Topics of teacher self-education: development of fine motor skills. Work plan for self-education “Development of fine motor skills in preschoolers” methodological development on the topic

Publication date: 17.04.2016

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Self-education plan for the teacher of Perm MAOU No. 2 Aleshina N.A., on the topic “Development of fine motor skills in children of primary preschool age 3-4 years old.”

Self-education on the topic: “Development of fine motor skills in children of primary preschool age 3-4 years old.”

Goal: Development of fine motor skills and hand coordination in preschool children through various activities.

Improve coordination and accuracy of hand movements, hand flexibility;

Improve fine motor skills of fingers and hands;

Improve general motor activity;

Promote the normalization of speech function;

Develop imagination, logical thinking, voluntary attention, visual and auditory perception;

Create an emotionally comfortable environment when communicating with peers and adults.

Improve the subject-development environment of the group for the development of fine

motor skills.

Relevance of the selected topic

On initial stage In life, it is fine motor skills that reflect how a child develops and indicate his intellectual abilities. Children with poorly developed manual motor skills awkwardly hold a spoon or pencil, cannot fasten buttons, or lace up shoes. It can be difficult for them to collect scattered parts of the construction set, work with puzzles, counting sticks, and mosaics. They refuse modeling and appliqué, which other children love, and cannot keep up with the kids in class.

Thus, the possibilities for children to explore the world are impoverished. Children often feel incompetent in basic activities available to their peers. This affects the child’s emotional well-being and self-esteem. Over time, the level of development shapes school difficulties.

And, of course, in preschool age work on developing fine motor skills and coordination of hand movements should become an important part of the development of children's speech, the formation of self-care skills and preparation for writing. His further development depends on how deftly a child learns to control his fingers. Along with the development of fine motor skills, memory, attention, and vocabulary develop.

The importance of developing fine motor skills of the hands in early and preschool age

Fine motor skills are precise general and special movements of the fingers. It is closely related to the development of voluntary attention, eye-motor coordination, visual-effective thinking and speech development.

Scientists have come to the conclusion that the formation oral speech the child begins when the movements of the fingers reach sufficient accuracy. Electrophysiological studies have found that when a child makes rhythmic movements with his fingers, the coordinated activity of the frontal (motor speech zone) and temporal (sensory zone) parts of the brain sharply increases, that is, speech areas are formed under the influence of impulses coming from the fingers.

Therefore, from a very early age, adults try to teach the child to perform precise movements with his hands and fingers. Pick up large and small objects, use them in accordance with their function, spoon, fork, scoop, etc. Open and close boxes and vessels, unscrew, tighten tubes and nuts, tie and untie, etc.

This is important for timely speech development, and - especially - in cases where this development is disrupted. In addition, it has been proven that the child’s thought and eye move at the same speed as the hand. This means that systematic exercises to train finger movements are a powerful means of increasing brain performance.

Usually a child who has high level development of fine motor skills, can reason logically, he has sufficiently developed memory, attention, and coherent speech.

What happens when a child does finger gymnastics?

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.

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.

The baby learns to concentrate his attention and distribute it correctly.

If the child performs the exercises while accompanying them short poems, then his speech will become clearer, rhythmic, bright, and control over the movements performed will increase.

The child’s memory develops as he learns to remember certain hand positions and sequences of movements.

The baby develops imagination and fantasy. Having mastered many exercises, he will be able to “tell” whole stories with his hands.

As a result of finger exercises, the hands and fingers will gain strength, good mobility and flexibility, and this will make it easier to master writing skills in the future.

Main directions of working with children in the classroom.

Finger gymnastics (hand theater, shadow theater, finger games).

Games with small objects (pebbles, buttons, small toys, plastic bottle caps).

Tying bows, lacing, fastening buttons, locks.

Games with threads (winding balls, laying out patterns, embroidery, weaving).

Working with paper (folding, creasing, tearing, cutting, laying out patterns).

Working with a pencil (outlining, coloring, performing graphic tasks).

Games in a "dry pool" filled with beans or colored lids:

finding given objects,
guessing an object by touch with your eyes closed.

Work plan for 2015-20161. O.A. Zazhigina “Games for the development of fine motor skills using non-standard equipment”

2. G.G. Galkina “Fingers help you speak”

3. Sokolova Yu. A. Finger games. - M.: EKSMO LLC, 2006.

4. “Encyclopedia of development programs”, ed. T. Reshetnik, E. Anisina and others - M.: EKSMO LLC, 2011.

5. Bardysheva T. Yu. Hello, little finger. Finger games. - M.: “Karapuz”, 2007.

6. Bolshakova S. E. Formation of fine motor skills of the hands: Games and exercises. - M.: Sphere shopping center, 2006.

7. Ermakova I. A. Developing fine motor skills in children. - St. Petersburg: Publishing house. Litera house, 2006.

8. Krupenchuk O. I. Finger games. - St. Petersburg: Publishing house. Litera house, 2007.

9. Pimenova E. P. Finger games. - Rostov-on-Don: Phoenix, 2007.

10. Timofeeva E. Yu., Chernova E. I. Finger steps. Exercises to develop fine motor skills. - St. Petersburg: Corona-Vek, 2007.

Work with children

1. Learning the finger game “Castle”.

2. Finger game “Hide in your palms.”

3.Teaching children the game “Lacing”.

4. Design of “Fence” and “Path” sticks.

5. Board game "Mosaic".

6. Created baby books “Fun Zoo” with children using the appliqué method (within the framework of the COP).

7. Game “I roll my nut.”

8. Games for the development of tactile perception: “Smooth - rough”, “Find the same by touch”, “Wonderful bag”.

1. Learning the finger game “Cabbage”.

2. Finger game “Move the toys.”

3. Depiction of various figures with fingers: “Glasses”, “Binoculars”, “Table”, “Chair”, “Castle”.

4. Design from sticks “Ladder”, “Square”, “Triangle”.

5.Board game “Find a place for the figure.”

6.Repetition of games for the development of tactile perception: “Smooth - rough”, “Find the same by touch”, “Wonderful bag”.

1. Learning finger games “Pies”, “Little Man”.

2. Teach children how to dress and undress dolls.

3. Finger games “The sun is shining”, “Lacing”.

4.Construction from Lego construction sets “House”, “Fence”.

5. Board game “Collect the picture” (large puzzles).

6. Finger game “Skiing” (using plastic bottle caps).

1.Learning finger games “Pencil”, “Nuts”, “Path”. Repetition of the finger games “Cabbage”, “Pies”, “Castle”.

2. Teach children to lay out simple patterns from string (using sample cards).

3. Finger game “Artist” (using a “magic wand” or your finger)

4. Design from sticks “Flag”, “Herringbone”.

5. Board game “Mosaic” (small and large).

1. Learning the finger game “Scratchy Paws”, repeating the game “Cabbage”

2. Teach children to use scissors (cut in a straight line).

3. Finger game “Orange”, “Lace”.

4. Teach children to lay out animal figures from geometric shapes.

5. Board games “Mosaic”, “Associations”

Finger game “Kitten” (with clothespins)

1.Reinforcing finger games “Scratchy Paws”, “Cabbage”, “Pies”.

2. Teach children to wind threads into a ball “Playful Kitten”.

3. Finger games “The sun is shining”, “My family”

4. Design from sticks “Window”, “House”, “Flag”.

5. Making gifts for the holidays: “Defenders of the Fatherland Day” (applique), “International Women’s Day March 8” (Mimosa sprig - combined applique of paper and napkins).

6. Game "Clothespins"

7.Working with a pencil: “Connect all the dots with each other,” “Select all the flowers in the picture from other objects and connect them with each other with lines.”

1. Learning the finger game “Good Sleep”. Repetition of familiar games.

2. Teach children to roll balls from a piece of napkin for combined art work.

3. Finger games “Let’s iron handkerchiefs for mother and daughter.”

4. Making gifts for mothers for the holiday of March 8 (Mimosa sprig from peas and colored paper (continuation of work)).

5.Constructing pieces of furniture from sticks: “Table”, “Chair”, “Bed”, “TV”, etc.

6. Games in the “dry pool” (find a given object)

6. Playing with children the Finger Theater of Russian fairy tales (in the chambers of the KOP “Finger Theater “Russian Folk Tales”)

1. Learning the finger game “How are you living?”, repeating “Castle”, “Cabbage”, “Good sleep!”.

2. Teach children to dramatize poems with their hands - “Pigeons”.

3.Continue to teach children to lay out patterns using a string.

4. Construct a “Rocket” from sticks (according to the sample and as desired).

5. Teach children to draw various shapes with their fingers: “Flag”, “Glasses”, “Table”, “Chair”, “Barrel”, “Roof”.

6. Teach children how to cut along drawn lines (Stripes, triangles, squares).

7.Laying out familiar shapes from sticks as desired

8.Working with a pencil: “Trace the dotted line around the drawing.”

Working with family

Consultation for parents “Development of fine motor skills in younger preschoolers”

Joint creativity of children and parents (project “Do-It-Yourself Book”)

Self-realization

Creating a card index of nursery rhymes for working with children. Use nursery rhymes in special moments.

January-May

Creation of a finger theater based on Russian folk tales

Application.

Finger games.

“Ski” (finger play with plastic bottle caps).

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.

“Kitten” (finger play with clothespins)

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!”

"Clothespins"

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."

"I'm rolling my nut"

The child rolls a walnut between his palms and says:

"I'm rolling my nut,

To become rounder than everyone else."

Place your hands in a lock, intertwining your fingers. While reading the poem, rhythmically swing the “lock”:

There is a lock on the door.

Who could open it?

They knocked

On this word, rhythmically tap the bases of your palms against each other, without releasing your fingers.

Twisted

Without releasing your fingers, pull one hand towards you, the other away from you, alternating them.

Pulled

Pull the handles in different directions, straightening your fingers, but without releasing the lock completely.

And they opened it!

Suddenly releasing your arms, spread them wide to the sides.

"Cabbage".

Speak rhythmically:

We chop and chop cabbage.

Show with your hands how we chop cabbage

We three, three carrots.

Show with your hands how we grate a carrot

We salt the cabbage, salt it.

Fingers with a pinch of salt

We mash the cabbage and mash it.

Crush cabbage with hands

Learned two nuts

Hold between your fingers.

This will help me at school

Write straight letters.

Children take a walnut with the index finger and thumb of their right hand and hold it in this position. Then do the same with your left hand.

"Track"

I took peas

Lay out the path

To run on it

Bunnies and cats.

Children take dry peas from the box with their fingers and make a path out of it.

"Pencil"

We held the pencil

Our finger bent.

He is now our pilot -

Takes flight.

Children place a pencil in the middle of the ring finger of their right hand. The hand is turned palm down. The index, middle and little fingers are on top of the handle. They sway, imitating the movements of an airplane. Do it with the other hand.

The donkey shook its tail,

Almost lost it.

You swing - swing - swing,

But come on, don't lose it.

Now we have a watch,

They strike regularly every hour.

They have a pendulum below:

Right and left - yes tick.

"Swing"

They took the pen with their fingers,

They shook it left and right.

- "What's happened? Really

Did I end up on a swing?”

Children hold the pencil with the index and middle fingers of their right hand. They begin to swing it, imitating the movement of a pendulum. Then they do it with the left hand (“Donkey”, “Clock”, “Swing”).

Game "Rearrange the toys"

Children are offered two bowls, one with small balls or toys from Kinder Surprises, the other empty. You need to use a spoon to move the toys from one bowl to another. You can also use large tweezers instead of a spoon.

Game “Hide in your palms”

Children are asked to hide a small ball in one of their hands and hold it in their palm. The teacher and the children guess in which palm the ball is held.

Finger game “How are you?”

How are you?

Like this! (thumbs forward)

How are you swimming?

Like this! (imitation swimming)

How are you running?

Like this! (index and middle fingers “run”)

Are you looking into the distance?

Like this! ("binoculars")

Are you looking forward to lunch?

Like this! (Put your cheek on your fist)

Are you waving after me?

Like this! (wave hand)

Do you sleep in the morning?

Like this! (both hands under the cheek)

Are you naughty?

Like this! (slap on puffy cheeks).

Game "Good sleep!"

This finger wants to sleep (bend your little finger)

This finger went to bed (bend your ring finger)

This one took a nap nearby, (curl your middle finger)

This finger has already fallen asleep, (curl your index finger)

And the other one has been sleeping for a long time... (curl your thumb)

Who else is making noise here? (shake the finger of your other hand)

Hush, hush, don't make noise,

Don't wake up your fingers!

Game "Orange"

We shared an orange. (Hand clenched into a fist)

There are many of us, but he is alone! (Turn your fist left and right)

This slice is for the hedgehog, (With the other hand we extend the fingers folded into a fist, starting with the thumb)

This slice is for siskin, (Extend the index finger)

This slice is for ducklings (Extend the middle finger)

This slice is for kittens (We bend the ring finger)

This slice is for the beaver, (We bend the little finger)

Well, for the wolf - the peel. (Turn the open palm left and right)

He is angry with us - trouble! (We show the cleft palate with both hands)

We hide in the house - here! (Fold our hands together)

Game "Man"

Look at my little man on legs. (“We place” the palm with the index and middle fingers on table or on the floor.)

The little man went for a walk. (The teacher shows how the fingers “go”, then asks the children to repeat the movements.)

Make the same little people. (During the show, the teacher rhythmically pronounces the words of the poem.)

Top-top-top - feet stomp.

A man walks along the path.

Game "My Family"

This finger is grandpa

This finger is grandma

This finger is daddy

This finger is mommy

This finger is me

That's my whole family!

Game "Paws-scratch"

Murka the cat,

Gray skin

Soft Paws, (the child puts his hands on table and clenches his fists)

And in the paws there are scratches (straightens his fingers and starts scratching as a joke).

House and gate

There is a house in a clearing (we depict “house”)

Well, the path to the house is closed (we depict a “gate”)

We open the gate (palms turn parallel to each other)

We invite you to this house. (depicting “house”)

TURTLE

Here is my turtle, she lives in a shell.

She loves her home very much. (Hands clenched into fists, thumbs inside.)

When she wants to eat, she sticks her head out. (Then show thumbs up)

When he wants to sleep, he hides it back. (and hide them back.)

The thumb of the right and left hand, together with the rest, form a ring. Bring the rings to your eyes.

On horseback

Pakhom sits

Reads books

But he doesn’t know how to read and write.

Four fingers (index, middle, ring and little fingers) together, thumb down. Back of the hand towards you

A flag is burning in the sun,

It's like I lit a fire.

Both palms are placed on the edge, the thumbs are pressed to the palms like a ladle

The boat floats on the river,

Leaving rings on the water.

STEAMBOAT I

(Both palms are placed on the edge, the little fingers are pressed (like a ladle), and the thumbs are raised up).

Locomotive. No wheels!

What a miracle locomotive!

Has he gone crazy?

He went straight across the sea!

CHAIR

He has a back, but never lies down,

There are four legs, but not even three can walk.

But he always stands and tells everyone to sit.

The left hand is clenched into a fist. The palm is placed on top of the fist. If the child easily performs this exercise, you can change the position of the hands: the right hand in the fist, the left palm on top of the fist. You can do it alternately on the count of “ones”.

Born in the forest

Grew up in the forest

Came to the house

He put everyone around him.

Palm down, fingers bent, "rowing"

Leaves are falling in the garden

I'll rake them.

Left palm on the rib. Thumb up, slightly bent. The index finger is bent, the middle and ring fingers are together. The little finger alternately lowers and rises.

Four fours,

Two spreaders,

The seventh vertun,

And he himself is a grump.

The middle and ring fingers rest against the thumb, the index finger and the little finger are raised up.

At our Anyutka's

Beast in a satin coat

He's warming himself near the stove,

Can be washed without water.

BUNNY AND EARS

Fingers in fist. Point your index and middle fingers up. Move them to the sides and forward.

Small, White

Jump-jump along the forest,

Ears jerk and jerk,

One snowball at a time.

BUNNY AND DRUM

Fingers in fist. The index and middle fingers are up, they are pressed. He taps his thumb with his ring and little fingers.

Bunny took his drum

And hit: tram-tram-tram!

The inner side of the palm is down. The index and little fingers are pointed forward. The middle and ring ones are pressed to the palm and clasped by the large one.

Tili-tili, tili-tili,

Three goats were mowing the grass

Through the meadows and meadows,

Over the green hummocks,

Young goats

The tails are short.

BUNNY AND MIRROR

Left palm up, making a “goat”. We place our right hand on top of it, which also represents a “goat” (back side up). We put the middle and ring fingers of both hands up and down and move them in opposite directions.

The bunny looks in the mirror

And he wiggles his ears.

Right palm on the edge towards you. Thumbs up. The left palm is placed on top of it at an angle, forming a mane with the fingers. Thumbs up. The two thumbs form the ears.

Four legs,

Fifth mane

Sixth tail

Drive, don't be afraid.

I want to build a house

(Hands above your head in a “house” position.)

So that there is a window in it,

(Hands in front of your eyes. The ends of your fingers are closed into a “window.”)

So that the house has a door,

(Palms are turned towards you, closed at the sides.)

So that the pine tree grows nearby

(Fingers spread out. Hands pulled up.)

So that there is a fence around

(Hands in front of you in a ring, fingers connected.)

The dog guarded the gate.

(One hand is “dog”, disconnect the little finger from the other fingers.)

There was sun

(Cross your hands, fingers spread.)

It was raining

("Shaking" movements)

And the tulip bloomed in the garden.

(Forearms pressed together. Petal fingers pointing up.)

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Self-education plan for the teacher of Perm MAOU No. 2 Aleshina N.A., on the topic “Development of fine motor skills in children of primary preschool age 3-4 years old.”

Self-education on the topic: "Development fine motor skills in children of primary preschool age 3-4 years old.”

Target: Development of fine motor skills and hand coordination in preschool children through various activities.

Tasks:

Improve coordination and accuracy of hand movements, hand flexibility;

Improve fine motor skills of fingers and hands;

Improve general motor activity;

Promote the normalization of speech function;

Develop imagination, logical thinking, voluntary attention, visual and auditory perception;

Create an emotionally comfortable environment when communicating with peers and adults.

Improve the subject-development environment of the group for the development of fine

motor skills.

Relevance of the selected topic

At the initial stage of life, it is fine motor skills that reflect how the child develops and indicate his intellectual abilities. Children with poorly developed manual motor skills awkwardly hold a spoon or pencil, cannot fasten buttons, or lace up shoes. It can be difficult for them to collect scattered parts of the construction set, work with puzzles, counting sticks, and mosaics. They refuse modeling and appliqué, which other children love, and cannot keep up with the kids in class.

And, of course, in preschool age, work on developing fine motor skills and coordination of hand movements should become an important part of the development of children's speech, the formation of self-service skills and preparation for writing. His further development depends on how deftly a child learns to control his fingers. Along with the development of fine motor skills, memory, attention, and vocabulary develop.

The importance of developing fine motor skills of the hands in early and preschool age

Scientists have come to the conclusion that the formation of a child’s oral speech begins when the movements of the fingers reach sufficient accuracy. Electrophysiological studies have found that when a child makes rhythmic movements with his fingers, the coordinated activity of the frontal (motor speech zone) and temporal (sensory zone) parts of the brain sharply increases, that is, speech areas are formed under the influence of impulses coming from the fingers.

This is important for timely speech development, and - especially - in cases where this development is impaired. In addition, it has been proven that the child’s thought and eye move at the same speed as the hand. This means that systematic exercises to train finger movements are a powerful means of increasing brain performance.

Typically, a child who has a high level of development of fine motor skills is able to reason logically, his memory, attention, and coherent speech are sufficiently developed.

What happens when a child does finger gymnastics?

The baby learns to concentrate his attention and distribute it correctly.

If a child performs exercises, accompanying them with short poems, his speech will become clearer, rhythmic, bright, and control over the movements performed will increase.

The child’s memory develops as he learns to remember certain hand positions and sequences of movements.

The baby develops imagination and fantasy. Having mastered many exercises, he will be able to “tell” whole stories with his hands.

As a result of finger exercises, the hands and fingers will gain strength, good mobility and flexibility, and this will make it easier to master writing skills in the future.

Main directions of working with children in the classroom.

Finger gymnastics (hand theater, shadow theater, finger games).

Games with small objects (pebbles, buttons, small toys, plastic bottle caps).

Tying bows, lacing, fastening buttons, locks.

Games with threads (winding balls, laying out patterns, embroidery, weaving).

Working with paper (folding, creasing, tearing, cutting, laying out patterns).

Working with a pencil (outlining, coloring, performing graphic tasks).

Games in a “dry pool” filled with beans or colored lids:

finding given objects,
guessing an object by touch with your eyes closed.

Work plan for 2015-2016

1. O.A. Zazhigina “Games for the development of fine motor skills using non-standard equipment”
2. G.G. Galkina “Fingers help you speak”
3. Sokolova Yu. A. Finger games. – M.: OOO" E KSMO" , 2006.

4. “Encyclopedia of development programs”, ed. T. Reshetnik, E. Anisina and others - M.: EKSMO LLC, 2011.

5. Bardysheva T. Yu. Hello, little finger. Finger games. – M.: “Karapuz”, 2007.

6. Bolshakova S. E. Formation of fine motor skills of the hands: Games and exercises. – M.: Sphere shopping center, 2006.

7. Ermakova I. A. Developing fine motor skills in children. – St. Petersburg: Publishing house. Litera house, 2006.

8. Krupenchuk O. I. Finger games. – St. Petersburg: Publishing house. Litera house, 2007.

9. Pimenova E. P. Finger games. – Rostov-on-Don: Phoenix, 2007.

10. Timofeeva E. Yu., Chernova E. I. Finger steps. Exercises to develop fine motor skills. – St. Petersburg: Corona-Vek, 2007.

Work with children

October

1. Learning the finger game “Castle”.

2. Finger game “Hide in your palms.”

3.Teaching children the game “Lacing”.

4. Design of “Fence” and “Path” sticks.

5. Board game "Mosaic".

6. Created baby books “Fun Zoo” with children using the appliqué method (within the framework of the COP).

7. Game “I roll my nut.”

8. Games for the development of tactile perception: “Smooth - rough”, “Find the same by touch”, “Wonderful bag”.

November

1. Learning the finger game “Cabbage”.

2. Finger game “Move the toys.”

3. Depiction of various figures with fingers: “Glasses”, “Binoculars”, “Table”, “Chair”, “Castle”.

4. Design from sticks “Ladder”, “Square”, “Triangle”.

5.Board game “Find a place for the figure.”

6.Repetitiongames for the development of tactile perception: “Smooth - rough”, “Find the same by touch”, “Wonderful bag”.

December

1. Learning finger games “Pies”, “Little Man”.

2. Teach children how to dress and undress dolls.

3. Finger games “The sun is shining”, “Lacing”.

4.Construction from Lego construction sets “House”, “Fence”.

5. Board game “Collect the picture” (large puzzles).

6. Finger game “Skiing” (using plastic bottle caps).

January

1.Learning finger games “Pencil”, “Nuts”, “Path”. Repetition of the finger games “Cabbage”, “Pies”, “Castle”.

2. Teach children to lay out simple patterns from string (using sample cards).

3. Finger game “Artist” (using a “magic wand” or your finger)

4. Design from sticks “Flag”, “Herringbone”.

5. Board game “Mosaic” (small and large).

February

1. Learning the finger game “Scratchy Paws”, repeating the game “Cabbage”

2. Teach children to use scissors (cut in a straight line).

3. Finger game “Orange”, “Lace”.

4. Teach children to lay out animal figures from geometric shapes.

5. Board games “Mosaic”, “Associations”

Finger game “Kitten” (with clothespins)

March

1.Reinforcing finger games “Scratchy Paws”, “Cabbage”, “Pies”.

2. Teach children to wind threads into a ball “Playful Kitten”.

3. Finger games “The sun is shining”, “My family”

4. Design from sticks “Window”, “House”, “Flag”.

5. Making gifts for the holidays: “Defenders of the Fatherland Day” (applique), “International Women’s Day March 8” (Mimosa sprig - combined applique of paper and napkins).

6. Game "Clothespins"

7.Working with a pencil: “Connect all the dots with each other,” “Select all the flowers in the picture from other objects and connect them with each other with lines.”

April

1. Learning the finger game “Good Sleep”. Repetition of familiar games.

2. Teach children to roll balls from a piece of napkin for combined art work.

3. Finger games “Let’s iron handkerchiefs for mother and daughter.”

4. Making gifts for mothers for the holiday of March 8 (Mimosa sprig from peas and colored paper (continuation of work)).

5.Constructing pieces of furniture from sticks: “Table”, “Chair”, “Bed”, “TV”, etc.

6. Games in the “dry pool” (find a given object)

6. Playing with children the Finger Theater of Russian fairy tales (in the chambers of the KOP “Finger Theater “Russian Folk Tales”)

May

1. Learning the finger game “How are you living?”, repeating “Castle”, “Cabbage”, “Good sleep!”.

2. Teach children to dramatize poems with their hands - “Pigeons”.

3.Continue to teach children to lay out patterns using a string.

4. Construct a “Rocket” from sticks (according to the sample and as desired).

5. Teach children to draw various shapes with their fingers: “Flag”, “Glasses”, “Table”, “Chair”, “Barrel”, “Roof”.

6. Teach children how to cut along drawn lines (Stripes, triangles, squares).

7.Laying out familiar shapes from sticks as desired

8.Working with a pencil: “Trace the dotted line around the drawing.”

Working with family

January

Consultation for parents “Development of fine motor skills in younger preschoolers”

April

Joint creativity of children and parents (project “Do-It-Yourself Book”)

Self-realization

March

Creating a card index of nursery rhymes for working with children. Use nursery rhymes in special moments.

January-May

Creation of a finger theater based on Russian folk tales

Application.

Finger games.

“Ski” (finger play with plastic bottle caps).

Two plastic bottle caps Place it 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.

“Kitten” (finger play with clothespins) clothespin (check on your fingers that it is not too tight) 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!”

"Clothespins" Pull in rope at the level of the child's shoulders and give him a few 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."

"I'm rolling my nut"

Child rides Walnut between the palms and says:

"I'm rolling my nut,

To become rounder than everyone else."

"Lock".

Place your hands in a lock, intertwining your fingers. While reading the poem, rhythmically swing the “lock”:

There is a lock on the door.

Who could open it?

They knocked

On this word, rhythmically tap the bases of your palms against each other, without releasing your fingers.

Twisted

Without releasing your fingers, pull one hand towards you, the other away from you, alternating them.

Pulled

Pull the handles in different directions, straightening your fingers, but without releasing the lock completely.

And they opened it!

Suddenly releasing your arms, spread them wide to the sides.

"Cabbage".

Speak rhythmically:

We chop and chop cabbage.

Show with your hands how we chop cabbage

We three, three carrots.

Show with your hands how we grate a carrot

We salt the cabbage, salt it.

Fingers with a pinch of salt

We mash the cabbage and mash it.

Crush cabbage with hands

"Nuts"
Learned two nuts
Hold between your fingers.
This will help me at school
Write straight letters.

Children take a walnut with the index finger and thumb of their right hand and hold it in this position. Then do the same with your left hand.

"Track"
I took peas
Lay out the path
To run on it
Bunnies and cats.

Children take dry peas from the box with their fingers and make a path out of it.

"Pencil"
We held the pencil
Our finger bent.
He is now our pilot -
Takes flight.

"Donkey"
The donkey shook its tail,
Almost lost it.
You swing - swing - swing,
But come on, don't lose it.

"Watch"
Now we have a watch,
They strike regularly every hour.
They have a pendulum below:
Right and left - yes, tick.

"Swing"
They took the pen with their fingers,
They shook it left and right.
- "What's happened? Really
Did I end up on a swing?”

Game "Rearrange the toys"

Game “Hide in your palms”

Children are asked to hide a small ball in one of their hands and hold it in their palm. The teacher and the children guess in which palm the ball is held.

Finger game “How are you?”

How are you?
- Like this! (thumbs forward)
- How are you swimming?
- Like this! (imitation swimming)
- How are you running?
- Like this! (index and middle fingers “run”)
-Are you looking into the distance?
- Like this! (" »)
- Are you waiting for lunch?
- Like this! (Put your cheek on your fist)
- Are you waving after me?
- Like this! (wave hand)
- Do you sleep in the morning?
- Like this! (both hands under the cheek)
- Are you naughty?
- Like this! (slap on puffy cheeks).

Game "Good sleep!"

This finger wants to sleep(bend your little finger)
This finger in (bend your ring finger)
This one took a nap nearby,(curl your middle finger)
This finger has already fallen asleep,(curl your index finger)
And the other one has been sleeping for a long time...(curl your thumb)
Who else is making noise here?(shake the finger of your other hand)
Hush, hush, don't make noise,
Don't wake up your fingers!

Game "Orange"

We shared an orange.(Hand clenched into a fist)
There are many of us, but he is alone!(Turn your fist left and right)
This slice is for the hedgehog,(With the other hand we extend the fingers folded into a fist, starting with the thumb)
This slice is for siskin,(Extend the index finger)
This slice is for ducklings(Extend the middle finger)
This slice is for kittens(We bend the ring finger)
This slice is for the beaver,(We bend the little finger)
Well, for the wolf - the peel.(Turn the open palm left and right)
He is angry with us - trouble!(We show the cleft palate with both hands)
We hide in the house - here!(Fold our hands together)

Game "Man"

– Look at my little man on legs.(“We place” the palm with the index and middle fingers on or on the floor.)
- The little man went for a walk.(The teacher shows how the fingers “go”, then asks the children to repeat the movements.)
- Make the same little men.(During the show, the teacher rhythmically pronounces the words of the poem.)
Top-top-top - feet stomp.
A man walks along the path.

Game "My Family"

This finger is grandpa
This finger is grandma
This finger is daddy
This finger is mommy
This finger is me
That's my whole family!

Game "Paws-scratch"

Murka the cat,
Gray skin
Soft Paws,(the child puts his hands on table and clenches his fists)
And in the paws there are scratchy scratches(straightens his fingers and starts scratching as a joke).

House and gate
- There is a house in a clearing (depict "house" )
- Well, the path to the house is closed (depict a "gate" )
- We are opening the gates (palms turn parallel to each other )
- We invite you to this house. (depict "house" )

TURTLE
Here is my turtle, she lives in a shell.
She loves her home very much.(Hands clenched into fists, thumbs inside. )
When she wants to eat, she sticks her head out.(Then show thumbs up )
When he wants to sleep, he hides it back.(and hide them back. )

GLASSES
The thumb of the right and left hand, together with the rest, form a ring. Bring the rings to your eyes.
On horseback
Pakhom sits
Reads books
But he doesn’t know how to read and write.

FLAG
Four fingers (index, middle, ring and little fingers) together, thumb down. Back of the hand towards you
A flag is burning in the sun,
It's like I lit a fire.

BOAT
Both palms are placed on the edge, the thumbs are pressed to the palms like a ladle
The boat floats on the river,
Leaving rings on the water.

STEAMBOAT I
(Both palms are placed on the edge, the little fingers are pressed (like a ladle), and the thumbs are raised up).
Locomotive. No wheels!
What a miracle locomotive!
Has he gone crazy?
He went straight across the sea!

Left palm vertically up. A cam is placed on its lower part (with the thumb facing you). If the child easily performs this exercise, you can change the position of the hands alternately on the count of “ones”.
He has a back, but never lies down,
There are four legs, but not even three can walk.
But he always stands and tells everyone to sit.

TABLE
The left hand is clenched into a fist. The palm is placed on top of the fist. If the child easily performs this exercise, you can change the position of the hands: the right hand in the fist, the left palm on top of the fist. You can do it alternately on the count of “ones”.
Born in the forest
Grew up in the forest
Came to the house
He put everyone around him.

RAKE
Palm down, fingers bent, "rowing"
Leaves are falling in the garden
I'll rake them.

DOG
Left palm on the rib. Thumb up, slightly bent. The index finger is bent, the middle and ring fingers are together. The little finger alternately lowers and rises.
Four fours,
Two spreaders,
The seventh vertun,
And he himself is a grump.

CAT
The middle and ring fingers rest against the thumb. The index and little fingers are raised up. .
At our Anyutka's
Beast in a satin coat
He's warming himself near the stove,
Can be washed without water.

BUNNY AND EARS
Fingers in fist. Point your index and middle fingers up. Move them to the sides and forward.
Small, White
Jump-jump along the forest,
Ears jerk and jerk,
One snowball at a time.

BUNNY AND DRUM
Fingers in fist. The index and middle fingers are up, they are pressed. He taps his thumb with his ring and little fingers.
Bunny took his drum
And hit: tram-tram-tram!

GOAT
The inner side of the palm is down. The index and little fingers are pointed forward. The middle and ring ones are pressed to the palm and clasped by the large .
Tili-tili, tili-tili,
Three goats were mowing the grass
Through the meadows and meadows,
Over the green hummocks,
Young goats
The tails are short.

BUNNY AND MIRROR
Left palm up, making a “goat”. We place our right hand on top of it, which also depicts a “goat” (back side up). We put the middle and ring fingers of both hands up and down and move them in opposite directions .
The bunny looks in the mirror
And he wiggles his ears.

HORSE
Right palm on the edge towards you. Thumbs up. The left palm is placed on top of it at an angle, forming a mane with the fingers. Thumbs up. The two thumbs form the ears.
Four legs,
Fifth mane
Sixth tail
Drive, don't be afraid.

House.

I want to build a house
(Hands above your head in a “house” position.)
So that there is a window in it,
(Hands in front of your eyes. The ends of your fingers are closed into a “window.”)
So that the house has a door,
(Palms are turned towards you, closed at the sides.)
So that the pine tree grows nearby
(Fingers spread out. Hands pulled up.)
So that there is a fence around
(Hands in front of you in a ring, fingers connected.)
The dog guarded the gate.
(One hand is “dog”, disconnect the little finger from the other fingers.)
There was sun
(Cross your hands, fingers spread.)
It was raining
("Shaking" movements)
And the tulip bloomed in the garden.
(Forearms pressed together. Petal fingers pointing up.)

Tatiana Meshchaninova
Self-education plan on the topic “Development of fine motor skills of preschoolers”

Self-education plan for the 2016-2017 school year. G.

Subject: « Development of fine motor skills in preschoolers second junior group"

Relevance of work on development of fine motor skills of young children is determined by age-related psychological physiological characteristics of children: in junior preschool aged intensively are developing structures and functions of the child’s brain, which expands his capabilities in understanding the world around him. A person cannot develop a comprehensive understanding of the surrounding objective world without tactile-motor perception, since it underlies sensory cognition. It is with the help of tactile-motor perception that first impressions are formed of the shape, size of objects, and their location in space. To teach a baby to speak, it is necessary not only to train his articulatory apparatus, but also develop fine motor skills of hands.

Target: continuation development of fine motor skills and coordination of hand movements in young and middle-aged children preschool age through various activities.

Improving conditions for development of fine motor skills fingers of children of younger and middle ages preschool age.

Tasks:

1. Improve coordination and accuracy of hand and eye movements, hand flexibility, and rhythm.

2. Improve fine motor skills of fingers, hands.

3. Improve general motor activity.

4. Promote the normalization of speech function.

5. Develop imagination, logical thinking, voluntary attention, visual and auditory perception, creative activity.

6. Create an emotionally comfortable environment when communicating with peers and adults.

1. Improve subject matter developmental group environment for the development of fine motor skills.

2. Develop fine motor skills fingers in young and middle children preschool age through the use of various forms, methods and techniques.

Reporting form:

Prepare a consultation for teachers on development of fine motor skills of preschoolers.

Conduct a survey of parents.

Make a card index of finger games for younger and middle ages.

Forms of work:

Joint activities of the teacher with children;

Individual work with children;

Free independent the activities of the children themselves.

Methods and techniques of work:

Hand massage

Finger gymnastics, physical education minutes

Finger games with poems and tongue twisters

Finger Theater

Modeling from plasticine and salt dough using natural materials (seeds, cereals, shells, etc.)

Unconventional techniques drawing: brush, finger, toothbrush, candle, cereal, etc.

design: made of paper using the origami technique, working with LEGO construction sets, wooden construction sets, Dienesh blocks, Cuisenaire sticks, Nikitin cubes.

Various types of applications

Drawing with stencils

Hatching

Finishing drawing (based on the principle of symmetry)

Labyrinths

Didactic games

Lacing

Games with small objects

Puzzles, mosaic.

STAGE 1 information and analytical (introductory)

Study of scientific and educational methodological literature:

Bardysheva T. Yu. Hello, little finger, My hands are dancing. Finger games. – M.: "Karapuz", 2007.

Bolshakova S. E. Formation fine motor skills: Games and exercises. – M.: TC Sfera, 2006.

Ermakova I. A. Developing fine motor skills in children. – St. Petersburg: Ed. house "Litera", 2006.

Krupenchuk O.I. Finger games. – St. Petersburg: Ed. house "Litera", 2007.

Pimenova E. P. Finger games. – Rostov-on- Don: Phoenix, 2007.

Timofeeva E. Yu., Chernova E. I. Finger steps. Exercises for development of fine motor skills. – St. Petersburg: Corona-Vek, 2007.

Tsvintarny V.V. We play with our fingers and developing speech - St. Petersburg: ICH "Hardford", 1996.

Sokolova Yu. A. Finger games. – M.: Eksmo, 2006.

6. Koltsova M. M. « Motor development»

7. Elena Danilova "Finger games"

8. Strogonova I. A. “ Preschool education, development of fine motor skills of a child’s hand».

STAGE 2 - implementation into practice.

STAGE 3 - presentation of work experience topic.

Self-education work plan

topic.

2. Introduce it into work with children.

3. Make a card index of games for development of fine motor skills of hands. (younger and middle aged)

4. Prepare consultations for parents

5. Consultation for educators “What is fine motor skills and why

it's important develop?».

Perspective plan for the development of fine motor skills in children of primary preschool age 2016-2017

September

1. Study the literature on this topic(T. Yu. Bardysheva “My hands are dancing” M. 2005)

2. Questionnaire on the topic « Development of fine motor skills in babies» .

"Lock".

4. Teaching children to play "Lacing".

5. Construction from counting sticks "Fence", "Track".

5. Board game "Mosaic".

6. Analysis of red and white beans.

7. Games with cubes.

1. Study the literature on this topic(Bardysheva T. Yu. Hello, finger)

2. Prepare a consultation for parents "What's happened fine motor skills?»

3. Learning finger play "Pickling cabbage".

4. Finger play "Move the toys".

5. Different finger images figures: "Checkbox", "Glasses", "Binoculars", "Table", "Chair", "Lock".

6. Construction from Cuisenaire sticks "Ladder", "Square", "Triangle".

7. Board game "Find the figure".

8. Post finger gymnastics for parents on the MDOU website to learn with their children at home.

9. Hatching (vegetables and fruits).

Development of fine motor skills in children of primary preschool age».

2. Make a card index of finger games by topic.

3. Modeling from plasticine (baked bagels, cookies)

4. Teach children how to dress and undress dolls.

5. Learning finger play “This finger went into the forest”, repeat the finger game "Pickling cabbage".

6. Design from small builder"House", "Fence".

7. Board game "Collect a picture" (large puzzles).

8. Playing with clothespins "Little Helpers"

9. Study the literature on this topic(Pimenova E. P. Finger games. – Rostov-on-Don Don: Phoenix, 2007)

10. Exhibition for parents of educational games and teaching aids development of fine motor skills of the hands of children of primary preschool age.

1. Prepare a consultation for parents " Development of fine motor skills, as a means of forming the speech of younger children preschool age».

2. Develop a reminder for parents “ Development of fine motor skills in younger preschoolers».

3. Learning finger play "Snowball", repetition "Pickling cabbage", "Lock".

4. Teach children to lay out simple patterns from threads and ropes.

5. Stick construction "Checkbox", "Herringbone".

6. Board game "Mosaic" (small and large) .

8. Games with cubes.

1. Prepare a consultation for parents "Fingers help you speak"

2. Learning finger play , repetition "Snowball".

3. Teach children to use scissors (cut in a straight line - snow paths).

4. Game "Lacing".

5. Teach children to lay out a Christmas tree from geometric shapes.

6. Rolling a pencil between your fingers.

7. Post finger gymnastics for parents on the MDOU website to learn with their children at home.

1. Reinforcing finger games " "Snowball", “The girls and boys in our group are friends”.

2. Teach children to wind thread into a ball "Naughty Kitten".

3. Construction from sticks "Window", "House", "Checkbox".

4. Making gifts for holidays: "Defenders of the Fatherland Day"(Sailboat at sea – applique, "International Women's Day March 8" (Mimosa sprig - combined applique of paper and peas).

6. Games with cubes.

"Family".

Repetition of familiar games.

2. Teach children to roll balls from a piece of napkin for combined art work.

3. Finger games “Let’s iron handkerchiefs for mother and daughter”.

4. Making gifts for mothers for the holiday of March 8 (Mimosa sprig from peas and colored paper (continuation of work).

5. Designing objects from sticks furniture: "Table", Chair", "Bed", "TV" etc.

6. Construction from different types of constructors.

7. Post finger gymnastics for parents on the MDOU website to learn with their children at home.

8. Self-massage with walnuts(I roll my nut so that it is rounder than everyone else. O. I. Krepenchuk)

9. Hatching (ball).

1. Learning finger play “Hello little finger, how are you?”, repetition "Lock", "Family", "Pickling cabbage".

2. Continue teaching children to lay out patterns using string.

3. Build from sticks "Rocket" (according to sample and optional).

4. Teach children to use their fingers to represent various figures: "Checkbox", "Glasses", "Table", "Chair", "Barrel", "Roof".

5. Post finger gymnastics for parents on the MDOU website to learn with their children at home.

6. Games "Lacing", "Mosaic".

1. Learning finger play “The flower was sleeping and suddenly woke up...”.

2. Teach children how to cut along drawn lines (Stripes, triangles, squares).

3. Lay out familiar shapes from sticks as desired.

4. Board games "Mosaic", "Puzzle".

5. Modeling familiar objects.

6. Post finger gymnastics for parents on the MDOU website to learn with their children at home.

7. Self-massage of fingers.

8. Hatching (colors).

9. Games with cubes.

Work plan for self-education on the topic:

“Development of fine motor skills in preschoolers through didactic games.”

Completed by: Byakova T.G.

2015-2016

The purpose of self-education on the topic: to create conditions for the development and improvement of fine motor skills in preschoolers.

Self-education objectives:

1. Improve motor skills, coordination of movements of the hands and fingers of children of primary preschool age;

2. Help improve speech and expand vocabulary through finger games and gymnastics;

3. Develop imagination, logical thinking, voluntary attention, visual and auditory perception, creative activity;

4. To increase the competence of teachers in the importance of finger games and exercises for preschool children;

5. Improve the subject-spatial development environment of the group;

6. Contribute to the formation of a favorable emotional background in the children's team.

Forms of working with children:

Working together with children;

Individual work;

Free independent activity of the children themselves.

Methods and techniques of work:(Explanation, demonstration, conversation, game)

Hand massage;

Finger gymnastics and physical education;

Production of didactic games, lacing;

Modeling from plasticine;

Games with cubes, construction sets;

Drawing using templates, stencils

Finger Theater.

Games used:

- “Geometric liners”;

-"Large and small mosaic"

- “Pyramid”;

- “Games in a dry pool for hands”;

- “Find out what’s in the bag?”;

- “Cut pictures”;

- “Building with Lego”;

- “Wooden and cardboard puzzles”;

- “Lacing”,

- “Clothespins”;

Stages of material development:

STAGE 1 informational and analytical (introductory and familiarization)

Studying scientific and educational literature:

Timofeeva E. Yu., Chernova E. I. Finger steps. Exercises to develop fine motor skills. Publisher: St. Petersburg: KORONA-VekYear: 2007
TKACHENKO T.A. DEVELOPING FINE MOTOR SKILLS. - M.: EKSMO, 2007.
Osmanova G.A. NEW FINGER GAMES FOR THE DEVELOPMENT OF FINE MOTOR SKILLS:KARO:2008
Osmanova G.A.: Transformation of the palm. Playing and developing fine motor skills
Elena Kosinova: Speech therapist lessons. Games for speech development Eksmo, 2011
Strogonova I.A. “Preschool education, development of fine motor skills of a child’s hand”
Ermakova I. A. Developing fine motor skills in children. – St. Petersburg: Publishing house. Litera house, 2006.
Krupenchuk O.I. Finger games. – St. Petersburg: Publishing house. Litera house, 2007.
Pimenova E. P. Finger games. – Rostov-on-Don: Phoenix, 2007.

STAGE 2 - implementation into practice.

In my work in this area, I apply the accumulated experience of modern teachers and use the following basic principles:

Systematic conduct of games and exercises. You should not expect immediate results, since automation of a skill develops through repeated repetition. In this regard, the development of one skill takes place in several sections;

Sequence – (from simple to complex). First on the right hand, then on the left; if performed successfully, on the right and left hands simultaneously. It is unacceptable to skip something and “jump” over some types of exercises, as this can cause negativity in the child, who is currently physiologically unable to cope with the task;

Individual and differentiated approach. The selection of games and exercises, their intensity, quantitative and qualitative composition vary depending on the individual and age characteristics of the children. If the child constantly demands to continue the game, you need to try to switch his attention to completing another task. There must be moderation in everything. It is unacceptable for a child to become overtired while playing, which can also lead to negativism.

STAGE 3 - diagnostics, presentation of work experience on the topic.

Reporting form:

Make a consultation for educators and future parents on the topic “Development of fine motor skills in preschoolers”;

Make a card index of finger games and gymnastics;

Organization of the exhibition “Games that promote the development of fine motor skills.”

What is the expected result:

Children have developed fine motor skills, they can hold cutlery and writing utensils correctly, enjoy creative activities, strive to understand the world around them, and ask questions.

Relevance

Fine motor skills - the ability to manipulate small objects, transfer objects from hand to hand, and perform tasks that require coordinated use of the eyes and hands. Fine motor skills are associated with the child’s nervous system, vision, attention, memory and perception. Scientists have also proven that the development of fine motor skills and speech development are very closely related. And this can be explained very simply. The human brain has centers that are responsible for speech and finger movements. They are located very close. Therefore, by developing fine motor skills, we activate the zones responsible for the development of children's speech and increasing the child's performance, attention, mental activity, intellectual and creative activity. In addition, fine motor skills directly affect manual dexterity, which will be formed in the future, the child’s reaction speed, the level of logical thinking, memory, reasoning skills, concentration and imagination.

And, therefore, in preschool age, work on the development of fine motor skills and coordination of hand movements should become an important part of the development of children's speech, the formation of self-service skills and preparation for writing. His further development depends on how deftly a child learns to control his fingers. Along with the development of fine motor skills, memory, attention, and vocabulary develop.

September

During the year

Every day throughout the year.

Carrying out a diagnostic study (primary).

Study literature and work experience on this topic.

Creation of a card index of finger games and dramatization games.

Self-massage (according to the book by Osmanov G.A. NEW GAMES WITH FINGERS FOR THE DEVELOPMENT OF FINE MOTOR SKILLS)

Identification of the level of development of fine motor skills of the hands (for children, their success in any activity is taken into account: direct educational, cognitive, physical, etc.)

Increasing your level of knowledge, professional.

Enrichment of the development environment.

Normalization of muscle tone, stimulation of tactile sensations. Improving coordination of movements, restoring weakened muscles, relieving tension.

October

D/i.: “Clothespins”

Learning finger games: “Castle”, “Salt the cabbage”,

"Fingers, hello!"

D/i.: “Lace-up”.

Goal: To teach children to use clothespins “rain for a cloud”, “needles for a hedgehog”. Encourage children to add characteristic details to the image of the object. Teach children to hold a clothespin with three fingers, squeeze and unclench it. Improve the ability to attach clothespins around the perimeter of the figure.

Development of fine motor skills of the hands. Improve coordination and accuracy of hand and eye movements, hand flexibility, rhythm; Teach children to alternately touch the fingers of one palm with the other, starting with the thumb.

develop sensorimotor coordination and fine motor skills; develop spatial orientation, promote the assimilation of the concepts of “above”, “below”, “right”, “left” development of perseverance and patience

November

Questioning of parents on finger gymnastics. Analysis of the questionnaire.

D/i with bulk materials (“dry pool”, looking for a toy, drawing on the cereal)

Creation of a diverse “Finger Theater”

Learning finger games: “Autumn-autumn, leaf fall”, “Rain”

"Trees" "Roots"

To identify the degree of awareness of parents about what “Fine motor skills” are. To determine the level of parental awareness of how to develop fine motor skills in preschoolers and where to get the necessary material.

Goal: strengthening and developing fine motor skills of the fingers, increasing finger sensitivity; sensorimotor development, formation of basic sensory standards: shape, size, material, weight; fostering perseverance and patience in work; relieving emotional stress.

Creating a play environment for independent theatrical activities of children.develop fine motor skills using finger theater

Continue to teach children to perform hand actions in accordance with words; development of fine motor skills

December

D\I: “Massage ball”

Creating a card index of games with massage balls.

D/i “Fun exercises with pencils”

Learning finger games: "New Year's toys." Snowball, "Grandfather Frost"

Goal: To develop the flexor and extensor muscles of the hands. Practice coherence in the movements of both hands. Develop coordination

Learn to roll a pencil between your palms. Improve coordination of hand movements, activate the speech centers of the brain. movements of the fingers.

Teach children to alternately connect the thumb with the rest of the left and right hands together. Develop switchability of general and small movements.

January

Consultation for future parents “Games for developing fine motor skills”

Design of the mobile folder “Finger Games”

Board game "Mosaic".

Learning finger games: “Christmas tree”, “Where, where are our hands?”, “Tili-bom”

To increase the competence of parents in the importance of finger games and exercises for preschool children

Development of coordination of movements of the fingers of the leading hand; Teach children to lay out patterns using small geometric shapes.

Continue teaching children to perform hand actions in accordance with words

February

Creating a manual

"tactile boards"

"Beads for Mom" - stringing large beads on a cord

Learning finger games: “Snowman”, “Pussy”, “Machine”,

develop motor skills, visual perception, attention, memory, perseverance, intuition, and help get acquainted with the properties of different objects and surfaces.

Develop correlating actions, coordination of the actions of both hands, and an emotional attitude towards the result of one’s activities.

develop hand motor skills by performing imitative movements accompanied by poetic text

March

Seminar-workshop for teachers on the topic:

“The use of finger gymnastics as a means of developing fine motor skills of the hands in children of primary preschool age”

"Finger Steps"

Creation of a manual for the game (use the book by Timofeev E. Yu., Chernov E. I.

Finger steps. Exercises to develop fine motor skills.)

Learning finger games: “Our mothers”, “dough”,

"compote"

Exhibition for parents and teachers

didactic games for the development of fine motor skills of preschoolers

development and improvement of the movements of the hands and fingers.

develop hand motor skills by performing imitation

movements accompanied by poetic text

April

Message at the teachers' meeting “Development of fine motor skills and coordination of finger movements in children of primary preschool age”;

Fairy tale "Hedgehog" (exercise with a massage ball)

D/I - "Wonderful bag" identify toys by touch

Learning finger games: “Big Wash”, “Fish”

Exhibition for teachers

didactic games and aids for the development of fine motor skills of preschoolers

develop manual dexterity and fine motor skills; to develop skills of expressiveness and plasticity in movement.

Teach children to identify objects by touch and develop tactile sensations. Develop a child's speech.

Activate finger movements

May

D/i “With lids”

Creating a tutorial for playing with bottle caps

An exhibition for future parents of didactic games and aids for the development of fine motor skills of children's hands.

Diagnosis of the level of development of fine motor skills

Develop spatial concepts and fine motor skills; strengthen counting skills; develop fantasy and imagination

Focus parents' attention on the importance of their help.

Carrying out a control diagnostic study.

Using the observation method,

exercises, identify

positive results

the work done,

analyze the shortcomings

Publication date: 2016-10-18

Short description: ...

SEPTEMBER

1-2 weeks

Studying methodological literature

1 .Bardysheva T. Yu.Hello, finger. Finger games. – M.:"Karapuz" , 2007.

2 .Bolshakova S. E.Formation fine motor skills : Games and exercises. – M.: TC Sfera, 2006.

3. Ermakova I. A.Developing fine motor skills in children . – St. Petersburg : Ed. house"Litera" , 2006.

4. Krupenchuk O. I.Finger games . – St. Petersburg : Ed. house"Litera" , 2007.

5 .Pimenova E. P. Finger games . – Rostov-on-Don : Phoenix, 2007.

6 Timofeeva E. Yu., Chernova E. I.Finger steps. Exercises for development of fine motor skills . – St. Petersburg : Corona-Vek, 2007.

7 .Tsvyntarny V.V. We play with our fingers and developing speech - St. Petersburg : ICH"Hardford" , 1996.

8. Sokolova Yu. A.Finger games . – M.: Eksmo, 2006.

9 . Koltsova M. M« Motor development »

10 . Elena Danilova"Finger games"

11 .. Strogonova I. A. "Preschool education , development of fine motor skills of a child’s hand ».

3rd week

Smoothing out crumpled paper lumps from colored paper.

“Find and put the same one next to it” - arrange geometric shapes by color and shape.

“Draw balls from a point” using the “building up” method, without lifting the pencil from the paper.

4th week

Rolling pencils, nuts, balls between the palms.

Tearing paper (by pinching off the sheet).

Unfastening and fastening buttons and zippers.

OCTOBER

1-2 weeks - Topic: Vegetables, fruits

“Gathering the harvest” - modeling multi-colored plasticine balls. - "What is this?" (naming vegetables and fruits similar to balls in color).

“Fold the picture” from 4 parts.

“Building a fence” from counting sticks - consolidating knowledge about color and size.

“Find your soulmate” - cut-out pictures.

“Wonderful bag” - identify vegetables and fruits by touch.

“Drying vegetables” - hang double stencils on a rope.

3-4 weeks - Theme: Birds in autumn

“Look who’s hiding in the lump?” - Smoothing sheets of paper crumpled into balls with the outlines of birds depicted on them.

“Dry pool” - find bird figures by touch in a box of peas.

“Cut pictures” - assemble a picture of a bird from three parts (head, body, legs).

“Bird tracks on the sand” - we draw on the sand with our fingers.

“Birds gather in flocks” - “seat” (hang along the fold line) “birds” along the branches using double stencils.

“Preparing food for wintering birds” - sort the beans and peas.

NOVEMBER

1-2 weeks - Topic: Human labor in nature

1. “Assemble tools” - from two parts cut out of cardboard (shovel, hammer).

“Draw a hammer, a shovel on the sand”

“Determine by touch” - stencils made of coarse sandpaper (shovel, rake, hammer, saw).

“Roll it, roll it” - rolling smooth and ribbed pencils between your palms.

“Place it in its place” - put into the windows cut out in the shape of the tools, respectively: a shovel, an ax, a hammer.

“Repair tools” - find and add the missing part of the cardboard stencil: a saw handle, a rake tooth, etc.

3-4 weeks - Topic: Clothes and shoes

"What is this?" - Smoothing sheets of paper crumpled into balls with outline images of clothes and shoes.

“Button up your clothes” - with buttons, Velcro, zippers.

“Help hang the clothes” - double and single stencils of clothes (single ones are attached with clothespins).

“Choose buttons by color.”

“Shoorovka” - learn to put a lace in a hole.

“Find a pair” - in the box there are 4 shoes and 4 boots of the same color, cut out of colored cardboard with a hole, put on one piece of string for each pair.

DECEMBER

1st week - Topic: City

We build a house from cubes.

“Lay out a house from colored geometric shapes.”

“Who lives in the house?” - Find the figures in the “dry” pool.

2nd week - Topic: Transport

“Who has what?” - Smoothing sheets of paper crumpled into balls with outline images of a bus or car.

“Loading pebbles into the truck” - pebbles are scattered on the table, carpet

“A car passed by” - we draw traces of the car on the sand, scattered in a thin layer on a tray.

3rd week - Topic: Winter. Winter forest

Snowfall in the forest. (Spread lumps of cotton wool on a stencil of a green Christmas tree made of velvet paper.)

“We make snowballs, big and small” - we crumple the paper into lumps and roll them between our palms.

“Snow Woman” - modeling from plasticine.

4th week - Topic: Wild animals in winter

“Wonderful bag” - identify rubber toys by touch.

“Make a bear out of geometric shapes.”

“New Year’s gift for a squirrel” - collect walnuts, pine nuts, hazelnuts in bags, then identify the nut by touch.

JANUARY

2-3 weeks - Topic: Wild animals and their young

"Who is this?" - Large stencils of animals made from sandpaper are shown to children and asked to determine by touch where the “mother” is and where the “baby” is.

“Hedgehogs and Hedgehogs” - sticking matches into a large or small lump of plasticine.

“Gift for mice and little mice” - sorting pumpkin and sunflower seeds.

“Gather the family” - apply the corresponding animal stencil to the outline.

"Who's come? "- We draw on the sand, scattered on a tray, footprints of different sizes (with the thumb, index finger, little finger).

“To make Misha warmer” - finely tear the paper, then put Mishka to sleep - “in the den.”

4th week - Topic: Birds in winter

“Crow or sparrow? "- Determine by touch using a flat stencil made of buckwheat and sandpaper.

“Treat for the birds” - sorting seeds.

“Who hid under the leaf?” - Using your fingertips, iron and determine along the contour the stencil of which object is located under the paper in the shape of a leaf.

FEBRUARY

1-2 weeks - Theme: Family

"Who is this?" - Assemble human figures from geometric shapes according to the pattern,

2. “What did mom buy? » - Find “vegetables” and “fruits” in the “dry pool”

“Let’s help grandma untie the knots on the clothesline.”

“Let’s help the boy fasten the buttons on his shirt.”

"Learning to tie shoes."

“Who is the gift for?” - Wonderful bag.

3-4 weeks - Topic: Professions

Builder. "Let's build a house out of cubes." Game “Who lives in your house?”

Salesman. “Tear off the check” - tear off pieces of paper from the strip.

“Vitamin Factory” - we sculpt “vitamins” from plasticine

and put them in boxes.

Cook. “Sort the beans by color.”

Chauffeur. “Assemble a car from geometric shapes.”

Educator. "Toys. Cut pictures from 4 parts.”

MARCH

1st week. - Topic: Mother's Day.

1-3. Making a gift for mom (taking into account the age and individual abilities of the child).

2nd week. - Topic: Beginning of spring

“Traces from a drop” - we put dots on the semolina with our fingers.

“The sun is shining brightly” - place the sun’s rays from matches around the yellow circle.

“Who will wake up soon after hibernation? » - Smoothing out paper lumps with contour images.

3-4 weeks. - Topic: Toys

"Build a pyramid."

“Balls for kittens” - modeling from plasticine.

“What’s hidden in the lump?” - Smoothing out paper lumps with outline images of toys.

We draw large and small objects (ball, sphere, brick, cube) on the sand.

“Identify by touch” - “wonderful bag”; (“dry pool.” Which toy was hidden?

“The nesting dolls scattered” - collect the nesting dolls on the carpet and put them one inside the other.

APRIL

lth week . - Topic: Clothes

"Unfinished" dress. (“Sew” sleeves, collar, pocket, buttons to the dress.”) Complete the cardboard stencil with the desired detail.

Lacing, fastening of buttons, zippers, Velcro.

“Drying clothes” - fasten the dolls’ clothes and handkerchiefs to the rope with clothespins.

2nd week. - Topic: Wild and domestic animals

“Assemble a picture” - cut pictures from 4 parts.

“Narve young grass for rabbits” - finely tear green paper.

"Who lives where?" - naming and laying out animal houses from plastic sticks (kennel, hole, barn).

3rd week. - Topic: Birds in spring

“Worms for rooks)) - modeling from plasticine.

“Let’s help the birds” - cover the “nest” with small pieces of cotton wool.

“Let's give the birds something to drink” - working with water and a pipette.

4th week. - Topic: Flora

“Every leaf has its place” - cover the contours of various leaves with the necessary leaves taken from the box.

“Beautiful dandelion” - sticking matches into a plasticine lump.

Collective work “Spring Meadow” - crumple small colored pieces of paper, squeeze tightly in a fist, roll between your palms and glue to a common green background.

MAY

2-3 weeks . - Topic: Spring work at the dacha

“Planting beans” - children make holes in the sand with their fingers and plant seeds.

“Twist the bottle” - tightening the caps on plastic bottles.

“Who will pick the most beans?” - Collect beans from the carpet.

“We’re going to the country” - assemble a truck from geometric shapes.

“Building a country house” - plastic construction set.

“Path” - laying out a path of geometric shapes on the carpet.

4th week. - Topic: We're a year older

1-3. Lacing, fastening and unfastening buttons, zippers, Velcro, untying knots on a clothesline.

Working with parents

SEPTEMBER

Questionnaire for parents “How developed are your child’s fine motor skills?”

Consultation for parents on the topic: “Development of fine motor skills in preschoolers”

JANUARY

Consultation for parents on the topic: “Development of fine motor skills of the hands. Set of exercises"

APRIL

Consultation for parents. Detailed recipes for dough, sand and plasticine for developing children's fine motor skills.

Self-realization

MARCH

Consultation for educators on the topic: “Exercises for preschoolers to develop fine motor skills.”

MAY

Report on the work done on the topic of self-education at the final teachers' meeting.

Questionnaire for parents “How developed are your child’s fine motor skills?”

1. Do you know what a child’s fine motor skills are?

Yes - Difficult to answer - No

2. When do you think you can start developing fine motor skills?

In infancy - 3-7 years - at school

3. Do you have games for developing fine motor skills at home? Please indicate which ones?

___

4. Do you use non-traditional materials to develop fine motor skills? Choose from the suggestions and add yours.

Cereals, natural material - Buttons, beads - Needles, threads

Constructor, mosaic

Cubes, pyramids, nesting dolls.

5. Where do you use information about the types of development of fine motor skills?

In kindergarten - Literature - On the Internet - Your intuition tells you

6. Does the child like to complete tasks? How does he do it?

Passive - Active

7. What form of work is most comfortable for you?

Parent meeting - Open viewings - Master class

Individual conversation

Consultation

Material in the parent corner

None, there is enough information.

8. Are you ready to participate in a competition of homemade games to develop fine motor skills in our children’s hands?

Yes - I don’t know - No

9. What new things would you like to know about this topic?