Task 1. “Fly”
Task 2. “Trace the picture with dots”
Task 3. “Fairytale house”
Task 4. “Butterfly”
Task 5. “Bear
Task 6. “Molars”
Task 7.
Task 8. “Obedient pencil”
Task 9. “Labyrinth”
Task 10. Draw a reflection of the house and Christmas tree
Task 11. Complete the butterfly
Tests to determine the development of graphomotor skills of left-handed preschoolers according to the criteria proposed
N.V. Nizhegorodtseva and M. Frosig’s revised test method by M.M. Bezrukikh.
Exercise 1.
Instructions: “Take the pencil with your thumb, index and middle fingers and twirl it, but first watch how I do it.”
Evaluation of results:
It turns out that the pencil does not fall (2 points);
It works, but very slowly with difficulty (1 point);
It doesn’t work - the pencil falls (0 points) (see Appendix 4).
Task 2.
The child is given a sheet of paper with a pre-drawn circle in diameter
Instructions: “Take a pencil in your hand and place your hand on your elbow,
get ready and on the count of “three” (“one-two-three”), without lifting your elbow from the table, place three dots in the center of the circle.”
Evaluation of results:
Movements are performed clearly, accurately (2);
Movements are performed unclearly, with errors (1);
Movements are practically not performed according to instructions (0).
Task 3.
The child is given a piece of unlined paper with dots and crosses drawn at different distances from each other.
Instructions: “Try to draw straight lines (from the point to the cross) without lifting your hand.”
Evaluation of results:
The lines are straight, even, not broken, without corrections (2);
The lines are not very smooth, with breaks, but without deviations from a straight line, there is tremor (1);
Movements are very slow, lines are uneven, broken, strong tremors (0).
Task 4.
The child is given a sheet of paper on which a labyrinth is drawn.
Instructions: “Navigate the path through the maze from point to point without touching the lines or lifting your hand.”
Evaluation of results:
The line is smooth, without breaks, a small number of contacts with the boundary lines (2);
The line is uneven, with breaks, a large number of touches, tremor (shaking) (1);
Very slow movement, uneven line, broken, strong tremor (0).
Task 5.
The child is given a sheet of paper on which figures and the beginning of shading are drawn, and the child needs to continue shading.
Instructions: “Shade the shapes.” Evaluation of results:
The strokes are even, parallel, and do not go beyond the boundaries of the figure (2);
The strokes are uneven, parallelism is broken, slight violations of the boundary lines (1);
The strokes are uneven, the lines are broken, there is no parallelism, the lines extend beyond the boundaries of the figure by more than 5 mm (0).
The results obtained are summarized:
8-10 points - graphomotor skills are formed (high level);
6 - 7 points - insufficiently formed ( average level); 0 - 4 points - low level of skills.
Summary of a lesson with left-handed preschoolers on the topic: “Spatial orientation, development of small movements. Correlation of body parts with the right and left hand."
Target: develop skills in spatial orientation and fine movements.
- teach spatial orientation skills;
Strengthen the ability to identify the right and left hand, correlate body parts with the right and left hand;
Learn to trace dotted lines;
Activate and enrich children's vocabulary;
Improve your ability to listen to spoken word;
Develop attention and fine motor skills;
Coordinate your actions and movements with the actions and movements of other children.
Vocabulary work: right, left, names of fish: pike, bream, crucian carp, pike perch, ruff, catfish.
Equipment: laptop, subject Pictures: tent, fishing rod, nets, pencils, school bag, bucket, crucian carp, pike, bream, pike perch, catfish, ruff, Methodical techniques:
3. Techniques for organizing practical activities: drawing along contours. 4.Techniques of assessment and self-esteem: praise.
Progress of the lesson
Organizing time.
Hello children! I'm glad to meet you. Tell me, why did we meet today? (Children's answers). And today we will do exercises that will help us make friends and improve our mood.
Greetings:
Everyone stand in a wide circle! On the left is a friend and on the right is a friend
Extend your hand to your friend and hug him tight!
Now listen to the poem and repeat the movements after me.
“You and I are one family. You, me, he, she.
You pet the neighbor on the right, You pet the neighbor on the left, We are friends,
You and I are one family. Smile at the neighbor on the left, Smile at the neighbor on the right, We are friends,
You and I are one family, I, you, he, she.
Hug the neighbor on the left, Hug the neighbor on the right, We are friends,
You and I are one family."
Game "Right-Left".
What body parts does a person have? Name the body parts of which a person has two?
Instructions. Show your right eye (ear, cheek, leg) with your right hand. Show your left ear (eye, leg, cheek) with your left hand.
Wink your right eye. Stomp your left foot.
Show your right eyebrow and left elbow. Left eye and right leg. Show your right knee and left ear. Left cheek and right shoulder.
Rub your left hand over your right elbow. Scratch your left knee with your right heel. Tickle the left sole with your right index finger. Tap your right elbow on your right side. Bite yourself on the middle finger of your left hand.
Physical exercise. Dance "Boogie-woogie".
“Put your right hand over, and then back it
And again forward and rock it a little.
We dance “Boogie-Woogie”, turning in a circle, We dance “Boogie-Woogie”, one, two, three!
Boogie - woogie okay! Boogie - woogie okay!
Everyone, dance with us and have more fun! (Also with the right leg, ear, and then with the left parts of the body).
Game "Fishermen"
Guys, where do you think I'm going? (fishing) How did you guess? (you have a fishing rod and a bucket in your hands, you are wearing jeans, a T-shirt and a cap, boots on your feet)
Do you want me to take you with me? (children in unison:Yes)
Do you know what to take? (children name the items needed for fishing) Now let’s determine who can go fishing with me.
I have a friend who is a fisherman (the speech therapist puts a picture of a fisherman on the board, he also said that he knows what to take with him when going fishing and this is what came out of it:
“The fisherman began to gather outside the city. I took a fishing rod to catch fish. I took a raincoat to cover myself with. I took a samovar to boil tea.
He took the bed to sleep on the bed. He took a carpet to sunbathe on.
He took the firewood so that he wouldn’t have to look for it. I took my suitcase, why not?”
Why are you laughing?
Go to the table and take one card with a picture of the item we need for fishing.
Fine! I'm taking you all with me. Let's hit the road. (The song “Sits on the lake in the morning...”)
Think and name what kind of fish can be found in our reservoir? (children call speech therapist puts pictures on the board)
Development fine motor skills fingers
Take in your hands the leaves that the fisherman left for you and trace the drawing dot by dot. You need to move smoothly, without lifting your hand. What did you get? Reflection.
Guys, did you enjoy today's lesson? What did you like best?
Which task was easier and which was more difficult?
Why do you think we coped with all the tasks?
I thank you for your active participation. And now each of you will praise himself and say: “I’m great!” (Stroke yourself on the head with your left hand).
And for you there are also small prizes - goldfish.
Lesson notes for left-handed preschoolers
on the topic: “Development of graphomotor skills, spatial and figurative thinking.”
Target: formation of graphomotor skills in left-handed preschoolers, development of spatial and figurative thinking.
Teach spatial and figurative thinking skills;
Develop hand motor skills;
Develop graphomotor skills;
Strengthen the ability to guess riddles based on visually perceived information.
Develop creative imagination;
Activate children's speech and cognitive interest;
Cultivate attention, memory, logical thinking.
Equipment: laptop, puzzles, pictures of a house, tent, yurt, hut, drawing of a house with a Christmas tree, drawing of a butterfly, colored pencils.
Vocabulary work: left, right, hut, tent, yurt. Methodical techniques:
1. Techniques for setting goals and motivating children’s activities.
2. Techniques for activating children’s activities in the process of educational activities: problematic situations.
3.Techniques for organizing practical activities: composing puzzles. 4. Techniques to maintain children’s interest: riddles, tracing the contours of objects.
5. Methods of assessment and self-esteem: praise.
Progress of the lesson
Organizing time.
Good afternoon Children:
First, let's stand in a circle,
So much joy around! We will all hold hands and smile at each other.
We are ready to play, the meeting can begin!
Guys, I wish you a friendly and fun day, see a lot of interesting things and enjoy the sun, good weather and the beauty that surrounds us.
I want to ask you to sit down at the tables.
Raise your right hand and now your left hand.
Touch your right knee with your left hand, touch your right ear with your right hand. Left hand to left eye.
Exercise making a figure from puzzles.
- Now take the puzzle boxes and assemble the picture.
What did you get? (House). My relatives live there,
I can't live a day without her.
I strive for it always and everywhere, I will not forget the road to it.
I can hardly breathe without him, My home, dear, is warm. (house).
What can a house be built from? (Children answer from concrete, brick, wood).
Guys, there are places where trees do not grow, it is very cold there, summer is short and moss grows there, which deer love. That's why the people who live there breed deer. They also have a house - chum. And it was built from deer skins.
A yurt is also a house made from sheep wool.
Guys, what is a must-have at home? (Roof, window, door).
Exercise drawing the reflection of a Christmas tree and a house.
Pick up a drawing of a house and a Christmas tree, see that the house has a window and a roof. Now draw the same house yourself, as if it were reflected in the water.
Children draw in the cells. The speech therapist helps.
Physical exercise.
On the mountain we see a house (with our palms together we imitate the roof of the house) There is a lot of greenery all around (we spread our arms to the sides, showing how much greenery there is)
Here are the trees, here are the bushes (clasped fingers are trees, spread fingers are bushes) Here are fragrant flowers (we fold our palms in the shape of a bowl)
There is a fence surrounding everything (we draw a zigzag line in the air with our finger) Behind the fence is a clean yard (we stroke the air with our hands)
We open the gate (put our palms together by our sides and move them apart) We quickly run up to the house (we show running with two fingers) We knock on the door: (we knock on the air or on the table with our fist)
Knock-Knock.
Is someone coming to our door? (we listen with our palm to our ear) We came to visit a friend (we shake hands)
And they brought gifts (we stretch our arms forward, as if we were passing something on)
Exercise “Complete the butterfly.”
The sun has warmed up. Guess who flew to our house. On a large colored carpet
The squadron sat down -
It will open and then close its painted wings.
She is bright, beautiful, graceful, light-winged, she herself looks like a flower.
And loves to drink flower juice.
Who is this? (Butterfly). You need to complete the drawing. Do not lift your hand, make smooth movements, try to make straight lines.
Continue, what a butterfly: motley, airy..... Butterfly: curling, spinning...
Reflection.
What new did you learn in class?
What did you like most and what caused difficulties?
I thank you for your active participation, and the butterfly brought you gifts for your work - small colorful butterflies.
Alena Saltykova
Consultation for teachers “Development of graphomotor skills of a preschooler”
“The sources of children’s abilities and gifts are at their fingertips.
From the fingers, figuratively speaking, the finest streams flow,
which feed the source of creative thought"
(V. A. Sukhomlinsky).
Senior preschool age is associated with the development of the child’s intellectual activity.
General and fine motor skills develop. But some parts of the hands remain weak, which prevents the child from freely performing fine and fine motor movements.
hand movements.
The child needs to perform a large variety of exercises that improve graphomotor skills.
Graphomotor skill involves:
The ability to beautifully and easily (and therefore effortlessly) draw with oscillatory, rotational, smooth, tear-off and rhythmic movements graphic elements of various contents (object images, lines of any configuration - wide, narrow, thread-like, broken, spiral, etc.; conventional signs, including letter graphemes, etc.). Do them with different strengths pressure, speed, tempo, rhythm, tilt, observing their correct shape, size and pattern;
Easy and relaxed holding of a writing instrument (pencil, pen, maintaining the required angle of inclination;
Consistently maintaining the correct posture for a child who is drawing or writing;
Performing graphic movements with interest, enthusiasm, without increased tension.
Visual arts activities contribute to the development of graphomotor skills and improve fine motor skills of the hand and fingers. They are taught to maintain a certain position of the body and arms; adjust the inclination of the pencil, brush, swing, tempo of movement, pressure force, etc. visual arts children master the skills and abilities of working with tools (in drawing - a pencil and a brush, in appliqué - scissors and a brush, in modeling - a stack). Here the ability to operate a tool is developed (of course, if the child is taught to hold the tools correctly and work with them). Various hand actions, coordination of both hands, hand-eye coordination, and visual control are developed.
Various methods and techniques, non-traditional techniques help to maintain children’s interest in work, giving classes an exciting form. Availability of use unconventional techniques determined by the age capabilities of preschoolers: with children, drawing with fingers, palms, and the “tearing paper” technique. In older preschool age, children create artistic images with more complex methods: "blotography", different ways monotypes, grottage, poking technique, “spraying” and much more.
In classes on manual labor, appliqué using origami and elements of paper plastic arts, weaving, embroidery, small muscles of the fingers are exercised, and complex coordination of hand movements is developed.
Exercises to develop graphomotor skills.
Method of holding a pencil (pen, felt-tip pen)
Exercises with a reel
Working with stencils.
1. Trace the index fingers of your left and right hands along the lines on the stencil.
2. We draw these lines - “paths” with our index fingers in the air while standing.
3. We draw these lines - “paths” with our index fingers along the table, sitting or standing, as is convenient for you. (You can use a linoleum napkin instead of the table surface.)
4. We trace the lines on the stencil with colored felt-tip pens with our left and right hands at the same time.
5. Copy the lines yourself on a blank sheet of paper.
Animals will run along these paths that you have drawn, guess who.
Hatching– one of the most important exercises. The child is asked to trace a small pattern or a simple flat shape with a pencil. Then the child shades the resulting outline (vertically, horizontally, obliquely). Before starting work, the child is shown a sample of shading.
For shading, coloring books, stencils with geometric shapes, figures of animals and objects, and a set of different patterns are used.
After the child learns to trace geometric shapes well, hatch them with parallel lines, and make simple objects out of them, he can be offered shading with wavy, circular lines, semi-ovals, and loops. Exercises are performed according to the principle of increasing difficulty.
Exercise "Tracks" in which you need to draw lines from one drawing to another
Exercise “What is drawn.” We draw by points.
Exercise "Circle". Trace strictly along the line without lifting the pencil from the paper.
Exercise “Complete the picture.”
Exercise “Continue the pattern”
"Continue the row"
“Draw the same one”
Coloring.
The child colors the drawing with pencils, trying to work as carefully as possible without going beyond the outline. The adult encourages even the slightest successes of the child, and you can play “school” by distributing roles among yourself.
Copying an outline with a pin.
The child is asked to copy a simple drawing or geometric figure by pinning the outline with a pin. In this case, a blank sheet of paper is placed under the sample, onto which the drawing will be transferred, as well as a small foam pad. The resulting drawing can then be colored or shaded.
Publications on the topic:
Learning prepositions is important in development cognitive activity children and practical pedagogical significance - this comes first.
Formation of motor skills through sports games and exercises (Using interactive technologies) One of effective means problem solving educational field“Physical development”, according to the Federal State Educational Standard preschool education, is.
Formation of sight reading skills in the first years of training as a pianist Goals and objectives. Methodological development“Development of Sight Reading Skills” is devoted to one of the current problems in training young pianists.
Goal: improving the skill of sound analysis of words, developing phonemic hearing. Teach how to make sound models of words and correlate.
Lesson summary (NOD) - consolidation of the skill of pronunciation of sounds [B, B’] “Dwarfs Bim and Bom” Goal: Consolidation of the skill of pronunciation of sounds “B, B”” Correction-educational tasks: Improving skills in characterization.
motor skills, graphomotor skills in children preschool age delayed mental development
One of the psychological basis factors for the development of higher mental functions in children is the development of gross (or gross) and fine (or manual) motor skills. Motor skills are a set of motor reactions characteristic of childhood.
The section “Development of motor skills, graphomotor skills” solves a number of problems related to expanding the motor experience of pupils, developing the ability to coordinate the movements of various parts of the body, purposefully perform individual actions and a series of actions according to the teacher’s instructions, which is the basis for the formation of spatial orientation in children. The correctional focus of classes also involves work to strengthen hand motor skills and develop coordination of movements of the hands and fingers. Children with mental retardation are characterized by the presence of synkinesis, tonic movements, muscle weakness, inability to rationally distribute muscle efforts, clumsiness of movements, insufficient development of praxis, etc. It is well known that children with motor impairment have difficulty mastering drawing techniques in drawing classes. Due to imperfect motor skills when learning mathematics, they have difficulty working with counting sticks and a ruler. Identical difficulties appear in the process of manual labor and modeling. Motor underdevelopment inhibits the mastery of objective actions, and therefore the mastery of orientation in the surrounding world.
Delayed mental development in a child in most cases is combined with insufficient development motor sphere, which negatively affects the developmentcognitive activity in general. 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 skills see, hear, feel, move, speak.
It has been proven that both the thought and the child’s eye move at the same speed as the hand. 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. Psychologists say that finger exercises develop a child’s mental activity, memory and attention.
In short, the development of gross and fine motor skills
a teacher-defectologist works exclusively to the extent necessary to ensure the child’s most complete knowledge of objects, objects, and phenomena of the surrounding world. At the same time, the targeted impact of funds physical culture on mental processes allows you to stimulate their maturation and increase the level of development, which will ensure more successful mastery of childrencurriculum .
Children with mental retardation experience delayed motor development from infancy. Later than their peers, they begin to reach for the toy hanging in front of them, sit, stand, and move around in space. Movements are often awkward, poorly coordinated, excessively slow or, on the contrary, impulsive (N.P. Vaizman, V.M. Mozgovoy, etc.). A particular difficulty for such children, due to significant deviations in the development of fine motor skills, is fastening and unfastening buttons, lacing shoes, i.e. so-called self-care skills.
Children with mental retardation are characterized by significant delays and deficiencies in the formation of objective actions and associated voluntary movements. This rate of development significantly reduces the child’s ability to become familiar with the surrounding objective world. At the same time, work practice confirms that by mastering movements, children improve motor skills, they develop muscle sense, spatial orientation and coordination, posture improves, vitality increases. In the process of motor activity, conditioned reflex connections are quickly established in the child’s cerebral cortex, which means that it occurs more intensely. comprehensive development. After all, achieving the goal of any motor act, for example, throwing a ball into a basket, maintaining balance on a balance beam, walking on a gymnastic bench, etc., is determined by the level of sensorimotor and emotional-volitional development and at the same time stimulates this development.
In the process of performing motor tasks, children gain knowledge about the properties of various objects and aids (color, shape, quality of materials); get acquainted with the features of movement in space, possible directions of movement; determine the location of some objects in relation to others and to oneself, orient themselves in the diagram of their own body, etc. In this case, cognition occurs on the basis of perception of different modalities (kinetic, tactile, visual, kinesthetic, etc.), as well as speech.
In the process of performing various movements, mental qualities are formed. The main forms of work used in classes sensory development children are motor exercises, didactic and active (medium and low mobility) games.
In children with mental retardation, as research shows, without special training, self-regulation is not formed - a general ability that is necessary when performing any activity (including educational activities).
The structure of self-regulation assumes the presence of three mandatory stages:
· indicative (acceptance and understanding of instructions),
· executive (program of action and its implementation),
· control and evaluation (evaluation of the result obtained).
In preschoolers, all these stages are unformed.
Carrying out actions according to verbal instructions, gradually becoming more complex according to the principle of increasing links, increasing the complexity of the content of each link and the requirements for the execution of commands (for example, actions with open and closed eyes) helps to solve this problem. Let us give examples of complication of the instructions presented.
1st option:
Sit down, take the ball - straighten up;
Sit down, take the ball - straighten up, stretch up, lifting the ball above your head;
Sit down, take the ball - straighten up, stretch up, lifting the ball above your head,
Lower the ball to chest level, throw it into the hoop
2nd option:
Place your hands on your belt and take one step forward;
Place your hands on your belt - take one step forward - two steps to the left;
Place your hands on your belt - take one step forward - two steps to the left - one step back;
Place your hands on your belt - take one step forward - two steps to the left - one step back - lower your hands.
If the first instruction (of any variant) is carried out by children quite easily, then all subsequent ones are initially carried out with errors: the child either “loses” (forgets) part of the instruction, or changes the actions, or simplifies the order of execution (i.e., performs it inaccurately). Moreover, the more complex the instructions (a large number of links, complex movements), the more mistakes and inaccuracies the children make, but at the assessment stage they find it difficult to isolate these errors and inaccuracies, believing that they did everything correctly. These facts highlight the insufficiency of self-regulation when carrying out multi-link instructions. The process of learning to purposefully carry out the instructions of a teacher-defectologist, or more precisely, the voluntary regulation of movements by the child himself, includes several mandatory components:
Repetition of instructions not only by the teacher, but also by the child;
Explanation (in some cases and demonstration) by the child of the movements to be performed
The teacher’s attitudes towards accuracy, beauty and clarity of execution;
At the end of the execution - the child’s story about what actions he performed and in what sequence
Child's self-assessment of accuracy in following instructions.
The effectiveness of following instructions is greatly influenced by the positive motivation of children, which can be achieved through the introduction of bright and colorful physical education aids and attributes, the use of gaming (for example, fairy-tale characters, etc.) and competitive elements. All children of the subgroup are involved in monitoring and analyzing performance, which helps develop their attention and visual concentration, teaches them to adequately evaluate the performance of a task by another child, and justify their assessment in oral speech. As a result, the formed self-control actions at each stage of the activity (indicative, performing, control and evaluation) contribute to a more complete assimilation of educational material.
To successfully master reading, writing and other academic skills, it is important to develop in children not only visual-motor and auditory-motor coordination, but also coordination of different parts of the body (for example, body posture and head tilt when writing)
Special physical exercises help improve coordination of movements; games and exercises with the ball: shifting and then throwing the ball from hand to hand; throwing the ball to different heights and catching the ball with two hands and one. Effective exercises include throwing at a target, performed on a limited surface, balance exercises, exercises with gymnastic aids (ball, hoop, skittles), etc., i.e. those exercises that develop coordination of movements of different parts of the body and require synchrony actions. In addition, these types of exercises help develop precision and clarity of movements, dexterity, and speed of reaction.
Fine motor skills are an integral part of human motor abilities. Its development is based on the formation of optimal body statics, optimal motor stereotype of locomotion and limb movements, and musical and rhythmic movements. The term “fine motor skills” refers to highly differentiated precise movements, mainly of small amplitude and strength. In socialized movements, these are movements of the fingers and organsarticulatory apparatus. Fine motor skills need to be developed based on gross motor skills, in a system of parallel formation of all basic types of motor abilities.
The development of motor skills influences the development of other systems. In particular, numerous studies (G. A. Kashe, T. B. Filicheva, V. V. Tsvintarny, etc.) have proven the dependence of speech development on the degree of formation of fine hand movements. Scientists from the Institute of Physiology of Children and Adolescents of the Academy of Pedagogical Sciences (E. N. Isenina, M. M. Koltsova, etc.) confirmed the connection intellectual development and finger motor skills.
Immaturity in the development of motor functions is manifested in stiffness, awkwardness of movements of the fingers and hands; movements are not clear and coordinated enough. This is especially noticeable in suchtypes of activities , How manual labor, drawing, modeling, working with small details (mosaics, construction sets, puzzles), as well as when performing household manipulative actions: lacing, tying bows, braiding, fastening buttons, hooks, slips, etc.
Deficiencies in the development of complexly coordinated graphic hand movements significantly complicate the mastery of basic movements necessary for the formation of writing skills by children with mental retardation. A change (increase or decrease) in muscle tone causes fatigue in the hands, which is why the child cannot hold a pencil or pen for a long time. Insufficient activity of the nervous system makes movements awkward and prevents their coordination and smoothness. These disorders are usually combined with disorders of visual-motor coordination. Therefore, not only special work is required to develop large and fine motor skills, but also targeted work on the formation of complexly coordinated movements and basic graphic skills.
For the development of fine motor skills, it is very useful to hatch, paint over, and draw with pencils. Hatching helps the child coordinate movements, respecting the boundaries of the contour, and distribute the drawing over the entire silhouette of the depicted object. Hatching can be done with a solid, dotted or wavy line. But perhaps the most exciting activity is shading several objects in one drawing.
The main means of expression in the classroom is line. It is put on paper various instruments: ballpoint pen, colored or simple pencil of different hardness, felt-tip pen, special charcoal rod, wax chalk, pastel, hard materials, squirrel or kolinsky brush when working with gouache, watercolor or ink.
Work with various materials allows not only to evaluate the specifics of their expressive capabilities, but also to correct the work with the muscle tone of the hand, which is important for writing when it is necessary to endure long-term static loads on the hand while maintaining clarity of movements. Normalizing the tone of small muscles is also facilitated by playing with cold and hot water, an ice cube, walnut, with a small massage ball.
The following exercises are useful for the formation of finely coordinated graphic movements:
Hatching in different directions with different pressure levels and range of hand movement
Painting a sheet in different directions with and without limiting the surface to be painted;
Tracing the drawing along the contour, copying
Drawing by anchor points
Finishing images
Drawing on cells and on other limited surfaces;
Ruled
Graphic dictation.
There are also special exercises for preparing a child’s hand directly for school writing, including elements of capital letters.
The problem of developing graphic skills in children requires constant attention from the teacher, since this is not just a motor act, but a complex psychophysiological process that is ensured working together a number of analyzers: speech-motor, speech-auditory, visual, kinetic and kinesthetic.
Transforming a visual image with the help of hand movement into a graphic sign requires skills in organizing movement in space (i.e., dynamic organization of a motor act) and the formation of a number of coordination - visual-motor, auditory-motor, auditory-visual. In this regard, preparation for writing has several directions: the development of finely coordinated movements of the fingers and hands; orientation on an unlined and ruled (first squared and then ruled) sheet of paper; training in proper positioning and use of writing instruments; practicing basic graphic skills; formation of skills for correlating sounds and letters.
The technical side of writing, despite all the preliminary preparation, is complex: enormous mental, physical and volitional efforts are required from children, and therefore the recommended duration of writing at the learning stage is no more than 5 minutes.
Development manual motor skills is the basis for the formation of graphic skills. Each correctional lesson should be accompanied by special finger gymnastics, combining the development of all fingers of the hand (and not just the first three fingers, the most active in activity and constituting the “social zone of the hand”) and movements of the hand of three types: compression, stretching and relaxation (examples of exercises see below).
Gymnastics should be performed at least twice for 2-3 minutes at each correctional lesson; it is permissible to carry out correctional classes(especially in preparatory group), entirely dedicated to the development of fine motor skills and learning to use writing instruments.
All exercises finger gymnastics performed at a slow pace, 5-7 times, with a good range of motion; each hand separately, alternately or together - it depends on the direction of the exercise.
Initially, similar and simultaneous movements are given, aimed at developing coordination and coordination of movements, and only as they are mastered, more complex movements of different types are included.
The teacher monitors the correct placement of the child’s hand, the accuracy of execution and switching from one movement to another, and, if necessary, gives calm, clear instructions.
I would especially like to emphasize that the main goal of such work is not mechanical training of hand movements, but the systematic teaching of children new finely coordinated motor actions.
For the development of fine motor skills, exercises for sorting beads, buttons, rolling wooden, plastic, rubber balls with spikes between the palms, working with small construction sets, puzzles, etc. are useful (see examples of exercises below). Simple movements help remove tension not only from the hands themselves, but also from the lips, and relieve mental fatigue. The hands gradually acquire good mobility and flexibility, and stiffness of movements disappears, which makes it easier to master writing skills.
To conduct games and exercises to develop motor skills, you should have special equipment:
A variety of small objects (buttons, beads, pebbles, grains, nuts, paper clips, buttons, etc.) and various boxes, jars, trays for laying them out;
Loose spools for winding threads, ropes, and wires onto them;
Boards and lacing toys “Miracle Button” with many holes for stitching and embroidery with cord
Various types of fasteners: hooks, buttons, laces, zippers, slips
Sets of ropes and ribbons different lengths and thickness for tying and untying knots, braiding, tying bows;
Sets of plastic or wooden sticks, multi-colored clothespins;
Various types of mosaics, construction sets, puzzles.
Work on the development of children's hand movements is at the same time work on the formation of various perceptual actions and their systems, and some sensory abilities.
Exercises to develop manual motor skills (kinetic and kinesthetic basis) and graphomotor skills in students with written language disorders.
a) Exercises to develop the kinesthetic basis of movement.
1. Extend your arm forward and down; Squeeze all fingers except the thumb; thumb lift up.
2. Lower your right hand down. Squeeze all fingers except the thumb; extend your thumb to the left.
3. Lower your left hand down. Squeeze all fingers except the thumb; extend your thumb to the right.
4. Clench both hands into fists, extending your thumbs up.
5. Clench your right (left) hand into a fist, and place the palm of your left (right) hand on top of it.
6. Clench your right (left) hand into a fist, and place the palm of your left (right) hand vertically against them.
7. Loosely clench the fingers of your right (left) hand into a fist, leaving a small hole.
8. Connect the fingers of the right and left hands obliquely (“house”), the thumbs are pressed to the hands, then moved away from the hands and positioned horizontally.
9. Extend the index finger and little finger of the right (left) hand, squeeze the remaining fingers.
10. Extend the index finger and little finger at the same time (on both the right and left hand), and squeeze the remaining fingers.
11. Extend the thumb and little finger of the right (left) hand, squeeze the remaining fingers.
12. Extend the thumb and little finger simultaneously (on the right and left hand), and squeeze the remaining fingers.
13. Extend the index and middle fingers of the right (left) hand, squeeze the remaining fingers.
14. Extend the index and middle fingers simultaneously (on the right and left hands), and squeeze the remaining fingers.
15. Form a ring with the fingers of your right (left) hand. The ring can also be obtained by connecting the thumb to any other finger, while the remaining fingers are extended.
16. Place your right (left) hand on the table in front of you with your fingers apart, place your index finger on your middle finger (or vice versa).
17. Place your right (left) hand clenched into a fist on the table in front of you, raise your index and middle fingers, spreading them apart.
18. "Chicken". Connect the ends of the thumb and index fingers (beak). The remaining fingers (comb) are superimposed on the beak in a fan-like manner.
19. "Cockerel". Connect the ends of the thumb and index fingers into a (beak). The remaining fingers are half bent and do not touch each other (comb).
b) Exercises to develop the kinetic basis of movement.
Development of dynamic hand coordination in the process of performing sequentially organized movements:
1. Alternately touch the second, third, fourth and fifth fingers with the thumb of your right hand at a normal and maximum pace.
2.Perform a similar task with the fingers of your left hand.
3.Perform a similar task simultaneously with the fingers of both hands at a normal and maximum pace.
4.Use the fingers of your right (left) hand to “say hello” in turn with the fingers of your left (right) hand (patting with the pads of your fingers, starting with the thumb).
5. “Fingers say hello.”
Connect your fingers. Perform alternating touching movements with all fingers, starting with the thumb.
6. "Sunshine."
Place the palm of the right (left) hand with the fingers spread apart in rays on the table. Perform alternating taps with your fingers on the table.
7. "Swamp".
The thumb of the right (left) hand is placed on the “bump”. The remaining fingers alternately “jump from bump to bump.” (Similar movements are carried out starting with the little finger.)
8. Alternately bend the fingers of your right (left) hand, starting with the thumb.
A squirrel sits on a cart
She sells nuts:
To my little fox sister,
Sparrow, titmouse,
To the fat-fifted bear,
Bunny with a mustache.
10. Place your right (left) hand in front of you (as when playing the piano), perform sequential movements with the first and second, first and fifth fingers, etc.
11.Continuously draw a line along the drawn labyrinth with a pencil taken in your right (left) hand, without changing the position of the sheet of paper on which the labyrinth is drawn.
13.Crump a sheet of tissue paper into a compact ball with the fingers of your right (left) hand, without helping with the other hand.
14. Beads of different sizes, but of the same color (or of the same size, but different color, or different sizes and different colors).
It is suggested that you string beads onto a thread yourself, selecting them by color or size, and tie the ends of the thread with a bow.
c) Exercises to develop graphomotor skills.
Graphomotor skills include:
1. Small muscles of the fingers
Exercises to develop finger strength and speed of movement.
1. Starting position - fingers spread apart. Starting with the little finger, sequentially (in a fan-shaped movement) bend all fingers into a fist. Then, in a reverse motion, starting with the thumb, straighten your fingers to their original position. After this, begin to bend your fingers starting with the big finger, and straighten them with the little finger. The exercise should be done 10-15 times
2. Starting position - fingers straightened, thumb moved to the side. Make circular movements with your thumb left and right 10-15 times.
3. Starting position - fingers straightened. Bend and straighten your fingers in the first two phalanges. Repeat the exercise 15-20 times.
2.Visual analysis and synthesis
A.- Exercises to identify the right and left parts of the body.
1- Show which hand you should use to eat, write, draw, say hello. Tell me what this hand is called. Show your left hand. If students have difficulty identifying their left hand, the speech therapist names it himself, and the children repeat.
The teacher takes into account that children with left-handedness can study in the group. For some children (left-handed) the answers will be the opposite. In such cases, it should be kindly noted that the names of the hands remain generally accepted. Everyone should remember this together.
2- Raise your left and right arms alternately. Show the pencil with your left, right hand. Take the book with your left, right hand, etc.
3- Reinforce the recognition and naming of hands using a drawing that schematically depicts the left and right hands. Schoolchildren are invited to approach the diagram, apply a brush to it, and identify the hand.
After mastering the speech designations of the right and left hands using exercises 1-3, you can move on to differentiating other right and left parts of the body: right and left legs, right and left eyes, ears. In conclusion, schoolchildren are offered more difficult tasks: show their right eye, right ear, left leg with their left hand; show the right and left parts of the body of the person sitting opposite.
4- Draw the reflections of the houses.
5- Complete the left and right ear.
6- Complete the left eyebrow and right eye.
7- Identify the right and left mittens, connect them with the corresponding hands of the man.
8- Draw lines by selecting a pair of shoes for the right and left feet.
9- Connect the pairs of gloves with arrows.
B.- Tasks for orientation in space in relation to objects.
Games with objects
Games with clothes and their models
Determine whether the sleeve of a blouse, shirt, or pocket of jeans is left or right.
The products are in different positions in relation to the child.
Game "Locate the trail"
Hand and foot prints are printed (drawn, circled) on the sand (snow) in different directions. It is necessary to determine which hand or foot (left or right) this print is from.
Game “Hide the toy (pine cone, autumn leaf)”
The familiar game can be supplemented with instructions for indicating the direction of movement to find the toy. When getting acquainted with the game, the child is given instructions step by step, then the game can be complicated: the direction and change of movement can be immediately communicated. For example: “Take two steps forward, three steps to the right and two more steps forward,” etc.
Games with sound cues
“Which direction is the sound from?”
The adult invites the child to identify by ear and point with his hand in the direction from which the sound of a familiar toy (object, voice) is heard, and name the direction.
“Tell me what you hear around you; name which side"
In this game, the child must himself distinguish between different sounds of the street and the environment by ear and name the objects (objects) that produce them, indicate the direction of the sound source.
"Blind Man's Bluff"
It is better to play this game in an area familiar to the child. The child closes his eyes, the adult moves a short distance and asks the child to follow the sound of his voice (claps, bell).
Games with verbal instructions
Game "Up and Down"
An adult names different objects that are below and above, alternating them. When naming an object, the child should point his finger up if the object is at the top, down if the object is at the bottom. For example: floor, sky, earth, grass, ceiling, chandelier, roof, birds, road, stones, stream, clouds, pit, sun, sand, mountains, sea, boots, head, knee, neck.
Game "Body Parts"
Target. To train children in the ability to navigate own body, when denoting verbally, actively use the corresponding spatial terms.
One of the players touches some part of his neighbor’s body, for example, his left arm. He says: “This is my left hand.” The person who starts the game agrees or denies the neighbor’s answer. The game continues in a circle.
3.Drawing:
Lessons on shading along the contour, outlining.
Drawing geometric shapes.
Tasks for sketching details, objects, from life: completing unfinished drawings; completing drawings with missing details (finished images are given, but with missing details); exercises in finishing drawings, creating your own picture, provided that the plot and details are realistic.
Tasks for reproducing figures and their combinations from memory.
Bibliography:
- Belaya A.E. “Finger games for developing fine motor skills”
- Bolshakova S.E. Formation of fine motor skills of hands.
- Danilova E. “Finger games”
- Ermakova I.A. “Developing fine motor skills in children”;
- Lyubina G. The hand develops the brain. Magazine "Child in kindergarten", No. 6, 2003, No. 1, 2004.
- Fine motor skills in the psychophysical development of children. Magazine "Preschool Education" No. 1, 2005
- Novikova O. Funny finger games, Moscow-St. Petersburg, from “Owl”, 2005.
- Pilyugina E.G. " Sensory abilities baby" - M.: "Mosaika-Sintez", 2003;
In my work I use verbal, visual and practical teaching methods. Due to the specifics of the skills being developed, these are mostly visual and practical methods.
I work on developing graphomotor skills systematically for 2-5 minutes every day.
In the beginning, children have difficulty performing many exercises. Therefore, we practice the exercises gradually and at first they are performed passively, with the help of adults, at a slow pace. I gradually increase the tempo and number of repetitions.
I organize my work into the following sections:
· Development of small muscles of the fingers
I consider this section to be one of the main ones in the development of graphomotor skills.
Exercises to develop finger strength and speed of movement.
Goal: development of finger strength, speed and rhythm of their movements.
Opposing fingers.
Flexion and extension of the hand into a fist alternately and simultaneously.
Circular movements of the hands with freely bent fingers.
Abduction - adduction of the fingers.
Squeezing the eraser with different fingers.
Free tapping of fingers on the desk, simultaneously and alternately.
Transferring balls of different diameters.
Pressing the pads of the fingers of one hand onto the fingers of the other.
Rolling a pencil in your fingers.
Passing a tennis ball with your fingers.
An approximate set of finger gymnastics and individual exercises are given below. (see Appendix 3.4)
Lessons on shading along the contour, outlining.
Goal: development of hand-eye coordination.
The development of fine motor skills is facilitated by exercises carried out in special notebooks - ornamental drawing. During the first half of the year I include this type of work in almost every lesson. These tasks contribute not only to the development of fine motor skills, but also to the formation of general educational skills, in particular, such important ones as the ability to listen and hear instructions and follow them accurately.
- § Drawing borders consisting of straight and broken line segments (practical, visual methods). (see Appendix 13)
- § Copying and modeling shapes from parts. (see Appendix 8.9)
- § Tasks to train the ability to move the hand along a given path, copying elements of letters, writing letters and words according to templates.
I will give an example of completing the task “Paths - paths”.
Goal: developing the ability to move the hand along a given trajectory (Fragment of the lesson).
Let's go to the animals' homes along the paths.
Turn the sheets over to the right.
Draw a straight line along a narrow path, a dotted line along a winding path, a wavy line along a wide road.
Music will play while you work.
Examination. The best works are celebrated.
§ Graphic dictations(verbal, practical methods).
I use it to practice spatial orientation, practice the ability to draw lines behind in this direction and a certain length. I am learning to convey the shape of a geometric figure. I will give a fragment of the lesson.
Open your notebooks, draw a square, triangle, circle, oval, rectangle.
Place a plus in the circle, a dot in the triangle, a tick in the square, a stick in the rectangle, and a snowflake in the oval.
Where is the check mark? ( IN SQUARE)
Where is the point? ( IN TRIANGLE)
Where is the plus? ( IN CIRCLE)
Where is the snowflake? ( IN OVALE)
Where's the wand? ( IN RECTANGLE)
What word will help?
What does it mean?
Conclusion: Preposition " IN" means that one item is located inside another.
This technique helps children visually grasp the meaning of the preposition “B”, consolidate the ability to accurately convey the shape of a geometric figure, and place an object on a notebook sheet.
Work on the formation of a graphic image of letters (grapheme).
I would like to highlight a special point work on differentiating letters that have kinesthetic similarity.
I suggest the following sequence of operations:
extracting sound from a word;
determination of the signal sign of the articulatory position when pronouncing a sound (articulome);
correlating a sound with a letter (grapheme);
control of the correct choice;
writing a letter.
I begin my work by clarifying experimental-spatial differentiation in actions with pictures, geometric figures, and mosaics.
For exercises in constructing and reconstructing letters of the alphabet, I use counting sticks, cardboard elements, and thread patterns (see Appendix 10).
Children practice:
- § in the analysis of the composition and structure of the graphic sign;
- § in its synthesis from elements;
- § in the comparative analysis of letters (from coarser differentiations to more subtle ones).
First, I reconstruct the letters in a visually-effective way, and then in an abstract way, i.e. by submission.
Moving on to the handwritten font, I train the children in writing alternating elements of letters, mixed according to kinetic similarity: according to a model, the original instructions, to a command with a gradual increase in tempo.
I believe that when differentiating such letters, the main task is to teach children to identify “supporting” signal features that distinguish the letters being mixed (and, accordingly, the sounds they denote).
In these exercises, the main goal is to consolidate the connection between phoneme - articuleme - grapheme - kineme (the program for the movement of the hand when writing a letter). To control the correct execution, I turn on all the analyzers.
I also use oral dictation of syllables and words - when children respond by writing out a letter in the air, or with their finger on the table surface. An interesting technique for children was to write letters on a tray of cereal. You can use large flat plates instead of trays.
Actions with a needle, crochet hook.
Goal: development of dexterity, coordination of fine movements of the fingers.
Poetic exercises
Poetic texts are the basis of the exercises that I use to develop hand movements and relieve muscle tension in the hand. In addition, these exercises develop a sense of rhythm and short-term auditory memory. (see Appendix 5)
I use short poems to consolidate the concept of "word". While reading the poem, the fingers “hello” for each word, i.e. connected in series with the thumb into a ring. Here I use two options: fingers can be connected in forward and reverse order, or alternated. Children love doing these tasks. According to my observations, daily performance of such an exercise develops children’s memory and teaches them to distinguish prepositions by ear. When pronouncing words of a complex structure, I make sure that the fingers are connected only once, since by connecting we mark the word, and not the number of syllables in the word.
Shadow games.
Another activity for developing fine motor skills is shadow play. The room in which it is carried out must be darkened.
The light source illuminates the screen, being at a distance of 3 - 4 m from it. Hand movements are made between the screen and the light source (in the middle), which cast a shadow on the illuminated screen.
Hands must be placed in front of the light source, taking into account its strength and direction. Shadow play is accompanied by short dialogues and scenes.
Performers must position themselves so that the shadow of the hands falling on the screen reflects only the position of the hand and forearm.
A greater effect in shadow play is achieved by changing the distance from the hand to the light source. This makes it possible to increase or decrease the size of shadow figures. (see Appendix 6)
Unfortunately speech therapy sessions are limited in time and this type of work, in my opinion, is most appropriate to use in extended-day groups, in circle work.
Self-massage of hands and fingers
Goal: development of finger movements, relieving muscle tension, preparing the small muscles of the hand for writing.
I recommend this type of task for children who have increased muscle tone in their small muscles. Such children are usually characterized by strong pressure when writing, and, as a result, rapid muscle fatigue and low writing speed. (see Appendix 7)
Making figures from counting sticks or matches
Goal: development of fine motor skills, spatial orientation, correlation of the shape of an object, development of graphic symbolization skills.
I ask you to lay out on the table, first according to the model, then from memory, and finally, independently, according to your imagination, the following figures: square, triangle, cube, vase, boat, skirt, glasses, ladder, mill, fish, pyramid, flag, star, ice cream , butterfly, aquarium, beetle, window, bag, carrot, truck, face, trousers, pie, bridge, swing, watering can, tank, shovel, box of pencils, rocket, steamboat, fungus, slide, wheelbarrow, gazebo, snowflake, sailboat, tower, sandbox, plane, bed, TV, dog, cow, clock, sled, flashlight. (see Appendix 8)
Thread patterns
Goal: development of fine coordinated movements of the fingers, hand-eye coordination, visual memory, self-control skills, development of voluntary attention, the ability to work with concentration and accuracy.
For work I take thick, heavy threads or thin ropes. Using sample cards, children complete tasks of laying out patterns, loops, tying knots and tying ropes (see Appendix 10).
· Development of higher mental functions
Exercises aimed at developing attention and its properties.
In this area of work, I highlight the priority direction of developing attention and its properties.
I believe that one of the essential conditions for successful schooling is the development of voluntary attention. The result of attention is the improvement of any activity that it accompanies.
Currently they have become current problems development of attention, therefore, while working on the formation of graphomotor skills, I simultaneously carry out psychocorrectional work with children with attention disorders. To do this, I include the following exercises in my work.
· Eliminating unnecessary things.
Goal: development of thinking and attention span.
The child is looking for one object in the picture that is different from the others. At the beginning it is 4-5 items, then I increase the number of items.
· Find differences.
Goal: development of voluntary attention, switching and distribution of attention.
On a card with a picture of two objects that differ from each other in detail, you need to find all the differences.
Children really like this type of exercise; they are happy to do it at speed.
· Laying out a mosaic pattern.
Goal: development of concentration and attention span, fine motor skills, formation of the ability to work according to a model.
Children lay out the pattern according to the sample.
· Drawing by cells.
Goal: development of concentration and attention span, formation of the ability to follow a pattern, development of fine motor skills of the hand.
Children draw a figure using a simple pencil according to the model.
· Schulte tables.
Goal: development of concentration, distribution, attention span, expansion of the reading field.
Children collect numbers, first black in in direct order, then red in reverse order, then in turn the black number and the red number, while the black numbers are called in direct order, and the red ones in reverse order.
If children cope with the first two tasks quite successfully, the third task causes difficulties for children with attention disorders. During training, the third task is completed more successfully. The basic properties of attention are improved.
