Lessons on fine motor skills. Fine motor skills

Methodological development “Development of fine motor skills of the hand”

Author: Drankova Elena Aleksandrovna, additional education teacher
Place of work: MAU DO “CDOD “Raduga”, Perm

Methodical development “Development of fine motor skills of the hand” for children 7-8 years old

Goal: creation methodological manual on the development of fine motor skills for primary schoolchildren.
This development is necessary for teachers and parents to conduct finger exercises. It contains short description different types finger games and exercises to develop fine motor skills of the hand.

annotation
In the overall system of comprehensive human development, raising a child occupies an important place. Beginning with before school age, the foundations of health, physical and mental development are laid, motor and labor skills are formed, speech and hand motor skills develop.
During classes in primary school the child must have certain skills manual labor, but not all children have well-developed fine hand movements.
A teacher often faces a problem: how to develop hand motor skills? Therefore, I have selected and tested a set of exercises and finger games on children of primary school age. All these games help to make the most efficient use of class time, and make children want to effectively engage in manual labor and drawing.
Please note that the proposed in this methodological development Finger games are health-saving technologies included in the list of modern educational technologies. Finger games and exercises for the development of motor skills help to increase the functional activity of the brain, stimulate speech, have a beneficial effect on the mental development of children, relieve mental stress and help with manual labor. It is very valuable that finger games contribute to the education of students junior classes positive character traits: speed of reaction, manual dexterity, attentiveness, imagination, hard work. As a result of performing the exercises, the hands and fingers will gain strength, good mobility and flexibility, and this will further facilitate the acquisition of writing and manual skills.

Introduction
Fine motor skills is the ability to perform small movements fingers and hands through the coordinated actions of the nervous, muscular and skeletal systems. Fine motor skills begin to develop naturally from infancy. With age, motor skills become more varied and complex. The proportion of actions that require coordinated movements of both hands is increasing.
Why is it so important to develop fine motor skills in a child’s hands? The motor speech centers in the cerebral cortex are located next to the motor centers of the fingers, therefore, by developing speech and stimulating the motor skills of the fingers, we transmit impulses to the speech centers, which activates speech, the general development of the child and affects his intellectual abilities. Science has proven that one of the indicators of normal physical and nervous mental development The child’s development is the development of the hand, manual skills, or, as they say, fine motor skills.
Fine motor skills are a type of movement that involves small muscles. Classes to develop fine motor skills of the hand are developmental, health-saving and healing.
The influence of manual (manual) actions on the development of the human brain was known back in the 2nd century BC in China. Experts argued that games involving hands and fingers bring the body and mind into harmonious relationships and keep the brain systems in excellent condition.
Scientists - neutrobiologists and psychologists involved in research of the brain and mental development of children - have long proven the connection between hand motor skills and speech development.
Japanese doctor Namikoshi Tokujiro created a healing technique for influencing the hands. He argued that the fingers are endowed with a large number of receptors that send impulses to the human central nervous system.
Eastern doctors have found that massage of the thumb increases the functional activity of the brain, massage of the index finger has a positive effect on the stomach, the middle finger on the intestines, the ring finger on the liver and kidneys, and the little finger on the heart.
In Japan, palm and finger exercises with walnuts are widely used. Rolling a hexagonal pencil between your palms has an excellent healing and tonic effect.
In China, palm exercises with stone and metal balls are common. The popularity of classes is explained by their healing and toning effect on the body. Regular exercises with balls improve the child’s memory and mental abilities, eliminate his emotional stress, improve cardiovascular and digestive systems, develop coordination of movements, strength and dexterity of hands, maintain vitality.
Research by Russian physiologists also confirms the connection between hand development and brain development. The works of V. M. Bekhterov confirm the influence of hand manipulation on the functions of higher nervous activity and speech development. Simple hand movements help remove tension not only from the hands themselves, but also from the lips, and relieve fatigue. They can improve the pronunciation of many sounds, and therefore develop the child’s speech. The research of M.M. Koltsova proved that each finger of the hand has a fairly extensive representation in the cerebral cortex. This fact should be used in work with children where speech development occurs in a timely manner, and especially where there is a lag, a delay in the motor side of speech.

There are the most various forms classes to develop finger movement.
1. Static finger images of objects, images of the surrounding world: finger shapes “flag”, “flower”;
2. Active movements of the fingers in the rhythm of the text accompanying the game in poetic form: “fist-fist”, “palms-palms”;
3. Movement of fingers with objects: pencil, nuts, sticks, small ball, cords, rubber rings, clothespins and other objects;
4. Ira with mosaic;
5. Modeling with plasticine, salt dough, clay;
6. Working with paper: torn applique, folding, cutting and gluing paper, origami;
7. Games with cereals and seeds: pouring cereals from one container to another, sorting out different types of cereals, laying out images from cereals;
8. Actions with water: pouring water from one container to another;
9. Actions with sand: pouring sand, modeling from raw sand;
10. Actions with small toys;
11. Actions with buttons: fastening, unfastening;
12. Action with ropes: tying and untying knots, bow;
13. Drawing on paper in different techniques: traditional methods and non-traditional methods;
14. Finger theater show;
15. Construction from Lego.

What happens when a child does finger gymnastics?
1. Performing exercises and rhythmic movements with the fingers inductively leads to excitation in the speech centers of the brain and a sharp increase in the coordinated activity of speech zones, which ultimately stimulates the development of speech.
2. Finger games create a favorable emotional background, develop the ability to imitate an adult, teach them to listen attentively and understand the meaning of speech, and increase the child’s speech activity.
3. The child learns to concentrate his attention and distribute it correctly.
4. If a child performs exercises, accompanying them with short poetic lines, then his speech will become clearer, rhythmic, and vivid.
5. The child’s memory develops as he learns to remember. After all, in finger games you need to remember a lot: the position of the fingers, the sequence of movements, and just poetry.
6. As a result of mastering all the exercises, the hands and fingers will acquire strength, good mobility and flexibility, and this will further facilitate mastering the skill of writing.
7. Promote development creative activity. After all, you can “tell” whole stories with your hands!
8. Finger games help to form elementary mathematical concepts through play.
9. Training the movements of the fingers and hands increases the performance of the cerebral cortex, stimulating the development of the child’s thinking.
10. Hand motor skills are activated. This develops dexterity and the ability to control one’s movements. Fingers and hands acquire good mobility and flexibility, and stiffness of movements disappears.

Instructions for performing exercises to develop hand motor skills.
At first, all exercises are performed slowly. It is necessary to ensure that the child correctly reproduces and maintains the position of the hand or fingers and correctly switches from one movement to another.
If necessary, you need to help the child or teach him to help himself with his second hand.
Exercises are practiced first with one hand (if the participation of both hands is not provided), then with the other hand, and then with both hands at the same time.
If the exercise is shown in a picture, then to create a visual image, you need to show the child the picture and explain how the exercise is performed. Gradually, the need for explanations disappears.
When developing hand motor skills, we must not forget that the child has two hands. The exercises must be duplicated: performed with both the right hand and the left. By developing the right hand, we stimulate the development of the left hemisphere of the brain. And vice versa, developing left hand, we stimulate the development of the right hemisphere.
Finger training should begin from early childhood. Children who have better developed small, subtle hand movements have a more developed brain, especially those parts of it that are responsible for speech. In other words, the better a child’s fingers are developed, the easier it will be for him to master speech.

Main part.

Types of games and exercises to develop hand motor skills:
Physical exercise
Physical exercises also develop fine motor skills. These are a variety of hangings and climbing (on a ladder, at a sports complex). Such exercises strengthen the palms and fingers and develop muscles.
Exercises with walnuts
Exercises for palms and fingers with walnuts can be widely used.
Rolling a hex pencil between your palms
Rolling a hexagonal pencil between your palms has an excellent healing and tonic effect.
Ball games
In correctional practice, you can use a ball - which is an excellent tool. Their choice is quite wide: balls of various colors, sizes, qualities are available for sale, to suit every taste. Games with a ball develop fine and gross motor skills, spatial orientation, distract the child’s attention from a speech defect, encourage communication, and regulate the strength and accuracy of movement. They help normalize the emotional-volitional sphere, which is especially important for hyperexcitable children. By developing muscle strength, they strengthen the work of the most important organs of the lungs and heart, and improve metabolism.

Complex of ball games “Warm-up”
I will squeeze the ball tightly
And I'll change my palm

Hello, my favorite ball! –
Each finger will say in the morning

Dance can dance
Every finger is on the ball

I'll turn it around and you can check it -
Top right now!

I knead the ball with my finger,
I'm kicking the ball along my fingers.

I'll play football
And I'll score a goal in the palm of my hand.

Top left, bottom right
I ride him - bravo.

Spiral.
Doesn't crawl or run -
She circles above the flower.
After a turn comes a turn -
So she sat down on a flower.

Exercises with paper
Appliqué, origami, and design activities develop fine motor skills of the fingers.
Origami is an activity that uses both hands. This is why folding is useful activity, which promotes the activity of both the left and right hemispheres of the brain, since two hands are involved in the work at once. Classes develop attention, memory, imagination, and intelligence. All these mental characteristics are inextricably linked and depend on the activity of the right and left hemispheres of the brain. The function of the right hemisphere of the brain is associated with imagination, musical and artistic abilities, and the left hemisphere is associated with logical thinking, speech, counting, scientific abilities. The plasticity of the child's brain and the minimal dominance of one hemisphere over the other is a very fertile ground for the development of both halves of the brain.
Doctors say that practicing origami has a profound effect on a child’s mental state and brings him into balance. Children who practice this art experience reduced anxiety, which allows them to adapt to various difficult situations.
Activities with paper develop the child’s skills in working with different materials, tools; cultivate perseverance, accuracy, attentiveness, Creative skills, imagination, fantasy, spatial thinking, expand horizons and cognitive abilities.
Classes with plasticine, clay, salt dough.
Modeling classes develop children's hand motor skills. Students learn different techniques and methods of clay sculpting, salt dough, plasticine Dymkovo toys, dishes, animals, birds.
It is very valuable that modeling classes help to develop reaction speed, manual dexterity, attentiveness, imagination, hard work, accuracy, and perseverance in elementary school students. As a result of making toys, the hands and fingers acquire strength, good mobility and flexibility, and this will further facilitate the acquisition of writing and manual skills at school.
Finger games.
Finger games are exercises for fingers and pens, staging with their help any poems, stories, fairy tales. Finger games are an important part of developing fine motor skills. These games are very emotional, exciting for children, and also extremely useful for their overall development.
In the oral speech of any nation you can find short poems that are accompanied by finger movements, for example, the well-known “Magpie - Crow...”. Our talent folk pedagogy The games “Ladushki” and “Horned Goat” were created. It is recommended to stimulate speech development children by training finger movements using folk games- nursery rhymes for preschool children, and finger games with poems for children of primary school age:

Days of the week
On Monday I did the laundry (we rub our fists together)
I swept the floor on Tuesday. (relaxed hands down and make simulating movements on the table)
On Wednesday I baked kalach (we bake “pies”)
All Thursday I was looking for the ball (we bring our right hand to our forehead and make a “visor”)
I washed the cups on Friday (the fingers of the left hand are half-bent, the palm is on the edge, and the index finger right hand move in a circle inside your left hand)
And on Saturday I bought a cake. (palms open and joined together on the side of the little fingers)
All my girlfriends on Sunday
Invited me for my birthday. (we wave our palms towards ourselves)

Winter
One, two, three, four, five, (bend your fingers one at a time)
We went for a walk in the yard.
We sculpted a snow woman (we imitate the sculpting of lumps),
The birds were fed crumbs ("crumbing bread" with all our fingers)
Then we rode down the hill (we move the palm of our right hand over the palm of our left hand)
And they were also lying in the snow. (we place our palms on the table with one side or the other)
Everyone came home covered in snow, (we shake off our palms)
We ate soup and went to bed. (we make movements with an imaginary spoon, put our hands under our cheeks)

Orange
We shared an orange! (hands clasped, swaying)
There are many of us (we spread our fingers)
And he is alone. (show only one finger)
This slice is for a hedgehog (fingers folded into a fist, bend one finger at a time)
This slice is for the swift, (bend the next finger)
This is a slice for ducklings (bend the next finger)
This is a slice for kittens (bend the next finger)
This slice is for the beaver (bend the next finger)
And for the wolf the peel! (palms down, fingers spread)
He's angry with us, it's a disaster! (wag a finger)
Run away in all directions! (imitate running your fingers on the table)

Cake
We remember the dough with our hands (we squeeze and unclench our fingers)
Let's bake a sweet cake. (like kneading dough)
Lubricate the middle with jam (circular movements with palms on the table)
And the top - with sweet cream (circular movements with your palms against each other)
And coconut crumbs
We will sprinkle the cake a little (sprinkle the “crumbs” with the fingers of both hands)
And then we’ll make tea -
Invite a friend to visit! (one hand shakes the other)

Maple
The wind quietly shakes the maple tree, (fingers are spread out and stretched upward)
Tilts right, left: (swing palms left and right)
One - tilt and two - tilt, (tilt left - right palms low and low)
The maple leaves rustled. (move your fingers)
Ship
A boat is sailing along the river,
He swims from afar, (fold your arms like a boat and make wave-like movements)
There are four on the boat
A very brave sailor. (show 4 fingers raised up)
They have ears on the top of their heads (raise our hands to the head, show the ears with bent palms)
They have long tails, (put your hand to the lower back, pretend to move your tail)
But only cats are scary to them,
Only cats and cats. (raise both hands to the head, make cat claws and hiss)

Lock
There is a lock on the door (hands in the lock)
Who could open it? (we pull our fingers without unclenching)
Pulled, (pulled)
Twisted, (rotate hands)
Knock (knock with the heels of your palms)
And - they opened it! (hands unclench)

Cabbage
We chop the cabbage, chop it (chop it with our palms)
We rub the cabbage, rub it (fists rub each other)
We salt the cabbage, salt it (salt it with a pinch)
We knead the cabbage, knead it (we clench and unclench our fingers)
Put it in a jar and try it.

Kitty
I was walking alone along the path (we show one finger)
My two legs walked with me (shows two fingers)
Suddenly three mice come along (show three fingers)
Oh, we saw a kitten! (slaps his hands on his cheeks and seems to shake his head with his hands)
He has four legs, (show four fingers)
There are sharp scratches on the paws (we scratch the surface of what is at hand with our nails)
One, two, three, four, five, (for each count we show the corresponding number of fingers)
We need to run away quickly! (with two fingers, index and middle, we run along the surface)

Leaves
One two three four five -
We will collect leaves. They clench and unclench their fists.
Birch leaves, Bend the thumb.
Rowan leaves, Bend the index finger.
Poplar leaves, Bend the middle finger.
Aspen leaves, Bend the ring finger.
We will collect oak leaves, Bend the little finger.
To mom autumn bouquet we'll take it. They clench and unclench their fists.

On a visit
Visiting the big toe
They came straight to the house, connecting all the fingers one by one
Index and middle finger, with thumb.
The ring and last Little finger taps the thumb.
Little finger himself
He knocked on the threshold.
Together, friends, fingers, gather your fingers into a pinch.
They cannot live without each other.
Bibliography
1. T.A. Dateshidze "System" correctional work with children with delayed speech development.” - St. Petersburg: Rech, 2004.
2. O.N. Gromova T.A. Prokopenko “Games - fun for the development of fine motor skills of the hand” Educational - practical guide Publisher: “Gnome and D”, Moscow, 2001
3. L.P. Savina " Finger gymnastics» A manual for parents and teachers Published: “Rodnichok”, Moscow 2000
4. Shcherbakova T.N. "Finger games" Publisher: “Karapuz”, 1998

Olga Raevskaya

Perhaps every modern parent knows about the need development of fine motor skills. But not everyone finds the time and desire to seriously engage in this fun and useful process. But every skill group needs develop at the right time. It is very important to understand that fine motor skills will help your child in the future to perform various household activities (fastening buttons, washing hands, wiping, studying (writing, drawing, playing.

Fine motor skills can be developed through various board games(mosaics, puzzles, lotto, dominoes, finger games and exercises, massage, special techniques.

There are many different ones in stores now educational games and benefits. However, if you show your imagination, it is quite possible to make do with improvised materials. To interest a child and help him master new information, you need to turn learning into a game, do not back down if tasks seem difficult, and do not forget to praise the child.

Games on development of fine motor skills in children

using available materials.

Beans, peas, and cereals give an excellent effect "baths". Pour dried peas, beans or buckwheat into a saucepan or large bowl. Then we hide small ones among legumes or cereals items: toys from "kinder surprises", designer parts or something else. The child’s task is to find and pull out funny toys.

Take a bright tray. In a thin, even layer, spread any small grains. 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.

Pour 1 kg of peas or beans into a pan. The child puts his hands in there and pretends to knead dough, sentencing:

"Knead, knead the dough,

There is room in the oven.

They will be out of the oven

Buns and rolls."

Give your child a piece of cardboard and a simple pencil and ask him to draw some simple drawing. Then give him glue and beans. Let the child smear glue on the cardboard along the pencil line, and then stick beans on it - you will get a three-dimensional applique.

Choose buttons of different colors and sizes. First, lay out the drawing yourself, then ask your child to do the same on their 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, sentencing:

“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.”

A child rolls a walnut between his palms and sentences:

"I'm rolling my nut,

To become rounder than everyone else."

The child holds two walnuts in one hand and rotates them around one another.

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

"We wandered around the zoo,

Each cell was approached

And looked at everyone:

Bear cubs, wolf cubs, beaver cubs."

Let's take the dumpling maker. Its surface is similar to a honeycomb. Child with two fingers (index and middle) depicts a bee flying over honeycomb:

“Fingers, like bees, fly through the honeycombs

And each one is entered with checking: what's there?

Will we all have enough honey until spring?

So that you don’t have hungry dreams?”

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.

Two plugs from plastic bottles Place it on the table with the threads facing up. This - "skis". The index and middle fingers stand in them like feet. Let's move on "skiing", taking one step for each beat syllable:

“We are skiing, we are 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.

Child collecting matches (or counting sticks) with the same fingers different hands (with pads): two index fingers, two middle ones, etc.

We are building "log house" from matches or counting sticks. The higher and smoother the log house, the better.

clothespin (check on your fingers to make sure it is not too tight) alternately "bite" nail phalanges (from index to little finger and back) on stressed syllables 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,

If you bite, I'll tell you you: "Shoo!".

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 rope:

“I’ll pin the clothespins deftly

I’m on my mother’s rope.”

Cut out blanks from colored cardboard different shapes and invite the child to complete the work - attach clothespins of the appropriate color to the edges. For example, turn a yellow circle into a sun with rays, a green triangle into a Christmas tree, etc.

Take the 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.

The child crumples a handkerchief, starting from a corner. (or plastic bag) so that it all fits in your fist.

Stringing beads and buttons. In summer you can make beads from rowan berries, nuts, pumpkin seeds and cucumbers, small fruits, etc.. d. An interesting activity for development of imagination, fantasies and fine motor skills.

Be sure to supervise your child while playing with small objects!

Fine motor skills are a set of coordinated actions aimed at exact execution small movements of the fingers and hands and feet. The nervous, muscular, skeletal and even visual systems take part in this. It includes a variety of movements: from familiar gestures to the smallest manipulations.

From an anatomical point of view, 1/3 of the motor projection on the cerebral cortex is precisely the projection of the hand, located next to the speech zone. This is why the development of fine motor skills in children 3-4-5 years old is so important: the development of speech skills, success in school, and the successful socialization of the child will depend on it. What are its age-related characteristics and how to achieve its maximum progress in preschool children?

In preschool age, motor skills normally become more diverse and complex compared to 2-3 years of age. The proportion of manipulations requiring coordinated hand actions is increasing. You need to know what age characteristics characterizes the development of fine motor skills in children 4-5 years old in order to direct it in the right direction.

By the age of 3, children’s finger movements become at least somewhat similar to the movements of an adult.
Fine motor skills previously acquired are improved.
Children learn to put things in a certain place.
Until the age of 3, the baby grasped and held mainly with his palm, but now he uses his fingers more actively.
Preschoolers from 3 to 5 years old try to draw circles and lines, cut paper with scissors, take off and put on loose, loose clothes.
Fine motor skills are now being developed in conjunction with the kinesthetic sense. The child begins to become aware of the position and movement of his own body in space. The process of development of visual-tactile-kinesthetic connections starts. Thanks to this, hand movements are performed under visual control.

Thus, the development of fine motor skills of the hands in children 3-4 years old occurs sequentially, gradually. First you need to learn how to reach out to grab an object, and then manipulate it. Coordination of the movements of both hands and eyes is important in this process. Teachers, psychologists, and physiologists have determined the norms and deviations in the development of fine motor skills in preschool age.

Norms

According to experts, the development of motor skills in children 4 years old and even 5 years old must meet the following regulatory requirements.

Knocks object against object.
Takes a bead or crumb of bread (any round small part) with two fingers, and these should be the thumb and forefinger.
He draws on a piece of paper and then crosses out the drawing.
Pulls small objects out of a transparent jar.
By analogy, he builds a bridge from 3 cubes.
Independently builds a tower from at least 3 cubes.
Trying to draw a vertical line: the error should not exceed 30°.
Redraws a cross, circle, square.
Draws a person with at least 3 elements.

It is precisely these standards that the development of fine motor skills in children aged 4-5 years should strive for: if your child has mastered most of the skills from this list, the formation of his thinking and motor abilities does not require correction. When there is a partial delay (and even advance) in 1 or 2 indicators, they speak of inharmonious dynamics of the functions of thinking, speech and fine motor skills. In the case where the child has not mastered most of the listed skills, a more accurate diagnosis of delay to varying degrees is necessary.

Deviations

If the development of fine motor skills in children 3-4 years old is insufficient for this age, the child will experience characteristic deviations from the norm:

movement technique is impaired;
suffer motor qualities: agility, speed, strength, coordination, accuracy;
psychomotor deficiencies are diagnosed;
poorly formed basic self-service skills;
poor technical skills in drawing, modeling, design, appliqué;
inability to hold a brush or pencil correctly and regulate the pressure on them;
difficulty using scissors.

If the development of motor skills in children 4-5 years old occurs according to this plan (5-6 violations), these are deviations. Despite the absence of gross motor disorders, the level of physical and motor progress is much lower than that of normally developing preschool children. And here it is very important to recognize this in time.

Diagnostics

To identify that the development of fine motor skills in children 3 years of age and older is impaired, diagnostics is needed. A specialist will tell you the exact results, but it can also be done at home. Ask your child to do the following simple exercises.

Read him a nursery rhyme while performing simple movements with your fingers and hands, and then ask him to repeat them after you.
Extend your arms in front of you. One hand is clenched into a fist, the other is straightened. You need to slowly but simultaneously change the position of your hands.
He should be able to “walk” along a flat surface with his fingers (index and middle fingers alternately).
He should be able to “bend his fingers” one by one, starting with the little finger.
Ask him to do the pinch-palm exercise. It is proposed to join the fingers of the left hand in a pinch as if it were depicting the beak of a woodpecker, and tap on the right palm, which should be vertically open. Do the same, changing hands.
Ask to unfold both hands at the same time in a strict sequence: fist - edge of the hand - palm.
In front of the child, disassemble the pyramid and give him the task of putting it back together.
A similar exercise with a nesting doll: first they take it apart in front of him, and then ask him to put it back together.
Ask to draw a house consisting of ordinary elements that are easy to reproduce even without the talent of an artist. Check how accurate the copy you receive is. Special attention pay attention to such small elements as a porch, a pipe, a door - they will indicate the dynamics of development in the hands of fine motor skills.
Offer to trace the drawing point by point, but discuss in advance that you cannot tear the pencil (pen, felt-tip pen) from the paper.
You need to shade the figure with straight lines, while trying not to go beyond its contours. Ask your child to use different types of shading: horizontal, vertical, diagonal, wavy.

Now take stock. If at 3 years old he is allowed to perform at least 30% of all these exercises, then by 5 years old fine motor skills should be so developed that 80-90% of these tasks are considered the norm. If your indicators are lower, you need to work more with your baby. Otherwise, this will then have a disastrous effect on his further speech and even intellectual development.

The most important factor that determines the development of fine motor skills in children 3 years of age and older is timely organized assistance of a correctional and pedagogical nature. Children with disabilities should be sent to correctional groups at specialized kindergartens. To prevent this from happening, parents should work with their preschool child as much as possible, developing fine motor skills in the fingers: there are a lot of techniques and methods.

Development methods

To ensure that the development of fine motor skills in children 3-4 years old is within the normal range, it can be accelerated. There are different methods.

Games with small objects

A child from 3 years old simply needs to be offered all those games where you need to assemble small parts into a single whole:

mosaic;
puzzles;
constructor.

Such games not only promote the development of fine motor skills, but also form creative imagination and spatial orientation. You can read more about games and exercises.

Finger games

Finger games for developing fine motor skills

Finger games for the development of fine motor skills for children 3-4 years old can rely on:

colored sticks;
Tongue Twisters;
poetry;
finger alphabet;
finger theater

At first, it will be normal for three-year-old children to repeat movements after an adult. But at the age of 5, hearing a poem that contains the task of performing simple movements with his fingers, he must do them on his own.

Massage of hands and fingers

This method of developing fine motor skills in the hands involves several methods:

professional massage from a specialist;
independent warm-up of fingers and hands by parents (“as best they can,” as they say);
Invite your child to launch a small top so that it spins as long as possible;
let him put his hands into the cereals (rice, millet, buckwheat) and sand, touching each grain with his fingers there separately.

Games with massage elements contribute very well to the development of fine motor skills in fingers and hands.

Modeling

It is difficult to formulate any specific tasks here. Just give the preschooler plasticine in his hands: let his fingers create from it what his irrepressible imagination comes up with. The main thing is that modeling should be present in the daily activities of the child from 3 to 5 years old.

Drawing

Despite the fact that drawing, just like modeling, requires flights of imagination, it is aimed at more specific development of fine motor skills. Therefore, there are certain tasks to complete here:

drawing with stencils;
hatching;
drawing using figured rulers;
work with entertaining copybooks especially for preschoolers.

It is recommended to work on developing fine motor skills regularly for 5 minutes several (5-6) times a day. Results can be achieved using different types activities: playing, modeling, drawing, appliqué, design. Regular exercises simultaneously contribute to the formation of perception, speech, and a sense of color. Only with the totality of all these efforts, which will be required from both parents and preschoolers themselves, can the development of fine motor skills of 3-4 year old children be successful.

Many modern mothers and fathers have already become familiar with the concept of “fine motor skills.” Trying to positively influence the child’s development, parents persistently give their children sorters and finger mazes, and with older children they draw and sculpt all day long.

But how do you know if the actions taken are correct? Is the degree of exercise appropriate for the baby’s age and do the exercises bring the desired effect? To answer these and other questions, you should take a closer look at the topic.

General concept

Motor skills are a set of body movements performed under the control of the body’s psychological reactions. The motor processes that a person possesses give an idea of the level of development of his coordination and intelligence.

Psychologists classify it into several types:

Gross or gross motor skills are responsible for the movement of muscle groups. An example of such an activity is running or squatting.
Fine motor skills - movements of the hands or fingers. Developed motor reactions of the hands help us lace up our shoes or lock the door. Fine motor skills include actions in which it is necessary to combine eye and hand movements, as in drawing, for example.
Articulatory motor skills are the ability to coordinate work speech apparatus, that is, to speak.

A little physiology

While studying issues of child psychology and pedagogy, scientists came to stunning conclusions. It turns out that about a third of the cerebral cortex is responsible for the development of hand motor skills. In addition, this third is located as close as possible to the speech center. A comparison of these facts gave reason to believe motor activity hands and fingers responsible for human speech.

In this regard, the development of fine motor skills of the child’s hands early age is one of the fundamental tasks in teaching speech skills. Of course, along with improving articulatory activity. The results of many years of experience prove that the scientists’ conclusions were correct.

In addition to the above dependence, fine motor skills have a direct impact on the formation of logic, thinking skills, strengthening memory, training observation, imagination and coordination. Children who have better control over their hands show perseverance and tire more slowly.

Fine motor development calendar

At every age, a child is capable of performing certain actions. New opportunities appear as his nervous system matures. Each new achievement appears due to the fact that the previous skill was successfully mastered, so the level of motor skills formation must be monitored.

0-4 months - the child can coordinate eye movements, tries to reach objects with his hands. If you manage to pick up a toy, then the squeezing of the hand occurs, rather, due to reflexes that fade away up to six months. The baby does not yet have dominant preferences that allow him to perform actions with a more “comfortable” hand, and they will not appear soon - he is still both “right-handed” and “left-handed.”
4 months - a year - the child’s skills are actively improving, now he can transfer objects from hand to hand, perform simple actions such as turning pages. Now the baby can grab even a small bead with two fingers.
1-2 years - movements become more and more confident, now the child uses his index finger more actively. The first drawing skills appear - the baby draws dots and circles, and soon he will be able to draw a line on a sheet of paper with a pencil. Now he begins to prefer one hand over the other.
2-3 years - hand motor skills allow you to hold scissors and even cut paper with them. The drawing style changes along with the way the pencil is held, and the first conscious figures appear on the sheet of paper.
3-4 years old - the child already draws confidently and knows how to cut a sheet along the drawn line. He has already decided on his dominant hand, but in games he skillfully uses both. Your child will soon be able to hold a pen or pencil just like an adult, so by age 4 he will be ready to learn writing skills.
4-5 years. Fine hand motor skills in children of this age already resemble the movements of adults. Please note: when drawing or coloring, the child does not move the whole hand at once, but only the brush. The movements are more refined, so cutting out an object from paper or coloring without going beyond the contours is no longer so difficult.
5-6 years. At this age, a preschooler’s hands should be perfectly coordinated; the child already holds a pen with three fingers, draws small details like an adult, and knows how to use scissors. All the baby's skills indicate that he will not experience difficulties at school.

Low level of motor development - what does this mean?

Insufficiently formed hand motor skills impede not only the development of speech skills. Such a child may experience problems with memory and logic. If this is a preschooler, then he urgently needs help, because he will be absolutely unprepared for school. Such a student will have difficulty concentrating, will become tired quickly and will inevitably begin to fall behind.

When and how to start working with your baby?

From birth you can begin to pay attention to the development of the baby. Of course, a newborn will not be interested in a sorter or a toy with lacing. But you can start putting rattles in his hand, let him touch fabrics of different textures with his fingers, give the baby a hand massage.

The age at which active development of finger motor skills is important is 8 months. If up to this point no attention has been paid to this issue, now is the time to take some action.

Exercises

To have real classes with with your own baby, mom doesn’t need professional teaching skills. For exercises, the simplest objects that can always be found in any home are suitable. The main principle on which the development of hand motor skills is built is “from big to small.” What does this mean?

Start rolling plasticine balls with your child. Let the baby make something. If he can do this, he can gradually move on to smaller and more complex details.
You can simply tear the paper. First into large pieces, then into small ones. The finer the details you end up with, the more high level development of motor skills in a child.
Together with your child, you can string beads onto a thread, tie shoelaces, and fasten buttons.

Passive gymnastics (massage)

A competent massage therapist is an excellent assistant in developing a child’s coordination. An experienced specialist will also help with the baby’s hands. You can start classes already in the first 3-4 months of the child, and sessions can be conducted for 5 minutes up to several times a day.

It is better to entrust massage sessions to a professional, but if necessary, some exercises can be performed independently. So, you need to stroke the baby’s hands for a minute, then rub them lightly. Then perform vibrating taps with your fingers on your hands and palms. Another effective massage exercise is bending and straightening your fingers and then massaging each one.

Toys

Toys for hand motor skills are sold in large quantities in children's goods stores. They even come with instructions indicating the recommended age and a description of the game process. But you don't have to buy anything. You can play with any objects - almost any thing in the house (safe for the child) is suitable for developing motor skills.

A board for the development of motor skills, made by yourself, or a busy board according to the Montessori method - great gift for a baby aged from one to 3 years. Dad could make such a toy. To do this, you will need a sheet of plywood and the most dangerous items in the house: a socket with a plug, furniture fittings, switches, latches and other household parts. The point of the toy is for the child to learn such things in their safe form. After getting acquainted with the socket on the stand, the baby will not become interested in the real one, and by feeling these objects with his fingers, he will develop finger motor skills.

If your beloved child is already 3 years old, then you can offer a game of “Cinderella”. To do this, various cereals or legumes are poured into a bag, and the child is given the task of sorting through everything.

Why not play a guessing game? You can blindfold your baby and take turns placing household items in his hands - let him guess them.

In addition, the child will approve of mosaic games, finger theater, and joint appliqués. Helping your beloved child improve himself is not at all difficult, the main thing is to slightly use your own imagination.

Many mothers have repeatedly heard that it is very useful for the baby to regularly perform exercises that promote the development of fine motor skills. But few of them know what fine motor skills are and why they need to be developed. And also, what kind of exercises and games should be done with the baby to develop his motor skills.

What are fine motor skills?

Fine motor skills – the ability to perform precise, coordinated movements with the hands and fingers. In order for a child to perform an exercise to develop fine motor skills, his muscular, skeletal and nervous systems must work synchronously. Teachers and psychologists have long established a direct relationship between the level of mental development of a child and the level of development of his fine motor skills. Therefore, they recommend that young parents begin to conduct basic activities with their baby as soon as he shows interest in the objects around him and begins to try to grab them and pull them towards him. At this stage, the mother can massage the baby’s palms and fingers. And when he grows up a little and can sit on his own, it will be possible to develop his fine motor skills with the help of games and special toys.

It is impossible to overestimate the importance of timely development of fine motor skills of the hands. In children with developed motor skills functions better nervous system, attention, memory, perception, perseverance and speech. You may ask, what does this have to do with it? What is the relationship between the ability to speak coherently and perform manipulations with small objects? It turns out that in the brain the speech and motor centers are located nearby. And when the part of the brain responsible for fine motor skills is activated, the speech center is stimulated. It has long been noted that what earlier baby begins to regularly play games to develop fine motor skills, the earlier he begins to speak, his speech quickly becomes intelligible and varied. And the development of fine motor skills improves the child’s manual dexterity and the speed of his reaction, which in the future will have a positive effect on the ability to write quickly and beautifully.

When school teachers and psychologists decide whether a child is ready to learn, they evaluate him according to the following criteria:

the ability to speak coherently, concentrate, think and reason logically;
degree of development of attention, memory, imagination;
preparing a child's hand for learning to write.

It is the fine motor skills of the hands that are responsible for the development of the listed skills.

Games for the development of fine motor skills can be very diverse: from simple tasks for infants, for example, picking up a rattle, to more complex ones designed for older preschool children, for example, drawing a picture with dots.

Games to develop fine motor skills

Massage of palms and fingers. To do this, you can play the well-known game “Magpie-Crow” with your baby. A child of primary preschool age will be interested in the following game: an adult draws letters, numbers, and shapes on the child’s palm with his finger, and the child guesses what is drawn.

Games with small objects:

An adult takes a vessel and pours a homogeneous filler into it, for example, sand, cereal, beads of the same diameter, pellets or other small objects. Then he invites the child to put his hands into each vessel in turn and mix its contents for 5 minutes. After the child has mixed the contents of all the vessels several times, he is blindfolded and helped to lower his hands into any vessel. He should be able to determine by touch what kind of filler is in the vessel.
An adult pours out a lot of beads or buttons in front of the child and offers to string them on a fishing line, observing a certain order, for example, only large ones or only light ones, or one large, one small.
Children over two years old can be asked to assemble puzzles or mosaics from large parts.

Finger games. An adult gives the child an elastic band with a diameter of 4-5 cm. The child inserts the fingers of one hand into the elastic band and tries to use all fingers to twist the elastic band, first clockwise and then counterclockwise.

Modeling. A child makes numbers, letters from plasticine, geometric figures. And then, with his eyes closed, he tries to determine by touch what kind of figure he has sculpted in front of him.

Drawing and applique:

Drawing is very useful for developing fine motor skills. In addition to the usual drawing and coloring of pictures, you can invite your child to draw geometric shapes or animals through a stencil, draw a path through a labyrinth with a pencil, or trace the contours of circles or squares.
Together with your child, work on appliqué (cutting out and then gluing small parts), cutting out and coloring “snowflakes” from paper.

Use household items. Place in front of the child ordinary screw-on jars of different diameters and a saucer with small objects (beads, buttons or peas). Ask your child to put the items into jars. Over time, the task can be complicated, for example, you need to put one item in the first jar, two in the second, and so on until ten. You can also invite your child to put on his dad’s shirt and try to button and unbutton all the buttons on it.

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