“Finger gymnastics” - Say poems with your hands. Multi-colored clothespins. Finger gymnastics. Sand grammar Writing in sand Sand grammar. Faceted pencil. Finger gymnastics with elements of logorhythmics. Exercises with objects. Speech therapy brush “Hedgehog”. Goat. Sand therapy (sand-plau). A spool of thread.

“Fine motor skills of the hand” - Finger Theater. Examination of fine movements. Pyramid rings. Finger movements. Stages of finger gymnastics. Hand massage. A set of exercises for making sounds. Circle. Development fine motor skills. Shadow theater. Actions with chopsticks. Actions with different objects. Games with paper.

“Development of fine motor skills of the hands” - Autumn. Fish. Development of speech function. Body parts. Finger gymnastics allows you to establish a close connection. Special attention is paid to the development of fine motor skills. Family. Simple exercises. Exercises to develop finger and hand strength. Exemplary lexical material. Development and improvement of fine motor skills of the hand and fingers.

“Development of fine motor skills” - Development of fine motor skills and graphic skills at home: Fine motor skills of the hand. -Tying shoelaces; - Fastening buttons, snaps, hooks; -Knitting; -Burning; -Chasing; -In winter - playing snowballs, sculpting from snow. - Modeling from clay and plasticine; -Embroidery; -Cutting out; -Beading; -Coloring pictures; - Compiling a mosaic; -Construction (“Lego”);

“Kinesiological exercises” - Exercise: “Goose-hen-rooster.” Exercise: “House-hedgehog-castle. Place your tongue in your mouth against your teeth, trying to push it out. You can't touch your finger. Exercise: “Scissors-dog-horse.” First, with each hand separately, then with both hands at once. Exercise: “Bunny-goat-fork.” Relax your tongue. Move the finger that the presenter points to.

“Finger games for kids” - Finger games and exercises. Basic rules of finger games. The baby's level of interest. House. Fingers. Finger games with kids. Watch. Why finger games so useful for kids. Warm up. Bees. Mosquitoes. Finger games for kids from 2 to 3 years old.

Additional general educational developmental program of artistic orientation

Explanatory note

The additional general education general developmental artistic program “Cheerful Palms” was developed in accordance with the Federal Law Russian Federation dated December 29, 2012 No. 273 “On education in the Russian Federation”, taking into account the provisions of the Concept for the development of additional education for children dated September 4, 2014 No. 1726-r and other regulatory legal documents.
This program is aimed at teaching elementary preschoolers the basic skills necessary in life. self made With different materials. For each type of work, the program contains an approximate list of practical and theoretical work.
The relevance of work on the development of fine motor skills in young children is determined by the age-related psychological and physiological characteristics of children: in early and early preschool age, the structures and functions of the child’s brain intensively develop, which expands his capabilities in understanding the world around him. 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. To teach a baby to speak, it is necessary not only to train his articulatory apparatus, but also to develop fine motor skills of his hands. The level of development of fine motor skills is one of the indicators of intellectual readiness for school, and it is in this area that preschoolers experience serious difficulties. Therefore, work on developing fine motor skills must begin long before entering school, namely from a very early age. Lack of preparation for writing, insufficient development of speech, fine motor skills, visual perception, attention, can lead to a negative attitude towards learning and an anxious state of the child at school. Therefore, in preschool age it is important to develop the mechanisms necessary for mastering writing, to create conditions for the child to accumulate motor and practical experience, and to develop manual skills.
Novelty of the program
Children are taught from the age of three;
The material of exercises for the development of fine motor skills has been selected and systematized in accordance with the age characteristics of children;
Classes in this program are conducted in a playful way. During the game, the situation of success is realized to the maximum, therefore, the work happens naturally, and there is no mental stress.
The “Funny Palms” program is intended for younger children preschool age(34 years). The duration of the program is 1 year. The course lasts 9 hours.
Duration directly educational activities on the implementation of the program of additional education for children - 10-15 minutes in accordance with SanPiN 2.4.1.2660-10.
Lesson mode:
Junior group - number of classes per week 1, per month 4 classes. 36 classes are held per year.
Form of organization educational process: group with an individual approach.
Conditions for recruiting children: everyone is accepted.
The “Cheerful Palms” program was developed in accordance with the State educational standard.
This program integrates with educational areas: “Cognitive development”, “Artistic and aesthetic development”, “Socio-communicative development”, “Speech development”, “Physical development” main educational program DOW.
The structure of the GCD can be flexible and change depending on the goals and objectives, but it includes 3 parts: introductory, main and final.
The introductory part is creating an emotional mood in children and explaining new material.
The main or practical part is the creative work of children; I provide advice and provide individual work as needed.
The final part is very important - it analyzes the result of children's artistic creativity.
When developing the program, the following principles were taken into account:
accessibility (simplicity, compliance with age and individual characteristics);
visibility (illustrativeness, presence didactic materials). “The more organs of our senses take part in the perception of any impression or group of impressions, the more firmly these impressions fit into our mechanical, nervous memory, are more accurately preserved by it and are more easily remembered,” (K.D. Ushinsky);
scientific character (validity, presence of a methodological basis and theoretical basis).
“from simple to complex” (having learned basic work skills, the child applies his knowledge in performing creative work).
The program uses health-saving technologies: gaming warm-ups, eye exercises, finger exercises, self-massage.
Forms of work: conversations, didactic games, games with objects and waste material, collective creativity, individual adjustment of actions.
An integral element of each lesson are finger games and physical education exercises. The inclusion of exercises for the development of finger motor skills in physical education plays a positive role in children's learning. This allows:
– regularly stimulate the action of the speech zones of the cerebral cortex, which has a positive effect on the development of children’s speech;
– improve attention and memory – mental processes are closely related to speech;
– facilitate the acquisition of writing skills by future schoolchildren;
– arouse interest and a bright emotional mood in children.
The duration of a physical education break in one lesson is 3-5 minutes. Each physical education pause contains a large number of different finger movements, and they are meaningfully combined with the spoken poems.

Purpose of the program- creating conditions for the development of fine motor skills in children of primary preschool age.
Program objectives:
Educational:
1. Cultivate accuracy and perseverance in children.
2. Cultivate attentiveness to completing tasks.
3. Fostering a respectful attitude towards one’s own and other people’s work.
Educational:
1. Develop the ability to make precise movements with the hand and fingers.
2. Develop the ability to coordinate hand work with visual perception.
3. Develop creative activity, spatial thinking, fantasy.
Educational:
1. Develop performance skills.
2. Develop the ability to translate your ideas into an artistic image.
The program includes the following sections:
finger gymnastics
modeling
applique
unconventional drawing techniques
hatching
games and actions with objects.
In chapter “Finger gymnastics” children get acquainted with a set of exercises that give their fingers complete rest, develop their dexterity, mobility, and funny poems Help students 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. These exercises help maintain good tone.
In chapter “Modeling” in the process of activity, children depict objects of their reality, create elementary sculpture, which contributes to the development children's creativity, enriching children with visual and technical skills, creating interest in this type of activity.
In chapter “Applique” children develop hand coordination, logical thinking and spatial imagination, learn to use glue and scissors.
In chapter “Unconventional drawing techniques” Children develop drawing skills and abilities different ways, imagination develops.
In chapter "Hatching" children improve coordination of movements of fingers and hands, in addition, the child learns to hold a pencil correctly.
In chapter “Games and activities with objects” To form fine hand movements, improve motor skills, develop motor coordination and optical-spatial concepts, objects of different sizes, materials, textures, and structures are used.

Expected results:
Children should know:
-safety regulations;
- basic forms of shading;
- basic rules for gluing;
-some sculpting techniques.

Must be able to:
-work with various objects;
-hold a brush or pencil correctly;
-use glue, napkin;
- shade the image;
-make crafts using the “applique” technique according to a sample;
- repeat finger exercises after the teacher;
-perform simple drawing techniques.

Pedagogical diagnostics

Pedagogical diagnostics are carried out 2 times a year (primary in September, final in May).
Purpose of diagnostics: identifying the initial level of development of fine motor skills in children fourth year life.
To identify the level of development of fine motor skills in children of middle preschool age, I used criteria developed by A.S. Galanov:
- range of movements of the fingers;
- switchability of finger movements;
- accuracy of finger movements.
In accordance with these criteria, I identified and determined the levels of development of fine motor skills in preschool children

Levels of development of fine motor skills in children

The child has the ability to control the flexor muscles: during the examination, he holds a given position without unclenching his fingers.
The child confidently demonstrates the precision of finger movements: he connects his fingers in rings deftly, without getting confused or breaking the sequence; accurately repeats all lines and given figures after the tester.
Average level:
A child of this level demonstrates insufficient range of motion of the abductor muscles of the fingers: when unclenching his fists, his fingers do not abduct to their full extent.
Switchability is not sufficiently formed: during testing, isolated violations of switchability of hand movements are observed, the nature of the test person’s actions does not correspond to the tester’s commands. In this case, switching from one type of movement to another, as well as the sequence of movements, may be disrupted.
During the examination, he demonstrates insufficient accuracy in performing finger movements: there are violations of accuracy, dexterity, the sequence of connecting fingers into rings, as well as dexterity in drawing lines and given figures.
Low level:
A child of this level demonstrates insufficient range of motion of the abductor muscles of the fingers: when unclenching his fists, his fingers practically do not abduct.
Switchability is not formed: during testing, disturbances in the switchability of hand movements are observed, the nature of the test person’s action absolutely does not correspond to the tester’s commands. In this case, switching from one type of movement to another, as well as the sequence of movements, are completely disrupted.
The child does not fully control the flexor muscles: the fingers involuntarily begin to unbend.
During the examination, he demonstrates complete inaccuracy in performing movements with his fingers: he completely inaccurately connects his fingers into rings, shows complete inability and powerlessness in drawing lines and given figures.

To study fine motor skills of the hands, I used the technique developed by O.V. Bachina and N.F. Korobova. Test to determine the completeness of range of motion of the fingers of the dominant hand.
Purpose: diagnosing the completeness of the range of movements of the fingers when unclenching fists based on the completeness of the amplitude of movements of the abductor muscles.
Test progress:
The tester instructs the child to place both hands on the table, palms up.
Sequence of task execution:
1. Firmly clench your fingers into fists without turning your palms.
2. Hold your clenched fists while counting from 1 to 5.
3. Clench and unclench your palms while counting one or two times (repeat 5-6 times).
The tester records the completeness of the amplitude of finger abduction.
Insufficient range of motion of the abductor muscles of the fingers: when unclenching the fists, the fingers are not abducted to their full extent.
Sufficient range of motion of the abductor muscles of the fingers: when unclenching the fists, the fingers are abducted in full.
Test to identify the switchability of movements of the fingers of the dominant hand “Fist - edge - palm” (A.R. Luria).
Goal: determining the level of switchability of movements of the fingers of the dominant hand.
Test progress:
The child is asked to repeat, according to the pattern given by the tester, a series of nine movements, which consists of a three-time repeating series of movements “fist - rib - palm”.
May be violated:
- switching from one type of movement to another;
- sequence of movements.
Interpretation of test results:
Switchability is assessed as sufficient if the tester's commands are executed without error.
Switchability is considered insufficiently formed when the switchability of hand movements is impaired, when the nature of the test person’s action does not correspond to the tester’s commands.
A test to determine the level of development of the ability to hold a given pose of the fingers of the dominant hand.
Purpose: to determine the level of development of the child’s ability to control the flexor muscles when holding the fingers in a given position.
Test progress:
The tester asks the child (following the example: the teacher shows and the child repeats after him) to make hooks with the thumb, index and middle fingers. The remaining fingers need to be pressed to the palm and held in this position, without changing posture, counting from 1 to 10.
Interpretation of test results:
The child has the ability to control the flexor muscles if he holds a given pose without unclenching his fingers.
The child has insufficient control over the flexor muscles (or does not have it at all) if the fingers involuntarily begin to unbend.
A test to determine the level of accuracy in performing movements with the fingers of the dominant hand.
Test progress:
The tester asks the child (following the example: the teacher shows - the child repeats after him) to consistently make rings with two fingers of the dominant hand: thumb and index; large and medium; big and nameless; thumb and little finger. It is recommended to repeat testing 3 times, slightly increasing the pace of movements.
Interpretation of test results:
The accuracy of finger movements is considered sufficient if the child connects the fingers in rings deftly, without getting confused or breaking the sequence.
The accuracy of performing finger movements is considered insufficient if the accuracy, dexterity, and sequence of connecting the fingers into rings is impaired. A test to determine the level of fine motor skills of the hands.
Goal: determining the child’s level of ability to make movements with his fingers with a given accuracy.
Test progress:
The tester gives the child a pencil and paper and asks him to repeat the drawing of the vertical, horizontal line, draw a circle and a dot after the teacher.
If the child shows versatile abilities, you can ask him to copy the image from the sample (in this case, the child should not see how it was drawn).
Interpretation of test results:
The accuracy of performing finger movements is considered sufficient if the child accurately repeated all the lines and given figures after the tester.
The accuracy of finger movements is considered insufficient if the accuracy and dexterity in drawing lines and given figures is impaired.
During a practical examination based on the criteria presented above, I was able to identify the levels of development of fine motor skills in children of middle preschool age. I summarized the results obtained during the initial survey in Table 2.

Conditions for the program
Material and technical base:
- group room (tables);
- samples of crafts;
- working material.
External conditions:
- organization of exhibitions.

List of working materials used:
1. Plasticine.
2. Boards for modeling.
3. Colored cardboard.
4. Colored paper.
5. Glue.
6. Paints – gouache.
7. Sketchbooks.
8. Buttons.
9. Colored pencils.
10. Scissors.
11. Cereals.
12. Textile material.
13. Cotton swabs, discs.

Long-term work plan for the circle
"Cheerful Palms"

September

1 Diagnostics.
2 "Smart fingers"
Goal: Development and formation of fine motor skills of the hands, strengthening the muscles of the fingers and hands.
3 "Gifts of Autumn"
Goal: to consolidate children’s knowledge about fruits; conduct sensory examination fruits; take personal part in basic labor processes; learn to lay out ready-made forms at a certain distance from each other or with partial overlap, filling the entire space of the composition; develop independence in completing tasks; distinguish an object by its shape; to cultivate interest in displaying ideas about nature in visual arts.
4 "Amanita"
Goal: To teach children the technique of finger painting and tearing paper. Develop and form fine motor skills of the hands. Cultivate accuracy in work.

1 “Potatoes in a bag”
Goal: To teach children to roll small balls of plasticine between their palms and flatten them on top with a finger on cardboard. Develop tactile sensations. (Koldina, Lepka, p. 7)
2 “Mushrooms are hiding in the grass”
Goal: To teach children to hold a pencil correctly; draw short strokes with a pencil, placing them over the entire surface of the sheet. (Koldina, Drawing, p. 8)
3 "Apple"
Goal: To teach children to apply plasticine in a thin layer on a surface limited by an outline. (Koldina, Lepka, p. 9)
4 " Autumn rain»
Goal: Improve the technique of drawing with short strokes; strengthen the ability to hold a pencil correctly. (Codina, Drawing, p.9)

1 "Heavy Rain"
Goal: To teach to crumple and squeeze pieces of napkin with the fingers of both hands; practice rolling pieces of napkin between your palms in a circular motion hands; learn to place the balls in the right place. Develop fine motor skills of the hands.
2 "Sunflower"
Goal: Strengthening fine motor skills of hands through modeling.
3 “Visiting Grandma Zabavushka”
Goal: Development of fine motor skills of the hands through actions with objects, finger gymnastics and unconventional technology activity.
4 “Patterns on a dress”
Goal: To teach how to decorate a product with dots, rings, strokes, stripes using a brush. (Koldina, Drawing, p. 10)

1 “Gift for a hedgehog”
Goal: Strengthening fine motor skills of the hands through cutting appliqué.
2 "Mittens"
Goal: Improve the technique of applying plasticine to the surface. Learn how to decorate a product yourself. Strengthen fine motor skills of the hands. (Koldina, Lepka, p. 11)
3 "Christmas ball"
Goal: To teach children to decorate a three-dimensional product with small plasticine balls. Develop fine motor skills of the hands.
(Koldina, Lepka, p. 13)
4 “Decorate the Christmas tree”
Purpose: To introduce children to the technique of working with a signet, to show how to obtain a print. Train your finger muscles.
Koldina, Drawing, p. 14)

1 "Coniferous forest"
Goal: To teach children to draw objects consisting of a combination of lines. Develop fine motor skills of the hands. (Koldina, Drawing, 13)
2 “Bunny in a white fur coat”
Goal: To develop children’s knowledge about wild animals, to clarify which wild animals change the external color of their coat with the arrival of cold weather. Teach children to carefully place the workpiece on a sheet and apply glue, teach them how to skillfully use glue, use cotton wool, and complete the necessary details.

3 "Snowman"
Goal: Strengthening fine motor skills through drawing.
4 “Let’s decorate the hat”
Goal: To teach children to first lay out details of different shapes and colors prepared by the teacher on a sheet of paper, arrange them in a certain sequence, and then stick the resulting image onto the paper. Arouse interest, develop accuracy and a sense of rhythm. Fix red, yellow and green.

1 "Let's treat the animals"
Goal: to form and improve fine motor skills of the fingers, motor skills and abilities; develop the ability to hold a pencil correctly, learn to use it using self-massage, games and exercises; activate vocabulary on the topic.

2 “Rug for rabbits”
Goal: To teach children to decorate a rectangular object, alternating circles and lines; consistently use paints of two colors; independently come up with a pattern and place it over the entire surface of the object. (Koldina, Drawing, p. 11)

3 “Visiting the fox”
Goal: Development of fine motor skills of the hands. Teach children to grab small objects with their palms and move them to another place.

4 "Visiting Grandma"
Goal: To teach to listen carefully to nursery rhymes and poems, to understand their content, to develop a sense of rhythm, active speech, to encourage play with movement, to develop fine motor skills, to expand the experience of cognitive communication with adults.1 “Bouquet of Flowers”
Goal: To develop attention, memory, logical thinking, fine motor skills, color perception, creativity. Develop interest in the results of your work.
2 “Beads from pasta”
Goal: To teach children to carefully paint three-dimensional objects. Develop fine motor skills and sense of rhythm. (Koldina, Drawing, tr. 19)

3 "Turtle"
Goal: Learn to combine plasticine and natural material. Develop speech, thinking, fine motor skills. (Koldina, Lepka, p. 18)

4 “Let’s treat the mouse to cheese”
Goal: To teach children to draw semicircular objects with colored pencils and carefully paint over them. (Koldina, Drawing, p. 12)

1 "Tumbler"
Goal: To teach children to create an image of an object from round parts, by successively reducing the shape, placing the image in the center of the sheet;
Strengthen the ability to carefully pick up glue on a brush, spread ready-made shapes, press parts with a napkin;
Develop orientation on a sheet of paper

2 " Easter Egg»
Goal: Continue to teach children to apply plasticine to the surface and decorate the product. Develop speech, thinking, fine motor skills. (Koldina, Lepka, p. 25)

3 "Little Goat"
Goal: To teach children to draw dots with their fingers, placing them close to each other. Develop fine motor skills of the hands. (Koldina, Drawing, p. 15)

4 "Journey to the Zoo"
Goal: Improve coordination of movements, develop fine motor skills, coordination of finger movements.
1 "Beautiful Butterfly"
Goal: Continue to teach children to apply plasticine to the surface in a thin layer inside the outline of the drawing and decorate the product.

2 “Fish swim in a stream”
Goal: Continue to teach children to make a composition from ready-made figures on a sheet of paper, develop imagination, fine motor skills, and carefully use glue.

3 “The secret is in the palm of your hand”
Goal: To develop fine motor skills of the fingers, as well as to develop the tactile sensitivity of children’s hands.

4 Diagnostics
Final exhibition of works.

Literature used by the teacher:
1. Gatanova N.V., Tunina E.G. I am developing fine motor skills. – St. Petersburg: “Peter”, 2000.
2. Bolshakova S.E. Formation of fine motor skills of the hands: Games and exercises. – b. Sphere shopping center, 2008.
3. Urmakova I.A. We develop fine motor skills in children. – St. Petersburg: “Litera”, 2008.
4. Lykova I.A. Visual activities in kindergarten: planning, lesson notes, guidelines. Early age. – M.: “KARAPUZ”, 2009.
5. “Games for developing fine motor skills using non-standard equipment.” – St. Petersburg: OOO “Childhood-Press”, 2013.
6. Koldina D.N. Modeling with children 3-4 years old. Lesson notes. – M.: Mosaika-Sintez, 2009. Sensory development of young children in accordance with the Federal State Educational Standard for Education

“Club program for the development of fine motor skills “Nimble Fingers” for children 4-5 years old. Relevance. The origins of children’s abilities and talents are at their tips...”

Club program for the development of fine motor skills

“Nimble Fingers” for children 4-5 years old.

Relevance.

The origins of children's abilities and talents - on

their fingertips.

Fine motor skills are precise and subtle movements of the fingers. From development

fine motor skills directly depend on the preparedness of the hand for writing, work

speech and thinking centers of the brain. Motor skills

help the child explore, compare, classify and thereby

allow him to better understand the world in which he lives. It is very important in preschool age to create conditions as early as possible for the child to accumulate motor and practical experience, develop manual skills, and form the mechanisms necessary for future mastery of writing.

Systematic exercises that require fine finger movements increase the performance of the brain, giving a powerful impetus to the child’s cognitive and creative activity. High development cognitive processes is relevant and significant in modern society.

This program allows not only to develop cognitive processes, but also to realize the individual creative potential of the individual, to establish communications with adults and peers on the basis of joint activities. The development of fine motor skills, imagination, and cognitive processes is one of the most important sources in preparing children for primary school. schooling. Practical skills learned through fine motor skills activities in all activities and technical skills learned in manual skills classes will give children a sense of accomplishment. Therefore, fine motor skills work should begin long before they enter school. .

Explanatory note.

This program is aimed at comprehensive development child, to develop the sense of touch and fine motor skills necessary to perform subject-specific practical actions. The program’s methodology allows children to study intensively and not get tired due to the constant change of types of activities and switching of attention. Classes are aimed at developing cognitive processes, communication skills, emotional-volitional sphere and fine motor skills.

The program's methodology allows children to study intensively and not get tired due to the constant change of activities and switching of attention. The program allows not only healthy children to attend classes, but also children with developmental disabilities.

Classes in this program are conducted in a playful way. During the game, the situation of success is realized to the maximum, therefore the work happens naturally, there is no mental stress. All games and tasks are safe for the life and health of children.

The pedagogical feasibility lies in the fact that children work with plasticine, paper, templates, stencils, learn to use scissors, and develop graphic skills: tracing, shading, drawing with dots.

The program describes a course on the development of fine motor skills for preschool children aged 4-5 years. At the preschool educational institution, circle work is being conducted on this topic. Classes are held once a week for 20 minutes. There are 32 lessons in total.

Diagnostics are carried out 2 times a year (in September and May).

Goal: Creating conditions for the development of fine motor skills and finger movements; development of motor and cognitive abilities of children;

development of fine motor skills, manual skills through the implementation of subject-practical actions.

Tasks:

Educational:

1. Teach children to master graphic skills: a) shading in different directions according to the pattern: from top to bottom, from left to right. b) trace the contours of the object by dots, c) complete the drawing of the objects, d) color the pictures, following the rules: paint in one direction, without going beyond the contour, do not leave unpainted areas.

2. Learn to work with paper, master various types of bending (origami).

3.Teach techniques for working with plasticine equipment.

4. Enrich children’s tactile experience: teach them to recognize objects and materials by touch.

Educational:

1.Develop the ability to make precise movements with the hand and fingers.

2. develop the ability to coordinate the work of hands with visual perception.

3.Develop creative activity, spatial thinking, imagination.

4. Develop fine motor skills of the hands, kinesthetic sensations in the process of objective-practical actions;

Educators:

1. To instill in children accuracy, perseverance, and a conscientious attitude to work.

2.Cultivate attentiveness to completing tasks.

3. Cultivate a respectful attitude towards one’s own and other people’s work.

The main areas of work for the development of fine motor skills and coordination of movements.

Finger play training Massage of hands.

Finger gymnastics, physical education sessions.

Manual skill.

Drawing with plasticine.

Design from paper using the origami technique.

Application.

Development of graphic skills Drawing with stencils.

cutting with scissors.

Hatching.

Finishing the drawing.

Games and activities with small objects.

Recognize objects by touch.

Working with cereals, beans, peas.

Stringing beads and buttons on wire.

Laying out geometric figures. figures, sticks. Semyon.

In the “Finger Play Training” section, children are introduced to a set of exercises that give their fingers proper rest and develop dexterity and mobility. There are “active points” on the fingers and palms, massage of which has a positive effect on well-being and improves brain function.

In the “Manual Skills” section, children get acquainted with the technique of drawing with plasticine, get acquainted with the properties of paper, comprehend the beginning of planar geometry (origami technique), various types applications.

Here conditions are created for the manifestation of creativity, abilities, and development of imagination.

In the “Graphic skills” section, children improve coordination of movements of fingers and hands; in addition, the child learns to hold a pencil correctly.

In the section “Games with objects” “Children improve their motor skills, develop motor coordination and optical-spatial concepts, use objects of different sizes, materials, textures, and structures.

The result of this program should be:

1.Development of fine motor skills and coordination of fingers to a level appropriate for a given age.

2. Mastery of different types of manual skills.

3. Mastering the techniques of working with different tools.

4. Creative application of studied techniques, techniques and materials in artistic activity.

5. Mastering the norms of ethical behavior.

–  –  –

STATIC EXERCISES

While doing the exercises, teachers look at how long each child can maintain tension in their fine motor skills (fingers).

The test can be carried out as an express study in the form of the game “Freeze”.

The teacher invites the children (child) to play a game; gives instructions appropriate for each exercise; then the words “One, two, three!” are said.

Freeze! Children (child) perform an exercise. The teacher monitors the completion of each exercise, counting to himself or looking at the clock. After 2 minutes, the teacher gives the command “Get away!”

The test can be carried out in subgroups. The number of children in subgroups may vary (3-7 people).

The exercises are carried out without visual aids (pictures). The teacher gives verbal instructions and monitors the execution of the exercise.

Each exercise is performed three times. In this case, first there is an instruction from the teacher, accompanied by a demonstration.

Then the child performs the counting exercise in the following order:

1st time performing the exercise (counting up to 15); relaxation - rest (about 5 s);

2nd time - perform the exercise (counting up to 15); relaxation - rest;

3rd time - perform the exercise (counting up to 15).

"Ring". Place your thumb and index finger together;

Raise the remaining fingers up. Hold your fingers in this position for a count of up to 15.

"Goat". Extend your index finger and little finger forward. At the same time 2.

Press the middle and ring fingers with the thumb into the palm.

The exercise is performed by counting up to 15 (children 5-6 years old up to 10) 3. “Hare”. Extend your middle and index fingers upward. At the same time, press the little finger and ring fingers with the thumb to the palm.

The exercise is performed by counting up to 15 (children 5-6 years old up to 10)

DYNAMIC EXERCISES

6. Cutting with scissors. Working with scissors shows how a child can quickly change tension in the small muscles of the arm to relaxation.

The teacher suggests cutting a circle out of paper.

When completing the task, attention is paid to the speed and dexterity of the child’s hand.

7.Tearing off a sheet of paper. Tearing off a sheet of paper shows the collaboration of both hands at work. The teacher hands out sheets of paper, shows a sample square and asks what he showed. Next, the teacher asks the children to make the same square (in shape) using the tearing method.

TACTIL SENSATIONS

8. Recognition of the subject and quality. The child is asked to feel in the bag and show the teacher various objects of a certain quality.

Equipment: spoons (wooden, metal, plastic); rulers (wooden, metal, plastic).

Teacher's instructions: “Put your hand into the bag, touch the objects lying there and take out a wooden spoon (a spoon made of wood).”

9.Recognition of shape and quality. The child is asked to feel in the bag and show it to the teacher. geometric figures different shapes and certain quality.

Eq uipment: triangles (wooden, plastic, rubber cardboard); rectangles (wooden, plastic, rubber (cardboard).

Teacher’s instructions: “Put your hand into the bag, touch the figures lying there and pull out the plastic triangle

MOVEMENT COORDINATION

12. Threading the lace into the holes. The teacher offers the child a lace and a figure with holes.

13. Exercise “Palm - rib - fist”. The child sits at the table, his hand(s) are located on the edge of the table. When performing the exercise, you must maintain a clear sequence. Unlike senior group The pace of the exercise is set by the teacher by counting (one, two, three). The tempo is approximately as follows: 1 s is given for each exercise, 3 s for three exercises. All data obtained is entered into table 9 (see appendix)

Graphic skills.

14. “Riding on the path.” The child is invited to “drive along the path”, using a pencil to connect images of a car and a house (they are drawn on a piece of paper, connected by a “path” that goes around various obstacles (trees, river, well, etc.). The house is depicted in the upper right corner of sheet A-4, machine - in the lower left.Instructions:

“Imagine that you are a driver. You need to go to this house (the adult points to the house). You will go like this (in the picture - sample, the psychologist shows how to drive along the path with a pencil).

The pencil must always move along the path drawn on the paper, otherwise it will turn out that the car took off like an airplane or an accident occurred.

Drive carefully so that your car does not leave the road.

15. Trace the drawing along the lines. The child is asked to trace the drawing with a pencil exactly along the line, without lifting the pencil from the paper.

All received data is entered into a table.

Legend:

if the child completed the task - 1 point;

if the child completed the task partially - 0.5 points;

if the child did not complete the task - 0 points.

The last column shows the group (A, B, C), which shows the degree of development of fine motor skills of the child’s hand at the time of the examination.

Characteristics of groups Group “A”. The group includes children who scored 14-12 points during the examination. These children have well-developed fine motor skills.

Group "B". The group includes children who scored 11 - 8 points. Fine motor skills in these children are not sufficiently developed. To achieve a positive result in future work, close contact between teachers and parents is necessary.

Group "B". This group includes children who scored 7 points or less. These children have poorly developed fine motor skills.

Legend:

“+” - correct execution of the task “-” - task completed incorrectly;

“V” - unstable task performance.

Diagnostic card for the development of fine motor skills.

–  –  –

Bolshakova S.E. Formation of fine motor skills of hands. Games and exercises.

Gavrilova S.E. A big book for the development of fine motor skills for children 3-6 years old.

Yaroslavl: Academy of Development, 2009.

Novikovskaya O.A.: AST; St. Petersburg; Owl 2007.

Sakharova O. M. Preparing your hand for writing. Moscow. ROSMEN. 2008.

"N. Rymchuk “Finger games and the development of fine motor skills”

Rostov n/a: Vladis: RIPOL classic, 2008 Lykova I.A. "Program artistic education, education and development of children 2-7 years old. Ed. "Karapuz" 2005.

Similar works:

"St. Petersburg State University Higher School of Management SCIENTIFIC REPORTS I.N. Baranov COMPETITION IN THE FIELD OF HEALTH CARE No. 1 (R)–2010 St. Petersburg I.N. Baranov. Competition in the healthcare sector. Scientific reports, No. 1 (R)–2010. St. Petersburg: GSOM SPbSU, 2010...."

“essay by Raushan Shulenbayev CREATIVE PEAKS OF AKHMET ZUBANOV The founder of Kazakh professional music Akhmet Zhubanov left a huge creative legacy. These are three operas (created in collaboration with Latif Hamidi and Gaziza Zhubanova), which...” st. Sovetskaya, 14, Yaroslavl, 150000, Russia [email protected] AWARENESS AS A FACTOR OF INFLUENCE ON THE LEVEL OF POPULATION SATISFACTION WITH THE ACTIVITIES OF THE ORGANIZATION... "of the peninsula and Ukrainian Polesie Vladimir State University named after Alexander Grigorievich and Nikolai Grigorievich Stoletov, Vla..."

"www.fisher-labs.ru Contents Assembly...3 Batteries...4 Demonstration...4 Control unit..7 Sensitivity..7 Pinpoint 1...7 Discrimination..7 Notch (mark)... 8 Four-tone sound signal..9 Display...9 Correspondence table..10 Headphones...10 Electromagnetic radiation..10 Te...”

2017 www.site - “Free digital library- different materials"

The materials on this site are posted for informational purposes only, all rights belong to their authors.
If you do not agree that your material is posted on this site, please write to us, we will remove it within 1-2 business days.

MKDOU "Novokhopersky general developmental kindergarten No. 3 "Sun" Educational program

Head: Elena Vladimirovna Purzikova, teacher. 2015-2016

Explanatory note

“The sources of children’s abilities and gifts are at their fingertips. From the fingers, figuratively speaking, come the finest streams that feed the source of creative thought.” V. A. Sukhomlinsky

The origins of children's abilities and talents are at their fingertips. Various hand actions and finger games stimulate the process of speech and mental development child, since the development of the hand is closely related to the development of the child’s speech and thinking.

Fine motor skills of the hands also interact with such higher properties of consciousness as attention and thinking. The development of fine motor skills is also important because the child’s entire future life requires the use of precise, coordinated movements of the hands and fingers, which are necessary to dress, draw and write, as well as perform many different household and educational activities. A child at this age will benefit from hand exercises in the pre-speech period, and finger games accompanied by poetry will develop speech and listening skills. The preschooler will learn to understand the meaning of what he hears and grasp the rhythm 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 the child performs the exercises, accompanying them with short poetic lines, that is, his speech will become clearer, rhythmic, bright, and control over the movements performed will increase. The child’s memory develops as he learns to remember certain hand positions and sequences of movements. The child develops imagination and fantasy. Having mastered all the exercises. He can "tell with fingers" whole stories. 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. Children's activities based on interests "Talking Fingers" is aimed at developing and strengthening fine motor skills in children aged 3-5 years. Classes include a variety of game exercises based on various lexical topics. The work uses materials of different textures (paper, cardboard, fabric of various textures, threads, cereals, buttons, etc.)

Children's activities based on interests are held once a week in the afternoon throughout the school year. Form of work: with subgroups.

1. Title page.
2. Content.
3. Explanatory note.
4. List of children.
5. Purpose of the program.
6. Tasks.
7. Predicted results of the educational process.
8. Providing the program.
9. Methodological literature.
10. Long-term work plan.

Predicted results.

1. Children's ability to work with paper;
2. Use of figurative toys in theatrical games;
3. Develop the ability to hold a pencil (handles will become more flexible and obedient);
4. The ability of preschoolers to work independently and creatively;
5. Mastering the necessary knowledge and skills in joint activities with teachers.

Purpose of the program:

Development and strengthening of fine motor skills in preschool children in games, exercises and various types productive activity (drawing, modeling, designing), speech understanding, harmonious development of children.

Tasks:

The program offers solutions to educational, educational and developmental problems, taking into account the age and individual developmental characteristics of preschoolers.

Educational:

• formation of voluntary coordinated movements of fingers, eyes, flexibility of hands, rhythm development of tactile perception (tactile, skin sensitivity of fingers)
• formation of practical skills
• teach various skills in working with paper and plasticine.

Educational:

• development of fine motor skills of fingers and hands
• improving hand movements
• development of cognitive mental processes: voluntary attention, logical thinking, visual and auditory perception, memory
• children's speech development.

Educational:

• develop moral qualities towards others (goodwill, camaraderie, etc.)
• educate and develop artistic taste
• cultivate perseverance and focus.

Pedagogical technologies that ensure the implementation of the educational process.

Pedagogical principles:

• principle of consistency (from simple to complex, from particular to general)
• the principle of a rich object-based play environment for sensory education of children
• the principle of the relationship between sensory, mental and physical development
• the principle of integration of educational, educational and developmental tasks
• the principle of ensuring active cognitive-sensory practice.

Methods and forms:

1. Conversations are aimed at creating conditions: for developing the ability to listen, hear, see and notice, observe and perceive.
2. Discussion helps develop the ability to speak and prove, and think logically.
3. Organizing game situations helps: gain interaction experience, make decisions, take responsibility..

To develop hand motor skills in children's hobby classes, the following techniques are used:

• self-massage of hands;
• finger gymnastics and finger games;
• performing movements with small objects (mosaic, construction set, cereals, small toys, counting sticks, buttons, beads)
• drawing (fingers, plasticine, pattern shading, painting, labyrinths) applique, origami.

Providing the program.

Personnel: teacher with higher education.

Material and technical:

To successfully implement the program, you need the following materials and tools:

• rubber toys
• beads, ribbons, bows, buttons, matches, sticks. lacing
• various materials: plastic (dough, plasticine), bulk (cereals, legumes, sand); foam rubber, cotton wool, cotton swabs.
• colored paper, album, markers, glue, pencils
• finger theater figures, etc.
• finger games index
• card index of artistic words (poems, riddles)
• music library (classical works, children's repertoire).

Methodological literature:

1. Abramova L.P. “Bushies are lambs. Finger games" . – M.: Karapuz, 2003.
2. Agayan G.G. “Visiting the sun. Finger games" . – M.: Karapuz, 2004.
3. Agayan G.G. “We stomped, we stomped... Finger games” . – M.: Karapuz, 2004.
4. Bardysheva T.Yu. “I’ll gore, I’ll gore! Finger games" . – M.: Karapuz. 1999.
5. Kislinskaya T. "Genius at your fingertips" . - M.: "Genesis" , 2008.
6. RazenkovaYu. A., Odinokova G.Yu. “Hey, palm! Finger games» . – M.: Karapuz, 2004
7. “Educational games for children under three years old” : Popular manual for parents and teachers / Comp. Galanova T.V. – Yaroslavl: Academy of Development, 2002.
8. Yanushko E.A. “Speech therapy classes with non-speaking children 2-3 years old. Development of speech understanding // education and training of children with developmental disorders" . – 2004. - No. 6. – pp. 22 – 28.
9. Magazine "Hoop" .

Working programm

circle work of the junior group "Rainbow"

« Skillful hands»

municipal budgetary preschool educational institution

"child development center - kindergarten

No. 19 "Cornflower"

Implementation period 4 years

Developed by: teacher MBDOU TsRR

Kindergarten No. 19 “Cornflower”

Kondakova Larisa Olegovna

Yakutsk 2014

Explanatory note

Fine motor skills are a set of coordinated actions of the nervous, muscular and skeletal systems, often in combination with the visual system in making small and precise movements of the hands and fingers.

The development of fine motor skills is necessary not only for performing any everyday activities, but also for stimulating brain activity and for the development intellectual abilities. Thus, scientists have proven that the level of speech development is directly dependent on the degree of formation of fine movements of the fingers. It has also been established that by the age of 6-7 years, the maturation of the corresponding areas of the brain and the development of small muscles of the hand are largely completed. It follows from this that work should begin in in this direction necessary from the age of two, since this is the most favorable period for the development of a child, when the cerebral cortex is not yet fully formed.

The development of fine motor skills in a child is also important because in the future he will need to use precise coordinated movements: getting dressed and putting on shoes, drawing and writing, holding a spoon, brush or pencil. Fine motor skills directly develop such essential processes as imagination, attention, observation, memory (visual and motor), thinking, the child’s vocabulary, and coordination of movements. It is fine motor skills at an early stage of life that reflect the child’s development and intellectual abilities. How much a child can control his fingers in early age, in the future, its development and, of course, the quality of life depend.

I chose circle work on the development of fine motor skills due to the fact that I also consider this topic to be the most relevant for children of primary preschool age. I called my circle “Skillful Hands”. The “Skillful Hands” club is aimed at developing and strengthening fine motor skills in children aged 2-3 years.

The relevance of the chosen topic lies in the fact that targeted and systematic work on the development of fine motor skills in young children contributes to the formation of intellectual abilities, speech activity, mental and physical development of the child.

Target work program mug - to develop and strengthen fine motor skills in children of primary preschool age through games, exercises and various types of productive activities.

To develop skills of self-control and self-regulation of hand movements under the control of vision, touch, tactile and motor sensations;

Create conditions for the child to accumulate practical motor experience and develop manual skills;

To promote the ability to purposefully control the movements of fingers and hands in everyday situations, to acquire self-service skills and actions with household objects and tools (spoon, scoop, spatula, etc.)

Develop speech, voluntary attention, visual and auditory perception of children through stimulation of fine motor skills of the hands,

Instill perseverance. Moral qualities towards others (kindness, feelings of camaraderie) through games, exercises to develop fine motor skills.

When solving the tasks, the basic principles of didactics were taken into account: age characteristics, physical capabilities and individual psychological characteristics of a child 2-3 years old.

Principles of program implementation:

The principle of accessibility is the education and upbringing of a child in an accessible, attractive and age-appropriate manner;

The principle of a differentiated and individual approach to the child, taking into account his psychophysical and age characteristics. This principle ensures the development of the child in accordance with his inclinations, interests and individual capabilities, the characteristics of his development;

The principle of health-improving orientation - there are many points on the fingers, massage of which helps to improve the health of the child;

The principle of communication is the creation of an atmosphere of friendly communication between children;

The principle of constant compliance with safety precautions and hygienic conditions, changing types of activities.

When drawing up the program, the characteristics of children of a particular kindergarten. Children from 2 to 3 years old are involved. At the beginning of the school year, children come to the group, most of whom do not have fine hand movements; they have muscle tension and impaired fine motor skills. These children are characterized by general stiffness and slowness in performing even simple exercises aimed at developing hand motor skills, most children do not have developed speech. Many children do not have self-care skills. All these skills and abilities are formed in a child most often through the development of fine motor skills of the fingers.

Calendar and thematic planning:

In calendar-thematic planning on the topic “Development of fine motor skills in children of primary preschool age through club activities» the following forms of work were used:

Finger gymnastics;

Massage of fingers;

Finger games;

Games with objects;

Exercises to develop tactile sensitivity of fingers and hands;

Modeling from plasticine, plasticine picture;

Unconventional drawing methods;

Educational games: mosaics, puzzles, games with clothespins, buttons, inserts, panels, cereals, finger pools with various fillings.

In my work, I consistently use the “from simple to complex” scheme, a system that includes finger gymnastics, as well as games with objects.

Exercises for the development of tactile sensitivity and complexly coordinated movements of the fingers and hands.

At the beginning of her work, she conducted a diagnostic examination of the state of fine motor skills in children with the goal of identifying the level of development of fine motor skills of the hands.

Diagnostics using finger games:

Children are asked to imagine that they are in the forest: a strong wind rose, tore leaves from the trees, swirled them, and they slowly fell to the ground. Children read a familiar rhyme together and use both hands to imitate the smooth movements of falling leaves.

The leaves are falling, falling,

In our garden the leaves are falling,

Yellow, red leaves

They curl and fly in the wind.

Many of the leaves flew around, and everyone saw a bunny - the children depict it with their hands (two fingers are raised: the index and middle, the rest are connected). Educator: “The bunny is jumping along the path - jump-jump, jump-jump, with his ears - clap-clap. I listened (fingers tense), there was a fox somewhere nearby, got scared and hid, my ears fell off (fingers clasped sluggishly).” Then the children remember their entire “Brave Family”: the children’s fingers are clenched into fists in front of them and they gradually unclench them, starting with the thumb, saying: grandfather went to the forest (thumb), grandmother went to the forest (index finger), dad went ( middle), mom (nameless) and me (little finger). Then the family gathers at home: I came, mom, dad, ... fingers alternately form into fists.

GRADE

1st indicator - hand control (smooth movements).

Low level - The child, when repeatedly presented by an adult, refuses to participate in the play situation.

Average level -the child completes the task with the help of an adult, who recites the poem and shows the movements, and the child follows him, joining in the movements.

High level -The child, upon the first presentation of the adult, is included in the play situation and independently reads the rhyme and performs the corresponding smooth movements with his hands.

2nd indicator - “Bunny” finger control.

Low level - the child does not join the situation and cannot fold his fingers (at least on one hand) to depict a bunny.

Average level -the child performs with the help of an adult: after a demonstration or on one hand, helping himself with the other.

High level - the child immediately gets involved in the play situation and independently depicts a bunny on both hands, first with tense ears (fingers), then flaccid.

3rd indicator - finger control – “Family”

Low level - the child performs the movements unsynchronously or only on one hand, or opens two fingers at once and pronounces the rhyme together with the adults.

High level -The child simultaneously and independently unclenches all fingers on both of them in turn, pronouncing the rhyme.

The diagnostics of the development of fine motor skills showed that the newly arrived children have a low level of development of fine motor skills.

Long-term work plan

mug “Skillful hands”

for the 2016 – 2017 academic year

Junior group

October

Lesson No. 1.

2. Finger gymnastics “Fingers say hello!”, “We are friends!”

3. “Help the bunny find the path home” (use your finger to trace the path to the bunny’s house).

Lesson No. 2.

2. Finger gymnastics “Cabbage”, “Dishes”.

3. Game “Help the hedgehog collect all the mushrooms in the clearing” (learn how to twist and unscrew the “mushroom” plugs).

Lesson No. 3.

2. Finger gymnastics “Vegetables and fruits”, “Berry”.

3.Hatching “Vegetables”.

Lesson No. 4.

2. Finger gymnastics “Family”, “Toys”.

3. Hatching “Fruit”.

November

Lesson No. 1.

2..Finger gymnastics “The gray bunny is sitting”, “Winter”.

3. Sort buttons by color

Lesson No. 2.

1.Massage fingers with walnuts.

2..Finger gymnastics “Fish”, “Birds”.

3. “Collect beads.”

Lesson No. 3.

1.Massage the fingers with pencils (roll the pencil between the palms along the entire length of the fingers).

2. Finger gymnastics “Orange”, “Pets”.

3. Trace along the contour (vegetables and fruits).

Lesson No. 4.

1..Finger massage “Dry pool” (sort out beans and peas with your fingers).

2. Finger gymnastics “This finger wants to sleep”, “Parts of the body”.

3. Let's sort the counting sticks by color.

December.

Lesson No. 1.

2. Finger gymnastics “New Year’s toys”, “New Year’s holiday”.

3. Lacing “Sew on a button.”

Lesson No. 2.

1.Finger massage “We will stroke our fingers” (stroking the fingers in different directions).

2. Finger gymnastics “Knead the dough quickly”, “Furniture”.

3.Draw with your finger on the semolina.

Lesson No. 3.

1.Massage fingers with walnuts.

2. Finger gymnastics “Castle”, “Who scattered the toys?”

3. Let’s help Cinderella sort out the cereal (beans and peas).

Lesson No. 4.

1.Massage of fingers “Strong fingers” (press with your fingers on the rubber ball with force.

2. Finger gymnastics “Cat”, “Wash”.

3.Game with clothespins “Hedgehog”, “Sunny”, “Chicken”.

January.

Lesson No. 1.

1..Finger massage with a hedgehog ball.

2. Finger gymnastics “Snowball”, “We must, we must wash ourselves.”

3. Game “Button and Unfasten” (panel “Cheerful Hedgehog”).

Lesson No. 2.

2. Finger gymnastics “Meadow”, “For mushrooms”.

3.Apple tree lacing.

Lesson No. 3.

1.Finger massage “We will stroke our fingers” (stroking the fingers in different directions).

2. Finger gymnastics “Two centipedes”, “Cat Purr”.

3. “Collect beads.”

Lesson No. 4.

1.Finger massage “Rolling pencils”.

2. Finger gymnastics “Family”, “Wild Animals”.

3. Game “Find what’s hidden in the beans.”

February.

Lesson No. 1.

1.Massage fingers with walnuts.

2. Finger gymnastics “The gray bunny is sitting”, “Army”.

3.Soft puzzles “Butterfly, snail, elephant”.

Lesson No. 2.

1.Massage the fingers with pencils (roll the pencil between the palms along the entire length of the fingers).

2..Finger gymnastics “Cabbage”, “Professions”.

3. Games with traffic jams (movement with the index and middle fingers, imitation of skiing).

Lesson No. 3.

1.Massage of fingers “Strong fingers” (press the rubber ball with your fingers with force).

2. Finger gymnastics “Orange”, “Ball”.

3.Winding the thread onto a spool and winding it into a ball.

Lesson No. 4.

1.Finger massage “We will stroke our fingers” (stroking the fingers in different directions).

2..Finger gymnastics “Sticky fingers”, “Transport”.

3. “Lay out along the contour” (lay out beans, peas, rice along the contour of the picture).

March.

Lesson No. 1.

1..Finger massage with a hedgehog ball.

2. Finger gymnastics “Mom’s Day”, “Our Mothers”.

3. Lacing “Adorn the dress”, “Adorn the mitten”.

Lesson No. 2.

1..Finger massage “Dry pool” (sort out the beans with your fingers).

2. Finger gymnastics “Fingers in the forest”, “Spring”.

3.Hatching “Flowers for Mom.”

Lesson No. 3.

1..Finger massage with a hedgehog ball.

2. Finger gymnastics “Ball”, “First flowers”.

3.Hang the laundry on the line (we secure the handkerchiefs to the line with clothespins).

Lesson No. 4.

2. Finger gymnastics “Our delicate flowers open their petals”, “Furniture”.

3. Touching rosaries or beads with both hands at the same time towards each other and back.

April.

Lesson No. 1.

2. Finger gymnastics “Fruits and vegetables”, “Space”.

3. Drawing the contours of objects (for example, a house) first from large, then from smaller sticks.

Lesson No. 2.

1..Finger massage - rolling wooden sticks on the table.

2. Finger gymnastics “Shoemaker”, “Boat”.

3. Folding small objects (for example, buttons, beads) into a narrow cylinder.

Lesson No. 3.

1..Finger massage - fingering rosaries or beads with both hands at the same time towards each other and back.

2. Finger gymnastics “Family”, “A fly is building a new house”.

3. Dripping from a pipette into the narrow neck of the bottle.

Lesson No. 4.

1..Massage of fingers - putting on and removing a ring (spring).

2. Finger gymnastics “The gray bunny is sitting”, “Shoes”.

3. Pano “Teremok” Fastening and unfastening buttons, zippers, buttons, hooks.

May.

Lesson No. 1.

1.Massage fingers with walnuts.

2. Finger gymnastics “Hello!”, “Kolobok”.

3. “Beads for Mom”: stringing buttons, large beads on a cord, and small beads and beads on a fishing line.

Lesson No. 2.

1..Massage of fingers - putting on and removing the ring.

2. Finger gymnastics “ Scarlet flowers", "Poultry".

3. “The most dexterous” - dripping from a pipette into the narrow neck of the bottle.

Lesson No. 3.

1..Finger massage - squeezing and unclenching the expander.

2. Finger gymnastics “Sticky fingers”, “Birds”.

3.Erasing drawn objects with an eraser.

Lesson No. 4.

1..Finger massage “Dry pool” (sort out the beans with your fingers).

2. Finger gymnastics “Castle”, “Insects”.

3. "The most dexterous." Using a spoon to remove beads from a glass.

for the development of fine motor skills of the hands

"Skillful Hands"

for the 2014 – 2015 academic year

Senior group

Long-term work plan for the circle

for the development of fine motor skills of the hands

"Skillful Hands"

for the 2015-2016 academic year

Preparatory group

Result:

Diagnosis of the readiness of the hand to master writing was carried out using the methodology of E.V. Kolesnikova from the book “Diagnostics of the readiness for reading and writing of children 6-7 years old” Moscow, 2009, test by K. Jirasik, graphic dictations D.B. Elkonin, monometric test “Circle cutting”.

Final diagnostics:

Diagnostic tasks:

1.Development of fine motor skills

Exercises “Ring”, “Bunny” - fingers clenched into a fist, index and middle fingers straightened (performs a combination of fingers as shown),

- “Make beads”, stringing small and large beads (speed, creation of a pattern is assessed)

Tying shoelaces of different sizes

Fastening buttons (5 pieces) of different sizes

2. Orientation in space

Visual and auditory dictations

D\I “Find where it’s hidden?”

3.Drawing a sample

Tasks on a sheet of paper, squared, lined

Finishing the second half of the drawing (mirror reflection)

4.Hatching

Hatching is performed in different directions, in different shapes.

The parallelism of the lines, maintaining the distances between them, maintaining the direction, and maintaining the contour of the image are assessed.

5.Graphic dictation.

“Continue the pattern” type task

Graphic dictation by D.B. Elkonin

6. Kern Jirasik test

Copying the phrase “He ate soup”

Drawing a group of points

Drawing a human figure

When assessing a person’s drawing, the following is taken into account:
- presence of main parts: head, eyes, mouth, nose, arms, legs;
- presence of minor details: fingers, neck, hair, shoes;
- a way of depicting arms and legs: with one or two lines, so that the shape of the limbs is visible.

7.Cutting with scissors.

- Cutting out the silhouette of an object

Test N.N. Ozeretsky “Cutting a circle” (The card shows a circle with a diameter of 30 mm, divided into 8 sectors, with a thick line. Around it there are 3 large and 3 small circles in diameter, depicted with a thin line at a distance of 1 mm from each other. The main circle is cut out. The work should be completed in 1 minute. Deviations are allowed no more than 2 times.)

Criteria for assessing a child’s activity:

For each correct task 5 points are given

High level - tasks completed without errors and independently. (30 points)

Average level - there are 2-4 errors.

Low score - task not completed.

Result:

• Positive dynamics in the development of fine motor skills in every child.
• The child shows interest in completing graphic tasks.
• Orients itself in space and on a microplane.
• Quickly and successfully copes with tasks requiring coordinated hand movements.
• Performs tasks according to verbal and visual instructions.
• Graphic skills have been developed.
• Can independently assess the correctness of a task

BIBLIOGRAPHY

1. Tsvintarny V.V. We play with our fingers and develop speech - Lan, St. Petersburg, 1997.
2. Bezrukikh M.M., Filippova T.A. Steps to the school. Training fingers – Bustard, 2000.
3. Losev P., Plutaeva E. Preschool education. Development of fine motor skills in children 5-7 years old - No. 3, 5.6 2005.
4. I.A. Lykova Program for artistic education, training and development of children 2-7 years old. Moscow 2013.
5. A.V.Nikitina 20 lexical topics: finger games, exercises for coordinating words with movement, riddles, nursery rhymes for children.., St. Petersburg, 2009.
6. Gavrina S.E., Shcherbinina S.V. Preparing your hand for writing. Rosman-Press, 2006