Correction and development of fine motor skills of hands in younger schoolchildren with speech disorders. Methods for correcting fine motor skills in children with mental retardation Special physical exercises

22.04.2020 childbirth

UDC 691.33

DEVELOPMENT OF FINE MOTOR HANDS AS A MEANS OF CORRECTION OF SPEECH DISORDERS IN PRESCHOOL CHILDREN

Baymukanova O.G.

(School - Kindergarten № 26)

State of the art fine motor skills- one

from indicators of intellectual readiness

child to school.

« A child's mind is at their fingertips»

V. Sukhomlinsky.

The preschool age of a child is unique in its significance for speech development: during this period, the child has an increased sensitivity to language, its sound and semantic side.

AT recent times the level of speech development of children has decreased markedly. Children have become less likely to do something with their own hands, because modern things and toys are designed as conveniently as possible, but not effective for the development of motor skills (clothing and shoes with Velcro instead of laces and buttons, books and manuals with stickers instead of pictures for cutting, etc. .)

At the first stages of life, it is fine motor skills that testify to how the child develops, reflects his intellectual abilities. Children who have poorly developed fine motor skills awkwardly hold a spoon, a pencil, cannot fasten buttons, lace up shoes, it is difficult to assemble scattered parts of the designer, work with puzzles, counting sticks, mosaics, refuse modeling and applications loved by other children, do not keep up with guys in class.

Work on the development of fine motor skills and coordination of hand movements at preschool age should be an important part of the development of children's speech, the formation of self-service skills and preparation for writing. From how deftly a child learns to control his fingers, his further development depends. Developing fine motor skills, thus we develop the child's attention, memory, thinking, as well as vocabulary.

Fine motor skills - a set of coordinated actions of the nervous, muscular and skeletal systems, often in combination with the visual system in performing small and precise movements with the hands and fingers and toes. Fine motor skills are a large number of various movements: from primitive gestures, such as grasping objects, to very small movements, on which, for example, a person's handwriting depends.

Why is it important to develop fine motor skills? The cerebral cortex is made up of several parts. There is a part in the cerebral cortex that determines motor characteristics. The third lobe of this part of the cerebral cortex occupies the motor abilities of the hands and is located very close to the speech area of the brain. That is why we can say that if a child has poorly developed fingers, then his speech will suffer from this and vice versa. Therefore, a number of scientists call the hands "organs of speech", as well as the articulatory apparatus. In order for a child to have a well-developed speech, it is necessary to train not only the organs of speech, but also fine motor skills. Children who make numerous animated movements with their fingers develop verbally faster than others. If you specifically train small movements of the hand, the development of speech can be significantly accelerated.

V. A. Sukhomlinsky wrote that "The origins of the abilities and talents of children are at their fingertips." The more a child can, wants, and strives to do with his own hands, the smarter and more inventive he is. Indeed, at the fingertips there is an inexhaustible "source" of creative thought that "feeds" the child's brain. In order for a child to succeed in school, he must speak easily and without tension. And training the movements of the fingers, in turn, has a great influence on the development of the active speech of the child.

The relationship between general and speech motility has been studied and confirmed by the studies of many famous scientists, such as I.P. Pavlov, L.A. Leontiev, A.R. Luria, A. A. Sechenov, A. A. Ukhtomsky, V. P. Bekhterov and others. They showed the exceptional role of movements of the motor-kinesthetic analyzer in the development of speech and thinking, and proved that the first dominant innate form of activity is motor. If a child masters motor skills and abilities, then his coordination of movements develops. The formation of movements occurs with the participation of speech. Precise, dynamic performance of exercises for the legs, arms, head prepares the improvement of the movements of the articulatory organs: lips, tongue, lower jaw, etc.

Neurologist and psychiatrist V.M. Bekhterev wrote that the movement of the hand has always been closely associated with speech and contributed to its development. In the laboratory of higher nervous activity of a child in an electrophysiological study conducted by T.P. Khrizman and M.I. Zvonareva, it was found that when a child makes rhythmic movements with his fingers, the coordinated activity of the frontal and temporal parts of the brain sharply increases in him. These studies indicate that speech areas are formed under the influence of impulses coming from the fingers.

T. A. Tkachenko came to the conclusion that various exercises for the development of finger motor skills during physical education stimulate the actions of the speech zones of the brain, which positively affects the correction of children's speech.

You need to start working on the development of fine motor skills from the very early age. Already a baby can massage the fingers (finger gymnastics), thereby affecting the active points associated with the cerebral cortex. At early and younger preschool age, it is necessary to perform simple exercises accompanied by a poetic text, do not forget about the development of elementary self-service skills: fasten and unbutton buttons, tie shoelaces, etc. All these games are very useful, as they train the hand. Also in early childhood, games with pyramids, with cubes, nesting dolls are useful. Later - for example, Lego, when a child has to assemble and disassemble small parts, put together a whole from separate parts, and for this it is very important that the fingers obey and work well, thereby stimulating speech development baby.

Physical exercise also develops fine motor skills. These are various hangings and climbing (on a sports complex, along a ladder, etc.). Such exercises strengthen the palms and fingers of the baby, develop muscles. good remedy for the development of finger skills are finger games or finger exercises.

"Finger gymnastics" is a staging of any rhyming stories, fairy tales with the help of fingers. Finger games are finger gymnastics exercises. Finger gymnastics has the following actions:

Training the movements of the fingers and hands is a powerful means of developing the child's thinking, increasing the efficiency of the cerebral cortex. That is, with any motor training, not the hands are exercised, but the brain.

Fine finger motor skills are associated with the development of speech. Motor and speech centers are the closest neighbors. When the fingers and hands move, the excitation from the motor center is transferred to the speech centers of the brain and leads to a sharp increase in the coordinated activity of the speech zones. In all children with a delay in speech development, the fingers are inactive and their movements are inaccurate and inconsistent. Accordingly, the training of finger movements stimulates the development of children's speech.

Finger gymnastics develops the child's ability to imitate adults, teaches them to listen to our speech and understand it, increases the child's speech activity, and simply creates a favorable emotional atmosphere. After all, playing finger games is not only useful, but interesting and fun.

Finger gymnastics teaches the child to concentrate attention and distribute it correctly. This is a very, very important skill! And parents, it is necessary to help the baby to form it. A child can learn to arbitrarily control his attention only by the age of 6-7 years. And his school success will largely depend on this skill.

When the baby begins to speak and can accompany the exercises from finger gymnastics with verses, this will make his speech more clear, rhythmic, and vivid. Thus, he will be able to increase control over his movements.

In finger games, you need to remember a lot: the position of the fingers, and the sequence of movements, and just poetry. Here's a great fun exercise for developing your baby's memory.

Is it possible to develop fantasy and imagination with the help of finger games? Of course! After all, you can “tell” whole stories with your hands. First, mom or dad will show an example, and only then the child can compose his own “finger stories”.

After all these exercises, the hands and fingers will become strong, mobile, flexible. And this will help in the future in mastering the skill of writing.

Finger gymnastics is divided into: massage (self-massage) of hands, exercises with objects (balls, hedgehog balls, clothespins, peas, beans, corks, beads, counting sticks, napkins), exercises without objects, exercises that develop coordination of finger movements.

Massage is a powerful biological stimulant that affects the functions of the skin, the level of supply of oxygen and nutrients to the body, the contractility and performance of the muscles of the massaged hand, as well as the elasticity of joints and muscles. Gameself-massage is a unique tactile gymnastics, thanks to which a powerful stream of impulses enters the brain from receptors located on the skin, as well as from the proprioreceptors of muscles and joints. At the same time, information enters the cerebral cortex, including speech-auditory ones, which not only has a tonic effect on the cerebral cortex, but also helps to increase the reserve capabilities of the brain functioning. Interhemispheric integrators develop, the work of the hemispheres. Game self-massage - effective remedy improvement of such mental functions as attention, memory (verbal-motor coordination, tactile, reflex), visual-motor coordination, as well as the development of the speech sphere. Cheerful poems, vivid images, playing with massage movements, their simplicity, accessibility, the ability to use in various settings and at any time contributes to changing the position of the child from the object to the subject of pedagogical influence, and this is a guarantee of the success of correctional and developmental work.

Finger games with objects are attractive to children precisely by the objects themselves.

Games with beads: The child is offered beads with holes of different diameters and depths to string on a string, which helps to improve the coordination of the eye-hand system. In this children's game, not only manual skill is formed, but also sensory standards (color, shape, size).

Games - lacing - develop sensorimotor coordination, fine motor skills of hands; develop spatial orientation, contribute to the assimilation of the concepts of "above", "below", "right", "left"; form lacing skills (lacing, tying a lace on a bow); contribute to the development of speech; develop Creative skills; develop perseverance.

Games with clothespins - develop fine motor skills, spatial imagination, contribute to the development of intelligence and thinking, as well as the formation of speech.

Finger games without items:in game exercises In this group, play motivation is of particular importance, since it is precisely this that is an attractive moment that encourages the child to act with his fingers. Here the teacher tells the children little fairy tales (it is possible to continue); accompanies the actions of the fingers with verses containing instructions on what children need to do. All finger exercises are performed with the direct participation of the teacher.

Thus, in order for the result of the work to be effective, it is necessary to use a variety of techniques and methods of work on the formation of subtle movements of the fingers. The outstanding teacher Maria Montessori argued that it was necessary to find a way to teach a child to do work before he started the work itself, that is, to prepare movements with the help of repeated exercises. She also wrote that "the child, taking on things that he does poorly, dulls his sensitivity to his own mistakes, while remembering that the first impression on the child is the brightest and strongest." Therefore, it is necessary for children to be given the opportunity to experience the pleasure of the creative process, from the fact that he did something himself, to teach that any work and any action can be done with interest.

Literature:

Bolshakova S. E. Formation of fine motor skills of hands: Games and exercises. - M .: TC Sphere, 2006.

Bot O. S. Formation of fine finger movements in children with general underdevelopment of speech // Defectology. - 1983. - No. 1.

Vorobieva L.V. Educational games for preschoolers. - St. Petersburg: Ed. House "Litera", 2006.

Ermakova I. A. We develop fine motor skills in babies. - St. Petersburg: Ed. House "Litera", 2006.

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

Lopukhina I. S. Speech therapy - speech, rhythm, movement: A guide for speech therapists and parents. - St. Petersburg: IChP "Hardford", 1996.

Tsvyntary V.V. We play with fingers and develop speech - St. Petersburg: IChP "Hardford", 1996.

Gavrina S. E. We develop hands - to learn and write, and draw beautifully. - Yaroslavl, Academy of Development, 1997

Belaya A. E., Miryasova V. I. Finger games for the development of speech of preschoolers. - M., 2000.

Motor skills (lat. motus- movement) - the motor activity of the body or individual organs. Motor skills are understood as a sequence of movements that, in their totality, are needed to perform a specific task. There are gross and fine motor skills, as well as the motor skills of certain organs.

Gross motor skills . Gross motor skills include performing actions such as rolling over, bending over, walking, crawling, running, jumping, and the like. Generally, the development of gross motor skills follows a general pattern in a certain order for all people. Gross motor skills are the basis on which more complex and subtle movements of fine motor skills are subsequently superimposed.

fine motor skills. Fine motor skills - the ability to manipulate small objects, transfer objects from hand to hand, and perform tasks that require the coordinated work of the eyes and hands.

Fine motor skills are used to perform such precise actions as "tweezer grip" (thumb and forefinger) to manipulate small objects, writing, drawing, cutting, buttoning, knitting, playing musical instruments, and so on. Mastering fine motor skills requires the development of smaller muscles than for gross motor skills.

Impaired development of gross motor skills.

Expressed manifestations of violations of the motor sphere are immediately evident. To recognize the beginning, minimal, deviations from the norm in the early stages, the gaze of a non-specialist is not insightful enough. Mild disturbances in the motor sphere are almost imperceptible at first. As a rule, they appear already during the first year of life. Detection of such violations is the task of a specialist. At the same time, attentive parents can help a doctor or a specialist in therapeutic exercises with their observations.

If parents have doubts about the normal development of their child, and they turn to a pediatrician, then the completed Table of sensorimotor development can provide a specialist with significant assistance in further examination and preparation of a therapeutic program. From the moment the baby is born, it is important to pay attention to the following features of movements and changes in body position:

The baby is inflexible, inactive. Excessive muscle tension complicates freedom of movement. Example: instead of actively jerking (knocking) the legs, the baby lies convulsively stretched out in the crib with the legs squeezed or crossed. During swaddling, this is especially noticeable when the mother hardly manages to push the child's legs apart. Sometimes the child takes unusual postures: excessively arches the spine, throwing back his head; at an older age - a constant bent position of the arms when turning the child on his stomach.

Baby is lethargic, sleepy. The kid simply does not find the strength to keep the head and body in a prone, sitting and standing position.

The movements of one side are more intense. In many cases, there is unilateral paresis or decreased muscle tone on the right or left side of the body. It is also a sign of movement disorders. Example: the baby is actively chatting with one leg, while the other one hardly or does not move at all. The same goes for hand movements.

Gross motor disorders are also expressed in uncertain retention balance, for example, when a child crawls on all fours or walks. At the same time, head movement control may be impaired.

Impaired development of fine motor skills

Already in the first year of life, a normally developed child increasingly and intensively uses his hands and fingers to explore the world around him. To do this, he must have sufficient strength and mobility. Delays in the development of fine motor skills can be traced quite easily on the Table of sensorimotor development. If the hand movements are carried out incorrectly, then we are talking about functional disorders. Below are some indicators of pathological disorders in the development of fine motor skills.

Inflexible hand movements. If a six-month-old child still has one or two hands clenched into a fist, this is a warning signal for parents. Sometimes the handles are so tightly compressed that an adult can hardly insert a rattle into the child's palm.

Between the 6th and 12th months, the baby should begin to play with his fingers in such a way that each finger moves actively. Children with developmental disabilities can hardly move individual fingers. The kid reaches for the object, but he hardly manages to grab and hold it. It is often difficult for an older child to grasp something in his hands, such as a doll, a squeaky rubber toy, etc.

Unilateral fine motor impairment. To recognize disorders at an early stage, great attention must be paid to unilateral weakness or immobility of the hands and fingers. If an older child, in the process of manifesting tendencies towards right- or left-handedness, prefers one hand, there is no pathology in this. But if a child, when working with objects, never resorts to the help of a second hand, this is a serious suspicion of a unilateral functional disorder.

Convulsions and trembling- sharp and repetitive muscle contractions in the child's hand. Similar convulsive movements can also occur in the area of the forearms, shoulders, neck (convulsive twitching of the head) or face (mimic convulsions). Sometimes you can observe not jerky, but slow and pulling movements of the fingers and hands. They, like convulsions, do not obey the will. Fingers at the same time sometimes perform sinuous worm-like movements. Slow and intense movements can also be observed in the mimic muscles of the face.

Smaller or larger tremors may also appear in the muscles of the head and body.

Gross motor correction. For classes aimed at correcting general motor disorders, it is very useful to have your own small sports complex at home. With its help, difficult and, perhaps, even terrible exercises for a child become habitual: climbing, jumping, spinning, somersaulting, pulling up, walking on a bench.

Exercises and games are good to spend in nature. It can be running on a slope, walking on a log, playing hide and seek (hide behind a tree), throwing cones at a target, games “Who will throw higher?”, “Who will throw more accurately?” (you need to hit the tree). It is useful for children to be and move in the water (in a bath, pool, river, sea), skiing, skating in winter, cycling in summer.

Work with children on the formation motor functions requires a lot of patience, multiple explanations and demonstrations, it takes a long time to practice each exercise. Physical exercise should be included in the overall schedule of the child's day. Regularity creates a habit of practicing and a need for them.

When playing any sports game with a child, an adult must take into account the child’s motor awkwardness and help him unnoticed. For example, if a child cannot throw a ball into a basket attached to the wall, the teacher picks it up and plays along with the child a little, success gives rise to interest in the game and a desire to try their hand. During such classes, the teacher constantly encourages, approves the child: “He has already learned!”, “Well done!” etc. First, all exercises are done together with the child, taking his hands in his own, controlling his movements. Then the child repeats the shown movements, performs imitation exercises, and then according to the instructions.

Fine motor correction has its own specifics.

The first lesson with a child is based on relying only on his interests. Children often show an interest in small bulky objects. Sprinkling peas, you can simulate the fall of drops. Then you can, by inviting the child to run away from the "rain", proceed to work with plasticine. For example, the teacher draws a rooster and, together with the child, lays out the contours with plasticine (you can draw a rooster, a duck, a car, a fish, a cat, a flower, etc.). Then the child, taking a pea, makes an eye for a rooster, “feeds” the rooster, putting peas around him on plasticine.

For the same purpose, they produce various crafts by combining plasticine with natural material(moss, acorns, berries, watermelon seeds, maple lionfish, leaves, cones, chestnuts, etc.), usually of interest to the child. From plasticine and maple lionfish it is easy to blind the sun, a dragonfly; from bright leaves and plasticine - a butterfly; from cones and plasticine - a swan; from an acorn and plasticine - mushrooms, etc.

During writing, drawing, labor, special gymnastics for the hands is carried out. For example, children are offered: “Make your fingers say hello”, “Make a “ring”, “boat”, “basket”, “lock”, children move the pencil with three fingers forward, backward, turn it over between the middle and forefinger with the help of big.

Children with more severe violations of fine motor skills can be given to pour peas, cereals from one bowl to another with a spoon or scoop: the child can be occupied with playing with sand on the playground (he loads a dump truck with it, pours it into buckets, makes cakes out of it, plants a garden, for which picks up toy vegetables).

Great value for the development of fine movements has work with paper. First, the properties of paper are studied together: paper is wrinkled, torn, folded, cut, it can be glued. It keeps the kids busy. They pinch off pieces of velvet or other colored paper, stick them on a white sheet, where the contours of grass, clouds, and the sun are drawn. It turns out a bright landscape. They tear off ribbons, strips of paper, and then play with them, picking them up by color, learning to bend and unbend the paper in half, combining corners and sides. Thus, different figures can be made from paper without the use of glue. Children learn to cut paper with scissors. First, just cut, then in straight lines. It turns out a fringe on a napkin, teeth on a comb, a brush. Cut out rectangular geometric shapes, snowflakes. Only after that they proceed to cutting in a circle, an oval.

Fine motor skills correction includes 5 stages.

At the first stage, learning is based on imitation. The teacher works with the child using ready-made forms, strictly limiting their number. These can be figures cut out of paper - for application; three-dimensional figures, magnetic flat geometric figures, mosaic - for design; if this is modeling, then pre-prepared sticks and balls made of plasticine, beans, peas, and other material.

At stage II, work on imitation continues, but now the child begins to act more actively. Together with an adult, he rolls a ball or sticks. The teacher first shows how to do it, the child looks at the actions of the teacher and tries to repeat the same movements.

At the third stage, work is underway according to the model. In order to draw the child's attention to it, it is necessary to select an object that interests him, make sure that he sees it, pays attention, wants to consider it. The teacher encourages him to do this by asking questions, noting the features of the object - its size, shape, color, material, design, talking about its purpose. The teacher teaches the child to follow the sequence when completing the task.

At the IV stage, it is possible to perform according to the instructions. However, it is difficult to comprehend and remember the entire speech instruction for children. Many do not understand the relationship expressed by prepositions on, over, under, do not know the meaning of many words, in the process of work they, as a rule, become exhausted and lose their plan of action. Therefore, at first the instruction is given in parts.

The child will not yet be able to do all the work on his own, he does not keep the task in memory and needs to be prompted, reminded. And only at stage V, some children are able to complete the work completely independently.

In medical and pedagogical work, it is necessary to take into account the functional stages of the formation of motor skills of the hand and fingers: support on the open hand, the implementation of an arbitrary capture of objects with the hand, the inclusion of a finger grip, the opposition of fingers, gradually becoming more complex manipulations and object actions, differentiated movements of the fingers.

Before carrying out work on the formation of the functionality of the hands and fingers, it is necessary to achieve normalization of the muscle tone of the upper limbs. Muscle relaxation is facilitated by shaking the hand according to the Phelps method (capturing the child’s forearm in the middle third, light rocking-shaking movements are made). This is followed by massage and passive exercises of the hands and fingers.

To stimulate isolated movements of the index finger, the following exercises are used: pressing with the index finger on buttons, sound-producing objects, switches, piano keys, plasticine; drawing figures in the sand, spinning a phone dial, putting fingerprints on paper. To train opposition and abduction-adduction thumb the following exercises are used: squeezing soft sounding toys with the index and thumb, pushing scissors or a soft rubber band put on two fingers, shaking hands, playing with small dolls that are put on fingers. For training the capture of objects with two fingers, it is useful: picking up objects of various sizes (first large, then small), drawing with a pencil, a piece of chalk, holding a cup by the handle. The movements of adduction and abduction of the brush are trained when painting over drawings, erasing horizontal lines with an eraser. Separate movements of the hand are consolidated and improved, including them in a variety of objective activities, in self-service skills and writing.

Many children, overcoming serious difficulties in motor skills, can achieve a sufficiently high degree of organization of activity, which creates the basis for more successful schooling.

APPENDIX

Table of sensorimotor development

Last name, first name ............................................... ..................................................

City................................................. ................................................. .................

Address................................................. ................................................. .................

.................................................................................................................................

Age.................................. Date of birth............. ...............

First examination .............................................................. ...............................

Second survey .................................................................. ...............................

Third survey .................................................................. ...............................

For notes of the curative educator

1. Background (anamnesis): .............................................. .......................

.................................................................................................................................

2. Reason for submission: .............................................. ....................

.................................................................................................................................

3. Observations of a specialist,

surveyor

Contacts with other persons: .............................................. .................

.................................................................................................................................

Behavior in the game: ............................................... ................................................

.................................................................................................................................

Special Notes: .................................................................. ....................................

.................................................................................................................................

4. Diagnosis ............................................... ................................................. ......................

5..Proposed therapy …………………………………………………………………

………………………………………………………………………………………………….

I. S. Teplova // Questions preschool pedagogy. - 2015. - No. 1. - S. 49-52.

1. Development of fine motor skills of hands

Every modern parent knows about the need to develop fine motor skills. But not everyone finds the time and desire to seriously engage in this fun and rewarding process. But each group of skills needs to be developed in right moment. Children, going to school, often do not know how to hold a pen and tie their shoelaces.

What is fine motor skills? This is a system of various movements in which the small muscles of the hand participate. By themselves, these movements do not develop, special training is required. If the child's hand is well developed, he will write beautifully, clearly, easily. But unfortunately, very often the fingers of the child's hands are weak.

Fine motor skills affect many important processes in the development of a child: speech abilities, attention, thinking, coordination in space, observation, memory (visual and motor), concentration and imagination. The centers of the brain responsible for these abilities are directly connected with the fingers and their nerve endings. That's why it's so important to work with your fingers.

For parents, it is especially important to know how to develop accurate and sufficiently strong movements of the fingers, to activate the work of the muscles of the hand. There are a number of simple activities that contribute to the development of fine motor skills.

1. Modeling from clay and plasticine.
2. Drawing or coloring pictures
3. Making paper crafts.
4. Design
5. Fastening and unfastening buttons, buttons, hooks.
6. Tying and untying ribbons, laces, knots on a rope.
7. Twisting and unscrewing the lids of cans, bubbles, etc.
8. Suction with a pipette of water.
9. Stringing beads and buttons.
10. Weaving braids from threads, wreaths of flowers.
11. Bulkhead grits.
12. Ball games, with cubes, mosaics.

Offer these activities to your children every day. Such a comprehensive training perfectly develops the fine motor skills of the child's hands, and the baby will be well prepared for school, his hand movements will be more confident, schoolwork will not be so tiring for the child.

All these exercises bring three benefits to the child:

Firstly, they develop fine motor skills of his hands, preparing him to master the letter,

Secondly, they form his artistic taste, which is useful at any age,

Thirdly, child physiologists argue that a well-developed hand will "pull" the development of intelligence with it.

2. Development of graphic skill and hand-eye coordination

Graphic skill involves:

The ability to beautifully and easily (and therefore not tensely) draw graphic elements of various content with oscillatory, rotational, smooth, tear-off and rhythmic movements (subject images, lines of any configuration - wide, narrow, thread-like, broken, spiral, etc.; conventional signs , including letter graphemes, etc.). Perform them with different pressure force, speed, tempo, rhythm, inclination, observing them correct form, size and pattern;

Easy and unconstrained holding of a writing instrument (pencil, pen, observing the required angle of inclination;

Steady maintenance of the correct posture in a child who draws or writes;

Performing graphic movements with interest, with enthusiasm, without increased tension.

In children entering the first grade, the muscles of the hand, coordination of movements of the fingers, forearm and shoulder part of the writing hand are still underdeveloped. Children before school age still poorly oriented in space and on a plane. Most of them get confused in distinguishing between the right and left sides of the body, especially in relation to other people.

The ability to distinguish between right and left sides is an important prerequisite for many types of learning. Therefore, it is necessary to devote a sufficient amount of time to developing this skill, conducting classes with the child in the form of various games and exercises.

To work out the differentiation of the right and left parts of the body, the following exercises can be recommended:

Raise your right hand, then your left hand.

Take the object with the right, then the left hand.

After clarifying the speech designations of the right and left hands, you can begin to distinguish between other parts of the body: right and left legs, eyes, ears, etc.

Having worked out ideas about the right and left sides of the body, you can proceed to the formation of orientation in the surrounding space.

Determination of the spatial arrangement of objects in relation to the child

Difficulties in writing are connected, first of all, not with the writing of the elements of letters, but with the unpreparedness of children for this activity. Therefore, in the preparatory period it is very important to use a series of exercises that would gradually prepare the child's hand for writing.

The simplest and effective method preparing hands for writing - coloring books. Coloring favorite pictures, the child learns to hold a pencil in his hand, using the force of pressure. This exercise trains the small muscles of the hand, makes its movements strong and coordinated. It is recommended to use colored pencils, not felt-tip pens. You can invite the child to copy the drawings they like on transparent paper. Ornaments and patterns are very useful, as they have a large number of curved lines, which is a good preparation for the child's hand to write capital letters.

We must not forget about regular classes with plasticine and clay. Kneading, sculpting figures from this material with his fingers, the child develops and strengthens the small muscles of the fingers.

Exists interesting way development of the fingers - plucking. From a sheet of paper, children pluck shreds with their fingertips and create a kind of appliqué. In addition, we can recommend stringing beads on a thread, fastening and unbuttoning buttons, buttons, hooks.

You can also make various toys, where there will be zippers, laces, buttons, bows, etc.

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

Unfortunately, most parents learn about problems with coordination of movements and fine motor skills only before school. This turns into a forced load on the child: in addition to assimilating new information, one also has to learn to hold a pencil in naughty fingers.

More than anything Small child wants to move, for him movement is a way of knowing the world. This means that the more accurate and clearer the children's movements are, the deeper and understanding the child's acquaintance with the world. Performing various exercises with fingers, the child achieves a good development of fine motor skills of the hands, which not only has a beneficial effect on the development of speech, but also prepares the child for drawing and writing. hands acquire good mobility, flexibility, stiffness of movements disappears, this will further facilitate the acquisition of writing skills. Active training of general movements and manual motor skills allows you to improve voluntary attention, develop skills for controlling and planning a holistic action, as well as form learning motivation, develop the regulatory role of speech.

Visual-motor coordination plays an important role in the formation of readiness for writing.

Visual-motor coordination is the coordination of movements and their elements as a result of the joint and simultaneous activity of the visual and musculo-motor analyzers. Hand-eye coordination is the coordinated actions of the hands and eyes. With the help of vision, the child studies the surrounding reality, controls his movements, so that they become more perfect and accurate. The eye, as it were, “trains” the hand, and with the help of manual movements in the objects that the child manipulates, more new information is revealed. The eye sees - the hand depicts - such unity and close interaction of the two organs is achieved at an older age, subject to their consistent and equivalent development.

An important component of hand readiness for writing is the development of fine motor skills of the hand. The level of development of fine motor skills is one of the indicators of intellectual readiness for schooling, since the development of the hand is closely related to the development of speech and thinking of the child. This means that in order for the child and his brain to develop, you need to train your hands. The development of the intellect goes in parallel with the development of the hand, more and more subtle movements of the fingers.

The term "fine motor skills" refers to the movements of the small muscles of the hands. Finger and hand movements develop in a child gradually throughout the preschool period:

5, 5–6, 5 months - begins to take objects,

6, 5–7, 5 months rotation with a brush with toys.

By 11 months, improvement of carpal and digital praxis.

1d-1, 5d - attempts to draw "anyhow".

1, 5–2d - fine motor skills appear, the child lowers objects into small holes.

In 3d motor automatisms appear (trying to cut paper).

3-4g - cuts paper, draws. Lateralization occurs (definition of the leading hand).

At the age of 5–6 years, the ability to circle the cells appears.

6–7 years old - readiness to develop grapho-motor skills.

Therefore, work on the development of fine motor skills of the child's hands should begin from a very early age. Already a baby can do finger gymnastics - massage fingers. Thus, acting on the active points associated with the cerebral cortex. The motor centers of speech in the human cerebral cortex are located next to the motor centers of the fingers, therefore, by developing speech and stimulating the motor skills of the fingers, impulses are transmitted to the speech centers, which activates speech.

By training the fingers, there is a powerful effect on the performance of the cerebral cortex, which further affects the preparation of the hand for writing.

Small object games(sticks, sand, threads, cereals, beads, buttons, nuts, small stones, "Mailbox").

During games with objects, fine motor skills develop especially well, the muscles of the fingers are strengthened, fine movements of the hand and fingers are developed, that is, manual skill develops. These games have an excellent tonic and healing effect.

Children are invited to sort, guess with their eyes closed, roll between the thumb and forefinger, press alternately with all fingers of both hands to the table, while trying to make rotational movements. You can teach a child to roll two walnuts or pebbles with the fingers of one hand, with the fingers of one hand or a six-sided pencil between two palms. You can invite children to lay out letters, silhouettes various items, drawings from small items: seeds, buttons, twigs, etc.

Finger play training

Finger games and exercises, when used regularly, provide good finger training and prepare the muscles of the hand for writing. The inclusion of finger games and exercises in any activity causes revival in children, emotional uplift and has a non-specific tonic effect on the functional state of the brain and the development of their speech. They seem to reflect the reality of the surrounding world - objects, animals, people, their activities, natural phenomena. During the "finger games" children, repeating the movements of adults, activate the motor skills of the hands. Thus, dexterity is developed, the ability to control one's movements, to concentrate attention on one type of activity.

Self-massage of hands

Massage with pencils: with the help of faceted pencils, the child massages the wrists and hands (fingers, palms, back surfaces of the palms, interdigital zones). Such a massage helps to master the subtle movements of the fingers, improves tissue trophism and blood supply to the fingers, and stimulates speech development. Of particular interest to children are massage exercises with pronunciation of short verses and rhymes.

Hand-eye coordination training

Particular attention should be paid to the development in children of the skills of precise and precise coordination in the "eye-hand" system, which also often turn out to be insufficiently formed by the beginning of systematic training. A child in the process of learning often has to simultaneously look at an object (for example, at a blackboard) and write off or copy a task. That is why the coordinated actions of the eyes and hands are so important, when the fingers seem to hear the information that the eye gives them.

For many children, tasks of this kind are difficult, it is easier for them to draw from memory than from nature. In the latter case, children's attention is bifurcated, and they cannot coordinate the actions of the eye and hand. Designing according to drawings, laying out mosaic patterns or panels in accordance with samples, sketching images of various objects, tracing, drawing, gradually improve hand-eye coordination, form the ability to accurately reproduce graphic patterns.

For example, when performing the task “Writing in the air”, the child “writes” letters, numbers and whole words in the air with his hand. A more complicated version of this task is the “writing” of letters, numbers and words only with the eyes.

Hatching is one of the most important exercises. For shading, coloring pages, stencils with geometric shapes, figures of animals and objects, and a set of different patterns are used. After the child learns to outline geometric shapes well, hatch them with parallel lines, make simple objects from them, he can be offered hatching with wavy, circular lines, semi-ovals, loops.

Simultaneously with the development of the motor, muscular capabilities of the child's fingers, it is necessary to introduce the image of a particular letter, creating its model in memory. To do this, it is necessary to cut out letters from the finest sandpaper (or velvet) and stick them on a sheet of cardboard. With the index finger of the leading hand, the child outlines the contours of the letters, remembers their images and elements.

The work on the perception of the shape of a letter through tactile and kinesthetic sensations was first proposed by the Italian teacher M. Montesori. And it became widespread already in the 20s of the XX century. In addition, hand-eye coordination is developed by such activities in which you need to draw lines from one drawing to another “Paths” in a straight line, wavy line or through a maze in which you need to determine “What is drawn” by connecting all the dots.

A variety of tasks: “Draw the left (right) side of the object”, “Draw the picture, following the sequence”, “Continue the row”, “Draw the same”, “Draw the pattern”, etc. Teaching orientation on a sheet of paper.

The formation of a graphic skill as a technical side of writing largely depends on the child's ability to navigate on a sheet of paper. This is due to the fact that the forms of letters (which the child will begin to write in the future) are determined not only by the composition of the elements included in them, but also by their number, size and location relative to the working line.

Exercises for the development of visual and spatial perception

These exercises help to form and improve orientation on a sheet of paper. And Formation of the skill of moving a hand along it: the formation of the ability to “enter” a cell, circle 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 line.

Special physical exercises

Exercises and games using a variety of sports equipment (balls, hoops, skittles, ribbons) and other items, toys in the classroom physical culture and outside of classes with children (morning exercises, physical education, outdoor games for a walk) open up wide opportunities for preschoolers to develop coordinated movements of all parts of the arm and train the small muscles of the arm.

The development of fine hand movements is facilitated by physical exercises based on grasping movements and developing hand strength. Climbing, transitions from projectile to projectile, swinging on a rope contribute to the development of the accuracy of hand movements, and teach how to dose efforts. So, in order for a child to successfully prepare for writing, it is necessary to regularly and systematically conduct classes on the development of fine motor skills, sensorimotor coordination, and develop visual-spatial perception.

Timely and correct development of speech is a guarantee not only of good school performance, but also a guarantee of the formation of a successful educational activity of the child.

The richer and more correct the child’s speech is, the easier it is for him to evoke his thoughts, the wider his possibilities in cognizing the surrounding reality, the more meaningful and full the relationship with peers and adults, the more actively his mental development is carried out. Therefore, it is so important to take care of the timely formation of children's speech, its purity and correctness, preventing and correcting various violations, which are considered to be any deviations from the generally accepted norms of this language.

The level of development of children's speech is directly dependent on the degree of formation of fine motor skills of the fingers. As a rule, if finger movements are developed in accordance with age, then the speech development of the child is within age norm. Therefore, the systematic exercise of fine movements of the fingers is a powerful means of increasing the efficiency of the cerebral cortex.

A modern child by the age of 6 - 7 must master the entire system of his native language: speak coherently; fully express your thoughts, easily building detailed complex sentences; easily retell stories and fairy tales. Such a child correctly pronounces all sounds, easily reproduces polysyllabic words. His vocabulary is about 6 - 7 thousand words.

We must solve these problems optimally quickly, intelligibly, easily. Based on this, we are looking for ways: how to achieve this. In our opinion, the most effective way to solve the problem is to develop fine motor skills of the fingers. Therefore, the topic was chosen: "Correction of fine motor skills using innovative technology in children of primary school age with dyslalia."

Object of study is correctional and speech therapy work with children with dyslalia.

Subject of study: fine motor skills correction in children of primary school age with dyslalia.

Hypothesis: Correction of fine motor skills in children of primary school age with dyslalia will be effective if:

Build a system of classes taking into account the relationship of all types of motor skills: general, fine, articulatory;

The intensity and variety of exercises should be determined taking into account the psychophysiological characteristics of children;

The work is carried out jointly by a speech therapist, teacher and parent.

Target: reveal pedagogical conditions effective correction of fine motor skills in children of primary school age with dyslalia.

Tasks:

1. To study the psychological and pedagogical literature on the research problem.

2. Select a set of methods for diagnosing the level of development of general, fine, articulatory motor skills and speech.

3. To develop a system of special exercises for the correction of fine motor skills in younger students with dyslalia and recommendations for

teachers primary school and parents.

Methodological basis: works of L.S. Vygodsky, L. S. Volkova,

M.F. Fomicheva, M.E. Khvattseva, T.A. Tkachenko, V.V. Konovalenko,

S.V. Konovalenko.

Research methods:

The study of psychological and pedagogical literature;

Observation;

Logopedic examination;

pedagogical experiment.

Research novelty:

A system of correctional work is scientifically based using innovative technology for the development of fine motor skills in children of primary school age with dyslalia.

Practical significance:

The developed recommendations can be used in speech therapy work with children of primary school age with dyslalia, as well as with other speech disorders (dysarthria, rhinolalia, etc.) by speech therapists, teachers and parents.

Organization of the study:

The study is conducted in the first grades of secondary school No. 7 in Yakutsk from September 15, 2017 to May 15, 2018.

Study structure:

Work consists of an introduction, two chapters, a bibliography and an appendix.

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Ministry of Education of the Republic of Sakha (Y)

Department of Education of the District Administration

City district "Yakutsk"

MOBU SOSH №7

Report on the topic:

Correction of fine motor skills using innovative technology in children of primary school age with dyslalia.

Did the job

Teacher - speech therapist MOBU secondary school No. 7

Alekseeva Lyubov Nikolaevna

Yakutsk

Introduction…………………………………………………………………………3

Chapter 1. Theoretical justification for the correction of fine motor skills in children of primary school age.

The development of fine motor skills in children of preschool and primary school age in ontogenesis…………..6
Psychological and pedagogical characteristics of children with dyslalia……………………………………………………………7
The need for the development of fine motor skills in children of primary school age……………………………10

Chapter 2. The system of corrective work on the development of fine motor skills in children of primary school age.

Ascertaining experiment…………………………..13
Formative experiment……………………………..15

Conclusion………………………………………………………………….19

References

Application

Introduction.

Timely and correct development of speech is a guarantee not only of good school performance, but also a guarantee of the formation of a successful educational activity of the child.

The level of development of children's speech is directly dependent on the degree of formation of fine motor skills of the fingers. As a rule, if the movements of the fingers are developed in accordance with age, then the speech development of the child is within the age norm. Therefore, the systematic exercise of fine movements of the fingers is a powerful means of increasing the efficiency of the cerebral cortex.

Relevance of the research topic:

We must solve these problems optimally quickly, intelligibly, easily. Based on this, we are looking for ways: how to achieve this. In our opinion, the most effective way to solve the problem is to develop fine motor skills of the fingers. So the topic was chosen:Fine motor skills correction using innovative technology in children of primary school age with dyslalia.

Object of studyis correctional and speech therapy work with children with dyslalia.

Subject of study:fine motor skills correction in children of primary school age with dyslalia.

Hypothesis: Correction of fine motor skills in children of primary school age with dyslalia will be effective if:

Build a system of classes taking into account the relationship of all types of motor skills: general, fine, articulatory;

The intensity and variety of exercises should be determined taking into account the psychophysiological characteristics of children;

The work is carried out jointly by a speech therapist, teacher and parent.

Target: to identify pedagogical conditions for effective correction of fine motor skills in children of primary school age with dyslalia.

Tasks:

1. To study the psychological and pedagogical literature on the research problem.

2. Select a set of methods for diagnosing the level of development of general, fine, articulatory motor skills and speech.

3. To develop a system of special exercises for the correction of fine motor skills in younger students with dyslalia and recommendations for

primary school teachers and parents.

Methodological basis:works of L.S. Vygodsky, L. S. Volkova,

M.F. Fomicheva, M.E. Khvattseva, T.A. Tkachenko, V.V. Konovalenko,

S.V. Konovalenko.

Research methods:

The study of psychological and pedagogical literature;

Observation;

Logopedic examination;

Conversation,

pedagogical experiment.

Research novelty:

A system of correctional work is scientifically based using innovative technology for the development of fine motor skills in children of primary school age with dyslalia.

Practical significance:

Organization of the study:

The study is conducted in the first grades of secondary school No. 7 in Yakutsk from September 15, 2017 to May 15, 2018.

Study structure:

Work consists of an introduction, two chapters, a bibliography and an appendix.

1. THEORETICAL SUBSTANTIATION OF CORRECTION OF FINE MOTOR SKILLS IN CHILDREN OF JUNIOR SCHOOL AGE.

1.1. The development of fine motor skills in children of preschool and school age in ontogenesis.

Childhood is the period of life in which the child goes through the greatest path in his individual development. During childhood, the child's body develops intensively: maturation nervous system and the brain, which predetermines mental development.

In the stress of the first year of life, the child achieves great success, mastering movement in space and the simplest actions with objects.

Soon the manipulation becomes more difficult. The further development of manipulation consists in the fact that the child begins to act not with one, but simultaneously with two objects.

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

2 - 3 years opens the drawer and overturns its contents. Plays with sand and clay. Opens lids, uses scissors, paints with a finger.

34 years holding a pencil with fingers, copying shapes with a few strokes. Collects and builds 9-dice buildings.

45 years draws with pencils or crayons. Builds buildings with more than 9 cubes. Folds paper more than 1 time. Identifies objects in a bag by touch, molds from plasticine (from 2 to 3 parts), laces shoes.

5 - 6 years Pen, pencil holds with three fingers (thumb, index and middle). This makes it easier to master the skill of writing. These fingers are strengthened by buttoning and unbuttoning buttons, lacing shoes, untying knots, stringing beads, coils, sorting through cereals, opening and screwing corks, tracing lines or connecting points or objects.

6 - 7 years old doing self-massage of fingers visual activity(sculpting, drawing, appliqué) and manual labor

(making crafts from paper, cardboard, wood, fabric, thread, acorns, straw, construction, etc.)

In the period of preschool and school age, the game becomes the leading activity. The game causes qualitative changes in the psyche of the child. So in the game, children begin to develop arbitrary memory. game situation and actions with it have a permanent impact on the mental development of the child. On the basis of actions with objects, the child learns to think about a real object.

A toy is an object that serves for fun and entertainment, but at the same time is a means of mental development child.

Thus, taking into account the mental characteristics of the development of children, the levels of formation of general motor skills and speech, we can conclude that movement and speech are closely interconnected and interdependent in ontogenetic development.

1.2. Psychological and pedagogical characteristics of children with dyslalia.

Dyslalia - violation sound pronunciation with normal hearing, intact innervation of the speech apparatus. Dyslalia - violation andarticulation of individual or several sounds, sound combinations or even several sounds. These disorders are manifested in defects in the reproduction of speech sounds: their distorted pronunciation, the replacement of some sounds with others, the mixing of sounds and their omissions. Dyslalia is one of the most common pronunciation defects. There are two main forms of dyslalia - functional mechanical (organic).

Functional dyslalia. It includes defects in the reproduction of speech sounds (phonemes) in the absence of organic disturbances in the structure of the articulatory apparatus.

Causes of occurrence - biological and social: general physical weakness of the child due to somatic diseases, especially during the period of active formation of speech: mental retardation (minimal brain dysfunction), delayed development of speech; incorrect speech education (incorrect pronunciation of the child is not corrected, and sometimes cultivated).

With functional dyslalia, there are no organic disorders of the central nervous system that prevent movement.

Mechanical dyslalia is a disturbed sound pronunciation due to anatomical defects in the peripheral apparatus of speech (organs of articulation).It is sometimes called organic.

The most common defects are due to:

anomalies of the dental system; 2) the absence of incisors or the lower jaw (bite defects). These anomalies may be due to developmental defects or be acquired due to trauma, dental disease, or age-related changes.

Causes of dyslalia: one of the most common causes of deficiencies in sound pronunciation is the incorrect structure of the articulatory apparatus. Here, first of all, it is necessary to highlight the shortened frenulum of the tongue (hyoid ligament). The movements of the tongue are difficult, since the short frenulum does not allow you to rise high with upper lingual sounds. In addition, dyslalia can be caused by either a tongue that is too large or too small, making proper articulation difficult.

Defects in the structure of the jaws, leading to malocclusion, can also cause dyslalia.

Improper structure of the teeth, the dentition can also lead to dyslalia.The irregular structure of the sky also has a negative effect. A narrow, too high palate prevents the correct articulation of many sounds.

Dyslalia also occurs due to insufficient mobility of the organs of the articulatory apparatus: tongue, lips, lower jaw. It can also be caused by the child's inability to keep the tongue in the right position or quickly move from one movement to another.

Another cause of dyslalia is wrong upbringing speech of the child in the family. Sometimes adults, adapting to a child's speech or touched by a child's amusing babble, for a long time lisp with the baby, and this delays the development of his correct pronunciation.

Dyslalia can also arise as a result of imitation. The child may imitate the distorted sound pronunciation of adult family members. Can be bad for children's speech and being in a bilingual environment.

Often the cause of dyslalia is pedagogical neglect. If adults do not pay attention to the development of the correct sound pronunciation of the child, do not correct his mistakes in speech, do not pronounce the sounds themselves clearly and correctly, then this hinders the normal development of the child's pronunciation.

Defects in pronunciation may also be due to the underdevelopment of phonemic hearing. At the same time, the child has difficulty in differentiating sounds that differ between subtle acoustic features. As a result, the development of correct sound pronunciation is delayed for a long time.

The main goal of speech therapy influence in dyslalia is the formation of skills and abilities for the correct reproduction of speech sounds.

Thus, dyslalia is a type of speech disorder in which it is necessary to identify the causes of occurrence and conduct speech therapy, taking into account the mental and individual characteristics of the child. With the correct organization of speech therapy work, a positive effect is achieved with all types of dyslalia.

1. 3. The need to develop a small

Motor skills in children of primary school age.

The development of children's speech is closely related to the state of fine motor skills of the hands. It is no coincidence that finger exercises in Japan begin from 2-3 months, and in kindergartens they are carried out from 2 years, believing that this stimulates mental development and contributes to the development of basic elementary skills, such as dressing and undressing, fastening and unbuttoning buttons, manipulation chopsticks, spoons, scissors.

At present, a number of researchers (M.V. Koltsova, E.I. Isenina, A.V. Antonova-Fomina, etc.) have proved that the development of fine motor skills of the fingers has a positive effect on the development of children's speech. And employees of the Institute of Physiology of Children and Adolescents of the Academy of Pedagogical Sciences of the Russian Federation found that the development of fine finger movements has a positive effect on the functioning of the speech zones of the cerebral cortex. Close connection finger motor skills with the work of speech zones is also confirmed by the fact that the retraining of left-handers at preschool age is often one of the causes of their stuttering.

Exercises developed by domestic and foreign researchers make it possible to combine the development of fine motor skills with various tasks. A good training of finger movements is provided by finger games. They are very emotional, simple. Finger games, as it were, reflect the objective reality of the surrounding world - objects, animals, people, their activities, as well as processes occurring in nature.

Logopedic rhythm is a kind of form of active therapy, a means of influence in the complex of methods and academic discipline.

The first understanding of speech therapy rhythm is based on the combination of words, music and movement.

The second understanding of speech therapy rhythm determines its inclusion in any rehabilitation technique.

education, training and treatment of people with various developmental anomalies and speech disorders.

Particularly important for speech therapy education are data on the relationship between the degree of development of fine motor skills of the hand and the level of speech development in children.

MM. Koltsova believes that "there is every reason to consider the hand as an organ of speech - the same as the articulatory apparatus. From this point of view, the projection of the hand is another speech area of the brain."

The most important task of logorhythmics as a speech therapy correction is the formation and development of motor abilities in children with speech pathology as the basis for speech education, re-education and elimination of speech disorders.

The development of movements in combination with the word and music is a holistic educational and correctional process. The following exercises are used in logarithmics:

one). Motor skills exercises that promote development

2). Exercises for the development of gross motor skills, contributing to the development of movements of the hands and fingers.

Exercises for fine motor skills contribute to the development of movements of the hands and fingers. When performing various finger exercises, children achieve a good development of fine motor skills of the hands, while increasing the efficiency of the cerebral cortex. Hands acquire good mobility, flexibility, stiffness of movements disappears. A very good training of finger movements is provided by folk games - nursery rhymes, rhymes. For example, "Forty - white-sided", 2 Boy - a finger."

The development of fine motor skills through finger games not only affects the development of speech, but also prepares children for drawing and writing, and this will further facilitate the acquisition of writing skills.

In the process of performing exercises, the child is required to concentrate his attention, the activity of thought, the sequence of movements, independence and strong-willed conditions.

Thus, exercises for the development of fine motor skills can be used in the system of corrective work. They contribute: firstly, to the education of correct sound pronunciation, secondly, to the development of general motor skills, and thirdly, to the correction of mental qualities, such as self-confidence, activity, perseverance in overcoming difficulties, and also carried out in game form exercises create a positive mood for classes and for correctional work in general.

2. SYSTEM OF CORRECTIONAL WORK ON DEVELOPMENT

OF FINE MOTOR SKILLS IN CHILDREN OF PRIMARY SCHOOL AGE WITH DYSLALIA.

2.1 STATEMENT EXPERIMENT

The ascertaining experiment was carried out from September 5, 2017 to September 20, 2018 in the first grade high school No. 7 in Yakutsk.

Target: To identify the level of development of fine motor skills in children of primary school age with dyslalia.

A number of tests are offered to examine the state of general and fine motor skills. The quality of their performance indicates the level of formation of attention, visual memory, self-control. The level of development of fine motor skills was identified according to the following tasks:

"Fingers say hello" - alternately touching the thumb with four fingers. It is performed with the right, left and both hands.
“Playing the piano” - holding the hands horizontally above the table, touch its surface alternately with 1-2, 1-3, 1-4, 1-5 fingers. It is performed with the right, left and both hands.
Put your hands on the table with your palms, clench your left hand into a fist. Synchronously, without tension, change the position of the hands.
Change the position of the hands lying on the table: 1 - the hand is clenched into a fist, 2 - the hand is placed on the edge, 3 - lies on the table. Run separately, then connect.
Indicative is the test for spatial coordination of hand movements. Stretch your hands forward. Clench your left hand, palm up, into a fist, hand position. You can not bend your arms at the elbows.
Checking dynamic hand coordination. Right hand: 1 - forward in a fist, 2 - open the fist, 3 - clench the fist, 4 - lower the hand. After two - three times the exercise, separately with each hand, connect the movements of the hands.
Coordination of the movement of arms and legs: Marching: 1 - step with the right foot, 2 - clap, 3 - step with the left foot, 4 - clap.
Lay out a mosaic pattern.
Fasten and unfasten buttons on your own.
String beads on a string.
Put 5 matches in a box with right and left hands, one at a time.
Letter: "He ate soup" on a piece of unlined paper.

The overall average assessment of the level of development of fine motor skills:

"low" level - completed 0 - 5 tasks on the first try, "medium" level - completed 6 - 8 tasks,

"High" level - completed more than 9 tasks.

To determine the level of development of fine motor skills in children enrolled in the first grade, on experimental group included 10 first grade students. The result of the survey showed that out of 10 students, a high level of development of fine motor skills was not revealed, the average level was 60%, and the low level was 40%. (see Attachment).

Thus, the ascertaining experiment showed the need for systematic exercises for the development of fine motor skills in children of primary school age.

2.2 Formative experiment.

The formative experiment is carried out in two stages.

Stage 1 of the formative experiment was carried out from October 1, 2017 to February 1, 2018.

Goal: Development of fine motor skills of primary school age with dyslalia.

Correction of fine motor skills is carried out normally in accordance with speech therapy correction.

In the work on training the fingers, we use the following types of work that contribute to the development of small muscles of the fingers and hands:

Self-massage of hands and fingers;

Finger games, accompanied by rhymes and nursery rhymes;

Special exercises without speech accompaniment, combined into a gymnastics complex for the development of fine motor skills of the hands, the so-called finger gymnastics;

Games and actions with toys and objects: laying out game sticks, grains; tying knots on a thick rope, on a cord; fastening and unbuttoning buttons; zippers, lock; stringing beads, rings, buttons; games with mosaic, construction kit, cubes;

Visual activity: drawing in the air; contouring, hatching; drawing with pencils and paints, modeling from plasticine, appliqué;

Computer work;

Manual labor: making crafts from paper, cardboard, thread, wire.

Work on the development of the hands is carried out systematically for 3-5 minutes at each lesson:

At the beginning school year children had difficulty doing many of the hand exercises. These exercises are developed gradually.

A prerequisite for success is the creation of favorable conditions for corrective work: it is necessary to arouse children's interest in classes, for this use computer games, performing a variety of tasks, drawing, costume play and favorite activities that develop the cognitive activity of the child, allowing you to avoid rapid fatigue.

When drawing up a plan for systematic work on the development of fine motor skills in children of primary school age, the methods of S.E. Bolshakova, G.A. Volkova, V.V. Konovalenko, S.V. Konovalenko, T.A. Tkachenko, O.V. .Uzorova, V.V. Tsvyntarny.

Along with the development of fine motor skills in children, the formation of articulatory motor skills is necessary, because. complex impact occurs with the greatest efficiency. Important role in the formation of sound pronunciation plays a clear, subtle, coordinated work of the articulatory organs, their ability to quickly and smoothly switch from one movement to another, as well as to maintain a given articulatory posture.

The development of correct, full-fledged articulation movements, the combination of simple movements into complex ones are achieved:

Statement and processing of missing or disturbed articulatory movements.
Systematic articulatory gymnastics.

The main purpose is the development, strengthening and improvement of articulatory motor skills. Performed articulation gymnastics both individually and in small subgroups. The timing of overcoming the shortcomings of sound pronunciation depends on a number of factors: the degree of complexity of the defect, the age and individual characteristics of the child, the regularity of classes, the participation of parents in corrective work, as well as the systematic development of general, fine and articulatory motor skills of children with dyslalia.

We tried to draw up a plan in such a way that the classes contained the largest possible number of various finger movements with speech accompaniment in poetic form.

At the beginning of the experiment, most of the children had a number of difficulties: the fingers were inactive, their movements were inaccurate, and the pace of the exercises was slow.

By the end of the 4th month, some of the children mastered complex exercises, quickly mastered the correct pronunciation of sounds, demonstrated good pressure when learning to write, drew more confident lines, held the line more evenly, and retained the slope of the letters.

After systematic planned work, the following results were obtained:

"low" level - 20%

"average" level - 50%

"high" level - 30%. (see Attachment).

Compared with the ascertaining experiment, the result of the 1st stage of the formative experiment in the intermediate section showed the dynamics of the development of fine motor skills, which can be seen from the results of the diagnostic section.

Thus, we came to the conclusion that systematic work on the development of fine motor skills plays a positive role in remedial education children with speech impairment.

Stage 2 of the formative experiment is conducted from February 2018 until the end of this academic year.

In the first decade of May, a control examination of children is carried out in order to

Identification and assessment of the level of development of fine motor skills in children of primary school age with dyslalia.

By the end of the year, the final result of the experiment will be revealed. Expected results:

When conducting a systematic exercise for the development of fine motor skills, the development of the child will be stimulated, the development of articulatory motor skills will improve, the skills of correct speech will be formed, and the performance of the cerebral cortex will increase.

Conclusion

It has been established that the development of speech is closely related to the state of fine motor skills of the hands. The most important condition comprehensive, full-fledged development of the child is the correct, rich speech in the process of learning the surrounding reality.

The development of fine motor skills in children in ontogenesis is efficient way in individual development, in which movement and speech are closely interrelated. The need for the development of fine motor skills in children is scientifically substantiated, taking into account the mental and individual characteristics of children.

In particular, we reveal the level of development of fine motor skills in children of primary school age with dyslalia, reveal a system of corrective work on the development of fine motor skills, substantiate the result of the experiment, according to its development.

Corrective work on the development of fine motor skills in children of primary school age with dyslalia will be effective if the following conditions are met:

Building a system of classes, taking into account the relationship of all types of motor skills: general, fine, articulatory;

The intensity and variety of exercises, taking into account the psycho-physiological characteristics of children;

Implementation of a system of work on the correction of fine motor skills through the joint efforts of a speech therapist, teacher and parents.

The use of innovative technology as a leading factor in the Psychological and pedagogical process for the correction of fine motor skills.

References

Volkova L.S. Logopedia M., Enlightenment 1989.
Volkova G.A. Logorhythmic education of children with dyslalia - L., 1992.
Volkova G.A. Logopedic rhythm M., VLADOS. 2002.
Zabramnaya S.D., Borovin O.V. The development of the child is in our hands. M., New School, 2000.

5. Konovalenko V.V., Konovalenko S.V. Individually - subgroup work on the correction of sound pronunciation, M., Gnom - press, 1998.

Konovalenko V.V., Konovalenko S.V. Articulation and finger gymnastics, 2000.
Konovalenko S.V. Development cognitive activity children from 6 to 9 years old. M., 2000.
Koltsova M.M. Physical activity development of the child's brain function. M., 1973 p.132.
Rybkina A.F. Correction of sound pronunciation in children. Ed. "Teacher", "Volgograd", 1997.
Rychkova I.Ya. Logopedic rhythm. M., 2000.
Tkachenko T.A. If the preschooler does not speak well. St. Petersburg: Ed. "Accidenit" 1997.
Uzorova O.V. , Nefedova E.A. Finger games. M., AST Astrel, 1997.
Fomina L.V. The role of finger movements in the development of speech in a young child.
Tsvyntary V.V. We play, listen, imitate - we get sounds. SPb., 1998

Tsvyntary V.V. We play with fingers and develop speech. SPb., 1997.

Application

The level of development of fine motor skills in first grade students

Secondary school number 7 in Yakutsk.

Table 1

Experimental group.

F.I.

child

Determining the quality and degree of differentiation

differentiation of finger movements.

Levels

Arkhipoa Erhan

Low

Abramov Egor

Avg.

Baishev Darkhan

Avg.

Danilova Lilia

Avg.

Makarov Maxim

Bottom.

Popova Adelina

Avg.

Pavlov Artur

Bottom.

Suprun Gena

Bottom.

Todyshev Sasha

Avg.

Fedorov Misha

Avg.

"low" level - 4 students

"middle" level - 6 students

"high" level - 0

Svetlana Shumakova
Fine motor correction

fine motor skills hands and the level of speech development are directly dependent on each other, which has been established for a long time. If a fine motor skills are poorly developed, then there are lags in the development of speech.

The most favorable period for development intellectual abilities A child is between the ages of three and nine years old. Therefore, at this age it is necessary to actively develop fine motor skills, teach the child to perform precise finger movements, imitate various animal movements with fingers (bunny jumping, fox bouncing, horse running, etc.). Useful drawing, modeling, appliqué, designing, weaving, knitting. Toddlers can draw with pencils, crayons, paints, sand, seeds, grain - this greatly helps the development of graphic skills. It is necessary to teach the child to fold and unfold, flip through, roll up, tear sheets of paper, engage in origami and quilling with the child.

In children speech therapy groups, usually observed motor clumsiness, inaccuracy of movements, difficulties in mastering the motor program. For corrections subtle movements of the fingers, it is necessary to create an appropriate subject-developing environment. Should be freely available be: fasteners, lacing, constructors, mosaic, balls (rubber, prickly, corrugated, plush, patterns for tracing, coloring, drawing; piggy bank toys for getting into the slot of various geometric shapes and items.

In equipment corrective-developing corner in the group should be represented:

1. Stoppers from plastic bottles- red, green, blue (for sound parsing); couples (like "shoes" for fingers)

2. Braided nylon ropes for tying knots and for sorting out knots already tied with fingers;

3. Carpal expanders for the development of muscle strength of the hand;

4. Clothespins for the development of coordination of finger movements;

5. Iplicator Kuznetsov for self-massage of the palms;

6. Push-button telephone for the development of differentiated movements of the fingers;

7. Castanets - for tapping the rhythm;

8. "Dry pool", filled with peas for self-massage of the hands;

9. "winders"- ropes with handles at the ends to develop coordination of rotational movements;

10. Walnuts for self-massage of the hands, for coordination of finger movements.

An indicator of the formation of graphic skills in a preschool child is the ability to draw straight, broken, curved lines without going beyond the contours and without lifting the pencil from the paper. Coloring pictures is also useful for development fine motor skills of the hand, this must be done carefully, without going beyond the contours of the picture.

Hatching is an exercise that prepares a child to master the skill of writing. A child of senior preschool age should be able to perform hatching with various ways: in different directions, straight, wavy, broken lines.

Copying drawings - this exercise develops not only fine motor skills and coordination of hand movements, but also visual perception, voluntary attention of the child. You need to start copying with simple figures and drawings, gradually moving on to more complex ones. One of the useful tasks is finishing the second half of the drawing. You can copy figures point by point. The child must determine the location of the lines in accordance with the points and draw exactly the same ones next to each other.

Before entering school, the child must learn to navigate confidently on a sheet of paper in a cage. Prescribing elements and drawing patterns on the cells prepares the child to master the skill of writing. Drawing figures by cells helps to develop visual perception, voluntary attention and spatial thinking. It is good if a child performs a graphic dictation without errors - this indicates a high level of development not only of auditory perception and voluntary attention, but also fine motor skills and coordination of the movements of the child's hand.

The next stage of development fine motor skills and coordination of hand movements is the ability to draw and write on paper in a ruler. It is necessary to draw the attention of the child to the fact that he does not go beyond the lines, he tries to write beautifully and accurately. At the initial stage, it is necessary to draw and write in notebooks in a wide ruler, then in a narrow one.

Games and exercises for fine motor correction:

1. Object Games - Mix Beans different color (buttons different sizes and colors) and invite the child to arrange them by color and size;

Fold a sheet of paper in half and invite the child to tear it along the fold;

Invite the child to rotate the pencil first between the fingers of the right hand, then the left;

Invite the child to lay out the drawings from the buttons;

Invite the child to portray the game on different musical instruments;

Offer to roll balls and sticks of different sizes between the palms and fingers;

Lay out a panel of plant seeds with your child.

2. Games with a lace - invite the child to string on a lace small toys, pictures, clothespins of different colors in a certain sequence.

3. Games with paper - you can make three-dimensional figures from strips of colored paper and paper circle: lion cub, duckling, fox, Pinocchio, etc.;

Have your child fold a piece of paper "accordion", then make a bird according to the template.

4. Games with plasticine - you can smooth and pull off a rolled piece of plasticine or clay, roll out a small lump on the board in turn with the fingers of your right and left hands.

5. Application - special attention should be paid to exercises with scissors: cutting paper in a straight line, wavy, zigzag, spiral, circle, oval.

6. Quilling and origami.

7. Exercises with cardboard geometric figures - they contribute to the development fine motor skills, memorizing the names of geometric shapes, the development of speech and imagination of the child.

8. Self-massage - hide in "dry pool" any object and ask the child with closed eyes to find it, feel it and describe it aloud.

9. Graphic tasks.

10. Shadow theater. By interlacing your fingers, you can create different figures of animals and objects on the screen. You can play different scenes with children, for example, a goose cackles, and a dog barks at him; the dog barks, and the goat threatens to gore her, etc.

11. Finger games. Any finger gymnastics exercise is accompanied by a cheerful poem or nursery rhyme.

Preparing your hand for writing is especially important for children who will soon go to school, because there they will have to write a lot.

These classes are for both right-handers and left-handers. And lefties especially.

In the material on the development of fine motility you can and should use ideas, techniques, exercises from different sources.

Literature:

1. S. Shanina, A. Gavrilova. finger exercises for the development of speech and thinking of the child. M., 2010.

2. O. I. Krupenchuk, T. A. Vorobieva. Fixing pronunciation. St. Petersburg, ID "Litera", 2009.

3. S. E. Gavrina, N. L. Kutyavina. Letter. Checking readiness for school. M., ROSMEN, 2015.

4. T. Yu. Bardysheva. Speech and finger games. M., ROSMEN, 2014.

5. S. E. Gavrina, N. L. Kutyavina and others. Entertaining prescriptions. Yaroslavl, 1996.

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