Preparing hands for writing preschool children. Developing fine motor skills: preparing the hand for writing Preparing the hand for writing 5 6
Work program for preparing the hand for writing
Explanatory note
Relevance
"The history of the child's writing begins significantly earlier the moment when the teacher puts a pencil in his hands for the first time and shows him how to write letters, ”said the famous Russian psychologist L.S. Vygotsky.
Writing is a complex skill involving the execution of fine, coordinated hand movements. The writing technique requires the coordinated work of the small muscles of the hand and the whole arm, as well as a well-developed visual perception and arbitrary influence.
The issue of preparing preschoolers for writing skills is part of the problem of preparing for schooling, which every year, in the light of changes in the content of school programs, is becoming more and more relevant. Parents and teachers are concerned about the question of how to ensure the full development of the child at preschool age, how to properly prepare him for school.
Teachers note that first-graders often experience serious difficulties in mastering writing skills. Many children are afraid of a pen, hold it incorrectly, cannot navigate in a notebook, when drawing, painting, they actively turn the sheet of paper in different directions, depict too small objects on the sheet.
Preparing for writing is one of the most difficult steps in preparing a child for systematic learning. This is due to the psychophysiological characteristics of a 5-6 year old child, on the one hand, and to the writing process itself, on the other hand. The writing process itself is extremely complex, requiring the development of the mechanisms necessary for mastering writing, creating conditions for the child to accumulate motor and practical experience, and develop manual skills.
Goal and tasks :To help preschool children prepare their hand for writing and develop certain graphic skills to master the basic skills of calligraphy in school.
Develop hand-eye coordination, thinking, attention, memory, speech, auditory perception.
To form patience, diligence, perseverance, the desire to study at school.
Program features
The program is designed taking into account age, psychological characteristics a child of senior preschool age and is aimed specifically at preparing the hand for writing, and not teaching it. At the same time, technical skills are formed: proper handling of writing instruments, coordination of hand movements when writing, compliance with hygienic rules of writing; graphic skills.
The leading play activity preschoolers. All tasks, exercises are presented in the form of games. This allows children to build the learning process in an accessible form, maintain their interest in classes and more easily master complex skills and abilities.
The gradual mastering of heterogeneous graphic movements will form graphic skills correctly, develop hand-eye coordination, and in the future will serve as a good basis for mastering the basic skills of calligraphy at school.
Performing a variety of finger games, graphic tasks and trainings contributes not only to the improvement of finely coordinated movements of the fingers and hands, their arbitrariness, but also to the development of speech.
Age of students - 5-7 years.
Features of children of this age group
- Functional imperfection of the child's hand. The ossification of the wrist and phalanges of the fingers is not completed, the small muscles of the hand are poorly developed, and the coordination of finger movements. There is an incomplete range of motion and fatigue.
- The lack of formation of the skill of working with writing objects, when a small child focuses his attention not on the correct grip of a tool (pencil, brush, pen, etc.), but on the point of contact between the writing object and paper, which makes it difficult for the free movement of the writing hand.
- Wrong posture when drawing and writing - this leads to rapid fatigue of the muscles of the neck and back, increases the load on the visual analyzer.
- Low ability to voluntary regulation of movements, imperfection of visual-motor coordination, which explains the lack of accuracy and speed of movements, the difficulty of completing them on a signal.
Terms of the program implementation: long-term
Form and mode of organization of the educational process:
Mode of study: 2 lessons per week for 30 minutes.
Form of classes: by subgroups (8-10 children in a subgroup)
Methods and means:
Conversation, explanation, demonstration, guessing riddles.
Finger gymnastics, self-massage of the palms and fingers, outdoor games, finger games with objects
Graphic exercises
Expected results and ways to measure their effectiveness:
By the end of the year, children are expected to develop and improve:
Fine motor skills of hands (gymnastic development, hand-eye coordination: development of drawing technique, mastery of shading);
Large movements and ability to control your body;
« - spatial and temporal representations (orientation on a sheet, in space - on the example of one's own body, orientation in time);
Active speech, vocabulary;
Thinking, memory, attention, visual and auditory perception;
Skills of educational activity (the ability to listen, understand and fulfill the verbal instructions of the teacher, act according to the model and the rule).
The work of children is evaluated during the entire period of study. Evaluating them, the teacher takes into account the individual characteristics of each child. The main indicator of the obtained results is the sum necessary knowledge, skills and abilities that the child must master in a certain time. Evaluation criteria can be games during classes, allowing children to evaluate their own achievements, as well as test tasks at the beginning and end of the school year, which determine the level of their development.
Funds for the implementation of the program:board, furniture corresponding to the height of children, an album with unlined paper, a pen, simple pencils, colored pencils, scissors, colored paper, game aids (beans, peas, pebbles, counting sticks, rubber swords, balls of thread, clothespins, thin laces, sponge), handouts, notebook in a cage, notebook in a narrow ruler.
Program content is mastered by children especially productively if communication is maintained with educators, teachers of fine arts, and there is understanding and assistance from parents.
Working with parents:
- Conversations, consultations about the features of the psycho-physiological development of children 5-7 years old, about the features and originality of children's thinking.
- Small homework assignments for parents and children.
- Learning finger gymnastics.
Forward planning.
October | |||
p/n | Theme, goals | Number of hours | |
Getting to know the rules when writing(Hello pencil) To acquaint children with the correct grip of the pencil with their fingers, the correct fit, the position of the sheet. To develop attention, auditory perception, motor activity, flexibility of fingers, hands, the ability to understand verbal attitudes. | Sharpened pencils with edges, sharpened pencil, colored pencils, demonstration material, handout No. 1. |
||
Rules for writing. Orientation on paper (Hello pencil) | Sharpened pencils with edges, sharpened pencil, colored pencils, demonstration material, handout No. 1 |
||
We draw vertical lines. (Merry rain) To form a spatial orientation on a sheet of paper, the ability to hold a pencil correctly, draw vertical lines from top to bottom without lifting the pencil from the sheet of paper. | Colored pencils, plain pencil, pebbles, handout sheet 2 |
||
Adjust the pressure on the pencil. (The rain is quieter, the rain is louder.) Continue to teach how to hold a pencil correctly, give the body the correct position, form a spatial orientation on piece of paper (right, left, center, top, bottom) Learn to draw lines from top to bottom by adjusting the pressure on the pencil. | Colored pencils, plain pencil, counting sticks, handout 2 |
||
Cut out with scissors. (Appliques House for three little pigs) To develop in children fine motor skills of hands, the ability to use scissors, cut strictly along the line, the ability to navigate on a sheet of paper | Colored paper, glue, scissors, demo sheet, handout #3 |
||
We draw vertical lines. (Building a fence) To teach children to “build” a fence of sticks from left to right, taking one stick with their right hand, lay them out on a strip at a distance from each other. friend, draw the fence also from left to right, drawing vertical lines from top to bottom, from the top strip to the bottom, without going beyond them | Unsharpened pencils, 2 for each child, beans, 10 pieces, plates, 3 pieces, counting sticks, colored pencils, handout #3 |
||
Adjusting the pressure on the pencil (Decorate the fence) Learn to draw vertical lines from top to bottom, changing the pressure on the pencil (weak, stronger, strong), draw in a limited space. Develop motor movements and actions right and left hand. | Simple unfinished pencils, colored pencils, counting sticks, dispenser sheet number 4 |
||
Coloring the drawing (Chickens are walking on the lawn) Learn to draw lines (grass) from top to bottom from left to right in a limited space, paint within the outline of the picture. Follow the posture of the child, the position of the paper and pencil. | Pencils, unsharpened, 2 per each child, 10 beans pieces, plates of 3 pieces, counting sticks, colored pencils, handout #5 |
November | |||
No. p / p | Theme, goals | Number of hours | Material used for work |
horizontal lines (Learning to draw a path) To teach children to understand the verbal attitudes of the teacher, to move along the show, to draw straight horizontal lines in the middle, from left to right without lifting the pencil from the paper. Continue to develop the coordinated action of both hands. | Game guide with tape, pencils, demo and handout sheet No. 6 |
||
horizontal lines (tracks for cars) Continue to teach to draw horizontal lines from left to right, without lifting the pencil from the paper, to form the ability of spatial orientation, to develop fine motor skills of the hand. | Game guide with tape, pencils, demo and handout |
||
dotted lines (Wonderful handkerchief) Introduce the dotted line, learn how to draw it correctly. Continue to develop the ability to hold a pencil correctly. Follow the posture of the child, the position of the paper on the table. | Clothespins 1 pc. for each child, pencils, demonstration and handout sheet No. 8 |
||
dotted lines (Decorate a handkerchief) Continue to develop the ability to correctly draw a dotted line, using it to decorate a handkerchief, adjust the pressure on the pencil (weak, stronger, strong), develop motor skills and hand flexibility. | Clothespins 2 pcs. for each child, pencils, demonstration and handout sheet No. 9 |
||
Vertical, horizontal, oblique lines (Combs for a doll) Develop hand-eye coordination, a sense of space, the ability to observe the direction of lines (vertical, horizontal, oblique) on a sheet of paper by drawing according to a model | Pencils, unsharpened, 2 per child, counting sticks, colored pencils, demo sheet and handout #10 |
||
Hatching with horizontal lines (Learning to hatch) To acquaint children with the rules of hatching: draw lines only in a given direction, without going beyond the contours of the figure (square, rectangle). Keep the lines parallel. Continue to activate the motor skills of the hands with the help of finger gymnastics | demo sheet andhandout number 11 |
||
Hatching with vertical lines (Learning to hatch) To teach children to draw vertical strokes, increasing and decreasing the height of the line, gradually shading the triangle. Continue to develop the muscles of the fingers and hands | Pencils, unsharpened, 2 |
||
Hatching with slanted lines (Learning to hatch Learn to draw oblique lines, gradually shading them with a geometric figure. Develop hand-eye coordination, the ability to follow the direction of the line. | Small rubber balls, 2 for each child, pencils,demo sheet andhandout number 13 |
December | |||
No. p / p | Theme, goals | Number of hours | Material used for work |
Point drawing (Learning to draw by dots) To teach children to trace the drawing point by point without lifting the pencil from the paper, to develop spatial vision, to shade the drawing neatly within the outline of the drawing. | Unsharpened pencils, 2 for each child, beans, peas, plates of 3 pieces, colored pencils, handout No. 14 |
||
Wavy line Learn to draw a wavy line, from left to right. To consolidate the ability to regulate the pressure on the pencil, to continue to form hand-eye coordination. | Beans, small stones, plates, thin string, colored pencils, demo sheet, handout number 15. |
||
Wavy line (The waves are big, the waves are small) To consolidate the ability to draw wavy lines, paint over the drawing within the contour | Beans, small stones, plates, thin string, colored pencils, demonstration sheet No. 15 |
||
cutting with scissors (Carved snowflakes) To form the ability to cut along given lines, develop visual-motor coordination, motor activity of the fingers | White sheet, scissors, simple pencil, counting sticks, demonstration material |
||
Lines in different directions (Herringbone - green needle) Develop imagination, hand-eye coordination, a sense of space, the ability to respect the direction of the line. | Counting sticks, colored pencils, demonstration and handout sheets No. 16 Color and White paper, scissors, glue |
||
cutting with scissors (Magic palms (Christmas tree)) To teach children to cut along the complex line of the contour of their own palm. Develop an eye, motor activity of the fingers. | Thick paper (postcard size), colored paper, paints, brushes, scissors, glue |
||
Drawing and cutting (Invitation to the holiday) To educate children in a positive attitude towards others, the desire to invite them to a holidayChristmas trees, self-use skill, received in drawing and applications. Continue to develop hand-eye coordination | Colored pencils, paints, landscape sheet,demo sheets |
||
Drawing (Oh, you are winter-winter) To teach children to independently choose the content of the picture, arrange objects, transfer is not difficultplot, carefully paint over using techniques hatching from top to bottom, left to right. | Pencils, felt-tip pens, landscape sheet, demonstration sheet |
January | |||
No. p / p | Theme, goals | Number of hours | Material used for work |
modeling (Who came to us for a holiday) evoke an emotional response in children | Plasticine |
||
Lines in different directions (Frost draws patterns on the glass) Develop imagination, visual-motor coordination, sense of space, skill observe the direction of the lines on a sheet of paper. | |||
Lines of different types: horizontal, vertical, wavy, dotted (Decorate mittens) To consolidate the ability to draw lines of different types: vertical, horizontal, wavy, dotted. Develop visual-motor coordination | Foil sheet, 1 pc. for each, colored pencils, demonstration and handout No. 18 |
||
Spiral (Magic ball) Learn to “unwind” and “wind” balls point by point in the direction of the arrows, form perception of object forms, visual-motor coordination. Fix the concept of right, left, top corner, bottom corner, top, bottom. | Balls of thread 1 pc. for each, colored pencils, demonstration and handout No. 19 |
||
Spiral (Magic ball) Continue building skills on your own draw balls in free space sheet. | Balls of thread 1 pc. for each, colored pencils, demonstration and handout No. 19 |
||
Hatching (Shade the drawing) Continue to form the ability to hatch | Balls of thread 1 pc. for each, colored pencils, demonstration and handout No. 19 |
February | |||
No. p / p | Theme, goals | Number of hours | Material used for work |
paper torn (Snowman. Application) Develop application skills | Colored cardboard, white sheets, glue, scissors, pencils, demo material №21 |
||
Drawing semicircles (Flowers in the meadow) To teach children to draw a pattern of semicircles according to the pattern on the leaves in a cage, and then color it without going beyond the outline. To form the ability to analyze and reproduce the sample. | Peas, beans, a leaf in a cage, colored pencils, demonstration sheet No. 22 |
||
Drawing semicircles (Flowers in the meadow) Continue to teach children to draw flower petals in a semicircular shape. First according to the model, and then independently. Develop imagination, the ability to navigate in space | Small rubber balls 2 pieces each, colored handout #23 |
||
Drawing a round shape (Treat for friends) To learn to draw round objects, to form the ability to distinguish the shape, size of an object | Small rubber balls 2 pieces each, colored pencils, demo and handout #24 |
||
Drawing a round shape (Treat on plates) Continue learning to draw round objects (plates). Independently draw "plates" around the treat | Beans, plates, colored pencils, demo and handout #25 |
||
Drawing a round shape (We draw a cheerful snowman) Strengthen the ability to draw round objects, continue to form hand-eye coordination, the ability to navigate in space sheet. | Peas, beans, colored pencils, demo sheet number 26 |
||
cutting with scissors (Postcard for dad (application)) To form the ability of children to perform an application using cutting skills: round shapes from squares, oval from rectangles. Cut and paste silhouettes of tanks, planes, ships according to ready-made shapes. | Colored cardboard and paper scissors, glue, demo No. 27 |
||
Drawing a round shape (Dress for doll) Learn to draw rings on your own, circles of different sizes, decorating the cut-out silhouette of the dress with them. | Clothespins 2 pcs. for everyone dress stencil, colored pencils |
March | |||
No. p / p | Theme, goals | Number of hours | Material used for work |
cutting with scissors (Flowers for mom (application)) Develop aesthetic perception in children,cut paper petalsfolded several times. Develop manual skill. | Colored paper and cardboard, glue, colored pencils, scissors, demo material №28 |
||
Lines of different types (Decorate hats) To consolidate the ability to draw lines of different types (vertical, horizontal, wavy, | Foil sheet 1 per each, hat silhouettes, coloredpencils, demonstration sheet, handout sheet No. 29 |
||
Coloring (The bird sat on the window) Continue to develop the ability to trace drawings exactly along the lines. Correctly hold the pencil, paint within the contour | Colored pencils, swords, demo, handout No. 30 |
||
Wavy line (The ship is rocking on the waves) Strengthen the ability to draw a wavy line. Color within the outline. Skillnavigate in space | Balls, thin shoelaces, colored pencils, demonstration and handout sheets №31 |
||
Graphic patterns (Patterns on the rug) Continue building skills | Balls of thread 1 pc. for each, colored pencils, demonstration and handout No. 32 |
||
Drawing (Spring, streams, the sun shines brightly) To educate children in aesthetic perception, love for nature, the desire to convey it in drawing, place the drawing on a wide space of the sheet, consolidate the ability to draw lines in different directions | Small rubber balls 2 pieces each, colored pencils, demo and handout #33 |
||
Stroke in different ways Continue to shape children's skillshade shapes in different ways:horizontal, vertical, inclined, wavy lines without going beyond the contoursdrawing, keep the lines parallel andthe distance between them. | Pencils, foil sheet, demonstration, handout No. 34 |
||
modeling (My favorite toys) Develop in children an emotional attitude toimage, evoke desire on your own choose your favorite character and transfer itcharacteristic features using familiarmodeling techniques, develop fine motor skills of hands. | Plasticine, demonstration material |
April | |||
No. p / p | Theme, goals | Number of hours | Material used for work |
Learning to write numbers (number 1) Introduce children to a notebook in a cage. Learn to write a number 1. Coordinate your actions withinstructions of the teacher, to consolidate the concepts of spatial orientation: left to right, top to bottom, upper left corner. | |||
Learning to write numbers (Number 2) Learn to write a number 2. Coordinate your grip of a pencil. | |||
Learning to write numbers (Number 3) Learn to write a number 3. Coordinate youractions with the instructions of the teacher, fixconcepts of spatial orientation: on the leftright, top to bottom, top left corner. Developauditory perception, follow the correctgrip of a pencil. | Peas, checkered notebook, simple pencils, demonstration material |
||
Learning to write numbers (Number 4) Learn to write the number 4. Coordinate youractions with the instructions of the teacher, fixconcepts of spatial orientation: on the leftright, top to bottom, top left corner. Developcorrect body position. | Counting sticks, checkered notebook, pencils, demonstration material |
||
Learning to write numbers (Number 5) Learn to write 5. Coordinate your actions withspatial orientation.. Develop attention, concentration, attention correct body position | Plasticine, checkered notebook, simple pencils, demonstration material |
||
Learning to write numbers (Number 6) Learn to write 6. Coordinate your actions withinstructions of the teacher, to consolidate the conceptsattention, concentration, attention correct body position | Plasticine, checkered notebook, simple pencils, demonstration material |
||
Learning to write numbers (Number 7) Learn to write 7. Coordinate your actions withinstructions of the teacher, to consolidate the conceptsspatial orientation. Developattention, concentration, attention correct body position. improvemotor functions of the hand | Beans, chestnut 2 pcs. for each, checkered notebook, simple pencils, demonstration material |
||
Learning to write numbers (Number 8) Learn to write 8. Coordinate your actions with the instructions of the teacher, consolidate the concepts of spatial orientation. Develop attention, concentration, monitor the correct position of the body, pencil. Improve grapho motor skills. | Plasticine, checkered notebook, simple pencils, demonstration material |
May | |||
No. p / p | Theme, goals | Number of hours | Material used for work |
Learning to write numbers (Number 9) instructions of the teacher, to consolidate the conceptsspatial orientation. Developattention, concentration, attention Improve graphomotor skills. | Peas, notebook in a cage,simple pencils, demonstration material |
||
Learning to write numbers (Number 10) Learn to write 8. Coordinate your actions withinstructions of the teacher, to consolidate the conceptsspatial orientation. Developattention, concentration, attentioncorrect position of the body, pencil. Improve graphomotor skills | Counting sticks, bean, checkered notebook, simplepencils, demonstration material |
||
drawing (Journey ladybug) To consolidate the concept of spatial orientations: from right to left, upper right and lower left corners, top to bottom, left to right, oblique lines. Develop the ability to finish drawing and place the image on the entire sheet of paper, paint neatly within the outline of the drawing. | Small rubber balls, 2 pcs each, colored pencils, demonstration and Handout #35 |
||
Lines of different types (fairy flowers) Strengthen the ability to draw lines different kind: straight, dotted, wavy, spiral, in different directions. Develop imagination. | |||
Point drawing (wonderful picture) Continue to improve children's skill trace the drawing point by point without lifting the pencilfrom paper, color the drawing neatly,match stroke direction with shapedrawing. Build visual-motor coordination. | Chestnuts 2 pcs. for everyone colour pencils, demo material№37 |
||
Hatching (This is how we know how to hatch) To consolidate the ability of children to shade figures in different ways: horizontal, vertical, oblique, wavy lines, without going beyond the contours of the picture, to observe the parallelism of the lines and the distance between them. | Clothespins 2 pcs. for everyone |
||
Drawing by Intention (This is how we can draw) To consolidate the ability of children to independently choose the content of the picture, arrange objects, convey a simple plot, carefully paint over using shading techniques from top to bottom, from left to right. | Demonstration material, chestnut, colored pencils, landscape sheet. |
||
(This is how we can draw (continued)) | Chestnut, colored pencils. |
Tips for parents: "Preparing the hand for writing in children 6-7 years old"
Writing is a complex coordination skill that requires the coordinated work of the muscles of the hand, the whole arm, and the correct coordination of the movements of the whole body. Mastering the skill of writing is a long and laborious process that is not easy for all children. Preparation for writing is one of the most difficult stages in preparing a child for systematic learning. Psychologists note that in children 5-6 years old, the ability to assess spatial differences, which determine the completeness and accuracy of perception and reproduction of letter shapes, is not sufficiently formed. In addition, children find it difficult to navigate in such spatial characteristics necessary for writing, such as the right and left sides, top - bottom, closer - further, under - above, near - inside, etc.
The accuracy of graphic actions in children aged 6-7 is ensured by muscular control over fine (fine) motor skills of the hands. This is the dexterity of the fingers and hands, the coordination of their movements. The development of fine finger movements can be judged by observing how the child draws or paints over the details of the picture. If he constantly turns the sheet, cannot change the direction of the lines with the help of subtle movements of the fingers and hand, then the level of development of fine motor skills is insufficient.
Thus, the process of writing requires from the child not only physical, intellectual, but also emotional efforts. All kinds of overloads and the overwork associated with them have the most negative impact on the mastery of graphic skills and, moreover, on the development of the child's body. Therefore, at preschool age, it is the preparation for writing that is important, and not teaching it. It is important to develop the mechanisms necessary for mastering writing, to create conditions for the child to accumulate motor and practical experience, and to develop manual skills.
Develop perseverance, diligence of the child, the ability to bring things to the end
Form his mental abilities, observation, inquisitiveness, interest in knowing the environment. Make riddles for your child, make them together with him, conduct elementary experiments. Let the child talk aloud.
If possible, do not give the child ready-made answers, make him think, explore. For example, if he claims that trees die in winter, you can cut a branch with him and put it in the room. After a while, leaves will appear on it.
Put the child in front of problem situations, for example, invite him to find out why yesterday it was possible to sculpt a snowman out of snow, but not today.
Talk about the books you read, try to find out how the child understood their content, whether he was able to understand the causal connection of events, whether he correctly assessed the actions of the characters, whether he is able to prove why he condemns some heroes, approves others, etc.
Special mention should be made of the specifics of teaching a preschool child. It is “oral” in nature, that is, from mouth to mouth. When teaching in kindergarten, we do not use texts, the printed word. Learning is by ear with the use of visual game methods.
A special place in the preparation of children for school is occupied by the mastery of some special knowledge and skills - literacy, counting, solving arithmetic problems. The acquisition of literacy and elements of mathematics at preschool age can influence the success of schooling. It is important that the child is able to hear the sounds of the word, to be aware of its sound composition. Reading should be continuous or in syllables. Letter-by-letter reading will complicate the work of the teacher, since the child will have to be retrained.
One of the most important tasks of preparing children for school is the development of the child's "manual skill" necessary for writing.
On the topic: methodological developments, presentations and notes
Tips for preparing your hand for writing
Tips for preparing a preschooler's hand for writing Teaching a child to sit correctly while writing, to hold a pen correctly and to navigate in space must be started already in preparatory school for ...
Approximate planning of classes to prepare a hand for writing for children of the senior group according to the program of correctional and developmental work in the speech therapy group of a kindergarten for children with OHP N.V. Beggarly
Methodological development of classes to prepare preschoolers with OHP for literacy. These classes in their work can be used by both speech therapists and educators of correctional groups. Busy...
Irina Irizbaeva
Preparing hands for writing in older preschoolers
Writing is a difficult skill, which includes the performance of finely coordinated graphic skills. Technique letters requires the coordinated work of the small muscles of the hand and the entire hands, proper coordination of body movement, visual concentration for voluntary regulation of activity, as well as a certain functional maturity of the cerebral cortex.
After 5-6 years in children in the cerebral cortex, according to the laws of the formation of conditioned reflexes, conditioned reflex functions of reading and letters.
At the age of 6 - 7 years is a sensitive period for the development of the hand hands. At this age, by organizing various activities, systematically applying training exercises, one can achieve good results in the development of motor skills of the hand (coordination, accuracy, flexibility). Mastery by letter - long, a labor intensive process.
Work on preparing the hand for writing must be systematic and comprehensive. Stages preparing the hand for writing:
Preparatory;
Basic;
Final.
Preparatorystage includes:
Special physical exercises;
Visual activity;
The development of fine motor skills of the hands.
Special physical exercises. Exercises and games using a variety of sports equipment (balls, hoops, skittles, ribbons) and other items, toys in physical education classes and outside of classes with children (morning exercises, physical education, outdoor games for a walk) open up a wide range of opportunities for developing preschoolers coordinated movements of all links hands and small muscle training hands. Development of fine movements hands contribute to physical exercises based on grasping movements and developing hand strength. Climbing, transitions from projectile to projectile, swinging on a rope contribute to the development of the accuracy of hand movements, and teach how to dose efforts.
On preparation of the hand for writingvisual activity is good: modeling, drawing, and custom exercises: Stroke and hatch geometric shapes and outlines of vegetables, fruits, leaves, and more.
Of particular importance is decorative drawing - drawing ornaments, patterns. At the same time, the child practically masters the image of various elements on a plane, later on convex planes; learns to correctly determine the direction of lines and movement hands, gets acquainted with the rhythmic, compositional construction of ornaments, develops an eye. All this is directly related to preparation for writing.
Positive impact on preparing a child's hand for writing renders and coloring. For this purpose, ready-made coloring books can be used. It is necessary to draw the attention of children to ensure that the image is painted over carefully enough, evenly, neatly. We must teach children not to rush, to color diligently, in several steps to avoid overwork.
Development of fine motor skills hands
finger games
Finger games help the hands acquire good mobility, flexibility, stiffness of movements disappears, which will further facilitate the acquisition of skills letters.
Original crafts from affordable material: napkins, egg shells, boxes. Such activities contribute to the active development of fine motor skills, help to consolidate the most important skills of planning, control and self-esteem.
"Doll rug"
stringing: buttons, beads, horns and pasta, dryers, cardboard circles, tree leaves, rowan berries.
Laying out letters from seeds, sticks.
Cutting various shapes.
Stroke flat figures. Everything can be circled: the bottom of a glass, an inverted saucer, your own palm, a flat toy, etc.
We build a fence, a house, a tree, etc. - from counting sticks
Wonderful bag "- identify vegetables and fruits by touch
Bird tracks in the sand - draw on the sand with your fingers, draw large and small objects, imitation of the process of pecking grains by birds.
The main stage includes:
Hygiene letters;
Form the correct grip of the pencil;
Hatching;
Teaching orientation on a sheet of paper;
Hygiene letters
Landing at letter. The desk, table and chair should be appropriate for the height of the child. The inclined position of the desk lid favors the preservation of vision when letter helps to reduce fatigue of the muscles of the neck and back. The torso should be kept straight, shoulders straightened and at the same height. The chest does not touch the table (the distance from the table to the chest is approximately the width of the palm). The legs, bent at the knees at a right angle, rest with the whole foot on the floor or on a stand.
The position of the hands letter. The writer's hand should lie on the table so that the right elbow hands protruded slightly beyond the edge of the table, and the right hand moved freely along the line, while the left hand lay on the table and held the worksheet from below. The left hand should in no case lie on your knees - this leads to a rise in the shoulder of the writer hands, which contributes to the occurrence of postural disorders.
The position of the writing brush hands. Right hand hands most of the palm should be facing the surface of the table, the nail phalanx of the slightly bent little finger and the lower part of the palm serve as fulcrum.
Notebook position. Not only the clarity of handwriting depends on the position of the notebook, but also the ability to sit correctly when letter. In order to choose the correct distance to the notebook, the child needs to put his palms on the table (desk, lowering his thumbs along the edge of the table. The notebook should be placed at the tips of his outstretched fingers, move slightly to the right and lower the left edge. The inclined position of the notebook contributes to the inclined position of the letters. First, the notebook supports left hand from below. As the page fills, the notebook moves up, and the left hand holds it on top.
Form the correct grip of the pencil. Free movement of the writer hands provided primarily by the way the child takes the pencil. It should be held on the left side of the middle finger. The thumb supports the handle on the left, and the index finger on top. The ring finger and little finger can be inside the palm or lie freely at the base of the fingers, while the upper end of the pen is directed to the writer's shoulder. The distance from the tip of the rod to the index finger is about two centimeters. With the correct position of the handle, the index finger can easily rise and the handle does not fall. At the same time, the handle must be held loosely so that all the joints of the index finger are raised. The deflection of the first joint of the index finger indicates excessive tension when holding the handle. The consequence of this is premature fatigue and a decrease in pace. letters. The optimal length of the handle is 15 centimeters. Very short, excessively long and thick handles should not be used for letters.
To help the child learn to hold the pen correctly, special pens-simulators can. They are of two kinds. The device is a silicone fish that can be put on any pencil or pen. The fins of this fish have three finger holes. Take the fish hands almost impossible to do wrong.
Triangular colored pencils are made according to the principle of the cone simulator. This the best option pencils that you can choose for the baby. First, they are thick. Due to this, it is convenient for the child to hold them in his hand. Secondly, they are triangular. This allows you to hold the pencils correctly. Thirdly, they are soft. The child does not need much effort to paint, draw, write.
To develop the skill of holding a pencil, finger games are used (especially the thumb and forefinger, exercises with a pencil (Twist the pencil with two fingers, three fingers, game exercises like Let's salt the soup.
Finger and hand relaxation exercises:
“Let's stroke the kitten” - smooth movements illustrating the corresponding action are performed first with one hand, then with the other. (3-5 times).
“Merry painters” - synchronous movements of the hands of both hands up - down with the simultaneous connection of a wrist swing (3 times, then left - right (3 times).
"Bunny" - and. P. : the hand rests on the elbow; the index and middle fingers are straightened and spread apart, the remaining fingers are clenched into a fist.
"Ring" - and. n. the same; the thumb and forefinger are connected into a ring, the remaining fingers are straightened and spread apart.
Then exercises are effective in combining speech with movement, for example, with nursery rhymes.
A large role in the development of graphic skills is played by various tasks related to hatching. Hatching is performed under the guidance of a teacher. He shows how it is done, controls the parallelism of the lines, their direction, the child's posture and how he holds the pencil. Hatching rules must also be followed.:
Hatch in the specified direction
Do not go beyond the contours of the figure
Keep lines parallel
Do not bring the strokes together, the distance between them should be 0.5 cm.
For hatching, ready-made contour images of objects, drawing images with subsequent hatching, and tracing ready-made stencils by children can be used.
Simultaneously with the development of motor, muscular capabilities of the fingers hands the child must be introduced to the image of a particular letter, creating its model in memory. To do this, you need from the finest sandpaper (or velvet) cut out the letters and stick them on a piece of cardboard. Leading index finger hands the child traces the contours of the letters, remembers their images and elements. The work on the perception of the shape of a letter through tactile and kinesthetic sensations was first proposed by the Italian teacher M. Montessori. And it became widespread already in the 20s of the XX century.
In addition, hand-eye coordination is developed by such activities in which you need to draw lines from one drawing to another. "Tracks" along a straight line, a wavy line, or through a labyrinth, in which it is necessary to determine "What is Drawn" by connecting all the dots.
Various tasks: "Draw the left (right) side of the object "Draw the picture, following the sequence", "Continue row", "Draw the same", "Draw the Pattern" and etc.
Teaching orientation on a sheet of paper.
Formation of graphic skill as a technical side letters largely depends on the ability of the child to navigate on a sheet of paper. This is due to the fact that the shapes of the letters (To letter which the child will start in the future) are determined not only by the composition of the elements included in them, but also by their number, size and location relative to the working line. Consequently, in order for a child to acquire a graphic skill, he must consciously assimilate the visual image of a letter, clearly imagine what elements it consists of and in what spatial and quantitative relations these elements are combined in each individual letter.
many children preschool age is poorly oriented on a sheet of paper. Therefore, it is advisable to conduct exercises with them on the development of visual and spatial perception. They help the formation and improvement of orientation on a sheet of paper and the skill of moving along it. hands.
Exercises, games, various tasks for the development of graphic skills are one of the areas of correctional work. The purpose of graphic exercises is to form the ability to “enter” a cell, circle it, draw straight lines from top to bottom and from left to right along the line; place a circle inside the cell; connect the corners of the cells diagonally; draw wavy lines without lifting the pencil from the sheet of paper and without going beyond the horizontal lines of the line.
Performing graphic exercises, children not only acquire the necessary graphic skills, but also learn to navigate in a limited plane (a line in a notebook in a cage, develop mental activity, attention, memory.
One of the effective methods is the so-called "graphic dictation". At the first stages, children examine the finished composition of the ornament, analyze it and reproduce it from memory. Another option may be offered: children create an ornament under dictation. On squared paper, children, under dictation, draw segments, counting a certain number of cells in the indicated direction. If the child did not make mistakes, then he will get a pattern or drawing.
When preparing a child for school, you can also carry out such tasks. Children are offered cards with various shapes. (square, circle, dot, cross) and assignments for them. For example:
Draw a figure to the right or left of the vertical line.
Put a circle, to the right of it - draw a cross, to the left of the cross put a dot.
Draw a dot, below the dot - a cross, to the right of the dot - a circle.
Draw a square, to the right of it - a cross, put a dot above the cross.
Determining the right and left sides of an object. Take the book with both hands, and then show the right and left sides of the book. Determine the right and left sides of the object that lies on the table.
The final stage - typing letters
For a child to be successful prepared to write, it is necessary to regularly and systematically conduct classes on the development of fine motor skills, sensorimotor coordination, learn to navigate in space and on a sheet of paper, a lesson with shading, printing letters. At the same time, it is very important to observe hygiene rules. letters to keep the posture and health of the child.
Pedagogical project"On the path to school" (preparing the hand for writing)
MKDOU "Kireevsky d / s Romashka" "
Romanenko E.G.,
Project participants: pupils of the preparatory group for school, parents of children.
Children's age: 6 – 7 years
problem question : Preparing hands for writing children of the preparatory group.
Relevance of the problem:
the main task preschool education- teach children
Learn to develop their mental faculties without striving
and an abundance of knowledge.
V.F. Odoevsky.
The issues of preparing kindergarten students for school are becoming increasingly important. They are especially relevant at the present time, when the content of primary education has changed. The school is interested in ensuring that children entering the first grade are well prepared for learning. Unfortunately, the level of their preparedness does not always meet these requirements.
Preschool age is the time of intensive development in children of the orienting basis of their actions. Full education should be based on the sensory experience of the child, on his direct observations of the surrounding reality. Therefore, one of the principles of teaching preschoolers is the principle of visibility. Famous psychologist L.S. Vygotsky believed that learning should go ahead of development and lead it along, relying on the “zone of proximal development”. This statement is closely related to the theoretical notion that the child has a special sensitivity to certain kinds of external influences. In other words, training should begin during the formation of the mental functions of a preschooler. Late in learning, teachers lose the opportunity to direct child development By right way to regulate this process. Most effective use rich opportunities of the child is real only when the period of special sensitivity to the assimilation of this or that material in his development has not yet passed.
At the first stage of learning, children most often experience difficulties with writing: the hand gets tired quickly, the working line is lost, it doesn’t work correct writing letters, mirror writing is often found, the child does not distinguish between the concepts of "left", "right", "sheet", "line", "page", does not fit into the general pace of work.
These difficulties are due to the weakness of fine motor skills of the fingers and the insufficient formation of the skills of visual-motor coordination, voluntary attention, analytical perception, and auditory attention.
All this negatively affects the assimilation of the first grade program by children and necessitates the organization of special classes in kindergarten, the purpose of which is to prepare the child's hand for writing. Such classes combining the training of fine motor skills of the fingers with solving problems of mental development can be organized through circle classes according to the program "Preparing the hand for writing".
Objective of the project:Formation of components of intellectual and sensory readiness for school through:
The development of fine motor skills of the child's hand.
The development of auditory attention.
Development of graphic reproduction.
To achieve the goal, the following tasks:
Educational: Development of finely coordinated hand movements. Development of auditory attention and graphic reproduction.
Developing: Development of graphic movements, visual perception, hand-eye coordination.
Educational: Education of diligence, accuracy, independence and confidence in one's skills.
The project is designed for 9 months (preparatory group). The class is held once a week. 4 times a month. 36 lessons per year. It is organized during the free activities of children, after lunchtime sleep.
Estimated result of the project:
· By the end of the year, children should know and be able to:
· Know the hygiene rules of writing
· Maintain proper posture and hand position while writing.
· Know the correct position of the notebook and pen when writing.
· be able to hold a pen and pencil correctly.
· Know the rules of hatching.
· Be able to navigate on a sheet of paper in a box, in a notebook.
· Know the rules for working with a notebook.
· Be able to perform hatching, following the rules.
· Know the rules for working with scissors.
· Be able to independently draw simple elements, shapes.
· Be able to navigate in a notebook, on a line, on a page.
· Know how to properly hold scissors and work with them.
· Drawing by cells according to auditory perception.
Project stages.
Project implementation stage | Directions | Events | Timing | Expected Result |
Stage 1. Preparatory. | Condition Analysis Problems | To study and analyze psychological, pedagogical and special literature, pedagogical experience, legislative documents on preparing hands for writing preschoolers. | September | Contributes to a better understanding of certain aspects of theoretical and practical issues on the chosen topic |
Explore parents' opinion on this issue through their questioning; | Promotes a better understanding of the problem and choiceways to solve them. |
|||
Enrichment of the subject-spatial environment to prepare the hand for writing | Pick up, make visual, didactic, handouts for preparing a hand for writing, games, stationery, diagrams. | All period | The subject-spatial, developing environment on this problem will be enriched. |
|
Improving the system of methodological work | Summarize your experience in preparing the hands of preschoolers for writing; Make an analysis andadjustment of forms of organization; To determine the model, system, content, forms of work, the structure of classes for preparing a hand for writing in kindergarten; Study and select diagnostic material; Select and purchase methodological literature on teaching preschoolers to read and write; · draw up a perspective-thematic plan for preparing a hand for writing, taking into account age; · Develop a series of thematic lessons to prepare the hand for writing preschoolers; · Make presentations for classes, interactive games for the studied material for children on this issue; | All period | Created a system of methodological work on teaching literacy to children of senior preschool age and on preparing their hands for writing, planning work has been improved; used interactive forms of work in the classroom with children in teaching literacy; A selection of diagnostic material was made to determine the level of development in children in this area; The subject-developing environment of the kindergarten for teaching preschoolers to read and write and prepare their hands for writing has been enriched; |
|
Stage 2. Practical. | To intensify close cooperation with the parents of pupils in teaching literacy and preparing the hand for writing | Conduct: Parent survey "Teaching literacy to preschool children"; Workshop: "Preparing a hand for writing"; Arranging folders: 1. "Getting ready for school. Games that develop the child's speech"; 2. "Funny tracks or I can write beautifully" (Exercises to prepare the hand for writing). | October - April | Cooperation with the parents of pupils has been activated; parents are involved in the preparation of their hand for writing; developed a plan of cooperation with parents in this area. |
Increasing the level of hand readiness for writing in the preparatory group. | Organize work with children to prepare their hands for writing (according to complex thematic planning) in direct educational activities, during regime moments and independent children's activities; Organize work on the development of fine motor skills in the centers of knowledge, role-playing and didactic games of visual activity, design, music, modeling; | October - April | Children master the basics of spelling, a hand is prepared for writing. Children show an active interest in learning activities. |
|
Stage 3. Final, summarizing. | Approbation and verification of the final product | To identify the success of the development of the system for preparing the hand for writing in children of senior preschool age. | May | The level of success of the system of teaching the basics of literacy and preparing the hand for writing has been revealed. |
Prospective lesson plan.
Structural elements of classes
Finger gymnastics, work with counting sticks.
Hatching, graphic exercises.
Cutting
Repetition of what has been learned, taking into account learning outcomes.
Syllabus
Number of lessons per month - 4
Number of classes per year - 36
Class structure
Part 1 - Exercises for the development of coordination of the fingers:
finger gymnastics, exercises with counting sticks.
Part 2 - Drawing, application, modeling.
Part 3 - Exercises for the development of hand-eye coordination and orientation on the sheet: work in a notebook, graphic dictations.
Part 4 - Summary.
Duration of the lesson: Lessons are held for 25-30 minutes
This work involves a system of techniques and tasks from simple to complex. Taking into account the age characteristics of older preschoolers, the characteristics of auditory and visual perception, classes are held in a notebook in a cage. The cage provides great opportunities for the development of fine motor skills and elementary graphic writing skills, since drawing by cells requires small and precise movements, and also develops the ability to navigate in space.
At the first stage, the child gets acquainted with a notebook in a box, then learns to perform tasks in a limited space-cell, improves the ability to measure with a conditional measure-cell.
Subsequently, the tasks will become more complicated, we gradually move on to complex auditory dictations after the children have already formed sufficiently clear spatial guidelines and they freely perceive auditory tasks. Classes are recommended once a week for 25-30 minutes. Before completing the task, the psychological attitude, and after the completion - exercises for the hands. Tasks can be completed with various materials: a ballpoint pen, a felt-tip pen, simple or colored pencils.
All the knowledge and skills acquired in the classroom "On the path to school" children consolidate in free activities. To do this, in the corner of educational games, notebooks and checkered leaves, pens, pencils, samples of various tasks from the books of the publishing house "Karapuz from the series" Preparing the child's hand to write "," Mathematics in a box "and others.
Children independently redraw the pictures in the cells, come up with their various shapes.
Measures for the implementation of the project.
Preparing the hand for writing.
The development of correct posture, the inclined position of the notebook on the desk and the ability to hold a pencil and pen while writing and drawing. Preparatory exercises for the development of the eye, hand and small muscles of the fingers: tracing and hatching contours, connecting lines and shapes, drawing and coloring patterns and borders with a continuous movement of the hand. Line mastery.
Letter elements of letters: straight oblique short stick, straight oblique long stick, stick with a rounded bottom, long stick with a loop, sticks with a rounded top and bottom, semi-oval and oval.
Finger gymnastics.
Scientists came to the conclusion that the formation of speech areas is carried out under the influence of kinesthetic impulses from the hands, or rather from the fingers. It is necessary to stimulate the speech development of children by training the movements of the fingers. Performing various exercises with fingers, the child achieves a good development of fine motor skills of the hands, which not only has a beneficial effect on the development of speech (since this inductively stimulates speech centers), but also prepares the child for drawing and writing. The hands acquire good mobility, flexibility, stiffness of movements disappears, which will further facilitate the acquisition of writing skills. "Finger games" are very emotional and exciting. They seem to reflect the reality of the surrounding world - objects, animals, people, their activities, natural phenomena. During the "finger games" children, repeating the movements of adults, activate the motor skills of the hands. Thus, dexterity is developed, the ability to control one's movements, to concentrate attention on one type of activity.
"Finger games" is a staging of any rhymed stories, fairy tales with the help of fingers. Many games require the participation of both hands, which allows children to navigate in terms of "right", "left", "up", "down", etc.
These games are very important for the development of children's creativity. If a child has learned any one "finger game", he will definitely try to come up with a new staging. Children over 5 years old can decorate games with a variety of props - houses, cubes, small objects, etc. It is advisable to start each lesson in preparation for writing with "finger games" in order to stretch the fingers, activate the motor skills of the hands for the children to successfully complete a variety of graphic exercises. Time of holding 3 - 7 minutes.
Graphic exercises. Hatching.
Performing graphic exercises and shading help prepare the hand for writing. The development of fine motor skills is determined not only by the clarity and beauty of the image of the lines, but also by ease and freedom: hand movements should not be constrained, tense. Correctly observing graphic proportions, writing smoothly and symmetrically is important for developing a beautiful and clear handwriting. The child should try not to tear the pen from the paper and not interrupt the lines. When drawing straight lines, the clarity of the handwriting and the confidence of the movement of the hand are clearly visible. The ability to freely draw smooth lines from left to right is important in the formation of handwriting. The ability to write with an inclination from top to bottom and from bottom to top is necessary for the formation of handwriting. Graphic exercises also contribute to the development of accuracy of movements, attention and control over one's own actions.
Hatching is one of the most important exercises. By mastering the mechanism of writing, children develop such confidence in the stroke that when they start writing in notebooks, they will succeed as a person who has written a lot.
Hatching rules:
Hatch only in the specified direction.
Do not go beyond the contours of the figure.
Keep the lines parallel.
Do not bring the strokes together, the distance between them should be 0.5 cm.
Performing various exercises in preparation for writing, the child and the teacher must constantly remember and observe the hygienic rules of writing, bringing their implementation to automaticity. Compliance with hygiene rules will help the child to overcome the difficulties of the technical side of writing in the future.
Cutting with scissors.
The teacher pays special attention to mastering the basic techniques of cutting - the skills of cutting in a straight line, the ability to cut various shapes (rectangular, oval, round). The task is to bring children to a generalized understanding of how to cut out any objects. When explaining the task, it is necessary to teach children not only to passively master the process of cutting out, but also to encourage them to give a verbal description of the movements of the teacher's hands when showing the ways of cutting out. Getting symmetrical shapes when folding paper folded like an accordion, children should learn that they are not cutting out a whole shape, but half of it.
Older preschoolers begin to master the skills of silhouette cutting without preliminary drawing, preparing the contour line. When teaching silhouette cutting, the technique of tracing the contour of an object in the air is successfully used. The development of the ability to "see" an object in the air is facilitated by the systematically conducted games "Guess what I'm drawing?", "Guess, I'll guess" (children or a teacher outline an object in the air, guess). Before you start cutting out the silhouette, you should consider where, from what angle, in which direction of the sheet, to direct the scissors, i.e. learn to plan ahead.
Ability to confidently use scissors special role in the development of manual skills. For preschoolers, this is difficult, it requires coordination of movements. Symmetrical cutting, cutting out various figures from old postcards, magazines is a useful and exciting activity for future first graders.
Diagnostics
Ability to accurately perform finger gymnastics
Ability to perform hatching, observing all its rules
Ability to correctly perform graphic dictation
Ability to properly hold a pen
Ability to navigate in space
Compliance with the rules hygiene requirements for writing
Ways to test knowledge, skills, skills.
3 points - fully meets the criterion (there is significant evidence that the activity of the preschool institution meets this criterion).
2 points - partially meets the criterion (there is some evidence that the activity of the preschool institution meets this criterion);
1 point - does not meet the criterion (there is practically no evidence that the activity of the preschool institution meets this criterion)
During the primary diagnosis, it was revealed that motor skills are not sufficiently developed in children, which is very clearly manifested in the ability to hold a pen in their hand, in the ability to correctly perform shading, and in other criteria. The development of motor skills of children should be given special attention, this need is experienced not only by first graders, but by all students. primary school. That is why it is necessary to start work on the development of fine motor skills as early as possible - already at preschool age.
Perspective lesson plan "On the path to school"
Month | Class | |
September | 1. Introductory lesson | To identify the level of formation of graphic skills in children, The ability to trace the drawing point by point and color it Identification of the dominant hand in children Check the ability to navigate on a sheet of paper, |
2. Autumn. Hatching. Graphic exercises | Learn to make a base from plasticine, lay out a pattern from beads. Development of fine motor skills To acquaint with the method of creative work by laying beads Creating a pattern using different materials. Work on the development of coordination of movements with speech Learn to connect the dots without lifting the pencil from the sheet, learn to control the force of pressure on the pencil. |
|
3 Autumn leaf fall (work with beads). Outline | Develop an aesthetic perception of color in nature and landscape art; learn to create a decorative composition, placing images over the entire surface of the sheet. Develop color perception. Teach children to see the boundaries of the picture. Mixing paint right on the leaves. |
|
4. Migratory birds(origami). Hatching | Continue learning to follow verbal instructions Introducing the Art of Origami Origami Bird |
|
October | 1 Fruit (screen printing). Graphic exercises | Practice stencil printing techniques; develop teamwork skills. Introduce a new method - stencil printing. Develop a sense of rhythm. Creating a pattern using a stencil |
2. House (modular application). Outline | Continue to work on the development of general and fine motor skills, exercise in the coordination of speech with movement Train arm muscles Learn how to use modular applications. Learn to cut paper along the contour To form the ability to plan work and technologically implement a creative plan |
|
3 Autumn tree in the rain (drawing). Hatching | Exercise in the ability to build their activities according to verbal instructions. Learn to draw a tree in windy weather. The development of fine motor skills of the hands, exercise in the coordination of hand movements. To consolidate the skills of working with colored pencils (hatching, maintaining vertical lines, curved lines with different pressure, without lifting the pencil from the paper. |
|
4 Berries (screen printing). Outline | The development of imagination of fine motor skills, aesthetic taste. Learn to navigate on a sheet of paper. Learn to control the movement of the hand, hand, control the force of pressure. |
|
November | 1. Pets (application). dot tracing | Develop a sense of color and composition. Continue learning to navigate on paper. Learn to perform a plot application consisting of two characters. |
2. Fairy tales (origami). Hatching | To create interest in the preparation of mini performances based on the plots of familiar fairy tales. The development of fine motor skills, continue to learn how to complete the task according to the model. Working with paper, continue to learn how to fold paper according to the model, carefully, calculate the strength of the brush when smoothing the paper. |
|
3. Mother's Day (plasticine-picture). Graphic exercises | Development of imagination of fine motor skills of color sense. Acquaintance with the type of painting - a portrait Continue to teach children to work with plasticine, learn to proportionally draw parts of the face with a pencil, select a contrasting color for beads. |
|
4. First snow (finger painting) Hatching | The development of the imagination. Continue to teach orientation on a piece of paper. The development of fine motor skills of the hands Introduction to finger painting |
|
December | 1. Winter (drawing with appliqué elements). dot tracing | To arouse interest in the image of a winter landscape. Emotional response to poetic images. Use a cold range of colors when conveying winter color. Arm muscle training Learn to use the drawing technique - poke (drawing with a hard semi-dry brush, and spraying Adding birch (3D application) by gluing. |
2. Spruce branch (drawing with cotton swabs). Hatching | Development of visual-spatial perception. Learn to draw needles at a certain distance from each other Acquaintance with an unconventional drawing technique - cotton swabs. |
|
3. Making a panoramic New Year's card (appliqué with design elements) Trace along the contour | The development of visual-motor functions, exercise in orientation on the sheet. Creating a festive mood, a positive emotional response. Learn to make Greeting Cards- homemade with a surprise. |
|
4. We decorate the Christmas tree (application using cotton pads). Graphic exercises. | Learn to perform actions according to the model, learn to use glitter, cotton pads in the application. The development of fine motor skills, attention, imagination. Learn to work with glue, cotton pads, glitter. Monitor the accuracy of the work. |
|
January | 1. Snowman (wire work). Outline | Learn to work with wire, familiarity with safety precautions |
2. Trees in the snow (work on a plasticine basis and with cereals). Graphic exercises | To arouse in children an interest in depicting a winter landscape, to teach them to reflect the impressions received when observing winter nature. Learn to make a plasticine base 2-3 mm thick. According to a given contour, press the grits one by one, so that you get the silhouette of a tree in the snow. |
|
3. Patterns on glass (magic drawings). Outline | Creating a festive mood, a positive emotional response. The development of fine motor skills of the hands. Learn to paint over, evenly placing one tone of paint on the sheet Drawing - a surprise. |
|
4. White birch (drawing with appliqué elements). dot tracing | Learn to create a plot composition, depict a winter (silver) birch based on a poem. Work on the development of motor skills and visual perception. Harmoniously combine different visual techniques. |
|
February | 1. Zimushka - winter (drawing). Outline | Learn to reflect the impressions received when observing the winter landscape. Exercise in orientation on a plane, work on the development of visual-spatial perception Continue learning to use non-traditional drawing techniques |
2. The polar bear admires the northern lights (drawing and application). dot tracing | The development of fine motor skills, imagination. Improve graphic skills and abilities. Learn to create a plot composition using the collage technique. |
|
3. Clothing (decorative drawing with appliqué elements). Hatching | The development of the imagination. Hand muscle training, development of visual-spatial perception. Consolidate children's knowledge of seasonal clothing. Learn to create original images based on the silhouette of your hand |
|
4. Tea set (application.) dotted circle | Development of general and fine motor skills. The development of aesthetic perception, to learn to apply the same ornament The development of logical thinking imagination. Learn to perform the application by cutting off. Learn to select and distinguish between warm and cold tones for composition |
|
March | The development of the imagination. evoke positive emotions. Development of fine and general motor skills. Learn to control your actions, monitor the accurate performance of work. |
|
2. Kingdom of wild animals (work with threads). Graphic exercises | Continue to work on the development of general and fine motor skills, train the muscles of the hands. Acquaintance of children with the application technique - gluing the silhouette with finely chopped threads to convey the effect of fluffy fur. Learn to apply glue to the base evenly, thin layer. |
|
3. Blooming spring (drawing). Outline | The development of imagination, fine motor skills. |
|
4. Spring flower (origami) dotted circle | Development of motor skills, logical thinking. Learn to perform actions according to the model, learn to fold paper, press, smooth. |
|
April | 1. Aquarium (3D application). Hatching | Development of imagination, logical thinking, general and fine motor skills, visual-spatial perception. Continue to learn how to cut along the contour, teach how to twist the paper. |
2. Cosmonautics Day (application made of colored paper, fabric, foil). Outline | Learn to observe color contrast, complement the drawing with compositional lines that create a beautiful rhythm and accent. The development of imagination, fine motor skills. Continue to learn to cut along the contour, Learn to select and distinguish between warm and cold tones for composition |
|
3. Lilies of the valley (picture - plasticine work with beads). dot tracing | Learn to make a plasticine base 2-3 mm thick. According to the given contour, press the beads one by one |
|
4. The first puddles (drawing on a wet sheet). Hatching | Continue to work on the development of general and fine motor skills, train the muscles of the hands. Development of attention, imagination. Learn to follow the example |
|
May | 1 Spring rain (drawing spatter technique). Graphic exercises. | Use a range of colors Continue to work on the development of general and fine motor skills, train the muscles of the hands. Acquaintance and learning a new drawing technique. Learn to create original images based on a silhouette. Learn to create a plot composition. |
2. In the meadow (work with beads and cereals). Outline | Development of imagination, logical thinking, general and fine motor skills, visual-spatial perception. Hand muscle training, development of visual-spatial perception. Learn to make a plasticine base 2-3 mm thick. According to a given contour, press the beads and cereals one by one |
|
3. Insects (origami). Hatching | Arouse interest in working with colored paper, origami. Development of motor skills, logical thinking Learn to perform actions according to the model, learn to fold paper, press, smooth. |
|
4 Insects (volumetric application) circle by dots. | Development of imagination, logical thinking, general and fine motor skills, visual-spatial perception. Learn to control your actions, monitor the accurate performance of work. |
Conclusions:
In the motor area of the cerebral cortex, the projection of the hand is huge in relation to the projection of other parts of the body. In addition, it is extremely close to the speech motor area (Broca's area). Once again, I would like to emphasize that the training of finger movements is a stimulus for the development of the child's speech, and a powerful tonic for the cerebral cortex as a whole. Exercises allow you to develop memory and imagination, increases children's interest in learning activities.
Fine motor skills in life and activity perform many different functions. It activates the necessary and inhibits the unnecessary this moment psychological processes, promotes an organized and purposeful selection of information entering the body in accordance with its actual needs, provides selective and long-term focus on one object or activity.
Work on the development of the hand and the correction of existing shortcomings should be carried out in close contact with parents, preschool teachers and primary school teachers. This will ensure continuity of control over the formation of the correct motor skill and help you achieve the desired results faster.
Any exercises will be effective only with regular classes. You need to practice daily!
Nowadays, schools are interested in ensuring that children enter the 1st grade prepared, able to write and count.
At the initial stage of learning, many children most often have difficulties with writing: the hand gets tired quickly and “does not obey”, letters, numbers and their elements turn out to be ugly, uneven, the child does not fit into the time allotted for completing the task.
These difficulties are caused by insufficient development of fine motor skills of the fingers and insufficiently formed skills in visual-motor coordination, attention, and analytical perception. This negatively affects the assimilation of the school curriculum by children.
To prevent this from happening, it is very important to start preparing the child’s hand for writing in advance.
What is fine motor skills and why develop it
Fine motor skills of the hands are a set of coordinated actions of the nervous, muscular and skeletal systems, often in combination with the visual system in performing small and precise movements of the hands and fingers.
Physiologists confirm the connection between hand development and brain development. Scientists have proven that from an anatomical point of view, about a third of the entire area of the motor projection of the cerebral cortex is occupied by the projection of the hand, located very close to the speech zone. Therefore, the development of speech and intelligence of the child depends on the development of fine motor skills of his hands. The famous teacher V. A. Sukhomlinsky argued that “the mind of a child is at the tip of his fingers”,
The development of fine motor skills affects the overall development of the child, his mental activity, visual and motor memory, attention, coordination, imagination, speech. This is also important because in our Everyday life we constantly need precise, coordinated finger and hand movements to eat, dress, write, do needlework, play musical instruments, and so on. Therefore, a lot depends on the degree of development of fine motor skills.
And, of course, when preparing a child for school, in order for him to successfully master the skills of writing, it is simply necessary that the fine motor skills of his hands be sufficiently developed for this!
When a child goes to grade 1 with insufficiently developed fine motor skills of the hands, this most often indicates a certain lag in his overall development. The child will be given graphic tasks with great difficulty, it will be difficult for him to hold a pencil or pen for a long time, his hand movements during writing will be awkward. And of course, this will affect not only handwriting, but also academic success and the development of various labor skills.
At what age should you start preparing your child's hand for writing?
Preparing the child's hand for writing, which means that you can start training the fine motor skills of the child's hands from an early age.
At a very early age, fine motor skills develop naturally: the baby first learns to take objects with his hand, then to shift them from one hand to another, etc.
From 3-4 months, you can begin to massage the baby’s hands, bend and unbend his fingers, act on the baby’s hands and fingers sensory: stroke them, run a fur or knitted toy over them, etc.
It is very important that these classes take place with a positive emotional background, bring joy to the child, be a game for him. To do this, our wise ancestors did finger gymnastics with kids, accompanied by nursery rhymes, i.e. played finger games, such as: “Finger-boy, where have you been”, “Magpie-Crow”, etc.
Finger gymnastics "finger games" is a staging with the help of fingers of small stories and fairy tales in poetic form. Finger games are an important part of the development of fine motor skills with children of all ages: from toddlers to first graders.
For more efficiency in finger games separate movements of each of the fingers should be used, and movements for compression, stretching, relaxation of the hand should alternate.
The duration of finger gymnastics increases with age: for babies up to 3-4 years old, the recommended time is from 3 to 5 minutes, for older children - 10-15 minutes a day.
Finger games are easy to find on the Internet through search engines.
From the age of 8 months, it is recommended to train the child’s hands more actively: under the supervision of adults, let him touch and play with various objects, initially large, and eventually smaller: parts of designers, mosaics or puzzles, as well as pebbles, shells, small sticks, buttons, paper clips, counting sticks, cereals, etc.
As the child grows up, the activities and games for the development of fine motor skills available to him become much larger, and they themselves become more diverse.
What activities help prepare your hand for writing
Children's creativity
Creative activities with children: drawing, applique, cutting, modeling, etc., greatly contribute to the training of the muscles of the hands and fingers, the development of dexterity and skill in the hands, the coordination of movements of both hands, etc., and also actively influence the brain areas responsible for the overall development of the child.
Examples of other activities and games
Also useful for small children's hands are activities such as:
- Drawing. You can draw anywhere and with anything, especially children love non-traditional materials and drawing techniques, for example, kids can be offered to draw with their fingers on a tray with sand, semolina or other cereals (for this, a thin layer is poured on the tray, for example, semolina, and the child runs his finger over it),
- games with a ball, cubes, pyramids, sorters, mosaics, constructors, puzzles, etc.,
- fastening and unbuttoning of buttons, buttons, hooks,
- stringing beads and buttons,
- lacing,
- weaving ribbons or ropes, weaving braids from them, tying and untying knots and bows,
- unscrewing and screwing caps plastic bottles, jars, bubbles,
- attaching and detaching clothespins,
- search for small items (toys from kinder, etc.) in a bowl or bag with cereal,
- shadow theater from hands and fingers
- etc.
Massage and self-massage of hands
Hand massage or self-massage is very useful. It should be done every day 2-3 times. This can be done in the following way.
The simplest massage: movements are performed towards the lymph nodes: from the fingertips to the wrist and from the hand to the elbow. Movements: stroking, rubbing, light pressure, light pinching, patting, flexion and extension of the fingers, and all together, and in turn.
Massage (self-massage) begins with rubbing the fingers from the pads to the palms, first on one hand, and then on the second. Then the thumb of one hand rubs the palm of the other hand from the center to the edges.
Then various movements are performed, after each of which they make relaxing strokes or shaking hands:
- warming up the hands - vigorously rub the palms together to make the hands hot,
- movements as when washing hands,
- clench all fingers into a fist and sharply unclench,
- rub the thumb on the other fingers in turn: on the index, on the middle, on the ring finger, on the little finger. The exercise is performed simultaneously with both hands,
- squeeze one hand into a fist, then insert the fingers of the other hand into it in turn and scroll several times.
- make “sawing” movements with the edge of one palm on the other,
- with the knuckles of the fingers of one hand clenched into a fist, run up and down the palm and fingers of the other hand.
Complete self-massage by relaxing the hands, for this you need to shake them.
So that the massage is not boring, it can be accompanied by verses, an example of verses for massage pens from the site.
Self-massage can be carried out using various small objects, for example, roll a ribbed pencil, bead, pea, bump or nut between the palms or with one hand on the table. This can be done with the words:
"I'm going, I'm going, to my grandmother, to my grandfather,
On a horse, in a red hat,
On a flat path
On one leg"
Graphic tasks
At senior preschool age (5-6 years), the development of fine motor skills and coordination of hand movements becomes one of the main stages of preparation for school and, in particular, for writing.
At this age, it is important to pay attention to such activities:
- coloring paper or closed contours in different directions for different drawings (on each drawing strokes should be in only one direction),
- hatching in different directions with different pressure force and stroke length,
- outline drawing,
- creating an image using templates or tracing various objects (glass, jar, your palm, etc.),
- dot drawing;
- drawing by cells according to the model and by ear,
- drawing images by cells and without them,
- various graphic dictations (for example,),
- writing elements of capital letters.
Most of these tasks are in various manuals for preparing children 5-6-7 years old for school.
Acquaintance with the hygienic rules of writing
Teaching a child to sit correctly when writing or drawing and to hold a pen correctly should begin in advance, before he goes to school. Because it will be very difficult to retrain him, especially in a very difficult period for him, when he will have to do a lot of new and difficult activities for him - writing, it will be very difficult.
Hygienic rules of writing are the following skills and abilities:
- Sit correctly while writing.
- Hold the pen correctly.
- Correctly coordinate the movements of the fingers, hand, forearm, shoulder when writing.
Compliance with these rules allows you to create correct technique letters, make it more convenient, easy, beautiful and fast.
And how exactly to do it correctly, the child should be shown by an adult. He must also monitor their implementation, tk. the child himself, concentrating on the task, forgets about them after a few minutes.
Crafts with preschool children
So, being creative and making crafts is very conducive to the development of fine motor skills in children, as well as the acquisition of skills that children will need at school.
There are a lot of different techniques and ways to create crafts. Consider the most basic and necessary to prepare for school.
Cutting with scissors. Unfortunately, there are not so few children who go to grade 1 without being able to carve at all. But cutting well trains the muscles of children's fingers, develops coordination of movements. It is necessary to pay attention to the child's ability to cut along straight, broken or curved lines, the ability to cut out various shapes: a triangle, a circle, an oval, etc.
Application. Cut out figures can be glued onto a paper or cardboard background - you get an application. Applique can be done with young children who still do not know how to use scissors, if you offer them to glue colored paper torn into pieces or ready-made cut-out figures from self-adhesive paper, as well as images cut out by adults from old magazines or figures made by figured hole punches.
Work with paper and cardboard. Origami. From paper (paper patterns), by making a couple of folds (glue may be required in more complex models), you can get various paper toys. Also, figurines and toys can be made by folding paper (origami). From paper and cardboard, you can make many different crafts that have practical benefits: postcards, gifts and souvenirs, Christmas decorations and decorations, bookmarks.
modeling. You can sculpt from plasticine, salt dough, clay, modeling mass. First you need to learn how to sculpt basic forms: balls, sausages, circles, and already collect them into various figures, letters, numbers. It is useful to knead plasticine (dough, clay, mass) in your hands, pinch off (you can still cut with a thread or a stack) pieces from them, and then put them together again. With pieces of plasticine, you can lay out the contours of drawings on cardboard or a background, on which you can then create an image using cereals.
To make the development of fine motor skills, as well as the necessary skills in cutting, appliqué and modeling, more interesting for the child, you can invite him to play.
An example of a game with plasticine or salt dough: invite the child to roll up a small sausage - it will be a worm (snake), and then dream up where the worm will go, what it will see, whom it will meet, etc.: “Once upon a time there was a worm. His name was (let the child come up with a name). The worm loved to travel. One day he crawls, crawls (we give the worm's body characteristic curves) and sees the river (the child rolls up a thick sausage from blue plasticine and flattens it). But the worm can't swim. How can he get to the other side? (listen to the child's answers) That's right, we need a bridge. But after all, the worm is so small, he can’t throw a log across the river on his own, you need to help him make a bridge! (the child makes a bridge: rolls brown plasticine with a sausage and puts it across the “river”). Hear the worm say to you, "Thank you very much for your help!" A worm crawled to the other side, and there - a beautiful flower (roll 7 balls of the same size, place the rest around one of them, flatten). And a chicken sits next to the flower (roll up 2 yellow balls, one larger, the other smaller, connect with each other, draw eyes on the smaller one, draw or glue a beak). Think about what the chicken did, whether the worm hid from him or made friends with him, and what happened next.
Similarly, you can play not with fashioned, but with paper figures. Only all the characters will need to be drawn (at least in outline), and then cut out of paper.
You can also practice cutting out in other ways: play a trading base, where a child (seller) must issue checks for purchases. The check must be double, and the seller must cut it exactly in half along the intended line in order to give one part to the buyer and keep the other for reporting.
You can offer the child to release a ghost who really wants to fly, but he can’t, because. bewitched. To disenchant it, you need to cut it out and tie it to a small branch - children love to run down the street with such toys on a string. And if they are made by hand! In order to make such a ghost, on a piece of paper you need to draw a spiral line rounded at the end with eyes and a mouth.
- Thematic set of graphic tasks
P.S. This article is author's and entirely intended solely for private use, publication and use of it on other sites or forums is possible only with the written consent of the author. Commercial use is strictly prohibited. All rights reserved.
Popular
- What kind of business can be opened in the village?
- Own business: selling clothes via the Internet
- What is an intermediary business: illustrative examples and features Intermediary resale
- What an Advertiser Should Know
- How to bring a new product to market
- Tracking customer loyalty
- Methods for forecasting sales of goods
- Creating a brand from scratch: the experience of marketers
- SMM (SMM) Social media marketing
- Spin method in sales, examples