The influence of finger games on the development of speech in preschool children. Finger games as a means of speech development in young children Complex of finger games as a means of speech development

Photo report of Elena Yurievna Berkalova

on this topic

“Finger games and exercises as a means of speech development in children preschool age»

Working with children early age It was noted that in recent years the level of speech development of children entering kindergarten has noticeably decreased. Many children, when they come to kindergarten, do not yet know how to talk. Parents talk less to their children because many of them are busy at work. Children themselves speak less because they watch and listen more (TV-audio-video).

They rarely do anything with their own hands, because modern toys and things are designed as conveniently as possible, but are not effective for the development of motor skills (clothes and shoes with Velcro instead of laces and buttons, books and manuals with stickers). Children like to change dolls' clothes or simply take off their clothes, but they have difficulty buttoning and unbuttoning buttons and zippers on clothes. Some children find it difficult to hold a spoon correctly. This suggests that children have poorly developed small arm muscles and poor coordination of movements.

Therefore, I consider the need to work with children on the development of fine motor skills.

To do this, I try to create all the necessary conditions in the group to obtain positive results.

A book corner has been decorated - the center of your favorite fairy tales. The available materials are arranged in such a way that children freely choose toys and books.

In the play area, children enthusiastically play with mosaics, pyramids, and tableware, while communicating with each other, trying to help them arrange objects correctly and name them.

For the development and correction of visual-spatial orientation there are small toys; buttons, beads, geometric shapes. A sufficient number of educational games, various types of lacing, inserts.

To optimize my activities, I compiled a card index of games to develop fine motor skills and finger coordination.

Children are given the opportunity to play games with clothespins and small toys.

In free independent activity the child develops himself and freely chooses activities that suit his abilities and interests. Here I act as a partner.

In my work I use different forms and methods of organizing children's activities. Each of them takes its place in the pedagogical process.

Together with the children, we learn to draw birds and animals with our fingers, learn quatrains about them, for example, in the game “Hen and Chicks.” When performing exercises, together with the children I try to use the fingers of both hands. Efficiency and interest in a particular activity increased if finger gymnastics exercises were accompanied by poems or nursery rhymes, for example, “The White-sided Magpie,” “Cabbage.” While listening, children at the same time try to “stage” the content of the material they are listening to using finger movements and images of the character, their actions. As plot material I use the works of S. Mikhalkov, S. Marshak, K. Chukovsky and others.

Construction (LEGO constructor) is of great interest. While working with the details of the construction set, children communicate with each other; in addition, they develop fine muscles of the fingers, imagination, creative activity. Children learned to establish contacts in everyday life and through independent games.

To activate children's vocabulary, I give preference to folklore and Russian folk tales. Fairy tales are more accessible to preschool children; children respond emotionally to them.

Of no small importance in the development of fine motor skills and speech of a child are exercises to develop a generalized motor image of an object, which I carry out in individual work with children. For example, lacing, tying and untying bows, fastening and unbuttoning buttons.

I gradually include the child in the dressing process. They button and unfasten their own buttons and zippers. This not only develops hand movements, but also teaches the child to be independent.

In addition, I suggest that the children, fingering the knots of string or beads with their fingers, name in order the objects, pictures or names of the children in the group that are on the table.

In contacts with parents I use visual and textual means “Playing with fingers”, “Playing at home”. I conduct consultations, parent meetings, give recommendations and advice.

Working on the development of speech in children of primary preschool age through the development of fine motor skills and coordination of finger movements, I achieved certain results. According to my observations, the coordination of the articulatory apparatus has improved in children, their vocabulary has expanded, and children love to play finger games.

GENERALIZATION OF WORK EXPERIENCE

Teacher of the first qualification category of MBDOU "Kindergarten No. 16" in Vladimir

Litvinova Olga Alexandrovna

on this topic:

« Finger games as a means of developing speech in preschool children»

Vladimir 2018

1. Experience Theme
2. Leading pedagogical idea
3. Novelty of experience
4. Theoretical basis
5. Experience technology
6. Effectiveness of experience
7. Targeting
8. Bibliography
9. Applications to experience

Conditions for the emergence and development of experience

Educational work in the institution is carried out on the basis of the program “From birth to school”, ed. Veraksa N.E., Komarova T.S., Vasilyeva M.A. . The subject-development environment is also equipped in accordance with this program.

Communicating with children, seeing how they apply the knowledge acquired in class in everyday life and in relationships with each other, observing their development from the beginning of the adaptation period to the end of the school year is only a small part of what stimulates further searches for new forms and methods in raising and teaching children.

Based on my teaching experience working with preschoolers, I try not to lose sight of all sections of the education program. But I pay special attention to the development of children’s speech, since the younger age is a period of active acquisition of spoken language by a child, the formation and development of all aspects of speech: phonetic, lexical, grammatical. Full command of the native language in preschool childhood is a necessary condition for solving the problems of mental, aesthetic and moral education of children in the most sensitive period of development.

There are twenty-eight children in the group. In general, these are children from socially prosperous two-parent families: children from families of workers, entrepreneurs, and teachers. Most families have one or two children.

In recent years, it has become noticeable that children with insufficiently developed speech are increasingly entering kindergarten.

Modern toys and things are arranged as conveniently as possible, but are not effective for the development of fine motor skills (clothes and shoes with Velcro instead of laces and buttons, books and manuals with stickers instead of pictures for cutting out).

Conversations with parents showed that many of them do not know or find it difficult to answer what fine motor skills are, what they contribute to, and how to develop them correctly. This suggests that most parents will only think about problems with coordination of movements and fine motor skills at school, which will lead to difficulties in learning and speech development. The development of fine motor skills is also negatively affected by the fact that many parents do not give their child plasticine, replacing it with another material that is softer in texture, or they themselves perform tasks that require the development of fine motor skills instead of the baby.

Understanding the importance and essence of timely diagnosis of hand motor skills and pedagogical correction will not only preserve the child’s physical and mental health, but will also protect the child from additional learning difficulties and help develop writing skills.

Having studied the psychological and pedagogical literature on the development of speech in preschool children through games that promote the development of fine motor skills, I came to the conclusion that the traditional system of speech development does not pay due attention to the development of fine motor skills. Therefore, I believe that the process of developing the speech of preschool children will be effective if various finger games and other programs are used in the process of classes and joint activities of the teacher and children.

Relevance and prospects of experience

The development of a baby begins from the diapers, and this period is of particular importance in the development of personality. At an early age, a child absorbs any information like a sponge and his brain is very active. But you shouldn’t overload your child with too much information. You need to communicate with him carefully and gently, because the child’s brain is early period is not yet able to perceive knowledge in large quantities and all the baby’s skills are, of course, reflexive in nature. The baby cannot yet consciously perform even simple actions. Such meaningful movements appear in him later, as a result of training by adults. Therefore, playing with a child is of no small importance and helps him learn about the world around him. And parents will enjoy spending time together with their baby. In terms of child development, finger games for babies are very useful. Light, simple and fun, they will bring him great benefit by developing fine motor skills and introducing him to new sensations. It has long been recognized that the development of a child’s hands, his thinking and speech are closely interconnected. And you've probably noticed more than once how your baby tries to learn new things by touching them with his fingers. This is how he gets acquainted with the concepts of “soft” and “hard”, “warm” and “cold”.

Therefore, the importance of finger games is very great for the formation of a comprehensively developed personality. Play with your child as often as possible, but not for long. By doing this, you will contribute to the activation of thought processes, the development of speech and imagination of the toddler. It was also noted that the better developed a child’s hands are and the more actively his fingers work, the faster he begins to speak and easily copes with the pronunciation of complex sounds. The logical conclusion suggests itself that finger games are simply irreplaceable for speech development. And there is an explanation for this - the formation of the cerebral cortex depends on the development of our limbs, namely the hands and fingers. And as soon as the baby’s hand acquires flexibility and plasticity, he begins to speak verbally.

The question “what are finger games for” can be easily answered by any specialist. These simple finger exercises will help synchronize the work of the left and right hemispheres, creating a kind of bridge between them. The left hemisphere is responsible for verbal speech during the game, and the right hemisphere is responsible for the development of fantasy and imagination. And if the connection between them is strong, then nerve impulses pass more often and faster, activating the child’s thinking and attention.

Finger games for kids are not know-how. Their existence was known in ancient times among different peoples. In China, for example, exercises with balls are very popular, rolling which helps improve memory, strengthen the cardiovascular system and improve the functioning of the digestive tract. They relieve stress, develop dexterity and hand strength. In Japan, walnuts were used instead of balls, and in Russia, children were taught such famous games as “Horned Goat”, “Magpie-Crow” and “Ladushki”.

And today the importance of finger games is very great.

Leading pedagogical idea

Creation and implementation of a system of work on the development of speech of children of primary preschool age through finger games.

Novelty of experience

The novelty of this experience lies in the development of a system of work on the development of speech in children of primary preschool age through finger games.

Elements of novelty can be seen in the organization:

• Subject-spatial development environment (used a variety of materials: various boxes for collecting buttons, pebbles, nuts, seeds, etc.; mosaic (small and large); boards with many holes or from a mosaic for “embroidery" with cord; - different kinds fasteners: zippers, buttons, snaps, lacing; sets of ropes of different lengths and widths for tying and untying knots; massage balls;)
• Finger games index
• Cooperation with society (with parents: survey “Education of sound culture of speech in preschool children”;

consultations: “The importance of finger games in the development of speech in preschool children”, “Fingers help speak!”, “Development of fine motor skills in children 3-4 years old”)

• Creation of a finger theater (theatrical games - they are an effective means of speech development for children).

Theoretical basis

Finger games are very exciting and promote mutual understanding between children and adults. The funny characters of finger games are simple and understandable to children - a goat and a bunny, rain and sun, a spider and a fly are perceived with delight by children from one and a half years old. With great enthusiasm they copy all the movements of adults and repeat rhymes after them. Using finger games for preschoolers will teach them to count, familiarize them with the definitions of “top-bottom”, “left-right” and create a sense of self-confidence. There are games in which the fingers are bent or act alternately and they are similar to small fairy tales. Children as young as 4-5 years old can master these finger games and demonstrate them. You can create characters by decorating your fingertips with paper caps or drawing eyes and a smiling mouth on them.

Finger games offered for children help develop children's creativity, so the child should be praised more often, even if he does not succeed in everything the first time. Children especially like finger games with singing. This combination contributes to more effective training. For the youngest, a palm massage is first used, which includes stroking, bending and straightening the fingers, and rubbing. It is done in no more than 3-5 minutes. And for older children they offer “Goat-dereza”, “Magpie-crow”, “Ladushki”. For example, one of the poems sounds like this:

“Okay, okay, where have you been? - by Grandma.

What did you eat? - porridge. What did you drink? - mash.

We drank and ate and flew home,

They sat on their heads"

Children from one to two years old best perceive games that use one hand. At the age of three, they perfectly master finger games for preschoolers with the participation of both hands, and one hand can be a house, and the other a mouse running into it. At the age of four, children play such games with alternate plot changes in them. And from 5 years and up, finger games for preschoolers include various objects that allow more active use of the child’s hands and fingers - balls, cubes, pyramids, houses and other toys. 1

For many parents, it is no longer a secret that the child’s mental development and the production of his speech very much depend on the development of fine motor skills. Fingers are a fairly convenient solution for a baby if he wants to play outside, in kindergarten, At school. You can use your fingers at any time - you can count them, turn them into a bunny, run them around the table and much more. Exercises and games for children's fingers are a very effective means for developing a child's correct speech in preschool age.

Scientists T. N. Andrievskaya, L. Vantakova - Fomina, G. V. Bezzubtseva, M. M. Koltsova, T. A. Tkachenko and others have proven that systematic, targeted work on the development of fine motor skills helps to overcome various shortcomings and deviations in psychophysical sphere of the child. The works of V. M. Bekhterov also confirm the influence of hand manipulation on the functions of higher nervous activity and speech development. Simple hand movements help remove tension not only from the hands themselves, but also from the lips, and relieve fatigue. They can improve the pronunciation of many sounds, and therefore develop the child’s speech.

Finger games for speech development bring great benefits and at the same time joyful communication. Such exercises, combined with learning texts, stimulate not only the development of speech, but also spatial thinking, imagination, attention and speed of reactions. And most importantly, all texts are presented in poetic form, which is remembered best and easiest by young children. The rhythm and special construction of words have a magical effect on them, calming and comforting.

The results of studies by N. S. Zhukova, M. M. Koltsova, E. M. Mastyukova, T. B. Filicheva confirm that training fine movements of the fingers stimulates speech development.

Systematic exercises for training finger movements, according to M. M. Koltsova, are a “powerful means” of increasing the performance of the brain. Typically, a child who has a high level of development of fine motor skills is able to reason logically, his memory, attention, and coherent speech are sufficiently developed. Understanding by teachers and parents of the importance and essence of fine motor skills of the hands will help develop the child’s speech and protect him from additional learning difficulties.

Research by Russian physiologists confirms the connection between hand development and brain development. Finger games create a favorable emotional background, develop the ability to imitate an adult, teach them to listen attentively and understand the meaning of speech, and increase the child’s speech activity. If a child performs exercises, accompanying them with short poetic lines, then his speech will become clearer, rhythmic, bright, and control over the movements performed will increase. As a result finger exercises the hands and fingers will gain strength, good mobility and flexibility, and this will make it easier to master writing skills in the future.

How much kids like the game depends on how the adult presents it. For little ones, a gentle touch and the gentle intonation of a mother’s voice are important. Children 3-5 years old better perceive facial expressions and intelligible speech of adults, who should know the proposed poems by heart.

Finger games designed for speech development have another wonderful quality - they promote joyful communication between loved ones. During these games, parents usually sit the baby in their arms, stroke him, hug him, giving him a lot of positive emotions, which has a beneficial effect on his overall development. By plunging together with your child into the funny and exciting world of finger games, you will master a useful and exciting activity, the role of which in the formation of a future personality cannot be overestimated.

• Never touch a small child with cold hands. You can rub your palms or warm them on a radiator under warm water.
• Before starting a new game, introduce your child to unknown characters using pictures or toys as an example.
• Until the age of one and a half years, perform finger games with your child in the form of passive gymnastics or as a demonstration.
• During the game, use the most expressive facial expressions.
• Try to touch your baby with your fingers, stroke him or tickle him as often as possible. This will cause additional positive emotions.
• Having learned 2-3 games, after a while replace them with new ones.
• Tell a fairy tale or poem with expression, creating pauses in the right places, speaking more quietly or loudly, depending on the plot.

Work on preparing for school is carried out in preschool institutions. Finger games in kindergarten prepare children to master writing skills in the future. Many primary school teachers note that children have difficulty learning to write, which is a complex skill that requires the coordinated work of the small muscles of the hand and the entire arm. To master writing there must be a certain functional maturity of the cerebral cortex. Finger games in kindergarten contribute precisely to preparation for mastering writing. Educators and parents who pay due attention to the development of hand coordination and use finger games for this help the child’s intellectual formation in kindergarten, and also prepare him for mastering the skill of writing at school.

Experience technology

“The origins of children’s abilities and talents are at their fingertips. From the fingers, figuratively speaking, come the finest streams that feed the source of the creative personality.”

V. A. Sukhomlinsky.

Speech is the main means of human communication. Without it, a person could not receive and transmit a large amount of information. Without written language, a person would be deprived of the opportunity to find out how people of previous generations lived and what they did. He would not have the opportunity to communicate his thoughts and feelings to others. Through speech, the psychology and experience of one person becomes accessible to other people, enriches them, contributes to their development. In terms of its vital significance, speech is not only a means of communication, but also a means of thinking, a carrier of consciousness, memory, information, a means of controlling the behavior of other people and regulating a person’s own behavior. A child’s acquisition of speech begins with the selection of speech signals from the entire set of sound stimuli. Then, in his perception, these signals are combined into words, sentences and phrases. On their basis, coherent, meaningful external speech is formed, serving communication and thinking. The process of translating thoughts into words goes in reverse order. During preschool childhood, the child practically masters speech. But, unfortunately, there are many reasons when his speech is not formed properly, and one of them: poorly developed fine motor skills. If the development of finger movements corresponds to age, then speech development is within normal limits; if the development of finger movements lags behind, the development of speech is also delayed. Scientists note the great stimulating value of hand functions. Practice shows: the earlier work on the development of fine motor skills begins, the greater the positive effect it has on the formation of children's speech, prevention and correction of speech disorders. That’s why I chose the topic of my work “The role of finger games in the development of speech in young children.”

I set myself target : to form and develop the speech of younger preschoolers with the inclusion of a game teaching method - finger games - in continuous educational and gaming activities.

Because the more attention I pay to the hands: stroking and kneading the fingers, bending and straightening them, the more actively their brain and speech develop. If a child’s speech develops normally, you still need to take care of the development of fine movements of his fingers. Create conditions for the development of speech in preschoolers through finger games.

First of all, I began my work by studying the pedagogical conditions for conducting finger games as a means of developing the speech of young children and methodological literature: Anishchenkova E. S. “Finger gymnastics for the development of speech of preschoolers,” Anishchenkova E. S. " Speech therapy rhythmics", Govorova R., Dyachenko O, Tsekhanskaya L. "Games and exercises for the development of mental abilities in children" (magazine "preschool education"), selected the necessary information for further systematic work with children. I regularly study new methodological literature and use computer technology in my work. I realized that work on developing fine motor skills should be carried out regularly, only then can the greatest effect be achieved. I began to create an adequate age characteristics subject-development environment using a variety of materials: - various boxes for collecting buttons, pebbles, fruit seeds, nuts, seeds of vegetables and fruits, etc.; - mosaic (small and large); - beads and buttons of different sizes; - free spools for winding threads and ropes on them; - boards with many holes or from a mosaic for “embroidery” with cord; - various types of fasteners: zippers, buttons, buttons, hooks, lacing; - sets of ropes of different lengths and widths for tying and untying knots and braiding; - sets of plastic and wooden sticks; - a variety of small toys; - massage balls; - rubber toys of different densities; - paper and knitted finger caps (heroes of various fairy tales).

In my work I use a variety of forms of working with children. The most productive in solving the problem are finger games, which give the most significant effect. Psychomotor processes in speech development directly depend on the development of fine motor skills (that is, the ability to manipulate fingers). Finger games give your fingers a good rest. In addition, they develop their dexterity and mobility, and funny rhymes help children relieve moral stress. There are “active points” on the fingers and palms, massage of which has a positive effect on well-being and improves brain function. Therefore, finger games are very important for a child. Made a long-term plan. Regular finger games and exercises have begun to help maintain good tone in children. During finger games, my position relative to the child depends on the complexity of the game and the age of the child. If only one hand is involved in the game, then I sit on the side of the child. If this is a more complex game in which both hands are involved, then I sit the child on my lap or sit on the rug and sit the child between my legs, like in a nest (children love this very much). Before the game, the children and I discuss its content, immediately practicing the necessary gestures, finger combinations, and movements. This not only helps prepare kids for performing exercises correctly, but also creates the necessary emotional mood. Before starting the exercises, children warm up their palms with light stroking until they feel pleasantly warm. I perform all the exercises together with the children at a slow pace, three to five times, first with one hand, then with the other hand, and finally with both hands together. I do all the exercises together with the children and demonstrate my own passion for the game. When performing exercises, I involve, if possible, all the fingers of my hand. I monitor the correct placement of the child’s hand and the accuracy of switching from one movement to another. I ensure that all exercises are performed easily by children, without excessive strain on the arm muscles, so that they bring joy. Using finger games and exercises helps children: - master fine motor skills; - make a breakthrough in speech development - improve pronunciation and enrich vocabulary; - develop attention, patience, “internal brake” - the ability to restrain yourself exactly when it is necessary; - increases the performance of the cerebral cortex; - improve mental processes (attention, thinking, memory); - relieve anxiety; - show creative abilities. Finger games are a unique tool for developing speech, so I organize games several times during the day. Such games are dramatizations of poems and nursery rhymes, rhyming stories. Poems attract children and are easy to remember. Rhythm and unchanging word order, rhyme for kids is something magical, comforting and calming. Games are very exciting and promote mutual understanding between children and adults. The funny characters of finger games are simple and understandable to children - a goat and a bunny, rain and sun, a spider and a fly are perceived with delight by children. With great enthusiasm they copy all the movements of adults and repeat rhymes after them. At the age of three, children perfectly master finger games with the participation of both hands, and one hand can be a house, and the other a mouse running into it. At the age of four, children play such games with alternate plot changes in them. Thanks to such finger games, children develop fine motor skills, which, in turn, stimulates the development of speech centers.

The child receives new tactile impressions, learns to concentrate and concentrate. But finger games, developed on folklore material, are most useful for the development of a child - a preschooler. They are informative, fascinating, and literate in their didactic content. The artistic world of folk songs and nursery rhymes is built according to the laws of beauty. It is very complex, although this complexity is not always evident. Behind these words is recognition of the artist’s right to create his own world and at the same time a call for knowledge and judgment about it. The essence of folklore texts is action. The actions of the characters, the movement of events, the birth of conflicts and their resolution create a one-of-a-kind, amazing, moving element of life. I use pictures in my work - diagrams that show children the position or movement of the hand when reading nursery rhymes, for example: “Cockerel”, “Magpie - white-sided”, “We chop, chop cabbage ...”, “Ladushki”, etc.. I began to pay serious attention theatrical games (finger theater, theater of gloves and mittens). They are an effective means of children's speech development. I use theatrical techniques in speech development classes. Parents are active assistants in organizing the educational process. It is impossible to achieve good results in solving problems of speech development if they are not solved together with the family, which is characterized by assistance to each other. I tried to involve parents in active participation as much as possible, achieved full awareness of the problem and active desire. Conducted a survey of parents: “Education of the sound culture of speech in preschool children”, consultations: “The importance of finger games in the development of speech in preschool children”, “Fingers help speak!”, “Development of fine motor skills of the hands in children 3-4 years old”.

I inform parents about the speech status of their children. I widely use information in parent corners, in mobile folders: “Speech of a child at three years old: norms and deviations”, “Finger games in the development of speech and fine motor skills of children of primary preschool age”, “Indicators of speech development in children of the third year of life”, sliding book “Finger games” , which are updated as you explore the games. She developed recommendations and instructions in which she prescribed the need to give children more independence when dressing (buttoning, undoing zippers, buttons), since these actions are basic, they form manual skills. For example: “A child’s mind is at his fingertips. Finger games”, “Development of a child’s speech through finger games”, etc.

Conclusion: Finger games, theatrical games, games with fingers, games with lacing, mosaics, self-massage - all this contributed to the development of fine motor skills of the hands and increased mental activity child, mental processes (attention, memory), developed children's speech abilities, communication skills. I concluded for myself that the variety of benefits aroused children’s interest in finger games, and also activated their creative abilities. For many parents, it is no longer a secret that the child’s mental development and the production of his speech very much depend on the development of fine motor skills.

Effectiveness of experience

Fun finger games for preschoolers perfectly develop fine motor skills, and its development has a wonderful effect on speech development. Very big changes have taken place in the lives of the children who have become first-graders. You probably remember how, in the middle of a school lesson, finger gymnastics for children became the joy of the whole class, everyone recited “We read, we wrote, our fingers are tired.” All this is not without reason, because it is difficult for a child to draw letters and numbers for so long, and letters are quite difficult for a first-grader to hold a pen with. But not all mothers and fathers understand that writing is a huge job for a child, and in order to successfully master it they must really help and support their child.

An important part of the work on developing fine motor skills is “finger games”. These games are very emotional and exciting. They promote the development of speech and creative activity. “Finger games” seem to reflect the reality of the surrounding world - objects, animals, people, their activities, natural phenomena. During “finger games,” children, repeating the movements of adults, activate hand motor skills. This develops dexterity, the ability to control one’s movements, and concentrate attention on one type of activity.

Finger games give parents and educators the opportunity to play with their children, delight them and, at the same time, develop speech and fine motor skills. Thanks to such games, the child receives a variety of sensory impressions, he develops attentiveness and the ability to concentrate. Such games form good relationships between children, as well as between adults and children.

Targeting

Experience in developing the speech of children of primary preschool age through finger games can be used by preschool teachers educational organizations, music directors, physical education instructors, psychologists, speech therapists, as well as parents.

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Annex 1

Memo for parents

“A child’s mind is at his fingertips. Finger games"

It has been proven that between speech function and general motor

human system there is a close connection between the hand and the speech center

brain

Before starting the exercises, you need to warm up your palms with your lungs.

stroking until you feel a pleasant feeling of warmth.

Do all exercises together with your child, demonstrating

own passion for the game. Exercises are performed slowly

tempo 3 to 5 times, first with the right hand, then with the left, and then with both hands

together.

Before the game, discuss its content with your child, wherein

practicing the necessary movements, finger combinations and gestures. This will allow

Prepare your child to perform the exercises correctly.

Never force your child to play, if he doesn't want to.

Tasks should bring joy to the child, avoid boredom and

overwork.

You should not set several tasks for your child at once.. For example,

show finger movements and say the text at the same time.

Always reward your child for his efforts in the game and never

scold him if something doesn’t work out for him.

You need to play finger games every day, only then will it be

the greatest effect from the exercises has been achieved.

Appendix 2

Consultation for parents

“Development of fine motor skills in children 3-4 years old”

Humanity has always had a special relationship with hands. Hands

made fire, food, defended, built a dwelling, explained, measured,

created everything necessary for life, treated, taught and studied... Hands down

judged a person’s health, position, strength, energy,

profession, character, temperament. It is no coincidence that there is so much in the language

expressions related to hands: “Jack of all trades”, “Golden hands”,

It’s a stone’s throw”, “It’s just a stone’s throw away”.

Therefore, one of the indicators and conditions of good physical and

neuropsychic development of a child is the development of his arm, hand,

manual skills or, as is commonly called,fine finger motor skills.

On the skill of a child's hand, experts based on the most data

modern research draws conclusions about the developmental features

the central nervous system and its “holy of holies” - the brain. And if ever-

then such conclusions were empirical, based on experience and

observations, then for modern neurophysiologists, physiologists,

psychologists, the relationship between the brain and the hand is an axiom, confirmed

the finest sensors of special devices.

Even psychologists note that a child’s mental abilities

begin to form very early and not by themselves, but as they expand

his activities: general motor and manual.

“Fingers help you speak!”

Did you know that the development of fine motor skills of the fingers is one of the indicators of a child’s intellectual development? Scientists have proven that the development of the hand is closely related to the development of speech and thinking. The fact is that there are “active points” on the fingers and palms, the massage of which has a positive effect on the child’s well-being and improves brain function in general. A person cannot develop a comprehensive understanding of the surrounding objective world without tactile-motor perception, since it underlies sensory cognition. It is with the help of tactile-motor perception that the first impressions of the shape, size of objects, and their location in space are formed. The famous Italian teacher, psychologist and doctor Maria Montessori noted that thanks to contact with the environment and his own research, the child forms a stock of concepts with which his intellect can operate. Without this, the ability to abstract is lost. Contact occurs through the senses and therefore work on developing fine motor skills should begin long before the child enters school. Start offWork on developing the fine muscles of the arms is necessary from a very early age. Various games will help with this.

• Games with plasticine
• Games with paper
• Games with even sticks
• Games with constructor, mosaic
• Games to develop tactile sensations
• Games with buttons
• Games with cereals and beads
• Games with natural materials
• Drawing
• Sand games
• Water games
• Games with dolls
• Folk finger games

Appendix 3

Questionnaire for parents

Dear parents!

We ask you to take part in a survey on the topic“Education of sound culture of speech in preschool children.”Please mark the answer options that match your point of view.1. Are you interested in the topic of the survey?

A) I think it’s important

B) I consider it secondary

C) not interested at all

2. What problem of developing the sound culture of speech do you consider the most pressing for your child?

A) correct speech breathing

B) expressive and correct intonation of speech

C) correct pronunciation of sounds of the native language

D) mastery of speech culture

D) speech sound culture is not a problem for my child

3. Does your child have speech development disorders?

A) yes

B) no

B) didn’t pay (a) attention

4. Does the child have disorders in the development of the sound side of speech, what, in your opinion, is more advisable to do?

A) seek advice from a teacher?

B) work with the child independently

C) consult a speech therapist

D) don't pay attention

E) other

5. Do you think that incorrect sound pronunciation will affect the life of a child in the present and future?

A) no

B) will make it difficult to communicate with peers in kindergarten

C) will interfere with full communication with people in the future

D) will cause future grammatical errors when studying at school

6. What, in your opinion, is the degree of participation of the family and parents in working on the sound culture of speech?

A) enough classes with a teacher and speech therapist

B) parents should sometimes work with their children

C) parents should take an active part in this work, following the recommendations of specialists

7. What additional help in working with your child would you like to receive from kindergarten specialists? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Appendix 4

Long-term plan on the topic: “Finger games as a means of developing the speech of children of primary preschool age”

Target: increasing your theoretical level, professional skills and competence.

Tasks:

1.Integrate finger games and exercises into children’s speech activities;

2. Improve children's fine motor skills through finger games;

3. Systematize work to improve finger motor skills;

4.Give parents knowledge about the importance of finger games.

Work plan

List of used literature:

1. Agapova I.A., Davydova M.A. "Finger games to develop children's speech and creativity." - M.: LLC "IKTC LADA", 2009;
2. Anishchenkova E.S. Finger gymnastics for the development of speech in preschoolers. – AST, 2011. – 64 p.
3. Anishchenkova E.S. Speech gymnastics for the development of speech in preschoolers. – Profizdat, 2007. – 62 p.
4. Boguslavskaya Z.M., Smirnova E.O. Educational games for preschool children. – M.: Education, 2004. – 213 p.
5. Bondarenko A.K. Didactic games in kindergarten: A manual for kindergarten teachers. - M.: Education, 2005. – 160 p.
6. Borisenko M.G., Lukina N.A. "Our fingers are playing." – St. Petersburg: “Paritet”, 2003;
7. Gromova O.N., Prokopenko T.A. “Fun games for the development of fine motor skills in children.” – M.: “GNOM and D”, 2002;
8. Kaplunova I., Novoskoltseva I. “Ladushki” Program for the musical education of preschool children. – St. Petersburg: Nevskaya Nota LLC, 2010;
9. Krupenchuk O.I., “Finger games.” Publishing house "Litera". St. Petersburg 2005
10. Makhaneva M.D., Reshchikova S.V. “Game activities with children from one to three years old.” -M.: Creative Center Sphere, 2009.

Appendix 5

Toys

"Ball". All fingers of both hands are “in a pinch” and their tips touch. In this position, we blow on them, while the fingers take the shape of a ball. The air “comes out” and the fingers return to their original position.

Quickly inflate the balloon.

He's getting big.

Suddenly the balloon burst, the air came out -

He became thin and thin.

"My toys".

I'll show you the toys:

These are pied hens

Connect the index and thumb of each hand with pads (beak), point the remaining fingers upward and bend slightly (comb).

This is a bunny

Point the middle and index fingers of the right hand up (rabbit ears), and press the rest to the palm.

This is a dog.

The palm of the right hand is on the rib (dog's muzzle), the thumb is pointing upward (ear).

Here is a car without wheels.

Fold your right palm into a fistful and cover the palm of your left hand with it.

These are flip books.

That's all my toys.

Place your hands with edges on the table, press your palms together, and then open them.

"Yula"

I spin the spinning top, I spin it,

And I will teach you.

Use your thumb to follow the tips of your other fingers, from the index finger to the little finger and vice versa. Perform with both right and left hands.

Body parts.

"It's me".

These are the eyes. Exactly.

These are ears. Exactly.

This is the nose, this is the mouth.

There's a backrest. There's a belly here.

These are pens. Clap clap.

These are the legs. Top-top.

Oh, we're tired, let's wipe our brow!

Children show body parts and perform movements in accordance with the text.

Cloth.

"I'm putting on a glove"

I'm putting on a glove

I don't fall into it.

They stroke the other with one hand in turn, as if putting on gloves.

Count it guys

How many fingers does the glove have?

One two three four five.

Bend your fingers

Autumn.

"Leaf fall."

Leaf fall, leaf fall!

Leaves are flying in the wind:

Raise your hands up. Shaking your hands from side to side, slowly lower your hands (the leaves fall off).

From maple - maple,

Straighten your fingers and spread them as far apart as possible.

From oak - oak,

Straighten your fingers and press them tightly together.

From aspen - aspen,

Connect the index and thumb in the form of a ring.

From rowan - rowan.

Straighten your fingers and spread them slightly to the sides.

The forest and garden are full of leaves

What a joy for the guys!

Clap your hands.

"In autumn."

The winds shake the apple trees.

Hands stand on the table, resting on the elbows (trunks), fingers spread to the sides (crowns of apple trees). Shake your arms.

Leaves fly off the branches.

The hands are relaxed and parallel to the table. Using smooth movements from side to side, slowly lower your hands onto the table surface (the leaves fall off).

Leaves are falling in the garden

I row them with a rake.

The fingers of both hands rest with their pads on the surface of the table (rake). Raising your hands, scrape your fingers along the surface of the table, pretending to work with a rake.

Shoes.

"New sneakers"

Bend the fingers on both hands one at a time, starting with the thumbs.

Like our cat

Boots on feet.

Like our pig

There are boots on my feet.

And on the dog's paws

Blue slippers.

And the kid is small

Puts on boots.

And son Vovka -

New sneakers.

Like this, like this

New sneakers.

“Walk” your index and middle fingers along the table.

Exercise with traffic jams.

Take plastic bottle caps (4 pieces) and put them on your index and middle fingers like shoes. And “we walk with our fingers, like legs, without lifting the “Shoes” from the surface of the table.

I put the lids on my fingers,

They stepped forward boldly.

And we went down the alley

For a fun walk.

Fingers are like ballerinas

But wearing boots.

Each finger is like a leg,

It just shuffles a little.

Fruits.

"Apples".

The thumb shakes the apples.

The hands are clenched into a fist, the thumb is extended.

The second one collects them.

The third one carries them home.

Extending the middle finger

The fourth one spills out.

Unbend the nameless one.

The smallest one is a naughty one.

Extending the little finger

Everything, everything, eats everything.

"Compote".

We will cook compote,

The left hand is a “ladle”, the right hand imitates stirring.

You need a lot of fruits:

Let's chop apples

Bend your fingers starting with the thumb.

We will chop the pear,

Squeeze the lemon juice

Let's put the drain on the sand.

We cook, we cook compote.

Again, “cook” and “stir.”

Let's treat honest people.

Spread your arms to the sides.

"Plums"

The hands are clenched into a fist.

The plum's thumb is shaking.

Extend the thumb.

The second one collects them.

Extend your index finger.

The third one carries them home.

Extend the middle finger.

The fourth one spills out.

Unbend the nameless one.

The smallest one is “naughty”

Everything, everything is eaten.

Extend the little finger.

Vegetables.

"Cabbage"

We chop and chop cabbage,

We salt and salt the cabbage,

We are three or three cabbage,

We press and press cabbage.

Move your palms up and down, alternately stroking your fingertips, rubbing your fist against your fist. Clench and unclench your fists.

"Turnip"

Grandma and grandpa pull and pull

Pulling fingers by the nail phalanges

A large turnip from the ground:

If only our granddaughter would come,

The dog Bug would help.

Where is the cat, mouse, baby?

The fingers of the same name touch each other.

At least she held on tight,

A turnip is pulled out.

Winter.

"Bullfinches"

Here on the branches, look,

Four hand claps.

Bullfinches in red T-shirts.

Fluffed the feathers.

Depicts “wings”

Basking in the sun.

They turn their heads,

Head turns.

They want to fly away.

Shoo! Shoo! Let's fly away!

Behind the blizzard, behind the blizzard!

Rotational movements of the hands.

"Snowflakes"

La-la-la, la-la-la

A cloud was floating across the sky.

Connect the fingers of both hands with pads and round them into a ball shape (cloud).

Suddenly out of a cloud above the ground

A swarm of snowflakes flew.

Raise your hands up, spread your fingers to the sides. Rotate your hands, slowly lowering your arms (snowflakes fly).

The wind blew and hummed -

Blow on your hands (round your lips and slightly stretch them forward).

A swarm of snowflakes flew up.

Shake your hands, lifting them up, and rotate them (snowflakes fly).

The wind swirls with them,

Maybe make friends.

Rotate your hands, alternately crossing your arms.

New Year.

"Herringbone"

There is a Christmas tree in front of us.

Fingers intertwined, thumbs raised up.

Cones, needles,

Fists, “needles” - spread your fingers.

Balls, lanterns,

Hold your palms like a ladle.

Bunnies and candles,

“Bunnies” - index fingers.

Stars, people.

Palm in the shape of a star, “men” - walk with fingers.

Poultry.

"Poultry"

The hen has a chick,

The goose has a gosling

The turkey has a turkey chick,

And the duck has a duckling.

Use your thumb to touch the rest one by one, starting with your little finger.

Every mother has babies,

Everyone is beautiful and good!

Show all your fingers, “playing” with them.

"Cockerel"

Our beautiful cockerel

Both hands are clenched into fists.

He lifted the comb upward.

Unclench your palms.

Flapping its wings.

Wave your tassels in the air.

He's dancing on the lawn.

He pecks at bread crumbs.

Tap the table with your index fingers.

Calling the motley hens.

Make inviting movements with your hands.

Pets.

"We met."

For each phrase, connect the same fingers of the left and right hands, one at a time, starting with the little finger. For the last phrase, show “horns”, simultaneously straightening your index fingers and little fingers.

Two kittens met: “Meow - meow.”

Two puppies: “Aw – aw.” Two foals: “I-go-go”

Two calves, two bulls: “Moo.” Look at the horns!

“The cat went to the stove”

The cat went to the stove

The fingers "walk".

I found a pot of porridge.

"Pot of palms."

There are rolls on the stove,

Palms “make rolls”

Hot as fire.

Blow on your palms.

Gingerbread cookies are baking

They don't let the cat get into their paws.

Wag your finger.

"Dog"

The dog has a sharp nose

There is also a neck

There is also a tail.

Right palm on the rib, towards yourself. Thumb up, index finger, middle finger, ring finger together. The little finger alternately lowers and rises (“the dog barks”)

Wild animals.

"Everyone has their own home"

Children bend their fingers on both hands: one finger for each couplet.

At the fox in the deep forest

There is a hole - a reliable home.

Snowstorms are not scary in winter

A squirrel in a hollow on a spruce tree.

A prickly hedgehog under the bushes

Rakes leaves into a pile.

From branches, roots, grass

Beavers make huts.

A clubfoot sleeps in a den,

He sucks his paw there until spring.

Everyone has their own home

Everyone feels warm and comfortable in it.

Hit with palms and fists alternately.

"Squirrel"

Jumping on branches

Little squirrel.

A tail flashes among the branches.

Who will keep up with her?

Use your thumb to touch the remaining fingers one by one, performing the exercise first with one hand and then with the other hand.

Dishes.

"Assistant"

Our Antoshka washes the dishes,

Washes fork, cup, spoon,

Rubbing your palms together (“washing the dishes”).

Washed the saucer and glass

And he closed the tap tighter.

Extend your fingers from your fist, starting with your little finger. Perform imitative movements.

Spring.

"Lark"

Birdie, birdie, come fly!

Call for the red spring!

The bird flaps its wings,

Makes our kids happy!

Children show with the movements of their hands how a bird flies.

"Spring has come to us"

Spring has come to us,

She brought beautiful flowers!

Hands are extended forward “with a bouquet.”

We went to the front garden

And we made ourselves a wreath!

The fingers move as if weaving a wreath.

Family.

“Adults and children rejoice”

Who else is enjoying the sun?

Grandfather is happy

Grandma is happy

Mommy is happy

Daddy is happy

I am very happy.

The whole family is happy about the sun!

Execute the movements according to the teacher's model: for each line, children bend their finger, line 6 - clench and unclench their fist.

"Flower for Mommy"

Oh, in our flower garden

Large flower on a stem.

Open and close your fist, fingers, like petals.

It sways in the breeze,

Hand movements left and right.

And he smiles at me!

I'll kiss mommy

And I’ll give her a flower!

Facial expressions, gestures.

"Family"

With each line, children bend one finger, starting with the thumb.

This finger is grandpa

This finger is grandma

This finger is mommy

This finger is daddy

This finger is me.

That's my whole family!

Furniture.

"Furniture"

Chair table, sofa, bed,

Clamp the fingers of both hands alternately into fists.

Shelf, bedside table, buffet,

Wardrobe, chest of drawers and stool.

I named a lot of furniture -

Ten fingers squeezed!

Raise your clenched fists up.

“There is a lot of furniture in the apartment”

One two three four,

There is a lot of furniture in the apartment.

Rhythmically clench and unclench your fists.

We'll hang the shirt in the closet,

And we’ll put a cup in the cupboard.

To give your legs a rest,

Let's sit on the chair for a while.

And when we were fast asleep,

We were lying on the bed.

Bend your fingers, starting with the thumbs, for each name of the furniture.

And then me and the cat

We sat at the table

They drank tea and jam together.

Lots of furniture in the apartment!

Rhythmically alternate clapping your hands and banging your fist on your fist.

"Chair"

Legs, back and seat –

Here is a chair for your surprise.

The left palm is vertically upward. A fist is placed on its lower part (with the thumb facing you)

Transport.

"Transport"

Let's bend our fingers -

Let's call the transport:

Squeeze and unclench your fingers.

Car, helicopter,

Tram, bus, plane.

Unclench your fingers one by one, starting with the little finger.

We clenched our five fingers into a fist,

Five types of transport were named.

Clench your fingers into a fist, starting with the thumb.

"Steamboat"

The steamboat was at sea.

Place your palms together in a bowl shape.

So he sailed to the pier.

Make wave-like movements in the air.

He blew his trumpet: “Oooh – ooh!”

Move your thumbs at the same time.

Insects.

"Insects"

Together we count our fingers -

We call insects:

Clench and unclench your fists.

Butterfly, grasshopper, fly,

This is a beetle with a green belly.

Bend your fingers into a fist one at a time, starting with the thumb.

Who's calling here?

Oh, a mosquito is flying here!

Rotate your little finger.

Hide!

Hide your hands behind your back.

"Butterfly"

Box butterfly,

Fly under the cloud.

Your kids are there

On a birch branch.

Cross the wrists of both hands and press the backs of your palms together. Fingers are straight. "The butterfly is sitting." Simulate the flight of a butterfly.

Summer.

"Bells"

Fingers play hide and seek

Clench and unclench your fingers.

And the heads are removed,

Open and close your eyes.

Like blue flowers

The petals are blooming

Bring your fingers together and spread them out like a fan.

They're swinging at the top,

Bend low.

Swinging and tilting the hands left and right.

blue bell

Bowed, turned

To you and me.

Circular movements with brushes.

Bluebells-flowers

Very polite, and you?

Turn your hands left and right, place your palms on top of the table.

“What to do after the rain?”

What to do after the rain?

We connect all the fingers in turn with the thumbs.

Jump through the puddles!

We place a pinch of one hand in the center of the palm of the other.

What to do after the rain?

We connect all the fingers with the thumbs.

Let the ships go!

Draw a figure eight with both hands.

What to do after the rain?

Ride on a rainbow!

Hands in front of the chest, hands down, each hand outlines an arc.

What to do after the rain?

We connect all fingers with thumbs.

Just smile!

We smile.

Introduction

Chapter 1. Theoretical aspects of the problem of speech development in children of senior preschool age through the use of finger games

1.1 Features of speech development in older preschool age

1.2 Play as a leading activity in preschool age and a means of speech development

1.3 The influence of finger games on the development of speech in preschool children

Chapter 2. Experimental work on the development of speech in preschool children through finger games

2.1 Study of the level of speech development of children of senior preschool age

2.2 Development of speech in children of senior preschool age through the use of finger games (using the example of finger theater)

Conclusion

Bibliography

Introduction

The relevance of the study is determined by the unique role played by the native language in the formation of the personality of a preschool child. Language and speech have traditionally been considered in psychology, philosophy and pedagogy as a “node” in which various lines of mental development converge - thinking, imagination, memory, emotions. Being the most important means of human communication and knowledge of reality, language serves as the main channel for introducing the values ​​of spiritual culture from generation to generation, as well as a necessary condition for education and training. The development of oral monologue speech in preschool childhood lays the foundation for successful learning at school.

Preschool age is a period of active acquisition by a child of spoken language, the formation and development of all aspects of speech - phonetic, lexical, grammatical. Full command of the native language in preschool childhood is a necessary condition for solving the problems of mental, aesthetic and moral education of children in the most sensitive period of development. The sooner learning the native language begins, the more freely the child will use it in the future.

Research by psychologists, educators, and linguists has created the prerequisites for an integrated approach to solving problems of speech development of preschool children (L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein, D.B. Elkonin, A.V. Zaporozhets, A. A. Leontiev, L.V. Shcherba, A.A. Peshkovsky, A.N. Gvozdev, V.V. Vinogradov, K.D. Ushinsky, E.I. Tikheyeva, E.A. Flerina, F.A. Sokhin).

In research conducted in the laboratory of speech development of the Institute of Preschool Education (now the Research Center for Family and Childhood of the Russian Academy of Education), three main directions are highlighted in the development of psychological and pedagogical problems of speech development in preschoolers, improving the content and methods of teaching their native language: structural (formation of different structural levels language systems - phonetic, lexical, grammatical); functional (formation of language skills in its communicative function - development of coherent speech, verbal communication); cognitive, cognitive (formation of abilities for elementary awareness of the phenomena of language and speech). All three areas are interconnected, since the issues of developing awareness of linguistic phenomena are included in the problems of all studies studying different aspects of the development of speech in preschool children.

The main tasks of speech development are the education of the sound culture of speech, the enrichment and activation of the vocabulary, the formation grammatical structure speech, learning coherent speech - are solved throughout preschool childhood, however, at each age stage there is a gradual complication of the content of speech work, and teaching methods also change. Each of the listed tasks has a whole range of problems that must be solved in parallel and in a timely manner.

Conducted research by domestic and foreign psychologists, physiologists and teachers shows that the development of hands is closely related to the development of speech and thinking of the child, having a great impact on the functions of nervous activity. Speech is improved under the influence of kinetic impulses from the hands, or more precisely, from the fingers. Typically, a child who has a high level of development of fine motor skills is able to reason logically, his memory, attention, and coherent speech are sufficiently developed.

Finger games and exercises, finger warm-ups contribute to the development of speech in preschool children. It should be noted that often preschool teachers do not pay enough attention to the development of fine motor skills, do not fully use various finger games in their work, and do not master the methods of conducting classes. Finger games are mainly used in working with children of primary preschool age, while in older preschool age finger games do not lose their developmental potential. When working with older preschoolers, you can use games that combine elements of theatricality and finger games (finger theater).

Thus, a contradiction arises between the need to develop the speech of children of senior preschool age using finger games (finger theater) and insufficient theoretical and methodological development this problem in the practice of preschool education.

The purpose of the study is to theoretically substantiate the methodology for conducting classes on the development of speech for children of senior preschool age using finger games (using the example of finger theater).

The object of the study is the process of speech development in children of senior preschool age.

The subject of the study is finger games as a means of developing the speech of children of senior preschool age.

The research hypothesis is that the process of speech development in children of senior preschool age will be effective if various finger games are used in the classroom.

Research objectives:

1.To analyze the psychological and pedagogical literature on the problem of speech development in children of senior preschool age.

2.Consider the essence and significance of play as a leading activity in preschool age and a means of speech development.

.To identify the level of speech development of children of senior preschool age.

Research methods: analysis and synthesis of psychological and pedagogical literature, observation, testing, data processing methods.

Experimental base of the study: Municipal educational institution secondary school No. 9 in Chelyabinsk.

Chapter 1. Theoretical aspects of the problem of speech development in children of senior preschool age through the use of finger games

1 Features of speech development in older preschool age

In preschool childhood, the child masters, first of all, dialogic speech, which has its own specific features, manifested in the use of linguistic means that are acceptable in colloquial speech, but unacceptable in constructing a monologue, which was built according to the laws of the literary language. Only special speech education leads a child to mastering coherent speech, which is a detailed statement consisting of several or many sentences, divided according to the functional-semantic type into description, narration, and reasoning. The formation of coherent speech, the development of skills to construct a statement meaningfully and logically is one of the main tasks of speech education of a preschooler.

The development of a child’s coherent speech occurs in close connection with the development of the sound aspect, vocabulary, and grammatical structure of the language. An important part of general speech work is the development of figurative speech. Cultivating an interest in the artistic word and the ability to use means of artistic expression in independent expression lead to the development of a poetic ear in children, and on this basis their ability for verbal creativity develops.

During its development, children's speech is closely related to the nature of their activities and communication. The development of speech goes in several directions: its practical use in communication with other people is improved, at the same time speech becomes the basis for the restructuring of mental processes, a tool of thinking. By the end of preschool age, under certain educational conditions, the child begins not only to use speech, but also to understand its structure, which is important for subsequent mastery of literacy.

According to V.S. Mukhina and L.A. Wenger, when older preschoolers try to tell something, a speech structure typical for their age appears: the child first introduces a pronoun (“she”, “he”), and then, as if feeling the ambiguity of his presentation, explains the pronoun with a noun: “she (the girl) went”, “he (the wolf) attacked”, “he (the ball) rolled”, etc.. This is an essential stage in the child’s speech development. The situational way of presentation is, as it were, interrupted by explanations focused on the interlocutor. Questions about the content of the story at this stage of speech development evoke a desire to answer in more detail and clearly. On this basis, intellectual functions of speech arise, expressed in an “internal monologue,” in which a conversation takes place, as it were, with oneself.

Z.M. Istomina believes that the situational nature of speech in older preschoolers is noticeably reduced. This is expressed, on the one hand, in a decrease in the number of demonstrative particles and adverbs of place that replaced other parts of speech, on the other hand, in a decrease in the role of figurative gestures in storytelling. The verbal pattern has a decisive influence on the formation of coherent forms of speech and on the elimination of situational moments in it. But relying on a visual example enhances situational moments in children’s speech, reduces elements of coherence and increases moments of expressiveness.

According to A.M. Leushina, as the circle of contacts expands and as cognitive interests grow, the child masters contextual speech. This indicates the leading importance of mastering the grammatical forms of the native language. This form of speech is characterized by the fact that its content is revealed in the context itself and thereby becomes understandable to the listener, regardless of his or her consideration of a particular situation. The child masters contextual speech under the influence of systematic training. In kindergarten classes, children have to present more abstract content than in situational speech; they develop a need for new speech means and forms that children appropriate from the speech of adults. A preschool child takes only the very first steps in this direction. Further development of coherent speech occurs at school age. Over time, the child begins to use either situational or contextual speech more and more appropriately, depending on the conditions and nature of communication.

No less an important condition for the formation of coherent speech of a preschooler is the mastery of language as a means of communication. According to D.B. Elkonin, communication in preschool age is direct. Conversational speech contains enough opportunities for the formation of coherent speech, consisting not of separate, unrelated sentences, but representing a coherent statement - a story, message, etc. In older preschool age, a child has a need to explain to a peer the content of the upcoming game, the structure of the toy, and much more. During the development of spoken language, there is a decrease in situational moments in speech and a transition to understanding based on the actual linguistic means. Thus, explanatory speech begins to develop.

A.M. Leushina believes that the development of coherent speech plays a leading role in the process of speech development of preschool children. As the child develops, the forms of coherent speech are restructured. The transition to contextual speech is closely related to mastery of the vocabulary and grammatical structure of the language. In children of senior preschool age, coherent speech reaches a fairly high level. The child answers questions with fairly accurate, brief or detailed (if necessary) answers. The ability to evaluate the statements and answers of peers, supplement or correct them is developed. In the sixth year of life, a child can quite consistently and clearly compose descriptive or plot stories on the topic proposed to him. However, children still more often need a previous teacher model. The ability to convey in a story their emotional attitude to the objects or phenomena described is not sufficiently developed.

Children of senior preschool age accumulate a significant vocabulary, and the proportion of simple, common and complex sentences increases. Children develop a critical attitude towards grammatical errors and the ability to control their speech. According to D.B. Elkonin, the growth of vocabulary, as well as the acquisition of grammatical structure, depend on living conditions and upbringing. Individual variations here are greater than in any other area of ​​mental development:

in V. Stern's research, five-year-old children have a vocabulary of 2200 words, and six-year-old children have a vocabulary of 2500-3000 words.

in Smith's research, five-year-old children have a word count of 2072, a word growth of 202, five-six-year-old children have 2,289 with a word growth of 217, six-year-old children have 2,589 with a word growth of 273.

Based on a carefully conducted study of the formation of the grammatical structure of the Russian language, A.N. Gvozdev characterizes the preschool period (from three to seven years) as a period of assimilation of the morphological system of the Russian language, characterized by the assimilation of types of declensions and conjugations. During this period, the previously mixed unambiguous morphological elements are differentiated into separate types of declensions and conjugations. At the same time, all single, stand-alone forms are assimilated to a greater extent.

The intensive acquisition of the native language in preschool age, which consists of mastering its entire morphological system, is associated with the child’s extreme activity in relation to language, expressed, in particular, in diverse word formations and word changes made by the child himself by analogy with already acquired forms.

A.N. Gvozdev also notes the special linguistic talent of preschool children. The child constructs shapes, operating freely significant elements, based on their values. Even more independence is required when creating new words, since in these cases a new meaning is created; This requires versatile observation, the ability to identify known objects and phenomena, and find their characteristic features. Children's formations by analogy, which in their appearance have the character of word creation, are most clearly expressed when the child masters word-forming suffixes.

According to A.N. Gvozdev, up to three years of age, only the suffixes of diminutive, endearing, derogatory, and augmentative are acquired. The assimilation of all other suffixes occurs after three years and extends throughout preschool age. So, after three years they learn: a suffix to denote the female gender, suffixes of an active person, suffixes of an abstract action, suffixes to denote cubs, a suffix to denote collectiveness. It should be noted that the assimilation of suffixes of a certain category does not occur immediately, but stretches out for quite some time. a long period.

Thus, the independent word formation of children is put forward as evidence of the presence of a special “linguistic sense” inherent in a child of preschool age. The fact of word creation should be understood as a manifestation, as a symptom of the child’s mastery of linguistic reality.

A.V. Zakharova found that throughout preschool age the number of relationships expressed by each case increases significantly. Progress lies in the fact that in speech, with the help of case forms, more and more new types of objective relations are expressed in various ways. In older preschoolers, time relations, for example, begin to be expressed by the forms of the genitive and dative case.

Case forms at this age are formed entirely according to one of the types of declension. They are already completely oriented towards endings in the nominative case and, depending on how they pronounce it, they produce forms - according to the first or second type. If the unstressed ending was perceived and pronounced by them as “a,” they used endings of the first declension in all cases. If they accepted the endings with a reduced “o”, then they reproduced the endings of the 2nd declension in all cases.

The child’s mastery of grammar is also expressed in mastering the composition of speech. In older preschool age, according to S.N. Karpova, a relatively small number of children cope with the task of isolating individual words from a sentence. This skill develops slowly, but the use of special training techniques helps to significantly advance this process. For example, with the help of external supports, children isolate the words offered to them (except for prepositions and conjunctions). The most important thing is that they transfer methods of analysis developed with the help of external supports to action without them. Thus, mental action is formed. This skill is extremely important, since it creates the prerequisites for the child to master not only the forms of individual words, but also the connections between them within a sentence. All this serves as the beginning of a new stage in language acquisition, which D.B. Elkonin called it actually grammatical in contrast to pre-grammatical, which covers the entire period of language acquisition before the start of schooling.

Thus, in the speech of older preschoolers, the number of common sentences with homogeneous members increases, and the volume of simple and complex sentences increases. By the end of preschool childhood, the child masters almost all conjunctions and the rules for their use. An important point in the development of speech in children of senior preschool age is the increase in the number of generalizing words and the growth of subordinate clauses. This indicates the development of abstract thinking in older preschoolers.

1.2 Play as a leading activity in preschool age and a means of speech development

Psychologists (L.S. Vygotsky, D.B. Elkonin, A.N. Leontiev, S.L. Rubinshtein, A.V. Zaporozhets, etc.) and teachers (N.K. Krupskaya, A.S. Makarenko, E. A. Arkin, M. Ya. Basov, etc.) paid extreme attention to the child’s play.

The changes in the child’s psyche caused by play are so significant that in psychology (L.S. Vygotsky, A.N. Leontiev, D.B. Zaporozhets, etc.) the view of play as a leading activity in the preschool period, as well as a non-disappearing one, has been established. activities during the primary school period.

According to A.N. Leontyev, each stage of mental development is characterized by a certain, leading at this stage, child’s attitude to reality, i.e. leading activity. A sign of transition from one stage to another is a change in the leading type of activity. A.N. Leontyev believes that the development of leading activity determines the most important changes in mental processes and in the psychological characteristics of the child’s personality at a given stage of his development. A change in leading activity serves as the basis for further changes characterizing the development of the child’s psyche.

In the process of development of the child’s psyche, according to A.N. Leontyev, changes occur in motives, operations, and psychophysiological functions. The changes in the processes of a child’s mental life observed within the boundaries of each stage do not occur independently of one another, but are internally connected with each other. A.N. Leontyev points out that the child’s psyche also develops in the game and the game influences the formation of his personality.

L.S. Vygotsky, considering the role of play in the mental development of a child, noted that in connection with the transition to school, play not only does not disappear, but on the contrary, it permeates all the student’s activities. L.S. Vygotsky noticed the emergence of ideas in preschool children, which signifies the transition to creative activity. In early childhood, a child moves from action to thought; a preschooler already develops the ability to move from thought to action, to realize his plans. This is manifested in all types of activities, and, above all, in the game. The emergence of a plan is associated with the development of creative imagination.

L.S. Vygotsky called play a “school of voluntary behavior.” It is in this activity, which is as free as possible from any coercion, that the child first of all learns to manage his behavior and regulate it in accordance with generally accepted rules. In a number of experimental works, actually different materials It has been shown that, while playing the role of an adult, children are ahead of their own capabilities in mastering their behavior. By accepting the role of an adult, the child demonstrates the behavior characteristic of this adult.

D.B. Elkonin emphasized that the game belongs to the symbolic-modeling type of activity, in which the operational and technical side is minimal, operations are reduced, and objects are conventional. However, play provides an opportunity for such orientation in the external, visible world that no other activity can provide. All types of activities of a preschool child, with the exception of self-service, are modeling in nature.

The essence of any modeling, believed D.B. Elkonin, consists in recreating an object in another, not natural material, as a result of which aspects of the object are identified that become the subject of special consideration and special orientation. That is why D.B. Elkonin called the game “a giant storehouse - the real creative thought of a future person.”

Considering the game as one of the “main areas of raising children before school,” A.P. Usova believes that “the game will become a powerful educational factor if it is used in the pedagogical process to organize the lives of children and their activities. This means that the most important manifestations of the life of preschool children, namely their interests, requests, communication, etc. will be organized and satisfied by games and forms of play."

The importance of role-playing games in the formation of arbitrariness of behavior is especially highlighted in psychological and pedagogical research. Researcher O.A. Karabanova emphasizes that “joint role-playing game... represents the zone of proximal development of the child’s arbitrary behavior, where interaction and cooperation with peers provide the conditions for objectification and further internalization of the ability to regulate one’s activities.”

So, in Russian psychology and pedagogy, play is considered as an activity that is very important for the development of a preschool child (L.S. Vygotsky, D.B. Elkonin, A.V. Zaporozhets):

-In the game, the child learns to fully communicate with peers.

-Learn to subordinate your impulsive desires to the rules of the game. A subordination of motives appears - “I want” begins to be subordinated to “impossible” or “must”.

-In the game, all mental processes intensively develop, the first moral feelings are formed (what is bad and what is good).

-New motives and needs are formed (competitive, gaming motives, the need for independence).

-New species are born in the game productive activity(drawing, modeling, applique).

Role-playing games are the most typical games for preschoolers and occupy a significant place in their lives. A distinctive feature of role-playing games is that they are created by the children themselves, and their play activities are clearly independent and creative.

Play, a specific children's activity, is heterogeneous. Each type of game performs its own function in the development of a child. In preschool and primary school age, there are three classes of games:

-games that arise on the child’s initiative - amateur games;

-games that arise on the initiative of an adult who introduces them for educational and educational purposes;

-games that come from the historically established traditions of an ethnic group are folk games that can arise both on the initiative of an adult and older children.

Each of the listed classes of games, in turn, is represented by types and subtypes. Thus, the first class includes: game-experimentation and plot-based amateur games - plot-educational, plot-role-playing, director's and theatrical. This class of games seems to be the most productive for the development of the child’s intellectual initiative and creativity, which are manifested in setting new gaming tasks for themselves and other players; for the emergence of new motives and activities.

It is the games that arise on the initiative of the children themselves that most clearly represent the game as a form of practical reflection based on knowledge about the surrounding reality of significant experiences and impressions associated with the child’s life experience. It is amateur play that is the leading activity in preschool childhood. The content of amateur games is “nourished” by the experience of other types of child activity and meaningful communication with adults.

The second class of games includes educational games (didactic, plot-didactic and others) and leisure games, which include fun games, entertainment games, and intellectual games. All games can be independent, but they are never amateur, since independence in them is based on learning the rules, and not on the child’s original initiative in setting up the game task.

Didactic games are a type of games with rules, specially created by a pedagogical school for the purpose of teaching and raising children. Didactic games are aimed at solving specific problems in teaching children, but at the same time, the educational and developmental influence of gaming activities appears in them.

All didactic games can be divided into three main types:

Games with objects (toys, natural materials);

Desktop printing;

Word games.

The third class of games is traditional or folk. Historically, they form the basis of many educational and leisure games. Subject environment folk games are also traditional, they themselves, and are more often presented in museums, rather than in children's groups. Research conducted in recent years has shown that folk games contribute to the formation in children of universal generic and mental abilities of a person (sensorimotor coordination, arbitrariness of behavior, symbolic function of thinking, etc.), as well as the most important features of the psychology of the ethnic group that created the game.

The use of games in teaching involves the introduction into it or into any other activity of signs that constitute the imaginary situation of different types of games. That is, if it is necessary to introduce games or gaming techniques into classes with children, you only need to give the child an image, a rule, associated roles or individual objects that need to be united by a single plot - and the activity will turn into a game, since we will create the basis for the development of play activities.

Play is an effective means of developing children's speech. Games whose content is the dramatization of a plot - the so-called dramatization games - have a great influence on the development of children's speech. Round dance games and games with singing contribute to the development of expressive speech and coordination of words with movements. Such games also form voluntary memorization of texts and movements. In preschool age, role-playing games and games with rules are conducted. The latter include didactic and mobile.

Thus, the essence of the game as a leading activity is that children reflect in the game various aspects of life, features of the activities and relationships of adults, acquire and clarify their knowledge about the surrounding reality, and master the position of the subject of the activity on which it depends.

Children's games go through quite a significant development path: from object-manipulative and symbolic to plot-role-playing games with rules. In older preschool age, you can find almost all types of games that are found in children before entering school.

3 The influence of finger games on the development of speech in preschool children

The development of speech is closely related to the development of fine motor skills of the hands. Human hands, having a variety of functions, are a specific organ. Research aimed at studying the development of child's hand movements is of interest not only to teachers and psychologists, but also to specialists in other scientific fields: philosophers, linguists, historians, physiologists, etc.

In the scientific literature, there is a well-known approach to studying the development of a child’s hand movements, thanks to which it is possible to identify symbolic stages of dominance of certain types of manual contacts of a child in the first year of his life: reflex stage (from birth to 2.5 months); pre-action stage (from 2.5 months to 4.5 months); stage of voluntary movements (from 4 to 7-8 months); functional stage (from 8 months to a year).

Scientists believe that a child’s hand in the first month of life reveals a number of essential prerequisites for the development of all its functions: involuntary movements, common movements of the hands and muscles of the whole body, lack of connection between grasping and hand movement (this is not yet grasping), undifferentiated movements of the fingers, tactile sensitivity hands. These prerequisites contribute to the formation of connections: hand-eye, hand-mouth, hand-ear.

The functional originality of the child’s hand movements begins to form at the next stage. However, on the part of an adult it is already advisable to intensify mobility and tactile sensations child's hands. The main types of pedagogical support for the development of the child’s hand movements include the following: warming the child’s hands in his own palms, connecting reflex reactions (grasping, grasping, protective reflex) of the child, light massage, etc.

According to researchers (L.T. Zhurba, A.V. Zaporozhets, E.M. Mastyukova), the second stage is characterized by the fact that reflex movements of the hand become more complex and coordinated movements begin to form. Such coordinated connections make it possible to achieve random contact between the hand and an object and improve grasping.

According to scientists (M.Yu. Kistyakovskaya, A.I. Korvat), the pre-action stage includes: synergetic hand movements, differentiation (separation of the leading hand in manipulations), long-term holding of an object placed in the child’s hand (N.P. Figurina), change in the nature of movements (involuntary movements turn into the first voluntary ones, or into pre-actions), etc.

However, it should be noted that already at this stage the pedagogical organization of the child’s first movements is very important. According to M.Yu. Kistyakovskaya, the role of the hand at the second stage goes beyond the boundaries of physiology and allows you to participate in the formation of the child’s character: with emotional saturation of activities that stimulate the motor activity of the hands, the child develops concentration, persistence in achieving results, spatial concepts are clarified, coordination of hand movements is improved, etc. d. As pedagogical measures aimed at improving the conditions for the development of the child’s objective actions, it is recommended at this stage: ensuring free movements of the child’s hands (touching each other’s hands, bright rattles, etc.); hanging toys; placing light melodic rattle toys in the child’s hand.

Scientists include the further development of reflex coordination, voluntary grasping movements, inhibition and disappearance of impulse movements and some simple reflexes as the characteristic features of the third stage (L.S. Vygotsky, L.S. Tsvetkova, A.E. Turovskaya, etc.); Particularly striking changes occur in the activity of the hand and fingers (A.V. Zaporozhets and others).

Grasping is identified as a special act (F.N. Shemyakin and others), and is considered as an action based on complex visual-tactile-kinesthetic connections.

The third stage of development of a child’s hand is characterized by significant features in the formation of simple effective objective actions (in the beginning, the purposefulness of an action on a specific object first appears, and by the end of the stage, the focus of an action on a specific result).

Characteristic Features the fourth stage, the development of the child’s hand movements, are the following: differentiation of hand activity (selection of the leading hand), taking an object, using an indirect link in manipulation, expressive movements and gestures specific to the hand, interaction of “eye-ear-hand” connections; games of “okay”; instrumental activity. Experts recommend: carrying out active exercises for the fingers with sufficient amplitude, rolling wooden balls (beads, plasticine) of various diameters with your fingers, constructing from cubes, assembling pyramids, sorting and rearranging small and large objects (pencils, buttons, matches, grains). It is especially noted that exercises and games are selected taking into account the age and individual characteristics of children.

The formation of a child’s oral speech begins when the movements of the fingers reach sufficient accuracy. In electrophysiological studies, it was found that when a child makes rhythmic movements with his fingers, the coordinated activity of the frontal (motor speech zone) and temporal (sensory zone) parts of the brain sharply increases, that is, speech areas are formed under the influence of impulses coming from the fingers.

This is important both for timely speech development, and - especially - in cases where this development is disrupted. In addition, it has been proven that both the thought and the child’s eye move at the same speed as the hand. This means that systematic exercises to train finger movements are a powerful means of increasing brain performance.

Research results show that the level of speech development in children is always directly dependent on the degree of development of fine movements of the fingers. 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.

So, speech is improved under the influence of kinetic impulses from the hands, or more precisely, from the fingers. Typically, a child who has a high level of development of fine motor skills is able to reason logically, his memory, attention, and coherent speech are sufficiently developed.

Performing exercises and rhythmic movements with the fingers inductively leads to excitation in the speech centers of the brain and a sharp increase in the coordinated activity of speech zones, which ultimately stimulates the development of speech.

Finger games create a favorable emotional background, develop the ability to imitate an adult, teach them to listen attentively and understand the meaning of speech, and increase the child’s speech activity. If a child performs exercises, accompanying them with short poetic lines, then his speech will become clearer, rhythmic, bright, and control over the movements performed will increase. As a result of finger exercises, the hands and fingers will gain strength, good mobility and flexibility, and this will make it easier to master writing skills in the future.

Exercises can be divided into three groups. group. Exercises for hands

develop imitative ability;

learn to tense and relax muscles;

develop the ability to maintain the position of the fingers for some time;

learn to switch from one movement to another. group. Exercises for fingers are conditionally static - they improve previously acquired skills at a higher level and require more precise movements. group. Dynamic finger exercises

develop precise coordination of movements;

teach you to bend and straighten your fingers;

They are taught to oppose the thumb to the rest.

Forms of work to develop fine motor skills of the hands can be traditional and non-traditional.

Traditional:

self-massage of hands and fingers (stroking, kneading);

finger games with speech accompaniment;

finger gymnastics without speech accompaniment;

graphic exercises: shading, completing a picture, graphic dictation, connecting by dots, continuing a series;

object activities: playing with paper, clay, plasticine, sand, water, drawing with crayons, charcoal;

games: mosaics, construction sets, lacing, folding cut pictures, games with inserts, folding nesting dolls;

puppet theaters: finger, mitten, glove, shadow theater;

games for the development of tactile perception: “Smooth - rough”, “Find the same by touch”, “Wonderful bag”.

Non-traditional:

self-massage of hands and fingers with walnuts, pencils, massage brushes;

games with fingers, using a variety of materials: waste, natural, household materials.

Types of finger games:

1.Finger games.

2.Finger games with sticks and colored matches.

.Finger games with tongue twisters.

.Finger games with poems.

.Physical education sessions, finger gymnastics,

.Finger alphabet.

.Finger Theater.

Shadow play.

Finger games have the following characteristics:

-versatility - can be played anywhere at any time;

-short duration - usually no more than 2-5 minutes;

-active but safe physical contact in pairs and group games;

-nonverbal communication in silent games, use of sign language;

-the presence of many variants of the same game with changing rules: gradual complication of both motor and mental tasks.

Finger games, developed on folklore material, are most useful for the development of a preschool child. They are informative, fascinating, and literate in their didactic content.

Thus, finger games are the staging of any rhymed stories or fairy tales using the fingers. Many games require the participation of both hands, which allows children to navigate the concepts of “right”, “left”, “up”, “down”, etc. During “finger games,” children, repeating the movements of adults, activate their hand motor skills. This develops dexterity, the ability to control one’s movements, and concentrate attention on one type of activity.

Chapter 2. Experimental work on the development of speech in preschool children through finger games

1 Study of the level of speech development of children of senior preschool age

Study of the level of formation of speech readiness for schooling was carried out on the basis of kindergarten No. 233. 20 children aged 6 years were interviewed.

The purpose of the study is to determine the level of development of speech readiness for school education and, based on the data obtained, to develop recommendations for the development of speech in older preschoolers.

The following requirements are imposed on diagnostic techniques: the material and conditions of implementation are selected with the expectation of maximum accessibility for children in all respects; The methods include a series of homogeneous tasks, which eliminates the influence of random causes.

Speech diagnostic techniques were selected in accordance with the requirements. Diagnostic techniques involve a systemic effect consisting of several interconnected blocks. Each has its own goals, objectives, methods, techniques, strategy and tactics.

The purpose of diagnostic systems for assessing speech development is to determine an assessment of the dynamics of speech and personal development, identification of speech disorders (phonetic, lexical, grammatical), the degree of stability of detected speech disorders in preschoolers and recommendations for overcoming them.

Levels studied:

-speech communication,

-grammatical side of speech,

Connected speech

-sound side of speech,

-lexicon,

-practical awareness of the elements of speech.

To study children's communication skills, their free communication is observed. In the process of observation, attention is paid to the nature of communication, initiative, the ability to enter into dialogue, maintain and conduct it, listen to the interlocutor, understand, and clearly express one’s thoughts.

To study the level of coherent speech, the technique of “retelling the text” and answering questions based on their content is used. Children are invited to listen to a short story or fairy tale.

Vocabulary is determined by identifying children’s ability to quickly select the most accurate word and use generalizing words.

The study of vocabulary involves identifying the relationship between the quantitative and qualitative composition of the vocabulary.

1.The child's knowledge of specific vocabulary.

Technique: naming objects, actions, qualities based on specially selected pictures.

Assignment: For independent naming, 50-60 pictures are selected. With images of objects, actions, qualities that are often and relatively rarely encountered in everyday life (kennel, binoculars, galloping, etc.). In addition, the set visual material images of the whole object and its parts, as well as objects and phenomena whose names differ in phonetic and semantic similarity (sweets - envelopes, sews - sews, embroiders) should be presented.

Picture material is selected either thematically (educational items, toys, transport, people’s professions, clothing, etc.) or situationally (workshop, store, classroom).

When presenting the pictures, the child is given the following instructions: “Name who (what) is drawn in the picture?”, “Who is doing this?” or “Which one, which one, which one?..”.

The correct or incorrect use of various parts of speech is noted:

-nouns (for example, can the child name the functional parts of a whole: “The car has a motor. What else does the car have?”);

-adjectives (naming the color, properties, qualities, size, as well as the material from which the objects are made: “This is a table. What is it? What else could a table be? What if it is made of wood? What if it was recently bought?”). When interpreting the results, it is necessary to note the number of definitions and their nature;

-verbs (the naming of words denoting the actions of animals, people, as well as actions that can be performed with the help of objects is checked: “What does a doctor do? What can a tiger do? A cat? What can you do with a knife? Scissors?”, etc.;

-adverbs (the naming of signs of action is checked, as well as words denoting spatial and temporal relationships: “How can a boy run? And how else? Where is the floor, ceiling? Is there a car on the right or left? When do you come to kindergarten? When do you walk ?).

2.The presence of general categorical names in the vocabulary.

Technique: naming generalized words based on a group of homogeneous objects.

Assignment: The child is offered a set of pictures denoting species concepts, and is asked the question: “How can all these objects be called in one word? (table, chair, wardrobe, bed - this is...)”; the examiner lists homogeneous objects and asks the child to name them in one word; the child independently completes the thematic series started by the examiner. Immediately after completing the task, you should ask the child why he named these particular words.

.Ability to select antonyms and synonyms.

Task: to select antonym words (“Say the opposite”); synonymous words (“Say it differently”). When interpreting the results, the accuracy of the use of words is noted (the formation of antonyms such as “cheerful-unhappy”, “fast-slow”, “crying-not crying” is considered inaccuracy), the volume of the dictionary, and its composition.

Thus, based on the analysis of the words correctly named by the child, an idea is created about the volume of his active vocabulary, i.e. about quantitative characteristics, as well as about some qualitative aspects of the dictionary. For a more complete qualitative description of the vocabulary of children’s language, it is important to analyze the erroneous answers recorded both when they were presented with pictures depicting specific objects, actions, qualities, and (especially) when performing tests aimed at determining the ability to use words in contextual speech.

Studying the grammatical side of speech involves identifying children’s ability to use various grammatical structures and independently form words. For this purpose, the child is offered game grammatical tasks to construct words and sentences.

Studying the grammatical side of speech involves identifying in children the level of development of word formation and inflection (morphology) and the level of proficiency in various types of sentence structure (syntax).

1. Morphology.

Among the skills of inflection (formation) the following is tested:

-the ability to correctly use the endings of plural nouns of the genitive case (the speech therapist begins the phrase, the child finishes: “Tanya has pencils, but Masha doesn’t ... (pencils),” or: “There are a lot of people living in the forest ... (bears, squirrels)" ", or: "In our room there are many... (tables, chairs)");

-ability to use prepositional case constructions (under the table, in the table, from the table).

Word formation skills are tested:

-the ability to form words using suffixes (1. Where is the bread? - In the bread bin. Where is the salt put? What can you call a person who skis? Who works in the library? Who teaches children? 2. Whose tail? Whose ears? Whose hole ? 3. Tanya speaks loudly, and Misha can speak even... louder);

-the ability to form words using prefixes (Boy to the house... (approaches); from the house... (leaves); across the street... (crosses). A mushroom that grows under a birch tree... (boletus). To make a blanket it didn’t get dirty, they put it on... (duvet cover).

2.Syntax. It should be noted what types of sentences the child uses in speech: simple (uncommon, common), complex (complex, complex); quantitative ratio of simple and complex sentences, ability to use conjunctions, correct construction and execution of sentences from a morphological and syntactic point of view.

One of the indicators of the level of formation of the grammatical structure of a language is proficiency in sentence construction skills. When examining the grammatical structure, it is important to establish which grammatical structures, expressing various types of connections and relationships, are accessible to the child.

For this purpose, they use the technique of composing sentences based on the picture offered to him, in which a sentence of a given design is “programmed”. First of all, the child’s ability to construct a simple, unexpanded sentence is revealed; then - the ability to use a simple common sentence consisting of 3-4 words, i.e. with a definition, an addition, a circumstance (with and without prepositions). Using the same technique, children’s ability to construct sentences with homogeneous members is revealed.

More difficult option This technique is aimed at identifying the child’s ability to construct sentences with a large spread (with 6-7 different members), as well as change the structure of the original sentence.

During the survey, it is necessary to pay attention to the ratio of simple sentences without distribution and with distribution; the number of words the child combines into a sentence; the ability to express in one sentence various objectively existing relationships (objective actions or circumstances in which the subject acts, a qualitative characteristic of the subject).

If a child cannot cope with tasks, this indicates a very low level of development of the grammatical means of the language.

To identify the characteristics of children's sound pronunciation, sets of subject and plot pictures are used. It is checked how the child pronounces sounds not only in individual words, but also in phrasal speech. To test the ability to distinguish speech sounds by ear, the child is offered pictures whose names contain both differentiated sounds (z - s, zh - w, b - p, g - k, l - r, etc.), and pictures, names which differ in one sound (mouse - bear, varnish - crayfish, etc.).

The study of children's practical awareness of the elements of speech is determined at the level of analysis of the phoneme, word and sentence.

The conclusion about the level of speech development of children is made on the basis of a summary assessment of the development of all examined aspects of speech. Based on the results of the final assessment, the child can be classified into one of 3 levels of speech development: high, medium, low.

The results of diagnosing the lexico-grammatical structure of the speech of older preschoolers are presented in Table 1.

Table 1 State of the lexico-grammatical structure of speech of older preschoolers

TaskSuccessful completion of tasks, %Vocabulary1. Naming objects, actions, qualities based on specially selected pictures602. Naming generalized words based on a group of homogeneous objects403. Ability to select antonyms and synonyms50Grammatical structureMorphology1. Ability to correctly use the endings of plural nouns in the genitive case502. Ability to use prepositional-case constructions403. The ability to form words using suffixes304. Ability to form words using prefixes30Syntax1. Using complex sentences in speech502. Ability to use conjunctions603. Correctness of sentence construction40

The result of our study showed that children did not show a high level of performance when completing tasks. Most children showed an average level of task performance.

Analyzing the data on completing tasks to study vocabulary and word-formation processes, we can say that the most accessible of the proposed tasks was the formation of diminutive forms of nouns, and it was also easy for children to name the action on the presented object.

The most difficult task is at the level of generalizations, “say the opposite.” Children made the following mistakes: replacing general concepts with words of specific meaning (dishes - plates, flowers - daisies). Substitutions of adjectives do not differentiate the qualities of objects (tall - long, low - small, narrow - thin).

The difficulties that arose when completing all tasks and the mistakes made by children in them indicate that children do not have sufficiently formed lexical and grammatical ideas, the level of generalizations, as well as the sound side of speech.

Children performed tasks with errors and when diagnosing the grammatical structure of speech. Children made mistakes such as breaking order or missing a word. 70% of children identified errors, but made mistakes in grammatical norms.

So, children who showed an average level of task completion admitted following errors- distortion of the meaning and structure of sentences; semantic errors, violation of word order and replacement of words in the use of prepositional constructions with prepositions, even when using stimulating assistance of the second type, children gave the wrong answer.

Children with an average level of development made mistakes, but with help they corrected some simple tasks without distorting the meaning and structure of the sentence.

When processing the results of a survey of the lexico-grammatical structure of speech of preschoolers, we compiled a summary table 2.

Table 2 Features of the lexical and grammatical structure of speech

Level of formationReproduction of lexical and grammatical constructionsUnderstanding of lexical and grammatical constructionsGrammatical structure of speechVocabulary and word formationHigh--10Medium 605050Low405040

Based on the data in the table, we noted that the processes of understanding lexical and grammatical structures in children are better formed than the processes of reproducing them in their own speech.

Most children showed an average level of understanding of lexical and grammatical constructions, but when reproducing constructions in their own speech, none of the children showed a high level; on the contrary, most children showed an average level.

The results of the study of coherent speech showed that in dialogic speech there are elements of coherence, children's remarks are of a detailed nature, and this is especially evident in situations of special communication between the teacher and children on well-known material.

Some preschoolers, in response to the teacher’s questions, composed fairly detailed stories from their experiences, which often contained elements of both narrative and description. In their answers they used not only simple sentences, but also complex ones, sentences with direct speech (“... Mom reads books to me, and I look at pictures...”; “... Grandma always says: “Tanya, don’t spoil me.” her!”, but mom still takes it...").

To determine the characteristics of children’s coherent monologue speech, three types of tasks were proposed during the ascertaining experiment: retelling the fairy tale “Kolobok” based on illustrations, telling story picture, storytelling based on a ready-made game situation created by the teacher with the help of toys. All tasks used game motivation.

The following were determined: volume of utterances, completeness of sentences, number of complex sentences, coherence of the text, its length between pauses, variety of vocabulary.

When retelling the literary text using illustrations, the children conveyed the content quite fully. All the episodes of the fairy tale were present in the stories. Only a few confused the narrative of events. The utterances had compositional completeness, but in most cases the ending was expressed using one word “Everything”.

Some children were guided not by the text, but by the picture. Elements of descriptiveness appeared in their stories, or they replaced the statement with showing what was depicted in the illustration. At the same time, it can be noted that the volume of statements during retelling is much larger than when telling from a picture or a game situation.

Retellings average 15 sentences and 60 words. The average volume of stories based on a picture is 26 words; according to the game situation - 29 words. More children were able to complete this task independently (4 out of 6 children).

2 children were able to independently construct a narrative based on the pictures.

When completing the second and third tasks, difficulties were observed in the compositional structure of the text. Often, when composing a story, children included episodes that were not related to the proposed topic.

The greatest difficulties for children were the beginning and ending of the story. As for the methods of connecting sentences, children mainly used formal connective and chain connections. Their statements contained a large number of incomplete and nominative sentences.

Based on the results of studying the development of coherent speech in children when performing the proposed tasks at this stage, four levels of coherent speech were identified. The content characteristics of the levels were borrowed from the studies of T.A. Ladyzhenskaya, O.S. Ushakova and others.

level - high. The topic has been resolved. The opening sentence defines the main characters, events, and introduces the plot. The stories are compositionally complete. The text is presented sequentially. Various types of communication are used. The number of pauses and repetitions is no more than two. The story is independent. The text can contain 10-12 sentences.

level - above average. The narrative is compositionally complete. The content is revealed partially and presented sequentially. Children use different types of communication, but the dominant one is the chain-pronominal one. number of pauses and repetitions 2-3. The story is independent. The text can contain 6-8 sentences.

level - average. The narrative is characterized by partial compositional completeness (no beginning or end). The content is partially disclosed, there are violations of the sequence. Mainly formal and chain-pronominal connections are used. Repetitions of words, phrases, sentences are observed (3-4). The story was written with the help of an adult. The text contains 4-5 sentences.

level - low. Children try to compose a story, but are limited to individual sentences without a beginning or end. There is only a formal connection. The number of repetitions and pauses is more than five. The text contains 1-3 sentences.

Not a single utterance of the children could be classified as level one. 33.3% of children were classified as second, 50.0% as third, and 16.7% as fourth (Table 3).

Table 3 Levels of development of coherent speech in preschool children

Levels Number of people%High--Above average233.3 Average350.0 Low116.7

Data from the ascertaining stage of the study indicate the need for special training in order to develop special skills for constructing coherent monologue statements of a narrative type. It is also necessary to carry out work on the formation of the lexical and grammatical structure of speech.

2.2 Development of speech in children of senior preschool age through the use of finger games (using the example of finger theater)

For theatrical productions, we select plays that are accessible in content and small in volume. The duration of the “theatrical performance” in plays is 5-7 minutes. As texts for plays, we use folk tales adapted by us, plots for puppet theaters, poems by domestic and foreign poets. Most of our plays have a poetic form as the most favorable for the automation of delivered sounds, the development of memory, the tempo-rhythmic organization of utterances, and the sense of language.

To achieve the greatest effect, exercises to develop fine motor skills of the fingers should combine movements of squeezing, stretching, and relaxing the hand, using isolated movements of each of the five fingers, and not just the “social zone of the hand.”

Before we start directly staging the play, we read it together with the children, discuss the plot lines, the actions of the characters in the play, identify the actors, and make the scenery. An important place in the preparatory work is given to training the main mechanism of our theater - the fingers. Immediately before the performance, such training (2-3 minutes) becomes a warm-up for the fingers.

Some exercises with a doll can be used as training: putting the doll on your hand, on your finger, turning the doll to the right, left, rocking the doll from side to side, bowing. It is important to hold the doll so that it faces the viewer or another doll.

Exercise for finger puppets

For this exercise you need to put finger puppets on your fingers and act out this funny song. Animals participate in it: fox, bear, bunny, hedgehog.

The wattle fence can be made from cardboard, placed on a table, or depicted with one hand. Animals appear from behind the fence one by one.

The song sounds:

Shadow-shadow, shadow, (the fence rises)

There is a fence above the city,

The animals sat down under the fence, (animals appear)

We boasted all day.

The fox boasted: (the fox comes forward and walks along the fence. Other characters appear in the same way).

I am beautiful to the whole world!

The bunny boasted:

Go catch up!

Hedgehogs boasted:

Our fur coats are good!

The bear boasted:

I can sing songs!

The central point of theatrical activity is the voluntary participation of children. Therefore, the motivation of the participants is important. An adult must find an adequate way to include children in theatrical activities. It is necessary that every child can feel an attentive attitude from an adult. Not all children immediately join the game. Taking into account the individual characteristics of children, activities should be started with those who respond faster to the invitation of adults; At the same time, it is advisable to additionally motivate the rest of the guys to join the game. Their activity and depth of emotional involvement directly depend on the degree of children’s psychological comfort.

To solve the set tasks, we chose a partner form of training. The position of an adult is dynamic (he can change positions with his work if he sees that one of the children especially needs him); at the same time, all children in the field of view of the teacher (and each other) can discuss work, ask each other questions, etc.

Children are allowed free placement and movement during activities, and children are also allowed free communication. All this has a positive effect on the psychological comfort of classes.

The development of theatrical activities in preschool institutions and the accumulation of emotional and sensory experience in children is a long-term work that requires the participation of parents. Thematic evenings in which parents and children are equal participants contribute to intensifying their interest.

The theme of the evenings can be different. It is advisable to involve parents in active participation in such evenings. They purposefully visit theaters and museums with their children, read works and watch videos recommended by topic. This helps broaden one’s horizons, enriches one’s inner world, and most importantly, teaches family members mutual understanding and brings them closer together.

Parents get the opportunity to observe their children against the background of their peers, which makes it possible to better understand the issues of child development and learn to apply appropriate parenting methods at home; parents develop a higher assessment of their children’s achievements and pride in them; develops a deeper understanding of the learning process for preschool children; trust in teachers and other kindergarten employees arises; Parents are trained in activities that can be enjoyed with their children at home, and they provide assistance in making attributes.

So, involving parents in working with children in a group creates additional opportunities for all participants in the educational process and allows, finally, to implement a complex, from the point of view of teachers, individual approach.

speech finger game preschool

Conclusion

The work of psychologists and physiologists has proven the influence of hand manipulation on the functions of higher nervous activity and speech development. Simple hand movements can improve the pronunciation of many sounds, and therefore develop the child’s speech. The development of fine movements of the fingers precedes the appearance of syllable articulation.

Finger games reflect the reality of the surrounding world - objects, animals, people, their activities, natural phenomena. During “finger games,” children, repeating the movements of adults, activate hand motor skills. This develops dexterity, the ability to control one’s movements, and concentrate attention on one type of activity.

Diagnosis of speech development in children of senior preschool age was carried out in the following areas: examination of voluntary motor skills of the fingers; phonetic side of speech; state of phonemic hearing functions; active dictionary; grammatical structure.

The second chapter presents the results of diagnosing the speech development of children of senior preschool age and methodological recommendations for conducting finger games (finger theater).

Finger theater solves the following problems: stimulates the development of speech, attention, memory, forms spatial concepts, develops dexterity, accuracy, expressiveness, coordination of movements, increases performance, tone of the cerebral cortex. Finger theater has a psychocorrective and psychotherapeutic effect.

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Educator: Belova N.A.

2017-2018 academic year

TOPIC: “Finger games and exercises as a means of speech development in preschool children.”

Stage of work on the topic: 1 year

Start date of work on the topic: September 2017

Estimated completion date: May 2018

Goal: increasing your theoretical level, professional skills and competence.

1) Integrate finger games and exercises in children’s speech activities;

2) Improve children's fine motor skills through finger games;

3) Systematize work to improve finger motor skills;

4) Give parents knowledge about the importance of finger games.

Relevance

At the initial stage of life, it is fine motor skills that reflect how the child develops and indicate his intellectual abilities. Children with poorly developed manual motor skills awkwardly hold a spoon or pencil, cannot fasten buttons, or lace up shoes. It can be difficult for them to collect scattered parts of the construction set, work with puzzles, counting sticks, and mosaics. They refuse modeling and appliqué, which other children love, and cannot keep up with the kids in class.

Thus, the possibilities for children to explore the world are impoverished. Children often feel incompetent in basic activities available to their peers. This affects the child’s emotional well-being and self-esteem. Over time, the level of development shapes school difficulties.

And, of course, in preschool age, work on developing fine motor skills and coordination of hand movements should become an important part of the development of children's speech. The formation of a child’s oral speech begins when the movements of the fingers reach sufficient accuracy, that is, the formation of speech is improved under the influence of impulses coming from the hands. It has been proven that a child’s thought and eye move at the same speed as the hand. This means that systematic exercises to train finger movements are a powerful means of increasing brain performance. “The hand is the human brain coming out”. His further development depends on how deftly a child learns to control his fingers. Along with the development of fine motor skills, memory, attention, and vocabulary develop.

I chose the topic of self-education “Finger games and exercises as a means of developing speech in preschool children,” since this topic is very relevant and important in the lives of my students. Children really enjoy learning finger games. Work on the development of fine motor skills involves close communication with children and parents. What has a beneficial effect on relationships and a friendly atmosphere in a children's team.

Implementation plan for the theme of self-education

Introduction.

Speech is a specifically human way of forming and formulating thoughts using linguistic means. The difficulty of mastering speech lies in mastering the signs of linguistic culture as completely and completely as possible.

Being the direct embodiment of thinking, language contains all the cognitive wealth of a person in the individual and social aspects and consolidates his individual and social consciousness in material form. With this approach, language can be understood as a system in which the perception of the world is encoded, as the culture of a given people.

Difficulties in the transition from general language norms to their specific use lead to the fact that speech processes reach their maximum possible peaks very late. According to numerous studies, the best speech results are recorded at the age of 35-40 years. Before this, speech skills develop and improve, going through certain periods of mastering functions and forms.

At preschool age, the child begins to enter the world of social relations; the level of development of his speech during this period will subsequently affect his performance at school.

There are various means of developing the speech of preschool children. One of the most developing games right now is finger games.

The main goal is to develop the speech of preschool children using finger games as a means.

Object of study: the process of speech development in preschool children.

Subject of research: finger games as a means of activating hand motor skills and speech development.

Purpose: to substantiate the pedagogical conditions that ensure the effectiveness of organizing children's finger games.

Main goals:

· analysis of the literature on the problem of speech development and activation of hand motor skills through finger games in preschool children;

· To reveal the essence of finger games as a means of developing speech and activating hand motor skills in preschool children;

· Development and application of diagnostic material on the use of finger games as a means of speech development for preschool children.

In preschool age, all children's abilities and inclinations develop, and among the latter there is nothing more significant and important in importance than the ability to speak. Therefore, systematic speech training, methodological development of speech and language should form the basis of the entire education system in kindergarten.

Relevance of the study: Today, this problem is relevant, since many modern concepts of preschool education recognize the irreplaceable influence of finger games on the speech development of a child. In accordance with the target guidelines of the Federal State Educational Standard, by the end of preschool age, a child should have a fairly good command of oral speech, use speech to express his thoughts, feelings and desires, construct a speech utterance in a communication situation, identify sounds in words, the child develops the prerequisites for literacy.

The problem of the influence of finger games on the development of speech in preschool children was studied by K. Yu. Belaya, E. Zheleznova, I. V. Maltseva, O. A. Novikovskaya, L. P. Savina, E. B. Shmeleva and others.

Theoretical aspects of the problem of speech development in preschool children through the use of finger games.

Features of speech development in preschool age.

In preschool childhood, the child masters, first of all, dialogic speech, which has its own specific features, manifested in the use of linguistic means that are acceptable in colloquial speech, but unacceptable in constructing a monologue, which was built according to the laws of the literary language. Only special speech education leads a child to mastering coherent speech, which is a detailed statement consisting of several or many sentences, divided according to the functional-semantic type into description, narration, and reasoning. The formation of coherent speech, the development of skills to construct a statement meaningfully and logically is one of the main tasks of speech education of a preschooler.

The development of a child’s coherent speech occurs in close connection with the development of the sound aspect, vocabulary, and grammatical structure of the language. An important part of general speech work is the development of figurative speech. Cultivating an interest in the artistic word and the ability to use means of artistic expression in independent expression lead to the development of a poetic ear in children, and on this basis their ability for verbal creativity develops.

During its development, children's speech is closely related to the nature of their activities and communication. The development of speech goes in several directions: its practical use in communication with other people is improved, at the same time speech becomes the basis for the restructuring of mental processes, a tool of thinking. By the end of preschool age, under certain educational conditions, the child begins not only to use speech, but also to understand its structure, which is important for subsequent mastery of literacy.

An equally important condition for the formation of coherent speech of a preschooler is mastery of language as a means of communication. According to D.B. Elkonin, communication in preschool age is direct. Conversational speech contains enough opportunities for the formation of coherent speech, consisting not of separate, unrelated sentences, but representing a coherent statement - a story, message, etc. In older preschool age, a child has a need to explain to a peer the content of the upcoming game, the structure of the toy, and much more. During the development of spoken language, there is a decrease in situational moments in speech and a transition to understanding based on the actual linguistic means. Thus, explanatory speech begins to develop.

The preschool period is characterized by the most intensive speech development of children. There is often a qualitative leap in the expansion of vocabulary. The child begins to actively use all parts of speech, and word formation skills are gradually formed.

Some authors highlight the stage of children's word creation, increased interest in linguistic phenomena and generalizations (O. S. Ushakova, T. B. Filicheva). The process of language acquisition proceeds so dynamically that after three years of age, children with a good level of speech development communicate freely not only using grammatically correct simple sentences, but also many types of complex sentences, using conjunctions and allied words (so, because, if, that... which, etc.).

At this time, children's active vocabulary reaches 3-4 words, a more differentiated use of words is formed in accordance with their meanings, and the processes of word change are improved.

At the age of five or six years, children’s statements are quite extensive, and a certain logic of presentation is captured. Often in their stories there appear elements of fantasy, a desire to invent episodes that did not actually happen.

Thus, by the end of the preschool period, children should have developed phrasal speech, phonetically, lexically and grammatically correct.

The level of development of phonemic hearing allows them to master the skills of sound analysis and synthesis, which is a necessary condition for mastering literacy during the school period. As A. N. Gvozdev noted, by the age of seven, a child masters speech as a full-fledged means of communication (provided the speech apparatus is intact, if there are no deviations in mental and intellectual development, if the child is brought up in a normal speech and social environment).

The influence of manual (manual) actions on the development of the human brain was known back in the 2nd century BC in China. Experts argued that games involving hands and fingers (such as our “White-sided Magpie” and others) bring the body and mind into harmonious relationships and keep the brain systems in excellent condition.

Japanese doctor Namikoshi Tokujiro created a healing technique for influencing the hands. He argued that fingers are endowed with a large number of receptors that send impulses to the human central nervous system. There are many acupuncture points on the hands, by massaging which you can influence the internal organs reflexively associated with them.

In terms of saturation of acupuncture zones, the hand is not inferior to the ear and foot. Eastern doctors have found that massage of the thumb increases the functional activity of the brain, massage of the index finger has a positive effect on the condition of the stomach, the middle finger on the intestines, the ring finger on the liver and kidneys, and the little finger on the heart.

In China, palm exercises with stone and metal balls are common. The popularity of classes is explained by their healing and toning effect on the body. Regular exercises with balls improve the child’s memory and mental abilities, eliminate his emotional stress, improve the functioning of the cardiovascular and digestive systems, develop coordination of movements, strength and dexterity of the hands, and maintain vitality.

In Japan, palm and finger exercises with walnuts are widely used. Rolling a hexagonal pencil between your palms has an excellent healing and tonic effect. The talent of our folk pedagogy created the games “Ladushki”, “White-sided Magpie”, “Horned Goat” and others. Their meaning is still not sufficiently understood by adults. Many parents see them as entertainment rather than as developmental and health-improving influences. Research by Russian physiologists also confirms the connection between hand development and brain development. The works of V. M. Bekhterev proved the influence of hand manipulation on the functions of higher nervous activity and speech development. Simple hand movements help remove tension not only from the hands themselves, but also from the lips, and relieve mental fatigue. They can improve the pronunciation of many sounds, and therefore develop the child’s speech. Research by K. Yu. Belaya and M. M. Koltsova has proven that each finger of the hand has a fairly extensive representation in the cerebral cortex. The development of fine movements of the fingers precedes the appearance of syllable articulation. Thanks to the development of fingers, a projection of the “scheme of the human body” is formed in the brain, and speech reactions are directly dependent on the fitness of the fingers.

There is a close connection between speech function and the general motor system. The hands and the speech center of the brain are closely connected. Harmonization of body movements, fine motor skills of the hands and speech organs contributes to the formation of correct pronunciation, helps to get rid of the monotony of speech, normalize its pace, teaches the observance of speech pauses, and reduces mental stress. It is also known that in the last 5–10 years the level of speech development of children has noticeably decreased. This is due to the fact that parents talk less with their children, because many of them are terribly busy at work. Children themselves speak less because they watch and listen more (TV-audio-video...). Modern clothes, which have become so comfortable (with Velcro instead of laces), are not effective for the development of motor skills, as well as books and manuals with stickers instead of pictures for cutting out, etc. These are the reasons for speech delay.

K. Yu. Belaya came to the conclusion that the formation of speech areas occurs under the influence of kinesthetic impulses from the hands, or more precisely, from the fingers. This fact should be used in work with children where speech development occurs in a timely manner, and especially where there is a lag, a delay in the development of the motor side of speech.

Finger games are a unique tool for the development of fine motor skills and speech in their unity and interconnection. Learning texts using “finger” gymnastics stimulates the development of speech, spatial thinking, attention, imagination, and develops reaction speed and emotional expressiveness. The child remembers poetic texts better; his speech becomes more expressive. Finger games are not only a stimulus for the development of speech and fine motor skills, but also one of the options for joyful communication with loved ones. A very important factor for the development of speech is that in finger games all imitative actions are accompanied by poetry.

In the course of research, I. V. Maltseva and L. P. Savina established that when performing finger games the following changes occur:

1. Performing exercises and rhythmic movements with the fingers inductively leads to excitation in the speech centers of the brain and a sharp increase in the coordinated activity of speech zones, which ultimately stimulates the development of speech.

2. Finger games create a favorable emotional background, develop the ability to imitate an adult, teach them to listen attentively and understand the meaning of speech, and increase the child’s speech activity.

3. The child learns to concentrate his attention and distribute it correctly.

4. If a child performs exercises, accompanying them with short poetic lines, then his speech will become clearer, rhythmic, bright, and control over the movements performed will increase.

5. The child’s memory develops, as he learns to remember certain hand positions and sequences of movements.

6. The child develops imagination and fantasy. Having mastered many exercises, he will be able to “tell” whole stories with his hands.

7. As a result of finger exercises, the hands and fingers will gain strength, good mobility and flexibility, and this will further facilitate mastering the skill of writing.

E. B. Shmeleva suggests finger games can be divided into three groups.

Games for hands:

Develop imitative ability;

They learn to tense and relax muscles;

Develop the ability to maintain the position of the fingers for some time;

They learn to switch from one movement to another.

Group II.

Finger games are conditionally static:

Improve previously acquired skills to a higher level and require more precise movements.

III group.

Dynamic finger games:

Develop precise coordination of movements;

They learn to bend and straighten their fingers;

They are taught to oppose the thumb to the rest.

All these finger games will be useful not only for children with delays in speech development or any of its disorders, but also for children whose speech development occurs in a timely manner.

When playing games, the following rules must be observed:

Practice all the exercises sequentially, starting with the first group.

Game tasks should gradually become more difficult.

You can start the game only when the child wants to play.

Never start a game if you yourself are tired or if your child is not feeling well.

Overtiring a child while playing is unacceptable.

Before playing a game, you can discuss its content with your child, while immediately practicing the necessary gestures, finger combinations, and movements. This will not only prepare the child to perform the exercise correctly, but will also create the necessary emotional mood.

An adult should perform the game exercise together with the child, while demonstrating his own passion for the game. When playing the game repeatedly, children often begin to pronounce the text partially (especially the beginning and ending of phrases). Gradually, the text is learned by heart, children pronounce it in its entirety, correlating the words with the movement.

Having chosen two or three exercises, you gradually need to replace them with new ones. You can keep the games you like most in your repertoire and return to them at the child’s request. It is unacceptable to set several complex tasks for a child at once (for example, showing movements and pronouncing text). Children have a limited attention span, and an impossible task can “discourage” interest in the game.

You cannot be forced into finger play. If a child refuses, it is necessary to understand the reasons for the refusal, and, if possible, eliminate them (for example, by changing the task) or changing the game.

It is necessary to encourage children to sing along, “don’t notice” if they do something wrong at first, encourage success.

The importance of finger games in speech development and activation of hand motor skills in preschool children.

The theoretical study carried out shows the importance of developing the speech of preschoolers with the help of finger games.

When conducting finger games, it should be taken into account that finger games give parents and educators the opportunity to play with children, delight them and, at the same time, develop speech and fine motor skills. Thanks to such games, the child receives a variety of sensory impressions, he develops attentiveness and the ability to concentrate. Such games form good relationships between children, as well as between adults and children.

The characters and images of finger games - a spider and a butterfly, a goat and a bunny, a tree and a bird, sun and rain - are liked by preschoolers from the age of three, children are happy to repeat the texts and movements of adults. Some finger games prepare a preschooler for counting, while in others the child must act using both hands, which helps to better understand the concepts of above and below, above and below, right and left.

Games in which a preschooler catches or strokes the hand of an adult or another child, slaps his hand, or bends the fingers of a playing partner are important for developing a sense of confidence in the child. Some games, in which fingers are named in turn or act in turn, resemble small fairy tales (for example, “Two Fat Pigs”, “Two Red Cockroaches”, “Crab”) and children 4-5 years old can do them independently, while younger ones should adults help.

An adult should pronounce the texts of finger games as expressively as possible: either raising or lowering his voice, making pauses, emphasizing individual words, and perform movements synchronously with the text or during pauses. Some preschoolers find it difficult to pronounce the text; it is enough for them to perform the movements together with an adult or with his help. For some games, you can put paper caps on your fingers or draw eyes and a mouth on your fingertips.

Finger games encourage preschoolers to be creative, and when a child comes up with his own, even if not very successful, movements for texts, he should be praised and, if possible, shown his creative achievements, for example, to his dad or grandmother.

Finger games with singing attract the greatest attention of the child. The synthesis of movement, speech and music pleases children and allows them to conduct classes most effectively; You can sing the proposed texts to any suitable melody.

The use of finger games aimed at developing speech should also take into account the age of the preschooler.

Types of finger games:

1. Finger games.

2. Finger games with sticks and colored matches.

3. Finger games with tongue twisters.

4. Finger games with poems.

5. Physical education sessions, finger gymnastics,

6. Finger alphabet.

7. Finger Theater.

8. Shadow theater.

Finger games have the following characteristics:

Versatility - can be played anywhere at any time;

Short duration - usually no more than 2-5 minutes;

Active but safe physical contact in pairs and group games;

Nonverbal communication in silent games, use of sign language;

The presence of many variants of the same game with changing rules: gradual complication of both motor and mental tasks.

Finger games, developed on folklore material, are most useful for the development of a preschool child. They are informative, fascinating, and literate in their didactic content.

Thus, finger games are the staging of any rhymed stories or fairy tales using the fingers. Many games require the participation of both hands, which allows children to navigate the concepts of “right”, “left”, “up”, “down”, etc. During “finger games,” children, repeating the movements of adults, activate their hand motor skills. This develops dexterity, the ability to control one’s movements, and concentrate attention on one type of activity.

Gymnastics for fingers.

Gymnastics for the fingers is divided into passive and active. Passive gymnastics is recommended as a preliminary stage before active gymnastics for children with a low level of development of fine motor skills. Then you should move on to active finger gymnastics exercises I.

All exercises are carried out in game form. You should choose their complexity depending on the level of development of fine motor skills of your child’s hands.

Passive gymnastics for fingers

Hand massage

Massage should not cause discomfort in the child. You can tell your baby that “we: warm our hands.” It is advisable to use the following techniques: stroking, light rubbing, vibration. Massage movements are performed in the direction from the fingertips to the wrist. Duration - 3-5 minutes daily or every other day 10-12 times. If necessary, the course can be repeated after a month.

When stroking, the brush makes movements in different directions. Stroking is carried out slowly and smoothly.

When rubbing, a lot of pressure is applied, the hand seems to move the skin. But rubbing should not bring discomfort to the child; in our case, it should be light.

When vibrating, the tips of the half-bent fingers deliver blows one after another (easy). It is better to perform the massage with one hand, while the other holds the child’s hand.

Exercises

They are performed by an adult at a slow pace, avoiding any unpleasant sensations in the child. Fixing the child's hand, the adult bends and straightens the baby's fingers and makes circular movements with his fingers.

The child's hand lies on the table, palm down. Fixing the baby's hand with one hand, the adult lifts each finger up in turn with the other hand.

The child's hand lies on the table, palm up. Holding it, the adult bends the child’s fingers one by one.

The child's arm is bent at the elbow, the elbow rests on the table. Fixing the baby's hand with one hand, with the other hand the adult makes alternate circular movements of the fingers of the child's hand.

“Motor” - Hands clasped together, thumbs spin around each other, faster and faster, without touching the palm.

“Fist - edge - palm” - successively change three positions: palm clenched into a fist, palm edge-on on the plane of the table, palm on the plane of the table (first with the right hand, then with the left, then with both hands together).

“Ear-nose” - with your left hand grab the tailbone of your nose, with your right hand - the opposite ear, then simultaneously lower your hands and change their position.

“Symmetrical drawings” - draw mirror-symmetrical drawings in the air with both hands (it’s better to start with a round object: an apple, a watermelon, etc. The main thing is that the child looks at his hand while “drawing”).

“Horizontal eight” - draw the number eight in the air in the horizontal plane three times - first with one hand, then with the other, then with both hands.

“Constrictions” - Two players interlock with three or two fingers; everyone tries to outdo their opponent.

“Rings” - the closed thumb and index finger of the right hand - a large ring, the closed little finger and thumb of the left hand - a small ring. The fingers of both hands simultaneously begin to move, alternately closing with the thumbs so that... the right hand got a small ring, and the left - a large one.

“Puppets” - Children imagine that they are marionette dolls that are suspended by different parts of their bodies. The part of the body by which the doll is suspended is tense and does not move. Everything else is relaxed and hanging out. The doll begins to be pulled by the string at different paces.

“Fists” - The child bends his elbows and begins to clench and unclench his hands, gradually increasing the pace. Performed until maximum wrist fatigue. After this, the hands relax and shake.

Exercises to increase activation level

These exercises increase the child’s potential energy level, enrich his knowledge about his own body, and develop tactile sensitivity.

1. Self-massage of the ears.

The earlobe is pinched with the thumb and forefinger, then the ear is kneaded along the edge from bottom to top and back.

2. Self-massage of the lateral surfaces of the palms of the hands.

The child taps the edge of his right palm on the inside of his left palm ten times, then changes hands. Repeats the exercise several times.

3. With your fingers spread, clap your hands several times so that the fingers of both hands touch.

Then the claps are performed with fists oriented with the back surface first up, then down, out, in.

4. Self-massage of the head. The fingers are slightly bent. With smooth stroking movements, both: hands move from the ears to the top of the head.

5. Squeezing your hand with the palm of your opposite hand, massage it, moving your palm from the wrist and back, then ~ from the shoulder to the elbow and back. Same with the other hand.

Exercises to develop hand mobility and flexibility

1. “Butting” with fists.

The child clenches his fingers into fists, then presses them tightly together, as if two fists are “butting.” Repeat the exercise several times.

2. “Checking the clutch.”

The child clasps his fingers together: he opens his right and left fists slightly and “puts” them into each other, squeezing his fingers. Then he pulls his arms in different directions. Repeat the exercise several times, changing hands.

3. “Let’s hug.”

The child clasps the fingers of both hands and presses with the pads of his fingers on the backs of his hands. Repeat the exercise several times.

4. “The fingers are jumping.”

The child bends his fingers and connects them with his nails (thumb to thumb, index finger to index finger and Shpak further). Then he sharply straightens his fingers and touches with pads. Then again with nails, again with pads and so on.

1. "Pencil".

I roll a pencil in my hands,

I'm turning it between my fingers.

Definitely every finger

I will teach you to be obedient.

The child holds the pencil with the thumb and index finger of his right hand. It begins to swing, imitating the movement of a pendulum.

Then he does the same with his left hand. Repeat the exercise several times.

Do the same with other fingers, i.e. the child holds the pencil with the index and middle fingers of his right hand. It begins to swing, imitating the movement of a pendulum.

Then he does the same with his left hand, etc.

6. “Beads - polka dots.”

I'll roll the beads and peas in my hands. Become dexterous quickly, Fingers, palms.

The child pats the inside of his left palm with the fingertips of his right hand.

Repeats the exercise several times, changing hands.

By the senior preschool age, a child should be able to correctly name fingers in direct and reverse sequence, out of order, with touching, with showing to himself and others, with his eyes closed. It is good to use a pencil, paint, varying the pressure, connect dots with precise lines, cut along the contour and sculpt. At this age, you can introduce your child to beadwork, how to work with thread and needle. Each child’s finger should be “independent” and dexterous for school. A. help normalize these skills, develop the dexterity of children’s hands, and therefore intellectual abilities The child is called upon to play finger games.

The games and exercises given below are addressed primarily to mother and child, but can also be used in the practice of teachers, psychologists, and speech therapists working with young children.

All exercises are performed at a slow pace, three to five times, first with one hand, then with the other hand, and finally with both hands together. Adults monitor the correct placement of the child’s hand and the accuracy of switching from one movement to another. Instructions should be calm, friendly, and clear.

The adult agrees with the child or group of children about the finger positions that will be used in today's game. You can offer a variety of options.

Flashlights

Initial position. Place your palms in front of you, straightening and spreading your fingers. Clench and unclench the fingers on both hands at the same time, accompanying the movements with appropriate phrases.

The lanterns are lit! (straighten your fingers).

The flashlights have gone out! (squeeze fingers).

Perform the exercise several times.

Alternately clench and unclench your fingers for a one-two count. For “one”: the fingers of the right hand are straightened, the fingers of the left hand are clenched. On “two”: the fingers of the left hand are straightened, the fingers of the right hand are clenched. Perform the exercise slowly at first, then speed up the pace.

Tall beautiful We show with our hands “wood”

trees grow here, vyya.”

roots underground We show “roots” with our hands.

They drink water for them.

Initial position. The palms are lowered down and pressed against each other with their backs. The fingers are spread apart and tense. Hold your hands in this position, then shake.

The starting position is the same as when performing the “Man” exercise, but the index and middle fingers must be placed on 2 flat counting sticks. This is a “skier on skis”.

Without lifting the index and middle fingers from the “skis,” the child “rides” with sliding movements along the table.

We went skiing in the morning,

We quickly reached the forest on skis.

It's time for lunch - we walked around the whole forest.

We came home together on skis.

First, the child, following the adult, repeats the finger positions several times in order to remember them. Then follows the condition: “Instead of a chain, we make hooks. Instead of hooks there are chains. The rest are as they are.”

The game starts off slowly and then increases in pace. If the child does not get lost after several repetitions, the condition should be replaced with a new, more complex one.

For example: “Instead of an elephant there is a house, instead of a house there is a ball, instead of a ball there is an elephant, and on a flower there is a ban,” that is, one of the finger positions does not need to be repeated.

For children 4-5 years old, with certain training, a “five-step” change is available; future first-graders cope with seven changes and themselves offer new finger figures and new fun tasks, for example: “Instead of a house, freeze!”

Fingers help you speak.

Work on training fingers can begin with children aged 6–7 months. During this period, it is useful to massage the hands - stroke them, pressing lightly, in the direction from the fingertips to the wrist, then move the child’s fingers - the adult takes each child’s finger in his own, bends and straightens it. You need to do this for 2-3 minutes every day.

From the age of ten months, active training of the child’s fingers should begin. The techniques can be very diverse, it is important that more fingers are involved in the movement and that these movements are quite energetic. Observations have shown that the simplest techniques are very effective. For example, you can let kids roll plasticine balls (all fingers are involved and considerable effort is required), tear small paper into small pieces - kids do this with pleasure for several minutes; all fingers are also involved here, and the movements are energetic.

You can let children sort out large wooden beads, put together wooden pyramids, and play with inserts. (Inserts are hollow cubes of different sizes that can be placed one inside the other.) Stringing rings of pyramids is also a good workout, but the movements are made with less effort and are carried out with two or three fingers.

Starting from the age of one and a half, children are given more complex tasks, specifically aimed at developing fine movements of the fingers (power relations are no longer so significant here). This is fastening buttons, tying and untying knots and laces.

Toys of this type can be made: a butterfly or a bird from a plain thick fabric with bright large buttons sewn on to which the same butterfly or a bird from a different fabric is fastened - for example, you get a blue butterfly with red circles (buttons) on the wings.

It is more convenient to teach lacing using two sheets of thick cardboard with two rows of holes; The child is given a shoe lace with metal ends and shown how to lace. The cardboard should be strengthened so that it is convenient for the baby to manipulate the lace.

The following activities can also be used:

Sets of porous sponges (for training the muscles of the hand);

Sets of rings of different sizes for stringing them onto a rod;

Colored balls of thread for rewinding;

Wooden toys (assemble a nesting doll, build a train, a chair, a house, etc. from cubes);

Mosaic of increasing complexity;

Stringing beads, beads, buttons;

Sets of ropes of different thicknesses for tying and untying knots;

Sets of small toys for the development of tactile perception (recognition of objects by touch);

Boards with a rolled layer of plasticine for laying out patterns of small pebbles and cereals;

Knitting, sewing, embroidery;

Plastic or wooden sticks for laying out patterns according to the sample;

Modeling from clay or plasticine;

Game “Theater of Fingers” from 1.5 years old;

Folk finger games provide very good training for finger movements. The most common game for young children is the game “Magpie - Belobok”.

Folk games mudras - they absorb exactly what the child needs - the closeness of an adult (mother), a simple poem, a light massage, finger gymnastics - an excellent stimulus for developing speech.

Based on folk finger games, finger gymnastics complexes have been developed to promote speech development for speech therapy groups of preschool educational institutions. Each complex is learned within one week, then the next ones are included. Each complex consists of 5 exercises and one nursery rhyme. First, exercises are done, then a nursery rhyme with the movement of both hands at the same time.

Finger games should not be long; 5 minutes a day is enough to stimulate the child’s speech function. Never force a child to participate in a game. Finger play is very contagious. Watch your child and you will see that he also enjoys it.

Conclusion.

So, in the process of individual development, speech is closely related to movements, primarily of the fingers. This is clearly revealed when observing children of the same age, but with different degrees of speech development. Children who make numerous animated movements with their fingers develop speech clearly faster than others. The development of finger movements, as it were, prepares the ground for the development of speech. If you specifically train small movements of the hand, the development of speech can be significantly accelerated, since, apparently, speech areas in the cerebral cortex are formed under the influence of impulses from the fingers; such training can accelerate the maturation of the speech areas of the cortex by 2 -2.5 months, which is a lot for a small child.

A child’s speech is directly related to his activities, to the situations in which communication occurs. First of all, the child begins to name those objects that he most often touches with his hands; at the same time, the details that he touches stand out more often (for example, the handle of a cup compared to its bottom). A word—the name of an object—becomes a word—a concept only after a significant number of motor conditional connections have been developed for it. For example
Filatova Yulia Viktorovna