In my work I use verbal, visual and practical teaching methods. Due to the specifics of the skills being developed, these are mostly visual and practical methods.
I work on developing graphomotor skills systematically for 2-5 minutes every day.
In the beginning, children have difficulty performing many exercises. Therefore, we practice the exercises gradually and at first they are performed passively, with the help of adults, at a slow pace. I gradually increase the tempo and number of repetitions.
I organize my work into the following sections:
· Development of small muscles of the fingers
I consider this section to be one of the main ones in the development of graphomotor skills.
Exercises to develop finger strength and speed of movement.
Goal: development of finger strength, speed and rhythm of their movements.
Opposing fingers.
Flexion and extension of the hand into a fist alternately and simultaneously.
Circular movements of the hands with freely bent fingers.
Abduction - adduction of the fingers.
Squeezing the eraser with different fingers.
Free tapping of fingers on the desk, simultaneously and alternately.
Transferring balls of different diameters.
Pressing the pads of the fingers of one hand onto the fingers of the other.
Rolling a pencil in your fingers.
Passing a tennis ball with your fingers.
Approximate complex finger gymnastics and individual exercises are given below. (see Appendix 3.4)
Lessons on shading along the contour, outlining.
Goal: development of hand-eye coordination.
Development fine motor skills exercises carried out in special notebooks - ornamental drawing - contribute to this. During the first half of the year I include this type of work in almost every lesson. These tasks contribute not only to the development of fine motor skills, but also to the formation of general educational skills, in particular, such important ones as the ability to listen and hear instructions and follow them accurately.
- § Drawing borders consisting of straight and broken line segments (practical, visual methods). (see Appendix 13)
- § Copying and modeling shapes from parts. (see Appendix 8.9)
- § Tasks for training the ability to move the hand along a given path, copying elements of letters, writing letters and words according to patterns.
I will give an example of completing the task “Paths - paths”.
Goal: developing the ability to move the hand along a given trajectory (Fragment of the lesson).
Let's go to the animals' homes along the paths.
Turn the sheets over to the right.
Draw a straight line along a narrow path, a dotted line along a winding path, a wavy line along a wide road.
Music will play while you work.
Examination. The best works are celebrated.
§ Graphic dictations (verbal, practical methods).
I use it to practice spatial orientation and practice the ability to draw lines in a given direction and a certain length. I am learning to convey the shape of a geometric figure. I will give a fragment of the lesson.
Open your notebooks, draw a square, triangle, circle, oval, rectangle.
Place a plus in the circle, a dot in the triangle, a tick in the square, a stick in the rectangle, and a snowflake in the oval.
Where is the check mark? ( IN SQUARE)
Where is the point? ( IN TRIANGLE)
Where is the plus? ( IN CIRCLE)
Where is the snowflake? ( IN OVALE)
Where's the wand? ( IN RECTANGLE)
What word will help?
What does it mean?
Conclusion: Preposition " IN" means that one item is located inside another.
This technique helps children visually grasp the meaning of the preposition “B”, consolidate the ability to accurately convey the shape of a geometric figure, and place an object on a notebook sheet.
Work on the formation of a graphic image of letters (grapheme).
I would like to highlight a special point work on differentiating letters that have kinesthetic similarity.
I suggest the following sequence of operations:
extracting sound from a word;
determination of the signal sign of the articulatory position when pronouncing a sound (articulome);
correlating a sound with a letter (grapheme);
control of the correct choice;
writing a letter.
I begin my work by clarifying experimental-spatial differentiation in actions with pictures, geometric figures, and mosaics.
For exercises in constructing and reconstructing letters of the alphabet, I use counting sticks, cardboard elements, and thread patterns (see Appendix 10).
Children practice:
- § in the analysis of the composition and structure of the graphic sign;
- § in its synthesis from elements;
- § in the comparative analysis of letters (from coarser differentiations to more subtle ones).
First, I reconstruct the letters in a visually-effective way, and then in an abstract way, i.e. by submission.
Moving on to the handwritten font, I train the children in writing alternating elements of letters, mixed according to kinetic similarity: according to a model, the original instructions, to a command with a gradual increase in tempo.
I believe that when differentiating such letters, the main task is to teach children to identify “supporting” signal features that distinguish the letters being mixed (and, accordingly, the sounds they denote).
In these exercises, the main goal is to consolidate the connection between phoneme - articuleme - grapheme - kineme (the program for the movement of the hand when writing a letter). To control the correct execution, I turn on all the analyzers.
I also use oral dictation of syllables and words - when children respond by writing out a letter in the air, or with their finger on the table surface. An interesting technique for children was to write letters on a tray of cereal. You can use large flat plates instead of trays.
Actions with a needle, crochet hook.
Goal: development of dexterity, coordination of fine movements of the fingers.
Poetic exercises
Poetic texts are the basis of the exercises that I use to develop hand movements and relieve muscle tension in the hand. In addition, these exercises develop a sense of rhythm and short-term auditory memory. (see Appendix 5)
I use short poems to consolidate the concept of "word". While reading the poem, the fingers “hello” for each word, i.e. connected in series with the thumb into a ring. Here I use two options: fingers can be connected straight and reverse order, you can alternate. Children love doing these tasks. According to my observations, daily performance of such an exercise develops children’s memory and teaches them to distinguish prepositions by ear. When pronouncing words of a complex structure, I make sure that the fingers are connected only once, since by connecting we mark the word, and not the number of syllables in the word.
Shadow games.
Another activity for developing fine motor skills is shadow play. The room in which it is carried out must be darkened.
The light source illuminates the screen, being at a distance of 3 - 4 m from it. Hand movements are made between the screen and the light source (in the middle), which cast a shadow on the illuminated screen.
Hands must be placed in front of the light source, taking into account its strength and direction. Shadow play is accompanied by short dialogues and scenes.
Performers must position themselves so that the shadow of the hands falling on the screen reflects only the position of the hand and forearm.
A greater effect in shadow play is achieved by changing the distance from the hand to the light source. This makes it possible to increase or decrease the size of shadow figures. (see Appendix 6)
Unfortunately speech therapy classes are limited in time and this type of work, in my opinion, is most appropriate to use in extended-day groups, in circle work.
Self-massage of hands and fingers
Goal: development of finger movements, relieving muscle tension, preparing the small muscles of the hand for writing.
I recommend this type of task for children who have increased muscle tone in their small muscles. Such children are usually characterized by strong pressure when writing, and, as a result, rapid muscle fatigue and low writing speed. (see Appendix 7)
Making figures from counting sticks or matches
Goal: development of fine motor skills, spatial orientation, correlating the shape of an object, developing graphic symbolization skills.
I ask you to lay out on the table, first according to the model, then from memory, and finally, independently, according to your imagination, the following figures: square, triangle, cube, vase, boat, skirt, glasses, ladder, mill, fish, pyramid, flag, star, ice cream , butterfly, aquarium, beetle, window, bag, carrot, truck, face, trousers, pie, bridge, swing, watering can, tank, shovel, box of pencils, rocket, steamboat, fungus, slide, wheelbarrow, gazebo, snowflake, sailboat, tower, sandbox, plane, bed, TV, dog, cow, clock, sled, flashlight. (see Appendix 8)
Thread patterns
Goal: development of fine coordinated movements of the fingers, hand-eye coordination, visual memory, self-control skills, development of voluntary attention, the ability to work with concentration and accuracy.
For work I take thick, heavy threads or thin ropes. Using sample cards, children complete tasks of laying out patterns, loops, tying knots and tying ropes (see Appendix 10).
· Development of higher mental functions
Exercises aimed at developing attention and its properties.
In this area of work, I highlight the priority direction of developing attention and its properties.
I believe that one of the essential conditions for successful schooling is the development of voluntary attention. The result of attention is the improvement of any activity that it accompanies.
Currently, problems of attention development have become relevant, therefore, while working on the formation of graphomotor skills, I simultaneously carry out psychocorrectional work with children with attention disorders. To do this, I include the following exercises in my work.
· Eliminating unnecessary things.
Goal: development of thinking and attention span.
The child is looking for one object in the picture that is different from the others. At the beginning it is 4-5 items, then I increase the number of items.
· Find differences.
Goal: development of voluntary attention, switching and distribution of attention.
On a card with a picture of two objects that differ from each other in detail, you need to find all the differences.
Children really like this type of exercise; they are happy to do it at speed.
· Laying out a mosaic pattern.
Goal: development of concentration and attention span, fine motor skills, formation of the ability to work according to a model.
Children lay out the pattern according to the sample.
· Drawing by cells.
Goal: development of concentration and attention span, formation of the ability to follow a pattern, development of fine motor skills of the hand.
Children draw a figure using a simple pencil according to the model.
· Schulte tables.
Goal: development of concentration, distribution, attention span, expansion of the reading field.
Children collect black numbers first in forward order, then red in reverse order, then in turn a black number and a red number, with black numbers being called in forward order and red numbers in reverse order.
If children cope with the first two tasks quite successfully, the third task causes difficulties for children with attention disorders. During training, the third task is completed more successfully. The basic properties of attention are improved.
One of the psychological basis factors for the development of higher mental functions in children is the development of gross (or general) and fine (or manual) motor skills. Motor skills are a set of motor reactions characteristic of childhood.
Intellectual impairment in a child is in most cases combined with insufficient development motor sphere, which negatively affects the development cognitive activity generally.
The development of motor skills involves the correction of elementary general and fine motor abilities, which children with intellectual disabilities cannot master on their own; correction of incorrect movement patterns; formation of arbitrariness and purposefulness of movements; development of some basic motor qualities.
It is well known that basic “movement patterns” provide the psychophysiological foundations of any action: seeing, hearing, speaking, writing, reading.
Taking into account this provision, one of the important tasks of motor development is the coordination of movements of the entire system of the child’s body and private systems of coordination of movements (hand - vision, vision - hearing, hand - vision - hearing, hearing - speech, etc.), which contribute to the establishment of connections between skills see, hear, feel, move, speak.
It has been proven that both the thought and the child’s eye move at the same speed as the hand.
This means that systematic exercises to train finger movements are a powerful means of increasing brain performance. The results of the study show that the level of speech development in children is always directly dependent on the degree of development of fine movements of the fingers. Fine motor skills are the basis of development, a kind of “locomotive” of all mental processes (attention, memory, perception, thinking, speech).
Imperfect fine motor coordination of the hands and fingers makes it difficult to master writing and a number of other educational and work skills.
Psychologists say that finger exercises develop a child’s mental activity, memory and attention.
In short, a teacher-psychologist deals with the development of gross and fine motor skills exclusively to the extent that is necessary to ensure the child’s most complete knowledge of objects, objects, and phenomena of the surrounding world. At the same time, the targeted impact of funds physical culture on mental processes allows you to stimulate their maturation and increase the level of development, which will ensure more successful mastery of the school curriculum by children.
Thus, the tasks solved during correctional classes for the development of psychomotor and sensory skills do not duplicate, but complement the tasks set by the physical education curriculum.
Children with intellectual disabilities experience delayed development of the motor sphere from infancy. Much later than their peers, they begin to reach for the toy hanging in front of them, sit, stand, and move around in space. Movements are often awkward, poorly coordinated, excessively slow or, on the contrary, impulsive (N.P. Weisman, V.M. Mozgovoy, etc.).
Particularly difficult for such children, due to significant deviations in the development of fine motor skills, is fastening and unbuttoning buttons, lacing shoes, i.e., the so-called self-service skills.
Children with intellectual disabilities are characterized by significant delays and deficiencies in the formation of objective actions and associated voluntary movements. This rate of development significantly reduces the child’s ability to become familiar with the surrounding objective world.
At the same time, work practice confirms that by mastering movements, children improve motor skills, they develop muscle sense, spatial orientation and coordination, improve posture, and increase vitality. In the process of motor activity, conditioned reflex connections are quickly established in the child’s cerebral cortex, which means that it occurs more intensely. comprehensive development. After all, achieving the goal of any motor act, for example, throwing a ball into a basket, maintaining balance on a balance beam, walking on a gymnastic bench, etc., is determined by the level of sensorimotor and emotional-volitional development and at the same time stimulates this development.
In the process of performing motor tasks, children gain knowledge about the properties of various objects and aids (color, shape, quality of materials); get acquainted with the features of movement in space, possible directions of movement; determine the location of some objects in relation to others and to oneself, orient themselves in the diagram own body etc. In this case, cognition occurs on the basis of perception of different modalities (kinetic, tactile, visual, kinesthetic, etc.), as well as speech.
We do not stop at solving the problems of the child’s physical development related to increasing the functional level of the body systems (respiratory, cardiovascular, etc.), with the development of motor skills and qualities (dexterity, speed, coordination, balance, etc.), since the data The questions relate directly to physical education classes.
Let us dwell on those mental qualities that are formed in the process of performing various movements. Let us immediately note that the main forms of work used in classes on the sensory development of children are motor exercises, didactic and active (medium and low mobility) games.
In children with intellectual disabilities, as shown by research from the Nizhny Novgorod scientific school (V.V. Kisova, L.A. Metieva, U.V. Ulienkova, etc.), self-regulation is not formed without special training - a general ability that is necessary when performing any (including educational) activities.
The structure of self-regulation assumes the presence of three mandatory stages: indicative (acceptance and understanding of instructions), executive (program of action and its implementation), control and evaluation (evaluation of the result obtained).In younger schoolchildren, all these stages are unformed.
Carrying out actions according to verbal instructions, gradually increasing in complexity according to the principle of increasing links, increasing the complexity of the content of each link and the requirements for the execution of commands (for example, actions with open and eyes closed) helps solve this problem. Let us give examples of complication of the instructions presented.
1st option:
- sit down, take the ball - straighten up;
- sit down, take the ball - straighten up, stretch up, lifting the ball above your head;
- sit down, take the ball - straighten up, stretch up, lifting the ball above your head - lower the ball to chest level, throw it into the hoop.
2nd option:
- put your hands on your belt - take one step forward;
- put your hands on your belt - take one step forward - two steps to the left;
- put your hands on your belt - take one step forward - two steps to the left - one step back;
- put your hands on your belt - take one step forward - two steps to the left - one step back - lower your hands.
If the first instruction (of any variant) is carried out by children quite easily, then all subsequent ones are initially carried out with errors: the child either “loses” (forgets) part of the instruction, or changes the actions, or simplifies the order of execution (i.e., performs it inaccurately). Moreover, the more complex the instructions (a large number of links, complex movements), the more mistakes and inaccuracies the children make, but at the assessment stage they find it difficult to isolate these errors and inaccuracies, believing that they did everything correctly. These facts highlight the insufficiency of self-regulation when carrying out multi-link instructions.The process of learning to purposefully follow instructionseducational psychologist, or rather, the voluntary regulation of movements by the child himself, includes several mandatory components:
Repetition of instructions not only by the teacher, but also by the child;
Explanation (in some cases and demonstration) by the child of the movements to be performed;
The teacher’s attitudes towards accuracy, beauty and clarity of execution;
At the end of the execution, the child’s story about what actions he performed and in what sequence;
Child's self-assessment of accuracy in following instructions.
Let us note that the effectiveness of following instructions is greatly influenced by the positive motivation of children, which can be achieved through the introduction of bright and colorful physical education aids and attributes, the use of gaming (for example, fairy-tale characters, etc.) and competitive elements. All children of the subgroup are involved in monitoring and analyzing performance, which helps develop their attention and visual concentration, teaches them to adequately evaluate the performance of a task by another child, and justify their assessment in oral speech. As a result, the formed self-control actions at each stage of the activity (indicative, performing, control and evaluation) contribute to a more complete assimilation of educational material.
To successfully master reading, writing and other school skills, it is important to develop in children not only visual-motor and auditory-motor coordination, but also coordination different parts body (for example, body posture and head tilt when writing).
Special physical exercises help improve coordination of movements;
games and exercises with the ball: shifting and then throwing the ball from hand to hand; throwing the ball to different heights and catching the ball with two hands and one. Effective exercises include throwing at a target, performed on a limited surface, balance exercises, exercises with gymnastic aids (ball, hoop, skittles), etc., i.e. those exercises that develop coordination of movements of different parts of the body and require synchrony actions. In addition, these types of exercises help develop precision and clarity of movements, dexterity, and speed of reaction. See examples of games below.
Fine motor skills is an integral part of human motor abilities. Its development is based on the formation of optimal body statics, optimal motor stereotype of locomotion and limb movements, and musical and rhythmic movements. The term “fine motor skills” refers to highly differentiated precise movements, mainly of small amplitude and strength. In socialized movements, these are movements of the fingers and organs of the articulatory apparatus. Fine motor skills need to be developed based on gross motor skills, in a system of parallel formation of all basic types of motor abilities.
The development of motor skills influences the development of other systems. In particular, numerous studies (G. A. Kashe, T. B. Filicheva, V. V. Tsvintarny, etc.) have proven the dependence of speech development on the degree of formation of fine hand movements. Scientists from the Institute of Physiology of Children and Adolescents of the Academy of Pedagogical Sciences (E. N. Isenina, M. M. Koltsova, etc.) confirmed the connection between intellectual development and finger motor skills.
Immaturity in the development of motor functions is manifested in stiffness, awkwardness of movements of the fingers and hands; movements are not clear and coordinated enough. This is especially noticeable in activities such as manual labor, drawing, modeling, working with small details (mosaics, construction sets, puzzles), as well as when performing household manipulative actions: lacing, tying bows, braiding, fastening buttons, hooks, slips, etc.
The consequence of organic brain damage is a deficit in the development of complexly coordinated graphic movements of the hand, which significantly complicates the mastery of basic movements necessary for the formation of writing skills by children with intellectual disabilities. A change (increase or decrease) in muscle tone causes fatigue in the hands, which is why the child cannot hold a pencil or pen for a long time. Insufficient activity of the nervous system makes movements awkward and prevents their coordination and smoothness. These disorders are usually combined with disorders of visual-motor coordination. Therefore, not only is it required special work on the development of gross and fine motor skills, but also targeted work on the formation of complexly coordinated movements and basic graphic skills.
Let's consider the work on developing fine motor skills through the prism methodological recommendations on mastering linear graphics in the process of drawing while preparing a child’s hand for writing.
Many years of practice have shown that for the development of fine motor skills it is very useful to shade, paint, and draw with pencils.
Hatching helps the child coordinate movements, respecting the boundaries of the contour, and distribute the drawing over the entire silhouette of the depicted object. Hatching can be done with a solid, dotted or wavy line. But perhaps the most exciting activity is shading several objects in one drawing.
The main means of expression in the classroom is line. It is put on paper various instruments: ballpoint or gel pen, colored or simple pencil of different hardness, felt-tip pen, special charcoal rod, wax chalk, pastel, hard materials, squirrel or kolinsky brush when working with gouache, watercolor or ink.
Work with various materials allows not only to evaluate the specifics of their expressive capabilities, but also to correct the work with the muscle tone of the hand, which is important for writing when it is necessary to endure long-term static loads on the hand while maintaining clarity of movements. Normalizing the tone of small muscles is also facilitated by playing with cold and hot water, an ice cube, walnut, with a small massage ball.
To shape thinly The following exercises are useful for coordinated graphic movements:
Hatching in different directions with different pressure forces and amplitude of hand movement;
Painting a sheet in different directions with and without limiting the surface to be painted;
Tracing the drawing along the contour, copying;
Drawing by anchor points;
Completion of images;
Drawing on cells and on other limited surfaces;
Ruled;
Graphic dictation.
There are also special exercises for preparing a child’s hand directly for school writing, including elements of capital letters.
The problem of developing graphic skills in children requires constant attention from the teacher, since this is not just a motor act, but a complex psychophysiological process that is ensured working together a number of analyzers: speech-motor, speech-auditory, visual, kinetic and kinesthetic.
Transforming a visual image with the help of hand movement into a graphic sign requires skills in organizing movement in space (i.e., dynamic organization of a motor act) and the formation of a number of coordination - visual-motor, auditory-motor, auditory-visual. In this regard, preparation for writing has several directions: the development of finely coordinated movements of the fingers and hands; orientation on an unlined and ruled (first squared and then ruled) sheet of paper; training in proper positioning and use of writing instruments; practicing basic graphic skills; formation of skills for correlating sounds and letters.
We emphasize that the technical side of writing, despite all the preliminary preparation, is complex: enormous mental, physical and volitional efforts are required from children, and therefore the recommended duration of writing at the learning stage is no more than 5 minutes.
Development manual motor skills is the basis for the formation of graphic skills. Each correctional lesson should be accompanied by special finger gymnastics, combining the development of all fingers of the hand (and not just the first three fingers, the most active in activity and constituting the “social zone of the hand”) and movements of the hand of three types: compression, stretching and relaxation (examples of exercises see below). Gymnastics should be performed at least twice for 2-3 minutes at each correctional lesson; it is permissible to carry out correctional classes(especially in the first grade), completely devoted to the development of fine motor skills and learning to use writing instruments.
All finger gymnastics exercises are performed at a slow pace, 5-7 times, with a good range of motion; each hand separately, alternately or together - it depends on the direction of the exercise.
Initially, similar and simultaneous movements are given, aimed at developing coordination and coordination of movements, and only as they are mastered, more complex movements of different types are included.
The teacher monitors the correct placement of the child’s hand, the accuracy of execution and switching from one movement to another, and, if necessary, gives calm, clear instructions.
We especially emphasize that the main goal of such work is not mechanical training of hand movements, but the systematic teaching of children new finely coordinated motor actions.
For the development of fine motor skills, exercises for sorting beads, buttons, rolling wooden, plastic, rubber balls with spikes between the palms, working with small construction sets, puzzles, etc. are useful (see examples of exercises below). Simple movements help remove tension not only from the hands themselves, but also from the lips, and relieve mental fatigue. The hands gradually acquire good mobility and flexibility, and stiffness of movements disappears, which makes it easier to master writing skills.
To conduct games and exercises to develop motor skills, you should have special equipment:
- a variety of small objects (buttons, beads, pebbles, grains, nuts, paper clips, buttons, etc.) and various boxes, jars, trays for laying them out;
- free spools for winding threads, ropes, wires on them;
- boards and lacing toys “Miracle Button” with many holes for stitching and embroidery with cord;
- various types of fasteners: hooks, buttons, laces, zippers, slips;
- sets of ropes and ribbons different lengths and thickness for tying and untying knots, braiding, tying bows;
- sets of plastic or wooden sticks, multi-colored clothespins;
- various types of mosaics, construction sets, puzzles.
Work on the development of children’s hand movements is at the same time work on the formation of various perceptual actions and their systems, some sensory abilities, which we will talk about in subsequent chapters.
Games and exercises
for the development of general motor skills
Exercises with elements of basic movements: walking, running, balance exercises, climbing, jumping, throwing.
The child is asked to complete game form the following exercises:
- throw the ball up and catch it with two hands, one hand;
- hit the ball against the wall and catch it with both hands, one hand;
- throw up balloon, trying to keep it in the air as long as possible;
- walk along the line drawn on the floor;
- jump alternately on one leg and the other;
- jump on two legs, moving forward;
- turn your body to the right and left;
- crawl under a stretched rope;
- “running” on knees (all fours);
- games like “Shooting Range”: hitting the target with various objects (ball, arrows, rings).
Games and exercises for developing fine motor skills
Exercises to develop static coordination of movements.
"Nest"- bend the fingers of both hands slightly and place them one next to the other, with the thumbs placed inside the palms.
"Lanterns"- raise your arms up, lower your hands, spread your lowered fingers, pull them down, imitating the shape of a flashlight.
"Letters"- draw with your hands the letters O, L, M, P, T, etc.
"Lock"- connect the fingers of both hands into a lock, and separate them with the words “chick-chick” (turn the key).
"The Deer Says Hello"- Raise your crossed arms up, spread your fingers wide, make light half-bends forward with your head and arms.
Exercises to develop dynamic coordination of movements.
"Fingers say hello"- on the count of 1, 2, 3, 4, 5, connect the fingertips of both hands - thumb to thumb, etc.
"Finger walker"- 20 buttons are sewn onto a thick carpet - 10 in 2 rows. The child presses the buttons with the index fingers of both hands, imitating walking.
"Running competition"- the middle and index fingers of the right, then the left, then both hands represent the legs of runners (on the table).
"Unusual Animal"- show how an animal with five legs moves on the table (first with the right and then with the left hand).
"Count it"- clench your hand into a fist, count your fingers, straightening them (first on your right hand, then on your left).
"Commander"- clench your hand into a fist, unclench your fingers one at a time, counting: “You are a commander, and your fingers are soldiers. Command: one, two, three..."
Exercises on the rhythmic organization of movements, switchability.
"Fist - palm"- alternately perform movements with each hand, then with both hands together. Performed with both hands can be simultaneous or at different times (one hand is clenched, the other is straightened, and vice versa).
"Fist - rib - palm"- alternately perform movements with each hand, then with both hands together.
"Clenching and unclenching the hands"- alternately performing movements with both hands at the same time, then with both hands, but at different times (one hand is clenched, the other is straightened, and vice versa).
"Ring - bunny"- transitions from one static pose to another; performed alternately with each hand, and then with both hands together.
"Drummer"- one child drums on the table with all the fingers of both hands, tapping the rhythm, the other repeats.
Exercises to develop coordinated graphic movements.
"Difficult turns"- at one end of the path there is a car drawn, at the other - a house or garage. The teacher says: “You are a driver, and you need to drive your car to the house. The road you will travel is not easy. Be careful and careful."
The child should, without lifting his hand, use a pencil to “drive” along the bends of simple paths, and when he gets used to it, he can be offered more complex options expensive
Exercises with objects:
- drawing the outlines of objects from sticks, first of larger sizes, and then of smaller ones (table, house, triangle, car);
- making a chain of 6-10 or more paper clips of different colors, observing the order of colors;
- cutting out a shape from paper with the right and left hands;
- stringing buttons and large beads onto a cord, and small beads and beads onto a thread and needle;
- sorting beans, beans, peas, as well as sorting cereals (millet, buckwheat, rice);
- fastening and unfastening buttons, zippers, snaps, hooks;
- screwing and unscrewing washers, bottle caps, jars;
- removing beads from a glass with a spoon;
- folding small parts (buttons, beads) into a narrow cylinder;
- threading a needle;
- erasing drawn objects with an eraser;
- dripping from a pipette into the narrow neck of the bottle;
- putting on and removing the ring (finger massage);
- sticking push pins into a wooden block;
- crumpling the handkerchief (take the handkerchief by the corner with one hand and take it into the palm with the fingers of only one hand);
- attaching clothespins to a horizontally stretched rope;
- fingering rosaries or beads with both hands at the same time towards and back;
- finding hidden objects in a “dry pool” filled with peas and beans, in plastic buckets or basins;
- squeezing and unclenching the expander;
- rolling hedgehog balls (with spikes).
Flex lacing “Miracle button”- sewing on buttons and stitching materials various types seams.
"Frames with clasps."
Material: a frame covered with fabric made of two halves, each of which has 5 ribbons sewn to it (the ribbons of one half differ in color from the ribbons of the other).
The child is asked to tie and untie bows, connecting the two halves of the fabric.
Options:
You can use frames with different fasteners: large and small buttons, buttons, loops, strap fasteners, etc.
Shaping movements(working with plasticine) - rolling sausages, rolling at an angle, rolling round shapes, pinching, pressing, smoothing.
- Games
"Orchestra"- some children imitate playing different musical instruments (piano, drum, guitar, trumpet, button accordion, etc.), other children guess who plays what. Then they change places.
"Workers"- children take turns pretending to work with some kind of tool or tool (scissors, hammer, wire cutters, axe, saw, shovel, rake, etc.).
"Catch a Fish"- a child uses a fishing rod with a hook to try to pick up plastic fish with a special hole.
Exercises to relax your hands.
Massage pads of the fingers and phalanges of the fingers (from the nail phalanges to the bases of the fingers), stretching the clasped fingers in opposite directions with spoken poetic accompaniment, since the poems accompanying the exercises are the basis on which the sense of rhythm is formed.
Imitation movements for the hands:
- washing hands before eating
- shaking water from the brush
- rinsing clothes
- putting on gloves
- stroking the cat
- fingers dancing
The teacher can come up with exercises himself, showing creativity.
Nadezhda Karpova
Development of graphomotor skills in older children preschool age
“Development of graphomotor skills
in children of senior preschool age"
Working with preschoolers, I observe the difficulties they face
these children face when they have to perform actions that require
accuracy, precision and synchronization of movements: taking something, inserting something,
tie, fold, sculpt, cut, paste, draw, etc.
Poorly developed motor functions of the hands and lack of formal
techniques of movements, coordinated actions of the eyes and hands cause
the child has enormous difficulties, which sometimes force him to retreat in front of
any task related to performing the above actions. That's why
the work of a teacher does not provide for targeted teaching of drawing and
letter. Our main TASK is the DEVELOPMENT OF MOTOR AND
COGNITIVE ABILITIES. It is realized through the development of:
Motor cortex:
formation and improvement of fine motor skills of the fingers,
motor skills and skills in manipulating various objects
(hard and soft, elastic, smooth and rough);
ability to correctly hold a pencil, pen, felt-tip pen;
learn to master them using self-massage, games and exercises (circling,
painting objects, drawing on pre-prepared sheets);
formation of visual-motor coordination.
Speech area of the cerebral cortex:
formation of a child’s active speech, replenishment of vocabulary
new concepts.
Development of thinking, memory, attention, concentration, visual and
auditory perception.
Development of coordination of large movements and the ability to control one’s body,
improvement of motor skills.
Development of spatial orientation on a sheet of paper and in the environment
space.
Formation of skills in educational activities
the ability to listen, understand and follow the teacher’s verbal instructions;
the ability to act by repeating the shown pattern and rule, as well as
familiarization with writing numbers.
Implementation of these tasks taking into account age characteristics promotes children
their intellectual development. Senior preschool age is associated with
further development and restructuring mental activity child.
Motor experience expands. Large muscles of the trunk develop and
limbs, but still weak, cartilaginous (ossification continues
in preschool, school and teenage periods) parts of the hands remain
and feet. Not formed and not fully developed musculoskeletal
the tissue of the hands does not allow a child of this age to easily and freely perform
small and precise movements. But it's not just about the muscular system.
Coordinated hand movements require differentiated brain function.
A complex system for controlling fractional movements is carried out clearly
differentiated and interrelated processes of nervous excitation
and braking. Some cells of the cerebral cortex, and, in particular,
motor analyzer, come into a state of excitement, others,
adjacent, close, inhibited. This dynamic brain mosaic
activity requires not only the analytical maturity of the cerebral cortex, but also
developed dynamic functions. Even by the end of preschool age
The child's brain has not yet reached this level of development.
Therefore, ACTIVITIES INVOLVING SMALL
MUSCLE GROUPS ARE FATIGUE AND VERY IMPORTANT
PROVIDE FOR THEIR CHANGE, LIMIT THE DURATION
AND LOAD.
Various exercise games take these features into account and give children
the opportunity not to experience fatigue and do not reduce interest in activities
in general. These classes are useful for developing small and precise hand movements, because from
muscles involved - flexor and extensor - constantly
impulses enter the brain, stimulating the central nervous system and
contributing to its development.
The motor cortex contains the largest
a collection of cells that control the hand, fingers (especially the thumb and
index) and speech organs: tongue, lips, larynx. This area of the cortex
brain is located next to speech area. So close
the proximity of the motor projection of the hand and the speech zone makes it possible
have a great influence on the development of a child’s active speech through
training fine movements of the fingers. The greater the number of connections between
brain cells are involved, the more intense the mental process is
development. When a child is small, the formation of such connections occurs faster
and easier. And repetition of exercise games with some complications in
movements and actions with objects helps the formation of these connections. Such
repetitions must be carried out for the right and left hands, equally
developing subtle movements of the fingers of both hands. By developing the functions of both hands, we
We increase the level of organization of functions and their distribution between
hemispheres of the brain, left and right.
Thus, by repeating various exercise games, we improve
We bring to automaticity the ability to solve certain motor tasks, i.e.
We develop a motor skill, as well as an individual style of movement
as such, which is very important both in gaming and educational activities.
But you need to accustom children to such activities with simple and easy exercises.
They are difficult for those children who have poorly developed motor skills. The basis
These exercises are designed to develop such skills.
The child sees the model in all details, but due to undeveloped small movements
hands he cannot reproduce it. It is also difficult for him to work because he
sees a finished image, but did not see how it was made. It's easier for the baby
act with objects, cut out, paste, draw, write, etc.
showing an adult. But in this case detailed explanations are required.
It is also necessary to remember: what is interesting is emotionally charged
feelings, is easier to remember, is stored longer in the child’s memory and
is reproduced more fully by it.
Exercises to develop graphomotor skills.
1. Fine motor skills:
Working with puzzles, mosaics, beads, Lego constructors, playing with tops,
game “Cinderella” (sorting beans and peas), etc.;
Drawing patterns on a sheet of checkered paper without lifting your hand from the paper or
rotating sheet
Cutting shapes from paper of varying complexity
Outlining geometric shapes(a large figure is needed
trace along the inner contour, gradually compressing the stroke radius;
a small figure - along the outer contour with a gradual expansion of the radius
strokes. You cannot touch the walls of the previous figure. The more you get
new figures, the better.).
Laying out figures, objects from counting
Laying out patterns from rope
2. Formation spatial representations, adjacent positions:
Construction,
Arrange the nesting dolls from largest to smallest;
Finger games;
Massage of face, tongue, hands;
Hatching;
Construct letters from fingers and other objects;
Working with small objects;
Application;
Drawing;
3. Work on rhythm:
Performing exercises with hands on weight, on a support, with one hand, with two
Alternation of rhythm;
Accentuation of slow rhythms in games.
4.Development of attention:
Reading emotional shades;
Confusion;
Game "Find the differences";
Creating an image by dots, along dotted lines;
Posting pictures in correct sequence;
Labyrinths;
Guessing riddles;
Complete drawing of symmetrical figures;
Reading fairy tales, stories to children, listening to audio recordings.
5.Memory:
Laying out 3-4 pictures in a certain sequence, in which they
presented;
Laying out letters, numbers or figures from memory in the presented
sequences;
The game “What is missing?”, “What has changed?”
Memorizing 4-5 pictures, and then selecting them among other 8-10 pictures;
Tracing the outlines of letters made with dotted lines;
Adding letters
Exercises to develop and improve graphomotor skills.
"Continue the pattern" (I. Tkachev “From line to line”): this manual offers various patterns (imitation of a checkered notebook), which are performed separately with the right or left hand, as well as with both hands at the same time; when working with two hands, you can count on harmonious, balanced development as finely coordinated movements of the child’s hands and both hemispheres of the brain (sample patterns, see Appendix 1).
"Drawing by cells" (L. Morozova “Draw it.” Cell by cell”): interesting graphic dictations teach the child to navigate using a notebook and cells, promote the development of perception, thinking, and voluntary attention (see Appendix 2).
"Labyrinths" (G.M. Segebart “Not Just Labyrinths”): during the game “Labyrinths,” children develop attention and memory, thinking and imagination, develop graphomotor skills, arbitrariness, and perseverance in achieving goals, which is important for children with disabilities health opportunities.
(you can work with the labyrinth directly on a paper form or insert it into a transparent plastic corner, file)
These “Labyrinths” are special, supplemented with new tasks and divided into several independent stages; is intended for children 5-12 years old and contains three sets of tasks:
Set No. 1. “Draw the road.” The child’s task is to find the path between two points of the maze. The set includes sixteen progressively more complex labyrinths.
Set No. 2. “Create a picture.” The child’s task is to compare the resulting trajectory of movement with the sample (standard), complete the details present on the sample, which should result in a picture - a symbolic image of a chick, a Christmas tree, a kangaroo, etc. The set is represented by twelve labyrinths of varying degrees of complexity and two types of standards.
Set No. 3. “Build a labyrinth.” The child’s task is to copy a symbolic image-picture from the sample onto the grid, and then independently build a labyrinth within the contour of this image. The set consists of four pictures.
Finger gymnastics is a very useful program for the development of motor skills in children. of different ages. It also promotes speech development.
Selected complex finger games tested with children and gave positive results in improving graphomotor skills in students with disabilities.
Finger gymnastics in verse. "Flowers"
Our red flowers (press our elbows together, close our hands in the shape of a boat)
The petals open (then open in the form of a bowl, in front of the face)
The breeze breathes a little, (then the hands move counterclockwise and then clockwise)
The petals are swaying. (the hands tilt left and right) Our red flowers (we press our elbows to each other, we close our hands in the shape of a boat) They close the petals, (show with your fingers how the petals close) They quietly fall asleep and nod their heads.
Finger game from N. Radchenko
In the morning, my fingers woke up, (unclench my fists)
Stretch (tighten, spread your fingers)
And shook ourselves (shake hands),
We hugged tightly, (imitation handshake),
They got to work. ("roll up our sleeves")
They made Easter cakes (the palms “make” pies)
They began to invite guests to their place (inviting movements with the hands)
Played the piano (imitation of playing on the keys)
And we danced all day. (hands "dance")
One of the non-traditional correction technologies is Su-Jok therapy (“Su” - hand, “Jock” - foot). At the end of the 20th century, sensational news spread around the world. Professor of Seoul National University Park Jae-woo, who devoted 30 years of his life to the study of oriental medicine, developed an original method of self-healing, called “su jok” (translated from Korean “su” means hand, and “jok” means foot). With its help, you can treat any part of the body, any organ, without resorting to the help of a doctor. The main thing was that the incorrect use of this method cannot cause any harm to the human body. A special place in the Su-Jok method is given to thumb, in which the “face” is on the palmar surface, and the “back of the head,” respectively, is on the back of the hand.
Using a Su-jok massager creates interest and helps solve the problem. Children enjoy massaging their fingers and palms, which has a beneficial effect on fine motor skills of their fingers.
Techniques for working as a Su-Jock massager:
1. Massage with a special ball. Since there are many biologically active points in the palm, effective way their stimulation is massage with a special ball. The ball is applied to the child’s fingers, hands, and palms, rolling it between them. The child's muscle tone increases and blood flows to the extremities. As a result, fine motor skills and sensitivity of the child’s limbs improve.
2. Massage with an elastic ring. Spring rings are placed on the child’s fingers and rolled over them, massaging each finger until it turns red and feels warm.
This procedure must be repeated several times a day. With the help of “hedgehog” balls with rings, children like to massage their fingers and palms, which has a beneficial effect on the entire body, as well as on the development of fine motor skills of the fingers, thereby promoting the development of fine motor skills.
Finger gymnastics in verse using a Su-Jok ball is a unique tool for developing a child’s speech. Children love to play with a spiky ball. By rolling it between their palms, they massage the muscles of the arm. Children repeat words and perform actions with the ball in accordance with the text.
- I roll the ball in circles
I drive him back and forth.
I will stroke their palm.
It's like I'm sweeping away crumbs
And I'll squeeze it a little,
How a cat squeezes its paw
I'll press the ball with each finger,
And I'll start with the other hand.
When massaging the fingers with an elastic ring, children alternately put on massage rings on each finger, first on the right hand then on the left hand, reciting a poem of finger gymnastics.
One - two - three - four - five, /extend fingers one at a time/
The fingers went out for a walk,
This finger is the strongest, thickest and largest.
This finger is for showing it.
This finger is the longest and stands in the middle.
This ring finger is the most spoiled one.
And the little finger, although small, is very dexterous and daring.
Games with plasticine;
Games with constructor, mosaic;
Simulators for the development of fine motor skills;
Games with buttons - button massage:
- Fill a spacious box with buttons.
- Rub the buttons between your palms.
- Pour them from palm to palm.
- Find the largest button, the smallest, square, smooth, etc.
Games with cereals:
- Sprinkle the cereal
- “Guess what kind of cereal is in the bag”
- Find a toy
- “Dry pool” of peas and beans
Laces;
Massage of hands and fingers. Massagers:
- Self-massage with the back of your hands
- Self-massage of the palm
- Self-massage of fingers
- Exercises with massagers
Drawing:
- Pencil, brush
- Drawing with finger, palm, stick.
- Games with paper:
- Folding various shapes;
- Cutting with scissors, gluing various three-dimensional toys.
Exercises with balls:
- Learn to grab the ball with your whole hand and release it;
- Roll the ball clockwise;
- Hold with one hand and with the other hand perform screwing movements, clicking, pinching.
