Motor skills for children lesson notes. Corrective classes for the development of fine and gross motor skills for young children

The manual presents a system of correctional activities for the development of fine and gross motor skills for children early age. The material contained in the manual is multifunctional in nature: it forms a phonetic-phonemic base; develops phrasal and coherent speech, speech motor skills, general and fine motor skills of the fingers; promotes sensory development; activates the development of higher mental functions, cognitive activity; teaches to play with toys; shapes the process social adaptation in children.

Each exercise is a productive speech training that successfully develops children’s speech activity in conditions of high emotional comfort. Classes are held for children in their third year of life. Purpose of the classes: development of fine and gross motor skills in children with speech disorders. Materials of different textures and a variety of techniques are used. Work with children will be effective only if it is carried out systematically, taking into account the age characteristics of the children and constantly maintaining interest in activities.

For the convenience of the teacher, the exercises are presented in the form of a weekly calendar plan. Classes include a variety of game exercises based on various lexical topics. The form of work can be different: with a whole group of children, with small subgroups (3-4 children) and individually with each child.

Practice shows that a good result is achieved when, when working on each lexical topic, the relationship in the work of the speech pathologist and educator is ensured.

This manual will help develop fine and gross motor skills, as well as speech in young children, and broaden their horizons.

SEPTEMBER

Classes begin in the 3rd week.

1st and 2nd weeks – diagnosis;

3rd week:

1."Smoothing out crumpled paper lumps from colored paper." Target

2. “Find and put the same one next to it.” Target: develop correlative actions, coordination of both hands, emotional attitude to the result of one’s activities.

3. "Beads for mom." Target: develop fine motor skills of fingers. Guidelines : Draw a circle on a piece of paper or smooth line(bead string). Let the baby dip his fingers in gouache of different colors: one finger in red paint, the other in yellow, the third in green. By alternately placing the fingers of the right and left hands on the paper where the “thread” is drawn, the baby will give you beautiful multi-colored beads.

4. “Let’s stomp our feet.” Target

"Let's stomp our feet, ( stomp)

Let's clap our hands. ( clap)

Our fingers, ( make pointing movements

Like bunnies. fingers up and down)

Our hands are like birds:

Sparrows, titmice. ( make diverging "lanterns")

They flew to Matryosha, ( make flying movements with their hands, approaching the toy)

They sat down at Matryosha's. ( sit down, put their hands on their knees)

We ate grains, ("pecking" on the knees)

They sang a song.

2. "Tearing paper (by pinching off the sheet)." Target: develop fine motor skills of fingers.

3. "Funny frogs." Target: develop fine motor skills of fingers. Guidelines : The picture shows frogs and flowers. You need to show the child how to help the frog jump from flower to flower: he “jumps” with all five fingers of his right hand over the flowers simultaneously with the pronunciation of the poem:

Jump-jump, jump-jump,
I'm from flower to flower,
I am a cheerful frog
Your dear friend.

4. "Two girlfriends." Target: develop general coordination of movements; learn to perform movements according to the text:

There are two girlfriends in the swamp,
Two green frogs
In the morning we washed ourselves early,
Rubbed with a towel,
They stomped their feet,
They clapped their hands,
Leaned to the right, to the left
And they returned back.

OCTOBER

Subject: "Vegetables fruits"

1st week:

1. "In Fedora's garden." Target: activate active and passive movements of the fingers, form a positive attitude towards classes with an adult.

In Fedora's garden
Tomatoes grow in the beds,
And in Filat’s garden
Lots of different salads.
At Grandma Fekla's
Four beds of beets.
At Uncle Boris's
There are a lot of radishes.
At Masha and Antoshka's
Two beds of potatoes.
One two three four five
Let us help you reap the harvest!

(bend your fingers one by one)

2. “Plasticine salad” – modeling multi-colored balls (red ones for “tomatoes”, green “sausages” for “onions”). Target: learn to roll balls and “sausages” between your palms, develop the ability to cut small pieces in stacks from a large piece of plasticine; form coordination of movements; develop the ability to regulate the force of pressing on the stack, hold the stack correctly; develop imagination.

This is a green onion - I picked it...
This tomato fell into my hands.
We cut quickly -
Onion - pieces
And the tomato is in round rings.

3. “Laying out paths in the vegetable garden” (laying out using counting sticks). Target: develop fine motor skills of the fingers; develop the ability to navigate on a sheet of paper (up, down); activate the dictionary: “path”, “palm”.

It's hard for me to lead my finger
Right along the path
That's what he wants
Hide in the palm of your hand.
I threaten him, I threaten him,
I shame him, I shame him
The finger was ashamed
I took it and learned.
(B. Zakhoder)

4. "Walk". Target: develop general coordination of movements; perform movements according to the text.

One-two-three, one-two-three -

We walked along the path, ( march step)

We're jumping down the path
Changing legs frequently, ( jumps)
Let's gallop, gallop,
And then, like a stork, they stood up.
So we saw the hummocks,
We started jumping over them. ( jumping with advanced
burning forward)
A stream flows ahead
Come quickly! ( walking on toes)
Let's spread our arms to the sides,
We will cross it
And then we ran.

1. "Picking berries" (Montessori home school). Target: develop fine motor skills, learn to highlight red, green color according to the example, according to the word. Guidelines :

• Stretch the rope and hang the unbent paper clips.
• Give the child the opportunity to independently mold (roll) red and green balls (“cherry” and “gooseberry”).
• Chop the “berries” onto the “twigs” (for an adult).
• Pick the “berries” one at a time with three fingers of your right hand. Hold the paperclip with your left hand.
• Place the picked “berries” in a basket (children follow the instructions of an adult).

1. “I pick berries from the branches.” Target: develop fine motor skills, perform actions in accordance with the content of the poem:

I pick berries from the branches

And I collect it in a basket.
A basket full of berries!
I'll try a little.
I'll eat a little more
The path to home will be easier.
I'll eat some more raspberries
How many berries are in the basket?
One two three four five…
I will collect again.
(I. Lapukhina)

2. "I was walking around the kindergarten." Target: develop the ability to perform a task according to a model, develop the ability to navigate a plane and determine the location of objects; activate the dictionary: “basket”, “apples”, “plums”, “walked”, “collected”. Guidelines : material- a basket cut along the contour of cardboard, 5 small ovals of blue color(“plums”), 5 large red circles (“apples”). Invite your child to put the fruits in the basket themselves.

I was walking around the kindergarten
And collected it in a basket
Apples and plums
It turned out so beautiful!

3. "Apples". Target: develop overall coordination of movements.

The branches on the apple tree hung from sadness,
(raise your arms up, hands down)

The apples hung on the branches and were bored.
(swing with lowered hands)

Girls and boys shook the branches,
(shake your arms up)

The apples clattered loudly on the ground.
(raise and lower your arms, elbows bent, palms straight, fingers connected and tense).

3rd week:

1. "Cooking salad with mom." Target: develop tactile perception (smooth tomato, rough cucumber); enrich the child’s active and passive vocabulary: “cucumber”, “tomato”; “salad”, “rough”, “smooth”, “cut”, “cooked”.

Material: vegetables (tomato, cucumber), box with holes on the sides for right and left hands.

Complicating the task is aimed at teaching the child to carry out tasks according to the instructions (“Find and arrange the vegetables in this order: rough cucumber, smooth tomato, etc.”) You can offer for the game: natural vegetables, dummies, toys, pictures of vegetables.

2. "Look who's hiding in the lump?" – smoothing

crumpled lumps of paper (vegetables and fruits crumpled into balls). Target: develop fine motor skills of the fingers.

3. "Who will pick the most beans?" – collect the beans in a bottle with a wide and narrow neck. Screwing caps on bottles. Target: develop fine motor skills of the fingers.
4. "We are autumn leaves." Target: develop general coordination of movements, perform movements in accordance with the text:

We are autumn leaves

we sit on the branches.
The wind blew - they flew
and sat quietly on the ground.
The wind came again
and picked up all the leaves.
Spun and flew
and sat quietly on the ground.

4th week:

1. "Cook compote." Target: develop fine motor skills, coordination of movements.

Material: knife, soft wire, any fruit, thick cardboard circles (colored) with a hole in the middle.

Methodical recommendations: cut an apple, pear, plum into thin rings and ask them to string them on a wire (for drying). Then you can replace the fruit with circles cut out of cardboard (blue ones are “plums”, red ones are “apples”, yellow ones are “pears”).

2. “Wonderful bag” – identify vegetables and fruits by touch. Target: develop exploratory actions by removing objects by touch (from the bag).

3. “Find your soulmate” – cut-out pictures. Target: learn to identify parts of an object and connect them into a whole, develop visual orientation and fine motor skills.

4. "For a walk." Target: develop overall coordination of movements.

In the autumn forest for a walk
I invite you to go.
Stand next to each other,
Hold your hands tightly.
Autumn leaves are quietly spinning,
Leaves fall quietly under our feet
And they rustle and rustle underfoot,
It's like they want to get dizzy again
Shhhhh...

(children spin around, kneel down, move their hands along the floor, swing their hands left and right).

NOVEMBER

Topic: "Clothing".

1st week:

1. "Big wash." Target: relaxation of the hands, correlation of movements with the text, development fine motor skills, coordination of movements.

Material: a bowl of water, pieces of soap - “ball”, “brick”;

clothes, clothespins, rope.

We erase, we erase,
We wash clothes.
Let's rinse, rinse,
We'll rinse the laundry.

2. “Three Katyushas” – finger game. Target: develop fine motor skills.

Three Katyushkas
We picked up three reels.
One reel, two reel, three reel.
They sewed a sundress for Shura,
We sewed a caftan for grandfather,
We sewed socks for grandma
And for girls and boys -
To all the Andryushkas and Natashas
We sewed bright pants,
We sewed colorful shirts.
(children bend their fingers one by one)
A. Stroilo

3. "Guests". Target: develop overall coordination of movements.

The doll Masha heard -
(jumps)
She was the first to come running.
Here are the roosters walking -
(walking with high knees)
Golden scallops.
And the nesting dolls,
(stomping step)
Baby dolls,
They clapped their hands,
They stamped their feet.
And the cheerful Parsleys
We picked up rattles,
Rattles raised up
They danced very merrily.

2nd week:

1. “Pull out the ribbon.” Target: develop fine motor skills.

Material: jar with holes made in the lid, ribbons of four colors (blue, yellow, green and red).

2. “Let’s dress Manya for a walk.” Target: strengthen the muscles of the index finger, develop rhythm and coordination of movements, form an eye-hand connection.

Material: contour stencil made of cardboard (hat, gloves); plasticine (multi-colored), a picture with a winter landscape and a doll cut out of paper.

Methodical recommendations: look at the picture, notice that the doll’s arms are bare and there is no hat on its head. Give the child a stencil of a hat and mittens, and offer to smear the plasticine inside the stencil. Admire your creativity and let your child dress the doll.

3. “Laces” – teach how to put a lace into a hole. Target: learn to thread a lace into a hole by imitation, model; develop purposefulness of actions and fine motor skills of the fingers.

4. "The flowers have grown." Target

One, two, three - the flowers grew
(rise slowly from a sitting position)

(raise your hands up and stretch)
The flowers are warm and good!
(fan your face with your hands)

3rd and 4th weeks:

1. "Cheerful girlfriends." Target: develop fine motor skills.

1st option.

Material: “ladder” of buttons sewn to fabric.

Up the stairs together
My friend and I are going.

We are not too lazy to get up,
By the steps, by the steps
We can jump all day!

2nd option.

Material: the picture shows a staircase (steps), two girls are girlfriends.

Methodical recommendations: you need to help your friends climb the stairs. “Walk up the ladder with the fingers of your right hand: thumb and index, index and middle, middle and ring, ring and little, big and little, big and ring, big and middle.

2. "Dress with polka dots." Target: to form hand-eye coordination. To develop a child’s visual orientation to the shape of an object. Learn to grasp small objects (circles) different color) and place them on the stencil (dresses). Develop finger dexterity.

Material: dress stencil for a large doll, dress stencil for a small doll, large and small mugs.

3. “Close your clothes” – with buttons, Velcro, zippers. Target: learn to fasten buttons, Velcro, zippers; develop small hand movements. Develop flexion and extension movements of the hands.

4. "We're galloping along the track." Target: develop coordination of general movements.

We're jumping down the path
Changing legs frequently
(jumps)
Let's gallop, gallop,
And then, like a stork, they stood up,
Come and take a look
It’s no longer a stork - a bird,
That frog is a frog
(sit down, clasp your knees with your hands)
Kva-kva-kva the girlfriends shout.
Skok-skok-skok
I galloped as far as I could.

DECEMBER

Topic: "Winter. Home."

1st week:

1. "Winter". Target: develop fine motor skills (the ability to alternately place the fingers of the right and left hand), the ability to reproduce movements in accordance with the text.

Material: “winter” picture depicting children playing.

One two three four five
(take turns extending your fingers clenched into a fist)
We're going for a walk.
(show the spread fingers of your right hand)
Katya is lucky with her sleigh
(swipe your index and middle fingers
right hand on the table)
From porch to gate,
And Seryozha is on the path
(fold your fingers into a pinch and throw
movements)
He throws crumbs to the pigeons.
Girls and boys
They bounce like balls.
(wave your right and left hands)

2. "New Year's tree." Target: teach children to sculpt round objects by rolling in a circular motion palms balls. Form control over muscle sensations; practice rhythm in performing actions (strong - weak pressure with the index finger on the ball).

Material: plasticine of different colors, stencil of a Christmas tree made of green cardboard.

Methodical recommendations: 1. Offer to make beautiful balls for the Christmas tree (roll small multi-colored balls from plasticine). 2.Put the ball on the Christmas tree (on a branch) and press it with your finger - the ball will flatten and you will get a “Christmas ball”

Let's decorate the Christmas tree
Beautiful balls.
Let the Christmas tree sparkle
Happy lights!

3. Posting “The Christmas tree came from the forest.” Target: improve fine motor skills of fingers; develop visual attention and spatial orientation, activate the vocabulary: “Christmas tree”, “needles”, “paws”.

Option 1: laying out the outline of a Christmas tree from counting sticks according to the picture offered to the child.

Option II: laying out the outline of the tree from triangles (small, medium, large).

Herringbone green
grew up in the forest.
Christmas tree for the holiday
I'm taking it home.
Like our Christmas tree
prickly needles,
The branches are called paws,
children are surprised!

4. "Bunny". Target

Skok - skok, skok - skok,
It's cold for the hare to sit
I need to warm my paws,
Paws up, paws down,
Pull yourself up on your toes,
We put our paws on the side,
Jump and hop on your toes,
And then squat down,
So that your paws don't freeze.

2nd week:

1. Finger game "Finger - boy". Target: develop fine motor skills (the ability to alternately place the fingers of the right and left hand), the ability to reproduce movements in accordance with the text.

Finger - boy, where have you been?
Where did you go with your brothers?
(the fingers of the left hand are clenched into a fist, the thumb is straightened and bent)
With this I was lying in the snow,
I rode down the hill with this,
With this - I walked in the park,
With this - I played snowballs.
(bend your fingers one by one, starting with the index)
We are all fingers - friends,
Where are they,
There I am too!

(clench and unclench fingers; show 4 fingers, pressing the thumb to the palm).

2. "We're making ski poles for Vanya." Target: to develop the child’s ability to correctly use plasticine - roll out sticks; develop coordination of the right and left hands; develop the ability to perform actions rhythmically.

Material: plasticine, picture with a winter landscape. The picture shows a boy Vanya standing on a hill (on skis, but without ski poles).

Methodical recommendations: 1. Offer to make ski poles for Vanya (roll out the sticks). 2. Attach a circle of cardboard at the bottom - you get a “ski pole”. We suggest making the second “stick” yourself. 3. Place the “sticks” on the drawing and press down in several places with your index finger. “Now Vanya will be able to slide down the slide and not fall!”

Oh, it's frosty outside,
He's not scary to kids
Vanya took his skis at home
And he ran up the hill.
But something doesn't work,
It does not work…
I forgot my ski poles -
Who would get them for him?

3. Laying out “Sledge” from sticks. Target: improve fine motor skills of fingers; develop visual attention and spatial orientation.



Sleds fly down the hills in winter,

The guys in the sled are laughing and squealing.

4. "Snowflakes". Target: develop coordination of general movements.

Oh, snowflakes are flying, flying,
Snow-white fluffs.
(alternately raise and lower hands)
It's winter - winter
She moved her sleeves.
(turn to the right, extending the right arm to the side; repeat the same to the left)
All the snowflakes swirled
And she lowered her to the ground.
The stars began to spin,
They began to lie down on the ground.
No, not stars, but fluffs,
Not fluff, but snowflakes.
(circle, arms to the sides; squat; while performing the exercise, you need to ensure correct posture all the time)

3rd week:

1. "House" - finger game. Target: develop fine motor skills; learn to reproduce finger movements in accordance with the text:

One two three four five,
(unclench your fingers from your fist one at a time, starting with
big)
The fingers went out for a walk.
(rhythmically unclench all fingers together)
One two three four five,
(we clench our widely spaced fingers into a fist one at a time, starting with the little finger)
They hid in the house again.
(rhythmically squeeze all fingers together)

2. “What kind of little house is this?” Target: develop fine motor skills; coordination of movements; to form purposefulness of actions and stability of attention.

Material: pyramid with a smooth core and three rings of the same size; a pyramid with five rings, but different in size.

What kind of tower is this?
There is smoke coming from the chimney...

(invite the child to string the rings onto the rod (show how to hold the pyramid))

Complication: pyramid of 5 rings.

“Look how beautiful the little mansion turned out, smoke is coming from the chimney.”

3. "Paint the house out of colored geometric shapes". Target: focus on the fact that color and shape can be used to depict a variety of objects; learn to make simple objects from geometric shapes - a house with a window. Develop finer differentiation, the ability not to be distracted from the task at hand; improve finger motor skills and hand coordination.

Material: geometric shapes of different colors and sizes.

5. "Big house, small house." Target: develop coordination of general movements.

The bear has a big house,
Oh oh oh!
(spread arms out to sides - up)
And the hare’s is small,
Ah ah ah!
(complaining; they squat, exhale, lower their
catch, cover the knee with your hands)
Our bear has gone home
(they go to pieces)
Oh oh oh!
And the little one is a bunny,
Ah ah ah!
(jump on two legs)

There's a lock on the door
(rhythmic quick connections of the fingers of two hands into a lock)
Who could open it?
Pulled
(fingers clasped together, arms stretched in different directions)
Twisted
(movement with clasped fingers away from you, towards yourself)
They knocked
(fingers interlocked, bases of palms knocking against each other)

And they opened it!
(fingers unclasp, palms to the sides)

2. “This is a house” - laying out a one-story house from sticks with a window, door, antenna. Target: teach to act according to ideas; continue to form more subtle differentiations when carrying out selection and correlation; teach how to assemble a house using a graphic image (drawing); develop coordinated hand movements and fine movements of the fingertips.

Material: counting sticks, a picture of a house and a layout diagram.

Complication: when laying out, take into account the color of the object; suggest laying out a cat according to the example.

I am building a house in the universe.
It has a roof and an antenna.
There is a door in it, and there is a window -
Let our cat live in it!

3. "Who lives in the house?" Target: develop tactile sensations; teach to perceive distance; show that the result of actions depends on it, pay attention to the direction of movement of the hand in space and independently choose this direction; develop fine motor skills; activate the dictionary: “bear - little bear”, “squirrel - little squirrel”, “fox - little fox”, “big - small”.

Material: house, windows open, cards with animals on them are inserted inside.

4. "Cat's House" - Russian folk nursery rhyme. Target: develop overall coordination of movements.

Bom - bom, bom - bom!
(vigorously raise and lower hands clenched into fists)
Cat's house caught fire!
(gradually raise their hands up and lower them, describing a circle in the air and quickly moving their fingers)
The cat jumped out
(grab your head with your hands and shake your head)
Her eyes bulged
(put “glasses” of thumbs and forefingers to your eyes)
I ran to the oak tree,
(run after each other, alternately putting forward “paws and scratches”)
Bit my lip
(stop, bite your lip with your upper teeth)
A chicken is running with a bucket,
Cat's house floods,
(spread your hands clenched into fists to the sides and run on your toes)
And the dog is with a broom,
(lean forward, one hand on your belt, the other as if sweeping the ground)
And the horse is with a lantern,
(raise your hand clenched into a fist upward)
Gray bunny - with a leaf.
(make swings with both palms moving away from you)
One time! One time!
And the fire went out!
(raise your hands up, palms open down; for each syllable, gradually lower them down with jerks)

JANUARY

Topic: "Domestic and wild animals."

The horned goat is coming,
(index finger and little finger up, press the rest to the palm, with the bent thumb on top)
A rich goat is coming.
(index and ring fingers point up, the rest are pressed to the palm)
The little goat hurries to her,
The bell rings.
(fingers connected in a pinch, lowered down)

2. “Wonderful bag” - determine by touch. Target: develop exploratory actions by removing objects by touch (from the bag).

Material: addictive bag, toys of domestic and wild animals made of different materials.

3. "Round dance of animals in the forest." Target: develop fine motor skills, coordination of movements.

Material: figures of animals (hare, bear, fox), cut out of colored cardboard, from shampoo bottles; string for stringing.

Shadow - shadow, shadow,
There is a fence above the city.
The animals sat under the fence,
We boasted all day.
The fox boasted:
- I am beautiful to the whole world!
The bunny boasted:
- Go and catch up!
The bear boasted:
- I can sing songs!

4. Dynamic exercise "Bear Cubs". Target

The cubs lived in the thicket,
They turned their heads.
The cubs were looking for honey,
Together they rocked the tree:
Like this and like this
They rocked the tree together.
We waddled
And they drank water from the river.
And then they danced
Together they raised their paws:
Like this, like this
Together they raised their paws.

2nd week:

1. a) “Cat and Dogs” – finger game. Target

The cat came forward
(the index and little fingers of the right hand are bent at the top, the remaining fingers are pressed to the palm, with the thumb bent on top)
He comes towards us and plays with his tail.
(we wave our left palm at the base of the right hand)
To meet her from the gate
(thumbs up on both hands, the inside of the palms facing you, the rest of the fingers in a horizontal position together, the tips of the middle fingers touching)
Two dogs run out.

b) “Dog” – making finger figures. Target: develop fine motor skills of the fingers, learn to perform exercises (involving all fingers) with both the right and left hands; to form a positive emotional attitude towards classes with an adult.

The dog has a sharp nose
There is a neck and a tail.

Methodological recommendations: first performed by an adult, then by imitation by a child. Right palm on the rib, towards you; thumbs up; index, middle and ring - together; the little finger alternately lowers and rises.

2. “Footprints in the forest” – finger painting. Target: create conditions for experimenting with paints; introduce children to the technique of finger painting; learn to carefully dip your fingers (thumb, index, little finger) into the paint and leave marks on the paper; cultivate neatness.

Material: paper, paint, toys: bear, hare, squirrel; a bowl of water, napkins.

3. "Hedgehog" - a game with counting sticks. Target: learn to lay out a “hedgehog” from counting sticks; develop fine motor skills of fingers, attention, imagination, fantasy.

Material: hedgehog toy, counting sticks, picture of a hedgehog made of sticks:

Puffing and dragging home the fungus
Agile little animal.
No head, no legs, -
Of course it's a hedgehog!

4. Dynamic exercise "Kittens". Target: develop general coordination of movements; learn to perform movements in accordance with the text:

Like our cat
The boys have grown up
The boys have grown up
Fluffy kittens.
The backs are arched,
They play with the tail.
And on their paws
Sharp scratches
Long mustache
Green eyes.

(children imitate the actions of kittens: hunch their backs and hiss; stand on their knees, stretch their arms forward and move their fingers, clench and unclench their fists)

They love to wash themselves
Scratch your ears with your paw
And lick the tummy.
Lay down on the side

(imitate washing, scratch behind the ears, “lick” the tummy, bend the back)

And curled up into a ball,
And then they bent their backs,
They ran away from the basket.

(take a run, run for 30 seconds).

Little mouse in a hole
She quietly gnawed the crust of the bread.
(scratch your nails across the table, across your knees)
"Hrum, crunch!" –
What's that noise?
(clench your fingers into fists and unclench them)
It's a mouse in a hole
Bread eats crusts
(Rub your palms together).

b) “Claws” is a finger game. Target

The cat sharpens its claws
(fingers straighten and clenched into fists)
Sitting on the window.
Oh, what are they like?
Spicy for cats!
Oh, what she has
Little paws!
(stroke palms together)
In these paws for the time being
The scratchy little ones are dozing.
(clench their fingers into fists, turn their fists to the right - left).
V. Kudryavtsev, V. Egorov

2. “The mouse is in a hole, hiding from the cat.” Target: learn to tear paper into small pieces with your fingers; build a “hole” for a mouse from pieces of paper, covering the mouse with pieces of paper; develop imagination.

Material: thin colored paper, toy (mouse, cat).

3. a) “Let’s make a path of pebbles” – modeling. Target: to arouse interest in the simplest actions with materials suitable for modeling; learn to pinch off small pieces from the main piece with your fingers and press them into the surface of the modeling board.

Material : toy mouse, plasticine.

b) “Sprinkle the paths” – exercise-game (Montessori home school). Target: teach children to sprinkle sand (cereals) with three fingers; develop fine motor skills of fingers.

Material: a beautiful deep saucer with clean sand, millet, rice, strips of paper.

Methodological recommendations: suggest sprinkling “sand” (millet, rice) on a path on the table 3-5 cm wide; limit it to strips of paper. The path can go from one house made of matches to another. Sprinkle sand with three fingers (fold them in a “pinch”), without going beyond the edges of the path.

4. a) “Mouse” – laying out from sticks. Target: develop fine motor skills of fingers.

Little mouse in a hole
She quietly gnawed the crust of the bread.
"Hrum, crunch" -
What's that noise?
It's a mouse in a hole
Bread eats crusts.

b) “Mice” – an exercise with fingers. Target: develop fine motor skills of fingers.

Material: the picture shows: the cat is hiding, the mice are running away along the path (path of circles):

• index, middle, ring (middle in the center);
• middle, ring, little finger (ring in the center);
• thumb, index, middle (index in the center).

1. Dynamic exercise.

a) "Squirrels". Target

Red squirrels are jumping along the branches,
(movements according to the text)
Fluffy tails flicker here and there.
Little squirrels froze in the snow.
How to warm their little paws in a winter snowstorm?
The paw hits the paw
Warms up quickly.
Jump and jump, jump and jump,
And we'll curl up into a ball.

b) "Teddy bear." Target

Teddy Bear
walks through the forest.
(children waddle from foot to foot)
Collects cones
(squats, pretending to collect pine cones)
sings songs.
The cone bounced off
straight to Mishka's forehead,
(touch forehead with palm)
Mishka got angry
and top with your foot!
(stomping foot)

Topic: "Birds".

Birdie, birdie,
You've got some water on you.
(call the bird, waving one hand towards you,
cup the other palm)
Jump off the branch towards me
I'll give you some grains.
(sprinkle food with one hand onto the palm of the other)
Kluk-klu-klu...
(knock your index fingers on the table, knees
in different rhythms).

2. "Look who's hiding in the lump?" – smoothing sheets of paper crumpled into balls with the outlines of birds depicted on them. Target: develop fine motor skills of fingers.

3. “Swan Lake” – drawing with palms. Target: create conditions for experimenting with paints, introduce unconventional drawing techniques - with palms; learn to make handprints carefully.

Material: large format blue sheet, white gouache, basin with water, napkins.

A swan floats along the river,
Above the bank the little head is carried.
He waves a white feather,
He shakes some water onto the flowers.

4. “Sparrows” – a dynamic exercise. Target

Birds are sitting in nests
And they look at the street.
They want to go for a walk
And they fly quietly,
Let's fly, fly
And they sat down on the branches.
Feathers cleaned
The tail was shaken off.
They flew again.
They sat down on the path,
Jumping, chirping,
The grains are pecked.

(children, squatting, turn their heads, stand up, run, waving their arms to the right and left; the pace is average; sit on chairs, rub their shoulders with their hands, twist their butts, “fly” (run) again, squat down, turn their heads right - left, imitate the actions of chicks).

1. "Birds" - a finger game. Target: develop fine motor skills of fingers.

The birds have flown
(bend the thumb to a horizontal position, connect the remaining straight fingers on top)
They flapped their wings.
(swing your palms with your fingers wide open)
They sat on the trees,
(hands up, all fingers spread wide)
We rested together.
(bend the thumb to a horizontal position, attach the remaining straight fingers on top)

2. "Treat for the birds." Target: develop fine motor skills of fingers.

Materials: pumpkin seeds, sunflower seeds, a large sheet of paper, plasticine, birds, feeder.

3. “Bird” – modeling. Target: create a desire to sculpt a small bird by rolling balls, placing one on top of the other, eyes - peas; learn to pinch with your fingers, making a beak and tail.

Material: plasticine, toys, natural material - peas.

4. “Hands raised...” – dynamic exercise. Target: develop general coordination of movements, learn to perform movements in accordance with the text:

Hands raised and shook -
These are the trees in the forest
They bent their arms, shook their hands -
The wind blows away the dew.
Let's wave our hands to the sides, smoothly -
These are the birds flying towards us.
We’ll also show you how they sit down,
The wings were folded back.

1. "Magpie" is a finger game. Target: develop fine motor skills of fingers.

Forty, forty,
Where were you? Far.
(the child runs the index finger of one hand over the palm of the other)
Cooked porridge
She fed the babies:
Gave this one porridge
This is jelly,
(bend one finger of the other hand with one hand)
This one needs sour cream,
For this one - candy,
But she didn’t give it to this:
"You didn't chop wood,
(they shake the index finger of both hands)
Didn't carry water
I didn't cook porridge.

2. “Heron” – laying out from sticks. Target: develop fine motor skills of fingers.

Stands on one leg
Everyone looks at the frogs.
On one leg all day
She is not at all lazy to stand.

3. "Birdhouse" (I option)

“Chicks in the nest” (II option) – making finger figures. Target: develop fine motor skills of fingers; learn to perform the exercise with both the right and left hands (involving all fingers), to form a positive emotional attitude.

Starling lives in a birdhouse
And he sings a sonorous song.
(palms are placed vertically towards each other; the little fingers are pressed together like a boat, and the thumbs are bent inward).

Option II:

The bird flaps its wings
And flies to its nest.
He will tell his chicks,
Where did she get the grain?
(clasp all the fingers of your right hand with your left palm and move them).

4. “The gray geese were flying” – a dynamic exercise. Target: develop general coordination of movements, learn to perform movements in accordance with the text:

The gray geese were flying,
They sat quietly on the lawn.
They walked around, pecked,
Then they quickly ran.

1. “A crow walked across the field” – finger game. Target: develop fine motor skills of fingers.

A crow walked across the field
(move the index and middle fingers across the table)
She carried six mushrooms in her hem:
(count fingers and straighten them one at a time)
Russula, boletus, pod-osi-no-vik.
(raise the little finger, ring finger, middle finger from the fist)
Milk mushroom, honey mushroom, champignon.
(index, thumb, forefinger)
Who hasn't seen it -
(cover your face with your palms)
Get out!
(show with index finger)

2. “Cut pictures” – assemble a picture of a bird from three parts. Target: learn to compose a whole (bird) from three parts; develop imagination and memory.

Material : bird in the picture; a bird consisting of 3 parts (head, body, legs).

3. “This is a bird - trace and draw” - outline a stencil made of thick cardboard or a stencil of a bird made of plastic. Target: develop fine motor skills of fingers; teach to perceive an object using a circling movement, use the resulting image (birds) in visual activities.

Material: pencil, felt-tip pen, cardboard or plastic stencil of a bird's silhouette.

4. “Poultry house” – laying out a house from geometric shapes. Target: note that color and shape can be used to depict a variety of objects; learn to make a house for a bird from geometric shapes; develop finger motor skills and hand coordination.

Material: geometric shapes (circle, square, triangle), card with a picture of a house made of geometric shapes.

5. a) “Birds” is a dynamic exercise. Target: develop general coordination of movements, learn to perform movements in accordance with the text:

The birds were flying
We played with the kids.
(run in circles on tiptoes, waving their arms)
They flapped their wings,
(waving palms with fingers wide open)
They sat on the trees.
(hands on shoulders)

b) "Chicken":

The chicken went out for a walk,
Pinch some fresh grass,
(walk on toes, arms down, hands held
perpendicular to the body)
And behind her the boys -
Yellow chickens.
(easy run, arms bent to shoulders)
T.Volgina

Subject: " Transport".

1st week:

1. "Transport". Target: develop fine motor skills; learn to make movements with your fingers (bend them one at a time) in accordance with the text:

We are with the first finger - baby
We'll go to the tram park on foot.
With another - we'll go on a tram,
Singing songs quietly.
And with the third one, we’ll get into a taxi,
Let's ask you to take us to the store!
With the fourth finger in the rocket
We will fly to another planet.
Get on the plane, fifth one,
Let's go on a flight with you.

2. "Who has what?" – smoothing out crumpled balls of sheets of paper with images of a bus or car. Target: develop fine motor skills of the hands.

3. “Car wheels” – modeling (rolling, pressing). Target: learn to roll plasticine balls, press the ball with your index finger, attaching it to the base in a certain place; develop fine motor skills, create interest in work, and fix the color of an object.

Material: plasticine, stencil of a car without wheels made of cardboard.

4. "Machine". Target

Bi-bi-bi
The car is humming.
(children rhythmically tap the fist of one hand on the palm of the other)
Knock-Knock -
The motor is knocking.
(claps hands rhythmically)
We're going, we're going, we're going, we're going, -
(stomping feet rhythmically)
He talks so loudly.
The tires rub on the road
Shu - shu - shu -
They rustle.
(rubbing palms)
The wheels are spinning fast
Ta-ta-ta-
They hurry forward.
(make a rhythmic “twirl” with your hands)

How are you?
- Like this!
(clench your fist, thumbs up)
Are you swimming?
- Like this!
(we throw up our hands)
How are you running?
- Like this!
(arms at elbows bent)
Are you looking into the distance?
- Like this!
(put your palm to your forehead)
Are you looking forward to lunch?
- Like this!
(arm bent at the elbow and fist under the cheek)
Are you waving after me?
- Like this!
(we wave our hand)
Do you sleep in the morning?
- Like this!
Are you naughty?
- Like this!
(palms placed on cheeks)

2. "Fun Bus". Target: develop fine motor skills of fingers.

Material: picture with a drawn bus and a winding path.

Methodological recommendations: offer the child help to get to kindergarten, at home: “Walk with the fingers of your right and left hand. Each finger has its own path: thumb and index finger, index and middle, middle and ring, ring and little finger, thumb and little finger, big and ring , large and medium.

Let's go, let's go in the morning,
We're taking the kids to kindergarten.
We're driving along a crooked path,
The kids look out the windows.

3. “Let’s make a car out of sticks.” Target: teach to act according to ideas; teach how to assemble a car based on its graphic image (drawing); develop coordinated hand movements and fine movements of the fingertips.

Materials: colored sticks, object pictures depicting a car and a diagram of laying out sticks, circles for wheels.

The car is rushing through the streets,
Dust swirls from under the wheels.

4. "Airplane". Target: develop general coordination of movements, learn to perform movements in accordance with the text:

The plane is flying high, high,
It’s not easy for him to land!
The pilot makes a circle after a circle...
(children run easily on their toes, arms to the sides)
The plane is his comrade and friend!
The plane landed on the runway,
(squat, arms to the sides)
Ran forward -
and the flight is over.
The doors opened, the ground was under the ladder,
And passengers are greeted by friends!
O. Aspisova.

1. "Who has arrived?" - finger game. Target

Who has arrived?
(both palms up, each finger touching the other finger)
- We, we, we!
(we open our palms only with our fingers, at the bottom of our palms
connected)
- Mom, mom, is that you?
(bend the thumb to the side)
- Yes Yes Yes!
- Dad, dad, is that you?
(bend the index finger to the side)
- Yes Yes Yes!
- Brother, brother, is that you?
(bend the middle finger)
- Yes Yes Yes!
- Oh, little sister, is that you?
(bend the ring finger)
- Yes Yes Yes!
- We are all together
- Yes Yes Yes!
(open palms)

2. “Road for a car” – painting with a brush. Target: practice drawing long straight lines horizontal lines; develop fine motor skills, accuracy and the desire to draw.

Material: sheets with pictures of cars of different colors, gouache based on the color of the cars, brushes, toys - cars.

The cars are coming

tires rustle.

Wait a little

here is the road...

And the sticks are long -

machine marks.

Our cars are different

both yellow and red.

Cars behind cars

rustling their tires.

3. “Truck” – outline of the car stencil. Target: teach to perceive an object using a circling movement; understand that tracing movements outline the contour of an object; develop fine motor skills.

Material: outlining machine template.

Methodological recommendations: first consider the template, teach to see a holistic object in the template. If the child finds it difficult to match the template with the picture, then you need to help trace the outline of the object with your index finger (following the template); then the child traces the outline with a pencil according to the template together with an adult and, finally, the child acts independently.

4. "Airplane" (A. Barto). Target: develop overall coordination of movements.

We'll build the plane ourselves
(spread arms - “wings” to the sides)
Let's fly over the forests,
(wave their hands up and down, slightly tilting their
catch right - left)
Let's fly over the forests,
(running on toes, arms to the sides)
And then we'll go back to mom.
(squat on one knee, straight arms to the sides)

1. “Sasha was walking along the highway” – finger play. Target: develop fine motor skills of fingers.

Sasha walked along the highway,
(index and middle finger “walk” along the table)
He carried drying goods in a bag.
(we connect the thumb and index finger: do
"drying" on both hands)
Drying - Grisha,
(we put one “dryer” on the other hand, that is
on the thumb)
Drying - Misha,
(we put it on the index finger)
There are dryers Proshe,
(put it on the middle finger)
Vanyusha, Antosha.
(on the ring finger, on the little finger)
Two more drying sessions for Nyusha
(change hands, put it on the thumb)
And Petrushka,
Three more dryings for Pasha,
(we put it on the index, middle)
Tanyushka, Vanyushka.
(ring, little finger)

2. “Assemble the wheels for the car” – a stringing game. Target: develop fine motor skills, coordination of movements.

Material: 4 buttons - “wheels” (two large, two smaller) of different colors, 2 drawn cars of different sizes with pushpins glued in place of the wheels.

Methodological recommendations: ask the child to put on the button the same number of wheels (2 wheels) as shown in the picture (two large wheels for a large car, two small ones for a small car). Complication: at three years old, introduce the concept of “smaller.”

3. “Airplane” – modeling. Target: learn to roll out plasticine in length, make an airplane from ready-made sticks, play with it, imitating the sound of a flying airplane: “r-r-r”; develop fine motor skills.

Material: plasticine, toy - airplane for viewing, napkin.

4. "A plane is flying by." Target: develop general coordination of movements; perform movements in accordance with the text:

An airplane flies by
I got ready to fly with him.
(children look up and move their fingers as if to
flying plane)
He pulled back the right wing and looked!
He took the left wing back and took a look.
(they move their hands away alternately and follow with their gaze)
I'm starting the engine
And I look closely.
I rise up - I fly,
I don't want to go back.
(rise on your toes and perform flying movements)

APRIL

Subject: "Furniture, dishes."

1st week:

1. "Hello, little finger!" - a game. Target: learn to connect the fingers of both hands, place the finger in the indicated place.

Materials: chair, table, sheet of blank paper, pencils.

Methodical recommendations: 1. An adult shows: the elbows are on the table, the lower parts of the palms are closed, the fingers shake hands, starting with the little finger. Then the palms shake hands. After the demonstration, the child performs independently. 2. An adult traces the child’s palm with a pencil and shows what his fingers look like on the paper. Invites the child to say hello to the drawn fingers (attach his fingers to the image). 3. The child’s fingers “hello” the adult’s fingers; At the end of the game the child makes a “lock”.

2. “Let’s make a bed out of sticks.” Target: learn to assemble a bed using a graphic image (drawing); develop coordinated hand movements and fine movements of the fingertips.

Material: colored sticks, a picture of a bed, a layout diagram.

We'll put a crib in the bedroom
And we will sleep on it sweetly.

3. “Game with geometric mosaics” – laying out a bed and a chair. Target: learn to make a bed and chair from a geometric mosaic; develop finer differentiation, improve finger motor skills and coordination of movements.

Material: geometric colored mosaic.

4. "We walked around the room." Target: develop general coordination of movements; learn to perform movements in accordance with the text:

We walked around the room
And they held flags in their hands.
Top - top, again!
Our flags are bright.
We will hide the flags behind the back
And, like bunnies, let's jump.
Jump - jump, again!
We don't have any more flags.
We looked at the flags
They wanted to get dizzy.
Here - here, again!
Our flags are bright.
We sat down quietly,
They knocked barely.
Knock, knock, again!
Our flags are bright.
(A. Anufrieva)

1. "Walk" - finger game. Target: develop fine motor skills of fingers.

Let's go for a walk, fingers
(the fingers of both hands are clenched into fists, the thumbs are down and seem to move along the table in jumps)
And the second ones have to catch up.
(rhythmic movements on the table with index fingers)
Third fingers run,
(movements of the middle fingers at a fast pace)
And the fourth on foot,
(slow movements of ring fingers on the table)
The fifth finger jumped
(rhythmic touch of the table surface with both little fingers
And at the end of the road he fell.
(slam both fists on the table)

2. “Let’s make a stool out of sticks.” Target: learn to assemble a stool using a graphic image (drawing); develop coordinated hand movements and fine movements of the fingertips.

Material: colored sticks, an object picture of a stool and a diagram of laying out sticks.

They sit on a stool at the table,
And without her our home is uncomfortable.

3. “Laying out tables and benches” – a game with geometric mosaics. Target: learn to make a table, bench from a geometric mosaic; develop a pinch grip with your index finger and thumb; improve the eye-hand movement. Material : geometric mosaic.

4. "Walking". Target: develop overall coordination of movements.

We checked your posture
and brought the shoulder blades together,
(pull your shoulders back)
We walked on our toes
(walk on tiptoe)
we walk on our heels.
We go like all the guys
(marching)
and like a clubfooted bear.
(roll along)

1. "Dishes" is a finger game. Target: develop fine motor skills of fingers.

One two three four,
We washed the dishes:
(bend the fingers on the right hand one by one)
Teapot, cup, ladle, spoon
And a big ladle.
We washed the dishes
We just broke the cup,
Ladle too
Collapsed
The teapot's nose is broken.
We broke the spoon a little -
This is how we helped mom!
N. Nishcheva

2. “Let’s make a TV out of sticks.” Target: learn to assemble a TV using a graphic image (drawing); develop coordinated hand movements and fine movements of the fingertips.

Material: colored sticks, a picture of a TV and a layout diagram.

It's boring without TV, friends,
And you can’t watch TV for a long time.

3. "Get the whole thing together." Target: continue to clarify the idea of ​​objects; learn to isolate parts and combine them into a whole; develop visual orientation to the color of objects by comparison (this - not that); develop fine motor skills.

Material: subject pictures of dishes, subject pictures of dishes cut into two parts.

4. "Okay." Target: develop overall coordination of movements.

Okay, okay,
We baked pancakes
(“they bake pancakes” by slamming one at a time on top
palm on the other)
They put it on the window,
(stretch palms forward)
Left to cool.
Cool down, let's eat
And we'll give it to the sparrows.
(they bring their palms to their mouths one by one)
The little sparrows sat down,
(place palms on knees)
We ate all the pancakes
(tapping fingers)
Shoo, shoo - let's fly!
(raise their arms up, flapping their hands, run)
They sat on their heads!
(put palms on head)
(Russian folk nursery rhyme)

Everything we want
We will make from sand,
(claps hands)
Sasha makes a bun,
(fold your palms into a “bucket” and make a bun, as it were)
And Irinka is a little mansion,
(join straight palms above head: “roof”)
Lyuba sculpts different fish,
(press your palms together and move them right - left)
Well, Vera is a white mushroom.
(clench one hand into a fist and cover it with the palm of the other hand: “mushroom cap”)

2. "Guess what's hidden in the lump?" – smoothing out crumpled lumps of paper. Target: develop fine motor skills.

Material: paper lumps with outline images of dishes and furniture.

3. “Tea set” – painting with paints. Target: consolidate the method of drawing dots, strokes, lines, rings, etc. with a brush; learn to consistently use paint of two colors, place a pattern over the entire surface of the object; develop fine motor skills.

Materials: silhouettes of a tea set (cups, teapot, saucers), brushes, gouache in two colors, samples of tableware.

They dressed the dolls in dresses,
Dolls were invited to visit,
They were given sweet tea
And they fed us gingerbread.

4. “Beautiful cup with polka dots” - tracing a cup stencil and gluing prepared colored circles onto it. Target: teach to perceive an object using a circling movement and use the resulting image in the game; develop fine motor skills.

Materials: pencils, felt-tip pen, paper or plastic stencil, colored mugs.

5. "Sunny". Target: develop overall coordination of movements.

This is how the sun rises
(slowly raise their hands up)
Higher, higher, higher!
By night the sun will go down
(slowly lowers hands)
Below, below, below.
Good good
("flashlights")
The sun laughs
And under the sun for everyone
It's fun to sing!
(clap hands)
The sun rose early in the morning,
(hands raised up)
I washed my face with cold water.
(make hand movements to “wash”)
The sun has trampled a hundred paths!
(go one after another)
Why does the sun have so many legs?
G. Lagzdyn

MAY

Topic: "Plant world. Toys."

1st week:

1. "Flower" - finger game. Target: develop fine motor skills of fingers.

A tall flower grew in a clearing,
(arms in a vertical position, palms facing each other,
spread your fingers and slightly round them)
On a spring morning I opened the petals.
(spread your fingers)
Beauty and nutrition to all petals
(rhythmic movements of fingers together - apart)
Together they grow roots underground.
(put your palms down and press the backs of your hands against each other, spread your fingers)

2. “Each leaf has its place” - cover the contours of various leaves with the necessary leaves taken from the box. Target: select the outline of the leaf according to the sample and check it by trying it on; continue to distinguish between colors “this and that”; introduce the names of leaf colors; learn to act in accordance with verbal instructions; continue to develop fine hand movements, purposefulness of actions; create a positive emotional attitude towards completing a task.

Material: cards with leaves of birch, poplar, maple, rowan, oak; separately leaves from these trees.

3. “Magic flower” – drawing. Target: continue to introduce unconventional drawing techniques, teach how to draw with your palm; develop imagination.

Materials: pictures depicting fabulous decorative flowers, a basin of water, napkins, gouache.

A butterfly circles above the flowerbed,
Where to sit? It won't solve everything:
Each flower is so pretty!
Which one is more beautiful - you won’t understand!

4. “On a narrow path” - Russian folk nursery rhyme. Target: develop overall coordination of movements.

Along a narrow path
Our feet are walking
(walk in a circle one after another, raising your legs high)
By pebbles, by pebbles,
(jump from foot to foot at a slow pace)
And into the hole... bang!
(sit down on the floor at the last word)

1. "Top - top" - finger game. Target: develop fine motor skills of the hands.

Stomp, stomp, stomp!
(palms up, palms down and fingers “go”)
The bunny is dancing at the edge of the forest,
(bend your hands like a bunny’s paws in front of its chest)
A hedgehog is dancing on a stump,
(we connect our hands at an angle)
The dog is dancing on the porch,
(thumb touches four fingers, index finger bent at the joint)
A mouse is dancing near a hole,
(we raise our hands up on our heads, fingers spread out)
A goat is dancing on a hill,
(place index finger to head)
A duck is dancing on the river,
(we connect two palms, make a beak and
disconnect)
Turtle - on the sand,
(with one hand we make a fist, and with the other hand this fist
close)
Stomp, stomp, stomp!
(fingers “walk” across the table)
The ducks are dancing,
(with your palms spread out and placed on your head)
Why are you standing?
Dance too!

2. "Collect a flower." Target: to form hand-eye coordination; develop visual orientation to the shape of an object; develop practical methods of orientation (trial method); arouse interest in your actions; learn to grasp small objects (petals) with your fingers; develop the ability to coordinate actions with the fingers of both hands.

Material: a flower (applique) is made on a sheet of paper, petals are made separately, and a tray.

3. “Dandelions in a clearing” – modeling (pinching, rolling, pressing). Target: learn to pinch off small pieces from a large piece, roll into balls, press on the balls with your index finger, attaching them to the base.

4. “Beautiful dandelion” - sticking matches into a plasticine lump. Target: develop fine motor skills of fingers.

5. "The flowers have grown." Target: develop overall coordination of movements.

One, two, three - the flowers grew,
(stand up slowly from a sitting position)
We reached high, high towards the sun!
(raise your hands up, stretch)
The flowers are warm and good!
(fans their face with their hands)
E. Pozhilenko

3rd week:

1. "Two centipedes" is a finger game. Target: develop fine motor skills of fingers.

Two centipedes were running along the path,
(palms are straight, we move our fingers, i.e. connect-
yay)
They ran and ran and met each other.
(palms up, fingers straight)
They hugged each other like that
(we hook our fingers together like “hooks”)
They hugged each other like that
(palm clings to palm like a “lock”)
They hugged each other like that
That we barely separated them.
(as if a “lock” had been opened)

2. “Make a boat out of sticks.” Target: learn to assemble (make) a boat from sticks using a graphic image (drawing); develop coordinated hand movements and fine movements of the fingertips.

Material: colored sticks, an object picture with a picture of a boat and a layout diagram.

A ship is sailing along the river,
The captain is leading him.

3. "Balls" - drawing. Target: learn to draw round objects, continue to introduce the names of colors, learn to distinguish between them; learn how to hold a brush correctly, paint with paints and use paints of different colors; develop fine motor skills.

Material: sheets with images of multi-colored balloons, gouache.

Balls, balls
Gave it to us!
Red, blue
Give it to the kids!
Balls raised
We're over our heads.
The balls are dancing!
Red, blue.

4. “Fox” – dynamic exercise. Target: develop general coordination of movements, perform movements according to the text:

In the morning Foxy woke up,
She stretched her paw to the right,
She stretched her paw to the left,
She smiled tenderly at the sun.
I clenched all my fingers into a fist,
I began to rub all my paws -
Arms, legs and sides:
What a beauty!
And then with your palm
Spanked a little.
I started stroking my arms and legs
And just a little side.
Well, beautiful Fox!
(show off, perform half-turns of the body to the right -
to the left, placing your hands on your belt and straightening your back)
How good it is!

1. “Fingers – a friendly family” – finger game. Target: develop fine motor skills of fingers.

Fingers are a friendly family,
They cannot live without each other.
(we clench the fingers of each hand into fists and unclench them)
This is the big one, and this is the medium one,
Nameless and last -
Our little finger, baby!
Woohoo! You forgot your index finger.
So that the fingers live together.
(alternately raise the fingers of both hands up)
Let's connect them
And perform the movements...
(we attach each finger in turn to the thumb)

2. "Rain." Target: develop fine motor skills of fingers.

Material: picture (a cloud is drawn, it is raining from the cloud, children are running away from the rain along the path).

Methodological recommendations: invite the child to help the children hide from the rain: “Walk with the fingers of your right hand along the path (consisting of circles) to the umbrella: thumb and index finger, index finger and middle finger, middle and ring finger, ring and little finger, big and little finger, big and ring finger, large and medium.

A cloud floats quietly across the sky,
It's raining from this cloud.
All the kids are hiding from the rain,
They are running under an umbrella in the middle of the yard!

3. “Cut pictures” – collect pictures of toys from two parts. Target: clarify the idea of ​​objects (toys), learn to identify parts and combine them into a whole; develop visual orientation to the color of objects by comparison (this - not that); develop fine motor skills; strengthen an emotionally positive attitude towards the game.

Material: pictures of toys: ball, pyramid, car, matryoshka and cut-out pictures of these objects.

Methodological recommendations: the teacher shows object pictures, examines the parts of these objects with the child, then invites the child to find the parts for each toy and connect them (make a toy) with the help of an adult.

4. "Make a pyramid." Target: learn to assemble a pyramid of four to five rings of the same color, successively decreasing and located on a sheet of paper; develop more subtle differentiation when selecting objects in decreasing order of magnitude; develop fine motor skills.

Material: a sheet of blank paper, cardboard pyramids (rings) of four primary colors.

5. "Walk". Target: develop general coordination of movements; perform movements according to the text:

One - two - three, one - two - three,
We walked along the path.
(march step)
The path began to wind
Among the tall grasses
We walk along it easily,
Raising my head.
(walking like a snake)
So we saw the hummocks,
We started jumping over them.
(jumping forward)
A stream flows ahead
Come quickly!
(walking on toes)
Let's spread our arms to the sides,
We will cross it.
We saw the spring forest,
And everyone ran to him.
(hands to the side)
We looked while we were running,
Who is grazing in the meadow?
(running in circles)

Literature

1. Alyabyeva E.A. Logorhythmic exercises without musical accompaniment: Methodological manual. – M.: TC Sfera, 2006. – 64 p. (Speech therapist at preschool educational institution).
2. Belaya A.E. Finger games for the development of speech in preschoolers: a guide for parents and teachers. – M.: AST: Astrel: Profizdat, 2006. – 46, p.: ill.
3. Borisenko M.G., Lukina N.A. Our fingers play (Development of fine motor skills). – St. Petersburg: “Paritet”, 2003. – 144 p. – (Series “I’m born. I grow. I develop.)
4. Galkina G.G., Dubinina T.I. Fingers help you speak. - M.: Publishing house "Gnome and D", 2006. - 40 p.
5. Dedyukhina G.V., Kirillova E.V. Learning to speak. Moscow Publishing Center "Techinform", MAI, 1997.
6. Zakharova L.V. Games and exercises with young children with deviations in psychophysical development. 2004. – 23 p.
7. Zakharova L.V. Long-term plan on drawing and application for children two to three years old. A long-term lesson plan for a year in modeling for children two to three years old. (From the experience of working in an orphanage), 2006.
8. Isaenko O.V. Forward planning modeling, drawing. (From experience in Children's home), 2007
9. "Games and activities with young children with deviations in psychophysical development: A book for teachers" / Ed. E.A. Strebeleva, G.A. Mishina. M.: Polygraph service, 2002. – 128 p.
10. Kartushina M.Yu. Logorhythmics for kids. – M.: TC Sfera, 2005. – 144 p. (Development Program)
11. Kartushina M.Yu. Logorhythmic exercises in kindergarten: Toolkit. – M.: TC Sfera, 2004. – 192 p.
12. Mashin L., Madysheva E. Montessori home school. 2-4 for the little ones.
13. Pozhilenko E.A. Articulation gymnastics: Guidelines for motor development, breathing and voice in preschool children. – St. Petersburg: KARO, 2006. – 92 p.: ill. – (Popular speech therapy)
14. Romanov A.A. Index finger games for kids. Cards with game tasks: A manual for child psychologists, teachers, defectologists, parents. – M.: “Plate”; 2005. – 48 p.: ill.
15. Timofeeva E.Yu., Chernova E.I. Finger steps. Exercises to develop fine motor skills. – St. Petersburg: Crown print; M.: Binom – Press, 2006. – 32 p.; ill.
16. Uzorova O.V. Finger gymnastics. – M.: Astrel Publishing House LLC: AST Publishing House LLC, 2003. – 127, p.
17. Tsvintarny V.V. We play with our fingers and develop speech. – St. Petersburg: Lan, 1996. – 32 p.
18. Yanushko E. School of the Seven Dwarfs. Development of fine motor skills in children from two to three years old. Plasticine pictures. 2006

Fine motor skills are the ability to reproduce precise movements with the hand and fingers. This is important not only for development, we must also remember that the phalanges of the fingers are the main tools in the work for representatives of many professions. The development of fine motor skills in children aged 6-7 years is facilitated by drawing, playing musical instruments, working with plasticine and small construction sets. But the greatest effect is obtained as a result of special classes.

The exercises offered to children help develop accuracy and speed of movement. As a result of their implementation, the hands and fingers will become stronger, flexible and mobile. There are three types of such tasks:

• exercises with small objects;
• graphic tasks;
• finger games.

In light of preparing for school, the greatest attention should be paid to completing graphic tasks. Children must learn to hatch and draw lines of different thicknesses and shapes. At the same time, it is necessary to ensure that they draw lines without lifting the pen from the paper, do not go beyond the designated contours, do not leave spaces, perform movements correctly (from top to bottom, left to right), do not turn the notebook, and sit correctly at the table.

Classes to develop fine motor skills of the hands should be carried out regularly, studying for 10 - 20 minutes a day. Monotony and monotony should not be allowed; during the lesson, children should be offered several different exercises with exciting game content. To do this, the teacher and parents are invited to use a card file of exercises for the development of fine motor skills in children 6 - 7 years old.

Graphic tasks

Most of these tasks are performed on prepared cards. You can purchase special notebooks, copybooks, and coloring books.

Outlines

The card contains the outlines of objects and a pattern of shading (vertical, horizontal, oblique). The direction of the lines is indicated.

Children need to shade the drawings, trying not to go beyond their contours and make even spaces between the lines.

Rain

The picture shows clouds and flowers below. Children are asked to water the flowers so that they do not wilt. To do this, they need to draw lines. This task can be performed several times, each time offering a picture with different types of lines.

Waves

You need to circle the boat and draw waves on the water. Please note that the lines are of different types (straight and curved).

Fish

You should complete the lines of the fins and scales.

Patterned shading

There are examples on the card curly lines. Children must place a pencil on a dot and draw a line to complete the patterns. The main thing is to try not to lift the pen from the paper until the line is completed.

Complete the drawing

Children will enjoy completing tasks to complete the pictures:

• complete the cage for the tiger cub;
• complete the pyramid, shade every second ring;
• complete the butterfly, etc.

Connect the dots

It is necessary not only to draw lines in the desired direction, but to draw the grass near the house by connecting the dots in pairs. In more complex version It is proposed to connect all the points with one line.

Develop your eye

In such tasks, you need to try to draw lines between objects yourself. At first, children are given easier tasks when they need to draw arched curved lines. It is much more difficult for children to draw straight lines so that they hit the target as accurately as possible.

• help the bunny jump over the bumps;
• hit the ball in the basket;
• help restore the volleyball net;
• hit the target in the shooting range.

• Draw with pressure
• In this task you need to perform shading using the correct pressure:
• shade the clouds so that one is darker and the other is lighter;
• shade the glasses - one with water (it’s almost transparent), the other with juice (much darker);
• Shade the leaves, making them different in color intensity.

Repeating the pattern by cells

For such a task, cards lined in a cage are prepared. At the beginning of the line, the “rhythm” of the pattern is set, which you need to repeat independently until the end of the line.

Graphic dictations

Games with objects

Usually young children are protected from playing with small objects. After all, they can put them in their mouth or put them in their ear. However, after 5 years such classes are simply necessary.

Games with sand and granular substances

Children can be given the following tasks:

• pour sand from one container to another;
• pour sand with a measuring spoon;
• sift sand through a sieve;
• finger painting in the sand;
• modeling from wet sand;
• searching for buried small objects in the sand.

The most exciting activity in this series is creating crafts from colored salt.

Games with cereals and seeds

Cereals have a coarser texture than sand. Therefore, they can be used for sorting. To do this, take a handful of cereals or seeds of three different types and poured into one pile. The child is given three small containers into which he must place the grains. This can be done with your fingers or use tweezers.

In another game, children are asked to determine which grains are by touch. To do this, they are scattered into small fabric bags that are tied tightly. You need to take the bag and, having crushed it in your hands, name the cereal.

You can make pictures from cereals and seeds and create applications on plasticine.

Games with buttons

The buttons are larger. They are also suitable for sorting (by size, shape, color). In addition, buttons can be used to lay out ornaments, paths, lines according to a given pattern, pictures.

take on vector

A very interesting task is to fill in the circles in the picture with buttons, matching them by color.

Games with ropes

Games with ropes and laces are great for developing fine motor skills in children. They can be used for tying and untying knots, braiding or macrame.

The task associated with stringing beads is very useful. It’s better to make these “beads” yourself by cutting cocktail tubes. You can specify the exact number of beads that need to be strung or ask to create a beautiful pattern from them, alternating them by color.

Many games involve lacing. Such tasks can often be found on the pages of educational books made from felt.

Games with paper

When working with paper, offer children the following tasks:

• crumpling and smoothing a sheet of paper;
• folding origami.

Very exciting game to create planned chaos. First, children are asked to break colored paper into small pieces, and then make a colorful rain of them by throwing them into the air. After the active phase of the game, you need to ask the kids to help collect all the scraps, which is also very useful for the development of fine motor skills. These pieces can be used for torn applique. During this game, invite children to tear paper of different thicknesses (from newspapers to cardboard).

Games with clothespins

The set should contain clothespins of different colors. Also, for such games you need to prepare different templates. You can offer the following tasks:

• attach needles to the hedgehog;
• add rays to the sun;
• do a boy's hair.

Games with clothespins are very popular in math and reading classes, so you can combine these types of activities and ask children to use clothespins to:

• count examples;
• attach the appropriate number of clothespins to the number template;
• indicate the required letter.

Games with matches

Although matches are not a toy for children, they can be used for activities to develop fine motor skills by giving the following tasks:

• moving from stack to stack;
• laying out the figures drawn in the picture from matches;
• folding into a box.

Children love to assemble matches into a cube with a small hole in the center of one of the faces. You can use cotton swabs instead of matches.

Name: Summary of a lesson on the development of fine motor skills “Finger games with the brownie Kuzya”
Nomination: Kindergarten, Lesson notes, ECD, development of fine motor skills, Second junior group

Position: teacher of the first qualification category
Place of work: MADOU d/s combined type No. 40 “Goldfish”
Location: Domodedovo, Moscow region

Lesson on developing fine motor skills in the second junior group “Finger games with the brownie Kuzya”

Goal: Work with children on various techniques and activities to develop fine motor skills.

*Teach children various techniques self-massage;

*Develop tactile sensitivity of complexly coordinated movements of fingers and hands in games with household items (clothespins, cereals);

*Improve articulation and fine motor skills, coordination of speech with movements accompanied by sound recording;

*Activate speech, encourage children to use words denoting the name of fingers in active speech;

*Use non-traditional drawing techniques in work to develop fine motor skills (finger painting on semolina;

*Formulate cognitive interest, emotionally positive relationships between students.

Progress of the lesson:

Educator: Hello, guys! Interesting tasks await us today, and our assistants will help us complete them. You will find out who they are by guessing the riddle.

Five and five are brothers,

So everyone will be born together.

If you dig up a garden bed -

They all hold a spatula.

They don't get bored, they play

All together into one toy.

And in winter the whole crowd

They hide together in the heated vehicles.

These are the “five and five.”

Guess what their names are?

(Fingers)

Educator: That's right, these helpers are our fingers. Our fingers are friendly and obedient. Let's show how they know how to say hello.

Hello, golden sun!

Hello, blue sky!

Hello, free breeze!

Hello, little oak tree!

We live in the same region -

I greet you all!

(Children alternately connect their fingers of the same name for each line of the poem).

Educator: There are five fingers on each hand. Although they are similar, each finger has its own name. Let's remember the names of our fingers.

Unclench your fist

Take a quick look:

Lives in your fist

Nice family.

The first finger is the most important,

He's like dad, he's big.

And he looks just like his mother

Index, second.

The third finger is the middle one,

Your little brother is five years old

And the fourth one is very strange,

Because it's nameless.

He's like a puppy

No name yet.

And the little finger is the fifth finger,

How can I not recognize him?

You are my boy

(Children gradually unclench their fists, first on their left hand, touching each finger with their right fingers, stroking them, then on their right.)

Educator: Our fingers are our magical helpers. They must work hard. Let's wake them up before we get to work.

One thumb stood up

The index finger is behind it.

The middle one wakes up the nameless one

He raised his little finger.

The brothers all stood up - “Hurray!”

It's time for them to go to work.

(Clench your fingers into a fist, straighten them one by one, starting with the thumb. And with the words “All brothers have stood up.” spread your fingers wide to the sides).

Someone is knocking on the group's door. The teacher draws the children's attention to a knock on the door.

- Listen, someone came to us. Who is this? (The teacher brings in a large doll) This is our friend - Kuzya the brownie. Hello, Kuzya! (Children greet Kuzya). Guys, Kuzya brought a magic chest with him.

What is in this chest?

Isn't it time for us to open it?

Maybe first we should take

And play with Kuzya with your fingers?

- Guys, let's tell Kuza our funny rhymes.

(Finger games in the audio recording “Finger, where is your house?”, “Glove”, “Spider”, “Clock”).

Educator: Well, let's try to open the chest. (Tries to lift the lid, but fails).

What does this mean?

The chest won't open again!

Wait, we won't lose heart,

We need to solve Cousin's riddles!

But first, Kuzya prepared a task for us.

(The teacher places in front of the children a “dry pool” filled with a mixture of various cereals).

“Now our fingers will turn into magic gnomes and help us find the “treasures” that Kuzya hid.

(Children take out clothespins of different colors from the “dry pool”).

Educator: What are these clothespins for? Listen to the first riddle:

I'm swimming under the bridge

And I wag my tail.

I don't walk on the ground

I have a mouth, but I don’t speak

I have eyes - I don’t blink,

I have wings, but I don’t fly. (Fish)

(The teacher takes out paper blank fish without fins and tail).

— Guys, what is our fish missing? Let's fix it with the clothespins we found. (Children attach clothespins to the fins and tail).

- Well done! Listen to the second riddle.

In winter and summer the same color. (Spruce)

(Children attach green clothespins instead of needles).

Comb all the shaggy ones,

Braid curls into braids,

Do a fashionable hairstyle

Helps us. (Comb)

(Children fix a broken comb. Instead of the missing teeth, they attach clothespins).

He lives in the forest under a Christmas tree,

Carrying sharp needles.

Walks and wanders along the paths

All prickly brother. (Hedgehog)

(Children attach clothespins to the hedgehog instead of needles).

At night it will hide -

It will become dark in the yard.

In the morning again at our window

Joyful beats. (Sun)

(Children attach yellow clothespins instead of rays).

Educator: We guessed all of Cousin’s riddles. (Tries to open the chest again, but fails.)

What's happened? How so?

No way to open it!

We'll open the chest,

Let's start drawing.

(The teacher puts the sun on the easel).

- Guys, why has it become so light and warm?

What does the sun look like? Can you say it looks like a flower? How? What is it like, sunshine? If you were drawing a sun, where would you start? After we draw a circle, what should we draw? Look, I have sunshine, but you don’t have it yet. Now our fingers will turn into magic pencils, and each of you will draw the sun for yourself, and then our place will be even brighter and warmer.

(Children approach the trays with semolina and draw the sun on the cereal with their fingers).

Educator: Our fingers can also draw in the air.

We drew a circle

Our fingers are tired.

We'll shake our hands

And let's start drawing.

(Children, to the music, trace figures in the air with their index fingers: a circle, a line, a wave, a dot).

That's the end of the song!

Our chest is finally

He lifted his lid!

What was he hiding from us?

Yes, there are sweets here

For guys and girls!

(The teacher opens the chest and finds candy in it).

- Guys, you are all great! You completed all of Cousin's tasks, he really enjoyed visiting you! And our magical assistants - our fingers - helped us complete all the tasks. They must work hard to help the tongue learn to speak well.

And now it’s time for Kuza to go home! He says goodbye to us. Let's tell him goodbye!

Goodbye, goodbye

Come visit us again

Goodbye, goodbye

Let's play with Kuzya,

Goodbye, goodbye

Come to us again,

Goodbye, goodbye

We love you dearly.

Summary of a lesson on developing fine motor skills of the hands and feet “We play with our fingers”

Program content:

Teach plot finger exercises, develop attention, memory, spatial orientation, speed;
Teach children the elements of finger gymnastics “Theater in the hand”, which develops attention and memory, relieves psycho-emotional stress;
Teach the elements of self-massage of hands and feet;
Teach the prevention of flat feet, develop fine motor skills of the legs.

Progress of the lesson:

Educator:

What can your fingers and toes do? (answers) Correct! Draw, sculpt, hold a spoon, play pranks. Let's play now finger game"How are you?".

Finger game “How are you?”

How are you?
- Like this! (thumbs forward)
- How are you swimming?
- Like this! (imitation swimming)
- How are you running?
- Like this! (index and middle fingers “run”)
-Are you looking into the distance?
- Like this! ("binoculars")
- Are you waiting for lunch?
- Like this! (Put your cheek on your fist)
- Are you waving after me?
- Like this! (wave hand)
- Do you sleep in the morning?
- Like this! (both hands under the cheek)
- Are you naughty?
- Like this! (slap puffy cheeks)

Educator:

Well done! Do you want to know what else your fingers can do? (Yes) Then we go on a journey. But first you need to prepare for it.

(Adults and children perform self-massage).

Are you ready, little eyes?
- Yes! (stroking eyelids)
- Are you ready, ears?
- Yes! (stroking ears)
- Are you ready, hands?
- Yes! (stroking hands)
-Are you ready, legs?
- Yes! (stroking legs)
- You are ready? (spread your arms to the sides)
- Yes! (hug yourself with your arms)

Educator:

Now let's get on the train and hit the road. (parents and children move one after another along a ribbed board, clinging together like carriages, to the accompaniment of music)

Educator:

We've arrived!

Station "Lesnaya"

Outdoor game “Find your tent”

Goal: To teach plot finger exercises, to develop attention, memory, spatial orientation, and speed.
On different sides of the hall there are hoops with colored orientations.

Educator:

Look here, these are tents. Each person choose a tent and remember its color. At the signal “Let’s go through the forest!” - you walk in pairs and depict animals and birds in the forest. And at the signal “To the tents!” each pair must take its place - stand in a hoop with its colored sector. Ready? (forest music or a musician plays along).

Bear – walking on the outside of the foot, arms in front of you, elbows bent.
Fox – walking on toes “sneaking”, smooth movements of the hands in front of you.
Deer - walking with high knees, arms crossed above the head, hands representing antlers.
Wild horse - running with high knees, hands clenched into fists.
Eagle owl - normal walking, smooth movements of the arms to the sides, up, down.
The team that quickly and correctly completes the task wins.

Teatralnaya station

Game "Mirror and Monkeys"

Goal: To teach children the elements of finger gymnastics “Theater in the hand”, which develops attention and memory, relieves psycho-emotional stress. (Adults and children sit in a circle in Turkish style, the teacher shows story-based finger exercises for maintaining the posture of the hand under poetic rhymes, and the children perform the exercises, their parents help them).

Cockerel:

The cockerel stands all bright
He cleans the comb with his paw.

Goose:

The goose stands and cackles all the time,
He wants to pinch you.

Cat:

The cat has ears on the top of her head,
To better hear the mouse in the hole.

Educator:

Station "Massage"

Goal: To teach the elements of self-massage of hands and feet.
(Massage balls or Kinder surprise containers are used).

Educator:

This station is not easy. Now we will do a hand and foot massage. And these kinder surprise toy containers will help us with this. They massage your palms and fingers well.

Massage game “Chinese balls”

Have you seen the circus performer?
The ball goes around the ball!
Circling with the air of an expert,
Like a bumblebee around a flower.
(first we roll the balls between two palms, and then with each hand in turn)

Educator:

Well, now you can start the main massage. Sit cross-legged on the floor opposite your child. Ready?
(kneading, rubbing, pressing, pinching palms, feet with fingers from the periphery to the center)

I'll rub my palms hard,
I'll twist each finger,
I'll say hello to him
And I'll start pulling out.
(we rub our palms, grab each finger at the base and with a twisting motion we reach the nail phalanx)

Then I'll wash my hands
(“wash” hands)

I'll put my finger in your finger,
I'll lock them up
And I'll keep it warm.
(fingers in the “lock”)

I'll let my fingers go
Let them run like bunnies.
(unlock your fingers and move them)

Educator:

Now let's move on to foot massage.
(parents massage their child's feet)

Toes,
Like on the palms of your hands
Together I will collect them
And I’ll start stroking.
(stroking the foot and toes)

I'll rub every finger,
I'll twist each finger.
(rubbing each finger)

I'll spread it forward, back and squeeze it with my hands.
(with your hands, pull your fingers toward you, away from you)

Hello fingers! Forest gnomes!
Hello fingers! Wind-up toys!

Educator:

Well done! We learned how to do massage. Shall we move on?

Jungle Station

Outdoor game “Catching Monkeys”

(to the song “Chunga-changa”)

Goal: Development of speed and fine motor skills of the hands.

Educator:

The children will now be monkeys, and the adults will pretend to be their parents and be on one side of the playground. And on the opposite side there is a catcher who shows the monkeys the movements, they repeat them. At the signal “Catcher” the children run to their parents. Those who didn’t make it in time are taken away by the catcher.

1. Arms bent at the elbows and spread to the sides - clench and unclench your fingers.
2. Arms bent at the elbows in front of you, cross movement of the arms and simultaneous clench and unclench of the fingers.
3. arms spread to the sides, tilts left and right and raising the left and right legs, the elbow reaches towards the knee.
4. Arms spread to the sides, walking on bent legs around you.
5. “Monkey” walking - on straight arms and legs, leaning on your fingers and toes.

Educator:

Catcher!
(children run away to their parents)

Educator:

Well played! Funny monkeys, nimble! Let's move on.

Station "Igrovoy"

Goal: To teach the prevention of flat feet, to develop fine motor skills of the legs.
Material: Large handkerchief, small toys from Kinder surprises.

1) Exercises to prevent flat feet (warm-up):
“Caterpillar” - bending and straightening the toes, moving the foot forward, straightening the knees.
“Drumsticks” – tapping your toes.
“The toes quarreled and made up” - opening and closing the toes.
“Fingers play” - wave-like movements of the fingers.

Educator:

Now our fingers have warmed up, it’s time for them to play.

2) Grasping, lifting small toys with your toes.

3) Playing with a handkerchief: collect it with your feet, fold it - “corner to corner.”

Educator:

Our journey has come to an end. You had the opportunity to see: your toes and hands can play, portray animals, show theater; they love competition and massage. You can play with your fingers and toes with friends and parents, away and at home. Now let's wish each other something good, say kind words to our children and our mothers.

About everything in the world:

In 1930, the film “The Rogue Song,” about the kidnapping of a girl in the Caucasus Mountains, was released in America. Actors Stan Laurel, Lawrence Tibbett and Oliver Hardy played local crooks in this film. Surprisingly, these actors are very similar to the characters...

Section materials

Lesson on developing fine motor skills “Trip to the Zoo” for children of the middle group

Tasks:
to form children’s ideas about the zoo, about zoo representatives
activate children's vocabulary
improve coordination of movements
develop fine motor skills, coordination of finger movements
consolidate basic mathematical representations: shape, color of an object
develop interest in non-traditional forms of working with paint - finger painting
develop a friendly attitude towards others

Progress of the lesson
Introductory part
— Guys, an unusual letter came to our group. Want to know what it says?
(the teacher, with the help of the children, takes the letter out of the envelope and reads it)
— This letter came from the Zoo. Listen to what they write.

Guys!
Appeared at the zoo
naughty monkey
And
made a mess.
Help us. Please!

— What happened at the zoo?
— The monkey is a little mischief-maker. We need to find her and restore order. Are you ready to go on a trip to the zoo?

But before we go there, let's remember who we can meet at the zoo. And “magic sand” will help us with this.

Game with colored rice
(children use their hands to look for and take out small animal figures from the rice: monkey, giraffe, tiger, lion, crocodile, hippopotamus, rhinoceros, zebra)

- Try it with your left hand!
- Show everyone who you found. Who is this?
- Well done boys! That's how many different and interesting animals you can meet in the zoo.
- And it’s time for you and me to hit the road. Everyone get up behind me. Ready to travel?

Outdoor game “To the Zoo” (to music)

We're going to the zoo
Everyone is happy to be there
There are bears and penguins,
Parrots and peacocks.
There are giraffes and elephants, monkeys, tigers, lions.
We're going to the zoo together
We need to help the animals!

We've arrived!
- Look! There is a lock on the door. To open it we need to play the game.

Also interesting material for the development of fine motor skills:

Finger gymnastics “Castle”

There's a lock on the doorfold their hands, intertwining their fingers
Who could open it?swing the “lock” to the right, left, bending the hands
We turned the lockcircular movements with brushes
We twisted the lockcircular movements with brushes
We knocked the lock Without releasing our fingers, we knock with our palms
They knocked and opened it!unclasped your fingers, spread your palms to the sides

- Well done! The lock is open. Go to the zoo (the teacher invites the children to the table where there are bottle caps with animals on them: zebra, giraffe, crocodile, hippopotamus, penguin, polar bear, parrot, monkey)

Game “Put the animal in the enclosure”
- Look how many different animals there are here. The mischievous monkey opened the cages and released them. Now they are lost and cannot find their enclosures. Let's help them! Do you agree? (children pick up one cover with the image of an animal).

- Look at this enclosure. What do you see here? Who lives here? (there are four pictures in front of the children: ice-water-snow; tree-jungle; clearing grass; pond)

- Who has such an animal? Place it in an enclosure (children screw a lid with the required animal onto the base).

- Well done boys! But it seems the monkey played a prank here too (the teacher invites the children to another table, on which there are pictures of a bear and an elephant.

— The bear loves turnips (the teacher shows the toy turnip). What kind of turnip? What is its shape? (yellow, round)

— The elephant loves carrots. What kind of carrot? What is its shape? (orange, long)

— The monkey mixed up all the vegetables, we need to sort them out and feed the animals. To do this, we will play the game “ Magic bag»

Game "Magic bag"

— You need to put your hand in the bag, take one vegetable and, without removing your hand, determine by touch whether it is a carrot or a turnip.
- Try to get the vegetable with your other (left) hand.
— What shape is the vegetable in your hand?

So we fed the animals.

- Look, it seems like someone is hiding here (the teacher draws the children’s attention to a chair covered with a napkin) - (the children find a toy - a monkey)
- Yes, this is our prankster. Children, let's tell her about the rules of behavior.
- Is it possible to run away from home?
- Is it possible to disgrace and disturb others?

“Let’s take her with us and let her help us correct mischief, and so that she’s not afraid of us, we’ll pet her and calm her down.” What does a monkey feel like? (soft, fluffy, fur)

- Listen, it seems like someone is crying there. These are little girls. They came to the zoo to see the animals, and our naughty girl tore their favorite beads. We need to help them, and the monkey will help us. Do you agree to draw new beads for the girls?
(children sit at tables)

Finger painting "Beads"

- And we will draw with the help of our magic fingers. Clench your hand into a fist, and now bend only one index finger. He will help us.

— There is already a rope drawn on the leaves, we need to add beads. To do this, we first wet our finger in water, then pick up some paint and place our finger on the string. This is how the bead turned out. We'll make another one nearby. If you run out of paint, repeat: water-paint-drawing.
(children do the work independently, the teacher helps and corrects)

— What color are your beads?
(after finishing work, show how to wash and dry your finger with a napkin)

- These are some beautiful beads you made. The girls don’t cry anymore and our naughty girl is happy too. The monkey really liked doing good deeds and she decided not to run away from home anymore and returns to her enclosure. And it’s time for you and me to go back to kindergarten. But first, look around and say: what did you like most about the zoo? (all children's answers are listened to)
“And I liked doing good deeds and helping everyone.” Look how many good deeds we have done and can safely set off back on the road.

Children leave the group to the music!

Title: Summary of a lesson on developing fine motor skills for children middle group"Trip to the Zoo"
Nomination: Kindergarten, Lesson notes, GCD, game activities

Position: teacher
Place of work: MDOU kindergarten No. 18 “Fairy Tale”
Location: Uglich, Yaroslavl region