Developing fine motor skills: preparing the hand for writing. Traditional areas of work on preparing a child’s hand for writing in a preschool environment Preparing writing for 5 years

Tips for parents: “Preparing the hand for writing in children 6-7 years old”

Writing is a complex coordination skill that requires coordinated work of the muscles of the hand, the entire arm, and proper coordination of movements of the whole body. Mastering the skill of writing is a long and labor-intensive process that is not easy for all children. Preparing to write is one of the most difficult stages in preparing a child for systematic learning. Psychologists note that children aged 5-6 years have an insufficiently developed ability to assess spatial differences, on which the completeness and accuracy of perception and reproduction of letter shapes depend. In addition, children have difficulty navigating the spatial characteristics necessary for writing, such as right and left side, top - bottom, closer - further, under - above, near - inside, etc.

The accuracy of graphic actions in children 6-7 years old is ensured by muscle control over fine (fine) motor skills of the hands. This is the dexterity of the fingers and hands, the coordination of their movements. The development of fine finger movements can be judged by watching how a child draws or paints over the details of a drawing. If he constantly turns the sheet and cannot change the direction of the lines with the help of subtle movements of his fingers and hand, it means that the level of development of fine motor skills is insufficient.

Thus, the writing process requires not only physical, intellectual, but also emotional effort from the child. All kinds of overloads and associated overwork have the most negative impact on the mastery of graphic skills and, moreover, on the development of the child’s body. Therefore in preschool age It is the preparation for writing that is important, not the teaching of it. It is important to develop the mechanisms necessary for mastering writing, to create conditions for the child to accumulate motor and practical experience, and to develop manual skills.

Develop your child’s perseverance, hard work, and ability to complete things

Develop his thinking abilities, observation, inquisitiveness, and interest in learning about his surroundings. Give your child riddles, make them up with him, and conduct basic experiments. Let the child reason out loud.

If possible, do not give your child ready-made answers, force him to think and explore. For example, if he claims that trees die in winter, you can cut a branch with him and put it in the room. After some time, leaves will appear on it.

Put your child in front of problematic situations, for example, ask him to find out why yesterday it was possible to sculpt snow woman made of snow, but not today.

Talk about the books you read, try to find out how the child understood their content, whether he was able to understand the causal relationship of events, whether he correctly assessed the actions of the characters, whether he is able to prove why he condemns some characters, approves of others, etc.

Special mention should be made about the specifics of teaching a preschool child. It is “oral” in nature, that is, from mouth to mouth. When studying in kindergarten we do not use texts or the printed word. Learning is done by ear using visual game methods.

A special place in preparing children for school is occupied by the mastery of certain special knowledge and skills - literacy, counting, and solving arithmetic problems. Mastery of literacy and elements of mathematics in preschool age can influence the success of school education. It is important that the child be able to hear the sounds of a word and be aware of its sound composition. Reading should be continuous or syllable by syllable. Reading letter by letter will make the teacher’s work more difficult, since the child will have to be retrained.

One of the most important tasks in preparing children for school is the development of the child’s “manual skill” necessary for writing.

On the topic: methodological developments, presentations and notes

Tips for preparing your hand for writing

Tips for preparing a preschooler's hand for writing Teaching a child to sit correctly when writing, to hold a pen correctly and to navigate in space must begin already in preparatory school...

Approximate planning of classes to prepare hands for writing for children of the senior group according to the program of correctional and developmental work in the speech therapy group of a kindergarten for children with special needs N.V. Beggar

Methodological development of classes to prepare preschoolers with special needs to learn to read and write. These classes can be used by both speech therapists and special education teachers in their work. Busy...

“On the path to school” (preparing your hand for writing)

MKDOU "Kireevsky d/s Romashka"

Romanenko E.G.,

Project participants: pupils of the preparatory group for school, parents of children.

Children's age: 6 – 7 years

Problematic question : Preparing the hand for writing for children in the preparatory group.

Relevance of the problem:

The main task of preschool education is to teach children

Learn to develop their mental abilities without trying

at the same time to an abundance of knowledge.

V.F. Odoevsky.

The issues of preparing kindergarten students for school are becoming increasingly important. They are especially relevant now, when the content of primary education has changed. The school is committed to ensuring that children entering Year 1 are well prepared for learning. Unfortunately, their level of preparedness does not always meet these requirements.

Preschool age is a time of intensive development in children of the indicative basis of their actions. Full-fledged learning should be based on the child’s sensory experience, on his direct observations of the surrounding reality. Therefore, one of the principles of teaching preschoolers is the principle of visibility. Famous psychologist L.S. Vygotsky believed that learning should go ahead of development and lead it, relying on the “zone of proximal development.” This statement is closely related to the theoretical concept that the child has a special sensitivity to certain types of external influences. In other words, training should begin during the formation of the mental functions of a preschooler. By being late in teaching, teachers lose the opportunity to guide child development along the right path, to regulate this process. Most efficient use The rich potential of a child is real only when the period of special sensitivity to the assimilation of this or that material in his development has not yet passed.

At the first stage of learning, children most often experience difficulties with writing: the hand quickly gets tired, the working line is lost, it doesn’t work correct writing letters, mirror writing is often encountered, the child does not distinguish between the concepts of “left”, “right”, “sheet”, “line”, “page”, it does not fit into the general pace of work.

These difficulties are caused by weakness of fine motor skills of the fingers and insufficient development of skills of visual-motor coordination, voluntary attention, analytical perception, and auditory attention.

All this negatively affects children’s assimilation of the first grade curriculum and necessitates the organization of special classes in kindergarten, the purpose of which is to prepare the child’s hand for writing. Such classes, combining training of fine motor skills of the fingers with solving problems of mental development, can be organized through circle classes according to the “Preparing the hand for writing” program.

Objective of the project:Formation of components of intellectual and sensory readiness for school through:

Development of fine motor skills of a child's hand.

Development of auditory attention.

Development of graphic reproduction.

To achieve the goal, the following are set: tasks:

Educational: Development of finely coordinated hand movements. Development of auditory attention and graphic reproduction.

Developmental: Development of graphic movements, visual perception, hand-eye coordination.

Educational: Developing diligence, accuracy, independence and confidence in one’s skills.

The project is scheduled for 9 months ( preparatory group). The lesson is held once a week. 4 times a month. 36 lessons per year. Organized during children’s free activity, after lunchtime nap.

Expected outcome of the project:

· By the end of the year, children should know and be able to:

· Know the hygiene rules of writing

· Be able to maintain proper posture and hand position when writing.

· Know the correct position of the notebook and pen when writing.

· be able to hold a pen or pencil correctly.

· Know the rules of shading.

· Be able to navigate on a sheet of paper in a box, in a notebook.

· Know the rules for working with a notebook.

· Be able to perform shading, following the rules.

· Know the rules of working with scissors.

· Be able to draw on your own simple elements, figures.

· Be able to navigate in a notebook, on a line, on a page.

· Know how to hold scissors correctly and work with them.

· Drawing by cells based on auditory perception.

Project stages.

Long-term lesson plan.

Structural elements of classes

Finger gymnastics, working with counting sticks.

Hatching, graphic exercises.

Cutting

Repetition of what has been learned, taking into account learning results.

Syllabus

Number of classes per month - 4

Number of classes per year - 36

Class structure

Part 1 - Exercises to develop finger coordination:

finger gymnastics, exercises with counting sticks.

Part 2 - Drawing, applique, modeling.

Part 3 - Exercises to develop hand-eye coordination and orientation on a sheet of paper: work in a notebook, graphic dictations.

Part 4 - Summary.

Duration of the lesson: Classes last 25-30 minutes

This work involves a system of techniques and tasks from simple to complex. Taking into account the age characteristics of older preschoolers, the characteristics of auditory and visual perception, classes are conducted in a checkered notebook. The cell provides great opportunities for the development of fine motor skills and basic graphic writing skills, since drawing on the cells requires small and precise movements, and also develops the ability to navigate in space.

At the first stage, the child gets acquainted with a checkered notebook, a working line, then learns to perform tasks in a limited space-cage, improves the ability to measure using a conventional yardstick-cage.

Subsequently, the tasks will become more complex; we gradually move on to complex auditory dictations after the children have already formed sufficiently clear spatial references and can easily perceive auditory tasks. It is recommended to conduct classes once a week for 25-30 minutes. Before completing the task, a psychological mood, and after completion - exercises for the hands. Tasks can be completed using various materials: ballpoint pen, felt-tip pen, simple or colored pencils.

Children consolidate all the knowledge and skills acquired in the “On the Path to School” club in free activities. For this purpose, notebooks and checkered pieces of paper, pens, pencils, samples of various tasks from the books of the publishing house "Karapuz from the series "Preparing a child's hand for writing", "Checked Mathematics" and others are placed in the corner of educational games.

Children independently redraw pictures by cells and come up with their own different shapes.

Project implementation activities.

Preparing your hand for writing.

Developing correct posture, tilting the notebook on the desk and the ability to hold a pencil and pen when writing and drawing. Preparatory exercises for the development of the eye, hand and small muscles of the fingers: tracing and shading contours, connecting lines and shapes, drawing and coloring patterns and borders with a continuous movement of the hand. Mastering the stitch.

Writing letter elements: straight slanted short stick, straight slanted long stick, sticks with a curve at the bottom, a long stick with a loop, sticks with a curve at the top and bottom, semi-oval and oval.

Finger gymnastics.

Scientists have come to the conclusion that the formation of speech areas occurs under the influence of kinesthetic impulses from the hands, or more precisely from the fingers. It is necessary to stimulate children's speech development by training finger movements. By performing various exercises with his fingers, the child achieves good development of fine motor skills of the hands, which not only has a beneficial effect on the development of speech (since this inductively excites the speech centers), but also prepares the child for drawing and writing. The hands acquire good mobility and flexibility, and stiffness of movements disappears, which will facilitate the acquisition of writing skills in the future. "Finger games" are very emotional and exciting. They seem to reflect the reality of the surrounding world - objects, animals, people, their activities, natural phenomena. During “finger games,” children, repeating the movements of adults, activate their hand motor skills. This develops dexterity, the ability to control one’s movements, and concentrate attention on one type of activity.

“Finger games” are the staging of any rhymed stories or fairy tales using the fingers. Many games require the participation of both hands, which allows children to navigate the concepts of “right”, “left”, “up”, “down”, etc.

These games are very important for developing children's creativity. If a child has mastered just one “finger game,” he will definitely try to come up with new dramatization. Children over 5 years old can decorate games with a variety of props - houses, cubes, small objects, etc. It is advisable to start each lesson in preparation for writing with “finger games” in order to stretch the fingers and activate hand motor skills so that children can successfully complete a variety of graphic exercises. Time 3 - 7 minutes.

Graphic exercises. Hatching.

Doing graphic exercises and shading helps prepare your hand for writing. The development of fine motor skills is determined not only by the clarity and beauty of the lines, but also by ease and freedom: hand movements should not be constrained or tense. Correctly maintaining graphic proportions, writing smoothly and symmetrically is important for developing beautiful and clear handwriting. The child should try not to lift the pen from the paper and not interrupt the lines. When drawing straight lines, the clarity of handwriting and the confidence of hand movement are clearly visible. The ability to freely draw smooth lines from left to right is important when developing handwriting. The ability to write with a top-down and bottom-up slant is necessary when developing handwriting. Graphic exercises also contribute to the development of precision of movements, attention and control over one’s own actions.

Hatching is one of the most important exercises. By mastering the mechanics of writing, children develop such confidence in strokes that when they start writing in notebooks, they will do it like someone who has written a lot.

Hatching rules:

Hatch only in the specified direction.

Do not go beyond the contours of the figure.

Keep the lines parallel.

Do not bring the strokes closer together; the distance between them should be 0.5 cm.

When performing various exercises to prepare for writing, the child and the teacher must constantly remember and observe the hygienic rules of writing, bringing their implementation to automatism. Compliance with hygiene rules will help the child in the future to overcome the difficulties of the technical side of writing.

Cutting with scissors.

The teacher pays special attention to mastering the basic cutting techniques - straight cutting skills, the ability to cut various shapes(rectangular, oval, round). The goal is to bring children to a general understanding of how to cut out any objects. When explaining a task, it is necessary to teach children not only to passively assimilate the cutting process, but also to encourage them to verbally describe the movements of the teacher’s hands when showing cutting methods. When creating symmetrical shapes when folding accordion-folded paper, children must learn that they are not cutting out a whole shape, but half of it.

Older preschoolers begin to master silhouette cutting skills without preliminary drawing or preparing a contour line. When teaching silhouette cutting, the technique of tracing the outline of an object in the air is successfully used. The development of the ability to “see” an object in the air is facilitated by systematically played games “Guess what I’m drawing?”, “Guess, I’ll guess” (children or a teacher outline an object in the air and guess). Before you start cutting out the silhouette, you should think about where, from what angle, in which direction of the sheet to direct the scissors, i.e. learn to plan the upcoming action.

The ability to confidently use scissors plays a special role in the development of manual skills. This is difficult for preschoolers and requires coordination of movements. Symmetrical cutting, cutting out various figures from old postcards and magazines is a useful and exciting activity for future first-graders.

Diagnostics

Ability to accurately perform finger exercises

Ability to perform shading, observing all its rules

Ability to correctly perform graphic dictation

Ability to hold a pen correctly

Ability to navigate in space

Compliance with hygiene rules for writing

Methods of testing knowledge, abilities, skills.

3 points – fully meets the criterion (there is significant evidence that activities of preschool educational institutions meets this criterion).

2 points - partially meets the criterion (there is some evidence that the activities of the preschool educational institution meet this criterion);

1 point – does not meet the criterion (there is practically no evidence that the activities of the preschool educational institution meet this criterion)

During the initial diagnosis, it was revealed that children’s motor skills are not sufficiently developed, which is very clearly manifested in the ability to hold a pen in one’s hand, the ability to correctly perform shading, and other criteria. The development of children’s motor skills should be given special attention; this need is experienced not only by first-graders, but also by all students primary classes. That is why it is necessary to begin work on developing fine motor skills as early as possible - already in preschool age.

Perspective lesson plan "On the path to school"

Conclusions:

In the motor area of ​​the cerebral cortex, the projection of the hand is huge in relation to the projection of other parts of the body. In addition, it is extremely close to the speech motor area (Broca's area). Once again, I would like to emphasize that training finger movements is a stimulus for the development of a child’s speech, and a powerful tonic for the cerebral cortex as a whole. Exercises allow you to develop memory and imagination, and increase children’s interest in educational activities.

Fine motor skills in life and activities, performs a lot different functions. It activates necessary and inhibits currently unnecessary psychological processes, promotes the organized and targeted selection of information entering the body in accordance with its current needs, and ensures selective and long-term concentration on one object or activity.

Work on hand development and correction of existing deficiencies should be carried out in close contact with parents, preschool teachers and primary school teachers. This will ensure continuity of control over the formation of correct motor skills and will help to quickly achieve the desired results.

Any exercises will be effective only with regular exercise. You need to exercise daily!

Work program for preparing the hand for writing

Explanatory note

Relevance

“The history of a child’s writing begins much earlier than the moment when the teacher first puts a pencil in his hands and shows him how to write letters,” believed the famous Russian psychologist L.S. Vygotsky.

Writing is a complex skill that involves performing fine, coordinated movements of the hand. The writing technique requires coordinated work of the small muscles of the hand and the entire arm, as well as well-developed visual perception and voluntary influence.

The issue of preparing preschoolers to master writing is part of the problem of preparing for schooling, which every year, in the light of changes in content school programs, are becoming more and more relevant. Parents and teachers are concerned with the question of how to ensure the full development of a child in preschool age, how to properly prepare him for school.

Teachers note that first-graders often experience serious difficulties in mastering writing skills. Many children are afraid of the pen, hold it incorrectly, cannot navigate in the notebook, and when drawing or painting, actively turn the sheet of paper in different sides, depict objects on the sheet that are too small.

Preparing to write is one of the most difficult stages of preparing a child for systematic learning. This is due to the psychophysiological characteristics of a 5-6 year old child, on the one hand, and with the writing process itself, on the other hand. The process of writing itself is extremely complex, requiring the development of the mechanisms necessary for mastering writing, creating conditions for the child to accumulate motor and practical experience, and develop manual skills.

Goal and tasks : To help children of senior preschool age prepare their hands for writing and develop certain graphic skills to master basic calligraphy skills at school.

Develop hand-eye coordination, thinking, attention, memory, speech, auditory perception.

Develop patience, diligence, perseverance, and desire to study at school.

Features of the program

The program is developed taking into account the age and psychological characteristics of a child of senior preschool age and is aimed specifically at preparing the hand for writing, and not teaching it. At the same time, technical skills are formed: proper handling of writing instruments, coordination of hand movements when writing, compliance with hygienic rules of writing; graphic skills.

The leading play activity of preschool children is taken into account. All tasks and exercises are presented in the form of games. This allows children to structure the learning process in an accessible form, maintain their interest in classes and make it easier to master complex skills.

The gradual mastery of various graphic movements will correctly form graphic skills, develop hand-eye coordination, and in the future will serve as a good basis for mastering basic calligraphy skills at school.

Performing a variety of finger games, graphic tasks and trainings contributes not only to the improvement of finely coordinated movements of the fingers and hands, their arbitrariness, but also to the development of speech.

Age of studying children – 5-7 years.

Features of children of this age group

• Functional imperfection of a child's hand. The ossification of the wrist and phalanges of the fingers is not complete, the small muscles of the hand and coordination of finger movements are poorly developed. There is an incomplete range of motion and rapid fatigue.
• Lack of development of the skill of working with writing objects, when a small child focuses his attention not on the correct grip of the instrument (pencil, brush, pen, etc.) but on the point of contact between the writing object and the paper, which makes it difficult for the free movement of the writing hand.
• Incorrect posture when drawing and writing - this leads to rapid fatigue of the neck and back muscles and increases the load on the visual analyzer.
• Low ability for voluntary regulation of movements, imperfect visual-motor coordination, which explains the lack of accuracy and speed of movements, the difficulty of completing them on a signal.

Timing of the program: long-term

Form and mode of organization of the educational process:

Lesson schedule: 2 lessons per week, 30 minutes each.

Form of classes: in subgroups (8-10 children in a subgroup)

Methods and means:

Conversation, explanation, demonstration, solving riddles.

Finger gymnastics, self-massage of palms and fingers, outdoor games, finger games with objects

Graphic exercises

Expected results and ways to determine their effectiveness:

By the end of the year, children are expected to develop and improve:

Fine motor skills of the hands (gymnastic development, hand-eye coordination: development of drawing techniques, mastery of shading);

Large movements and the ability to control your body;

« -spatial and temporal representations (orientation on a sheet, in space - using the example of one’s own body, orientation in time);

Active speech, vocabulary;

Thinking, memory, attention, visual and auditory perception;

Skills in educational activities (the ability to listen, understand and carry out the teacher’s verbal instructions, act according to the model and rule).

Children's work is assessed throughout the entire training period. When assessing them, the teacher takes into account individual characteristics every child. The main indicator of the results obtained is the amount necessary knowledge, skills and abilities that a child must master in a certain time. Evaluation criteria can be games during classes, allowing children to evaluate their own achievements, as well as test tasks at the beginning and end of the school year, determining the level of their development.

Funds for program implementation:board, furniture appropriate to the height of children, album with unlined paper, pen, pencils, colored pencils, scissors, colored paper, game aids (beans, peas, pebbles, counting sticks, rubber swords, balls of thread, clothespins, thin laces, sponge), handout sheets, squared notebook, narrow-ruled notebook.

Children master the program content especially productively if they maintain contact with educators and art teachers, and if they receive understanding and assistance from their parents.

Working with parents:

1. Conversations, consultations about the characteristics of the psycho-physiological development of children 5-7 years old, about the characteristics and originality of children's thinking.
2. Doing small homework by parents and children.
3. Learning finger gymnastics.

Long-term planning.

Irina Irizbaeva
Preparing the hand for writing in older preschoolers

Writing is a difficult skill, including the performance of finely coordinated graphic skills. Technique letters requires coordinated work of the small muscles of the hand and the entire hands, correct coordination of body movement, visual concentration for voluntary regulation of activity, as well as a certain functional maturity of the cerebral cortex.

After 5-6 years in children, in the cerebral cortex, according to the laws of the formation of conditioned reflexes, the conditioned reflex functions of reading and letters.

At the age of 6 - 7 years is a sensitive period for hand development hands. At this age, organizing different kinds activities, systematically using training exercises, you can achieve good results in the development of hand motor skills (coordination, accuracy, flexibility). Mastery by letter - long, a labor-intensive process.

Work on preparing your hand for writing must be systematic and comprehensive. Stages preparing your hand for writing:

Preparatory;

Basic;

Final.

Preparatorystage includes:

Special physical exercises;

Visual activities;

Development of fine motor skills of the hands.

Special physical exercises. Exercises and games using a variety of sports equipment (balls, hoops, pins, ribbons) and other items, toys in the classroom physical culture and outside of activities with children (morning exercises, physical education minutes, outdoor games for a walk) open up wide opportunities for developing preschoolers coordinated movements of all units hands and small muscle training hands. Development of fine movements hands promote physical exercises based on grasping movements and developing hand strength. Climbing, moving from apparatus to apparatus, and swinging on a rope contribute to the development of precision in hand movements and teach you how to dose your efforts.

On preparing your hand for writingvisual activity has a positive effect: modeling, drawing, and specially selected exercises: outlining and shading geometric shapes and outline images of vegetables, fruits, leaves, etc.

Of particular importance is decorative drawing - drawing ornaments and patterns. At the same time, the child practically masters the representation of various elements on a plane, and later on convex planes; learns to correctly determine the direction of lines and movement hands, gets acquainted with the rhythmic, compositional construction of ornaments, develops an eye. All this is directly related to preparation for writing.

Positive impact on preparing a child's hand for writing also provides coloring. Ready-made coloring albums can be used for this purpose. It is necessary to draw children's attention to ensure that the image is painted over thoroughly, evenly, and neatly. We need to teach children not to rush, to color diligently, in several stages to avoid overwork.

Development of fine motor skills hands

Finger games

Finger games help the hands acquire good mobility, flexibility, stiffness of movements disappears, which will facilitate the acquisition of skills in the future. letters.

Original crafts made from affordable materials: napkins, egg shells, boxes. Such activities promote the active development of fine motor skills and help strengthen the most important skills of planning, control and self-esteem.

"Rug for a doll"

Stringing: buttons, beads, horns and pasta, dryers, cardboard circles, tree leaves, rowan berries.

Laying out letters from seeds and sticks.

Cutting out various figures.

Outlining flat shapes. You can circle everything: the bottom of a glass, an inverted saucer, your own palm, a flat toy, etc.

We build a fence, house, tree, etc. - from counting sticks

Wonderful bag” - identify vegetables and fruits by touch

Bird tracks on the sand - we draw on the sand with our fingers, we draw large and small objects, imitation of the process of birds pecking at grains.

The main stage includes:

Hygiene letters;

Form the correct grip of a pencil;

Hatching;

Learning to navigate on a sheet of paper;

Hygiene letters

Landing at letter. The desk, table and chair must correspond to the height of the child. The inclined position of the desk lid is conducive to preserving vision when letter, helps reduce fatigue in the neck and back muscles. The torso should be kept straight, shoulders straightened and at the same height. Chest does not touch the table (the distance from the table to the chest is approximately the width of the palm). The legs, bent at the knees at a right angle, rest the entire foot on the floor or on a stand.

Hand position when letter. The writer's hand should lie on the table so that the right elbow hands protruded slightly beyond the edge of the table, and the right hand moved freely along the line, and the left hand lay on the table and held the worksheet from below. The left hand should under no circumstances rest on the knees - this leads to the raising of the writer’s shoulder. hands, which contributes to the occurrence of poor posture.

Writing brush position hands. Right hand hands Most of the palm should be facing the table surface; the fulcrum points are the nail phalanx of the slightly bent little finger and the lower part of the palm.

Notebook position. Not only the clarity of handwriting depends on the position of the notebook, but also the ability to sit correctly when letter. In order to choose the correct distance to the notebook, the child needs to place his palms on the table (desk, with his thumbs down along the edge of the table. The notebook should be placed at the tips of his outstretched fingers, moved slightly to the right and lowered the left edge. The inclined position of the notebook contributes to the inclined position of the letters At first, the notebook is supported by the left hand from below.As the page is filled, the notebook moves up, and the left hand holds it from above.

Form a correct pencil grip. Free movement of the writing hands is ensured primarily by how the child takes the pencil. It should be held on the left side of the middle finger. The thumb supports the handle on the left, and the index finger on top. The ring finger and little finger can be inside the palm or lie freely at the base of the fingers, with the upper end of the handle directed towards the writer’s shoulder. The distance from the tip of the rod to the index finger is about two centimeters. When the handle is positioned correctly, the index finger can be lifted up easily and the handle does not fall off. At the same time, the pen must be held freely so that all joints of the index finger are raised. The bending of the first joint of the index finger indicates excessive tension when holding the handle. The consequence of this is premature fatigue and a decrease in pace. letters. The optimal handle length is 15 centimeters. It is better not to use very short, excessively long and thick handles for letters.

Special pen simulators can help a child learn to hold a pen correctly. They come in two types. The device is a silicone fish that can be attached to any pencil or pen. The fins of this fish have three indentations for the fingers. Take the fish to hands It's almost impossible to get it wrong.

Triangular colored pencils are made using the principle of a cone trainer. This the best option pencils that you can choose for your baby. First of all, they are thick. Due to this, it is convenient for the child to hold them in his hand. Secondly, they are triangular. This allows you to hold the pencils correctly. Thirdly, they are soft. It doesn’t take much effort for a child to paint, draw, and write.

To develop the skill of holding a pencil, finger games are used (especially with the thumb and index finger, exercises with a pencil (Twist the pencil with two fingers, three fingers, game exercises like Salt the soup.

Exercises to relax fingers and hands:

“Let's pet the kitten” - smooth movements illustrating the corresponding action, performed first with one hand, then with the other. (3-5 times).

“Jolly painters” - synchronous movements of both hands up and down with simultaneous connection of the wrist swing (3 times, then left - right (3 times).

“Bunny” – i. P. : hand rests on the elbow; The index and middle fingers are straightened and spread apart, the remaining fingers are clenched into a fist.

“Ring” – i. n. the same; The thumb and index fingers are connected into a ring, the remaining fingers are straightened and spread apart.

Then, exercises in combining speech with movement, for example, with nursery rhymes, are effective.

Various tasks related to shading play a major role in the development of graphic skills. Hatching is performed under the guidance of a teacher. He shows how it is performed, controls the parallelism of the lines, their direction, the child’s posture and how he holds the pencil. The shading rules must also be followed.:

Hatch in a given direction

Do not go beyond the contours of the figure

Keep the lines parallel

Do not bring the strokes closer together; the distance between them should be 0.5 cm.

For shading, ready-made contour images of objects, drawing images followed by shading, and children tracing ready-made stencils can be used.

Simultaneously with the development of motor and muscular capabilities of the fingers hands The child must be introduced to the image of a particular letter, creating a model of it in memory. To do this you need the finest sandpaper (or velvet) cut out the letters and stick them on a piece of cardboard. Leading index finger hands the child traces the contours of the letters, remembers their images and elements. The work of perceiving the shape of a letter through tactile and kinesthetic sensations was first proposed by the Italian teacher M. Montessori. And it became widespread already in the 20s of the 20th century.

In addition, hand-eye coordination is developed through activities in which you need to draw lines from one drawing to another. "Tracks" along a straight, wavy line or through a labyrinth, in which it is necessary to determine "What is drawn", connecting all the dots.

Various tasks: “Complete the left (right) side of the object" “Complete the drawing, following the sequence”, "Continue the series", “Draw the same one”, “Complete the pattern” and etc.

Learning to navigate on a sheet of paper.

Formation of graphic skill as a technical side letters largely depends on the child’s ability to navigate on a sheet of paper. This is due to the fact that the letter shapes (To letter which the child will begin in the future) are determined not only by the composition of the elements included in them, but also by their quantity, size and location relative to the working line. Consequently, in order for a child to acquire graphic skills, he must consciously assimilate the visual image of a letter, clearly imagine what elements it consists of and in what spatial and quantitative relationships these elements are combined in each individual letter.

Many children preschool ages are difficult to navigate on a sheet of paper. Therefore, it is advisable to conduct exercises with them to develop visual and spatial perception. They help develop and improve orientation on a sheet of paper and the skill of moving along it. hands.

Exercises, games, and various tasks to develop graphic skills are one of the areas of correctional work. The purpose of graphic exercises is to develop the ability to “enter” a cell, outline it, draw straight lines from top to bottom and from left to right along the line; place a circle inside the cell; connect the corners of the cells diagonally; draw wavy lines without lifting the pencil from the sheet of paper and without going beyond the horizontal lines of the ruler.

By performing graphic exercises, children not only acquire the necessary graphic skills, but also learn to navigate in a limited plane (a line in a squared notebook, develop mental activity, attention, and memory.

One of the effective techniques is the so-called "graphic dictation". At the first stages, children examine the finished composition of the ornament, analyze it and reproduce it from memory. Another option may be offered: children create an ornament from dictation. On squared paper, children draw segments under dictation, counting a certain number of squares in the indicated direction. If the child has made no mistakes, he will create a pattern or drawing.

When preparing your child for school, you can also carry out such tasks. Children are offered cards with different shapes (square, circle, dot, cross) and tasks for them. For example:

Draw a figure to the right or left of the vertical line.

Place a circle, draw a cross to the right of it, and put a dot to the left of the cross.

Draw a dot, below the dot - a cross, to the right of the dot - a circle.

Draw a square, a cross to the right of it, and a dot above the cross.

Determining the right and left sides of an object. Hold the book with both hands and then show the right and left sides of the book. Determine the right and left sides of the object that lies on the table.

The final stage is typing letters

In order for the child to successfully prepared for the letter, it is necessary to regularly and systematically conduct classes on the development of fine motor skills, sensorimotor coordination, teach how to navigate in space and on a sheet of paper, practice with shading, and typing letters. It is very important to follow hygiene rules letters to maintain the child’s posture and health.

Irina Gurova
Preparing a child's hand for writing

Consultation for parents

Parents and teachers are always concerned with the question: how to ensure the full development of a child in preschool age? What does it take for a child to be well prepared for school?

It is very important here not to miss time so that the baby can modern school it was easy to learn.

One of the areas of work to prepare a child for school is the development of graphic skills.

Hands are the perfect tool. If you don’t develop your hands, then their strengths will never be revealed. A modern schoolchild really needs “smart hands.” A. M. Gorky wrote: “... the hand teaches the head, and then the wiser head teaches the hands, and smart hands again and more strongly contribute to the development of the brain.”

This means that in order for a child and his brain to develop, you need to train your hands. The development of intellect goes in parallel with the development of the hand, increasingly subtle movements of the fingers.

I.M. Sechenov wrote: “The movement of a person’s hand is not hereditarily predetermined, but arises in the process of education and training as a result of associative connections between visual, tactile and muscular changes in the process of active interaction with the environment.”

V. M. Bekhterev proposed teaching children to hold a pencil correctly from the age of one and a half to two years - otherwise the wrong skill will become entrenched, and potential abilities may fade away.

Writing is a difficult skill involving the execution of fine, coordinated movements of the hand. The writing technique requires coordinated work of the muscles of the hand and the entire arm, as well as well-developed visual perception and voluntary attention. In preschool age, it is preparation for writing, not teaching it, that is important.

It is very important to develop in children the ability to control their hands and fingers, which creates the basis for mastering a writing instrument and some graphic skills. Preparing a child's hand for writing begins long before the child enters school. Grabbing a rattle, playing with the baby's fingers, massaging the fingertips, drawing doodles, modeling from plasticine, clay, dough, lacing, playing with mosaics and much more will help the future student learn to write beautifully without experiencing fatigue and negative emotions.

Thus, two tasks are solved: firstly, general intellectual development, including the development of speech, and secondly, readiness to master writing skills, which in the future will help to avoid many problems in school education.

Writing objects (pencil, brush, felt-tip pen, marker, chalk) most often attract the attention of children and fall into their hands at an early age.

It is important to immediately teach your child how to hold a writing object correctly! This, as practice shows, remains without due attention from adults. The child consolidates imprecise skills in handling a writing object while drawing, coloring, writing in block letters, and shading. It would seem that he should write as he pleases, but the rules for using a writing object were not developed without reason: they take into account correct posture, preservation of vision, and the development of certain arm muscles that can withstand maximum load today and in the future. It is very difficult to retrain a child who has learned to hold a writing object incorrectly.

What's the right way?

When writing, the writing object lies on the upper phalanx of the middle finger, fixed with the thumb and forefinger; the thumb is located slightly higher than the index finger; support on the little finger; The middle and nameless ones are located almost perpendicular to the edge of the table. The distance from the lower end of the writing implement to the index finger is approximately 1.5 - 2 cm. The end of the writing implement is directed towards the shoulder. The hand is in motion, but the elbow does not leave the table. You should observe how the child writes (draws, shades, colors, and determine whether he performs this action correctly.

How to recognize an incorrectly formed skill?

S. E. Gavrina, N. L. Kutyavina, I. G. Toporkova note that all cases of incorrect writing skills can be divided into several types and offer techniques for correcting incorrect skills.

Incorrect finger position: the child holds the writing object in a “pinch”, “handful”, in a fist, the thumb is below the index finger or located perpendicular to it, the pen lies not on the middle finger, but on the index finger, the middle finger is not behind the handle, but on it.

Incorrect position of the fingers relative to the writing object: the child holds the pen (pencil) too close to its lower tip or too far from it.

Incorrect hand position: the brush is turned in such a way that the upper tip of the pen (pencil) is directed to the side or away from you. When drawing or writing, the brush hangs over the table, the elbow hangs, the elbow and hand hang.

Incorrect hand movement: the hand is rigidly fixed in place, only the fingers move (the resulting objects are too small).

Too much or too little pressure when writing and drawing.

Incorrect body position: the child takes an uncomfortable position, bending his body to the side, placing his leg under him, rising from a chair, etc.

Parents should also be wary of such a clear sign of insufficient finger function as active rotation of a sheet of paper when drawing and painting. In this case, the baby does not know how to change the direction of the line with his fingers. By turning the sheet, the child deprives himself of training his fingers and hands, which is necessary in the future to master writing.

Techniques for correcting an incorrect skill.

Place your hand in the desired position. Place the pencil in the child’s hand and help hold it. Then ask the child to do the same on his own. After this, the specified finger position is reproduced without a pencil.

The child takes the pencil and holds it tightly with his fingers. The adult says: “Take it so tightly that I can’t pull it out” and pulls the pencil up, down, right, left from one end and the other.

Movements with resistance. These are finger movements when grasping a pencil with an obstacle from an adult. For example, if a child weakly holds a pencil with his index finger, you need to support his right hand and ask him to raise and lower his index finger. In this case, the adult’s finger prevents the child’s finger from moving up and down, and the child must overcome the resistance. In addition, it is very useful to perform various actions with the index finger (press buttons, keys, draw, leave wet or colored prints, etc.).

If the position of the fingers is incorrect when writing, you can put a dot on the upper phalanx of the middle finger with a pen or felt-tip pen, explaining to the child that the pen should lie on this point.

If a child holds a pen (pencil) too close to the lower tip (or, conversely, too high), then you can draw a line on it, below which the index finger should not fall (or should not rise higher - in the second case).

When there is a rigid fixation of the brush on the plane of the sheet, tracing, painting (and then drawing) large figures, approximately one-third the size of the sheet, without lifting your hand, can help. For this purpose, coloring albums can be used, as well as tasks for tracing outline images of objects.

If the position of the fingers is incorrect when drawing or writing (especially when the child holds the thumb perpendicular to the index finger), exercises for grasping small objects with the thumb and forefinger, thumb, forefinger and middle finger, for example, counting sticks or matches, can help. To do this, you can place them in front of the child on table, an open box with counting sticks (matches, buttons and other small objects). The child should take the sticks from the box and put them in a pile under his hand, while trying not to move his hand, but only straighten and bend his thumb, index and middle fingers , and then also put everything back in. In this case, exercise games with peas and beans, for example, “Let’s feed the birds,” “Salt cabbage soup,” will also help.

For the same purpose, you can use the following exercise: take a match and hold it firmly in a horizontal position with the thumb and forefinger of your left hand. At the same time, use the thumb and index finger of your right hand to pull it towards you.

It is very useful to use exercise games with clothespins. These exercises develop the strength of the fingers, especially the thumb and index hand of the right hand. Stretch a rope from one chair to another and show the child how to attach handkerchiefs, socks, or ribbons to it with clothespins.

To teach how to properly hold a writing object, you can use “Pretend Coloring” (imaginary coloring). For these exercises, you can take an ordinary coloring book and a brush. It is advisable to cut out circles of different colors from paper or cardboard - “paints”. The child is an “artist”. He chooses paints and pretend-paints objects and their details. The adult pays attention to how the child holds the brush. This game also promotes the development of color perception, thinking, imagination, and speech.

Some teachers and parents believe that children do not need even younger age Provide felt-tip pens or markers for drawing and coloring. In their opinion, only pencils should be offered because they require sufficient pressure to produce an image. Thus, it helps develop finger strength. But in relation to children with motor impairments, this approach is unacceptable. Increased or decreased tone, as well as its uneven distribution in the muscles of the hand and fingers, often do not allow them to learn to perform graphic tasks (coloring, tracing, shading, etc., holding a pencil correctly. Tasks may turn out to be inaccessible or difficult to complete. Because of this, the quality their work may turn out to be very low. In such cases, the child does not experience joy and satisfaction from his activity and, accordingly, loses interest in it. A negative attitude towards exercises to develop graphic skills may also appear.

Therefore, it is advisable to give markers, felt-tip pens, and chalk to children with impaired finger motor skills at an early age, and later, if the child has a tendency to incorrectly hold a pencil, brush, and other writing objects. Some teachers have notebooks for developing graphic skills, covered with transparent film. Children draw lines with a felt-tip pen while completing the task, and after that they can erase everything.

Also, drawing various materials(with a simple pencil, colored pencils, felt-tip pens, markers, brush, chalk) requires varying degrees of pressure so that a mark from the writing object remains on the paper. And this contributes to the development of manual skills.

Sometimes adults already give children ballpoint pens in kindergarten. Is it good or bad? There are different opinions on this matter. But many experts, in particular, Professor Olga Ratmirovna Orlova (Moscow Medical Academy), believe that this is harmful. Why? In her opinion, when children begin to be taught to write with a ballpoint pen, their flexor and extensor muscles act all at the same time - instead of working alternately and giving each other a rest. As a result, the motor program for writing, which all these exercises are designed to create in the child’s brain, turns out to be erroneous - it not only injures the muscles of the hand and the ulnar nerve, but also triggers a real chain reaction that is destructive for the child. First, in order to compensate for the imbalance, the functions of the hand muscles are taken over by other muscles - just then an unnatural posture of the hand arises, it seems to be twisted due to the fact that the opposite muscles strain it excessively and change the posture. This, in turn, injures the nerves and leads to the fact that the load on the muscles increases even more. Overloaded muscles, for their part, shout “guard”, literally bombarding with “SOS” signals those areas of the brain where this motor program is physically located, which gradually spoils it... The areas of the brain intended for the act of writing mature by 8-9 years, and not by 5-6, as some zealous parents and teachers would like. Therefore, the so-called writer's cramp often appears in our time. There are many cases when a child completely loses this function and cannot write at all. Writer's cramp is an error in a specific motor program. So, according to Professor Orlova O.R., you need to discard writing with a ballpoint pen in preschool age.

Literature:

Bezrukikh M.V. Left-handed child at school and at home. – Ekaterinburg: “LITUR”, 2001.

Gavrina S. E., Kutyavina N. L., Toporkova I. G., Shcherbinina S. V. Let's develop our hands - to learn and write, and draw beautifully. A popular guide for parents and teachers. – Yaroslavl: Development Academy, 2000.

Shmatko N. D. Children with developmental disabilities. – M.; Aquarium, 1997.

Kuzmina V.N. Preparing a child’s hand for writing. – http//rin.ru/

Ryazhskaya T. M. Development of a child’s hand and preparing it for writing. – http//festival.1september.ru/

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