterns; formation of arbitrariness and purposefulness of movements; development of some basic motor qualities.
It is well known that basic “movement patterns” provide the psychophysiological foundations of any action: seeing, hearing, speaking, writing, reading. Taking into account this provision, one of the important tasks of motor development is the coordination of movements of the entire system of the child’s body and private systems of coordination of movements (hand vision, vision hearing, hand vision hearing, hearing speech, etc.), which contribute to the establishment of connections between the skills of seeing, hearing, feeling , move, talk.
It has been proven that both the thought and the child’s eye move at the same speed as the hand. This means that systematic exercises to train finger movements are a powerful means of increasing brain performance. The results of the study show that the level of speech development in children is always directly dependent on the degree of development of fine movements of the fingers. Fine motor skills are the basis of development, a kind of “locomotive” of all mental processes (attention, memory, perception, thinking, speech).
Imperfect fine motor coordination of the hands and fingers makes it difficult to master writing and a number of other educational and work skills.
In the field of psychology, such authors as A. V. Zaporozhets, L. S. Vygotsky, A. N. Gvozdev, N. I. Zhinkin, A. A. Leontiev, A. R. Luria, M. I. Popova, F. A. Sokhin, D. B. Elkonin, etc.
Psychologists say that finger exercises develop a child’s mental activity, memory and attention.
The purpose of the work is to study the development of fine motor skills in preschool children and methods for its diagnosis.
Objectives of the work. To achieve this goal, we will solve the following tasks:
1. based on literary data, we will consider the development of fine motor skills in preschoolers;
2. Let's look at some methods for diagnosing fine motor skills in preschoolers.
More details referat.bookap.info
Preview:
Methods for diagnosing the state of fine motor skills in children of senior preschool age.
Many researchers have dealt with the problems of studying fine motor skills of schoolchildren in domestic science (D. B. Elkonin, A. R. Luria, L. F. Fomina, M. M. Koltsova, N. M. Shchelovanov, N. L. Figurin, M. P. Denisova, M. Yu. Kistyakovskaya, etc.). The development of fine motor skills is closely related to the development of the cognitive, volitional and emotional spheres of the psyche.
Research by scientists from the Institute of Physiology of Children and Adolescents of the APN (M. M. Koltsova, E. N. Isenina, L. V. Antakova-Fomina) confirmed the connection between intellectual development and motor skills.
At the same time, qualitative changes in the student population, an increase in the proportion of children experiencing significant difficulties in the learning process even within the framework of school programs of the type recommended to them, make a return to the issues of studying fine motor skills a relevant aspect of modern research.
Fine motor skills are a set of coordinated actions of the nervous, muscular and skeletal systems, often in combination with the visual system in performing small and precise movements of the hands and fingers and toes. The term dexterity is often used when applied to motor skills of the hand and fingers (Elkonin 1989).
A. R. Luria noted that the development of fine motor skills in primary schoolchildren, fine movements of the hands and fingers is of great importance in psychology and is regarded as one of the indicators of a child’s mental development (Luria 1970).
The development of cognitive abilities occurs in connection with the development of hand movements, and is especially active in infancy and early childhood due to the fact that the movements of the hand examining various objects are a condition for the child’s cognition objective world. “Direct practical contact with objects, actions with them lead to the discovery of more and more new properties of objects and relationships between them” (Elkonin 1989).
The area of fine motor skills includes big variety movements: from primitive gestures, such as grasping objects, to very small movements, on which, for example, human handwriting depends. Fine motor skills are a necessary component of many human actions: object, instrumental, labor, developed in the course of the cultural development of human society.
It is important to note that fine motor skills of the hands interact with such higher mental functions and properties of consciousness as attention, thinking, optical-spatial perception (coordination), imagination, observation, visual and motor memory, speech. The development of fine motor skills is also important because the entire future life of primary school children will require the use of precise, coordinated movements of the hands and fingers, which are necessary to dress, draw and write, as well as perform many different everyday and educational activities.
The development of fine motor skills is also closely related to the development of speech. If a child has well-developed fine motor skills, then speech develops correctly. Intensive development of speech at an early age, according to D. B. Elkonin, should be considered not as a function, but as a special object that the child masters in the same way as he masters other tools (spoon, pencil, etc.). This is a kind of “twig” in the development of independent objective activity (Elkonin 1989).
N.A. Bernstein in his theory shows that the anatomical development of the levels of movement construction begins from the first months of life and is completed by two years. Then begins a long process of adjusting all levels of movement construction to each other. (Berstein 1966)
This tradition, due to its effectiveness, continues in modern practical pedagogy. Numerous exercises are being developed: finger games (M. S. Vorontsova, S. V. Svetlova, etc.), autodidactic games with objects (N. N. Pavlova, V. V. Tsvintarny).
The level of development of fine motor skills is one of the indicators of a child’s intellectual readiness for school (Voronkova 1994). Typically, a child who has a high level of development of fine motor skills can reason logically, and has sufficiently developed memory, attention, and coherent speech. Teachers note that first-graders often experience serious difficulties in mastering writing skills.
Writing is a complex skill that involves fine, coordinated movements of the hand. The writing technique requires coordinated work of the small muscles of the hand and the entire arm, as well as well-developed visual perception and voluntary attention (Petrova, Belyakova 2002). A person’s handwriting depends on the degree of development of fine motor skills.
Lack of preparation for writing, insufficient development of fine motor skills, visual perception, and attention can lead to a negative attitude towards learning and an anxious state of the child at school. Therefore, in preschool age, it is important to develop the mechanisms necessary for mastering writing, to create conditions for the child to accumulate motor and practical experience, and to develop manual skills. But in preschool age, it is preparation for writing that is important, not teaching it, which often leads to the formation of incorrect writing techniques.
Due to the importance of the development of fine motor skills, the question of diagnosing its development remains relevant.
To identify the level of development of fine motor skills and its essential features, we selected a number of methods.
The diagnostics were based on the tasks proposed in the following publications:
1. Gavrina S. E., Kutyavina N. L., Toporkova I. G., Shcherbinina S. V. Book of tests. – M.: CJSC “ROSMEN - PRESS”. – 2008 – 80 p.
2. Diagnosis of a child’s readiness for school / Ed. N. E. Veraksy. – M.: Mosaika-Sintez, 2007.
“Stripes” technique
Instructions: “Take a pencil in your hand and look at the sheet of paper lying in front of you. It has stripes on it. Between these strips, from the beginning of the sheet to the end, draw straight lines with a pencil.
When I say "Start!", start drawing straight lines, when I say "Stop!" - Finish the task and put your pencils aside. Work quickly and carefully." (1 minute is allotted to complete the task).
Note: We used a wide-lined notebook paper for this activity.
Score: 3 points - the child has completed 10 lines or more with satisfactory quality of execution (the drawn lines are located closer to the center of the line, they are characterized by moderate waviness, drawn without breaks, without going beyond the lines, without missing lines).
2 points - the child completed 6-9 lines with satisfactory quality of execution (moderate wavy lines with a tendency to approach the center of the line, without breaks, without going beyond the line, without missing lines).
1 point – the child has completed 5 or fewer lines or the completed task is of unsatisfactory quality (significant slants of the lines relative to the center of the line, going beyond its limits and/or broken lines, omitted lines).
“Pathways” technique
Instructions: “Take a pencil in your hand and look at the sheet of paper lying in front of you. It has paths. Draw a line down the middle of the path without lifting the pencil from the paper.”
2 points – the child went beyond the line 1 – 2 times.
1 point – the child went beyond the line 3 or more times.
0 points – failed to complete the task.
“Balls” technique
Instructions: “Take a pencil in your hand and look at the sheet of paper lying in front of you. It has balls and pins. Hit the pins with the balls.
Try to draw straight lines without lifting the pencil from the paper.”
Score: 3 points – all lines are straight and fall exactly into the pin.
2 points – 1–2 errors (an error is a non-straight line or a line not hitting the pin).
1 point – 3 or more errors.
0 points – failed to complete the task.
Methodology "Forest"
Instructions: “Take a pencil and look at the sheet of paper with drawings in front of you. Trace the drawings exactly along the line without lifting the pencil from the paper.”
3 points – went off the line 1-2 times.
2 points – left the line 3-4 times.
1 point – left the line 5 or more times.
0 points – failed to complete the task.
Methodology "Patterns"
Instructions: “Take a pencil in your hand and continue drawing patterns. Try not to lift the pencil from the paper.”
More details on the website nsportal.ru
