Development fine motor skills hands as a means of speech development

in young children.

Speech is an integral part of a person, a necessary condition for the existence of human society, mastering the ability to correctly perceive and understand verbal information, as well as accurately and diversely express one’s thoughts and feelings, is extremely important for a full and timely mental development.

The role of the development of the child's speech, for the first years of life, can hardly be overestimated. Mastering speech rebuilds the processes of perception, memory, thinking, improves all types of children's activities, as well as the "socialization" of the child. Competent, clear, pure and rhythmic speech is not a gift of nature, it is acquired by a person in childhood thanks to the efforts of parents and family in the environment in which the child grows.

Recently, the number of young children with delayed speech development has sharply increased. Early age is responsible and unique for all subsequent mental, physical, speech and emotional development child. During this period, motor functions, speech, cognitive activity. By the age of three, speech becomes the dominant line of development.

Scientists have long proven the closest relationship between the development of hand movement and the formation of pronunciation, where movements play a stimulating role, actively and positively influencing the development and functioning of the speech areas of the cerebral cortex, and it is precisely at preschool age, while the process of forming speech motor skills is underway. (1)

All movements of the body and speech motor skills have a single mechanism, therefore, the more active and accurate the movements of the fingers, the small child the faster he starts talking. Active speech begins to form when the movement of the child's fingers reaches sufficient strength and accuracy.

In children with delayed speech development, there is often a lack of motor sphere, including insufficient coordination of fine motor skills of the fingers. By developing fine motor skills and coordination of hand movements, we influence the speech development of the child.

The work on training the fingers must begin from the very early childhood. With the help of simple strokes of the palms and fingers, the child receives psycho-emotional support. Toddlers are very fond of fun with fingers, which are accompanied by funny poems - jokes.

At preschool age, the main activity is the game. Using a variety of games and exercises for fine motor skills, it is necessary to take into account the individual characteristics of each child, his age, mood, desire and capabilities. The main thing is that classes bring only positive emotions to children.

To determine the level of speech development, teachers have long developed the following method: the child is asked to show one finger. Two fingers, three fingers, and if the movements are tense, the fingers bend and unbend only together, then these children have problems in the development of speech. And this means that it is necessary to engage in finger games with children as much as possible.

Work on the development of fine motor skills of hands in children with speech impairment must be carried out systematically, devoting 7-10 minutes to it daily.

All exercises are carried out in a playful way and their complexity should be chosen by the teacher depending on the level of development of motor skills of the child's hands.

Basic principles of finger games:- The exercise should be performed together with the child, while demonstrating their own passion for the game.- When playing the game repeatedly, children often begin to pronounce the text partially (especially the beginning and end of phrases). Gradually, the text is learned by heart, the children pronounce it in its entirety, correlating the words with the movement.- Selecting two or three exercises, gradually replaced by new ones.- The most liked games can be left in your file cabinet and returned to them at the request of the child.- No need to set several complex tasks for the child at once (for example, show movements and pronounce the text). The attention span of children is limited, and an impossible task can "beat off" interest in the game.- You can not force the child to play, but it is necessary to understand the reasons for the refusal, if possible, eliminate them (for example, by changing the task) or change the game. (3)

For the development of fine motor skills of a child, teachers most often use the following game exercises:

1. Game in finger games: finger exercises combined with sound gymnastics, manipulation games, theater in the hand, etc.

These games are accompanied by obligatory reading of folk rhymes. They create a favorable background, provide good finger training, contribute to the development of the ability to listen and understand the content of the nursery rhyme, and teach to catch the rhythm of speech.

2. Game massage of the hands. Twist in the hands of bars or a six-sided pencil, walnuts, balls with spikes.

Game self-massage of the hands is very effective and is a universal means of rehabilitating fine hand movements.

3. physical games and exercise.

4. Exercises aimed at developing manual skills, as well as for the timely mastery of self-service skills. This is buttoning and unbuttoning different sizes, zippers, buttons, tying shoelaces, knots, etc., weaving braids from hard threads, a variety of lacing.

5. For the development of fine manual coordination, it is also important that the child regularly engages in a variety of manual activities. These are drawing, application, modeling, designing, laying out patterns from mosaics and counting sticks.

The task of the teacher is to convey to parents the importance of games for the development of fine motor skills. This will help various workshops for parents "Development of speech through finger play", consultations "Game self-massage and speech of the child", conversations, Master Class“We play and develop speech”, a variety of homework “Games in the kitchen with cereals”; recommendations for their implementation. Parents should understand the role of the development of fine motor skills of the child's hands in speech development, in order to interest the child and help him master new information, you need to turn learning into a game.(4)

A child with well-developed fine motor skills is able to reason logically, he has a high level of development of memory and attention, connected speech.

Literature

1. Bondarenko A.K. Word games in kindergarten. M.: Enlightenment. 2012.

2. Bardysheva T.Yu. Finger games M .: "Karapuz-didactics". 2006.

3. Emelyanova N.V. The importance of finger games for the development of speech of preschoolers // Questions preschool pedagogy. - 2016. - №2.

4. Svetlova I.N. We develop fine motor skills and coordination of hand movements. M.: Enlightenment. 2001.

Advice for educators.

The development of fine motor skills as a means of developing the speech of children.

Many children at preschool age have problems with coordination of movements, especially small movements of the hands and, in particular, fingers (it is difficult for a child to lace up shoes, fasten buttons, etc.) It is known that a lag in the development of motor skills is often accompanied by a lag in development intelligence and speech. Currently, speech pathology is considered as a complex syndrome of central organic origin, manifested in neurological, psychological and speech symptoms. In children with speech pathology, the processes of memory, attention, perception, etc. are impaired to varying degrees. Motor disorders are characterized by muscular dystonia, general motor awkwardness, insufficiency of fine differentiated movements of the fingers and mimic muscles. All these symptoms are manifested to varying degrees in each child in the compensatory group, which is confirmed by my diagnostics of the speech, mental and motor development of each child upon admission to the group.
Therefore, in my work with children, to overcome the lag in speech development, I use simple entertaining tasks, exercises and games aimed at improving finger movements. These activities are very popular with children and are very effective both for improving coordination of movements and for developing speech. Their benefit is also that they prepare the child's hand for drawing, sculpting, designing, writing.
Work on the development of manual motor skills occupies a significant place in the overall system of working with children in a compensatory group. Even V. M. Bekhterev came to the conclusion that the hand and speech are closely connected. He wrote that the development of hand movements contributes to the development of speech. According to M. M. Koltsova, the morphological and functional formation of speech zones takes place under the influence of kinesthetic impulses coming from the hands. Improving manual motor skills contributes to the activation of motor speech areas of the brain and, as a result, the development of speech function. This is explained by the fact that in the motor area of ​​the cerebral cortex there is the largest accumulation of cells that control the hand, fingers (especially the thumb and forefinger) and the organs of speech: tongue, lips, larynx. This area of ​​the cerebral cortex is located next to the speech area. Such a close proximity of the motor projection of the hand and the speech zone makes it possible to have a great influence on the development of the child's active speech through the training of fine finger movements. IP Pavlov said: "... the development of the functions of both hands and the formation of speech "centers" in both hemispheres associated with this gives a person advantages in intellectual development, since speech is closely connected with thinking."
So, by forming and improving the fine motor skills of the fingers, we complicate the structure of the brain, develop the psyche and intellect of the child. Through the development of fine motor skills, we improve the mental processes and speech function of the child.
In order for the work on the development of manual motor skills to be effective, purposeful, I follow a number of requirements:
- work should be systematic and constant;
-work should correspond to the level of general motor, mental development of the child;
-work must meet age requirements;
-Work should bring joy to the child.
The upbringing and correction of the speech of children with speech pathology is a complex system of work that includes several stages. One of the leading principles of all corrective work and each stage separately is the principle “from simple to complex”. My work on the development of fine motor skills is subject to the same principle. Each type of activity on the formation of subtle movements of the fingers is propaedeutic in relation to the next.
A very important part of the work on the development of fine motor skills are "Finger games".
"Finger games" is a staging of any rhymed stories, fairy tales with the help of fingers. "Finger games" seem to reflect the reality of the surrounding world - objects, animals, people, their activities, natural phenomena. During the "finger games" children, repeating the movements of adults, activate the motor skills of the hands. Thus, dexterity is developed, the ability to control one's movements, to concentrate on one type of activity. Many games require the participation of both hands, which allows children to navigate in terms of "right", "left", "up", "down", etc.
To date, there are quite a lot of practical aids, including "finger games". For convenience, I compiled a card index of "finger games", which included practical material from various authors.
For children of the correctional group, reciting verses simultaneously with movements has a number of advantages: speech, as it were, is rhythmized by movements, becomes louder, clearer and more emotional, and the presence of rhyme has a positive effect on auditory perception. These games are very important for the development of children's creativity. If a child learns any one “finger game”, he will definitely try to come up with a new staging for other poems and songs.

It is optimal, in my opinion, to conduct finger games in the form of physical education minutes. Physical education as an element of physical activity is offered to children to switch to another type of activity, increase efficiency, relieve the load associated with sitting. If carried out finger gymnastics standing, approximately in the middle of the lesson, such gymnastics, in my opinion, will serve two important purposes at once and will not require additional time.
Exercises that use the surface of the table should be done without lifting the children from the chairs. It is useful, of course, to combine such exercises with traditional (dynamic) physical exercises in order to provide preschoolers with physical activity.
When considering the usual set of activities for the development of fine motor skills through "finger gymnastics", two facts can be noted:
- when carrying out exercises, the actions mainly fall on the "social" zone of the hand - the thumb, index and middle fingers, and the ring and little fingers are practically not used in the exercises;
- the movements of grasping objects, compression are mainly used, rarely - stretching the fingers and almost never - relaxation, which can lead to an increase in tone.
Therefore, when performing tasks for the development of manual motor skills, I suggest that children:
tasks for: a combination of compression, stretching and relaxation, flexibility of the fingers and hands; isolated movements of each of the fingers.
Pencil games:
- Put your elbows on the table, take the pencil by the ends with three fingers of your left hand and three fingers right hand and twist it back and forth.
-Massage with a pencil of each finger, palms separately, that is, the left hand lies on the table, and the right hand rolls the pencil over it and vice versa.
- Put your elbows on the table, take a pencil and hold it between the index fingers of both hands. Rotate your hands together with the pencil in one direction, while the pencil rotates in a horizontal plane. Then lower your hands, shake your hands. Then you can continue by grabbing the pencil with your other fingers. It is also possible to rotate the pencil in a vertical plane.
- “Scissors” Put your elbows on the table, fix two pencils between your fingers: one pencil is held by the index fingers of both hands, the other by the middle ones. It is necessary to connect the fingers of the hands, imitating the movements of scissors, while trying not to release the pencil.
Another technique for developing accuracy and coordination of hand movements iswork with small objects and mosaics.Individually, I propose to assemble various figures from the mosaic. These tasks serve two purposes: correction, development of fine motor skills and consolidation of knowledge on lexical topic; improvement of the phonetic and phonemic sphere.
Accuracy and dexterity of finger movements are also acquired by children in the exciting task “collect beads”, “find treasures”.
Sand games:
-Beads (small buttons, toys, etc.) are hidden in the sand. Try to find them and string them on a string. You can complicate tasks: bury beads in the sand different kind(color, size, texture) and put beads on a thread according to a certain pattern.
You can look for "treasures" not only in the sand, but also in buckwheat, peas, millet, the remains of woolen yarn or thread.
All work on stringing beads requires sensory-motor coordination, accuracy, perseverance, i.е. qualities required for writing.
In addition to finger gymnastics, there are various graphic exercises that contribute to the development of fine motor skills and coordination of hand movements, visual perception and attention. Performing graphic exercises at preschool age is very important for the successful mastery of writing. I offer children two kindsgraphic exercises:
-exercises on unlined paper;
-exercises on a notebook sheet in a large cell.
These exercises are carried out over two years of work with a gradual complication of tasks.
Exercises on unlined paper include various tasks:
- “paths”, when the child’s task is to draw straight, wavy, zigzag lines in the middle of the “path”, without lifting the pencil from the paper, and without leaving the “path”;
- stroke drawings of varying degrees of complexity along the contour lines, points;
- hatching: horizontal, vertical, diagonal, wavy lines, circular, semi-oval, loops. For shading, I use stencils and patterns, according to which children circle the figures. During the two years of training, various tasks for coloring images of objects are offered. At later stages, children are offered tasks to "copy" objects. The task of the child is to draw the object as accurately as possible. This type of work is very popular with children, because all tasks are performed in colorful notebooks.
In notebooks in a large cell perform tasks:
- draw with a simple pencil sticks, arcs, circles, ovals, placing all this in the cells. Then gradually move on to more complex drawings. All this work is accompanied by verses. Making this or that drawing, the child not only performs hand movements, but also includes speech and auditory analyzers in the work, trains memory, as verses are gradually memorized. Thus, there is an utterance of the actions performed. In the process of this work, the drawing itself is divided into constituent elements, which are worked out line by line. As they are mastered, the parts are combined into a single whole, the drawing is overgrown with new details. They all fit right into the box. The child should see it very well and measure his drawing with the sample given at the beginning of the line. If the work causes difficulties, then I outline the upcoming work with dots. With the help of this support, the child learns to draw a line correctly, not to “leave” the cell, and when his hand has already mastered the movement well, he will do it on his own. We do not move on to a new drawing until some element or movement has been worked out. These exercises are also useful in that when they are performed, speech material (dictionary, poetic texts) is repeated, sound pronunciation is worked out, and work is carried out on the lexical and grammatical side of speech in parallel. By the end of the training, children can easily cope with rather complex tasks.
In individual work with children, I pay great attention to working withlacing, games - tabs, collecting puzzles. I select manuals taking into account the lexical topic.
Accuracy and coordination of movements develop in the child and in the processfastening and sewing on buttonsdifferent size.
Work withmaterials of various textures- another technique for improving the fine motor skills of children. Delivers to children great pleasure work with special plasticine that does not stick to hands. From it in the lesson we sculpt letters, as well as objects on a lexical topic. Interesting and exciting is the work with "chestnuts" (rubber balls with spikes). With the help of "chestnuts" children perform self-massage of the hands and fingers. The design of the massager allows you to effectively influence the various functions of the hand as an organ, analyzers and the psycho-emotional sphere of the child, allows you to relieve muscle finger fatigue, improves blood flow to the hands and fingers. I conduct exercises with "chestnuts" according to the practical guide to the program "Harmony of the development of the child through the harmony of the development of movements." In addition to working with "chestnuts", the self-massage complex includes exercises with pencils, sticks, the task of rubbing bags of peas and beans in the hands.
All methods of work on the development of fine motor skills are carried out in parallel, they complement each other, and their alternation makes the classes emotionally saturated. In the application you can find a correctional plan for the development of fine motor skills for two academic years.
At the end of each school year I conducted a control diagnosis of motor skills of the hands and fingers. The results clearly reflect positive influence complex work on the development of fine motor skills of children.
The results of the speech examination of the children of the group at the end of each year of study also give reason to conclude that the development of fine motor skills has a huge impact on the speech of children with speech impairment.

The authors: Starikova Yulia Alekseevna, Bushueva Larisa Vladimirovna
Job title: speech pathologists
Educational institution: MBDOU "Development Center child - child garden №30"
Locality: city ​​of Snezhinsk, Chelyabinsk region
Material name: family club
Topic:"The development of fine motor skills as a means of developing speech"
Publication date: 15.09.2017
Chapter: preschool education

Municipal budgetary preschool educational institution

"Child Development Center - Kindergarten No. 30"

family club

The development of fine motor skills

means of speech development "

Compilers

speech pathologists

Starikova Yulia Alekseevna

Bushueva Larisa Vladimirovna

Snezhinsk, 2017

Today I want to talk to you about fine motor skills.

I am sure that almost all parents have heard this phrase.

Most moms, and probably dads, know that the development of fine motor skills

an important part of early development. But despite its popularity,

on the abundance of toys for its development, fine motor skills remain

undervalued. Very few parents fully understand how

exactly how the development of fine motor skills affects the development of the child

in general and speech in particular. Let's try to figure it out, shall we?

Have you ever wondered why, not finding the right word, we

Are we starting to help ourselves with gestures? A child, carried away by drawing or

writing, involuntarily sticking out his tongue?

The fact is that fine motor skills and speech are closely related.

historically and physiologically.

In primitive times, people constantly used gestures when communicating,

which were often accompanied by emotional exclamations and other

time in constant connection with active gestures. That is why in

cerebral cortex areas responsible for speech and hand actions,

are in the neighborhood.

When subtle movements of the hand and

fingers, not only the zone of fine motor skills is activated, but also speech. And

vice versa.

What is fine motor skills?

Nothing but all those coordinated actions of your child

which are aimed at performing precise and small movements with the hands and

fingers. In turn, the coordinated actions of the hands

achieved through the coordinated functioning of the nervous,

muscular, visual and skeletal systems. Therefore, dear mothers and fathers,

Fine motor skills are not just the ability to grasp small objects. it

not just the ability to beautiful crafts plasticine or fasten

button. First of all, it is the work of several body systems at once.

The relationship between fine motor skills and speech

Most parents and professionals know about this connection. And about her

set written scientific works and articles. If you try briefly

lay down the essence of what our great minds have come to, then we can talk about

direct dependence of the level of development of speech on the level of formation

precise and subtle movements that the child makes with his hands and fingers

hands In other words, if fine motor skills are developed, then

and speech. On the one hand, everything is clear here. On the other hand, this is so often

so much is said that only the fact itself is taken into account

the existence of this connection, without any explanation: fine motor skills

important and that's it.

People have long guessed the relationship between fine motor skills and speech. Already in II

century BC in some civilizations were widespread

methods of “awakening” speech through the development of palms and fingers in children with

using improvised means ( walnuts, metal balls and so

Scientific evidence of the relationship was presented to the public in

end of the 19th century and repeatedly confirmed later.

One of the most interesting experiments was the observation of

babies in the first weeks of life. Moms in minutes

massaged the child's hand, bent and unbent fingers. Scientists at the same time

monitored biorhythms of the brain. After two months of such regular

exercise, the researchers found that motor arousal

zones began to spread to the area responsible for speech. That is

finger and hand movements help the baby learn faster

talk.

And meanwhile, just a terrifying number of children aged 3 to 5 years, with

that I encounter in the process of working in a preschool

institution, simply do not know how to hold a spoon or a pencil correctly,

they are very awkward to use. Can't get dressed on their own

I have buttons on my clothes (I don’t even have to talk about buttons). And

Of course, the level of speech development of these children leaves much to be desired.

But let's get back to the connection between fine motor skills and speech. We all have

basic knowledge of what the human brain is. And

we all know about the existence of two hemispheres of the brain: left and

right. These hemispheres are covered with a layer of gray matter - the cerebral cortex.

brain. By function, the cerebral cortex can be divided into zones. So,

there are associative, motor and sensorimotor zones. But in more

degree, we will be interested in the motor zone, or in other words motor

cortex, in which primary and secondary motor areas are distinguished. So here it is

The primary motor cortex contains neurons responsible for

innervation (supply of tissues and organs with nerves) of the muscles of the face, torso,

hands and feet. It is noteworthy that the projections of the muscles of the trunk and legs

occupy a very small area in the motor cortex. And here are the projections of the hands

and facial muscles occupy a larger area. And are located behind a friend behind

another in the primary motor cortex. Here is the very connection of fine motor skills

and speech. The motor speech center is not just located next to the motor

the center of the cortex, it is part of it. Therefore, all scientists who

engaged in research on the child's brain and psyche, talked about the fact that

hand function has a great stimulating effect on the development

So in this case, we can talk not just about the connection of small

motor skills and speech, but a direct relationship. Your child's speech will

depends on the level of development of fine motor skills. Typically, children with

well-developed motor skills of the hands are able to reason logically, have

extensive vocabulary, excellent memory and more sociable. There is

such a method for determining the speech development of a child: you need to ask the baby

show one, two and three fingers (at the same time, first show yourself how it is

do). Children who easily manage isolated finger movements

can already speak well. If the fingers do not obey, everyone rises

together or completely sluggish, speech should be developed more intensively.

Of course, there are exceptions to the rule. There are children with excellent speech and

poorly developed motor skills and vice versa.

But the role of fine motor skills in the development of the child does not end there ...

The connection between thinking and speech

Kant said that the hand is the brain that has come out. it

the statement is quite correct. And if you can observe dependence

level of development of speech from the level of development of precise movements of the fingers, then in

to the same degree, we can say that the child's thinking depends on

level of speech development. Speech can rightly be called a tool

thinking. A word is not just a collection of sounds. It contains much

more information if we consider the word as a concept. And I think that in

In this case, there is no need to refer to the studies of scientists. I will say

only that there is a certain stage in the development of the child when

Thinking and speech go on different paths. But by the age of two

paths intersect, and speech slowly begins to become

intellectualized, and the child's thinking - verbal. Thinking

the child cannot be formed and exist outside of speech. Developing a small

motor skills, we influence the development of speech, and speech in fact can be called a form

the existence of thought. Therefore, the development of fine motor skills is the most

a real school of early development. Sometimes we forget about it and too

we are fond of intellectual development, which is more harmful than

develops.

What are the consequences of insufficient or

Poor development of fine motor skills

As you may have guessed, if fine motor skills are poorly developed, then this

directly affects the speech, and, as a result, the thinking of the child. Miscellaneous

kind of deviations in the formation of speech: violation of sound pronunciation,

poor vocabulary, underdevelopment of coherent speech impose their

imprint on the development of the child. If we talk about preschool age, then

children may develop self-doubt: he cannot draw,

mold, build, etc. as the other child is his age. movements

awkward and clumsy, the child may become aggressive and

touchy. Often in children with various speech disorders same way

there are deviations in the emotional-volitional sphere, maybe

decreased vigilance and motivation. Plus, the child

insufficiently developed speech experiences various kinds of difficulties in

communication with others. Social skills also suffer,

the child becomes less independent. But independence does not play

last role in development.

If we consider school age, then we can definitely talk about

learning difficulties. Because well-developed fine motor skills are

one of the indicators of school readiness. At school for a child

it will be necessary to master the skill of writing, and if fine motor skills are bad

developed, then there will be difficulties with the letter. As a result, the child

will not keep up with the course of the lesson, unnecessarily worry about the fact that he has

something does not work out, which will eventually lead to a negative attitude towards learning

and school. And this is just a small part of the consequences that lie on

surfaces.

The only thing parents should remember is that preschool age is

a unique and very important period in the development of the child, in which small

motor skills play an important role.

As you understand, there is a direct relationship between fine motor skills and speech.

Therefore, this knowledge should be put into practice. After all, our task is with you

contribute to the fullest disclosure of creative and mental

the potential of the child, laid down by nature.

And since the first natural activity of the baby is movement

provide maximum scope for the development of fine motor skills.

Supplement the home "range" with special toys, include in

game activity of the child physical minutes, finger games, modeling,

drawing and other activities aimed at the active involvement of pens and

fingers in the process.

Carrying out joint play activities that naturally

trains the fingers and palms of the child, gently and gradually bring him to

the first words and phrases, if it is still small, and will eliminate speech underdevelopment

in an older child.

Only such an approach, based on following what is inherent in us

nature, will help raise a harmonious and happy child!

Let's talk more about how to develop fine motor skills

hands at home. Introduction to the exhibition.

You will be surprised, but it is very easy to develop fine motor skills in a child.

I present to your attention 5 simple steps for "awakening" pens and

fingers in children.

Step 1. Massage and self-massage of hands with and without objects

When the baby is still very small, mom can do a simple massage

pens. Gently massage your palm, fingers,

stopping at each phalanx. Bend and straighten your fingers, press

palms to each other. It is very useful from an early age to hold pens

surfaces with different textures and temperatures (give something to hold

soft, smooth, cold, warm). Any sensations received through

touch, awaken the area of ​​the brain responsible for

mental and speech development.

When the child grows up, you can offer him to massage the palms

by repeating after you. It will also be interesting for children to roll a massage

a ball, a hedgehog toy or a pencil in pens. Booklet "Games with pencils"

Step 2. Finger games or finger gymnastics

Finger games for the development of fine motor skills

A lot of interesting books and manuals are now being published, where you can

find great finger games. Children of all ages love and

always respond with pleasure to exercises in which mom

recites a verse and shows interesting hand and finger movements.

With age, finger games can be complicated and include some kind of

some interesting plot. For example, role play a fairy tale, where

fingers will be the main characters. And if you draw funny pictures on them

faces and turn them into real characters, the performance will definitely take place "on

In addition, you can use exercises to create from the hands of various

birds and animals. Before going to bed, you can show shadow theater, making up with

child made from the hands of silhouettes of birds and animals.

Very effective exercises for switching finger movements and

hands Such exercises contribute to the development of coordination of subtle

movements.

In general, the options for finger games are endless.

Step 3. Playing with objects and materials

As objects for the development of fine motor skills can be

store bought toys natural materials(cones, acorns,

chestnuts), household items (pots, spoons, cereals, water).

It is worth dwelling separately on purchased toys. many moms

strive to fully provide their baby with newfangled

educational toys developed according to special systems and

methods. The desire to develop your child is commendable, while it should

remember that ordinary natural materials, simple cubes, constructors,

mosaic and other toys "from our childhood" develop fine motor skills

no worse, and sometimes even better, than expensive counterparts.

The development of fine motor skills. Playing with beads, hair bands

You should also take into account the natural curiosity of the child. Baby

sees how mom is wielding a ladle, cooking something in a saucepan or taking it in

hands remote from the TV, a book, presses some buttons on the phone.

At the same time, for some reason, mom is not interested in a bright toy bought

specifically for the development of fine motor skills. It is clear that there is more interest

the child will be caused by the activity that the mother is engaged in. In the end, kids

they are drawn not to toys, but to everyday items. Introduce

small explorer with surrounding "adult" things, give

play under your supervision.

Better yet, make those similar panels with your own hands.

You'd be surprised how many games you can come up with with what's at hand.

For example, children are happy to look for hidden small grains in cereals.

toys, catch objects from a basin of water, sort out mother's

decorations, play with sand, clothespins, brushes. For an older child

you can offer to lay out the outline of the picture with matches or paper clips

(booklet). Household items open up a huge scope for holding

children's games.

Think about it, our grandmothers and great-grandmothers did not have special toys

for the development of fine motor skills, however, the hands in children were developed simply

Great. Why? Because the child grew up "next to the adult." What is he doing

adult, then they give it to the baby (naturally, in a reduced and more

safe way).

Any interesting activity in which the child's hands are involved,

perfectly develops fine motor skills. So encourage natural

child's curiosity and saturate environment varied

objects (and special toys, and household appliances).

Step 4. Games for training everyday skills and abilities

Hold a spoon, fasten clothes, lace up shoes, perform

simple household chores - like ordinary actions, but they give a colossal

encouragement for the development of fine motor skills. You can buy special

devices for training self-care skills, but better

to master such actions in everyday life.

We develop fine motor skills. Games with household items in order to

arouse interest in the child in acquiring these skills, you can think of

game or do actions under certain nursery rhymes. For example, wear

gloves and tell a poem about fingers and so on.

When it comes to household chores, children love to imitate adults. Already

one-year-old babies can spend a cloth on the floor, as if they are washing

floors, and simulate other economic activities. in every possible way

encourage such "help". This develops not only fine motor skills, but

as well as responsiveness and independence.

Step 5. Children's creativity

Sculpting, drawing, applications and other types of creativity, where the child's hands

comes into contact with various materials develop fine motor skills.

spending time with the baby.

Creative crafts made together develop fine motor skills,

mental abilities, speech, create an atmosphere of love and emotional

contact between the child and mother.

Have fun with your kids and encourage their curiosity!

II. Discussing with parents the development of fine motor skills in

home conditions. Experience exchange.

The issue of the development of speech and fine motor skills of children's hands is very relevant. Most modern children have a general motor lag. Now all children's shoes are Velcro, jackets with zippers. Even 20 years ago, parents, and with them children, had to do more with their hands: sorting out cereals, washing clothes, knitting, embroidering.

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« The development of fine motor skills as a means of shaping the speech of children

junior preschool age»

My work is aimed at the development of fine motor skills of hands and speech of children of primary preschool age.

The issue of the development of speech and fine motor skills of children's hands is very relevant.

Most modern children have a general motor lag. Now all children's shoes are Velcro, jackets with zippers. Even 20 years ago, parents, and with them children, had to do more with their hands: sorting out cereals, washing clothes, knitting, embroidering.

It has been proven that the development of fine motor skills of the fingers has a positive effect on the formation of children's speech. The close connection of finger motor skills with the work of speech zones is also confirmed by the fact that the retraining of left-handers at preschool age is often one of the reasons for their stuttering.

A consequence of the poor development of general motor skills, and in particular the hands, the general unpreparedness of most modern children for writing or problems with speech development.

V.A. Sukhomlinsky said “The origins of the abilities and talents of children are at their fingertips.” In other words: "the more skill in the dei's hand, the smarter the child." It is difficult to disagree with this statement - the motor and speech centers in the brain are nearby, which means that the better the motor skills, the more successfully speech will develop, and not only it, but also memory, thinking, attention.

There are nerve endings at the fingertips that help transmit huge amount signals to the brain center, and this affects the development of the child as a whole.

Fine motor skills are fine voluntary movements of the fingers.

Why do we develop fine motor skills in children.

Unfortunately, most parents think about problems with coordination of movements and fine motor skills only before school. This turns into a forced load on the child: in addition to mastering new information, you still have to hold a pencil in your naughty fingers.

The process of improving fine motor skills needs to be given considerable attention. After all, his success in learning depends on how dexterous and agile his fingers become by the age of 5-6. That is why, the relevance of fine motor skills is indisputable not only in the younger preschool age, but also in the older, and even in the primary grades.

Scientists in the process of research have established that the development of a baby’s speech begins only after the subtle movements of the fingers reach a certain level of development, i.e., the development of fine motor skills prepares the corresponding parts of the brain for the formation of speech. It is known that the motor system, especially fine motor skills of the hands, has a great influence on the development of the whole organism (primarily the brain and central nervous system). Fine motor skills interact not only with speech, but also with thinking, attention, coordination of movements and spatial perception, observation, imagination, visual and motor memory. The development of fine motor skills is a source of accelerated improvement in speech, thinking and mental development.

Therefore, training the movements of the fingers and hands is the most important factor stimulating the speech development of the child, contributing to the improvement of articulation movements, preparing the hand for writing, and, no less important, a powerful tool that increases the efficiency of the cerebral cortex, stimulating the development of the child's thinking.

Work on the development of finger and hand movements should be carried out systematically and daily.

A beneficial effect on the development of movements of the hands and fingers is provided by self-bonding (finger exercises, as well as fine arts activities (sculpting, drawing, appliqué) and manual labor (making crafts from paper, cardboard, wood, fabric, thread, natural material, etc. .) Plasticine or dough can also be a great way to develop fine motor skills.

A very good training of finger movements is provided by the so-called "finger games".

Finger games are the staging of any rhymed stories, fairy tales with the help of fingers.

These games are very emotional and exciting, contribute to the development of creative activity. "Finger games" display the world- objects, animals, people, their activities, natural phenomena.

During finger games, the child hears and repeats poems and songs after adults. Then he remembers them and pronounces them without outside help.

Many games require the participation of both hands, which makes it possible for children to navigate in terms of "right", "left", "up", "down", etc.

Fine motor skills are developed by:

Various games with fingers, where it is necessary to perform certain movements in a certain sequence;

Games with small objects that are inconvenient to take in a pen (only under the supervision of adults);

Games where you need to take something or pull it out, squeeze - unclench, pour - pour, pour - pour out, push through holes, etc.;

Drawing;

Closing and unfastening zippers, buttons, dressing and undressing, etc.

I consider the goal of my professional development within the framework of the methodological system: the choice, study and application of pedagogical methods and techniques for the development of fine motor skills and speech of younger preschoolers.

The choice of technologies and methods is carried out on the basis of age criteria and individual features children.

The main form of organization is play activity. In the process educational activities there is a gradual transition from the formation of new knowledge and skills to their application.

The purpose of the pedagogical system: the development of fine motor skills of hands and speech of children of primary preschool age through finger games, finger gymnastics and educational toys.

To achieve this goal, the following tasks were set:

Analyze the methodological literature on this topic;

To improve the subject-developing environment of the group for the development of fine motor skills and speech of younger preschoolers.

Develop tactile sensitivity of children's hands,

Develop a work plan for the development of fine motor skills and speech of younger preschoolers.

I organize work through joint, individual and independent activities with children and work with parents.

I work with children in the following areas:

Finger games;

Games with objects;

Unconventional drawing;

Didactic games and toys.

I attach great importance to the game as a means of creating an emotional upsurge, positive emotions and joy.

A good tool for the development of fine motor skills are:

Finger games;

Games with objects (pyramids, liners, abacus, nesting dolls, mosaics, pencils, lids, counting sticks, pools with different fillers, etc.)

Lacing games;

Clothespin games;

Sand games, etc.

To improve fine motor skills, it is not necessary to buy expensive games - just use the remnants of fabrics and you will get original educational toys. You can just pick up how many shreds of different fabrics so that the child strokes them. You can also sew patchwork balls and fill them with wool, cotton wool, pebbles, various cereals.

You can independently make numerous manuals for games from the simplest items. For example, I made sensory pads from various cereals, pasta, cotton wool. I use clothespins, beads, buttons, ribbons, twine, pencils, nuts, empty boxes, corks, etc. for games.

Good for the development of fine motor skills of the child's hand is influenced by games with various small objects. I use regular pasta for this. various shapes, buttons, clothespins and other small items that small children love to touch with their fingers. By choosing buttons of different sizes and colors, you can lay out the sun, a cat or a house together with the children.

Toddlers love to shift objects from one pile to another. You can invite the child to play with the simplest household items. For example, ask him to find the same buttons. Of course, it is necessary to ensure that the baby does not take a small detail into his mouth. You can put several bowls or glasses in front of the child, in which beans and peas are poured. It is necessary to show the child how to transfer them with a spoon or handfuls from one container to another, or with two fingers.

Modeling from any plastic material successfully develops fine motor skills. The child not only sees what he has created, but also touches, picks it up, easily changes it at will. The main tool in modeling are hands. From one lump of plasticine or salt dough you can create an infinite number of images, each time finding new options and ways. Various natural materials can be used in the molding process. Works from the dough can be dried and used for further play.

Of course, the development of fine motor skills is not the only factor contributing to the development of speech. It is necessary to develop the child's speech in a complex: communicate a lot and actively with him, calling him to talk, stimulating him with questions, requests.