Testing the motor skills of the hands of children with cerebral palsy. The development of fine motor skills in children with cerebral palsy in speech therapy classes. Speech delay, what does it mean

Guidelines developed by the team of the State Scientific and Practical Institution Regional Rehabilitation Center for Children and Adolescents with Disabilities under the guidance of Candidate of Medical Sciences Samoilova S.V.

The issue substantiates the importance of finger gymnastics for the mental and mental development of children, presents specific games and exercises for the development of a child's speech using finger gymnastics. Designed for defectologists, educational psychologists, educators, social workers, parents.
The publication was carried out within the framework of the project Innovative model of social assistance to children with disabilities brought up in families and boarding schools at the expense of the grant fund of the Social Partnership competition of the District Fair of Social and Cultural Projects Saratov-2001.

Section I General information on the development of speech.

1. What is known about the origin of speech?
2. Why is it that only humans are capable of developing articulate speech and abstract thinking?
3. What is the significance of speech in the overall development of a person?
4. What should be paid attention to in the development of a child's speech?
5. Delay in the development of speech - what does it mean?
6. Speech development in children with disabilities.

Section II. Information about finger gymnastics.

1. The value of finger gymnastics for the mental and psychological development of the child.
2. From the history of the technology of finger games.
3. Types of exercises for the development of fine motor skills of hands.
4. Features of finger games.
5. The effectiveness of the use of finger gymnastics (on the example of working with children with developmental disabilities.)

Section III. Exercises and games for the development of fine motor skills of hands.

1. Fun games.
2. Games with sticks and matches.
3. Paper games.
4. Games that require children's creativity - tell verses with your hands.
5. Gymnastics of the fingers.
6. Exercises for children with cerebral palsy.
7. Complexes of exercises for children with delayed speech development.

Section I. General information about the development of speech

1. What is known about the origin of speech?

Scientists of various specialties over the past hundred years have done a lot of research in order to find out the origin and nature of speech. The abilities inherent in man for speech and verbal thinking have their own prehistory in the development of the animal world. All animals usually show the ability to imitate those sounds that are characteristic of this species. If, for example, one dog barks, then others nearby immediately pick up the barking. The ability to imitate onomatopoeia is especially great in some birds. As a means of communication, animals use not only screams, but also movements that are mainly instinctive in nature.
Observations of recent decades have shown that the means of animal communication are not limited to instinctive sounds and movements - animals also have forms of communication developed in life experience. In primitive people, gesticulatory and verbal speech arose from affective and onomatopoeic cries and the movements that accompany them.
This happened, according to scientists, under the influence of what people began to use. In the process of work, they often had a need to explain something to each other. The use of tools no longer required exclamations, but words-names, and then words-concepts. In the process of labor activity, one important event occurred: the movements of the fingers improved more and more, and in connection with this, the structure of the brain became more complex. Now this dependence has already been proven. The modern science of language believes that when speech began to develop, people first singled out the names of things along with their signs and the actions that are performed with them. In this respect, primitive words are similar to the first words of children's speech, which can only be understood in a specific setting. Primitive speech with ambiguous concepts is being replaced by a higher level structure of the language with a distinction between nouns, adjectives, verbs and other parts of speech. Pronouns stand out: I, you, he, she. Primitive speech was understandable only in the appropriate setting and needed accompanying gestures. Now speech becomes more independent and independent, which reflects the increased role of human thinking.

2. Why is only man capable of developing articulate speech and abstract thinking?

The answer to this question is one - it depends on the features of the structure of the brain. I.P. Pavlov called the brain an organ of adaptation to the environment. The brain connects the human body with the external world around it, makes it possible to adapt to environmental conditions. The more complex the brain, the more perfect and subtle will be the adaptation mechanisms that it creates. A child is born with a very immature brain that grows and develops over many years. In a newborn, the weight of the brain is 350-400 grams, by the age of one it triples, and by the age of six it is close to the weight of the brain of an adult. The human brain in its appearance resembles a mushroom: the root is the so-called brain stem, it includes the medulla oblongata, the pons and visual tubercles; The mushroom cap is formed by the large hemispheres - right and left. Adjacent to them is the small brain or cerebellum.
For the development of a child's speech, the development of the cerebral hemispheres is of great importance, since the work of consciousness is performed in them, thoughts and feelings arise.
There are 17 billion nerve cells in the human cerebral cortex. Nerve cells are the most precious elements of the body. By the time the child is born, their reproduction ends and then, throughout the life of a person, not a single cell is added. In the event of the death of nerve cells, they are not restored and are not replaced. In different parts of the brain, the structure of the cortex is very different in the nature of nerve cells, the thickness of the layers and their distribution - this depends on what work this or that part of the cortex performs. In the speech areas, the division of the cortex into layers and the maturation of nerve cells is completed mainly by the age of two, but the exact structure of the cortex has been improved for many years.
Thus, the possibility of developing speech and abstract thinking in a person is determined by the high development of his brain. The slowness of the formation of the child's speech function (over several years) is associated with the slow maturation of his brain.

3. What is the importance of speech in the overall development of the child?

First of all, thanks to speech, people get very wide opportunities communication. It unites people in activities, helps to understand each other, forms common views and beliefs. M.V. Lomonosov figuratively described this role of speech as follows: If each member of the human race could not explain his concepts to another, then not only would we be deprived of a consonant common affairs flow, which is controlled by the combination of different thoughts, but we were almost worse than wild animals. scattered through forests and deserts!. Speech helps in understanding the world around. In babies, this is done through the word. Young children, getting acquainted with the world around them, follow the path of trial and error. But very soon the human child begins to adopt the experience of the adults around him with the help of speech.
The importance of speech for the development of the child's psyche is great. Scientists have found that from the early stages of a child's development (already from the second year of life), the word begins to influence the perception of the properties of objects. Children who speak to a sufficient extent easily find contacts with each other, think figuratively, understand each other and coordinate their actions. The upbringing of children whose speech development is delayed presents great difficulties both in the children's team and in the family. Parents of such children note that they are stubborn, irritable, cry a lot, and it is difficult to calm them down. These children are poorly included in common games and activities, as they cannot grasp their essence and do not understand the requirements. Hence the need for the child to master speech in a timely manner is obvious.

4. What should be paid attention to when developing a child's speech?

Specialists of different fields of knowledge - psychologists, linguists, speech pathologists, etc. received a large number of facts explaining the mechanisms of speech. It is useful for parents to know that work on the development of speech in children should be carried out especially seriously and persistently in the first three years of life. It is now known that all the functions of the central nervous system lend themselves best to training and education during their natural formation. If unfavorable conditions are created at this time, then the development of speech functions is delayed, and at a later age the lag is compensated with difficulty and not completely.
For speech, such a critical period is the first three years of a child's life: by this time, the anatomical maturation of the speech areas of the brain is basically over, the child masters the main grammatical forms of the native language, and accumulates a large vocabulary. If in the first three years the baby's speech was not paid attention, then in the future it will take a lot of effort to catch up.
For the correct development of a child's speech, it is necessary to talk with him from the first day of life. Communication with the baby should be emotional and joyful. Teachers note that in the first six months of life, in a conversation with a child, it is not the content that is important, but a cheerful intonation, a smile - this causes the baby to revitalize and strengthen the vocal cords.
When a child is about a year old, adults try to achieve repetition of words. For girls, this is possible up to a year, for boys - a little later. When talking with a child and getting him to repeat words, it is important to focus on this particular word or object. It is necessary to create conditions so that the child feels the need to ask an adult for something or answer him with words. It is impossible to anticipate the desires of children before they have time to express them in words. Otherwise, the child will understand everything, respond correctly to words, but explain himself with gestures and sounds.
So, in the development of a child's speech, an important function of adults is to create a positive emotional background. Adults themselves must monitor their speech, pronounce words correctly (all defects in adult speech - burr, lisp, stuttering will be reproduced by the child).
The rhythm of speech should not be too fast. It is necessary to talk with the baby several times a day for 3-5 minutes, observing the following conditions: the child must see the face of the speaker, the adult speaks clearly and not quickly, speaks of what has now attracted the attention of the child. When forming concepts, the child must act with the object (toy, spoon, cup, bottle, etc.). As the child grows and develops, it is necessary to complicate what is said to him, both in content and in form.

Delay in the development of speech, what does it mean?

Any delay in the development of speech is a poor understanding of what the surrounding people say, difficult onomatopoeia, a poor supply of words-names and words-concepts, a weak expression of thoughts in the form of phrases and detailed sentences. There are the following stages of speech development: babbling, syllables, words, simple sentences, common sentences. If the child does not have smooth transition from one stage to another, and it stops at early stages development of speech, then parents need to be concerned and contact the child with specialists: physiologists, speech therapists, speech pathologists.

Speech development in children with disabilities.

In the book by A.R. Muller A child with disabilities says that the speech of such children is formed with a great delay, many of them begin to pronounce individual words at the age of 5-6. As a rule, these children understand the speech of other people, but they themselves find it difficult to speak, their vocabulary is poor, there is a defect in pronunciation due to underdevelopment of the tongue or vocal cords, improper positioning of teeth, etc. Most often, the level of mental underdevelopment of the child is reflected in the development of his speech.
A speech therapist plays a big role in correcting and staging the sounds of such children, but a lot depends on the efforts of parents. Parents can organize exercises and gymnastics to train the child's breathing, the development of vocal cords and sound pronunciation. Parents can find useful specific recommendations on this matter in this book.
Doctor of Medical Sciences, Professor, Corresponding Member of the Academy of Pedagogical Sciences M.M. Koltsova in the book A Child Learns to Speak emphasizes that with timely access to a speech therapist and systematic classes, a deaf and hard of hearing child will grow up to be a full-fledged person, only parents do not need to lose heart and set themselves and the child for a calm and long work which is usually successful.
Also in her book you can find specific examples of how to eliminate deficiencies in the development of speech in children with alalia (underdevelopment of speech activity), aphasia (loss of speech after it has been formed), stuttering, neurotic diseases and other developmental features.

Section II. Information about finger gymnastics

The value of finger gymnastics for the mental and mental development of the child.

What is the reason for speech delay? Previously, it was believed that the main thing on which the development of speech depends is the degree of verbal communication of children with surrounding adults: listening to someone else's speech, the child gets the opportunity to onomatopoeia, and in the process of onomatopoeia, he learns to articulate syllables. However, studies by scientists have shown that the degree of verbal communication with adults does not play such a big role as it was supposed. They also studied the dependence of the child's speech ability and his motor functions. Children aged 1 year 1 month to 1 year 3 months, who were given the opportunity to move freely on the floor daily for 20 minutes, showed attempts at fairly accurate onomatopoeia by day 20, while a group of children of the same age, who were in normal conditions (who spent a certain period of wakefulness in the arena, where their movements were limited), by day 30 did not show significant changes in onomatopoeia. This study is written in the book by M.M. The Ring Child is learning to speak. Studying the anatomical relationships of the child's body, scientists, neuropathologists and defectologists conducted a large number of studies in preschool institutions and came to the conclusion that the child's speech ability depends not only on the training of the articular apparatus, but also on the movements of the fingers. The hand can be attributed to the speech apparatus, and the motor projection area of ​​the hand can be considered another speech area of ​​the brain. The outstanding Russian educator of the 18th century N.I. Novikov argued back in 1782 that the natural impulse to act on things in children is the main means not only for gaining knowledge about these things, but also for their entire mental development. Neurologist and psychiatrist V.M. Bekhterev wrote that hand movements have always been closely connected with speech and contributed to its development.
The English psychologist D. Selly also attached great importance to the creative work of the hands for the development of the thinking and speech of children. Finger training greatly affects the maturation of speech function. In the laboratory of higher nervous activity of a child in an electrophysiological study conducted by T.P. Khrizman and M.I. Zvonareva, it was found that when a child makes rhythmic movements with his fingers, the coordinated activity of the frontal and temporal parts of the brain sharply increases in him. And finger movement right hand causes activation of the left hemisphere of the brain, and the movement of the fingers of the left hand - the right hemisphere of the brain. Scientific data from electrophysiological studies suggest that speech areas are formed under the influence of impulses coming from the fingers.

From the history of the emergence of pedagogical technology of finger games.

The priority of recognizing finger games as official pedagogy belongs to German specialists. Back in 1873, the outstanding German teacher Friedrich Fröbel singled out the educational value of finger games and included them in the curriculum of the kindergartens he created. Froebel suggested that it is the association of the sound and meaning of words with the child's own body that is best suited to the learning style of young children. In those days, there could be no theoretical justification for this method; Froebel made conclusions based on his own observations and intuition.
Previously, there were many folk finger games, nursery rhymes that accompanied the childhood of our great-grandmothers and grandmothers, games now forgotten or half-forgotten. Over the past decade, experts have been searching for, reviving such games, turning to ethnographers, folklorists, philologists for help, using special literature, conducting surveys in various regions of Russia. Many of the newfound games are not outdated and are naturally accepted by children. With folk finger games, the child met already in the cradle, or rather, on the lap of his mother, grandmother, nanny. These were not games yet, but nursery rhymes and pestles - the fun of an adult with a child. Few people know that the beloved Magpie-crow does not end with the swaying of the loafer-little finger:

You did not carry firewood,
did not carry water.
The game had a sequel. Adult says:
Know ahead:
Here the water is cold
(and stroked the child at the wrist).
It's warm here
(stroking at the elbow);
It's hot here
(stroking at the shoulder);
And here - boiling water, boiling water!
(tickled under the arm).

Such a fun game gives the child to feel the joy of bodily contact, to feel his fingers, palm, elbow, shoulder; to realize oneself in the system of bodily coordinates, and ultimately to formulate a scheme of the body. This prevents the occurrence of many neuroses in the future, gives a person a sense of self-control. Similar games are found in many nations.

Types of exercises for the development of fine motor skills of hands.

According to the international classification, games that combine finger movements with short rhythmic rhymes are divided into two types. The first - fingerplay - actually finger games, sitting. The second - action rhume - games that, in addition to the activity of fine motor skills, include movements of the whole body: jumping, running in place, movements of the arms, legs, head. This classification is rather arbitrary.
Folklore games have many versions. Most finger games are accompanied by poetry, only some of them are accompanied by non-rhyming text, usually the dialogue of the participants or the commands of the leader. There are few games without words, most often these are fun for teenagers - secret sign languages ​​or ring puzzles that require a lot of concentration.

Features of finger games.

Of particular importance are games that simultaneously use different types of hand movements (games of Rings, Even-Odd, etc.). These games expand the reserve capabilities of the functioning of the child's brain. The usual set of activities for the development of fine motor skills are weaving, modeling, designers, mosaics, cutting out of paper and cardboard, drawing various patterns. When performing these activities, they mainly use the movements of the first three fingers, those that are constantly active in everyday life and in communication. The last two fingers - the ring and little fingers - are outside the social zone and are usually passive in everyday activities. Particular attention to exercises using the ring finger and little finger should be given to children from 2-2.5 years old, since the smallest children use all five fingers in exercises. Useful are exercises with fingers for a combination of compression, stretching and relaxation.

The effectiveness of the use of finger gymnastics on examples of working with children with developmental disabilities.

Finger game training is effective for children with various speech disorders. Usually, after six months, most children, including those who stutter, have normal speech. By the end of the year, agrammatisms are eliminated (from the experience of the speech therapist of the ORC Aksenova M.I.) The effectiveness of the use of finger gymnastics is strongly influenced by the emotional and figurative coloring of exercises. Various exercises can be combined into one plot, the description of which turns out to be a lively story on some topic, for example, a walk in the forest. It is not at all difficult for children to come up with such images themselves, and even in motion, like a snail crawling, a butterfly flying, grass swaying from the wind, a bird flying in, feeding them, etc.
The effectiveness of finger gymnastics depends on what else the child is doing. music lessons, physical culture, mathematics, modeling, applications, drawing, games in designers and mosaics - all this contributes to the development of fine motor skills of the hands and increases the mental activity of the child, develops his speech abilities.
Section III. Exercises and games for the development of fine motor skills of hands.

1. Fun games.

A very good training of movements for the fingers is given by folk games-rhymes.
white-sided magpie
cooked porridge,
She fed the kids.
I gave this
I gave this
I gave this
I gave this
She gave it.

At the same time, the index finger of the right hand performs circular movements along the palm of the left hand. Then, in turn, the little finger, ring, middle, index and thumb are bent.
Another version of this joke:

This was not given:
You didn't carry water
Didn't cut wood
Didn't cook porridge
You have nothing!

Wherein thumb does not bend.
It is suggested that children bend and unbend the fingers of both the left and right hands into a fist.
You can use the following verses:

This finger is a grandfather
This finger is a grandmother,
This finger is daddy
This finger is mommy
This finger is me.

If the exercises cause some difficulties in children, then parents help the child keep the rest of the fingers from involuntary movements.

This finger wants to sleep.

This finger twitched.
This finger is already asleep.
The fingers are up. Hooray!
It's time to go to kindergarten.

In these verses, you can bend your fingers, starting with the thumb, then with the little finger, then on the right hand, then on the left hand.
Thumb exercises. Both hands are clenched into a fist, thumbs up. We make circular movements with the thumb, twist the rope first in one direction; then to another. Performing the exercise, I sing the song Skipping Rope:

I'm jumping, I'm spinning a new rope
If I want, I'll outrun Galya and Natalka
Come on, come on, two in the middle of the path,
Yes, running with the wind, yes on the right leg.
I'm jumping, I'm spinning a new rope
I jump, I teach Galya and Natalka
Come on, come on, two sisters are studying
Behind the back, pigtails jump day by day

This is a difficult exercise: circular rotations with the thumb must be done rhythmically, with a large amplitude of movement in one direction, then in the other. But thanks to a cheerful song, one does not feel tired.

2. Games with sticks and matches.

Builders
The squirrels and bunnies decided to build houses for themselves. It is from these logs that you need to build (15 matches or counting sticks each). It is necessary to move the logs into place so that they do not slide on the ground.
Fulfilling the conditions of this game you need to transfer: -
a) using any fingers of both hands;
b) using the thumbs of the left hand;
c) only two fingers - thumb and little finger;
d) only index and middle fingers;
e) only the middle and ring fingers;
f) only the ring and little fingers;
g) with two little fingers of both hands lay out two straight lines of 4 sticks (matches) - a fence;
h) build a triangle (roofs of houses) with the ring and little fingers;
i) build a quadrangle (walls) with the middle and little fingers;
j) build a well with index and nameless ones.

This exercise can be given at home. Let the whole family play.
The second version of the game with matches.
In front of each participant in the game, 5 matches are placed one after the other on the table. The player must raise the fingers of two hands: one match with two thumbs, the other with the index fingers, the 3rd, 4th, 5th - middle, ring and little fingers, not letting go of a single match. Raise consistently.
Game Building a house, Hammering nails.
Hands clenched into fists, thumbs up - this is a hammer. Throughout the entire verse (or song), the hammer hammers in nails - we are building a house (movement from above with the thumb - first straight, then bent. It is more difficult to bent.)

All day long here and there

There is a loud knock.
Hammers are knocking
We are building a house for rabbits.
Hammers knock
We are building a house for squirrels.
This house is for squirrels.
This house is for bunnies.
Ready-made houses-hands,
clenched into fists for de-
vochek-squirrels and boys-
cow-bunnies How nice we will live.
Let's sing songs
Have fun and dance.
Further, I praise the houses built by children:
This house is for Sveta
It is big and light.
Alyosha lives here
He is a good boy.
In this house, Masha
You are our sun.
This house is for Marat,
The house will be rich.
This house is for Lada
It's cold there in the heat.
This house is for Nastya-
There will be happiness in the house.
Natasha lives here
You are our smart one.
House for Artem
Sunny, not dark.
In this house Kolya-
He is an excellent student at school.
This house is for Julia
Polite cleaner.
This house is for Katya-
Katya has many dresses.
This one is for Seryozha,
Serezha is our hope.
House for Andryusha -
It has a lot of toys in it.
This house is for Sasha -
Sasha is our pride.
House for Maxim -
He is very handsome / and Maxim is strong /.

The reaction of children to these verses, verses about everyone, is interesting!
And when playing this game again, they try very hard to work with a hammer, anticipating a happy ending, affectionate lines for a good job. And the smiling mood does not go away for a long time, the faces become kind, softened.

3. Games with paper.

4. Games that require children's creativity - independent depiction of the described phenomena with gestures and hand movements.

5. Gymnastics of the fingers.

6. Exercises for children with cerebral palsy.

These exercises are recommended to be carried out regularly, 1-3 times a day, depending on the state of the child's motor skills. If the child himself is not able to do these exercises on his own, then parents are advised to take the child's hand and do the exercises with his hand. It should be remembered that these exercises have an indirect effect on the development of speech.

1. The tip of the thumb of the right hand alternately touches the tips of the index, middle, ring fingers and little finger (fingers greet). The same with the left hand, with both hands.
2. The fingers of the right hand touch the fingers of the left hand - they greet each other in turn: the thumb with the thumb, the index with the index, etc.
3. will straighten forefinger right hand and rotate them (wasp). The same with the finger of the left hand.
4. The index and middle fingers of the right hand run around the table (little man). The same with the other hand, with both hands (children run a race).
5. Extend the index finger and little finger of the right hand, hold the other fingers with the thumb (goat). The same with the other hand.
6. Form two circles with the thumbs of both hands and connect them (glasses).
7. Raise your hands with your palms facing you, spread your fingers wide (trees).
8. Alternately bend the fingers of the right hand, starting with the thumb. The same with the left hand. Then bend your fingers in the same way, starting with the little finger.
9. Squeeze the fingers of the right hand into a fist, straighten them one by one. The same with the left hand.
10. Bend both hands into fists, stretch your thumbs up, bring them closer to each other, move them (two are talking).
11. The fingers of both hands are slightly bent and attached to each other (nest, bowl).
12. Connect the fingertips of both hands at an angle (roof, house).
13. Holding your fingers up, connect the tips of the middle and ring fingers of both hands. Raise other fingers up or stretch horizontally inward (bridge, gate).
14. Hands in an upright position, press the palms of both hands to each other. Then slightly push them apart and round (hours, bud).
15. Extend the index finger of the right hand, the remaining fingers run along the table (a dog, a horse runs).
16. Put your right hand on the table, raise your index and middle fingers, spread them, move them (snail with antennae).
17. The right hand is the same as in the previous exercise, and the left hand is placed on top (snail shell).
18. The middle and ring fingers of the right hand are bent and pressed to the palm with the thumb, the index finger and little finger are slightly bent, the hand is raised up (cat).
19. Point the ends of the fingers forward, press the palms against each other, slightly open (boat).

7. Sets of exercises for children with delayed speech development.

Exercises of the first complex

1. Palms on the table (at the expense of one or two fingers apart - together).
2. Palm - cam - rib (at the expense of one - two - three).
3. Fingers greet (at the expense of one - two - three - four - five, the fingers of both hands are connected: thumb with thumb, index with index, etc.).
4. Man (index and middle fingers of the right, then the left hand run around the table).
5. Children run a race (movements as in the fourth exercise, but perform both hands at the same time).

Nursery rhyme Finger-boy

Finger boy, where have you been?
I went to the forest with this brother.
I cooked cabbage soup with this brother.
I ate porridge with this brother.
I sang songs with this brother.

An adult shows the thumb of his right hand and says, as if addressing him: he touches the tip of the thumb to the tips of all other fingers, starting with the index finger.

Exercises of the second complex

1. Goat (stretch out the index finger and little finger of the right hand, then the left hand).
2. Goats (the same exercise, but performed simultaneously with the fingers of both hands).
3. Glasses (form two circles from the thumb and forefinger of both hands, connect them).
4. Hares (pull up the index and middle fingers, connect the thumb, little finger and ring finger).
5. Trees (raise both hands with palms facing you, fingers wide apart).

Squirrel nursery rhyme

A squirrel sits on a cart, she sells nuts:
Chanterelle-sister, sparrow, titmouse,
A fat-fifted bear, a mustachioed hare.

An adult and children, with the help of the left hand, bend the fingers of the right hand in turn, starting with the thumb.

Exercises of the third complex

1. Checkbox (pull the thumb up, connect the rest together).
2. Birds (alternately, the thumb is connected to the rest).
3. Nest (connect both hands in the form of a bowl, fingers tightly clenched).
4. Flower (the same, but separate the fingers).
5. The roots of the plant (press the hands of the back side to each other, release the fingers down).

Fun game This finger

This finger is a grandfather
This finger is a grandmother,
This finger is daddy
This finger is mommy
This finger is me
That's my whole family.

Children are invited to bend the fingers of their left hand into a fist, then, listening to the nursery rhyme, unbend them in turn, starting with the thumb.

Exercises of the fourth complex

1. Bee (with the index finger of the right, then the left hand rotate around).
2. Bees (the same exercise is performed with two hands).
3. Boat (point the ends of the fingers forward, press the hands with the palms to each other, slightly open them).
4. Sunbeams (cross fingers, raise hands up, spread fingers).
5. Bus passengers (fingers crossed down, backs of hands up, thumbs up).

Fun game This finger

Raise the left hand with the palm facing you and, in accordance with the text, bend the fingers of the left hand in turn with the right hand, starting with the little finger.

... This finger wants to sleep,
This finger - jump into bed!
This finger twitched.
This finger is already asleep.
Hush, finger, do not make noise,
Don't wake up the brothers...
The fingers are up. Hooray!
It's time to go to kindergarten.

An adult and children turn to the thumb, unbend all fingers.

Exercises of the fifth complex

1. Castle (on the count of one - palms together, on the count of two - the fingers are connected to the castle).
2. Fox and hare (the fox sneaks - all fingers slowly step forward on the table; the hare runs away - fingering, quickly move back).
3. Spider (fingers bent, slowly moving around the table).
4. Butterfly (put palms together with the back side, wave fingers tightly clenched together - the butterfly flaps its wings).
5. Count to four (the thumb is connected alternately with all the others).

Fun game Come on brothers, let's get to work!

…Come on, brothers, get to work!
Show your passion.
The big one is chopping wood.
All stoves - you heat.
And you have to carry water.
And you have to cook dinner.
And the baby - to sing songs,
Songs to sing and dance
To amuse the siblings.

An adult and children turn to the right hand, bent into a fist, alternately unbend all fingers.

Exercise one.

(according to V.V. Tsvyntarny. We play with fingers and develop speech.)

WHAT IS THE INFLUENCE OF FINGERS ON THE DEVELOPMENT OF SPEECH

In children with a number of speech disorders, general motor insufficiency expressed to varying degrees is noted, as well as deviations in the development of finger movements, since finger movements are closely related to speech function. In this regard, the system for their education and upbringing provides for educational and corrective measures in this direction.
Authors such as N.S. Zhukova, E.M. Mastyukova, T.B. Filicheva, N.I. Kuzmina describe separate techniques for the development of motor skills in children with delayed speech development and with motor alalia. E.M.Mastyukova, M.I.Ippolitova and L.A.Danilova give more complete recommendations on the formation of motor skills and differentiated finger movements in children with cerebral palsy.
Scientists who study the activity of the child's brain, the psyche of children, note the great stimulating value of the function of the hand. Employees of the Institute of Physiology of Children and Adolescents of the APN found that the level of development of children's speech is directly dependent on the degree of formation of fine movements of the fingers (M.M. Koltsova).
So, based on the experiments and surveys a large number children, the following pattern was revealed: if the development of finger movements corresponds to age, then speech development is within the normal range. If the development of finger movements lags behind. This also delays speech development, although general motor skills may be normal and even higher than normal (L.V. Fomina). M.M. Koltsova came to the conclusion that the formation of speech areas occurs under the influence of kinesthetic impulses from the hands, or rather, from the fingers. This fact should be used in work with children and where the development of speech occurs in a timely manner, and especially where there is a lag, a delay in the development of the motor side of speech. It is recommended to stimulate the speech development of children by training the movements of the fingers. Finger training can already begin at the age of 6-7 months: this includes a massage of the hand and each finger, each of its phalanxes. Kneading and stroking is carried out daily for 2-3 minutes.
Already from the age of ten months, active exercises for the fingers are carried out, involving more fingers in movement with a good, sufficient amplitude. Exercises are selected taking into account age characteristics. So, kids can be given to roll wooden balls of various diameters with their fingers. All fingers must be involved in the movement. For this exercise, you can use plasticine balls, beads. You can engage in construction from cubes, collect various pyramids, shift pencils, buttons, matches from one pile to another.
At the age of six months, children are given more complex tasks: fastening buttons, tying and untying knots, lacing.
A very good training of movements for the fingers is given by folk games-rhymes.

white-sided magpie
cooked porridge,
She fed the kids.
I gave this
I gave this
I gave this
I gave this
She gave it.

At the same time, the index finger of the right hand performs circular movements along the palm of the left hand. Then, in turn, the little finger, ring, middle, index and thumb are bent.
Another version of this joke:

This was not given:
You didn't carry water
Didn't cut wood
Didn't cook porridge
You have nothing!

In this case, the thumb does not bend.
It is suggested that children bend and unbend the fingers of both the left and right hands into a fist.
You can use the following verses:

This finger is grandfather,
This finger is a grandmother,
This finger daddy
This finger mommy
This finger is me.

If finger gymnastics exercises cause some difficulties in children, then parents help the child keep the rest of the fingers from involuntary movements.

This finger wants to sleep.
This finger - jump into bed!
This finger twitched.
This finger is already asleep.
The fingers are up. Hooray!
It's time to go to kindergarten.

In these verses, you can bend your fingers, starting with the thumb, then with the little finger, then on the right, then on the left hand.
To train the fingers, exercises can be used without speech accompaniment. The child is explained the performance of a particular task. Parents show everything. "Fingers greet" - the tip of the thumb of the right hand alternately touches the tips of the index, middle, ring and little fingers. "Man" - the index and middle fingers of the right hand "run" on the table. "Elephant" - the middle finger is forward (trunk), and the index and ring fingers are the legs. Elephant "walks" on the table. "Roots of trees" - the hands are intertwined, the spread fingers are lowered down.
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, this will further facilitate the acquisition of writing skills.
We give two blocks of tasks: the first is work with fingers; the second is work with counting sticks, matches.
In the first block, figures are selected that depict objects, animals, birds. All figures with a small poetic accompaniment and drawings. When performing each exercise, you should try to involve all the fingers, perform the exercises with both the right and left hands.
When the child masters the free performance of the figures, the exercises can be complicated: acting out small scenes, retelling short stories, accompanied by the construction of figures from the hand and fingers.
For example, such a story.
Vaska the cat saw a nest in a tree. Chicks lived in the nest (we depict a cat figurine, a tree, a nest with chicks). Cat Vaska wanted to eat the chicks and climbed a tree. But then a mother bird flew in, which began to protect her chicks (depict a bird). The cat got scared and ran away (depict a cat). With a good imagination of parents, you can invent and tell fairy tales, which can also be accompanied by images of various finger figures. It is necessary to ensure that all exercises are performed by the child easily, without difficulty, so that classes bring him joy. In the second block with poetic accompaniment, figures are presented that are made from counting sticks or matches. First, they get acquainted with geometric figures, on the basis of which all the rest are built. The figures accompany the rhymes so that the child has not only a visual image of the object, but also an auditory one.
These exercises can be done with all children, and especially with those who have a general underdevelopment of speech or any of its disorders (stuttering, etc.).

I. IMPLEMENTATION OF FIGURES FROM FINGERS

One of the features that characterize cerebral palsy is a violation of fine motor skills of the hands, the tone of their muscles, the presence of violent efforts, inaccuracy of hand movements and impaired limb formation. An important task for parents and teachers is the development of fine motor skills in early and preschool age.

Any doctor will say that for children with cerebral palsy, the main type of activity is an emotionally colored game. This is the most unobtrusive form. While playing, the baby gets not only pleasure, but also trains and develops in several directions at once.

Each lesson on the development of fine motor skills is recommended to begin with self-massage of the back of the hands, palms and fingers. Examples of self-massage are, for example, imitation of a “saw”. With the edge of the palm, the child saws its back side in all directions.

You can make rotational movements with the base of the brush towards the little finger, massage the palm with the knuckles of clenched fingers. It is worth trying alternate flexion and extension of the fingers, pinching them from the nail phalanx to the base. Self-massage begins and ends with relaxation and stroking the hands.

An important part of the development of fine motor skills in children is finger games. They are very entertaining and have a positive effect on the formation of speech and creative activity, develop dexterity and concentrate attention. Such games are staging various fairy tales, stories, poems with the help of fingers. The most popular are the well-known "Magpie - Crow", "Ladushki" and "Horned Goat".

Every day, for 5-10 minutes, it is desirable to conduct classes with toys to perform movements of varying difficulty. This contributes to the development of manipulative function of the hands. This includes such movements as: roll the car, the ball, lower the toy into the box and get it, shake the doll, open - close the box, lid, collect with two fingers small items, different in size, shape and weight.

Effective exercises for the development of fine motor skills in children with cerebral palsy are: lacing, picking up pyramids, nesting dolls, mosaics, puzzles, drawing in the air, fastening zippers, buttons, hooks, squeezing foam balls and squeaky toys, sorting through cereals, winding thin wire on a coil or own finger, modeling, work with matches, sorting coins and other exercises.

You can work with a stencil or pattern. The child imposes a stencil with various geometric shapes on paper and outlines familiar shapes with a pencil. Then he removes the stencil, and divides each figure into parallel lines or strokes. In subsequent lessons, the kid can make semantic compositions, objects from geometric shapes, or simply shade them. Such exercises contribute not only to strengthening the muscles, but also to the eye, figurative and logical thinking.

Exercises are needed to develop the sensitivity of the fingertips. They are carried out with the help of objects and toys of various roughness. You can also stroke your fingertips with a dense brush.

Exercises for the formation of the grasping function of the hands are very important. Within 1 minute, alternate shaking the child's hand in the middle of the forearm and stroking it. Next, you need to cause the baby to pay attention to their own hands. To do this, the hand is captured in the forearm and smoothly rises up. She is shaken a little and lowered onto the child's lips. Then again raise, and so 4 - 5 times. When the baby has sucking movements, the hands should be held near the mouth for a while so that the baby tries to capture them with his lips.

Then massage the hands with a fluffy brush. She is driven along the outer side of the fist from the fingertips to the wrist. Such movements cause the straightening of the fist and the fan-shaped breeding of the fingers. It is carried out 4 - 6 times with each hand.

To form tactile sensations, the fingertips are irritated with a brush, and then objects of different size, shape, mass and temperature are placed in the hand, which are convenient to grip. Then, after these stimulating activities, a toy tied with a ribbon is brought to the child. The baby's hand touches the toy, repeatedly shaking it. When he begins to react vividly to the game, the adult relaxes the brush, stroking it with a brush, and puts a toy into it.

Fine motor skills exercises at the initial stage are given to children with cerebral palsy, it is quite difficult. After a while, classes become automated, and movements accelerate. Very important right from the start early age develop fine motor skills in babies, i.e. flexibility and accuracy of finger movements. It is she who is a powerful stimulus for the development of perception, memory, attention, thinking and speech in a child, which is so important for children suffering from cerebral palsy.

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I drive him back and forth, hand change

I will stroke their hand , respectively

It's like I'm sweeping up a crumb. change p uk

And squeeze it a little respectively

How a cat squeezes its paw. hand change

I will press the ball with each finger respectively

And I'll start with the other hand . hand change

And now the last trick: throwing the ball from hand to hand

The ball flies between the hands.

Su-Jok therapy.

Massage with a special ball. Rolling the ball between the palms, the child massages the muscles of the hands, if necessary, an adult helps. Each ball has a "magic" ring.

Elastic ring massage. The ring must be put on the finger and massaged until it turns red and feels warm, while you can pronounce the poem of finger gymnastics.

One - two - three - four - five, Fingers came out for a walk, This finger is the strongest, thickest and largest. This finger is for showing it off. This finger is the longest and it stands in the middle. This finger is nameless, he is the most spoiled. And the little finger, although small, is very dexterous and daring.

Exercises on mats "grass"

We take a square fragment of the “grass” threshold rug, put it on our knees or on a table, and both hands make movements on it according to the text.

On the meadow, on the lawn Jump with all fingers

Bunnies jumped all day long. on the rug

And rolled on the grass Roll your palms from the base

From tail to head. to your fingertips

For a long time the fingers jumped like that, "Jump" and "lie down" with palms

But they jumped, they got tired. on the rug

The snakes crawled past Palms take turns crawling

"WITH Good morning!" - they were told. like snakes.

I began to stroke and caress The palms take turns stroking the rug.

All hare hare - mother.

The she-bear walked awake, " We cross "with the edge of the palm -

And behind her is a teddy bear. like a teddy bear.

And then the kids came

They brought books in briefcases. 2nd and 3rd fingers "go".

Started to open books Brushes open like books

And write in notebooks. palms up.

Ruler exercise

The child puts the ruler under the middle of the middle finger, index and ring fingers - from the bottom of the ruler and begins to shake the ruler, imitating the movement of the wings of an airplane. Then, the same is done with the other hand.

Here is the magic plane

Takes flight

He plans over the desk

Well, where is our map?

Pen exercise.

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We're racing down the mountain

We love fun

Cold winter.

Clothespin exercises

With a clothespin, the child pins the nail phalanges of the fingers of the right and then the left hand to each stressed syllable - from the thumb to the little finger.

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Toothbrush exercises

Brush the pads of the fingers of the right, then the left hand, starting with the thumb and ending with the little fingers.

I'll take a toothbrush

To stroke your fingers.

Get dexterous soon

Daredevil fingers!

Exercises for finger gymnastics .

"Visiting".

On a visit to the thumb

(thumbs up on both hands).

Came straight to the house

Index and middle

(alternately named fingers are connected to the thumbs on both hands at the same time)

Nameless and last -

Little finger itself

(fingers clenched into a fist, only the little fingers are exposed up)

Knocked on the threshold.

(fists banging against each other).

Together fingers are friends

(rhythmic clenching of fingers into fists).

They cannot live without each other.

Then you can conduct exercises with the help of which children learn to alternately unclench their fingers, clenched into fists.

"House".

One two three four five

(unclenching fingers, clenched into a fist one at a time, starting with the big one)

The fingers went out for a walk.

(rhythmic unclenching of all fingers at the same time).

One two three four five,

(squeezing in turn widely spaced fingers into a fist, starting with the little fingers)

They hid in the house again.

(rhythmic squeezing of all fingers at the same time).

St. Petersburg State Budgetary Inpatient Social Service Institution

"House - boarding school for children with mental disabilities No. 1"

Committee for Social Policy

development fine motor skills in children with cerebral palsy

Kashko A.V.

Educator DDI No. 1

The materials have been developed and are

In the process of testing since 2013.

Considered at the meeting

MO educators:

15.02.2014

approved at the meeting

expert council,

Minutes No. 6 dated 18.05.2014

Peterhof

Explanatory note

Tasks:

• To form an idea of ​​the role of motor skills in the psychophysical development of the child.
• Suggest games and exercises for the development of fine motor skills of hands.

Introduction

fine motor skills- 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 with the hands and fingers and toes.

Cerebral palsy (ICP) is a disease of the central nervous system with a leading lesion of the motor areas and motor pathways of the brain. Motor disorders in this disease are the leading defect and represent a kind of anomaly of motor development, which, without appropriate correction and compensation, has an adverse effect on the entire course of the formation of the neuropsychic functions of the child. Damage to the motor sphere in cerebral palsy can be expressed to varying degrees: motor disorders can be so severe that they completely deprive children of the opportunity to move freely; with sufficient range of motion; with a mild violation of muscle tone, dyspraxia is noted, children have difficulty mastering self-service skills. A weak sense of one's movements and difficulty in actions with objects are the reasons for the insufficiency of active touch, recognition by touch (stereognosis). This, in turn, further complicates the development of targeted practical action and affects the mental development of children.In this regard, the stay of the child in the kindergarten begins with an examination of the level of his psychophysical development at the psychological-medical-pedagogical consultation. Working in a team, a doctor, a social worker, a psychologist, a speech therapist and an educator, after studying the anamnestic information, compose a comprehensive program for the rehabilitation of a disabled child.

Motor disorders that limit subject-practical activity and impede the development of independent movement, self-service skills, often make the child completely dependent on the immediate environment. Therefore, from the first moments of communication, I, as an educator, strive to create favorable conditions for the formation of cognitive activity and creative initiative of the child, the development of his motivational and psycho-emotional, volitional spheres.

The purpose of this work is to systematize the material on the development of safe and consistent recovery of impaired motor functions of the hands in children with cerebral palsy, in particular, the formation and development of fine motor skills of the hands. The formation of motor functions, including subtle movements of the hands, occurs in the process of the interaction of the child with the surrounding objective world.

Sensory education, aimed at the formation of a full-fledged perception of the surrounding reality, serves as the basis for cognition of the world, the first step of which is sensory experience. Sensory processes are inextricably linked with the activity of the sense organs. The object we consider affects our eye; with the help of the hand, we feel its hardness (or softness), roughness, etc., perform various actions with it; the sounds emitted by any object are perceived by our ear. The success of mental, physical, aesthetic education depends on the level of sensory development of children, on how perfectly the child sees, hears, and feels the environment.

In healthy, normally developing children, the development of sensations and perceptions is very intensive. At the same time, the correct idea of ​​objects is more easily formed in the process of their direct perception, both visual and auditory and tactile, in the process various activities with these items.

However, in children with developmental disabilities, the possibilities of a full-fledged perception of reality are limited. In children with cerebral palsy, who have hearing, speech, vision and intelligence impairments (to varying degrees), the level of sensory development lags significantly behind. The sensory experience of such children is limited; due to motor insufficiency, the formation of the perception of objects of the surrounding world is disturbed at the earliest stage of the child's development.

Working in a group with children different ages with a complex defect, with disorders of the musculoskeletal system, hearing and intelligence, I was convinced that children have significant deviations in the development of sensorimotor functions and cognitive activity in general, which is associated both with organic lesions of the nervous system and with limited opportunities for cognition of the environment due to motor failure. A study of the state of manual motor skills showed that children have deviations in the development of hand motor skills, do not clearly coordinate movements, perform the proposed tasks at a slow pace or cannot complete them at all.

Being well aware of the great importance in the sensory education of children with TMDD the process of manipulating objects, and that the movements of the fingers are closely related to the speech function, I decided that a special place in my work should be given to the development of manual motor skills of the hands of children with cerebral palsy, the formation of all hand functions: supporting, pointing, repulsive, grasping, which form the motor basis of manipulative activity.

Being engaged in the development of fine motor skills of hands in children with cerebral palsy, I identified two important components of this work:

1. Exercises for hands without manipulating objects.

2. Hand exercises with various objects.

But before doing the fine motor exercises, many of which present a certain difficulty for children, it is useful to teach children how to do hand exercises:

• raise both hands up, alternately raise the right and left hands;
• knock on the table with a relaxed right (left) hand;
• smooth the sheet of the palm of the right hand, holding it with the left, and vice versa;
• turn the right hand on the edge, bend the fingers into a fist, straighten, put the hand on the palm; do the same with your left hand;
• arms half-bent, resting on the elbows, shaking in turn with the hands (“bell”);
• hands in front of you, resting on your forearms, in turn changing the positions of the hands, right and left (bend-unbend, turn the palm to the face - to the table);
• fix the right wrist with the left hand, and with the palm of the right hand knock on the table, stroke the table, etc.

The formation of purposeful hand movements can begin with the performance of generally accepted gestures by children and imitation of the actions of people and animals. For example, wag your finger, point your finger at an object (here), direction (there), call your fingers to you (go), ask for something (give), wave your hand (“hello” or “bye”), knock on the door with one with a finger, with several half-bent fingers (knock-knock), stroke the head of a child, a doll (“good”, “good”), knock with a fist on a fist (“hammer”), offer to show “flashlights”, “bells”, “washing” . Then you can move on to more complex exercises to develop fine motor skills.

Exercises for hands without manipulating objects.

1. The tip of the thumb of the right hand alternately touches the tips of the index, middle, ring fingers and little finger (“fingers greet”), the same exercise is performed with the fingers of the left hand, then with the fingers of both hands at the same time.

2. The fingers of the right hand touch the fingers of the left hand - they “hello” in turn, first the thumb with the thumb, then the index finger with the index finger, etc.

3. The fingers of the right hand all simultaneously “hello” with the fingers of the left hand.

4. Straighten the index finger of the right hand and rotate it (“wasp”), also with the left hand and with both hands.

5. The index and middle fingers of the right hand "go", "run" on the table (little man), also with the left hand and both hands.

6. Extend the index finger and little finger of the right hand (“goat”), also with the left hand and both hands

7. Form two circles from the thumb and forefinger of both hands, connect them ("glasses").

8. Pull up the index and middle fingers of the right hand, and connect the tips of the ring finger and little finger with the tip of the thumb (“bunny”), also with the left hand and both hands.

9. Raise both hands with palms facing you, spread your fingers wide (“trees”).

10. Raise the fingers of both hands with the back side towards you, move up and down (“birds fly, flap their wings”).

11. Alternately bend the fingers of the right hand, starting with the thumb, and then bend the fingers, starting with the little finger, perform the exercise with the fingers of the left hand.

12. Bend the fingers of the right hand into a fist, alternately straighten them, starting with the thumb, also with the right hand, starting with the little finger, and then with the left hand.

13. Connect all fingers except the thumb together, pull the thumb up (“flag”).

14. Squeeze your hands into fists, stretch your thumbs up, bring them closer (“two little men met”).

15. Bend the right hand into a fist, put the left hand (“table”) horizontally on top of it.

16. Bend your right hand into a fist, and lean your left hand vertically against it (“chair”, “armchair”).

17. Bend the fingers of the left hand into a fist, leaving a hole ("barrel of water").

18. Left hand in the same position, insert the index finger of the right hand into the hole from above (“the bird drinks water”).

19. The fingers of both hands are slightly bent and placed towards each other ("bowl").

20. Connect at an angle the fingertips of both hands (“house”).

21. Put the palm of your right hand on the palm of your left, raise your fingers ("behemoth").

22. The ends of the fingers are directed forward, press your hands with your palms to each other, slightly open them ("boat").

23. Cross your fingers and open them ("chain").

24. Alternately tapping fingers on the table (“piano”).

25. Touch the nose with the thumb of the right hand (fingers wide), put the thumb of the left (“nose”) to the little finger of the right hand.

Carrying out this type of work, I was convinced that the implementation of many exercises requires great effort from children, often children find it difficult to do this or that exercise. When learning different hand movements, do not rush. At the initial stages of correctional work, as well as in cases of severe motor disorders, the most effective form of interaction with the child should be recognized, since it is in these situations that he is most helpless. The main method of conducting classes is the game method, through which such a fundamental direction as "correction by movement through the game" is implemented. Some exercises can and should be performed in a passive form, i.e. the teacher himself bends, unbends the child's fingers and makes other energetic movements. The main thing is that classes bring only positive emotions. It is necessary to take care that the child's activity is successful - this will reinforce his interest in activities and games. If the child is not clear enough, does not complete the task correctly, or cannot cope with it at all, in no case should you show your disappointment, in this case you need to repeat this movement a few more times. Only a patient attitude, painstaking work of an adult, encouragement in case of failures, encouragement for the slightest success, unobtrusive help and the necessary correction will help to achieve real success. It is necessary to calmly do each new exercise at a slow pace, show it with your own hands, then fold the child’s hands correctly, if he cannot do it on his own, help and correct the exercises. I never thought that this kind of work could be so difficult for children.

Pictures and toys can be used to arouse children's interest in doing exercises (this is especially important for deaf children with cerebral palsy). The child, performing the exercise, tries to depict an animal, object, phenomenon with his hands, this develops the imagination and thinking of children. In order to interest the children more, to draw their attention to the exercises, I also suggested putting caps on the fingers (you can use multi-colored caps from toothpaste and small bottles).

The development of fine motor skills of hands in children with cerebral palsy plays important role in mastering subject-practical activities, in the development of motor skills necessary in self-service, play, educational and labor processes. Watching the children in the group, I saw that the children most time they play with the same toy, performing the same simple action many times (for example: rolling a car), pick up a toy and hold it. Those. children have great difficulties in mastering certain object-practical actions, the movements of the fingers are poorly differentiated, which negatively affects the sensory education of such children. In order for the process of cognition of the surrounding world of a child with developmental problems to be more successful, it is necessary special work on the development of fine motor skills of hands with objects. It is important to form various ways holding objects (according to their size, shape, quality). In my work, I use various exercises with objects.

Hand exercises with various objects.

1. An exercise using paper and cotton (to teach children to fold and unfold, roll, twist, flip, tear, crumple and smooth plain thin paper; divide cotton into small pieces, wind cotton on a stick).

2. Exercises with opening boxes and jars (to teach children to open and close boxes, to lay out objects of different shapes in boxes, jars and bowls, to transfer objects from container to container).

3. Folding two local nesting dolls (teaching children to open and close nesting dolls, insert and remove objects).

4. Exercises using pyramids, beads, rings (to teach children to string rings on a rod and take them off, string objects on a string, rings on their hand).

5. Exercises with forms that fit into each other (large, smaller, even smaller, etc.). Forms can be different: cylinders, rectangular or square boxes.

6. Exercises with cubes (to teach children to take the cubes out of the box and put them in the box, build a train or tower from the cubes, put together a picture from the cubes).

7. Exercises with chains (learn to assemble chains, attaching one link to another, and disconnect them).

8. Exercises with balls and balls (correct grasping and holding the ball, manipulating balls, rolling the ball off the table, knocking down objects with the ball, squeezing and unclenching soft balls).

9. Exercise with a plastic screw (screwing a plastic screw onto a threaded stick, unscrewing and screwing caps on bottles and jars).

10. Placement of inserts of different shapes in the corresponding holes.

11. Working with mosaics (mosaics of different sizes).

12. Exercises with sounding toys.

13. Exercises for the work of the thumb, middle and index fingers:

Learn to take a stick, crayon, pen with your thumb, index and middle fingers and hold

With three fingers, lightly press the rubber pear of the toy (spider, frog), forcing it to move

The same movements with fingers with a spray gun: it is easy to press with your fingers, sending a stream of air to a cotton swab, a piece of paper, a ball

14. Exercises with braid and cord:

Coil winding

Embroidering a pattern (the child threads the lace into the holes on the panel at first randomly, then so that a pattern is obtained)

Pulling an object towards you along a sliding band.

15. Water Exercises:

Catching toys out of the water with a net

Catching with a ladle or a large spoon of balls from the water.

16. Stick Exercises:

Use the wand to pull various objects towards you

Use a stick to push toys out of the tube.

17. Exercises with clay and dough.

18. Exercises in folding sticks, in stroking and hatching contours:

Folding fences, geometric shapes and other figures from sticks

Stick sticks vertically (hedgehog)

Stroke stencils, hatching (if it is difficult for a child to stroke with a pencil, children can trace the outline of the stencil with different fingers, stroke also with a finger)

19. Games with constructors.

20. Velcro Exercises:

Game "Tir" (children throw sticky circles on the field, then try to collect them).

21. Exercises for the formation of self-service skills:

Fastening and unbuttoning buttons, buttons, zippers, buckles

Using ribbons and ropes, teach children how to tie knots and bows

Using a cardboard or plastic stencil with holes:

A) pull the string through all the holes,

B) stretch the lace, skipping the hole,

B) lace up the shoe.

22. Exercises with clockwork toys, with a spinning top, with a spinning top.

23. Finger theater (glove, figurines).

24. Recognition of objects by touch (the game "Wonderful bag").

Many of these games can be made by yourself using various materials at hand (these are cases from kinder surprises, multi-colored plastic bottle caps, computer keyboards, telephone disks, etc.). Many items can be adapted for this type of work.

The need for such games and exercises is beyond doubt.

The material used (its volume) depends on the age of the child, on how his objective actions are developed, on the level of development of general and fine motor skills of the hands. All tasks presented to the child must correspond to his motor and intellectual capabilities, the development of manual skills must be carried out gradually, in stages in the form of interesting and understandable tasks and games for him, starting with the simplest and gradually moving on to more complex ones. At the first stage, it is important to teach the child to arbitrarily take and lower objects, shift them from hand to hand, put them in a certain place, choose objects depending on size, weight, shape, commensurate with their motor efforts. It is necessary to help the child if something does not work out for him, it is often difficult for him to cope with the exercise on his own.

When teaching various hand movements and actions with objects, you do not need to rush, you need to calmly, at a slow pace, introduce each new movement, show the child’s hand how it is performed, then offer to do it yourself (if necessary, help and correct). It should also be taken into account that children with disabilities are characterized by increased fatigue, they quickly become lethargic and irritable, have difficulty concentrating on the lesson, if they fail, they quickly lose interest, and refuse to complete the task. I conduct classes on the development of fine motor skills mainly individually or in small groups (two children).

When developing a system for working with children on the development of fine motor skills, I relied on the following principles:

1. Pedagogical optimism. It is based on the idea of ​​L.S. Vygotsky about the “zone of proximal development of the child” and is based on the current level of the child, his potential.

2. Consistency. Child development is a process in which all components are interconnected, interdependent and interdependent. It is impossible to develop only one function, system work is necessary.

3. Compliance with age and individual capabilities. The work should be built taking into account the psychophysiological development, individual and specific features children.

4. Graduality. Moving from simple tasks to more complex ones.

The main principles of building correctional and developmental work:

1. Early start of correctional and developmental work with children suffering from cerebral palsy, tk. motor disturbances lead to a secondary delay in the development of other functions.

2. Correctional and developmental work is built on the basis of a thorough study of impaired and intact functions. A differentiated approach during classes provides for taking into account the capabilities of the child and building a system of exercises that are in the zone of his proximal development.

3. The use of kinesthetic stimulation in the development and correction of hand movements.

4. Creative use of such basic didactic principles as individual approach, systematic and consistent in the presentation of the material, activity and visibility. These teaching principles are interconnected and interdependent, but should be used taking into account the specific characteristics of children with cerebral palsy.

5. Organization of classes within the framework of leading activities.

6. Comprehensive medical and pedagogical impact, providing for both pedagogical and medical measures aimed at restoring and developing impaired functions. Medical impact involves medication and physiotherapy, exercise therapy, massage, etc.

7. Corrective and developmental work should be carried out daily.

8. The main requirement for teachers is compliance with the protective regime. When conducting classes, the posture of the child is important. He should be in the position that most contributes to muscle relaxation, reducing violent movements. When choosing the right posture, you should first of all pay attention to the position of the head: it should not be turned to the side, lowered on the chest or raised up and tilted back. If the child is not fully able to control the position of the head, use a special device attached to the back of the chair. In addition, you should carefully select a chair in height and width so that the feet rest completely on the support, as well as the width of the seat. If the child's back muscles are weak and a stoop is formed, then a dense pillow is placed under his back, and a table is moved in front, in which there is a special recess for resting on his hands. In all cases, care must be taken to ensure that the posture is symmetrical.

Conclusion

Thus, when forming fine motor skills of hands in children with CP, the following should be taken into account:

1. The principal way to help children with cirrhosis is an early complex and purposeful corrective action, taking into account the individual characteristics and capabilities of the child.

2. Particular attention should be paid to the intensity of development of intact and correction of impaired functions of the child.

3. Correctional and developmental classes involve a gradual complication of techniques aimed at shaping the child's mental functions.

In conclusion, I would like to note that the development of fine motor skills and tactile-motor perception in children with developmental disabilities, the correction of their motor impairments allows children to:

• Master the skills of writing, drawing, manual labor that in the future will help to avoid many problems of schooling;
• Better to adapt in practical life;
• Learn to understand many phenomena of the world.

Bibliography:

1. Bachenina O.V., Korobova N.F. Finger gymnastics with objects. Determining the dominant hand and developing writing skills in children aged 6-8: A practical guide for educators and parents. - M.: ARKTI, 2006.-88s.

2. Bezzubtseva G.V., Andrievskaya T.N. We develop the child's hand, prepare it for

drawing and writing: Summaries of classes with games and exercises for the development of fine motor skills and graphic skills in children 5-7 years old. - M .: Publishing house "Gnome and D", 2003.-120s.

3. Bolshakova E.S. Formation of fine motor skills of hands: Games and exercises - M .: TC Sphere, 2005. - 64s .- (Speech therapist at preschool educational institution)

4. Borisenko M.G., Lunina N.A. Our fingers are playing. - St. Petersburg; "Parity", 2002.

5. We develop hands - to learn and write, and draw beautifully. A popular guide for parents and educators. / Gavrina S.E., Kutyavina N.L., Toparkova I.G., Shcherbinina S.V. Artist G.V. Sokolov, V.I. Kurov - Yaroslavl: "Academy of Development, 1997. -192s., Ill. - (Series: "Game, learning, development, entertainment").

6. DIY educational toys. (Text) I. Resurrection. - Novosibirsk: Sib. Univ. publishing house, 2008.-240s.

7. "150 educational games" Smart fingers / Compiled by V.G. Dmitrieva, - M.: AST; St. Petersburg: Owl, 2008-98s.

8. Finger games. - M .: Founder - publishing house "Karapuz" - 1998.

9. Krupenchuk O.I. finger games. - St. Petersburg: Publishing House"Litera", 2005.-il.- Series "Getting Ready for School").

10. Svetlova L.I. Preparing a hand for writing / Il. N. Vorobieva. - M .: Eksmo Publishing House, 2004.-96s.

11. Svetlova L.I. We develop fine motor skills, coordination of hand movements / Artist E. Smirnov. - M.: Eksmo, 2007.-72s.

12. Sinitsina E.I. Smart fingers. Series "Through the game to perfection". - M .: List, 1999.

13. Sokolova S.V. We develop attention and fine motor skills. Origami. House for a doll. For children 5-6 years old. - St. Petersburg: Neva Publishing House, 2003.-48s.

14. Sultanova I. Fine motor skills / Fun lessons. - M.: Hutber-press Publishing House, 2007.

15. Novikovskaya O.A. The mind of a child at the fingertips: little tips for parents. / OA Novikovskaya - M .; AST; St. Petersburg: Owl, 2006

Annex 1

Summaries of classes aimed at the development and correction of fine motor skills in children with cerebral palsy.

Lesson 1. A jar of bones.

Goals:

1. To form the ability to take the bones with a “pinch” and put them into a vessel. Develop kinesthetic sensations in the hands.

2. Correction of fine motor skills based on finger games.

3. Cultivate positive emotions.

Materials and equipment: a plastic jar with a wide neck, 4-5 peach pits.

Course progress.

Organizing time.

It is convenient to put the child in front of you. Stroke his hands to inspire confidence.

We will play with Olenka (Katenka),

Let's play hands!

Corrective exercises (finger games).
The teacher acts with the hands of the child.

This finger is small

This finger is weak

This finger is long

This finger is strong

This finger is fat

Well, together - a fist! (I massage each finger.)

They folded their fists, beat them with fists:

Knock-knock, knock-knock-knock

Knock-knock, knock-knock! (Knock fist on fist)

Palms - palms,

clapped their hands,

Clapped their hands

Let's rest a little. (clapping hands)

Main part.

Show your child a bright plastic jar. Let him touch it, hold it in his hands, rattle it.

Let's see what's inside?

Open the jar, pour the bones on the table. The child feels the bones, sorts them out.

Now let's put the bones in a jar. The teacher supports the child's hand and directs his actions. The child takes one bone at a time and puts it in a jar. When all the bones are collected, close the jar and rattle it.

4. Bottom line.

Well done! We collected all the bones, our hands played, they became dexterous and skillful.

Lesson 2. Dry sand.

Goals:

Materials: a container with dry sand, 2-3 small toys, a set for playing with sand.

Course progress.

1. Massage of the hands and fingers with walnuts.

Rolling with one palm of the hand on the other from the back and inside, squeezing the nut in the palm of your hand with all fingers, rolling the nut between the fingers.

I roll my nut

To become rounder.

2. Games with dry sand.

The child claps his hands on the sand, moves his fingers, sticks his fingers in the sand, “drowns” his hands in the sand.

Then the teacher buries small toys in the sand and invites the child to find them.

3. Bottom line.

How interesting it is to play with sand, did you like it?

Lesson 3. Wet sand.

Goals.

1. Stimulation of kinesthetic sensations and their development based on finger touch.

2. Correction of visual-auditory attention based on focusing on the speech and actions of an adult.

3. Cultivate a sense of joy from joint activities.

Materials: a container with dry sand, a bottle of water, a set for playing with sand.

Course progress.

So that the palms are clean, So that our finger is healthy,

Nicely lather them with soap. Let's give him a massage.

Three palms, let's rub harder

Wipe them off dirt. And let's move on to another.

2. Games with sand.

Pour dry sand into a container with a layer of 7 - 10 cm. Invite the child to play with the sand. Take the sand in your hands, pour it through your fingers, crush it with your fingers.

This is dry sand. Let's take a bottle of water and wet the sand.

From a bottle with a hole in the neck, invite the child to pour sand. The teacher helps to wet the sand evenly.

Now the sand is wet. Let's play with wet sand.

The child claps his hands on the sand, moves his fingers, sticks his fingers in the sand, “drowns” his hands in the sand. The teacher comments on the child's actions.

Look at the traces left by the palms, how they look like flowers. You can draw on the sand with your finger: here are straight and curved lines, and these are circles, dots, holes. You can sculpt pies, Easter cakes from wet sand.

Knead, knead the dough

There is room in the oven.

Will-will be from the oven

Buns and rolls.

We take the molds from the sand kit. The teacher shows how to make cakes with their help

We take a strainer from the set, sow sand through it. We collect sand in the container and pour it out.

Wet sand does not crumble like dry sand, it sticks together, so you can sculpt from it, leave marks on it.

3. Bottom line.

You can play with dry sand and wet. What kind of sand do you like to play with? How did you play?

Lesson 4. Jars.

Goals:

1. Formation of manual skills in unscrewing and tightening the lids of jars.

3. Cultivate patience.

Materials: 3-4 different jars cosmetics with different objects inside: a button, a pebble, a nut, a candy.

Course progress.

One, two, three, four (Children clench and unclench their fists.)

We washed the dishes. (Rubbing one palm against the other.)

Teapot, cup, ladle, spoon

And a big ladle. (Fingers are bent, starting with the thumb.)

We washed the dishes, (Again they rub one palm against the other.)

We only broke the cup, (Fingers are bent, starting with the little finger.)

The bucket also fell apart

The nose of the teapot broke off,

We broke the spoon a little. (Clench and unclench fists.)

So we washed the dishes.

1. Unwinding and twisting jars.

The teacher places jars of cosmetics on the table. Allows the child to examine them, hold them in their hands, shake them.

What different jars, smell good, strum. I wonder what's inside? Let's see? To see what's inside, take a jar and unscrew the lid.

The child takes the jar in one hand, and unscrews the lid with the fingers of the other hand, if necessary, the teacher helps. The contents of the jar are laid out on the table, examined, the object is called. The jar of candy is taken last and presented as a prize for a correctly completed task.

Well done! I unscrewed all the jars and found a candy. We will leave the candy for you, you can eat it, but first you need to put the items in jars and twist them.

The child spins the jars.

2. Bottom line.

Good girl! Twisted all the jars, and now you can eat candy.

Lesson 5. Water.

Goals:

1. Stimulation of kinesthetic sensations and their development based on finger touch.

2. Correction of hand-eye coordination based on practical actions.

Materials: a container with warm water 15 - 20 cm high, small pebbles, shells, fish toys.

Course progress.

1. Massage of the hands and fingers.

With the edge of the palm, we imitate “sawing” in all directions of the hand.

Drink, drink, drink, drink!

Winter is cold.

They drank firewood for us rather

Let's heat the stove, we'll warm everyone!

Pat on inside palms with the fingertips of the other hand.

Here are some funny chicks

They came to the garden to the garden.

They walk happily

Grains peck quickly.

2. Exercise with water.

A container of water is placed in front of the child.

The teacher takes the child's hands and lowers them into the water with the whole palm.

The water is warm, clean, clear, you can see our hands through it.

He moves his palms on the water, then lowers, then raises them, unfolds, slaps. He takes water in his palms and pours it into a container.

We know, we know, yes, yes, yes

Where is the water hiding?

Hey, alright, alright, alright

We are not afraid of water!

After that, the teacher, together with the child, lowers small pebbles, shells, fish toys to the bottom of the reservoir. The child watches how the objects sink to the bottom, they are clearly visible, the teacher explains that the water is clear.

Then he invites the child to independently catch the toys from the container.

3. Bottom line.

Did you enjoy playing with water? How did you play with water? Well done!

Lesson 6. Rain.

Goals:

1. Learn to dip your finger in paint, leave a mark on paper.

2. Correction of visual-auditory attention based on the instructions of an adult.

3. Cultivate a positive attitude towards drawing.

Materials: a sheet of paper with a flower application, gouache, a napkin, a watering can, a pot with an indoor flower.

Course progress.

1. Massage of the hands and fingers.

"Salting cabbage"

We chop cabbage, chop, (With the edge of one hand we knock on the back of the palm of the other hand.)

We three, three carrots, (We rub the palm with the bones of bent fingers.)

And now we salt, salt, (We imitate salt sprinkling.)

We press well, we press. (Squeeze and unclench fingers.)

2. Drawing with a finger.

The teacher shows the child a flower pot.

Look, the flower's head is lowered. He must be thirsty. I need to water the flower. But as? From a watering can.

The teacher takes a toy watering can and waters an indoor flower.

Water pours out of the watering can like rain. And in this picture, the flower also drooped, lowered its head, probably no one watered it for a long time. Let's draw rain on our picture, let the flower drink.

Show me how it rains Tap your finger on your palm.

Rain, rain

Cap-cap-cap!

Wet tracks.

We can't go for a walk

We'll get our feet wet.

The teacher shows the child how to dip a finger into the paint and leave a mark on the paper. The child, under the guidance of a teacher, draws colored dots.

3.Result.

Young! You drew rain and watered the flowers.

Lesson 7. We play cubes.

Goals:

1. Formation of the grasping function of the hand.

2. Correction of hand-eye coordination based on practical actions with objects.

3. Cultivate a sense of joy from joint activities.

Materials: small red cubes from the designer and a little more of blue color, toy cars, massage brush for hair.

Course progress.

1.Massage with a hair brush. Roll the brush between your palms.

At the pine, at the fir, at the Christmas tree

Very sharp needles.

But even stronger than the spruce forest,

Juniper will prick you.

2. Exercise with cubes.

The teacher puts small red cubes on the table.

Look what I have? What color are these cubes? (Red.) Take the cube in your hand, knock it. How else can you play with cubes? And let's build a path of cubes. Gently apply the cube to the cube to get a nice smooth path.

The child completes the task.

What path did you get? Let your fingers walk along the path.

The index and middle fingers of the right hand "walk" along the path.

Along the narrow path

Our feet are walking.

Drive the car along the track. The car falls off the road, the path is narrow. Let's build a wide path from large cubes.

The teacher lays out large blue cubes. The child builds a track by applying large cubes to each other.

What path did you get? (Large wide blue.) Roll the car on the blue track.

The car is speeding down the street

Only dust swirls.

3. Bottom line.

Well done! You carefully placed the cubes and built narrow and wide paths. On a wide road you can roll a car.

Lesson 8. Wonderful dough.

Goals:

1. Stimulation of kinesthetic sensations and their development based on finger touch.

2. Correction of tactile perception based on practical actions with objects.

3. Raise interest in a new type of activity.

Equipment and materials: two pieces of dough of different colors, one large, the other small.

Course progress.

1. Massage of the hands and fingers.

Doll Masha kneaded the dough, (Squeeze and unclench fists.)

She kneaded the dough, baked cookies. (Claps with half-bent hands.)

She gave all the guests: (Bending fingers, starting with the little finger.)

I gave the bunny, I gave the fox,

I gave it to a squirrel, I gave it to a bear,

And drove the bad wolf away. (Wag with index finger.)

2. Exercise with salt dough.

The teacher puts a larger piece of dough on the table.

This is the dough that Masha doll kneaded. (Gives the dough to the child in his hands to knead it.) This is how the doll kneaded the dough.

Flatten the dough on the table with your palms, and then press down with your fingers, make dots with your fingertips. Crumple again into a piece. The teacher divides the dough into three pieces, one takes for himself, the other for the child.

Let's make cookies. Take a piece in your palm and roll the ball. Now press the ball with your palms. Got cookies. Now we will decorate it. We pinch off small pieces of dough from a piece of another color. We roll small balls with our fingers and press them into the “cookies”. From the remaining piece, you can roll up the sausage and make a ring. The teacher helps the child as needed.

3. Bottom line.

Did you enjoy sculpting from dough? What did you blind? Who are you giving cookies to? He will tell you: "Thank you!"

Lesson 9. The sun.

Goals:

1. Formation of manual skills: attach clothespins.

2. Correction of visual-auditory attention based on focusing on the speech and actions of an adult.

3. Raising a sense of joy from a correctly completed task.

Equipment and materials: 6-7 clothespins, harvesting the sun without rays.

Course progress.

1. Massage of the hands and fingers.

Movement as if rubbing frozen hands.

Frost froze us,

Climbed under a warm collar

Like a thief, be careful

Into our boots penetrated.

Unclench and clench your fists.

The fingers went out for a walk.

They hid in the house again.

2. Exercise with clothespins.

Winter has come. There are severe frosts outside. The sun doesn't heat up at all.

Where are you, the sun, really?

We are completely frozen.

The water is frozen without you

The earth is frozen without you.

Come out soon, sunshine.

Cuddle up and warm up! (M. Elchin.)

The teacher shows the sun without rays.

And here is the sun, but what happened? Where are the rays? That is why the sun does not warm, it has no rays. Let's help the sun bring back the rays.

Clothespins fall on the table. The teacher shows how to attach a "ray" to the sun. The child completes the task.

3. Bottom line.

What a beautiful sun you have.

Sun, sun, shine!

Give us all joy!

Lesson 10. Hostess.

Goals:

1. Formation of manual skills: turn on and off the switch, insert the plug into the socket, push the latch, close the hook, close and open the lock, hook.

3. Nurturing positive reactions to new activities.

Materials and equipment: models of a switch, socket, plug, latch, hook, lock with a key.

Course progress.

1. Massage of the hands and fingers.

We build, we build new house. (Knock fist to fist.)

We will be comfortable in it.

There will be windows in it, (We drive a finger along the palm.)

And all around are paths. (With the fingers of one hand, massage each finger of the other hand.)

We are building, building a new house, (Knocking fist on fist.)

Let's live together in the house! (Clap hands.)

In every home there are many different devices that you need to be able to use. Today we will learn how to use these devices or manage the house.

The teacher puts layouts on the table electrical switch, sockets with a plug, latch, hook, lock. The teacher names each item, talks about it, shows how to use it. The child repeats the actions after the teacher. Turns the switch on and off, inserts the plug into the socket and removes it, slides and opens the latch, inserts the hook and removes it, closes and opens the lock.

3. Bottom line.

Well done! You now know how to use different household items.

Lesson 11. We washed clothes.

Goals:

1. Stimulation of kinesthetic sensations and their development based on finger touch.

3. Raise interest in a new type of activity.

Materials and equipment: pieces of fabric 20x20 cm of different textures (silk, nylon, wool, cotton, flannel), a container of water.

Course progress.

1. Massage of the hands and fingers. Actions according to the text.

So that the palms are clean,

Nicely lather them with soap.

Three palms, come on

Wipe them off dirt.

2. Exercise with pieces of fabric.

The teacher puts pieces of cloth on the table. Invites the child to examine them, touch them with his hands, crush them, clench them into a fist, fold them in half and fold them again.

A container with water is placed on the table, a height of 10-15 cm. Dip one piece of cloth into the water and try to do the same actions as with a dry cloth, wring it out before removing it from the water.

We washed clothes

rinsed in the river,

Squeezed out, hung out -

That has become fun!

3. Bottom line.

Did you enjoy playing with rags? And with what rags with dry or wet did you like to play more?

Lesson 12. Colored balls.

Goals:

1. Formation of the manipulative function of the hands and coordinated movements of the fingers.

2. Correction of visual-auditory attention based on the verbal instructions of an adult.

Materials and equipment: a basket with balls of thread of different colors, a cat toy, a plot picture depicting a grandmother and a kitten playing with a ball.

Course progress.

1. Massage of the hands and fingers.

Squeezing and unclenching small rubber balls in the palm of your hand:

Squeeze the balls tightly

We tense our muscles

To fingers never

Don't be afraid to work!

2. Exercise in winding a thread on a ball.

The teacher offers to consider a plot picture.

Grandmother was knitting socks, and the kitten was lying next to her. Grandma fell asleep. The kitten began to play with the balls and tangled the threads. Let's help wind the threads into balls.

The teacher places a basket with colored balls of thread in front of the child.

Look, what beautiful balls, choose any.

The child takes one ball, the teacher takes the other and shows how to wind the thread around the ball, then the child tries to wind the thread, the teacher helps.

I wind the balls -

Grandmother will knit socks.

3. Bottom line.

Well done! You helped your grandmother wind up the balls.

Lesson 13. A wonderful bag.

Goals:

1. Stimulation of kinesthetic sensations and their development based on finger touch.

2. Correction of tactile perception based on exercises in recognition and discrimination.

3. Raising the emotion of joy.

Materials and equipment: a bag containing a massage ball, a wooden or plastic cube, a soft toy familiar to the child (a bunny or a dog), a metal spoon.

Course progress.

1. Massage of the hands and fingers.

Exercise "Master made a locker."

The master made the locker, sawed exactly the boards.

(Place the palm with an edge and “saw” along the surface of the other palm.)

He pounded on them with a hammer, as if hammering nails.

(Squeeze your hand into a fist and tap lightly on your palm, on your fingers.)

Made the doors.

(Connect the side surfaces of the thumbs, open and close the "doors".)

He couldn't make a key.

(Connect the fingers of both hands into the “lock”, thumbs with each other and hide them inside the “lock”.)

2. Exercise with a wonderful bag.

The teacher shows the child a bag, gives it to touch, examine.

Now we will hide different items in the bag.

The child takes one object at a time, names it and puts it in a bag, the teacher helps.

This is a massage ball, it is small and prickly. This is a bunny, it is soft fluffy warm. It's a spoon, it's smooth and cold. It's a cube, it has corners.

All items are hidden in the bag, they are now not visible. (The teacher shakes the bag.) Put the pen in the bag and find the ball in it.

The child gropes for an object, tries to recognize it and takes it out. The teacher applauds him. And so are all the items.

3. Bottom line.

Did you enjoy playing with the bag? Was it difficult to find items in the bag? Well done, you tried and found all the items correctly.

Lesson 14. House for rabbits.

Goals:

1. Develop motor reactions (clap your hands, tilt your head to the sides).

2. Correction of fine motor skills based on verbal instructions and showing an adult.

3. Nurture a friendly relationship between a child and an adult.

Equipment: a hare toy, a recording of a dance melody, 2 cubes and a triangular prism from a building set, a padlock.

Course progress.

The teacher shows the child a bunny toy.

Bunny white fluffy soft (gives a toy to a child so that he strokes it).

He lives in the forest, but he has no house. Let's build a house for the bunny to keep him warm. We took the "hammers" (we clench our fists), we will build a house for rabbits.

1. Massage, exercise "House".

Knock, knock, knock,

Hammers are knocking

Building a house for rabbits. We knock our fists on each other.

Here with such a roof, Hands over your head.

Here with such walls, Hands near the cheeks.

Here with such windows, Palms in front of the face.

Here with such a door One palm in front of the face.

2. Exercise for stacking cubes on top of each other.

The teacher offers to build a house from a building kit. Shows how to build a house: we take one cube, put it on the table, take another cube and carefully put it on the first one, and put a “roof” on top of the house. Now offer to build the same house for the child.

There is a lock on the door, you need to open the lock so that the bunny enters the house.

Fizminutka, exercise "Castle".

There is a lock on the door. Hands are clasped.

Who could open it?

We knocked with a lock, We knock on our knees.

We twisted the lock, We twist with tassels.

We pulled the lock We stretch our fingers.

And they opened it.

Here is our house. Zainka will live and be happy in the house.

Show, bunny, how you will rejoice!

It sounds like a dance tune. The teacher shows how the bunny dances and offers to repeat after the bunny.

Bunny, bunny, dance!

Make our kids laugh!

Clap, clap your paws

Like this, like this!

Stomp, stomp your paws,

That's it, that's it, that's it!

Outcome.

What a funny bunny. It was you who built him a house, well done!

Lesson 15. Buttons, buttons and fasteners.

Goals:

1. Formation of manual skills: fastening and unbuttoning buttons, buttons, zippers and Velcro.

2. Correction of the prerequisites of thinking on the basis of comparative and practical actions with objects.

3. Cultivate neatness.

Materials and equipment: enlarged models with buttons and fasteners, buttons, Velcro.

Course progress.

1. Massage of the hands and fingers. Actions are performed according to the text:

Clap! One more time

We'll clap now.

And then quickly

clap-clap more fun!

Finger on finger tuk tuk,

Clap, clap, clap!

2. Exercises for manual skills.

The teacher shows the child a shirt with buttons, a blouse with a zipper, trousers with a button, shoes with Velcro.

These are clothes and shoes. When putting on a shirt, you need to fasten the buttons (buttons), on the blouse - a zipper, on the trousers - a button, on the boots - Velcro, then you will look beautiful and neat. Today we will learn how to do it.

The teacher shows the child models with buttons, fasteners, buttons. Shows how to fasten and unfasten a zipper, a button, a Velcro, a button, then invites the child to do the same. Shown and performed one action at a time, the button action is performed last. Each action performed is accompanied by praise.

3. Bottom line.

Well done! You are good at fastening zippers and buttons, now you will fasten your things yourself, you will always be beautiful and tidy.

Lesson 16. Application from seeds.

Goals:

1. Learn to perform relatively precise movements with your fingertips: pressing, applying.

2. Correction of hand-eye coordination based on actions with objects.

3. Cultivate a sense of beauty.

Materials and equipment: a small jar covered with plasticine, bean, pea, pumpkin seeds.

Course progress.

1. Massage of the hands and fingers.

Our Masha cooked porridge, (Run your index finger across your palm.)

Cooked porridge, fed the kids.

I gave this, I gave this, (Knead each finger in turn.)

I gave it, I gave it

And she didn't give it.

He played a lot

And broke the bowl.

2. Application execution.

The teacher shows a jar covered with plasticine and seeds of peas, beans and pumpkins.

Do you like this vase? And let's decorate it with seeds, make an application. (Shows how peas can be pressed in.) What a beautiful flower it turned out, and we will make a leaf out of a pumpkin. Now try it. The child alternately takes peas and other seeds with two or three fingers, applies them to a vase and presses them into plasticine.

3. Bottom line.

Well done! You tried, and you got a beautiful vase.

Lesson 17. Lacing.

Goals:

1. Formation of manual skills for lacing and unlacing.

2. Correction of visual-motor coordination based on practical actions.

3. Education of independence.

Materials and equipment: lacing.

Course progress.

1. Massage of the hands and fingers.

The saw screeched, (Rubbing one palm against the other.)

buzzed like a bee.

Clapped, tired. (Claps.)

Start over. (Rubbing palm on palm.)

2. Exercises for lacing and unlacing.

The teacher offers the child a simple round lacing. Shows how to take the lace and thread it into the hole, pull it out with your fingertips over the edge of the lace, invites the child to do the same, helps if necessary. Then unlace and try to lace over the edge.

3. Bottom line.

Well done! You tried not to miss holes, it was a very difficult task, but you did it.

Lesson 18. Pool with cereals.

Goals:

1. Stimulation of kinesthetic sensations and their development based on finger touch.

2. Correction of tactile perception based on exercises in recognition and discrimination.

3. Raise interest in a new type of activity.

Materials and equipment: a container filled with peas (rice, buckwheat, etc.), 3-4 small toys.

Course progress.

1. Massage of the hands and fingers.

Merry mouse

Found a glove. (As if we are pulling gloves on one and the other hand)

Having arranged a nest in it, (We drive a finger in the palm of our hand.)

The mice called, (Inviting movement.)

They are a crust of bread (Pinch the palm with your fingertips.)

Gave me a bite.

Stroked everyone (Stroke each finger.)

And sent to sleep.

2. Exercises with cereals in the pool.

The teacher puts a container filled with some kind of cereal in front of the child. Invites the child to put his hands in the container, stir the cereal, mash it with his hands, pass it through his fingers, rub it in his palms, etc. Then the teacher lowers 3-4 small toys that are well known to the child (a cube, a ball, a typewriter) to the bottom of the container and asks:

Find a car (cube, ball) in the pool and get it! Don't rush, feel it well!

3. Bottom line.

Well done! You did a very good job on a very difficult task.

Lesson 19. Pyramid.

Goals:

1. Develop the grasping function of the fingers using the example of picking up a pyramid.

2. Correction of visual attention based on its focus on objects.

3. Cultivate a sense of joy from a correctly completed task.

Materials: a pyramid of 3-4 rings.

Course progress.

1. Massage of the hands and fingers: stroking, spiraling, kneading movements on each finger from tip to base.

To be strong palm -

Let's massage a little:

We will stroke her gently, gently,

We press many times

Knead each finger

To make him happy

He was healthy and did not get sick.

2. Collecting the pyramid.

The teacher invites the child to examine the pyramid, touch it.

What a beautiful pyramid. It is assembled from different rings. This is the smallest ring (the teacher takes off the first ring and puts it on the table). What color is it? (Yellow.) This ring is bigger than yellow. (Takes off another ring.) What color is this ring? (Red.) And this ring is the largest. (Takes it off and puts it on the table.) What color is the biggest ring? (Green.) So we dismantled the entire pyramid into rings, only the rod remained, on which there were rings.

Let's assemble the pyramid so that it is beautiful again. Take the rod. Which ring should be taken first? (The largest.) Take the largest ring and put it on the rod. What ring did you take? (The largest, green.) Well done! Show me which ring to take now? What is this ring? (It is smaller than green, red.) Show me which ring we will put on last? What is this ring? (The smallest, yellow.) Put it on.

3. Bottom line.

Today we learned how to assemble a pyramid. You listened attentively to me, correctly completed the tasks, tried and collected the pyramid. Well done!

Lesson 20. Cheerful nesting dolls.

Goals:

1. Develop tenacity and strength of the fingertips on the basis of disassembling and assembling nesting dolls.

2. Correction of thinking prerequisites based on actions with objects.

3. Cultivate patience.

Materials: nesting doll of 3 parts.

Course progress.

1. Massage of the hands and fingers.

Exercise "Chop, chop", tapping the edge of the hand on the other hand.

Exercise "Hands are frozen", kneading the hands.

Exercise "We put on gloves", knead each finger.

2. Exercise with a matryoshka.

Look who came to visit us? This is a matryoshka.

Blow into the pipes

Hit the spoons

Matryoshkas have come to visit us!

The teacher suggests that the child examine the matryoshka, touch it.

Let's open the nesting doll, let's see what's inside it? (Another nesting doll.) What kind of nesting doll is this? (Small.) Let's assemble a big nesting doll. (Performs the task.) We have two nesting dolls, one large in a red scarf on her head, and the other is a small nesting doll, in a blue scarf. Let's see what's inside her, shall we? Open it. (Performs the task.) What a small nesting doll, in a green scarf. Collect this nesting doll in a blue scarf. (Performs task.)

Now we have three nesting dolls. Show me the biggest matryoshka. She has a red scarf. Show me a smaller matryoshka. She has a blue scarf. Show me the smallest matryoshka. She has a green handkerchief. What elegant nesting dolls. Matryoshkas want to dance.

3. Physical Minute.

We are nesting dolls, (Hands hold an imaginary scarf, turning your head to one side and the other.)

Here are the crumbs. (Lower palms to the floor.)

Like ours, like ours (Point with your hand to one or the other leg.)

Boots on the feet.

We are nesting dolls

Here are the crumbs. (Repeat the first and second movement.)

Like us, like us

Clean palms. ("Lanterns".)

4. Fixing.

Matryoshkas had fun, and now it's time for them to sleep. Let's collect nesting dolls into one big one. Open this nesting doll in a blue scarf and put the smallest nesting doll in it. Well done! Now open the largest matryoshka and put the rest of the matryoshka in it. Well done! We only have one big matryoshka left.

5. Bottom line.

Today we played with nesting dolls. Did you like nesting dolls? Matryoshkas really enjoyed playing with you. You carefully opened and closed them, danced with them. Well done!

Annex 2

"FINGER GYMNASTICS"

1. Magpie-magpie

Game progress.

The index finger of the right hand makes circular movements along the palm of the left hand. Actions are accompanied by the words:

magpie-magpie

cooked porridge,

She fed the kids. Vos-l bends his fingers:

I gave this, little finger,

I gave this, nameless,

Gave it, mean,

I gave this, forefinger,

Gave this. big.

2. patty patties

Purpose: to form in the child a positive emotional attitude to work together with the teacher, to develop a sense of their own movements.

Game progress.

The teacher claps his hand on the palm of the child, accompanying his own actions with a poetic text, prompting the child to respond.

Sweeties!

Grandma baked pancakes.

poured oil,

She gave it to the kids.

Good pancakes

Our sweet grandmother!

3. This finger is a grandmother

Purpose: to activate the movements of the fingers.

Game progress.

This finger is a grandmother,

This finger is a grandfather

This finger is daddy

This finger is mommy

This finger is me

That's my whole family!

4. This finger wants to sleep

Purpose: to activate the movements of the fingers.

Game progress.

The teacher bends and unbends the baby's fingers alternately on the right and left hand, accompanying the movements with the words:

This finger wants to sleep

This finger - jump into bed!

This finger curled up

This finger is already asleep.

Hush, finger, do not make noise,

Don't wake up your brothers.

The fingers are up. Hooray!

It's time to go to kindergarten!

5. Knock knock - I'm knocking

Game progress.

The teacher reads the poetic text, encourages the child to hold his hand in his fist. He taps every word of the nursery rhyme with the baby’s fist on the surface of the table:

Knock knock - I'm knocking

I'll put together a new table.

6. Gingerbread Man

Purpose: to develop motor skills of the hand.

Game progress.

The child performs movements accompanied by a poetic text that the teacher pronounces:

The fist is like a bun.

We will squeeze it once.

One hand is clenched into a fist - “kolobok”, the other child strokes the fist, squeezes it with his hand several times, then the position of the hands changes.

7.Let's go - let's go

Purpose: to teach the child to perform actions with his hands (open his palms, spreading his fingers wide) in accordance with the poetic text.

Game progress.

Let's go, let's go

With nuts, with nuts

To grandfather for a turnip,

yellow, big, shows,

That's what! spreading your palms to the sides.

Let's go, let's go

To the bunny for the ball,

For your ball

Round and big

That's how! Shows spreading his palms

To the sides.

8. Funny painters

Purpose: to develop motor skills of the hand, performing imitative movements, accompanied by a poetic text.

Game progress.

The child imitates movements with the hands of both hands in the direction up and down, from left to right (elbows at chest level) while the teacher reads the couplet:

We'll paint this house

Vanyusha will live in it.

9. Cook

Game progress.

The child performs circular movements with the brush clockwise and against it, accompanied by a poetic text pronounced by the teacher:

We cook, we cook, we cook cabbage soup.

Vova's cabbage soup is good!

10. Saw, saw

Purpose: to develop motor skills of the hands, performing imitative movements, accompanied by a poetic text.

Game progress.

The child performs sliding movements with the edge of the palm on the surface of the table:

Saw, saw,

Drink faster

We are building a house for animals.

11. Bunny ears

Game progress.

The fingers are clenched into a fist. The child puts up the index and middle fingers, moves them to the sides and forward under the poetic text:

Bunny has long ears

They stick out from the bushes.

He jumps and jumps

He amuses his bunnies.

Bunny gray sits

And wiggles his ears.

Like this, like this

He moves his ears.

12. Squirrel sits on a cart

Purpose: to develop fine motor skills of both hands.

Game progress.

Children with their left hand bend the fingers of their right hand in turn, starting with the big one:

A squirrel sits on a cart

She sells nuts. Bends:

fox-sister, thumb,

Sparrow, index,

Titmouse, red,

Bear fat-fifth, nameless,

Mustachioed hare. little finger.

13. Hands

Purpose: to develop motor skills of the hands.

Game progress.

The child performs movements, accompanying them with a poetic text:

palms up,

palms down,

Palms on the side -

And clenched into a fist.

14. Salt cabbage soup

Purpose: to develop fine motor skills of the hand.

Game progress.

Grinding movements with three fingers - thumb, index and middle.

In order to activate muscle sensations, we recommend doing this exercise in a bowl of buckwheat or rice.

15. Paper ball

Purpose: to develop motor skills of both hands.

Game progress.

The child is invited to crumple a sheet of paper, making a paper ball out of it (the load is given alternately on each hand).

Types of exercises:

• push the ball away with the hand;
• roll the ball on the table

16. Birds drink from a barrel

Purpose: to develop fine motor skills of the hand.

Game progress.

The fingers of one hand are clenched into a fist, the fingers of the other hand are alternately inserted from above, into the hole formed in the fist.

Chizhik whistled:

Phew, wow, wow!

I drink dewdrops in the morning.