Gymnastics of fine motor skills of the hands. Development of fine motor skills in children: video. Special games for developing fine motor skills

If you are attentive parents, intently scanning the information space for effective methods of teaching a preschooler, then, without a doubt, you have already heard about the need to develop fine motor skills in your child. However, today even those who do not particularly delve into “children’s topics” have heard a lot about fine motor skills.

Development of fine motor skills: justified necessity or fashion trend?

Let us remind you that thanks to active training of the small muscles of the fingers and hands, the following develop:

• articulatory apparatus and sound recognition system;
• attention and memory;
• intelligence;
• imagination.

For development fine motor skills We offer a lot of ready-made games and toys. One may get the impression that an entire industry is dedicated to this area of ​​educating children in the first years of life.

But our mothers and fathers, like their mothers and fathers, and entire generations of mothers and fathers before them, somehow raised their offspring without lacing, busy boards, sorters and other insert frames. Ordinary cubes with a pyramid were enough, and the lucky ones had a simple mosaic at home. So, maybe all these tricks and wisdom are of no use to our children? We authoritatively declare: “Why!”

We, and especially the generations before us, were raised in completely different conditions:

• We had shoes with laces, which we famously dealt with already in younger group kindergarten. Today, even 8-10 year olds have problems with basic shoelaces.
• Our parents and grandparents didn't have computers or smartphones. Even TVs literally 25–30 years ago were not in every family. Families spent their leisure hours doing needlework: mothers knitted and embroidered, fathers planed and soldered. Well, of course, we adopted their passion and also tried to create something with our own hands.
• Our parents did not have so many electronic assistants - multicookers, food processors, robotic vacuum cleaners, automatic washing machines and other delights of modern civilization. They (the generations of parents preceding us) were forced to work hard around the house, and we were forced to help them no less diligently: sorting out cereals, digging up beds, sweeping, etc.

Nowadays, children are protected from homework for as long as possible. Their clothes have Velcro and zippers. They have fun watching cartoons or playing computer games. Where is the finger work? There is practically no place for it in the natural environment of a modern child. Therefore, it is important to consciously introduce small exercises for the development of fine motor skills into the daily routine. What exercises are suitable for this purpose? Eureka knows!

Simple and effective exercises for developing fine motor skills

Exercise 1: Hand massage

Already a newborn baby can and should stretch his hands. Knead and stroke your palms, gently pinch the skin, stretch the joints and make rotational movements with them. All manipulations should be easy, without excessive zeal. You can say nursery rhymes. The most popular, of course, is the “magpie-crow”. But she is far from the only one. You can come up with simple rhymes yourself or use ready-made ones. For example:

1. Let's stroke the hand with our hand,

Let's rub our finger with our finger,

Let's take a little rest,

And then we'll start again.

2. Little finger, where have you been?

I went to the forest with this brother,

I cooked cabbage soup with this brother,

I ate porridge with this brother,

I sang songs with this brother.

Exercise 2: Finger gymnastics

The purpose of the lesson is to train fingers, develop hands, and learn to coordinate actions. The exercises can be anything. The very first and simplest, available to babies of 5-6 months, are “ladushki”. When saying a funny rhyme, play together with your baby: fingers are as straight as possible, pressed against each other. Palms hit each other in time with the words of the nursery rhyme:

Okay, okay!

Where were you? By Grandma!

What did you eat? Porridge,

What did you drink? Mash!

Okay, okay,

We're going to grandma's again!

Let the baby tap his fists on different surfaces, bend and straighten his fingers, spread them out and stretch his palms up, “run” his fingers on the table, and make circular movements with his hands.

Closer to three years, you can give your child a finger theater, which will give such gymnastics a new meaning.

Exercise 3: Working with paper

Folding paper figures without scissors and glue (origami), as well as creating pictures using glue and cut out paper elements (applique) - great way develop fine motor skills at any age from three years and older. In early childhood, the skills necessary for these creative activities are still lacking. Therefore, you can invite the baby to simply tear the paper.

Tearing can be done as early as 7-8 months. The main thing is to explain that you can only tear up those pieces of paper that your parents give you.

To give meaning to this activity, you can create some crafts yourself from scraps:

• a simple postcard;
• Christmas tree toy;
• panel

With an older child - one year or more - the paper can still be turned over. Children's books or glossy magazines are good for this. Make sure your baby carefully grabs the pages with his fingers, turning them over one after another. This seemingly very simple exercise causes a lot of difficulties for kids.

Exercise 4: “Cinderella”

Remember, in the fairy tale “Cinderella,” the evil stepmother forced the main character to sort out lentils and peas (depending on the version of the fairy tale, translation and film adaptation, the cereals may vary, but that’s not the point now). Of course, you love your child. And, unlike the malicious new wife Cinderella’s dad, it is out of love that you invite the little one to repeat the feat of the forcedly hardworking girl.

You can sort through different items:

• multi-colored beads: red - to the left, blue - to the right;
• different-sized buttons: large ones - in a jar, small ones - in a box;
• clothespins of different textures: wooden - on the table, plastic - under the table...

Get creative and enjoy a creative approach to early development.

Exercise 5: Hide and Seek

Play hide and seek with your baby. But it’s not you or the child who will be hiding. You need to hide any small object - a pea, a bead, a small ball, etc.

For this game exercise Prepare several jars with screw caps. Jars can be different sizes, different colors, from different materials. The baby needs to carefully take a pea (or an alternative object) with his fingers, place it in a jar and close the jar with a lid. Believe me, a child aged 10 months and older can be captivated by this activity for a very long time.

At first, the handles will be naughty: the pea every now and then tries to jump out and roll away, and the harmful lids just don’t want to be screwed on. But be patient and encourage your little one to try again and again.

• Let him hide small candies from Varya’s doll - if Varenka finds a candy, she will eat it and her teeth will hurt. We need to save Varya and hide the candy.
• You can hide the seed from Mr. Rain (draw a thundercloud and rain on a white sheet). If Mr. Rain finds a seed, he will get it wet, and the seed will not be able to grow.
• Rich Orange is looking for little Bean to force her to work as a farm laborer, and we will save Bean. Let's hide it in the house and close the house with a lid.

Come up with interesting stories with your child’s favorite toys and those he knows fairy-tale characters. This will make the exercise more fun, which means its effectiveness will significantly increase.

1. Exercises to develop fine motor skills should be organically woven into the fabric of every day of a child’s life. For a newborn, you independently stretch the arms and legs. As the child grows older, he works more and more actively on his own small muscles.
2. You may not use all of the suggested exercises. You can change the conditions of the games to develop fine motor skills. You can do several exercises daily or devote the entire class time to just one exercise. The main thing is that the child’s fingers and arms work, train, and the child himself perceives what is happening as an interesting game.
3. Combine different areas of early development. By working on fine motor skills, you train memory and attention: your baby needs to repeat your movements, fold pieces of paper according to a pattern, or remember a fairy tale whose characters you used for a game to develop fine motor skills.
4. During massage and gymnastics, be sure to talk to the baby, even if the baby is only a few days old. It is very important that from birth a little person is surrounded by correct speech. Speak in a soft, affectionate, emotional voice, but do not distort the words, do not imitate the non-existent “children's language”. During the massage, smile at the child and “make faces”, sing and recite rhymes. The more actively you interact with a fool, the sooner you will notice how smart and quick-witted he really is.

Happy parenting, friends!

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

1. The child puts his hands into a vessel filled with some homogeneous filler (water, sand, various cereals, pellets, any small objects). 5 - 10 minutes, as it were, mixes the contents. Then he is offered a vessel with a different filler texture. After several trials, the child, with his eyes closed, puts his hand into the offered vessel and tries to guess its contents without feeling its individual elements with his fingers.

2. Identification of figures, numbers or letters “written” on the right and left hand.

3 Identification of an object, letter, number by touch alternately with the right and left hand. A more complex option - the child feels the proposed object with one hand, and with the other hand (with with open eyes) sketches it.

4. Modeling geometric shapes, letters, numbers from plasticine. For school-age children, modeling not only printed, but also capital letters. Then recognition of the molded letters with eyes closed.

5. Starting position - sitting on your knees and on your heels. The arms are bent at the elbows, palms facing forward. The thumb is opposed to the rest. At the same time, with both hands, two slaps are made with each finger on the thumb, starting from the second to the fifth and back.

6. "Rubber band". For this exercise, you can use a hair elastic with a diameter of 4-5 centimeters. All fingers are inserted into the elastic band. The task is to use all your fingers to move the elastic band 360%, first to one side and then to the other. It is performed first with one hand, then with the other.

7. Roll the pencil between the fingers from the thumb to the little finger and back, alternately with each hand.

8. Game "Multi-colored snowflakes" (age - 4 years). Aimed at developing fine motor skills and neatness.

Materials: felt-tip pens, white paper, scissors.

The presenter shows how to make snowflakes from sheets of paper by cutting them. After the children make many different snowflakes, he says that the snowflakes turned out, although different, but of the same color. Then the felt-tip pen friends came and gave the snowflakes colorful dresses. The presenter asks the children to color the snowflakes.

Because The snowflakes turn out to be delicate; the paper needs to be stronger. Painting movements affect the development of fine motor skills of the hands.

9. “Repeat the movement” (variant of the game “Monkeys” by B. P. Nikitin)

An adult, sitting opposite a child, makes some kind of “figure” with the fingers of his hand (some fingers are bent, some are straightened - any combination). The child must bring the fingers of his hand into exactly the same position - repeat the “figure”. The task here is complicated by the fact that he still needs to mirror it (after all, the adult is sitting opposite). If this task causes difficulties for the child, then you can first practice by doing the exercise while sitting next to (and not opposite the child). This will make it easier for him to copy the position of his fingers.

10. Drawing games.

If a child has poorly developed fine motor skills and finds it difficult to learn to write, then you can play games with drawing. For example, race to trace squares or circles or move through a labyrinth drawn in advance (the most interesting thing is when a child draws a labyrinth for a parent, and a parent for a child. And everyone tries to draw more intricately). Now on sale there are many different stencils of all kinds of geometric shapes and animals, but, in principle, they are easy to make yourself.

11. Games with household items.

The advantage of the games listed below for the development of fine motor skills in children is that they do not require any special toys, aids, etc. The games use available materials that are found in any home: clothespins, buttons, beads, cereals, etc.

Take a bright tray. Sprinkle any small grains onto a tray in a thin, even layer. Run your baby's finger over the rump. You will get a bright contrasting line. Let your child draw a few chaotic lines himself. Then try to draw some objects together (fence, rain, waves), letters, etc.

Choose buttons of different colors and sizes. First, lay out the drawing yourself, then ask your child to do the same on his own. After the child learns to complete the task without your help, invite him to come up with his own versions of the drawings. From a button mosaic you can make a tumbler, a butterfly, a snowman, balls, beads, etc.

Give your child a round hair brush. The child rolls the brush between his palms, saying:

"At the pine, at the fir, at the Christmas tree
Very sharp needles.
But even stronger than the spruce forest,
The juniper will prick you."

Take a sink grate (usually it consists of many squares). The child walks with his index and middle fingers, like legs, along these cells, trying to take steps on each stressed syllable. You can “walk” alternately with one hand and then with the other, or you can do it with both at the same time, saying:

"We wandered around the zoo,
Each cell was approached
And they looked at everyone:
Bear cubs, wolf cubs, beavers."

Let's take the dumpling maker. Its surface, as you remember, is similar to a honeycomb. The kid uses two fingers (index and middle) to depict a bee flying over a honeycomb:

"Fingers, like bees, fly through the honeycombs
And they enter each one with a check: what is there?
Will we all have enough honey until spring?
So that you don’t have hungry dreams?”

Pour 1 kg of peas or beans into a pan. The child puts his hands in there and imitates kneading dough, saying:

"Knead, knead the dough,
There is room in the oven.
They will be out of the oven
Buns and rolls."

Pour dry peas into a mug. For each stressed syllable, the child transfers the peas, one at a time, to another mug. First with one hand, then with both hands at the same time, alternately with the thumb and middle finger, thumb and ring finger, thumb and little finger. Any quatrains can be selected.

Place the peas on a saucer. The child takes a pea with his thumb and forefinger and holds it with the other fingers (as when picking berries), then takes the next pea, then another and another - so he picks up a whole handful. You can do this with one or two hands.

We place two caps from plastic bottles on the table with the threads facing up. These are "skis". The index and middle fingers stand in them like feet. We move on “skis”, taking one step for each stressed syllable:

"We're skiing, we're rushing down the mountain,
We love the fun of cold winter."

You can try to do the same with both hands at the same time.

The child collects matches (or counting sticks) with the same fingers of different hands (pads): two index fingers, two middle ones, etc.

We build a “log house” from matches or counting sticks. The higher and smoother the log house, the better.

Using a clothespin (check on your fingers that it is not too tight), we alternately “bite” the nail phalanges (from the index to the little finger and back) on the stressed syllables of the verse:

"The silly kitten bites hard,
He thinks it's not a finger, but a mouse. (Change hands.)
But I'm playing with you, baby,
And if you bite, I’ll tell you: “Shoo!”

Take a rope (as thick as a child’s little finger) and tie 12 knots on it. The child, turning the knots with his fingers, names the month of the year in order for each knot. You can make similar devices from beads, buttons, etc.

We stretch the rope at the level of the child’s shoulders and give him several clothespins. For each stressed syllable, the child attaches a clothespin to the rope:

"I'll pin the clothespins deftly
I'm on my mother's rope."

Starting from a corner, the child crumples a handkerchief (or plastic bag) so that it all fits in his fist.

The child rolls a walnut between his palms and says:

"I'm rolling my nut,
To become rounder than everyone else."

Two walnuts the child holds them in one hand and rotates them around one another.

12. Games - lacing by Maria Montessori:

Develop sensorimotor coordination, fine motor skills of the hands;
- develop spatial orientation, promote understanding of the concepts “above”, “below”, “right”, “left”;
- develop lacing skills (lacing, tying a lace into a bow);
- promote speech development;
- develop creative abilities.

Games with lacing also develop the eye, attention, strengthen the fingers and the entire hand (fine motor skills), and this in turn affects the formation of the brain and the development of speech. And also, which is not unimportant, Montessori lacing games indirectly prepare the hand for writing and develop perseverance.

It’s not just tiny kids who explore the world with their hands; toys that require the work of the hand and fingers are also useful for older children. Maria Montessori almost a hundred years ago gave her children pieces of leather with holes and laces - they develop their hands, teach them to concentrate, and will be useful in life. We, unlike Montessori, will not have to sit with scissors and rags. You can simply buy a “lacing game” - a set of multi-colored laces and a shoe, button, “piece of cheese” or some other wooden thing with holes. Sometimes they also come with a wooden needle. Can you imagine how nice it is for a girl to get a forbidden needle and thread and become “just like her mother.”

It should be remembered that the development of fine coordination of movements and manual skill presupposes a certain degree of maturity of brain structures; control of hand movements depends on them, so in no case should a child be forced.

How can we explain the fact that there are now so many lacing toys? After all, today’s parents did not have such toys in childhood, nevertheless, they grew up normal people. There is a bewilderment, why is all this necessary?

It turns out that most modern children have a general motor lag, especially urban children. Remember, now even in kindergartens they ask you to bring shoes with Velcro, so that teachers do not have to take the trouble to teach the child to tie his shoelaces. Just 20 years ago, parents, and with them their children, had to do more with their hands: sort through cereals, wash clothes, knit, embroider. Now there is a car for each lesson.

Consequence of underdevelopment gross motor skills, and in particular - hands, the general unpreparedness of most modern children for writing or problems with speech development. With a high degree of probability we can conclude that if everything is not in order with speech, it is probably problems with motor skills.

However, even if the child’s speech is normal, this does not mean that the child is good at using his hands. If at the age of 4-5 years tying shoelaces causes difficulties for a child, and nothing can be molded from plasticine except balls and sausages, if at 6 years old sewing on a real button is an impossible and dangerous task, then your child is no exception.

Unfortunately, most parents learn about problems with coordination of movements and fine motor skills only before school. This results in an increased burden on the child: in addition to learning new information, he also has to learn to hold a pencil in his unruly fingers.

More than anything Small child wants to move, for him movement is a way of understanding the world. This means that the more accurate and clear the children’s movements, the deeper and more meaningful the child’s acquaintance with the world.

Development of gross motor skills

Exercises to increase activation levels.

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

1. Self-massage of the ears. The earlobe is pinched with the thumb and forefinger, then the ear is kneaded along the edge from bottom to top and back.

2. Self-massage of the lateral surfaces of the fingers.

3. With your fingers spread, clap your hands several times so that the fingers of both hands touch. Then the claps are performed with fists oriented with the back surface first up, then down, out, in.

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

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

6. General foot massage. Stroking and rubbing thighs, calves, toes, feet.

This block of exercises can include different kinds general and acupressures, exercises to develop fine motor skills, walking barefoot on surfaces of various textures, etc.

Exercises aimed at regulating muscle tone.

The general principle of these exercises is strong muscle tension followed by relaxation.

1. "Boat". The child lies on his back, stretching his arms above his head. On command, he simultaneously raises straight legs, arms and head. The pose is held for as long as possible. Then perform a similar exercise while lying on your stomach.

2. Starting position - lying on your back, legs together, arms at your sides. The head is raised above the floor so that the child can see his toes. The pose is held for as long as possible.

3. I.p. - lying on your stomach, hands behind your head, elbows apart. rises up top part torso, legs lie on the floor.

4. "Snowman". Starting position - standing. Children are asked to imagine that they are a freshly made snowman. The body should be very tense, like frozen snow. The presenter can test the strength of the “snowman” by lightly pushing him from different sides. Then the snowman should gradually melt, turning into a puddle. First the head “melts”, then the shoulders, arms, back, legs. Then the option to “melt” is offered, starting from the feet.

5. "Tree". The child sits on his haunches, his head is hidden in his knees, his knees are clasped with his hands. This is a seed that gradually germinates and turns into a tree. Children very slowly rise to their feet, straighten their torsos, and stretch their arms up. The body is tense, “the tree is reaching for the sun.” The “tree” should break due to a strong gust of wind. The child bends sharply at the waist, relaxing the upper torso, arms and head, while the lower torso should remain tense and motionless.

6. The child lies on his back, legs bent at the knees, feet on the floor, arms extended along the body. For a minute, the legs run, stomping heavily on the floor, the upper body and head remain motionless. After completing the exercise, the child lies relaxed with his eyes closed. The facilitator can conduct a relaxation session.

7. "Koschey the immortal." Starting position - sitting on the floor on your knees and on your heels (after mastering the exercise while sitting, you can move on to standing). Hands are spread to the sides. The arms are bent at the elbows and hang freely, while the shoulders and elbows are in a straight line parallel to the floor. If it is difficult for a child to perform this exercise, at the first stage you can help him fix the desired position using a gymnastic stick. Next, the leader randomly pushes the relaxed part of one and the other hand, achieving their free swing.

8. "Puppets". Children imagine that they are puppets, being suspended by different parts of their bodies. The part of the body by which the doll is suspended is tense and does not move. Everything else is relaxed and hanging out. The doll begins to be pulled by the string at different paces.

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

10. "Egg". For this exercise you need a fairly large, strong sheet that is spread on the floor. The child squats, hides his head in his knees and clasps his knees with his hands. The leader collects the sheet so that the child is in the “egg” and firmly holds the edges of the sheet above the “chicken’s” head, while starting to swing the “egg” from side to side. Rocking continues for 3-5 minutes until complete relaxation. Then the “chick” must “hatch out of the shell”, actively working with its head, elbows and trying to straighten its entire body. The presenter holds the child in the “egg” for 1-2 minutes.

Exercises for the development of gross motor skills, the formation of simultaneous and reciprocal sensorimotor interactions, a sense of the boundaries of your body and its position in space.

1. "Log". From a lying position on your back (legs together, arms extended above your head), roll several times, first in one direction, then in the other.

2. "Kolobok". Lying on your back, pull your knees to your chest, clasp them with your arms, pull your head towards your knees. In this position, roll several times, first in one direction, then in the other direction.

3. "Writing in the air." I.p. - lying on your back, arms extended forward in front of your chest. At the same time (in one direction), the hands “write” letters, numbers, and whole words in the air. The same technique is used when correcting writing - when missing letters, replacing them, “mirror” writing and other errors. In this case, at first the teacher can, together with the child, perform necessary exercises, taking his hands in yours.
This technique also helps relieve the child’s fear of the school board or notebook.

4. Drawing on a board or sheet of paper with both hands at the same time. Both hands first move in one direction, then in the opposite direction. First, the child draws straight lines - vertical, horizontal, oblique, perpendicular; then various circles, ovals, triangles, squares.

5. I.p. - sitting on your knees and on your heels. Hands are on your knees. One hand is clenched into a fist, thumb facing out. Unclenches. Clenches into a fist, thumb inward. Unclenches. The other hand is motionless. We change hands. The same with both hands together. Then the phases of movement shift (one
the hand clenches, the other simultaneously unclenches). If you master this exercise well, you can add movements of the tongue and eyes in various combinations.

6. I.p. - sitting on your knees and on your heels. Hands are on your knees. Alternately, each hand performs fist-rib-palm movements. After mastering, the same exercise is performed in a canopy, arms bent at the elbows.

7. And p. - sitting on your knees (standing). The arms are bent at the elbows. One hand performs a fist-palm movement, the other simultaneously performs a fist-edge-palm movement. After mastering, various oculomotor exercises are added.

8. I.p. - lying on your back, legs together, arms straight above your head. The right arm and right leg are bent, the elbow touching the knee. We return to IP. We repeat the same with the left hand and left leg. Then the exercise is done oppositely with the left leg and right hand and vice versa.

9. I.p. - lying on your back. Legs bent at the knees are on the floor, arms are folded in a boat and extended upward in front of you. We place our folded hands on the floor on one side of the body (while the hand on top “crawls” along the other hand), and the legs on the other side. At the same time we move our arms and legs in the opposite direction.

10. I.p. - lying on your back. Legs straight, arms to the sides. One leg bends at the knee, rises and moves outward (or inward), and places it on the floor. Returns to its original position. The same thing with the other leg. Then both legs work simultaneously.

11. I.p. - sitting on your knees (standing). For this exercise you need a tight, but not elastic, oblong object (a rag “sausage”). The presenter throws the object to the child, the child catches it, moving only his hands. Then the object must be caught with one hand. When the exercise is mastered, the child is given the task to alternately close one or the other eye, catching the object with either the right or left hand.

12. From a lying position on your stomach, we depict a caterpillar: arms are bent at the elbows, palms rest on the floor at shoulder level; Straightening your arms, lie down on the floor, then bend your arms, raise your pelvis and pull your knees towards your elbows.

13. Crawling on your stomach. First, in flattish style. Then only on your hands, legs relaxed. Then only with the help of your legs, arms behind your back (in the last stages, arms behind your head, elbows to the side).

14. Crawling on your stomach using your hands. In this case, the leg rises vertically from the knee (simultaneously with the leading hand, then with the opposite one).

15. Crawling on your back without the help of arms and legs (“Worm”).

16. Crawling on all fours. Crawling forward, backward, right and left with the simultaneous advancement of the arms and legs of the same name, then the opposite arms and legs. In this case, the hands are first positioned parallel to each other; then they cross, that is, when moving with each step, the right hand goes behind the left, then the left goes behind the right, etc. When mastering these exercises, you can put the re
Place a flat object (a book) on the child’s shoulders and set the task not to drop it. At the same time, the smoothness of movements is practiced, and the awareness of the position of one’s body in space improves.

17. Practicing combined movements of the eyes, tongue, head, arms and legs when crawling on all fours.

18. "Spider". The child sits on the floor, places his hands slightly behind him, bends his legs at the knees and rises above the floor, resting on his palms and feet. Steps simultaneously with the right hand and right foot, then with the left hand and left foot (the exercise is performed in four directions - forward, backward, right, left). The same thing, only opposite arms and legs walk at the same time. After mastering, movements of the head, eyes and tongue are added in various combinations.

19. "Elephant". The child stands on all fours so that the weight is distributed equally between the arms and legs. Simultaneous steps right side, then left. At the next stage, the legs go parallel and the arms cross. Then arms parallel, legs crossed.

20. "Goslings." A goose step is practiced with a straight back in four directions (forward, backward, right, left). The same with a flat object on the head. After practicing, multidirectional movements of the head, tongue, and eyes are included.

21. Step in place. The child marches in place, raising his knees high. The arms hang along the body.

22. I.p. - standing, straight arms extended forward. One hand palm up, the other down. The child begins to march, changing the position of his palms with each step. The same, but changing palms every step, then two. After mastering, various oculomotor exercises are added in various combinations.

23. I.p. - standing on all fours. The child straightens and lifts one leg above the floor, moving it first to one side, then to the other. The rest of the body is motionless. The same with eyes closed. After mastering, the opposite arm is extended forward simultaneously with the leg. Then the same name.

24. I.p. - standing on one leg, arms along the body. By closing our eyes, we maintain balance for as long as possible. Then we change legs. After mastering, you can use various finger and other movements.

25. "Swallow". I.P. - standing on one leg, the second leg extended back parallel to the floor, the torso tilted forward, arms to the sides. The same with eyes closed. Change leg.

26. “Log” on the wall. I.p. - standing, legs together, straight arms extended above your head, back in contact with the wall. The child makes several turns, first in one direction, then in the other so as to constantly touch the wall. The same with eyes closed.

27. Stand against the wall, feet shoulder-width apart, palms on the wall at eye level; move along the wall to the right (3-5 meters), and then to the left. The same with an additional step - the arms and legs of the same name move (arms parallel to the legs). Then opposite hands and feet. The same with a cross step with the arms crossed (the arms and legs of the same name move).

28. “Repeat the movement” (variant of the game “Monkeys” by B.P. Nikitin).

The leader (adult) makes some movements: squats, raises his hands up, claps his hands - and the children must repeat them after him. The pace of movements can be slowed down or accelerated. To also include attention training, you can introduce “prohibited movements” (a certain movement cannot be repeated), or “replacement movements” (when some movement must be replaced with another, for example, when the leader jumps, the children must sit down).

Exercises to develop spatial concepts.

1. "38 parrots". The child is asked to remember a cartoon about a baby elephant, a monkey and a boa constrictor. Then you are asked to measure several objects or distances using different parts of your body. Following this, the child is given small objects (letters, numbers) and asked to arrange them so that there is a distance between them in his palm, and from each of them to the edge of the table - his index finger. It is recommended to offer as many options as possible for the location of objects (at the distance of the foot, from the knee to the heel, from the elbow to the hand, etc.).

2. "Markers". Marked left hand child using a bracelet, bell, bright rag, etc.

3. Each direction is fixed with a certain movement. For example: “up” - jump, “down” - crouch, “right” - jump with a turn to the right, “left” - jump with a turn to the left.

4. "Mirror". The exercise is performed either in pairs with a leader or two children. At the first stage, the exercise is performed in a sitting position on your knees and on your heels. First, the leader makes slow movements with one hand, then with the other, then with both. The child mirrors the movements of the leader. When the exercise is mastered, you can move to a standing position and use movements of the whole body.

5. "TV". This exercise is similar to the previous one, only the movements are repeated with the same hand that the leader shows (if the leader takes the left ear with his right hand, the child also takes the left ear with his right hand).

6. "Find the treasure." There is a toy or candy hidden in the room. The child must find it, focusing on the leader’s commands (the leader says: “take two steps forward, one to the right...”, etc.). The item found by the child is given to him.

7. Graphic dictations on checkered pieces of paper.

8. Copying drawn figures of varying degrees of complexity.

9. The child makes plans (rooms, apartments, etc.)

10. The teacher draws a plan according to which the child must find an object in the room or building.

Group games.

1. Any games like “The sea worries once, the sea worries two, the sea worries three, the sea figure freezes in place.”

2. "Rhythm in a circle." Children sit in a circle on their knees and heels. The number of participants in the circle should not be a multiple of three. The first child claps his hands once, the next - twice, the next - three times, the next again once, etc. The leader sets a different pace of the game, changes the direction of the game (either clockwise, then counterclockwise).

Further the exercise becomes more complicated. Children sit in a semicircle. The teacher taps out a rhythm. Children repeat it on command (separately or all together). When the rhythm has been mastered, the children receive the command: “Let’s clap this rhythm as follows. Everyone in turn beats one clap of the given rhythm. From left to right. When the rhythm ends, the next one in the circle waits a short pause and starts over. And so on until the command “Stop” Anyone who is late with their clap, who fails to pause, or who makes an extra clap receives a penalty point.”

3. "The Blind Sculptor." The driver is blindfolded. The teacher puts one of the participants in the game in any position. This is the sitter. The driver must feel the figure offered to him and “blind” exactly the same one (not a mirror one) from another child. Then you can increase the number of sitters (make sculptural groups of two to three people). It is very important that after finishing his work, the “sculptor” with open eyes can correct the mistakes made.

4. "Zoo". The child depicts various animals or birds. The rest of the group must guess the animal depicted.

5. Children stand in a circle; through one you have to squat, then jump, then bend over at a fast pace.

6. "Okay." Children stand opposite each other in pairs, arms bent at the elbows are raised to the shoulders in such a way that the palms of both hands “look” at the palms of the partner. Children first clap with their own hands and return their hands to their original position. Then clap the partner's hands. Initial position. DIY cotton. I.p. Clap your partner's right hand with your right hand. I.p. DIY cotton.
I.p. Clap your partner's left hand with your left hand. Repeat the cycle, gradually increasing the pace, until one of the partners confuses the sequence.

7. Sketches for “Coordinated Actions”: sawing wood, rowing, rewinding threads, tug of war, playing with an imaginary ball, etc. Children need to constantly remember the coordination of actions and the appropriateness of the distribution of movements. These sketches are practiced first in pairs, then as a whole group.

8. "Clap." Children move freely around the room. On one clap from the leader they must jump, on two they must sit down, on three they must stand with their arms raised up (or any other movement options).

9. "Canon". Children stand behind each other in such a way that their hands rest on the shoulders of the person in front. Having heard the first signal (by agreement), the first child raises his right hand. At the second signal, the second child raises his left hand, at the third, the third raises his right, etc. Then, in the same way, the hands are lowered down.

10. "Pass the ball." The game is played in the form team competition. Children in each team stand behind each other's heads at arm's length. The first passes the ball to the second from above his head, the second to the third - from below between his legs, etc. Another option is to pass the ball from the side with the body turning either to the right or to the left. The third option is combined.

11. "Steam Locomotive". Children are divided into teams of 4-5 people, line up like a train at the back of each other's heads (the person standing behind holds the person in front by the waist). Everyone closes their eyes, except the first ones, who slowly begin to move. Their task is to carefully, silently drive the “locomotive”, avoiding obstacles without colliding with others; the task of the others is to “listen” as much as possible to the one standing in front, to most accurately repeat the changes in his movements, thereby ensuring accurate transmission of information to those standing behind.

At the teacher’s command, the children stop, the first one stands at the end of the locomotive, etc., until everyone has played the role of leader.

Complicating the exercise: children stand one after another on all fours, holding the one in front by the ankles. The right arm and right leg move simultaneously, then the left arm and left leg. The “lead” first gives commands out loud, then continues moving silently. The team whose movements were more coordinated wins.

12. Show of poems. A group member shows a famous poem or fable in pantomime, the rest must guess the name of the work.

13. Children are divided into two teams. The first child, with his eyes closed, feels the object or word of several letters offered to him (letters from the children's magnetic alphabet are used). Then, using pantomime, he shows the next team member what object was presented to him. The next child names this item to the third team member, who again shows it using pantomime
to the fourth, and the fourth, with his eyes closed, finds this object from those offered or makes up a word - the name of this object. Team members constantly change places. The team that correctly guesses the most items wins.

Development of fine motor skills in children: myths and truth about finger games oh, how to do it right finger gymnastics and finger games with preschoolers, exercises for the development of fine motor skills, hand and finger massage for the little ones.

Games and exercises for developing fine motor skills especially needed by modern children. After all, now kids, unfortunately, do little training in the movements of their fingers: on clothes and shoes there are Velcro instead of buttons or laces (this is more convenient and faster for us adults), there are buttons in games, few children embroider, sew or knit, saw out or burns, helps mom sort out cereals, wipe off dust, wash toys or wash doll accessories. This change in the life situation of children's development preschool age was also reflected in the development of fine motor skills of the hand, which had previously developed in everyday life, imperceptibly, without special training. Now the development of fine motor skills has begun to require special exercises and activities with kids.

It is believed that any exercise that develops fine motor skills develops speech and thinking. Does the child not speak or speak poorly? Collect puzzles, lace up, and speech will appear! Do you want your baby to develop well? Develop your fingers, and your brain will develop much more efficiently. But this is not true, or not entirely true. Let's try to figure it out and separate the truth from the myths. And also learn how to use exercises to develop fine motor skills so that they really develop our little ones.

Development of fine motor skills in children: video

Development of fine motor skills, speech and thinking of a child.

It has already become a classic statement that The development of the hand helps the speech development of a preschool child and develops thinking. And all teachers and speech therapists know the words of M.M. Koltsova “There is every reason to consider the hand as an organ of speech - the same as the articulatory apparatus. From this point of view, the projection of the hand is another speech area of ​​the brain.” This position entered pedagogy in the 70s of the 20th century and is justified both by the results of an experiment with children and by the anatomy of the brain (Broca’s speech motor center and the center that controls finger motor skills are located nearby).

But we have always met and still meet families in which they work a lot with their children in developing fine motor skills, buy special toys and aids (laces, sorters, beads), but the result is not pleasing, and for some reason there is no shift in the development of speech and thinking.

And there are other families where they don’t seem to be specifically involved in developing fine motor skills and are not doing anything, the child just sculpts, draws, plays, helps his mother around the house, but fine motor skills are fine, and the baby is clearly very smart and has well-developed thinking and speech.

So, special games are not a panacea? Or – here comes a seditious thought – are we conducting them in the wrong way? And there’s something we obviously don’t know? Yes this is true!

After all, finger games and exercises are just a tool. And you also need to know how to use it! After all, we learn to use other instruments - we learn to play the violin, sew on a sewing machine or crochet. If we try to play the Paganini violin without training and without special knowledge, we will not get the desired result.

And the basis of my story is scientific research on child development. I highly recommend that specialists get acquainted with them in the book “15 Myths about Children’s Speech.” The authors of the book are Oleg Igorevich Efimov, a pediatric neurologist, and Victoria Leonidovna Efimova, a candidate of pedagogical sciences, speech therapist. The book was published by Dilya publishing house this year.

And for non-specialists - interested parents and educators - I will give the most important recommendations in this article. And I will share what I know and use in working with children.

First fact. So, where did it all start? In the 70s, research was conducted on the development of infants. The children from the orphanage were divided into three subgroups. One subgroup of children sat in the playpen, the second could calmly crawl around the group room. And the third subgroup collected pyramids, stringed beads and did other exercises to develop fine motor skills with the experimenter. And the children of the third subgroup significantly surpassed their peers in development; they had a sharp leap in speech development. It turns out that “engage in the development of fine motor skills - and everything will be fine”? But that's not true.

Second fact. The author of the book is V.L. Efimova conducted another experiment in an orphanage in 2001. And he gave a completely different result. It turned out that children in the orphanage, as early as one and a half years old, eat soup themselves with a spoon, fasten the buttons on their clothes themselves, they do a lot with them - they endlessly collect pyramids, inserts, and sort. But at the same time... they don’t say!!! What is the reason? Maybe we communicate with kids differently? Or do finger games really not have that much effect on the development of speech and thinking? Did the fact that you just started communicating with these kids affect the result of the previous experiment? And all other subgroups of children did not have such communication with an adult experimenter, and therefore were behind in development?

Third fact. It turns out that the answer to the question can be given not by pedagogy, but by physiology! Scientists prove that in early age The primary speech center in children is not Broca's center, but the anterior part of the cingulate cortex, which means... the development of the fingers does not directly affect the development of the child!?

What then influences? The limbic system is the center of human emotional life! So, does it primarily influence communication with an adult? After all, we know how quickly kids grasp information in a state of joy and interest.

Modern biological research makes it possible to assume that Wernicke’s and Broca’s areas mature no earlier than the third or fourth year of a child’s life (as we remember, it was the proximity of this very Broca’s center to the motor control center that previously allowed scientists to assume the great influence of finger games on the development of speech in children).

Scientific work in this direction is still underway, but what should we do at this time???

Fourth fact. The answer to all questions! And a key for teachers and parents!

It turns out that what is important is not the fact of finger games and exercises, but WHAT exercises and HOW are carried out with the baby. And therefore, either there will be a result of such games and exercises, or there will not be one! And this depends on whether motor planning is involved in finger exercises and in games for the development of fine motor skills. What it is?

Motor planning is between the idea and the execution of actions. There are automatic movements that do not require motor planning and are performed in a familiar way. And motor planning appears when a new task appears, when you need to use a new tool, when you need to do something unmastered and unusual in life.

Dear readers, who attended our April “Developmental Games Workshop” - remember the first webinar about the mechanisms of baby development. And the concept of “zone of proximal development”? This is what we are talking about now. For those who did not attend the webinar, due to popular demand, I made a newsletter in which you can receive a recording of it for free. To do this, you need to subscribe in the subscription form after the article.

It is known that in all children with developmental problems, motor planning is poorly developed. And this is precisely the root of all troubles in many cases of developmental delay. But how can it be poorly developed if the baby has a bunch of educational toys at home for the development of fine motor skills, there are pyramids, lacing, and beads for stringing? What's the answer?

As we already know, motor planning appears in the case of new tasks, new unusual situations, new materials, new actions. The key word here is new, unusual! When a child already knows his only pyramid by heart, but assembles it many times, even quickly assembles it to the delight of all adults - this is not a new action! There is no motor planning here! When he plays with the same lacing, this is also not motor planning, but almost a skill. After all, such a toy is no longer new to him, but familiar! When he sees the same cards for many days, with which an adult performs the same actions, there is no motor planning here either! Namely, motor planning ensures the developmental effect of exercises!

So, what's the conclusion? Where can we find our Key to Success?

1. The fact of execution is not important exercises to develop fine motor skills, important what exercises we do with the child and How.
2. The main principle of conducting exercises and games for the development of fine motor skills is this:– if the baby can do this movement quickly and easily, then we quickly do it, skip it and move on. But what if the exercise doesn’t work out? Then we stop at it and practice this movement until the movements become easy, simple, fast, beautiful, and clear. And we move on to mastering new movements.
3. It is necessary to do such complexes of exercises and games that are difficult for a child regularly until complete mastery, that is, every day (4-5 minutes).

Previously, kindergartens had special five-minute finger exercises before breakfast - every day! This was when I started working, and I remember it very well. The kids did the same set of finger gymnastics for at least one week, until they completely mastered it. Every day they did better and better. Now, for many years now, such regular minutes in ordinary kindergartens, alas, have not existed or are almost non-existent. And finger gymnastics exists as a part of classes with children, and almost always children are given different exercises on different days of the week! And it happens that the exercises are too easy for children, which they already do so easily! But the essence of such gymnastics lies in the regular gradual mastery of complex movements.

The secret of successful classes for the development of fine motor skills is already known. Now let's figure it out what is included in the development of fine motor skills and what exercises the child needs.

Why do you need to develop fine motor skills? What is the problem of modern society and why was it not specifically developed before, and children did not have problems? Why are long cartoons harmful? What is thread writing and how to practice it with children? You will learn about this in the video of the first educational channel.

What includes the development of fine motor skills in children under three years of age:

1. Grasping movements:

• Grasping an object of different shapes with the entire palm with one hand or two hands (rattle, cube, ball, etc.), for which it is necessary to take into account its shape, size, location, details.
• Grasping an object or substance with a pinch (three fingers)
• Grasping an object with two fingers - index and thumb (tweezers grip).

2. Development of correlating actions

The ability to combine two objects or two parts of one object (inserts, sorters, pyramids, nesting dolls and other similar toys).

3. Development of finger movements - performing various figures and finger movements(bunny, wolf, house, chair and others).

At first these movements are clumsy, with errors, but over time they become more subtle and clear. It is also important to be able to imitate the movements that an adult shows.

These skills are developed not only in the process of special finger gymnastics, but also:

• while putting on your clothes with buttons, zippers,
• during work assignments (from 3 years old - watering, dusting, wiping plant leaves with a sponge, brushing clothes, etc.),
• in fine arts - drawing, modeling, appliqué, design,
• in games - dressing and undressing dolls in the game, using substitute objects, making toys, attributes for their games, etc.

How to develop fine motor skills in children?

Development of fine motor skills: massage of hands and fingers for the youngest (up to one year).

Hand massage is given to the youngest children. He is not complex. Here is the technique of such a massage, given by O. Prikhodko

• pat Pull the baby's arms up to the elbow towards the center six to eight times, each arm separately. You need to iron both the inner and outer surfaces of the handle.
• Fingers are dancing. Bend and straighten all the fingers of the handle at the same time except the thumb (2-4 times on each handle).
• Exercise "Glomerulus". Draw spiral movements with your finger along the baby’s open palm from its center to the base of the fingers (remember the famous nursery rhyme about “magpie and crow”). After this, without interruption, the movement moves to the inside thumb. Draw these balls two to four times on each palm.
• Exercise “We are walking top-to-toe” - point pressure with the thumb and index finger of an adult. We press on the middle of the phalanx of each finger from tip to base. We say: “top-top, that’s how we walk.” You need to press in two planes: between the fingers and from the back of the palm. So massage all the fingers 1-2 times. At the same time, we say nursery rhymes, rhymes, and talk to the baby.
• Thumb exercise. Move your thumb to the side and then return it to its place. You need to move your finger in three directions in turn: back and forth, sideways - back to the starting position, in a circle.
• Stroke with light movements each hand of the baby towards the center five to six times.

Development of fine motor skills: games and exercises for young children (from one to three years old)

Adviсe:

• Games and exercises for developing fine motor skills are difficult for babies and therefore should not be lengthy.
• They should be carried out in a game so that the child finds it interesting (sort out the cereal for Cinderella, help the hedgehog hide under his needles from the fox and other game situations).
• If the movement fails, the fingers do not obey, then the game must be repeated many times until the movement is easy, correct, and clear. In this case, you need to change the plot of the game, objects, and introduce something new each time, so that the child is captivated by the game and not tired of the monotony (first, lay out a bridge for the dog from small pebbles on plasticine. Next time, lay out a path for the doll. Third once lay out a river for the fish and so on).
• All games and exercises for the development of fine motor skills should always be carried out in the presence of an adult in order to ensure the safety of such games.
• Don't use games with buttons. They do not develop fine motor skills (no matter what their manufacturers say), but only distract the child.

List of exercises and games for developing children's fine motor skills

1. Rubber bulb(sold at the pharmacy). Choose a small pear. By pressing it, you get a stream of air that can be used to blow away a piece of cotton wool or a leaf from the table. You can even play football, trying to force cotton wool into the goal with a stream of air. For children of the first year of life, a pear is not needed; this role is performed by rubber toys - squeakers, by playing with which the baby develops hand strength.
2.Kneading plasticine. Before sculpting, be sure to let a child of any age knead the plasticine. This is very useful exercise for the development of fine motor skills. In this regard, ordinary domestic plasticine is much more useful than soft imported plasticine.
3.Playing with raisins is always very joyful for both mother and child and useful for the whole family. Make the dough, roll it out. Invite your child to decorate the dough with raisins. Show how to correctly grasp the raisin (“tweezers grip” with two fingers – thumb and forefinger). Show that the raisins should be placed throughout the dough at a distance from each other. Then bake the resulting pie and eat it with the whole family! Joy guaranteed!
4. Stringing rings onto the rod of the pyramid (development of correlative movements of the hands). First, the baby learns to disassemble the pyramid toy (this is easier), and only then assemble it. Please note that even the smallest children easily remember the sequence of colors in a pyramid and assemble it simply from memory, and not from comparing values. Therefore, if you want to teach them to compare the size of the rings and arrange them from largest to smallest sequentially, then you need a pyramid with rings of the same color!
5.Exercises with paper:

1) kneading – development of hand strength (after this you will get a “ball” that can be thrown into the basket from a distance),

2) tear (development of correlating movements) - grab the sheet with the fingers of both hands and pull in different directions. You get stripes. We put these strips in a box and make it “rain” by pouring our strips out of the box.

Important Tips:

- When offering your child paper for this exercise, you should always show him where he can get the paper from. And they themselves must always take paper for this game only from this box. Otherwise, the baby will understand that it is possible to tear everything that is around and will tear books or something else necessary. There is always a place for this exercise.

— Don’t let us tear up old books and magazines. With any game we develop an attitude towards life. And this is an example of unacceptable treatment of a book. In addition, printing ink is not at all healthy for small children.

- You can give old rolls of wallpaper for this exercise.

3) make appliqués from paper balls (crumple the paper, tear it into strips, then tear the strips into squares, roll each square on your palm into a ball, lay out a silhouette with balls - for example, a cat, a lamb, a cloud)

4) make appliqués from pieces of paper that the baby tore. Draw a picture on a piece of whatman paper. And stick pieces of paper on it according to the plot. White glued pieces can represent snow or clouds, blue ones can represent a river, yellow ones can represent autumn foliage of trees.

6. Pressing small objects into plasticine (beads, seeds, shells, small pebbles). So we can make paintings - mosaics on plasticine. You can also help the hero of the game - for example, make a “blue river” (smear plasticine on a strip of cardboard) and build a bridge across the river (press pebbles into the plasticine). And then the toys will walk across this bridge and thank the baby for his help.

7. Sorting small items– it is very important that the baby does this either with a pinch (with three fingers), or using the “tweezer grip” method, that is, grips with two fingers – the thumb and forefinger. At the same time, the remaining fingers should be bent and not interfere. Show your child the correct way to do this exercise.

Mix two types of beads (or peas and beans; or shells and pebbles, or buttons of different shapes and sizes) in one box and ask for help. You can sort by color (if you mixed beads of two colors), by shape, by size. First, the baby sorts two types of objects enough big size. Then the task becomes more complicated - smaller objects are taken and sorted into 3-5 groups (for example, beans in one box, peas in another, beads in a third, pebbles in a fourth, shells in a fifth).

Sorting always happens in the game. For example, our chicken loves peas, and our rooster loves beans. We need to divide the food into bowls for them.

Or one doll likes pasta, and the other likes beans. You need to give everyone what she loves.

Sorting small items is very important in the third year of a child's life.

8. Oversleeping. Using a funnel, scoop, or spoon, pour various bulk substances from one container to another. You can add sand, cereals, peas, lentils). Use different dishes - you can pour it into a glass, a vessel with a narrow neck using a funnel. You can pour sand into the box with your hands, hide and look for various small toys in the sand.

9. Use of cutlery- spoons forks. The ability to independently eat with a spoon, fork, or drink from a cup is also a very important component of a child’s development and the development of fine motor skills.

10. Unwrapping an object wrapped in paper - a surprise - “What’s there?” When the baby unrolls the paper and finds the gift and plays with it, wrap it again - hide it in another paper. And try to find again. Teach your child to wrap - to hide an object from an older sister or brother, dad, or grandmother. Let them rejoice when his surprise is unwrapped.

11. Filling the bottle with small objects. IN plastic bottle You can put in beans, pebbles, balls.

To make this exercise effective, show your child how to do it correctly:

- Grasp small objects either with a pinch or with two fingers (thumb and forefinger) - just show how you grab the object.

- Hold the bottle with one hand and take one part at a time with the other hand. It is very important to ensure that the baby takes correctly and one piece at a time!

- At the end, close the bottle with a lid and rattle the resulting rattle.

12.Constructors. Various construction toys develop fine motor skills very well. It is important to have several construction sets at home (but always with DIFFERENT principles for connecting parts). Making crafts and working with clay is also very useful.

13. Winding. Winding a thick thread onto a stick, onto a spool, onto a ball and unwinding. Winding a thick cord around your hand or your mother’s

14. Stringing beads with large holes onto a cord. I saw a very good idea for stringing in kindergarten"Sun" in Moscow. Teachers at this kindergarten collect old, unnecessary markers with plastic casings. This body is sawn into pieces. You get multi-colored “tubes” that are strung on a cord.

You can also string spools of thread, rings for curtains, parts of construction sets, beads made of clay or salt dough, rings from small pyramids.

15. Turn the pages of the book one at a time. This exercise is available to children from one year onwards. To do this, the pages of the first book must be thick, made of cardboard.

Show your child the book. And on the next page put a picture - a surprise. To find it, you need to turn the page. If it is difficult for the baby, then help him by slightly lifting the page.

16. Games - lacing(lace the apple to the back of the hedgehog, clothing details and other plot lacing). But these games quickly get boring for the baby. Therefore, it is better if you have a doll whose shoes or clothes are tied with a lace. By putting on and undressing this doll in play, your baby will easily and happily practice tying.

17. Untie and tie knots, bows, braid, unfasten and fasten Velcro, buttons, buttons, hooks, zippers, take off and put on a hat, pull off socks, take off shoes.

Although most often in modern families the task of children mastering different types of fasteners is solved with the help of an educational book or rug, this is just the first stage. Then the baby trains to do this in everyday life.

The baby's clothes should have different fasteners - buttons of different shapes and sizes, buttons. It should be borne in mind that it is much easier to fasten the clasp on a rug or another person than on yourself.

The situation when a child has only Velcro on his clothes and shoes throughout preschool age leads to the fact that even second-graders at 8-9 years old are not able to dress themselves if the clothes have a different type of fastener, and they cannot even tie their shoelaces when changing clothes. physical education! But a child’s lack of independence and dependence on an adult directly affects his future behavior and success in life.

Already at an early age, the child can take off and put on a hat, stretch out the arms when putting on a sweater, put on and take off mittens and gloves, pull off socks, take off boots, put your hands in the sleeves and your legs in your pants, take off your unbuttoned pants, coat, jacket - and this is also a contribution to the development of fine motor skills baby, and a very big contribution.

18. Tops. First, the baby learns to launch a spinning top, and then large-sized tops. And after that, give the baby the tops small size. Instead of a top, use any other objects: pyramid rings, balls, plastic bowls, etc. It is also useful to wind wind-up toys with a key.

19. Open and close jars (unscrew and tighten the lids) To make it more interesting, hide the surprise inside by wrapping it in paper. At the same time, the baby will practice unfolding and folding paper. What's hidden in the jar?

20. Lay out figures from sticks, from different types of mosaics.

21. Rolling balls. Children roll small balls around table (along the playing field, on which you can draw different paths - straight, curved, spiral). During the game, the ball should not slip out from under the palm. Tell your baby: “The balls are naughty! So they try to run away. Don’t let them go!” Balls can be rolled either with your palms (in the first games) or with one finger (in subsequent games).

22. Rolling a pencil between your palms. First, try rolling the pencil on the table with your palm. Then show your baby how to roll a pencil between straightened palms in his hands (the pencil is in a vertical position). You can glue a picture to the end of a pencil that will “dance” - spin.

More about the development of children’s fine motor skills on the “Native Path” website:

We will talk about how to develop fine motor skills in children from 3 to 7 years old in the next article (for children from 3 to 7 years old). In it you will find finger games, exercises by Maria Montessori for the development of fine motor skills in preschoolers, finger theater, games with clothespins, tests to determine the level of development of fine motor skills and many other interesting ideas.

You will find a list of “20 of the most interesting and unusual items for the development of fine motor skills in children.”

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Fine motor skills are the ability to reproduce precise movements with the hand and fingers. This is important not only for development, we must also remember that the phalanges of the fingers are the main tools in the work for representatives of many professions. The development of fine motor skills in children aged 6-7 years is facilitated by drawing, playing musical instruments, working with plasticine and small construction sets. But the greatest effect is obtained as a result of special classes.

The exercises offered to children help develop accuracy and speed of movement. As a result of their implementation, the hands and fingers will become stronger, flexible and mobile. There are three types of such tasks:

• exercises with small objects;
• graphic tasks;
• finger games.

In light of preparing for school, the greatest attention should be paid to completing graphic tasks. Children must learn to hatch and draw lines of different thicknesses and shapes. At the same time, it is necessary to ensure that they draw lines without lifting the pen from the paper, do not go beyond the designated contours, do not leave spaces, perform movements correctly (from top to bottom, left to right), do not turn the notebook, and sit correctly at the table.

Classes to develop fine motor skills of the hands should be carried out regularly, studying for 10 - 20 minutes a day. Monotony and monotony should not be allowed; during the lesson, children should be offered several different exercises with exciting game content. To do this, the teacher and parents are invited to use a card file of exercises for the development of fine motor skills in children 6 - 7 years old.

Graphic tasks

Most of these tasks are performed on prepared cards. You can purchase special notebooks, copybooks, and coloring books.

Outlines

The card contains the outlines of objects and a pattern of shading (vertical, horizontal, oblique). The direction of the lines is indicated.

Children need to shade the drawings, trying not to go beyond their contours and make even spaces between the lines.

Rain

The picture shows clouds and flowers below. Children are asked to water the flowers so that they do not wilt. To do this, they need to draw lines. This task can be performed several times, each time offering a picture with different types of lines.

Waves

You need to circle the boat and draw waves on the water. Please note that the lines are of different types (straight and curved).

Fish

You should complete the lines of the fins and scales.

Patterned shading

The card contains examples of curly lines. Children must place a pencil on a dot and draw a line to complete the patterns. The main thing is to try not to lift the pen from the paper until the line is completed.

Complete the drawing

Children will enjoy completing tasks to complete the pictures:

• complete the cage for the tiger cub;
• complete the pyramid, shade every second ring;
• complete the butterfly, etc.

Connect the dots

It is necessary not only to draw lines in the desired direction, but to draw the grass near the house by connecting the dots in pairs. In a more complex version, it is proposed to connect all the points with one line.

Develop your eye

In such tasks, you need to try to draw lines between objects yourself. At first, children are given easier tasks when they need to draw arched curved lines. It is much more difficult for children to draw straight lines so that they hit the target as accurately as possible.

• help the bunny jump over the bumps;
• hit the ball in the basket;
• help restore the volleyball net;
• hit the target in the shooting range.

• Draw with pressure
• In this task you need to perform shading using the correct pressure:
• shade the clouds so that one is darker and the other is lighter;
• shade the glasses - one with water (it’s almost transparent), the other with juice (much darker);
• Shade the leaves, making them different in color intensity.

Repeating the pattern by cells

For such a task, cards lined in a cage are prepared. At the beginning of the line, the “rhythm” of the pattern is set, which you need to repeat independently until the end of the line.

Graphic dictations

Games with objects

Usually young children are protected from playing with small objects. After all, they can put them in their mouth or put them in their ear. However, after 5 years such classes are simply necessary.

Games with sand and granular substances

Children can be given the following tasks:

• pour sand from one container to another;
• pour sand with a measuring spoon;
• sift sand through a sieve;
• finger painting in the sand;
• modeling from wet sand;
• searching for buried small objects in the sand.

The most exciting activity in this series is creating crafts from colored salt.

Games with cereals and seeds

Cereals have a coarser texture than sand. Therefore, they can be used for sorting. To do this, take a handful of cereals or seeds of three different types and pour them into one pile. The child is given three small containers into which he must place the grains. This can be done with your fingers or use tweezers.

In another game, children are asked to determine which grains are by touch. To do this, they are scattered into small fabric bags that are tied tightly. You need to take the bag and, having crushed it in your hands, name the cereal.

You can make pictures from cereals and seeds and create applications on plasticine.

Games with buttons

The buttons are larger. They are also suitable for sorting (by size, shape, color). In addition, buttons can be used to lay out ornaments, paths, lines according to a given pattern, pictures.

take on vector

A very interesting task is to fill in the circles in the picture with buttons, matching them by color.

Games with ropes

Games with ropes and laces are great for developing fine motor skills in children. They can be used for tying and untying knots, braiding or macrame.

The task associated with stringing beads is very useful. It’s better to make these “beads” yourself by cutting cocktail tubes. You can indicate the exact number of beads that need to be strung or ask you to create them beautiful pattern, alternating them by color.

Many games involve lacing. Such tasks can often be found on the pages of educational books made from felt.

Games with paper

When working with paper, offer children the following tasks:

• crumpling and smoothing a sheet of paper;
• folding origami.

A very fun game of creating a planned mess. First, children are asked to tear colored paper into small pieces, and then make colorful rain out of them by throwing them into the air. After active phase game you need to ask the kids to help collect all the scraps, which is also very useful for the development of fine motor skills. These pieces can be used for torn applique. During this game, invite children to tear paper of different thicknesses (from newspapers to cardboard).

Games with clothespins

The set should contain clothespins of different colors. Also, for such games you need to prepare different templates. You can offer the following tasks:

• attach needles to the hedgehog;
• add rays to the sun;
• do a boy's hair.

Games with clothespins are very popular in math and reading classes, so you can combine these types of activities and ask children to use clothespins to:

• count examples;
• attach the appropriate number of clothespins to the number template;
• indicate the required letter.

Games with matches

Although matches are not a toy for children, they can be used for activities to develop fine motor skills by giving the following tasks:

• moving from stack to stack;
• laying out the figures drawn in the picture from matches;
• folding into a box.

Children love to assemble matches into a cube with a small hole in the center of one of the faces. You can use cotton swabs instead of matches.

Every modern mother understands the importance of developing fine motor skills for her baby. But not everyone knows how to properly develop fine motor skills in their children, what exercises need to be done for this and what available tools to use. Before we talk about exercises and activities that stimulate motor skills in children, let's understand the very essence this concept and the tools of its influence on the baby’s development.

The main thing in the article

Fine motor skills of a child under 3 years old

Fine motor skills are the ability to perform various fairly small manipulations using the hands and fingers. In other words, this is an improved concept of “dexterity.” The accuracy of the movements of the child’s hands and fingers is explained by the coordination and purposefulness of the important systems of his body, both muscular and nervous.

The fine motor skills of a child under 3 years old consist of a large number of different actions: first the baby learns to grasp a toy, a little later he can already feel its component parts, and at 2-3 years he acquires the first drawing skills, diligently holding a pencil or pen.

A newborn baby first examines his little hands, and then, through his first toys, learns to control his movements. The first “grabs” of objects are performed using the entire palm, and by six months he can grasp a toy with only two fingers.

Parents must promptly teach their child to hold a spoon, pencil or brush correctly for drawing: all of these are necessary, basic exercises to improve his fine motor skills.

It has been proven that fine motor skills are directly related to central nervous system child. Its influence on vision, hearing, memory, reaction speed, perception, speech development is very great.

In the child’s brain, the centers responsible for motor skills and speech “neighbor” each other. By stimulating the motor skills of the fingertips, we activate the speech center.

In an effort to develop fine motor skills in children, parents use many different methods. We will focus on the most interesting and original ones.

Cereals for fine motor skills

Various cereals have long been used to develop fine motor skills in children. The most suitable ones are not too small: buckwheat, rice, pearl barley, oatmeal, and seeds. The youngest researchers are allowed to play with beans, peas, corn, and different types of pasta (corns, noodles, shells).

Pour cereal into a deep bowl and give it to the child. The baby will touch such “material” for playing, spill the grain through his fingers, strive to take a separate grain and examine it in more detail. This will not only stimulate the development of his motor skills, but also improve tactile sensations.

Important: do not leave your baby alone during classes to avoid an accident: the baby may swallow a grain or choke on it.

If you are still afraid to let your child play with cereals in their pure form, we suggest that you take several linen bags and fill them with different types croup, let the child feel them. This technique is also an excellent exercise for developing finger dexterity.

When the child reaches 2-3 years old, it will be possible to conduct more complex and interesting activities with him, involving various cereals, for example:

• mom draws some image on a piece of paper (it’s better if it’s a funny animal: a cat, a dog, a bear, so that the baby gets interested);
• the child is asked to cover the drawing with a thin layer of glue using a brush;
• Next you need to “color” the drawing using cereals. For example, we apply buckwheat to the ears, barley to the belly, and cover the paws with millet.

Over time, the grains will stick to the image, and such a masterpiece by a little artist can be framed and admired for a long time.

Drawing for fine motor skills

Drawing is not only a great way to diversify a child’s leisure time, but also an excellent method for improving his fine motor skills. To begin with, it is important to teach your child how to hold a pen, pencil and watercolor brush correctly. Be patient: not every child succeeds at this the first time. But when the child already confidently holds the “tool” in her fingers, you can begin simple exercises.

You can draw not only with pencils, paints or your hands: use other “tools” for art, such as cotton swabs or foam sponges.

Connecting objects for motor skills

Disassembling and putting together various objects is excellent training for a child’s fine motor skills. We offer you several interesting exercises that will captivate even the most restless child for a long time:

Today, very popular are labyrinth toys for children, in which wooden parts of various shapes and colors “roll” along a twisted wire. Tactile contact with natural wood in itself is very useful for the baby, and the connection of small parts in such a labyrinth will become great workout for his fingers.

Exercises for fine motor skills of a child’s hands

Elementary and simple exercises – The best way develop the baby's fine motor skills. The smallest toddlers can have their palms massaged, stroked, lightly pressed and massaged on the pads of each finger.

Then, when the baby is already watching your actions with interest, move his palm, saying various nursery rhymes and sayings, for example, “Magpie-Crow”, known to everyone since infancy. Play “Ladushki” with your baby - this way your child will learn to clap his hands, bend and straighten his fingers.

When your baby is 6-7 months old, you can let him play with paper. Give him several sheets of colored paper, preferably soft. He will begin to look at it, and then begin to tear it into small pieces: at his age, this is an extremely useful and exciting activity that will make him squeal with delight.

For older children, as an exercise for motor skills, you can offer modeling from plasticine or salt dough, as well as the lacing mentioned above.

You can use a variety of objects that differ in texture and size to improve motor skills.

And the most basic finger exercises are the following:

• the fingers clench into a fist, then the child rotates the hand to the left, then to the right. Repeat the exercise 5 times;
• the fingers are clenched forcefully into a fist and smoothly unclenched;
• straighten your fingers, and then bend and straighten the first 2 phalanges; repeat 5-7 times;
• “fan” game: spread straight fingers, starting with the little finger, bent in a fan-shaped motion. When all your fingers are gathered into a fist, perform the exercise starting with the thumb.

Finger games for hand motor skills

Finger games are necessary not only for the child: they are a good help for the mother who is raising him. After all, this is not only an excellent method for developing a baby’s motor skills, but also a great way to distract him and cheer him up: each such game is usually accompanied by a funny rhyme or nursery rhyme.

Children who regularly and enjoy doing finger exercises begin to speak faster than their peers, learn the basics of writing, and have good memory and motor coordination. They are more collected and resistant to stress. A child needs finger games as often as possible: it is best to do them every day.

It is very important to verbally entertain the child during such a game. A huge arsenal of finger games, tasks and trainings with funny, funny sayings is presented. Choose a game to your liking, have fun and develop!

Finger development for preschool children

For preschool children, the main attributes and helpers of finger development are activities in making crafts, which, in addition to motor skills, also develop imagination, creative skills, and the ability and desire to make crafts.

Buy your child safety scissors, colorful cardboard and paper. It is necessary to teach him to cut out, use glue, create bright appliques and make crafts.

Collect dry, colorful leaves from the street and use them to create a colorful autumn display.

These activities are necessary not only for finger development, they will also develop the child’s creative thinking, perseverance and attentiveness. The skills acquired during such games will definitely be useful in kindergarten and school.

Musical games for hand motor skills

If you expect musical achievements from your child, introduce him to a variety of musical instruments from infancy. Pressing buttons and keys perfectly develops the motor skills of children's fingers, and the accompanying sound helps the little person understand the connection between his actions and the music being played.

Children's pianos, tambourines, drums, accordions, maracas, xylophones and balalaikas are well suited for such activities. In progress music games Not only fine motor skills develop and the work of the fingers in general is activated, but visual-motor coordination, sensory and mental spheres are also improved, and the efforts of the child’s fingers and hands are regulated.

Fine motor disorders

In the early childhood disruption of the development of motor functions is especially noticeable, and entails tangible consequences. After all, the baby’s speech development is directly related to his motor skills and depends on the degree of development of the movements of the hands and fingers. We can talk about violations of fine motor skills when a child:

• stiff, has poor coordination;
• sluggish and clumsy;
• often drops objects;
• rarely participates in outdoor games, it is difficult for him to serve and catch the ball;
• at the age of 3-4 years, cannot hold a pencil correctly and draw a straight line;
• Inconsistency in the actions of the child’s hands is noticeable.

Statistics: about 5% of all preschool children suffer from disorders of fine motor skills and motor coordination, the vast majority of them are boys.

However, the diagnosis of “motor disorder” itself must be made by a doctor, and if you suspect some delay in the development of motor skills in your baby, take preventive measures with him: perform finger massage and gymnastics for fine motor skills of the hands.

Gymnastics for fine motor skills

We suggest you get acquainted with some gymnastics techniques for improving the motor skills of a child’s hands from the video.

Regularly performing the various exercises presented in our article will definitely give tangible results, not only in terms of improving fine motor skills: it will also help your baby master correct speech.