Finger gymnastics and its meaning for a child
Research has proven that the development of a child’s speech directly depends on the development of manual motor skills. At a high level, logic, coherent speech, memory and attention are well developed. Moreover, if, upon reaching four years of age, a child cannot bring water to his face in his joined palms, then his manual fine motor skills are lagging behind in development. That’s when parents turn to finger gymnastics for help for their kids.
Finger gymnastics
Methods and goals of finger gymnastics in kindergarten
At the preschool educational institution, classes are conducted on music, physical education, and even walks. The work plan of a general education institution highlights the following goals:
- Development of finger dexterity, imagination and attention.
- Activation of speech centers.
- Creating a positive attitude in the group.
Note! Finger gymnastics in kindergarten is based on the method of influencing the child’s internal organs with the hands.
For example:
- The thumb point is responsible for the functioning of the brain;
- The index finger is responsible for the functioning of the stomach;
- The middle finger controls the integrity of the spine and intestinal tract;
- The liver is associated with the ring finger;
- Heart with little finger.
Additional attraction of the child's attention
Types of exercises for hands and fingers
As a result of playing games for the hands, their muscles are strengthened, the child learns to control the tension and relaxation of the limb. A prerequisite is to show adults the exercise, even if it is familiar to a preschooler.
One such exercise is gates. The palms are directed with the fingers towards each other, placed on the edge. The fingers are tense and straightened. To the command: “The gate is opening,” the palms turn parallel, with the fingers pointing away from you. On the command: “The gate is closing,” the hands return to their original position.
Using the “Let's pet the animal” exercise, you can not only relax your hands, but also bring your child into a dialogue about the pet he has or would like to have - which will also contribute to the development of imagination, thinking and speech. The task itself is simple - first with one hand, then with the second, the child “pets” an imaginary animal.
Important! Conducting finger exercises can begin from infancy - with the mother stroking and massaging the baby’s hands. However, the child will consciously complete tasks no earlier than 4 years old. As a result of this exercise, stiffness in the movements of the fingers and hands will disappear, flexibility and mobility will appear.
Gymnastics for fingers for children. Examples:
- Glasses. The thumbs and index fingers are connected to each other. The resulting “glasses” are brought to the eyes.
- Steamboat. Both palms are placed on the edge and connected, little finger to little finger, forming a ladle. The thumbs are protruded and directed upward.
- Chair and table. Chair - one palm is straightened, and the second is in a fist. The one in the fist is placed at the bottom of the straightened palm, forming a chair. The table is made according to a similar principle, only the straightened palm is placed horizontally on the fist.
Carrying out finger gymnastics in the senior group
Organization and conduct of finger gymnastics
In the older group, special attention is paid to exercises to develop coordination of movements by rolling a massage ball or beating rhythms with fingers on a hard surface. As for the content side, as has already been said, the plot of the assignment should coincide with the topic of the lesson in which gymnastics is carried out. Usually it takes about 2 weeks to practice one technique. Therefore, on average, children are introduced to 2-3 new exercises per month.
It usually takes about 2 weeks to practice and memorize one exercise.
Table: card index of finger gymnastics exercises by topic
| Subject | Exercise name | Exercise |
| "Mushrooms" | “A crow walked across the field...” | A crow walked across the field (children “walk” with the middle and index fingers of both hands on the table), carried six mushrooms in the hem (show 6 fingers): Russula, boletus (children show their fingers for each name of the mushroom, starting with the little finger), Pod-axis -no-vik, Milk mushroom, honey fungus, Champignon (show the index finger on the right hand), Who hasn’t seen it - Get out (they rhythmically hit the table with their palms, then with their fists)! |
| “The children went to the mushroom forest” | The children went into the mushroom forest (“walk” with the index and middle fingers of both hands on the table) and found mushrooms there. Some of them were then boiled, salted, dried, frozen a little and fried with potatoes (they bend or straighten their fingers, telling what they did with the mushrooms). | |
| "Basket with mushrooms" | I’m taking the basket to the forest, I’ll pick mushrooms there. My friend is surprised: “How many mushrooms are there around here” (they show surprise by spreading their arms to the sides). Boletus, butterfly, boletus, honey fungus, boletus, chanterelle, milk mushroom - Let them not play hide and seek! Saffron milk caps, little waves I'll find them at the edge of the forest. I’m returning home, take all the mushrooms with me (bend the fingers on both hands one by one, starting with the little finger of the right hand). I won’t carry the fly agaric, let it stay in the forest (they put away the thumb of the left hand and threaten it)! | |
| "Edible mushrooms" | We collected edible mushrooms for a long time, and then we told our friends this (children, naming mushrooms, bend their fingers in turn): A boletus grew in the forest, And under an oak tree, Honey mushrooms are sitting on a stump - Very friendly guys. The boletus grew under the young aspen, the large boletus grew under the white birch. If you go into the forest with us (“walk” with their fingers on the table), you will find a lot of mushrooms (raise your hands up with unclenched fingers). | |
| "Family", "Mom" | "Moms" | There are many mothers in this world, children love them all very much (they spread their arms to the sides, then tightly clasp themselves by the shoulders)! Journalist and engineer, Cook, policeman, Seamstress, conductor and teacher, Doctor, hairdresser and builder (they bend their fingers one by one, starting with the little finger, first on one hand, then on the other hand) - Different mothers are needed (they squeeze both palms into a “lock”) , Different mothers are important (spread their arms, raise their palms up)! |
| "Mom's Helpers" | One, two, three, four (alternately rhythmically hitting fist on fist and clapping their hands), We washed the dishes (one palm slides over the other): Teapot, cup, ladle, spoon And a large ladle (bend fingers, one for each name of the cookware). We washed the dishes, We just broke the cup, The ladle also fell apart, The nose of the teapot was broken. We broke the spoon a little (bend our fingers) while we helped mom. | |
| “Who has arrived?” | Who has arrived (fingers of both hands clasped together)? We, we, we (quickly clap with thumb tips)! Mom, mom, is that you (clap the tips of the index fingers)? Yes, yes, yes (clap with thumb tips)! Dad, dad, is that you (clap the ends of the middle ones)? Yes, yes, yes (clap with thumb tips)! Brother, brother, is that you (clap the tips of the nameless ones)? Yes, yes, yes (clap with thumb tips)! Oh, little sister, is that you (clap the tips of the little fingers)? Yes, yes, yes (clap with thumb tips)! We are all together, yes, yes, yes (clap hands)! | |
| "Wild animals" | "Who lives where" | Children bend their fingers - one for each couplet. A fox in a deep forest has a hole - a safe home. Winter snowstorms are not scary for a squirrel in a hollow in a spruce tree. Under the bushes a prickly hedgehog rakes leaves into a heap. Beavers make huts from branches, roots, and bark. A clubfoot sleeps in a den, He sucks his paw until spring. Everyone has their own home, everyone is warm and comfortable in it. For the last two lines, they alternately clap their hands and then hit their fists against each other. |
| "Squirrel" | A playful squirrel is jumping (“running” with its fingers on the table), tearing pine cones from pine branches (they alternately clench their fists on their right and left hands). He deftly squeezes it with his paws (they clench the fists on his right and left hands at the same time) and carries it to his closet (“running” his fingers across the table). | |
| "Hungry Mouse" | The mouse ate cheese and crumpet, pumpkin, fish, melon, pine cone, ate plums and pancakes, and dried mushrooms (they bend their fingers one by one, listing everything that the mouse ate). She chewed all day long, But everything was not enough for the mouse (they shrug)! | |
| "Fox" | Fox, little fox, beauty, Everyone likes her very much (rubs hands). The tail is fluffy, the fur is golden (spread the fingers, turn and stroke them). He wanders importantly through the forest (“walking” with his fingers on the table), instills fear in the hares (they bang their fists on the table). | |
| Winter | "Snowman" | One, two, three, four, you and I made a snowball. Round, strong, very smooth and not at all sweet. Once - we'll throw it up. Two - we'll catch it. Three - we'll drop it. And... we'll break it. One, two, three, four, five, We went for a walk in the yard. We made a snow woman, fed the birds crumbs, then we rode down the hill, and also rolled around in the snow. Everyone came home covered in snow. We ate soup and went to bed. |
| "Snowball" | We made a snowball (clasp hands), put a hat on it (hands “roof” over head), attached a nose, and instantly (twist the fist near the nose) It turned out to be a snowman (describe circles in the air)! | |
| "Christmas tree" | We had fun at the Christmas tree (rhythmically clap our hands) and danced and frolicked (rhythmic fist bumps). Afterwards, the kind Santa Claus presented us with gifts (“they walk” with the middle and index fingers of both hands on the table), He gave us huge bags, and they contained delicious items (“they walk” with the middle and index fingers of both hands on the table). Candies in blue pieces of paper, Nuts next to them, Pear, apple, one Golden tangerine (bend the fingers on both hands, starting with the thumb). | |
| "Forest" | "Trees" | Everyone in the forest is surprised (rubs their palms against each other) Different trees grow (open their palms and spread their fingers): The whole resinous pine tree has reached the sky (connect elbows - “trunk”, open palms - “crown”). The White-trunk birch has spread out its braided branches (“lanterns” moving from top to bottom). Like a blade of grass in a pole, the aspen grows thin (show the index finger, the rest are clenched into a fist). The oak tree has spread its branches, And the wind is not afraid of it (they stretch their arms up, spread their fingers). The linden blossomed (they gather their fingers into a pinch - “bud”), invited the bees to visit (they make circular rotations with the index finger - the bees fly). The spruce tree has fluffed up its needles (they lower their arms down to the sides, spread their fingers) and covered all the mushrooms (show the mushroom: the index finger is the stem, the palm on top is the cap). The leaves of the trees are rustling (they rub their palms against each other - “rustling”), as if they are having a conversation (they shake off their palms), their branches are spread out, they are waiting for the birds to visit them (they clasp their thumbs, spread their palms to the sides - show the birds). |
| "Leaves" | Autumn leaves were scattered (they make wave-like movements with their palms), I decorated them with a brush (they make smooth strokes with their palms up and down). We will go to the autumn park (“they walk” with the fingers of both hands), we will collect leaves into bouquets (they cross their palms with their fingers spread). A maple leaf, an aspen leaf (they bend their fingers one by one, starting with the thumb, on both hands at the same time to the name of each leaf), an oak leaf, a rowan leaf, a red poplar leaf and jumped down onto the path (they clap loudly in their palms). | |
| "Fruits, berries" | "Berries" | One, two, three, four, five (fingers of both hands say hello, starting with the thumb), We go for a walk in the forest (both hands walk on the table), For blueberries, For raspberries, For lingonberries, For viburnum. We will find strawberries (they bend their fingers, starting with the thumb) And we will take them to our brother. |
| "Fruits" | The connection of the fingers, between which there is a ball, starting with the little fingers; children connect one pair of fingers for each line of poetry, while their palms should not touch each other. We went to the market (little fingers connected), There were a lot of pears and persimmons (ring fingers connected), There were lemons, oranges (middle fingers connected), Melons, plums, tangerines (index fingers connected), But we bought a watermelon (thumbs connected) - This is the most delicious load (fingers clenched into a fist, thumb pulled up). | |
| "Where did the bread come from" | "Bread" | Bagel (thumb and index fingers form a circle), Bagel (thumb and middle fingers form a circle), Loaf (thumb and ring fingers form a circle) And a loaf (thumb and little finger form a circle) The baker baked the dough early in the morning (imitation of making bread). |
| "Flowers" | "They planted a seed" | They planted a grain in the ground (put a “grain” in the child’s palm), and the sun appeared in the sky. Shine, sunshine, shine (they squeeze their hands and unclench them in turn)! Grow, seed, grow (put your palms together and raise your arms up)! Leaves appear on the stem (they connect the palms, connect the fingers one by one with the thumb, on both hands at the same time), flowers bloom on the stem (they squeeze the hands and unclench them in turn). |
| "Furniture" | "Closet" | They bought me a roomy, large wardrobe for my clothes (they show how big the wardrobe is). It is beautiful and comfortable and is called “clothes”. I will put clothes in it: T-shirts, shorts and panties, Trousers, jackets and shirts (bend the fingers on both hands), Sweaters and jackets, And socks with T-shirts I will put them on the shelves. |
| "Count down from 10 to 1" | “I bought a lamb bagel” | Early in the morning (place the palm on the edge) Nakupil (show the palm) Ram (fist) Baranok (rib) For lambs (fingers of the left hand “play”), For sheep (fingers of the right hand “play”) Ten poppy rings (show 10 fingers), Nine sushi, Eight buns, Seven flatbreads, Six cheesecakes, Five cakes, Four donuts, Three cakes, Two gingerbreads And I bought one roll (show the corresponding number of fingers). I didn’t forget about myself (negative head movement), and for my wife - sunflowers (fingers of both hands spread out, thumbs pressed together). |
| "Friendship" | "Kindergarten" | In our group, everyone is friends (rhythmically banging their fists on the table). The youngest is me. This is Masha, This is Sasha, This is Yura, This is Dasha (unclench their fists, starting with the little finger). |
| "Health" | "Fingers are sleeping" | This finger wants to sleep (the thumb is bent), This finger went to bed (the index finger is bent), This finger took a little nap (the middle finger is bent), This finger is already asleep (the ring finger is bent), This one is fast asleep (the little finger is bent). Hush, hush, don’t make noise... (they shake a finger), The red sun will rise, The clear morning will come, The birds will chirp, The fingers will rise (they extend the fist from the thumb)! |
| "Water" | "Washing our hands" | Ay, water, water, water! We will always be clean (they rub their palms rhythmically, imitating washing their hands)! Splash to the right, splash to the left! Our body became wet (the fingers are clenched into a fist, then the fingers are straightened with force, as if shaking off the water)! Using a fluffy towel, dry your hands very quickly (vigorous movements imitate alternately wiping your hands with a towel). |
| "Body parts" | “In the morning my fingers woke up” | In the morning, the fingers woke up (unclench their fists), stretched (strained, spread their fingers) and shook themselves (shake their hands), hugged tightly (imitation of a handshake), got to work (“roll up their sleeves”), made Easter cakes (palms “make” pies) , They began to invite guests over (inviting movements with their hands), They started playing the piano (they imitate playing the keys) And they danced all day (the hands “dance”). |
Video: help for parents, or 10 simplest finger games
How to motivate with visibility
One of the most effective ways to attract the attention of children to a particular type of activity is to influence their visual channel of perception. For finger gymnastics you can use:
- pictures (in which children perform a specific exercise or depict the plot of a rhyme);
- video sequence (the same pictures, but combined into a video for 1–2 minutes);
- toys that perform gymnastics tasks (the teacher, at the stage of familiarization with the exercise, shows all the movements on the toy);
- personal example (the teacher completes all tasks together with the children).
Preparing and conducting finger gymnastics classes at a preschool educational institution
To perform finger and hand gymnastics for children, no special materials are required.
How to teach a child to understand time by clock
Note! The specialist selects exercises based on the age and development level of the group.
Children of the nursery group aged 2-3 years play “animals”, imitating the flapping of the wings of birds or the habits of familiar animals (dog, cat, bear, cockerel, cow). In this case, the teacher first shows the exercises individually, correcting and correcting each one. When this stage is passed, all the studied material is repeated in subgroups.
At the age of 3-4 years, the study of movements that strengthen the hands begins. To do this, tasks are given to depict familiar objects, such as a castle, a hammer, a flower.
4-5 year old children (pupils of the middle group) study both static and dynamic exercises. Gymnastics for fingers in kindergarten is carried out following the example of the teacher, and then the image begins to be modified (the gate opened - the gate closed).
At 5-6 years old (older group), the teacher no longer shows movements, children learn to perceive tasks by ear and reproduce them.
Note! By the sixth year of life, children are happy to organize impromptu “classes” for younger children, based on the exercises they have learned.
By the age of 6-7 years, classes take on the format of an imagination game. Taking an already familiar position, the child must tell the story associated with it, and also modify the position of his hands during his speech. At the age of six, a child, possessing a remarkable imagination, is able not only to retell a story familiar to him, but also to build his own, relying on visual material.
Approximate time plan for finger gymnastics in different age groups
Following the rules of the Federal State Educational Standard, the timing of finger gymnastics in groups of different ages is different. Class time is counted including warm-up and cool-down:
- 5 minutes - for younger preschoolers (2-4 years). In this case: 1 minute for warming up, 2 - for learning a new game, 1 - for repeating the old one, 1 - for massage with special balls.
- 7-9 minutes - for older preschoolers (5-7 years old). In this case: 1 minute for warming up, 1 - for performing static exercises, 2 - for conducting 2 dynamic games, united by a common theme, from 3 to 5 minutes for performing “finger theater”.
Methodological development on the topic “Finger gymnastics”
Methodological development “Finger gymnastics”
«The child's mind is
at his fingertips."
V.A.
Sukhomlinsky Purpose:
finger games) in direct educational and gaming activities Tasks:
- development of general and fine motor skills: coordination of movements, fine motor skills of the hands;
- relieving muscle tension, forming correct posture;
- development of stage skills and speech activity: development of facial expressions, pantomime, gestures, gaming skills and creative independence.
Targeted focus of the experience:
The developed pedagogical technology, based on the use of finger games that influence the formation of children's speech, may be of interest to practical workers: additional education teachers, educators working with children in preschool educational institutions, speech therapists.
Relevance:
Thanks to finger games, the child receives a variety of sensory impressions, he develops attentiveness and the ability to concentrate. Finger games form good relationships between an adult and a child.
Terms of sale:
During the classes, various finger games and exercises are used, and performances are staged. I use theatrical techniques in speech development classes.
With the participation of parents, I created finger theater toys (“Teremok”, “Turnip”, etc.) for independent play activities, I encourage children to play with glove theater dolls. Finger games are a fun, exciting and useful activity. Such games are intended for children 5-6 years old, which allow them to relieve accumulated fatigue; they are also recommended for middle-aged children. ANNEX 1
Content:
It is known that there is a close connection between the speech and general motor systems of humans.
The same close connection is established between the hand and the speech center of the brain. The methodology and meaning of these games is that the nerve endings of the hands affect the child’s brain and brain activity is activated. For school learning, it is very important that the child has well-developed fine motor skills. Finger games are good helpers for preparing a child’s hand for writing and developing coordination. And in order for speech to develop at the same time, you can use small rhymes, counting rhymes, and songs for such games. The main part, which consistently reveals the content of the material.
Having analyzed my work with children 5-6 years old, I was faced with insufficient speech development in young children; insufficient vocabulary; poor dialogical speech.
First of all, I began my work by studying the pedagogical conditions for holding finger games as a means of developing the speech of young children and the methodological literature of T.A. Tkachenko “Developing fine motor skills”, E. Kosina “Finger gymnastics L.P. Savina “Finger gymnastics”, A.E. Belaya, V.I. Miryasova “Playing with fingers and developing speech”, Yu. Sokolova “Games with fingers”. I regularly study new methodological literature and use computer technology in my work.
I realized that work on developing fine motor skills should be carried out regularly, only then can the greatest effect be achieved. I began to create an age-appropriate subject-development environment using a variety of materials:
-paper and knitted caps for fingers (heroes of various fairy tales).
- beads and buttons of different sizes;
- a variety of small toys;
- rubber toys of different densities.
Methodological recommendations for conducting finger games.
- Before the game, the children and I discuss its content, immediately practicing the necessary gestures, finger combinations, and movements.
- Before starting the exercises, children warm up their palms with light strokes until they feel pleasantly warm.
- All exercises are performed at a slow pace, from 3 to 5 times, first with the right hand, then with the left, and then with both hands together.
- When performing exercises with children, you must demonstrate your own passion for the game.
- When performing exercises, it is necessary to involve, if possible, all fingers of the hand.
- It is necessary to ensure the correct placement of the hand and precise switching from one movement to another.
- When playing the game repeatedly, children often begin to pronounce the text partially (especially the beginning and ending of phrases). Gradually, the text is learned by heart, children pronounce it in its entirety, correlating the words with the movement.
The table below allows you to clearly plan your work with children with disabilities in teaching finger games.
Technology
from 7 years old
Children recite poems and nursery rhymes with their hands with frequent changes of figures. Combine the fingers of one hand alternately (1 – 2, 1 – 3, 1 – 4, 1 – 5). Then with the other hand, both hands parallel.
They make animal figures from fingers using additional materials (ball, handkerchief, pencil, etc.)
Pay attention to the quality of the figure composition,
coordination of movements of individual fingers and the entire hand, ability to hold an object (theater puppet)
list of finger games:
1,2,3,4,5, the worms went for a walk….
A crow walked past the market...
We chop and chop cabbage, we chop and chop cabbage... This finger went into the forest, this finger found a mushroom...
We shared an orange. There are many of us, but he is alone...
Spider.
The index finger of the left hand closes with the thumb of the right hand, the index finger of the right hand with the thumb of the left hand. The lower pair of fingers opens, then closes over the upper one. Then the same movements, paired with the thumb, are performed in turn by the remaining fingers.
Motor.
The hands are clasped together, the thumbs spin around each other, faster and faster, without touching the palm.
Constrictions.
Two players interlock with three or two fingers; everyone tries to outdo their opponent.
Rings.
The closed thumb and middle finger of the right hand is a large ring, the closed little finger and thumb of the left hand are a small ring. The fingers of both hands simultaneously begin to move, alternately closing with the thumbs so that a small ring is formed on the right hand, and a large one on the left hand.
"Ear - nose" —
Take the tip of your nose with your left hand, and the opposite ear with your right hand, then simultaneously lower your hands and change their position.
Symmetrical drawings” -
draw mirror-symmetrical drawings in the air with both hands (it’s better to start with a round object: an apple, a watermelon, etc. The main thing is that the child looks at his hand while “drawing”).
“Horizontal eight” -
draw the number eight in the air in the horizontal plane three times - first with one hand, then with the other, then with both hands.
“Let’s warm our hands” -
movements as when rubbing hands.
“Hammer” -
use the phalanges of the fingers of the right hand clenched into a fist to “hammer” nails
. “Geese are nibbling the grass” -
the fingers of the right hand are nibbling the hand of the left.
Theater in hand.
Allows you to increase overall tone, develop attention and memory, relieve psycho-emotional stress. “Butterfly”
-
clench your fingers into a fist and alternately straighten the little finger, ring and middle fingers, and connect the thumb and index into a ring.
Make quick movements with straightened fingers (“finger fluttering”). “Fairy Tale” -
children are invited to act out a fairy tale in which each finger is a character.
“Octopuses” -
the right hand, carefully and one by one moving its tentacles-fingers, travels along the seabed. An octopus is moving towards him - his left hand. They saw each other, froze, and then began to explore the seabed together.
"CAPTAIN"
Point the ends of your fingers forward, press your hands with your palms towards each other, slightly opening them.
While reciting the poem, show how the boat rocks on the waves, and then, with smooth hand movements, show the waves themselves. Then, according to the text of the verse, show the seagull, crossing your arms, bringing your palms together with the backs of your hands and waving your fingers clenched together. With straightened palms with fingers pressed to each other, depict fish. Use smooth movements of your palms to show how fish swim in the water. I'm sailing on a white boat on waves with pearl foam. I am a brave captain, I am not afraid of a hurricane. White seagulls are circling, They are also not afraid of the wind. Only the cry of a bird scares a flock of golden fish. And, having traveled to wonderful countries, Having looked at the oceans, Traveler-hero, I will return home to my mother. “HOUSE”
When pronouncing this poem, accompany it with hand movements.
Let the child imitate your actions. Under the mushroom there is a hut-house,
(join your palms with a hut)
A cheerful gnome lives there. We will knock quietly,
(knock the fist of one hand on the palm of the other hand)
We will ring the bell.
(palms of both hands facing down, fingers crossed; the middle finger of the right hand is lowered down and sways slightly).
A gnome will open the door for us and invite us into the hut-house.
The house has a plank floor (put your palms down, press your edges against each other)
and on it is an oak table.
(the left hand is clenched into a fist, the palm of the right hand is placed on top of the fist)
Next to it is a chair with a high back.
(direct your left palm vertically upward, place the fist of your right hand at its bottom with your thumb towards you)
On the table is a plate with a fork.
(the palm of the left hand lies on the table and is directed upward, representing a plate, the right hand represents a fork: the palm is directed downward, four fingers are straightened and slightly spread apart, and the thumb is pressed to the palm)
And there are pancakes in a mountain - a treat for the guys.
“THUNDERSTORM”
The first drops fell,
(lightly tap two fingers of each hand on the table)
The spiders were frightened.
(the inner side of the palm is lowered down; bend the fingers slightly and, moving them, show how the spiders scatter)
The rain began to pound harder,
(knock on the table with all fingers of both hands)
The birds disappeared among the branches.
(cross your arms, place your palms together with the backs of your hands; wave your fingers clenched together).
The rain poured down like buckets,
(knock on the table harder with all the fingers of both hands)
The kids ran away.
(the index and middle fingers of both hands run across the table, depicting little men; the remaining fingers are pressed to the palm).
Lightning flashes in the sky,
(draw lightning in the air with your finger)
Thunder breaks the whole sky.
(drum with your fists and then clap your hands)
And then out of the cloud the sun
(raise both hands up with open fingers)
will look at us through the window again! "LAMB"
The palms of both hands are lowered down.
Elbows are spread in different directions. The index fingers and little fingers of both hands are bent into a ring and protrude forward, depicting the horns of a lamb. The remaining fingers are pressed to the palms. Butting with horns, lightly hitting the bent index fingers and little finger of one hand with the index finger and little finger of the other hand. Early in the morning two sheep wanted to butt heads. Sticking out their horns, they started a fight. For a long time they butted heads, everyone clung to each other. But by lunchtime, suddenly tired, they separated, raising their horns. “MY FAMILY”
Raise your hand with your palm facing you and, in accordance with the text of the verse, bend your fingers in a certain sequence, starting with the ring finger, then the little finger, index finger, middle and thumb.
I know that I have a friendly family at home: This is my mother, This is me, This is my grandmother, This is my dad, This is my grandfather.
And we have no discord. “CAT AND MOUSE”
Look, the cat softly unclenches its claws.
(clench the fingers of both hands into a fist and place them on the table, palms down; then slowly unclench your fists, spreading your fingers to the sides, showing how a cat releases its claws; when performing movements, the hands are lifted off the table, then the fist or palm is placed on the table again)
And squeezes them lightly - She scares the mouse so much.
The cat walks quietly, (the palms of both hands lie on the table; the elbows are spread in different directions; the cat (right hand) sneaks: all the fingers of the right hand slowly walk forward on the table. The mouse (left hand) runs away: the fingers of the other hand quickly move back ).
You can't hear the floorboards creak, Only the mouse doesn't yawn, It instantly runs away from the cat.
Regular finger games and exercises have begun to help maintain good tone in children. Efficiency
Finger games helped to achieve activity and expressiveness of the hands when clenching and unclenching, and then when performing more complex imitative rhythmic movements. During the lessons, children learned to depict what is described in the poem and coordinate the rhythm of movements with the rhythm of the poem.
By the end of the school year, children could name the main means of speech correction (gymnastics for the tongue and fingers, tongue twisters, reading poetry, doing homework); showed any exercise from the articulatory gymnastics complex; recited poems expressively; conveyed the image of the hero with characteristic movements; behaved confidently in front of the audience. The use of finger games in the classroom increased the level of speech development of children
Physical education sessions were conducted using the “Tell poetry with your hands” method. The movements were accompanied by the pronunciation of poems and nursery rhymes that corresponded to the lexical topic of the lesson and contained automated sounds. Pronouncing poetry simultaneously with movements makes children's speech more rhythmic, loud, clear and emotional.
Seeing the children's interest in finger games in the classroom, I found it possible to prepare performances with the children... and study poetry.
Performances based on the fairy tales “Lyubochka and her assistant” and “Turnip” were staged. Based on the results of the performances, the children performed at the Mothers' Day.
We became the winner of the regional reading competition.
A collection of finger games used in classes has been collected. A seminar was held for additional education teachers.
Conclusion
So, to summarize, we can state the following. It is known that there is a close connection between the speech and general motor systems of humans. The same close connection is established between the hand and the speech center of the brain. Finger games and exercises are a unique means for developing fine motor skills and speech in their unity and interconnection. Learning texts using “finger” gymnastics stimulates the development of speech, spatial, visual-effective thinking, voluntary and involuntary attention, auditory and visual perception, speed of reaction and emotional expressiveness, and the ability to concentrate. In addition, finger games expand children's horizons and vocabulary, provide initial mathematical concepts and environmental knowledge, enrich children's knowledge about their own body, create a positive emotional state, and develop self-confidence.
Conclusion:
Experience with children aged 5-6 years has confirmed that the level of speech development of children depends on the degree of formation of fine movements of the fingers.
List of used literature
1. Anishchenkova E.S. Finger gymnastics for the development of speech of preschool children. - M. AST: Astrel, 2007.-61p.
2. Artyomova L.V. Theatrical games for preschoolers. - M., 1991. - 127 p.
3. Borodich A.N. Methods of speech development for preschool children. - M.: Professional Education, 1981. - 255 p.
4. Doronova T.N. We play in the theater. - M., 2005.-136p.
5. Ovchinnikova T.S. Articulation and finger gymnastics in classes in kindergarten. - St. Petersburg: KARO, 2008.-64p.
6. Svetlova I. Developing fine motor skills and hand coordination. M.: Publishing house EKSMO-Press, 2001.-104 p.
7. Seliverstov V.I. Speech games with children. - M.: VLADOS, 1994.-344 p.
8. Cherenkova E.F. Original finger games. – M.: LLC “ID RIPOL classic”, LLC Publishing House “DOM.XXI century”, 2007.-186 p.
Finger gymnastics in kindergarten - a card index of games with goals according to the Federal State Educational Standard for the year
| Time spending | Game theme | Target | Junior preschoolers (2-4 years old) | Senior preschoolers (5-7 years old) |
| I period (October, November, December) | Animals, insects and birds | Develop mobility and flexibility of hand joints, enrich passive and active vocabulary |
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| II period (January, February, March) | The coming of winter | Introduce children to the winter holidays, teach how to tense and relax their hands through hand exercises for children |
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| III period (April, May, June) | Family, friendship, clothes | Expanding children's horizons, developing imagination, improving abilities in mathematics and their native language | “Family” - clench your fist tightly and gradually straighten one finger at a time. “Table” - the straightened palm of the second hand is placed horizontally on the clenched fist. “Meeting of friends” - the palms of both hands slowly touch each other. |
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Distracted attention syndrome in children with mental retardation, hearing and vision impairment
In addition to the exercises presented above, the card index can contain tasks on topics of kindergarten, human activity or the objective world around the child.
Important! You can do finger gymnastics at home - on video resources you can see a huge number of examples of performing the exercises. The main thing to remember is that each game should be accompanied by a thematic fairy tale or a short poem. In addition to the exercises presented above, the card index may contain assignments on topics in kindergarten, human activity, or the objective world around the child.
Subgroup lesson
Finger games for developing fine motor skills
Olga Pashina
Finger games for developing fine motor skills
Author's finger games
Play is the best way to develop children's speech and thinking. While playing, the child rejoices, gets pleasure, is impressed, develops imagination , all this is a powerful stimulant for the active perception of speech and gives rise to independent speech activity in the child. Finger play is the most effective way to develop speech in children , as well as massage and gymnastics for the hands, which affects the skin of the hands, where there are many points associated with various organs. The purpose of finger games is to switch attention, improve coordination and fine motor skills , which directly affect the mental development of the child . By combining poetic lines and simultaneous finger , children develop correct sound pronunciation, the ability to speak quickly and clearly, improve memory, and the ability to coordinate movements and speech. Finger games are very interesting for children; for some games, paper caps, knitted hats or characters, and gloves with embroidered eyes and mouth are worn.
I want to present to you a set of finger games by month . I hope that the poems and the game movements chosen for them will please the children, give them the joy of communication and be useful.
September – “Granny”
Goal: develop general coordination of movements; perform movements according to the text.
Grandma baked for us (the child imitates pies with his hands
and show the finger on their hand )
Delicious pancakes (the child strokes his tummy with both hands)
Here's for Vanya (child shows finger on hand )
Here's for Tanya (child shows finger on hand )
And also take it to mom (child shows finger on hand )
Let's not forget dad either (child shows finger on hand )
We will all be very happy (they clench their fingers into a fist and unclench)
October – “Hedgehog”
Goal: develop fine motor skills of the fingers .
The hedgehog wears pins (children show palms with fingers )
Those are the leaves (the palm is placed on the needles with the other hand)
These are mushrooms (the fist is applied with the second hand)
Those are beautiful flowers (apply a palm with fingers )
The hedgehog carries everything into his house (children show the roof over their heads with both hands)
.
So we’ll wait out the winter (children rub their hands, warm themselves)
November – “Kit”
Goal: develop fine motor skills , coordination of movements.
Mice hide in your holes (children show the roof over their heads with both hands)
.
The cat walks along the hill (they move their hands, imitating paws)
His paws are soft, (at breaks they stroke one hand, then the other)
Only in the paws of the DAC there are scratches (they quickly clench their fists and unclench them like a cat’s claws)
December – “Bunny”
Goal: develop fine motor skills of the fingers by connecting movements with text.
A bunny ran through the forest (palms folded into fists, fists rotating around each other)
and I saw a frog (show palms with fingers )
hedgehog (palm with fingers , press your fist to it)
snail (use your index fingers to make horns at the head)
That's how quick he is (clap hands)
.
January – “Sun”
Goal: To develop the ability to perform basic actions with both hands.
So the sun has woken up (they cross their palms with their fingers )
Our children smiled, (we move our fingers )
The light shone for everyone's joy (we move our fingers )
Everyone was warmed up, warmed up, (pat themselves on the head)
Flowed around our land
And again he sat behind a cloud (they hide their face in their hands)
February – “Turnip”
Goal: to develop fine motor skills the fingers of the right and left hands in turn , the ability to reproduce movements in accordance with the text.
We'll drive a car (we imitate the steering wheel with both hands)
In the garden for a turnip, (bend your finger )
Let us help ourselves
Grandmother and grandfather, (we bend our finger )
Together we dig a turnip (we bend our finger )
And put it in a bucket (bend your finger )
We’ll make a lot of porridge at Egorka’s house (we bend our finger )
March – “Porridge”
Goal: develop fine motor skills of the fingers .
Cook - cook the porridge ( run your finger over your palm )
For our Natasha, (bend a finger )
This spoon is for Yegor, (bend his finger )
This spoon is for Fedora, (bend a finger )
Spoon for the cat (bend a finger )
Spoon for the dog (bend a finger )
Well, I’ll give the birds some crumbs (crumb the crumbs with both hands)
April – “Our Home”
Goal: develop general coordination of movements, perform movements in accordance with the text.
Five of us played (show hand with fingers )
We built a house together (knocking fist on fist)
Walls, roof and window, (showing a roof over your head)
Look into it, baby (join the fingers of both hands in a circle , look through the window)
May – “Boat”
Goal: to develop the ability to perform basic actions with both hands.
A boat sailed along the river (palms joined, movements like a wave)
A strong wind suddenly blew (open your palms and blow on them)
Our ship turned over (open palms turned down)
Our captain is brave
I'm thoroughly wet from the water (rubbing my palms together)
I saved my paper boat,
Fixed it and hit the road again (palms connected, wave movements)
June – “Animals”
Goal: develop fine motor skills of the fingers .
The bunny and the cat played
All the toys have been lost (showing ears, fingers squeezing and unclenching )
The cockerel came to visit them ( they walk with their fingers on their knees )
And he brought a handful of peas, (put your palms together into a boat)
We'll count the peas
How many grains will we find out?
One two three four five, (curl fingers to count )
Let's start counting again.
July – “Rain”
Goal: to develop general coordination of movements.
The rain is dripping on the roofs ( tapping the palm with a finger )
We'll go outside (clap hands)
We’ll take an umbrella with us (join hands above head)
Masha and Antoshka have boots on their feet (they imitate, put on boots)
August – “Bear”
Goal: to develop general coordination of movements.
A bear walks through the forest (claps hands on knees)
And he carries a basket, (they show the basket, joining their hands in front of them)
It contains mushrooms and berries (show a fist, cover it with your palm, and simply clench your fists)
The bear cubs will be happy
He lives in a den, (cover his head with joined hands)
In winter he sucks his paw (put his hands under his ear)
Analysis and diagnosis of finger gymnastics in preschool educational institutions
Diagnostics of the exercises carried out consists of 3 stages:
- The level of development of children's skills in September is recorded;
- Interim results are measured in the middle of the year (January - February);
- The results of the effectiveness of finger gymnastics are summed up at the end of the year (June).
Note! Carrying out finger gymnastics allows you to evaluate and correct the coordination of movements and the development of fine motor skills in a playful way for both younger and preschool children.
