Exercises to develop fine motor skills. Development of fine motor skills of the hands, exercises Motor skills exercises

Reading time: 14 minutes.

Research scientists have confirmed the close connection between the development of the muscles of a child’s hand and the development of his speech and thinking. High level formation fine motor skills children's fingers provide a sufficient level of memory, attention and prepares the hand for writing.

Fine motor skills of the hands are associated with the development of the left temporal and left frontal areas of the brain, which are responsible for the formation of many mental functions.

V. Sukhomlinsky rightly stated: “The mind of a child is at the tips of his fingers.” The development of thinking begins with the hand. During activity, the muscles of the hands perform three main functions: organs of movement, organs of cognition, energy accumulators (both for the muscles themselves and for other organs).

If a child touches a certain object, then the muscles and skin of the hands at this time “teach” the eyes and brain to see, touch, distinguish, and remember.

The hand cognizes, and the brain records sensation and perception, connecting them with the visual, auditory and olfactory into complex integrated images and ideas.

The process of mental development occurs under conditions of high motor activity of children. With regular cross-movements, a large number of nerve fibers are formed that connect the hemispheres of the brain and contribute to the development of higher mental functions.

To develop interhemispheric interaction, you can perform exercises involving the muscles of the arms.

What is necessary for the development of motor skills and speech

The level of speech development depends on the degree of formation of small movements of the fingers. Based on an examination of children, a pattern was identified: if the development of finger movements corresponds to age, then speech development is within normal limits; if the development of finger movements is delayed, then speech development is also delayed, although general motor skills may be normal and even above normal.

Training the movements of the fingers and hands is the most important factor stimulating the child’s speech development, helping to improve articulatory movements, preparing the hand for writing, which is equally important, it is a powerful tool that stimulates the performance of the cerebral cortex, and therefore the development of the child’s thinking.

Age-related features of the development of fine motor skills of the hands

There are certain age characteristics development of fine motor skills of the hands:

1-2 years. The child holds two objects in one hand; draws with a pencil, turns the pages of a book. Places from 2 to 6 cubes on top of each other.

2-3 years. He opens the drawer and dumps its contents. Plays with sand and clay. Opens lids, uses scissors, paints with finger. Strings beads.

3-4 years. Holds a pencil with his fingers, copies the shapes with several strokes. Collects and builds buildings from 9 cubes.

4-5 years. Draws with pencils or crayons. Builds buildings with more than 9 cubes. Folds paper more than once. Identifies objects in a bag by touch, sculpts from plasticine (from 2 to 3 parts), laces shoes.

Finger games

Finger games will help children:

• make a breakthrough in speech development - improve pronunciation and enrich vocabulary;
• prepare your hand for writing;
• develop attention, patience, the so-called internal brake - the ability to restrain yourself exactly when it is necessary;
• stimulate imagination, show creativity;
• learn to control your body, feel confident in the system of “bodily coordinates,” which will eliminate the possibility of neuroses.

Period from 2 to 3 years

The period from 2 to 3 years is an extremely important stage in a child’s life, in particular, in intellectual and cognitive development.

As you know, the organ of thinking, the organ of all mental activity of a person, is the brain. During the development of a child, when brain cells grow, their formation occurs, when nerve fibers quickly grow - conducting pathways that connect the brain with the sense organs and with muscles, during which contractions occur various movements, the increase in brain mass is of great importance.

The most intensive enlargement of the brain in early and early preschool age indicates that it is at this time that children develop especially quickly. And indeed, how much knowledge and skills a child acquires during the first three years of his life!

He learns to look and listen, talk, grasp objects and act with them, stand, walk, run, jump, go down and up stairs. The child also masters numerous skills - using a spoon, brush, pencil and many other objects.

The child’s memory is enriched with a huge amount of knowledge about colors and sounds, about natural phenomena and objects, the properties of various objects and products of human labor. The baby learns space and time, masters speech, learns to communicate with adults and peers, and learns the basic rules of behavior.

Conditions and organization of children's activities

For the full development of the baby and for the development of the child’s motor skills, the conditions and organization of the child’s activities are essential. In this regard, children's toys play a significant role. They should be varied, bright, interesting.

Children improve motor coordination and vision, learn to concentrate largely thanks to toys: children independently choose toys to play with and carry out various actions with them, including at the request of an adult.

This contributes to the development and improvement of children's speech and thinking.

In games and activities, an adult introduces the child to objects, their features and characteristics, teaches them to act with them and name them.

Play is an amazing activity that many scientists have worked to study. Despite the fact that playing does seem like a completely free pastime, it is an extremely valuable activity for children.

In a child’s life, play is of extreme importance, which cannot be compared with anything else. A child who does not play cannot develop well and quickly.

Games in kindergarten and at home

In children's preschool institution Children usually have a place and time to play. Parents of the child should also take care of these things necessary for the baby’s mental development in speech at home. It is useful when dad or mom encourage the child to play, tell and show him exactly how to play with this or that toy.

The game is a kind of school of life and a path to development children's creativity, independence, acquisition of communication skills and the like.

Listening to poems and fairy tales, a child learns a lot of new and interesting things about the world around him, trees and flowers, people and animals, fantastic heroes, their amazing adventures, etc.

Naturally, 2-3 year old children cannot immediately understand what an adult told them. Therefore, children often require repeated repetition of the same fairy tales, stories, nursery rhymes, songs, and poems.

Such repetition plays an important role: it gives the child the opportunity to think about the plot of what he heard. If a child is offered more and more new books, he will get used to superficial familiarization with them from childhood.

The main thing is that the child learns to understand what he listened to. To do this, it is important to ask questions: what (or who) is the poem or fairy tale talking about?

Sometimes, after reading, it is useful for an adult to ask the child: “Who did we read about today?”, “What did he do?”, “What happened to him?”, “How did the fairy tale end?” Such questions force the child to think about what he read.

Similar work can be done using pictures, when children look at illustrations in books or individual pictures with a certain plot. Junior child before school age It is advisable to ask: “What is this?”, “What is drawn here?”.

An important means of not only understanding the world around us, but also children’s communication with each other is the acquisition of speech. Therefore, it is necessary to develop in the child not only his understanding of adult speech (passive speech), but also his own, active spoken speech.

An adult has many opportunities for this. It is imperative to monitor the purity of the child’s speech, the correct use of words by the child and the construction of sentences.

Tools for motor development

It is equally important to worry about the development of fine motor skills, which are improved in a variety of activities - drawing, coloring, modeling, and the like.

For a child, the hand is an organ not only of labor, but also of cognition. Parents often stop the child, forbidding him to touch things that, in their opinion, are unnecessary. And completely in vain!

After all, by doing this they retard his mental development, since the child still cannot understand many things only on the basis of his own judgment. This role of physical action continues for long years and manifests itself in working with new and unfamiliar objects to the child. It has been established that intellectual action is gradually formed only on the basis of practical action.

The mental development of a preschool child occurs and is improved in a variety of games and activities, creative and educational. The baby, with the necessary help from adults, learns to observe and receives many vivid impressions of the world around him, gradually acquiring the ability to practically act and comprehend what he sees and hears thanks to the mastery of speech.

If at the same time the child also learns the basic rules of behavior, communication skills, and the ability to handle things, we can say that she is going through this period of her life with benefit.

How are motor skills related to speech?

One of the indicators of a child’s readiness for schooling is the level of development of fine motor skills, because the level of speech development directly depends on how well the fine movements of the fingers are formed.

As domestic scientists have found, if finger movements are developed in accordance with age, then speech development is within the age norm. If the development of finger movements lags behind, then the development of the motor side of speech is also delayed, although general motor skills may correspond to the norm.

Unfortunately, not all parents know about such interdependence, and therefore often lose the opportunity to help their child avoid problems in speech development in a timely manner.

Motor problems

Many parents understand the need for a child’s development from birth and work with their children with great interest. But for classes to be effective and for the baby to enjoy them, they must always be interesting, fun and must be appropriate for the baby’s age.

Each of us has encountered children four to five years old who hold a spoon in their fist, do not know how to properly hold a brush or pencil, use scissors, sometimes cannot fasten buttons, lace shoes, tie a scarf, and the like.

It is no secret that some parents find it easier to sit their child in front of the TV or at the computer, turning on a full-length cartoon or playing a game for an hour, so that the child is not distracted from talking on the phone with a friend or other adult activities.

Only some parents admit the fact that it is difficult for them to calmly wait until their child laces his shoes, buttons all the small buttons on his shirt, finishes his porridge, and the like.

Therefore, they buy Velcro boots instead of shoes with laces, a sweater with a zipper instead of a shirt, and feed the child themselves in order to free up time for other things. Few parents think about the fact that such time savings deprive their child of the opportunity to develop finger movements, and, consequently, improve the quality of broadcasting.

The impact of fine motor skills on a child's ability to learn

The results of research by scientists and the practical experience of defectologists and speech therapists indicate that recently the level of development of fine movements of the fingers in children has noticeably decreased and, unfortunately, the number of children with delayed speech and mental development has increased.

Experts have found that the majority of children with general speech underdevelopment have inactive fingers, their movements are imprecise, uncoordinated, and uncoordinated. It is difficult for such children to switch from performing one movement to another.

Unfortunately, parents learn about problems with coordination of movements and fine motor skills in a child only when the child is preparing for school or already at school age, when the child begins to lag behind his peers during school and does not keep up with the program.

At the same time, the load on the child increases significantly, because, in addition to learning new information, he also has to learn to hold a pen in his unruly fingers. But such problems can be prevented if a delay in the development of coordination of movements and fine motor skills in a child is identified in time. With properly planned correctional work, the situation can be corrected even in preschool age.

Fine motor skills as a factor in eliminating speech disorders

It is worth remembering that the speech areas in the cerebral cortex are formed under the influence of an increase in impulses that intensely come from the fingers.

Fine motor skills are directly related to speech and affect not only its development, but also help prevent and eliminate possible speech disorders.

In addition, it directly affects the child’s ability to learn - the “smarter” the hands, the smarter the baby. It's all in the brain. More precisely, in the centers responsible for the movements of the fingers and speech.

These centers are located very close to each other. Thus, by developing fine motor skills, we thereby stimulate the corresponding parts of the brain and activate the neighboring parts responsible for speech.

According to M. Koltsova, Doctor of Medical Sciences, Professor, Corresponding Member of the Russian Academy of Education, there is every reason to consider the hand as a speech organ.

The importance of early age for the development of motor skills of a future personality

Hands are a delicate instrument, and they “tune” over a long period of time. Therefore, work on developing the baby’s hand movements needs to begin from birth. After all, a child both at the age of a baby, and especially at early age, has enormous potential for the formation of a future personality, in particular its intellectual development.

It is at an early age that a child can gain a lot, but also lose a lot. It should be noted that losses of this period are more difficult to compensate with age, but gains remain for life.

Do not forget that it is in the first three years of life that the brain develops most intensively: by seven months, a child’s brain doubles in size, at one and a half years - three times, and by three years it already accounts for 3/4 of the mass of an adult’s brain.

Effective conditions for the development of motor skills in preschool children

It is necessary to use all fingers on both hands. Compression, stretching and relaxation movements should be combined. Exercises should be based on using isolated movements of each finger.

To develop motor skills in a child’s hands, it is important to train both hands. It is also important to develop subtle movements of the fingers of both hands in games, and in everyday life to strive to distribute various actions between the right and left hands.

The importance of games for the development of fine motor skills

Games and exercises for the development of motor skills are a powerful means of maintaining the tone and performance of the cerebral cortex, a means of its interaction with lower structures.

At the same time, children improve their attention, memory, auditory and visual perception, develop perseverance, play and educational and practical activities.

Systematic exercises also help to develop skills of self-control and self-regulation of hand movements, not only under the control of vision, but also with the participation of touch, tactile and motor sensations.

Games from scrap materials

To strengthen and develop a child’s hand and coordinate movements, various exercises and actions with objects are recommended:

Game "Lace"

You can buy ready-made “lacing”, or you can make it yourself. I am sure that the child will play with even greater pleasure if the father or mother makes the base themselves, especially for him. You will need a piece of linoleum, plywood, plastic, etc. with holes made and a cord.

Game "Faspels"

Fastening buttons, snaps, Velcro, snakes. You need fabric, buttons and thread.

Laying out and sorting out the seeds

You need: a plate, seeds, preferably different ones (for example, from apricots, peaches, cherries). But if the child is still small, it is better to take large bones.

Making a necklace from buttons, straw particles, large beads

To develop motor skills by creating a necklace, you will need: lace, buttons with large holes, several multi-colored cocktail straws (cut into pieces 1-3 cm long), beads, scissors.

Games with clothespins

You will need clothespins and cardboard.

Unscrewing and tightening caps

You will need necks and caps from plastic bottles, shoe box, glue.

Twisting ribbons

Game "Magic bag"

Guessing objects by touch. You will need a bag with a variety of small toys and objects.

Pencil rolling

Rolling a pencil or pen in your palms helps stimulate biologically active points and tones the body as a whole.

Outlining stencils

To develop motor skills in this game you will need a plastic bottle with a flat wall (a shampoo bottle will do) and scissors.

Cereal applications

To develop motor skills through appliqué you will need: cardboard, plasticine, glue, cereals, seeds, pasta etc.

Transferring seeds, chestnuts, cereals, beans, shells, coins, etc. from one container to another.

You need: two or more bowls (you can have one plastic and the other metal, then we also develop hearing), “loose”. To make it more complicated, you can combine all the “loose” ones and ask the child to put them in different containers.

Drawing on sand or semolina

You need: a flat plate or tray, semolina or sand.

Finger painting

You need: paper, maybe a blank for coloring, finger paints, water, wet wipes.

Salt dough modeling

You need: salt dough (can be multi-colored), rolling pin, different molds for squeezing.

Each of these techniques for the development of motor skills is also aimed at the comprehensive development of the child: his musculoskeletal system, sensory sensitivity, hand-eye coordination, voluntary attention, and psychoregulation skills.

Enjoy your games and communication!

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

The main thing in the article

Fine motor skills of a child under 3 years old

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

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

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

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

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

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

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

Cereals for fine motor skills

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

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

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

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

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

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

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

Drawing for fine motor skills

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

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

Connecting objects for motor skills

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

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

Exercises for fine motor skills of a child’s hands

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

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

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

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

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

And the most basic finger exercises are the following:

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

Finger games for hand motor skills

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

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

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

Finger development for preschool children

For preschool children the main attributes and assistants finger development are classes for making crafts, which, in addition to motor skills, also develop imagination, creative skills, the ability and desire to craft.

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

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

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

Musical games for hand motor skills

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

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

Fine motor disorders

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

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

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

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

Gymnastics for fine motor skills

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

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

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

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

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

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

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

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

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

Main part.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Introduction

In Russia, it has long been customary to teach children to play with their fingers from an early age. These were games such as “Ladushki”, “Magpie-white-sided”, etc. After washing the baby’s hands, they dried them with a towel, as if massaging each finger individually.

It has been proven that fine finger work promotes speech development in children. Therefore, it is very important to develop fine motor skills in a child from a very early age. But just doing exercises will be boring for your baby - you need to turn them into interesting and useful games.

Recently, on the packaging of children's games you can see the inscription: “For the development of fine motor skills of the hands.” Many parents have heard about this concept, but not everyone knows how to develop fine motor skills and why it needs to be done.

It is now known that at the initial stage of life, it is fine motor skills that reflect how your baby develops and indicate his intellectual abilities. His further development depends on how deftly a child learns to control his fingers at a very early age.

Under the term fine motor skills refers to coordinated movements small muscles fingers and hands. They are important not only for performing various daily activities, but also for stimulating the development of children's brains.

Along with the development of fine motor skills, memory, attention, and lexicon your baby.

Periods of child development in preschool age

The famous Italian teacher Maria Montessori identified three periods of child development:

Development of children's speech (from 0 to 6 years). At this time, two important events occur. From 1 year to 2.5 years, a child’s vocabulary quickly expands. At 4-4.5 years old, he masters writing (but only if fine motor skills are developed);

Perception of small objects (from 1.5 to 5.5 years). At this age, the child loves to play with buttons, beads, sticks, etc. With the help of such objects, you can develop the motor skills of the child’s hands. Just be sure to make sure your baby doesn’t put them in his mouth;

Formation of simple self-service skills (from 1 year to 4 years). At this age, the child is taught to dress, eat and perform hygiene procedures independently.

1. Exercises to develop fine motor skills are carried out in a complex, starting from the first months of a child’s life.

2. In the set of exercises, try to include tasks for squeezing, relaxing and stretching the baby’s hands.

3. Start or end your sessions with a hand massage session.

4. Work on developing fine motor skills regularly, in accordance with age and level physical development baby.

5. At first, the adult performs all movements with the baby’s hands, and as the child masters it, he begins to do them independently.

6. Carefully ensure that the child performs the exercises correctly. If your child finds it difficult to complete any task, immediately help him: fix the desired position of his fingers, etc.

7. Alternate between new and old games and exercises. After your child has mastered simple motor skills, move on to mastering more complex ones.

8. Perform certain movements simultaneously with listening (and then with the child pronouncing) the poem.

9. Encourage your child’s creative activity, let him come up with some exercises himself.

10. Conduct classes emotionally, actively, praise your child for his successes, but do not forget to monitor his mood and physical condition.

Exercises to develop fine motor skills for children from 0 to 2 years old

1. "Magpie-white-sided"

First, the adult runs his finger over the child’s palm and says: “The magpie is cooking porridge.” Then the baby himself begins to move his finger along his palm. Let’s complicate the game: in the phrase “I gave it to this one,” the adult alternately bends the child’s fingers to the palm, except for the little finger: “But I didn’t give it to this one.” Shaking it slightly, we say with a playful reproach: “You didn’t carry water...”, etc.

Magpie white-sided
Cooked porridge
She fed the children.
Gave this one
Gave this one
Gave this one
Gave this one
But she didn’t give it to this:
“You didn’t carry water,
I didn’t chop wood
I didn’t cook porridge
You have nothing."

2. “Ladushki-crackers”

Take the baby's hands in yours and clap them. Show your child the movements and ask them to repeat them.

Okay, okay,
Sounding crackers.
They clapped their hands,
They clapped a little.

3. “Okay”

Read the nursery rhyme and at the same time accompany the words with gestures

Okay, okay!

(Show your baby your palms.)

Where were you?
By Grandma.
What did you eat?
Porridge.
What did you drink?
Mash.

(Clap your hands.)

Butter porridge,
Sweet mash,
Grandma is kind.
We drank and ate!
Shu - let's fly!
They sat on the head.

(Raise your arms up, turning your palms left and right, then lower them “house” on your head.)

4. "House"

This is a house.

(Put both palms towards each other.)

This is the roof.

(Place your palms together and interlace your fingers.)

And the pipe is even higher.

(Lift all fingers up without releasing them.)

5. "Hide and Seek"

Fingers are playing hide and seek,
They are opening,

(Raise your palm and spread all your fingers.)

Closed.

(Place your fingers together and make a fist.)

6. "Bunnies"

Place all fingers of one hand on the table.

The bunnies came out to the meadow,
We stood in a small circle.
One bunny, two bunnies, three bunnies,
Four bunnies, five...

(Count the bunnies.)

Let's knock our paws.

(Tap all your fingers on the table together or discordantly.)

Knocked, knocked
And tired.
We sat down to rest.

(Fold your fingers into a fist.)

7. “Hello, finger”

Alternately touch your index, middle, ring and little fingers to your thumb.

Hello, dear finger,
So we met you.

8. “Strong fingers”

Bend your fingers and invite your baby to do the same. Then take his fingers and pull them each in a different direction.

Massage of palms and fingers for children from 0 to 2 years old

Finger massage is very useful for a small child. The fingers are closely connected to the brain and internal organs: little finger - with the heart, ring finger - with the liver, middle finger - with the intestines and spine, index finger - with the stomach, thumb - with the brain.

1. Take your baby's palm and thoroughly massage each finger, starting with the little finger. Perform massage movements from the nail phalanx to the palm, paying attention to each joint.

2. Massage the baby's fingertips, applying light pressure to them.

3. Massage your baby's palms with your index finger in a circular motion.

4. Take the child’s palm in your hand and, using light pressure from your thumb, make circular movements in the center of the palm.

5. Massage your fingers with a ring spiral massager. Place the massager on your baby's finger and use up-and-down movements to massage the fingers in the same sequence (starting with the little finger).

6. Take two massage brushes and run them over the child’s palms. His hands lie on his knees, palms up.

Exercises to develop fine motor skills for children over 2 years old

1. "Fisherman"

Pour water into a bowl and throw in several small objects: pieces of cork, twigs, large beads, etc. Invite your baby, using a small sieve tied to a stick, to catch all these objects in turn and put them on a plate on the tray on the right from the bowl. The baby should hold the “fishing rod” with one hand.

2. "Path"

Make a path 3-5 cm wide on the table, bounded on both sides by strips of paper. Invite your child to sprinkle it with semolina or millet. You need to pick up the cereal with three fingers and try not to spill it over the edges of the path.

3. “Magic Spoon”

Place two cups on the tray: on the left is a cup with cereal, and on the right is empty. Moving your child's hand, show him how to take the cereal with a spoon. Carefully bring the spoon to the empty cup and tip it over it. Task: pour all the cereal from the left cup to the right one.

4. “Sweet tea”

Your baby can already add sugar to his tea on his own. Now teach him to stir sugar in a mug.

5. "Salute"

The child takes small pieces of colored paper and tries to tear them as small as possible. He places the torn pieces on a saucer. Then you need to take all the pieces in your palms and throw them up.

6. “Make a lump”

Give your child a piece of paper. His task: to crumple the leaf so as to form a dense lump.

7. "Spyglass"

The child takes a sheet of A4 paper and rolls it into a tube with both hands, after which he brings the tube to his eye and examines surrounding objects through it.

8. “Collect the sticks”

Scatter the counting sticks in front of the child. The kid must collect them all one by one back into the box.

Massage of palms and fingers with a prickly massage ball

1. The ball is between the child’s palms, fingers pressed against each other. Make massage movements by rolling the ball back and forth.

2. The ball is between the child’s palms, fingers pressed against each other. Make circular movements, rolling the ball between your palms.

3. Hold the ball with your fingertips and make forward rotational movements (as if you were twisting a lid).

4. Holding the ball with your fingertips, press them firmly onto the ball (4-6 times).

5. Hold the ball with your fingertips and rotate backwards (as if you were opening a lid).

6. Throw the ball with both hands to a height of 20-30 cm and catch it.

7. Hold the ball between your palms, fingers clasped together, elbows pointing out to the sides. Press your palms onto the ball (4-6 times).

8. Transfer the ball from one palm to the other, gradually increasing the pace.

Exercises to develop fine motor skills for children 3 years old

1. "Labyrinth"

Draw a labyrinth on a piece of paper. Let the baby walk along it with a pencil or just a finger. To make it more interesting for the child to complete the task, you can come up with a short fairy tale: tell where this labyrinth leads, to whom, who should go through it.

2. "Beads"

Stringing buttons, beads, pasta, dryers, etc. on a fishing line or thread is good for developing a baby's hand. Start with objects that have a wider hole - this will make it easier for the baby to master this task at first.

3. “Walk the path”

Draw a simple path on a large checkered sheet of paper. Ask your child to trace it with his finger and a colored pencil. If the child copes with this task, draw a more difficult path.

4. "Figures"

From the age of 3, children can already be taught to cut out geometric shapes with scissors and glue them onto a sheet of paper. It is important that the scissors have rounded ends, that is, safe.

5. "Surprise"

Wrap the badge in 4-5 candy wrappers. Ask your child to unwrap all the candy wrappers and fold them neatly.

6. “Clothes pegs on the basket”

Place a basket of clothespins on the table. Take the clothespin with three fingers and attach it to the edge of the basket. Invite your child to do the same. Once your baby has mastered this, invite him to attach all the clothespins.

7. “Colorful clothespins”

There is a basket with colorful clothespins on the table. Ask your child to use three fingers to attach a white, red, blue, green... clothespin to the edge of the basket.

8. "Treat"

Invite your child to make treats for toys from plasticine (sushi, bagels, gingerbreads, cookies, candies) and decorate them with cereals, beads, etc. Cut out plates from thick cardboard and ask your child to beautifully arrange the prepared treats on them.

Finger games

A very important part of the development of fine motor skills are finger games, which activate the child’s brain, promote speech development and help prepare the hand for writing.

During these games, children develop dexterity, the ability to control their actions and concentrate attention on one type of activity.

By the age of 5, children have already learned to perform tasks that require sufficient accuracy and coordination of hand movements.

All the exercises offered here must be performed at a slow pace, from 3 to 5 times, first with one hand and then with the other. Make sure they are performed correctly. Do the exercises for a few minutes, 2-3 times a day.

1. "Kitten"

Clench and unclench the fingers of both hands.

You, kitten, are not food!
Better look for your mom.

2. "Squirrel"

Extend all fingers one by one, starting with the thumb. Perform the exercise with your right hand first, and then with your left.

A squirrel sits on a cart
She sells nuts
To my little fox sister,
Sparrow, titmouse,
To the fat-fifted bear,
Bunny with a mustache.

3. “Scratch-scratch”

The child places his hand on top of yours. You read a poem, and the baby listens to you carefully. When you say “scratch-scratch,” he must pull back the handle so that his fingers do not fall into your “trap.” Then the other hand comes into play. After a while you can switch roles.

Along the palm, along the path
A little cat walks
In little paws
I hid the scratches.
If you suddenly want -
He will sharpen his claws.
Scratch-scratch!

4. “Funny Fingers”

Make a fist with your fingers. Unbend them one by one, starting with the largest one. Then rotate the brush left and right 5 times.

The thumb danced
Index - jumped,
Middle finger - squatted,
The nameless one kept spinning,
And the little finger was having fun.

5. "Fan"

Keep your palms in front of you, fingers pressed (“fan closed”). Spread wide, and then press your fingers together (“open and close the fan”). Wave your brushes towards and away from you (“fan yourself”) 6-8 times.

6. "Peacock"

Connect all fingers of your left hand to your thumb. Place the palm of your right hand with open fingers on the back of your left hand (“peacock tail”). Connect and spread your fingers (“the peacock opens and closes its tail”).

At the cheerful peacock
A basket full of fruit.
The peacock is waiting for friends to visit,
In the meantime, the peacock is alone.

7. "Butterfly"

Make a fist with your fingers. Alternately straighten the little finger, ring and middle fingers, and connect the thumb and index into a ring. With straightened fingers, make quick movements (“the butterfly flaps its wings”) - first with one hand, then with the other.

8. “Get ready to exercise!”«

Bend your fingers towards your palm one by one, starting with the little finger. Then touch all the others with your thumb, as if lifting them up for exercise. After this, do exercises - clench and unclench your fist 5 times.

The fifth finger was fast asleep.
The fourth finger was just dozing.
Third finger - fell asleep.
The second finger kept yawning.
The first finger rose vigorously,
Got everyone up for exercise.

Exercises to develop fine motor skills for children 3-4 years old

1. “Bumps on a plate”

Invite your child to roll pine, spruce and cedar cones around the plate. First let him roll one cone, then two, three, etc.

2. “Circle the object”

You can trace anything that comes to hand: the bottom of a glass, an inverted saucer, your own palm, a spoon, etc.

3. “Magic pattern”

Poke holes in thick cardboard with an awl or nail - they should be located in a certain order and represent a geometric figure, design or pattern. Let the child embroider the design himself using a thick needle and bright thread.

4. “Sew on a button”

Show your child how to sew on a button. After this, let the baby do the same under your supervision.

5. “Colorful snowflakes”

Show your child how paper snowflakes are made. After your child succeeds in cutting out a snowflake, ask him to color it. Let the child cut out a few more snowflakes and color them as well.

6. "Lace up your shoe"

Show your child how to lace a shoe different ways. First, lace up the boot with it. Once your child has mastered the lacing technique, ask him to lace the shoe himself.

7. “Magic pipette”

Invite your child to play wizards. Paint several different colored spots on a sheet of paper. Show your child how to use a pipette to drop just one drop. After that, let him drop a drop of water on each colored spot. Then watch with your child how the stain grows and turns into a pattern.

8. "The Little Pharmacist"

Tell your child about the work of a pharmacist. Then show him how to use tweezers to arrange and move the beads from place to place. You can use beads of different sizes in the game.

Massage of palms and fingers with natural materials

For children 4 years old, you can offer a massage using pine, spruce, cedar cones, walnuts, and hazelnuts.

1. "Twist the cone"

Take a pine cone and place it between your baby's palms. Ask your child to spin the pine cone (like a wheel) in different directions for about 2-3 minutes.

2. “Roll the bump”

First, the exercise is performed with one spruce cone, then with two. Rotate the pine cones between your palms for 1-3 minutes.

3. "Catch the bump"

Take any pine cone. Ask your child to throw it up with both hands, and then catch it with both hands. After the baby masters this exercise, you can complicate it: toss and catch the pine cone with one hand; throw a cone with your right hand and catch it with your left - and vice versa. The duration of the exercise is 2 minutes.

4. "Walnut"

Roll the nut over the palm of your right hand, then over the back of your left hand. The duration of the exercise is approximately 3 minutes.

5. “Pour in the nuts”

Place a handful of hazelnuts from one hand to the other. The duration of the exercise is 1-2 minutes.

6. “Nuts on a tray”

Place a handful of hazelnuts on a tray. Roll the nuts with your palms and the backs of your hands. The duration of the exercise is 1-2 minutes.

7. “Grains”

Here you can use a variety of grains: buckwheat, rice, millet, etc. And the exercises can also be very different: squeeze the grains in a fist, pour them from one hand to the other, mix in a deep bowl, etc. The duration of each exercise is 3 minutes.

8. “Tender Feather”

Run the pen over the surface of the palms and back of the child's hands. The duration of the exercise is 3 minutes.

Working with plasticine

Here you will need several copies of the drawings given in this section. This will allow your baby to acquire the skill of carefully working with plasticine. His best works can be used as an exhibition.

You will need plasticine of different colors.

1. "Snowman"

Invite your child to decorate a snowman using plasticine. Let the baby work hard and smear the plasticine with his fingers, without going beyond the boundaries of the outline of the drawing.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

10. Drawing games.

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

11. Games with household items.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The child rolls a walnut between his palms and says:

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

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

12. Games - lacing by Maria Montessori:

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

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

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

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

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

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

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

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

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

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

Development of gross motor skills

Exercises to increase activation levels.

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

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

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

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

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

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

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

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

Exercises aimed at regulating muscle tone.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Exercises to develop spatial concepts.

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

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

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

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

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

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

7. Graphic dictations on checkered pieces of paper.

8. Copying drawn figures of varying degrees of complexity.

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

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

Group games.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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