Correction of shallow motility hands. Correction of speech violations by the development of small motility hands. Prepared a teacher. Special exercise

Sections: MHK and IO

V.A. Sukhomlinsky wrote that "the origins of the abilities and admission of children - on the tips of their fingers. The more confidence in the movements of a children's hand, the thinner the interaction of the hand with the instrument of labor, harder the movement, brighter the creative element of the children's mind. And the more skill in the children's hand, the child smarter ... ".

Entering the 1st grade, children with difficulty small Motoriki, insufficient formation of skills of visual and motor coordination experienced difficulties with the letter: they quickly get tired hand, the working line is lost, it does not work correctly writing letters; It is often found and "mirror" letter when the child does not distinguish between the concept of "left", "right", "list", "page", "line", do not fit into the overall pace of work. All this adversely affects the assimilation of the children of grade 1 and causes the need to organize additional classeswhose goal is to prepare a child's hand to a systematic writing, form elementary specific graphic letters skills.

If we consider that in the first four years of schooling in school, small muscles of hands are finally formed, there is an intensive development of speech, such mental processes are developing as attention, memory, thinking. Moreover, the child, having come to the first class and owning only clearly-figurative, and someone and objective impact of thinking, already to the fourth class should be able to think abstractly. With the arrival of the school, the load on the left hemisphere (mathematics, reading, letter with his right hand increases sharply. A strong imbalance of hemispheres begins. Children need to help develop both hands. If on other hand-learning lessons, most often the main work is carried out by a leading hand, then during the modeling the same, both hands are evolved. It is the lessons of the modeling that they have unique opportunities for the development of all the mental properties of the child's personality, for the development of the fine motility of the hands.

From said it follows that the development of motility children should be given special attention. The need for this is tested not only first-graders who are developing the most complicated letter skill, but also all students of primary classes, as well as children of other age groups, since the development of the motorcycle sphere acts as an important condition for general mental development.

Lrack - the most tangible type of artistic creativity. The child not only sees what he created, but also touches, takes into his hands and as necessary changes. The main tool in the modeling is hand (or rather, both hands), therefore, the level of skill depends on the ownership own hands, not a brush, pencil or scissors. From this point of view, the modeling technique can be estimated as the most insignificant and most affordable for independent development.

Lesk classes comprehensively affect For the development of the child: increase sensory sensitivity, i.e. contribute to the fine perception of shape, texture, colors, weight, plastics; develop imagination, spatial thinking, general manual skill, fine motoric; synchronize the work of both hands; form the ability to plan work on the implementation of the plan, foresee the result and achieve it; If necessary, make adjustments to the initial idea.

For working with children, 7 -8 years has developed a "Plasticine Gifts" program, which ensures the continuity of additional and primary education. The main purpose of this program is to disclose the creative abilities of children through the modeling and correction of the shallow motility of the hands.

The program is aimed at improving skills. manual labor Means of modeling, the development of small motility of hands in the process of mastering various technological techniques, the development of design abilities, thinking, imagination, fantasy, the formation of the culture of the child's personality in all manifestations.

Classes are distributed and built in order to increase the complexity and volume of work, not only the gradual complication of the material, but also a gradual change in the types of work: from the modeling on the plane to the creation of figures, fabulous characters with subsequent dramatization. From creating panels before writing fairy tales.

Classes are distributed and by type of machinery and creative work on the following sections: flat modeling, embossed modeling, sculptural modeling, decorative modeling.

Technique modeling is rich and diverse: drawing with plasticine, plasticine appliques from flames, plasticine mosaic, plasticography.

A clear-methods have been developed with technological schemes for artistic creativity of children who contribute to developing creative thinking, design smelting, the ability to plan their activities. Appendix 3.

In class, the formation of basic operating skills of working with tools and plastic material. Children learn to trust their hands, investigate different methods and plasticine processing methods. The task is aimed at working out the main operating skills.

Tasks are given different so that the child uses different methods, Miscellaneous hands. During the performance of the work, children are trained in various techniques of modeling (rolling, rolling, flattening, replication), which have a positive effect on the development of small muscles of the child's brush, teach children to work with finger tips, make them more sensitive.

Classes of the first year of study include material on reproductive methods (explanatory-illustrative, sample repetition - especially for weak children), then on performing-creative tasks.

Due to different levels of formation of small motor, the hands are there a differentiated and individual approach to children in the learning process, selective afference on the motor sphere of children's activities.

During classes, the individual features of each child, his age, mood, desire and opportunities are taken into account. An individual approach in the educational process means effective attention to each student, his creative personality.

To improve motor visual techniques and skills for the development of fine movements of fingers, training exercises are used, aimed at the development of shallow fingertips, regulation muscular tone. This is a self-massage of hands, exercises to coordinate the movements of the fingers, strengthening the muscles of the hands. The use of finger games and exercises has a non-specific toning effect on the functional state of the brain and the development of the speech of children, causing them an emotional rise and discharge of neuropsychic tension.

Due to the systematic and diverse exercises, the hands of the child gradually acquire accuracy, strength and differentiation of movements.

The development of children's creativity in the process of modeling largely depends on the ability of children to work with plasticine corresponding to the tools. Working on the molding product has a positive effect on the development of small brush muscles, teaches working with fingertips, makes them more sensitive.

The activities of schoolchildren should be successful - it will be supported by interest in classes. The participation of children in various competitions and exhibitions also contributes to the development of positive emotions and causes the interest of children to classes.

As a result of the systematic and systematic work with children who have violations on the development of small motility, the volume and the tempo of the movements of the fingers of the fingers has disappeared, the motor awkwardness disappeared, the switching movements and the isolated movements of the fingers have improved. By the end school year The level of development of small motility at the student has improved, but slightly, and is mainly at the average level. Accordingly, it can be concluded that the classes and exercises on laying from plasticine contributed to an increase in the level of development of small motility of younger students.

Child observations indicate that the formation of technical skills occurs in children differently and is often a vivid indicator of individual manifestations. The more the child knows the more visual and technical techniques, the more independent and creative character acquires his modeling.

Bibliography

1. Vygotsky hp Psychology of art. - M., 1965. P. 318.
2. Davydova G.N. Plasticography. - M., 2006.
3. Konysheva N.M. Lappa B. primary grades. M.: Enlightenment, 1980.
4. Konysheva N.M. Labor training in primary grades. St. Petersburg: Speclit, 2000.
5. Kovalko V.I. Fizminutka school. Moscow. Vako, 2007.
6. Korchinova O.V. Baby applied creativity. Publishing house "Phoenix", 2005.
7. Lykova I.A. Lepim with mom. - M., 2005.
8. Leonova E.V. Journal Additional Education No. 5 2001. p.45.
9. Marina Z. Lepim from plasticine. - Crystal, 1997.
10. Ostrovskaya O.V. Fine art lessons in elementary school. Moscow, 2003.
11. Solneva V.A. 200 exercises for the development of common and small motility. Digital library.
12. Starodub K.I., Tkachenko T.B. Lepim from plasticine. Rostov-on-Don, 2003.
13. Halezova N.B. and others. Lrack in children's garden: Book for a kindergarten teacher. M.: Enlightenment, 1986.
14. Halezova N.B. People's plastic and decorative modeling in kindergarten: benefit for the educator. M.: Education, 1984.
15. Shkitskaya I.O. Plasticine applique. Rostov-on-Don, 2008.

Correction of the development of shallow motor

and tanging in children with SPR

Vedernikova O.A., teacher-defectologist

It is known that the level of development of speech is directly dependent on the degree of formation of thin movements of the fingers: if the development of the movements of the fingers of the hands corresponds to age, then the speech development is within the normal range; If the development of the movements of the fingers lags behind, speech development is delayed.

Muscular hand features, as well as eye muscles, require training and correction. Mastering the movements of hands and fingers is of great importance for the development of the child as a whole. Finger games play a special role in the development of petty motor skills - peculiar exercises for the development of small muscles of fingers. They allow you to adjust the movements of each finger separately and relative to each other, train the accuracy of motor reactions. Finger games And the exercises not only improve the dexterity and accuracy of movements, but also improve attention, memory, help to learn patience, produce perishability. This is a wonderful incentive for the development of children's creative abilities, awakening imagination and fantasy. If you regularly do with the child, his fingers will gradually become more agile and movable, and movements are accurate and coordinated.

Finger games are better to organize in the introductory part of classes or after tense visual work as an active holiday. They develop coordination of movements, help concentrate attention. Finger games as if reflecting the reality of the surrounding world: objects, animals, people, the phenomena of nature. If they are accompanied by verses, then children develop a speech and a sense of rhythm, and rhythm facilitates the process of perception and activity that it is especially necessary for children with various disabilities in health and development.

I suggest you for use in your work:

Approximate exercises For the development of motility in children 3-7 years

It is advisable to spend daily before the start of classes one of the exercises listed below.

1. Games with various wolfges.

2. Games with pyramids, matryoshki, liners.

3. Ride balls on the table.

4. Slap your hands loudly, quietly, quickly, slowly.

5. Turning beads on the thread.

6. Compress and squeeze the cams.

7. Palms on the table. Finger together, wide spread

8. Palms on the table. The exercise is performed under the text: "Lords down, palms up, palms on a barrel and clenched into the cam."

9. "Colepko". Connect a large and index finger.

10. "Horns". Hand compressed in cam, stretched out thumb And a little finger.

11. "Bunny". The hand is compressed in the cam, stretched index and middle fingers.

12. "Castle". Cross the fingers of both hands and lower them on the back side of the palms.

13. Petushok. From the position of "Castle" raise your fingers.

14. "Domik". Connect two palms; Without squeezing fingertips, dilute them to the sides.

15. "Chair". The left palm is vertically up, the right is compressed in the cam and pressed against the left. Right palm vertically up, the left is compressed in the cam and pressed against the right.

16. "Bunny". Paint palm to each other, dilute to the sides, without disconnecting your fingers. Big fingers hide inside.

I also recommend using "finger steps" - these are exciting tasks that not only prepare a child's hand to the letter, but also develop its memory, attention, visual-spatial perception, imagination, and observation, which in turn contributes to the development of speech. These exercises offered to children in gaming form, it is also important because in the process of work, the baby has the possibility of emotional communication with adults.

"Finger steps" are exercises aimed at the development of coordination of movements of brushes and fingers. They are interesting not only to their content, but also to experiment, fantasize, invent new work options.

Before you start working with the "steps", an adult is advised to try to work independently to be able to properly tell the child during class. Here are the options for work for the left (even pages) and the right hand (odd pages). It is recommended to start working from an option for the leading hand and subsequently gradually move to work with the second hand. The most difficult version of work is a variety of ways and friendly (simultaneous) movements of fingers of both hands.

Stages of work

First stage: acquaintance with the rhythm of the poem or sentences accompanying the exercise. The child learns to hear and show the rhythm of speech accompaniment. This is important not only in working with "steps". This skill is necessary for full-fledged speech development in preschool age And in the future, when studying at school. At first, the child can take off or dismissed the rhythm of the poem, then "fuse" by index and middle fingers this rhythm on the table. When the kid feels a rhythm "steps", you can move to work on the pages of the manual. For example, in the poem "Kuzya Domenok" for each line accounts for three cotton ("Step").

Second phase: acquaintance with the tracks for which the child will "walk" with fingers. Before starting work, the child can simply carry out their fingers along the paths. When the kid will be ready to "fuse" a track with speech accompaniment, start working from the easiest option - "steps" by index and middle fingers. The complication of tasks at this stage is that the remaining fingers of the hands are gradually introduced in the following sequence:

Index and middle fingers; index and milestone fingers; Index finger and a little finger; thumb and little finger; big and index fingers; big and middle fingers; Big and ring fingers; medium and milestone fingers; Middle finger and a little finger; Unnamed and little finger.

The child will experience difficulties, working with a nameless finger and the little finger, since the movements are used mainly to the first three fingers (large, index and medium) and the adjacent part of the palm. Therefore, it is very important to work out all the proposed options for working with fingers, despite the difficulty of execution. "Stepping" with your fingers, it is important to connect a hand brush to work. Movement of the hand in the wrist will help to perform complex "steps" playback. At this stage, the poetic text can pronounce both adult and the child.

Third stage: friendly (simultaneous) moving with fingers of both hands. This stage involves the work of the same fingers of both hands without speech accompaniment. Left fingers work on the even page of the turn, right hand - via odd.

Fourth stage: the most difficult stage, when a child learns to perform at the same time the varieties of the fingers of the fingers (fingers with one hand "go up", the other - "down). The motion of movements can be conclusted and in the use of different fingers of different hands (on the left hand there is an index and middle fingers, on the right - a thumb and a little finger). This work requires a higher level of regulation, in contrast to friendly movements, brings up a child in a child, the ability to concentrate and retain attention.

Despite the complexity of work in the third and fourth stages, the child needs to learn these exercises, since the implementation and automation of these movements contribute to the expansion of the reserve capabilities of the child's brain functioning.

Try to work with your child with "finger steps", these exercises are useful not only to children, but also adults.

Offer the child to paint the pictures you like.

Games and exercises for the development of tactile performances

"Rhythm for fingers." Under the reading of the fun, the song, poems tickle alternately brush hands, the hand itself, behind the ear, belly, feet, making small pauses.

"Dry materials." Develop the sensitivity of the fingers of the hands (rice, millet, peas, seeds, seeds, teach them to collect them in a handful, dial into the palm, pour through your fingers, pour into the prepared capacity), legs (sand, pebbles).

"Sticky Materials". Learn the child by surveying actions (dough, marmalade, paste; clay, plasticine, putty, wet sand, spacious newspaper) in the didactic games "I am in the bake, the bake", "the cat screamed my pie." "Barochka candy", "harvest collect."

"Different surfaces." Intensify the touch by determining the texture in the process of examining the surfaces of different natural items in the "Magic Plate" games, "find out on the touch of vegetables (tomato, cucumber), fruit (apple, orange)". Learning to distinguish the tactile properties of objects (smooth - rough - stitching; light - heavy) in the didactic game "Cleaning yourself)."

"Water". Teaching to change the amount of splashing water, splashing on all parts of the body in the didactic Girl Girl "Chumazay", "Mojdodyr", "Fish floats in a pond" (use springs, water capacity, water tap, shower, hose, watering can.

"Air". Learning to change the speed and temperature of the air jet (keep the fan closer - further; blow on the face and other parts of the child's body; turn on - turn off the hairdryer) in the didactic games "balloon", "naughty rolling", "cold - warm breeze", "From What fabric is this thing? "," We sew a scarf doll "," Whose shoes? "," Miracle - Tree. "

Games, Exercises for the development of tactile perception

"Toiletries". Show what you can do with soap foam: touch, lower your hands in a foam, put on your hands (you can use the hand cream, hair gel, toilet soap, toothpaste) In the didactic games "Girl Chumazay", "Moydodyr", "Magic Brush".

"Play with spaghetti." Show what to do with Spaghetti: cut, tear, lay out different figures and tracks on a tray), mix (mousse, jelly, chocolate paste, banana pulp).

"Modeling" . Learning to explore the properties of the test (it can be mine, roll out, cut, pinch), introduce a form for cutting, plastic knife, showable actions with a test, clay, plasticine in didactic games "Soft - solid", "breaks" "," Tasty - tastelessness "," Edible - Inedible "," Test Figures "," Vegetables and Fruits ".

"Dry Materials" . Learning to explore sawdust and act with them (take from palm, pour, pour into the container, "draw tracks, figures"), perform similar actions with flour, rice, sand, etc.

"What brought Mishutka? »Learn to learn the subject to the touch (examine the toy in the bag, call it, take out the bag, show all the children, perform adequate actions with it).

"Moving toys." Learn to examine toys from different materials: Persay, pour, reach, push, clap, etc. (It is important that the toy begins to move only when touched the child).

"Forms". Introduce any form (circle, rectangle, square, triangle, plane and volumetric; ball, pyramid, construction forms; duvi, vegetables, fruits, dishes, clothes. View, touch and feel the shape (face, corners, roundness and t .p.), while changing the material, size and color of the subject.

"Toys on the rope." Learning blindfolded to find a child's hand-raised toy at the height (touch, understand what it is, called).

"Correction of violation of speech on the means of the development of small motility hands for children with OVD"

"The more skill

in a children's hand, the smarter child. "

V. A. Sukhomlinsky.

It is a unique ability to inherent only to a person, is related to the processes of thinking, ensures the development of motility and communication, using one or another language. It is a complex mental activity having various types and forms. On the basis of oral speech, a written speech is built and developing. Speech pathology is a consequence of damage to the peripheral and central organs of auditory, visual, motor analyzers. The violation of the motor zones of the motor analyzer leads to shortcomings of pronunciation, as the mobile articulation authorities (language, lips, soft palate) and static (solid palate) suffer, as well as respiratory collection bodies.

In children with deviations in the development of a very poor experience of practical activity with objects, a poor stock of knowledge about the world, a sensory perception is broken, spatial views. Very often, children studying in special (correctional) schools have not visited preschool educational institutions, they came to school not psychologically, not physically prepared for learning. Therefore, a big responsibility for training for school training, adaptation, the development of all psychophysical functions of children with disabilities falls on primary school teachers.

Working at school with children with ABS, we made sure that the consistency of the motor and sensual sphere is difficult for guys in development. In order for the development of visual, tactile, motor perception, if possible, approached normal, it is necessary to systematically carry out special correctional work. Students have a slow, insufficient, undifferentiated visual perception due to the inability to fix the gaze and tracking the objects. Many children have violations of the coordination of eye and hand movements. The listed features are combined with common motor failure. These violations manifest themselves in the inability of children to target their movements. They have difficulty reproducing movements by sample, violation of the rate of execution and reproduction, poor differentiation of time and amplitude movements. In addition, spatial disorders and spatial disorganization are noted, children often cannot bring to the end. Often, students with ABS meet the regulation of muscle tone, which is expressed in increasing or reducing tonic reflexes. Thus, impaired motor skills are complex and very diverse. These guys have their own features of the use of various techniques for the development of shallow motility.

A number of modern researchers pay much attention Improving a number of methods and techniques for the development of small motorbers who contribute to overcoming psycho-physiological disorders. Particular attention is paid to the development of shallow motility among elementary school students. What can be traced at all lessons, correction classes at and after-school time.

What is small motorika? This is the ability of a person to perform small And the exact movements of the brushes and fingers as a result of coordinated actions of three systems of nervous, muscle, bone.

V. A. Sukhomlinsky wrote that "the origins of abilities and tanking children - At the tips of their fingers. The more confidence in the movements of a children's hand, the thinner the interaction of the hand with the instrument of labor, harder the movement, brighter the creative element of the children's mind. And the more skill in a children's hand, thedest child is smarter ... ".

Child with good developed shallow motor fingers and brushes have more developed Brain departments responsible for speech. That is, the more clever fingers in the child, the easier and faster it will be discussed. If the movement of the fingers of the hands corresponds to age, then and speech development Located within the normal range; If the movement of the fingers is behind, it is delayed and speech development. Therefore, experts are recommended develop a shallow motor From an early age, since the stimulating centers of the brain departments responsible for the movements of the fingers of the hands are activated and neighboring departments responsible for speaking, which are close to each other. Together with not only speech develops in shallow motor, but also attention, thinking, coordination, observation, visual and motor memory. All these areas in this category children Need correction. In this regard, it is very important develop small motility in children with OVD.

The development of small motility is not the only factor contributing to the development of speech. If the child's greatly developed motility, but they will not talk to him, then the speech of the child will not be sufficiently developed. That is, it is necessary to develop a speech of a child in the complex: a lot and actively communicate with him in everyday life, causing it to a conversation, stimulating questions, requests. It is necessary to tell the child about everything that interests it and plus to the development of a small motility of hands.

Developing fine motor skills, we forced develop Not one brain department. That in the future will very positively affect the mental development of the child. A child who has good enough the minced motor is developed, can logically argue, he has a high level memory and attention, connected speech. Children with ABS need a timely correctional help to prevent further deterioration in health.

It is very important to develop a shallow motorcy in children with special educational needs.. Pedagogues and psychologists involved in the development of children with ABS unanimously converge in the opinion that the petty motor is very important because it develops through it. We are talking, attention, thinking, coordination, observation, visual and motor memory. All these areas in this category of children need correction. T.M Golovin concluded that characteristic of students with impaired intellect is a violation of small movements, which is manifested in their weakness, insufficient coordination and interchangeability. Getting Started with a new task, according to L.V. Zankov, a child with a disruption of intelligence cannot focus on the sequence of operations. His movements are awkward, fussy, chaotic, fingers are naughty; The right hand is usually ahead of the actions of the left, which leads to inconsistencies of movements.
In children with moderate mental retardation, Down syndrome, a complex structure of a defect One of the main reasons that impede the formation and development of motor skills and skills is a violation of motility, which adversely affects not only physical Development, but also on the development of speech, socialization of the individual, the development of the cognitive and formation of work, subsequent social adaptation. The imperfection of fine (small) manual motility, insufficient coordination of the brushes and fingers of the hands are found in the absence or bad formation of self-service skills, for example: when children wear and remove clothing, buttons and unbutton, hooks, fasteners, laugh and disseminate shoes, tie and unleash tapes , Laces, use cutlery. After all, in everyday life, the child needs to make any actions to shallow motility, so we can say that the quality of his life depends on its development.
The weak development of motility is manifested in all activities.
children with OVD. Usually for them happens a long period Training aimed at teaching them to perform certain actions.
What ways accelerate the development of small motility, contribute to its development? These include: games with small objects (puzzles, mosaic, designers, beads, buttons); Finger games; Massage of brushes and fingers; modeling; Folding pyramids; Drawing on sand; Rubbing; Lace, screw caps of cans.
Finger games are one of the most accessible types of work on development of shallow motility. Simple movements help to remove tension not only with the hands themselves, but also relax the muscles of the whole body. You can talk about finger games, as a magnificent universal, didactic and developing material. The methodology and meaning of these games is that the nerve endings of the hands act on the brain of the child and the brain activity is activated.

To get the maximum "Efficiency coefficient" Games with fingers and classes must be drawn up in this way to:

1. Combined compression, relaxation, stretching of the fingers;

2. Used isolated movements of each of them.

Finger games are diverse in content. They can be divided into action methods.

1. Games - manipulation.

"Ladushka-ladies ...", "Soroka-Beloboka ..." - the index finger is carried out circular movements.

"Finger-boy, where have you been?", "We divided the orange ...", "This finger wants to sleep ...", "This finger is a grandfather ...", "Once, two, three, four, who lives in my apartment?", "Fingers went for a walk ..." - The child alternately bends each finger. It can perform these exercises independently or with an adult. They are develop imagination: In each finger, the baby sees one or another image.

MANIPULATION GAMES We use in reading lessons surrounding the world, in the 1st grade of the FGOS introduced a new subject "Speech practice". In the lessons, we say words with a clear allocation and pronunciation of sound, distinguish words, examine patterners, cleanrs, fun, small poems, working with pictures stories. Thus, developing speech, memory, attention.

2. Scene finger exercises.

"Fingershello » - pillows of fingers come into contact with a thumb (right, left hand, two at the same time).

"Flower blooms" - from a compressed fist alternately "Appear" fingers.

"Rake" - Palm on yourself, fingers intertwined among themselves.

"Christmas tree" - Palm from yourself, fingers in "Castle" (palm at an angle to each other). Fingers exhibit forward, elbows to the housing are not pressed.

This group also includes exercises that allow children to depict vehicles and furniture, wild and pets, birds, insects, trees.

3. Finger exercises in combination with sound gymnastics.

The child can alternately connect the fingers of each hand with each other, or straighten each finger in turn, or compress the fingers into the fist and squeeze and at this time sounds: bd, dt, kh.

4. Fingering exercises in combination with self-massage brushes and fingers.

In these exercises, traditional motion massage are used - kneading, rubbing, pressing, plugging (from the periphery to the center).

"Let's wash your hands under the hot jet of water" - Movement, like when washing hands.

"Wear gloves" - Large and index fingers right and left hand rubbing every finger of the left hand, starting with the little finger, from top to bottom. In the end, rub the palm.

"Soldering cabbage" - moving the edge of the palm of the right hand about the palm of the left hands: Tapping, sawing. Movement of both kISTY: Imitation of sprinkling salt, compressing the fingers into the fist.

"Warm hands" - Movement, like when rubbing hands.

"Hammer" - Falangs compressed in a fist of the fingertips of the right hand "Score" Nails.

"Geese tightening herbs" - The fingers of the right hand pinch the brush left.

For more efficient self-massage of hands, walnuts, chestnut, hexagonal pencil, massage ball are used.

5. Theater in hand.

Allows you to increase the total tone, develops attention and memory, removes psycho-emotional tension.

"Butterfly" - Squeeze your fingers in the fist and alternately straighten the little finger, ring and middle fingers, and large and index connecting to the ring. Straightened fingers to make quick movements ( "Trepping fingers").

"Story" - Children are invited to play a fairy tale, in which every finger is any character.

"Octopus" - Right hand, carefully and in turn, moving your tentacles, travels on the seabed. The octopus is moving towards the left hand. They saw each other, froze, and then began to examine the seabed together.

To development of small motility fingers have become exciting for childrenwe use clothespins that are not only develop a small motility of a child, but also creative imagination, logical thinking, consolidate the knowledge of the color, account. To the game is interesting for the child, you can attach clothespins on topics "Sun": Lukes to the Sun, children learn to find regularities, skill to make rays Solny in a specific order alternating clothespins in color (red, yellow, red, yellow; red, red, yellow, red, red, yellow). Tasks to children are offered as complicated, first by showing, on the finished pattern, then according to the verbal instruction, and only then the children themselves must determine the pattern. Games with clothespins are one of the types of finger games. They very much like children.

In our work with children I use the cast material - the covers from plastic bottles. They can be used as distributing material, assembling the covers of different colors (Blue, Red, Yellow, Green, White, Black, Brown) and make a simple didactic game for example such as "Mathematical Christmas Tree"

Develop a shallow motor Hands help games with croups. Children are considered seeds: Detected shape, color, value; Compare. I suggest to consider several options for games with seeds. (Didactic the game: "Draw a picture"where children first stick, on the images taken in templates, buckwheat seeds, rice, sunflower, peas, and then paint them. With the help of seeds you can make crafts, decorate vases, plates. Large seeds can be used for didactic game "Expanded seeds in varieties", where children sort the seeds in shape, color, the magnitude of children like to play "Dry basin". When the bank is taken or some other capacity, I am deep and wide, is our pool. At its bottom, we put one or more small toys and fall asleep on top of peas or beans. The child is looking for a toy and calls it and describes.

Work on the development of shallow motility fingers continues in extracurricular

time.

Circle "Masterka" began its work since September of the month of 2014. The circle of 8 people per week, 1 time per week. Having determined the direction in the work, I began to implement.

1. Development of creative abilities in children, originality of approach to

solving tasks, the ability to freely navigate the world around.

2. Improvement of shallow motility hands;

3. Formation of skills and skills of working with various materials,

fixtures and tools;

4. Education accuracy, independence ..

At the end of the school year, children can:

Own elementary labor skills when working with paper, cardboard, salted dough, self-adhesive paper, woolen threads, natural material, thrust and tool like (scissors).

Perform the rules for safe use with scissors and glue;

Planning work, it is clear to talk about the main stages of the embodiment of the plan;

Cut the paper on the stamps;

Work with plasticine and salted test by receptions of parallel and circular rolling;

Making crafts from natural and sound material.

Select a task taking into account their gradually increasing complexity;

Take into account the individual characteristics of the child, the pace of it development, capabilities, mood;

Comply with the temporary regulations not to cause the child overwork;

Raise children Interest in exercises and tasks, turning them into an entertaining game;

Try to teach and development formed in children Positive motivation.

Using the recommendation system, development of shallow motility, with a focused and systematic application contributes development of Speech, coordination, accuracy, plasticity of the movements of fingers, mental processes and determines the success of the work on the preparation of the child PI transition to a new stage of education.

Remember! Any exercises will be effective only at regular occupations. You need to do daily!

I. S. Teplova // Questions of pre-school pedagogy. - 2015. - №1. - P. 49-52.

1. Development of shallow motility hands

Everyone modern parent He knows about the need to develop small motility. But far from all find time and desire to seriously do this funny and useful process. But each group of skills must be developed at the right moment. Children going to school often do not know how to keep the pen and tie the laces.

What is a small motorik? This is a system of a variety of movements in which the small muscles of the hand brush are involved. These movements themselves do not develop, require special training. If the baby's brush is well developed, it will be beautiful, clearly, easy. But unfortunately, very often the fingers of the child are weak.

Small motility affects many important processes in the development of the child: speech abilities, attention thinking, coordination in space, observation, memory (visual and motor), concentration and imagination. The centers of the brain responsible for these abilities are directly connected with their fingers and their nervous endings. That is why it is important to work with your fingers.

For parents, it is especially important to know how to develop accurate and sufficiently strong movements of the fingers of the hands, to activate the work of the muscles of the brush. There are a number of simple classes that contribute to the development of shallow motility.

• 1. Mine of clay and plasticine.
  2. Drawing or painting images
  3. Production of crafts from paper.
  4. Designing
  5. Fastening and dispatching buttons, buttons, hooks.
  6. Testing and unleashing ribbons, shoelaces, knots on the rope.
  7. Spinning and promoting covers of cans, bubbles, etc.
  8. Suction of water pipette.
  9. Harvesting Bus and Buttons.
  10. Weaving braids from threads, wreaths from flowers.
  11. bulkhead croup.
  12. Games in the ball, with cubes, mosaic.

All these exercises bring triple to the child:

First, they develop a small motorcy of his hands, preparing to master the letter,

Secondly, they form him an artistic taste, which is useful at any age,

Thirdly, children's physiologists claim that a well-developed hand brush "pulls" the development of intellect.

2. Development of graphic skills and visual motor coordination

Graphic skill involves:

The ability is beautiful and easily (and therefore not intense) draw by oscillatory, rotational, smooth, tear-off and rhythmic movements graphic elements of various content (object images, lines of any configuration - wide, narrow, filamentine, broken, spiral, etc.; Conventional signs , including alphabetic graphs, etc.). Perform them with different powers of pressure, speed, pace, rhythm, slope, observing their correct shape, magnitude and pattern;

Light and relaxed holding of a writing tool (pencil, handles, observing the desired angle of inclination;

Sustainable saving proper poses in drawing or writing baby;

Performing graphic movements with interest, enthusiastically, without increased tension.

In children entering the first class, the muscles of the hand, coordination of the movements of the fingers, forearm and shoulder part of the writing hand are still under development. Children of preschool age are still poorly oriented in space and on the plane. Most of them are confused in distinguishing the right and left sides of the body, especially in relation to other people.

The ability to distinguish the right and left sides - This is an important prerequisite for many types of learning. Therefore, the development of this skill must be given a sufficient amount of time, conducting classes with a child in the form of various games and exercises.

To work out the differentiation of the right and left parts of the body, you can recommend the following exercises:

Raise it right, then left hand.

Take the item right, then left hand.

After clarifying speech designations of the right and left hand, it can be proceeded to distinguish between other parts of the body: the right and left leg, eyes, ear, etc.

Having worked out the idea of \u200b\u200bthe right and left sides of the body, it is possible to move on to the formation of orientation in the surrounding space.

Determination of the spatial location of objects relative to the child

The difficulties in the letter are associated, first of all, not with the writing of the elements of the letters, but with the unpreparedness of children to this activity. Therefore, in the preparatory period it is very important to use a number of exercises that would gradually prepared a child's hand to write.

The easiest I. effective method Hand preparations for writing - Coloring books. Coloring your favorite pictures, the child learns to hold a pencil in hand using push power. This occupation trains small muscles of hand, makes her movement strong and coordinated. It is recommended to use colored pencils, not markers. You can offer a child to copy the figures for transparent paper. Very useful ornaments and patterns, as they are present a large number of Curved lines, which is a good preparing the child's hand to writing uppercase letters.

We must not forget about regular classes with plasticine and clay. A warm up, having filter figures from this material, the child develops and strengthens the small muscles of the fingers.

Exists interesting way Developing fingers - Talking. From the sheet of paper, the kids tip the shoes with the fingertips and create a kind of applique. In addition, it is possible to recommend that the beads on the thread, the fastening and unchecking the buttons, buttons, hooks.

You can also make various toys where there will be lightning, laces, buttons, bows, etc.

Unfortunately, the problems with coordination of movements and shallow motility, most parents learn only before school. This turns into a forced load on the child: besides the assimilation of new information, it is necessary to learn to keep a pencil in naughty fingers.

More than anything small child Wants to move, for him movement - there is a way to know the world. It means that the children's movements will be more accurate, the deeper and understanding the familiarity of the child with the world. Machining with fingers various exercises, the child reaches a good development of the shallow motility of the hands, which has not only a beneficial effect on the development of speech, but also prepares the child to draw and writing. Hands acquire good mobility, flexibility, disappears stiffness of movements, this will further facilitate the acquisition of writing skills. Active training of common movements and manual motility allows you to improve arbitrary attention, develop the skills of monitoring and planning a holistic action, as well as form learning motivation, develop the regulatory role of speech.

Summary-motor coordination occupies an important place in the formation of readiness for the letter

Summary-motor coordination is the coherence of movements and their elements as a result of joint and simultaneous activities of optic and muscular engineering analyzers. Speat-motor coordination is agreed by hand and eyes. Using vision, the child studies the surrounding reality, controls its movements, so that they become more perfect and accurate. The eye, as it were, "trains" the hand, but with the help of manual movements in the subjects, which manipulates the child, opens more than new information. Eye sees - the hand depicts - such unity and the close interaction of the two organs is achieved at high age under the condition of consistent and equivalent to their development.

An important component of the readiness of the hand to the letter is the development of shallow motility hands. The level of development of shallow motility is one of the indicators of intellectual readiness for school learning, as the development of the hand is in close connection with the development of speech and thinking of the child. It means that the child and his brain develops, you need to train your hands. The development of intelligence is in parallel with the development of the arm, all the more subtle movements of the fingers.

Under the concept of "petty motor" means the movements of small muscles of hands. The movements of the fingers and brush hands develop in a child gradually throughout the preschool period:

5, 5-6, 5 months - begins to take objects,

6, 5-7, 5 months Brush rotation with toys.

By 11 months, the improvement of the tricky and finger praxis.

1G-1, 5G - attempts to draw "as hit."

1, 5-2g - a thin motor skill appears, the child lowers objects into small holes.

In 3g, motor automates appear (trying to cut the paper).

3-4g - cuts paper, draws. Lateralization occurs (determining the leading hand).

In 5-6 years, the ability to circle cells appears.

6-7 years - readiness for the development of graph - motor skills.

Therefore, work on the development of shallow motility of the child's hands should be started from an early age. You can make a thoracic baby with a finger gymnastics - massaging your fingers. Thereby affecting the acting points associated with the brain bark. Motor centers Speech in the human brain cerebral cortex are located next to the motor centers of fingers, therefore, developing speech and stimulating your fingertips, pulses are transmitted to speech centers, which activates speech.

Training fingers, it turns out to be a powerful impact on the performance of the cerebral cortex, which further affects the preparation of the hand to the letter.

Games with small objects (chopsticks, sand, threads, cereals, beads, buttons, nuts, small pebbles, "mailbox").

During the games with objects, the small motor was especially well developed, the muscles of the fingers are strengthened, thin movements of the hand and fingers are produced, i.e., manual skill develops. These games have an excellent toning and healing effect.

Children are invited to sort, guess with closed eyes, roll between a big and index finger, appreciate with all the fingers of both hands to the table alternately, trying to do rotary movements. You can teach a child to roll two walnuts or pebbles with fingers of one hand, fingers of one hand or between two palms hexagonal pencil. You can offer children to lay out letters, silhouettes of various items, drawings from small items: seeds, buttons, twigs, etc.

Finger-playing

Finger games and exercises with regular use provide good finger training and hand preparations for writing. The inclusion of finger games and exercises to any exercise causes animation in children, an emotional lift and has a non-specific tonic effect on the functional state of the brain and the development of their speech. They seem to reflect the reality of the surrounding world - objects, animals, people, their activities, the phenomena of nature. In the course of "finger games", children, repeating the movements of adults, activate the motility of the hands. Thus, dexterity is produced, the ability to control their movements, concentrate attention in one form of activity.

Self-massage hands

Massage with pencils: With the help of faceted pencils, the child masses the wrists and handbrushes (fingers, palms, rear surfaces of the palms, interpal zones). Such a massage contributes to mastering the thin movements of the fingers, improves the tissue trophy and blood supply to the fingers, stimulates speech development. Of particular interest in children cause massage exercises with progressing short poems and rhyms.

Training of visual motor coordination

Particular attention should be paid to the development of the skills of accurate and clear coordination in the "Eye - Hand" system, which are also often not enough formed to the beginning of systematic learning. The child in the process of study often has to be simultaneously looking at the subject (for example, on the board) and write off or sink task. Therefore, the agreed effects of the eyes and hands are so important when the fingers will hear the information that the eye gives them.

Many children of this kind of task are given with difficulty, it is easier for them to draw in memory than from nature. In the latter case, attention in children is divided, and they cannot coordinate the actions of the eye and hand. Designing according to drawings, laying out mosaic patterns or panels in accordance with samples, drawing images of various items, circuit, dressing gradually improves visual-engine coordination, form the ability to accurately reproduce graphic samples.

For example, when performing the task "Letter in the air", the child "prescribes" in the air hand letters, numbers and whole words. The complicated version of this task is "prescribing" letters, numbers and words only with eyes.

Hatching is one of the most important exercises. Coloring, stencils with geometric shapes, animal figures, and a set of different patterns are used for hatching. After the child learn how to circle well geometric figures, Strike them with parallel lines, make up the simplest objects from them, it can be offered a hatching with wavy, circular lines, semi-windows, loops.

Simultaneously with the development of the motor, muscular features of the fingers, the child's hand must be acquainted with a way of a letter, creating its model in memory. To do this, it is necessary to cut the letters from the smallest sandpaper (or velvet) and stick them to a sheet of cardboard. An index finger of the leading hand, the child circles the contours of the letters, remembers their images and elements.

Work on the perception of the shape of the letter through tactile and kinesthetic sensations was first proposed by the Italian teacher M. Montsori. And it was distributed already in the 20s of the 20th century. In addition, visual-motor coordination is developing such classes in which the lines from one drawing to another "track" in a straight line, wavy line or through a labyrinth, which must be determined, "what is drawn" by connecting all points.

A variety of tasks: "Dorisuy left (right) side of the subject", "Dorisuy Drawing, observing the sequence", "continue a row", "Draw the same", "Dorisui Pattern" and others. Learning on a sheet of paper.

The formation of graphic skills as the technical side of the letter depends largely on the child's ability to navigate on a sheet of paper. This is due to the fact that the forms of letters (to the letter of which the child will be proceeding in the future) are determined not only by the composition of the elements of them, but also their number, size and location relative to the working line.

Exercises for the development of visual and spatial perception

These exercises help the formation and improvement of orientation on a sheet of paper. And the formation of the skill of the movement on it: the formation of the ability to "enter" into the cell, circle it, keep straight lines from above - down and left - to the right on the distinguctor; Place inside the cell circle; connect cell angles diagonally; To keep wave-like lines, without taking a pencil from a sheet of paper and without leaving the horizontal lines of distinguishes.

Special exercise

Exercises and games using a variety of sports equipment (balls, hoops, kegiles, ribbons) and other items, toys in class physical culture And outside of classes with children (Morning gymnastics, physical attacks, rolling games for a walk) open ample opportunities to develop in preschoolers of coordinated movements of all the hands and training of small muscles.

The development of fine movements of the hand contributes to physical exercises based on grazing movements and the developing power of the brush. Lazagne, transitions from the projectile for a projectile, rocking on the rope contribute to the development of the accuracy of the movement of hands, teach to dose efforts. So, in order for the child to successfully prepared for a letter, it is necessary to regularly and systematically conduct classes on the development of small motorbers, sensorotor coordination, develop visual-spatial perception.

The development of small motility in children is a long continuous process, during which the child knows the world, begins to communicate with him, dexterity is recruited and even starts talking.

Small motility is nothing more than a coordinated work of muscle, bone and nervous systems of the body. Its good development also depends on the senses, in a particular viewing system, which is necessary to repeat the child exact small movements with fingers and legs. The movements of the fingers and brushes of the hands have a developing effect. On the palm of palm and the foot is about 1000 important, biologically active points. Affecting them, you can adjust the functioning internal organs organism. So, massaging the little finger, you can activate the work of the heart, the ring finger - the liver, the middle intestine, the index - the stomach, the big - head. It is necessary to start working on the development of shallow motility from the very early age. An already breast baby can massage fingers, thereby affecting the active points associated with the cerebral cortex. Understanding teachers and parents of importance and essence modern diagnosis Kistere Motoric and Pedagogical Correction will retain not only the physical and mental health of the child, but also protect it from additional difficulties in school. So, a child who has a high level of development of shallow motility, is able to logically argue, he has enough memory, attention, a coherent speech.

Games and exercises developing small motility hands:

For the development of shallow motility, many interesting methods and techniques have been developed, a variety of stimulating materials are used.

For the versatile harmonious development of the motor functions of the brush hand, you must train your hand in various movements - on compression, for stretching, on relaxation. And so we use the following techniques:

· Systemativity of games and exercises. You should not expect immediate results, since the skill automation develops by repeating it. In this regard, the development of one skill takes place in several sections;

· Sequence - (from simple to complex). First on the right hand, then on the left; With successful implementation - on the right and left hand at the same time. It is unacceptable to skip something and "jump over" through some kinds of exercise, as this can cause the negativity of the child, which is currently physiologically unable to cope with the task;

· All games and exercises should be held at the request of the child, on a positive emotional background. For any person, regardless of his age, it means that the result. Therefore, any achievement of the kid must be uttering and estimated;

· If the child constantly requires continuing the game, you must try to switch it to performing another task. In everything must be a measure. It is unacceptable to overwork the child in the game, which can also lead to negativism.

Finger games are exercises to improve your fingertips, the development of their strength and flexibility; Massage "Active Points" on the fingers and palms. Fingering gymnastics solves many tasks in the development of the child:

Contributes to mastering the skills of shallow motility;

Helps to develop speech;

Increases the health of the brain;

Develops mental processes: attention, memory, thinking, imagination;

Develops tactile sensitivity;

Removes anxiety.

In addition to the games and exercises, various types of productive activities (drawing, modeling, applique, design, weaving, knitting, etc.) also contribute to the development of manual skill (drawing, modeling, etc.), which also develops the strength of the hand and fingers, provides a change of the tone of the muscles of the hands.

Drawing is one of the most favorite activities of all children. The more often the child keeps a bruster, pencil or felt-tip pen in his hands, the easier it will be in school to withdraw the first letters and words.

Applications are available with very early age. If the child is still small, let the pictures of the magazine or newspapers be glanced by hand - as it turns out; And then you can stick the contaminated pieces on a clean sheet, giving them any form.

Lighting from plasticine can be started already at 2 years: sculpt sausages, rings, balls, from every little piece to make a pellet or coin.

No less interesting and useful for the development of fingers are classes using paper. It can be mine, tearing, smoothing - these exercises have a therapeutic nature, positively affect the nervous system, soothe children.

The use of the cereal (pea, rigs, cherry, buckwheat, etc.) can be used in mosaic and in other activities that develop fine motility.

In early and younger preschool age, it is important not to forget about the development of elementary self-service skills: to fasten and unbutton the buttons, tie the laces, etc. To interest the child and help him master new information, you need to turn learning into the game, not to retreat if the tasks will seem difficult , do not forget to praise the child.

SECTION 5. METHOD OF AFC children with mental retardation

Lecture number 1. Medico-physiological and psychological and pedagogical characteristics of children with mental retardation

1. The concept, the causes of mental backwardness.

2. Forms of mental retardation (according to ICD-10): light, moderate, heavy, deep.