“The origins of children’s abilities and talents are at their fingertips. From the fingers, figuratively speaking, come the finest threads - streams that feed the source of creative thought. In other words, the more skill in a child’s hand, the smarter the child.” V.A. Sukhomlinsky
Preschool childhood is a very important period in the life of children. It is at this age that every child is a little explorer, discovering the unfamiliar and surprising with joy and surprise. the world. Most effective for development fine motor skills preschoolers have a combination of traditional and non-traditional drawing techniques.
Fine motor skills are motor activity, which is caused by the coordinated work of the small muscles of the hand and eye. To develop fine motor skills of the hand, many interesting methods and techniques have been developed, and a variety of stimulating materials are used.
For example, in China, palm exercises with stones and metal balls are common. In Japan, palm and finger exercises with walnuts are widely used. The talent of our folk pedagogy created the games “Ladushki”, “The White-sided Magpie”, “Horned Goat”, etc.
Therefore, the goal of my work is: Goal: Development of fine motor skills of the fingers through organized activities: unconventional drawing. Objectives: -develop fine motor skills of the hands and tactile perception; -enrich lexicon children; -learn to draw in unconventional ways; - create conditions for the manifestation of the child’s creativity; -develop the ability to receive joy from creativity.
Expected result: -improved coordination and accuracy of the child’s hand and eye movements; -improving fine motor skills of fingers and hands; improvement of general motor activity; -development of speech function; -development of imagination, logical thinking, voluntary attention, visual and auditory perception; -activity and independence of children in artistic activities; -the ability to find new ways for artistic depiction.
Each of these techniques is a small game. Their use allows children to feel more relaxed, bolder, more spontaneous, develops speech, imagination, and gives complete freedom for self-expression. Having mastered unconventional drawing methods, I came to the conclusion: if you like it when your children’s eyes sparkle with delight, you need to observe, draw and improvise with them more. Therefore, a form of work with children has become a specially organized activity - the “Droplets” circle, in which non-traditional drawing techniques are used.
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Monitoring To determine the level of development of children's creative abilities and the development of fine motor skills, monitoring is carried out (2 times a year). Behind last years work on this topic, I can note that children involved in the circle are well prepared for school, their hand motor skills are better developed, and hand movements are free under the control of vision. The creative process is a real miracle. Watch children discover their unique abilities and the joy that creation brings them. Here they begin to feel the benefits of creativity and believe that mistakes are just steps towards achieving a goal, and not an obstacle, both in creativity and in all aspects of their lives. It is better to instill in children: “There is no right path in creativity, there is only your own path!”
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Literature: - M.A. Parnakh “Lessons of Fine Arts” (course of developmental activities for preschool children) Moscow-2000 - M.M. Evdokimova “Magic Colors” Moscow “School Press” 2001 - A.A. Fateeva “Drawing without a brush” (practical application) Yaroslavl, Academy of Development 2006 - Internet sites Thank you for your attention!
Fine motor skills are characterized by a person's ability to make small, precise movements with their fingers and toes. The coordinated actions of the muscular, skeletal and nervous systems help to achieve high-quality performance of such movements. human body.
Development of fine motor skills - natural process, it begins in infancy. The child masters simple grasping gestures, then learns to transfer objects from hand to hand, and gradually masters the “tweezer grip.” By the age of two, the child is already able to independently and correctly use a spoon, hold a pencil, and shows interest in drawing.
Starting from a very young age, it is important to support the natural development of fine motor skills. Already infant you can massage your fingers, thereby doing a primitive finger gymnastics, which has a positive effect on active points associated with the cerebral cortex and entails activation speech development. In junior preschool age finger gymnastics can be accompanied by poetic texts, which in turn help maintain the child’s interest in performing the exercises and stimulate the development of memory and imagination. An adult should patiently encourage the child’s desire to master simple self-care skills: fastening buttons before going for a walk, tying shoelaces, because this is the development of fine motor skills in everyday life.
In the process of developing fine motor skills, it is important to retain and reinforce the child’s interest, so the use of non-traditional drawing techniques can help every adult carry out such activities without unnecessary persuasion.
Unconventional painting techniques demonstrate unusual combinations of materials and tools. Undoubtedly, the advantage of such techniques is the versatility of their use. The technology for their implementation is interesting and accessible to both adults and children.
There are several types of non-traditional techniques for developing fine motor skills:
Finger painting: You can use either special finger paints or gouache. Let your child dip his fingers in the paint and use them to create on a landscape sheet or a whole piece of whatman paper.
Drawing with your palm is similar to the previous activity, but you need to draw with your entire palm at once. You can dip your fingers in different paints and get rainbow designs.
Drawing with prints, the basis of which can be bottle caps, an eraser or crumpled paper.
Poke Painting – Dip cotton swabs into paint and create designs.
Spraying - this method causes indescribable delight in children; to use it, you need to put paint on a brush and spray it on the paper in a random order.
The foam pattern is very similar to the print. You need to cut out various shapes from foam rubber, attach them to a pencil or stick, dip them in paint and make an imprint on paper.
Drawing with chalk - you can draw on the street and at home on a special board.
The list of unconventional drawing techniques does not end here; its expansion depends on your imagination.
Unconventional techniques always attract and retain children's attention, because every child is interested in everything new and unusual.
Training the movements of the fingers helps not only to develop coordination of movements, but also normalizes mental condition child, reduces the level of anxiety, contributes to the disappearance of childhood fears, affecting the cerebral cortex, it leads to the development of the baby’s speech. In the process of such activities, children receive not only knowledge and skills, but also pleasure and joy from their small successes.
Bibliography:
1. Kutsakova L.V. Design and artistic work in kindergarten: Programs and lesson notes (Text) - M.: TC Sfera, 2005.
2. E. Kosinova. Gymnastics for fingers. We develop motor skills. EKSMO.2009
Consultation « Development of fine motor skills through non-traditional drawing techniques».
Relevance.
At all stages of a child's life, hand movements play a vital role.
Degree development of fine motor skills the child determines the most important for his future quality: speech abilities, attention, spatial coordination, concentration and imagination. The brain centers responsible for these abilities are directly connected to the fingers and their nerve endings. Therefore, exercises and activities that involve a child’s little fingers are extremely important for his mental and psychological health. development. Fine motor skills, sensory, coordination of movements - key concepts for the period of early preschool age.
Fine motor skills- this is a motor activity that is caused by coordinated work small muscles of the hand and eye. Scientists have proven that the more skill in a child’s hand, the more varied the hand movements, the more perfect the functions. nervous system. It means that development hands is in close relationship with development speech and thinking of a preschooler.
Start off development of fine motor skills necessary from early childhood.
For example, through various games with fingers, where it is necessary to perform certain movements in a certain sequence; games with small objects, which are inconvenient to handle; games where you need to take something or pull it out, squeeze it - unclench it, pour it out - pour it in, pour it in - pour it out, push it into holes, etc.; fastening and unfastening zippers, buttons, dressing and undressing, etc. Fine hand motor skills are developed Also physical exercise(these are various hangings and climbing on sports complex, along the stairs, etc.). Such exercises strengthen the baby’s palms and fingers, develop muscles.
One of effective forms development of fine motor skills hands is a visual activity.
Drawing plays a special role. Children draw with tools that are similar in shape, way of holding and action to the pen they use to write at school. From the children's drawings you can see how fine motor skills develop, what level it reaches at each age stage. Of course, mastering drawing, modeling, appliqué, the child will not learn to write. But all these types of productive activities make the baby’s hand skillful, easily and freely controlling the tool, develop visual control of hand movements. Helps form the hand-eye connection. All this will be for him a good helper At school.
Problem development of fine motor skills V early age is very relevant, since it is precisely what contributes to sensorimotor development- consistency in the work of the eye and hand, improvement of coordination of movements, flexibility, accuracy in performing actions, correction fine motor skills of fingers.
The visual activity of a child in preschool age is one of the natural, specifically children's activities. In the process of managing it, the opportunity to solve a wide range of problems of an educational nature opens up.
Question development of fine motor skills children is relevant for everyone age stages preschool childhood. This is repeatedly emphasized by teachers, psychologists and other specialists in the field of preschool education.
In progress drawing Children learn to reason and draw conclusions. Their vocabulary is enriched.
By working with visual material, finding successful color combinations, recognizing objects in a drawing, children receive satisfaction, they have positive emotions, and the work of their imagination is enhanced.
Thanks to drawing activities develops hand-eye coordination occurs development of hand functions, is being improved fine motor skills hands and fingers.
Inclusion in work with children non-traditional methods of drawing and creative design allows you to develop sensory sphere not only through researching the properties of depicted objects and performing appropriate actions, but also through working with various painting materials. In addition, the child’s cognitive interests are stimulated (using objects that surround the child every day from a new perspective - you can paint with your own palm, fingers, use a spikelet or birch leaf instead of brushes).
Happening development visual - figurative and verbal - logical thinking, activation speech activity children (what else can I paint that I can draw with this material). Due to the use of a variety of imaging materials, new techniques that require precision movements, but do not limit the child’s fingers fixed position(as when holding a pencil correctly, conditions are created to overcome the general inconvenience, development of fine motor skills.
After all, instead of a traditional brush and pencil, the child uses his own palms, various prints, stencils, technology"blotography", "monotype", etc.
Unconventional drawing- the art of depicting, not based on tradition. Drawing in unconventional ways, a fun, mesmerizing activity that surprises and delights children.
Unusual materials and original technology attract children because the word “No” is not present here, you can paint, whatever you want and how you want, and you can even come up with your own unusual technique. Children feel unforgettable, positive emotions, and by emotions one can judge the child’s mood, what makes him happy, what makes him sad.
Exactly unconventional drawing techniques create an atmosphere of ease, openness, promote initiative development, independence, create an emotionally favorable attitude towards activities in children. The result of visual activity cannot be good or bad; each child’s work is individual and unique.
Work system according to use unconventional drawing techniques has the following structure.
"Tactile drawing» :
« Finger painting»
The child dips his finger into the gouache and puts dots and spots on the paper. Each finger is painted with a different color. After work, wipe your fingers with a napkin, then the gouache is easily washed off.
« Palm drawing» :
a child dips his palm into gouache (whole brush) or paints it with a brush and makes an imprint on paper. Draw with both right and left hands, painted different colors. After work, wipe your hands with napkins, then the gouache is easily washed off.
"Bitmap"
the child dips his finger in the gouache, places it perpendicular to a white sheet of paper and begins to draw.
“Use of additional means of expression”:
“Imprint with cork or eraser stamps”
Image acquisition method: the child presses the cork to the stamp pad with paint and makes an imprint on the paper. To obtain a different color, both the bowl and the stopper are changed.
"Stencil printing"
Image acquisition method: the child presses a signet or foam rubber swab onto a stamp pad with paint and makes an impression on the paper using a stencil. To change the color, take another swab and stencil.
"Ordinary blotography"
Image acquisition method: The child scoops up gouache with a plastic spoon and pours it onto paper. The result is spots in a random order. Then the sheet is covered with another sheet and pressed (you can bend it in half, drip mascara on one half, and cover it with the other). Further top sheet removed, image is being considered: Determines what it looks like. Missing parts finishing drawings.
"Blotography with a tube"
Image acquisition method: the child scoops up paint with a plastic spoon, pours it onto the sheet, making a small spot (a drop). Then blow on the stain from a tube so that its end does not touch either the stain or the paper. If necessary, the procedure is repeated. Missing parts finishing drawings.
"Imprint with crumpled paper"
Image acquisition method: The child presses the crumpled paper onto an ink pad and makes an imprint on the paper. To get a different color, both the saucer and the crumpled paper are changed.
"Bitmap"
To implement it, you can take a felt-tip pen, a pencil, place it perpendicular to a white sheet of paper and start drawing. But the best thing to do is dotted drawings with paints. Cotton swab dipped in thick paint. And then the principle of drawing dots is the same.
"Spray"
Image acquisition method: The child picks up paint on a brush and hits the brush on the cardboard that he holds above the paper. Then he paints the sheet with watercolors in one or more colors. Paint splashes onto the paper.
"Leaf Prints"
Image acquisition method: a child covers a tree leaf with paints different colors, then applies it with the colored side to the paper to make a print. Each time a new leaf is taken. The petioles of the leaves can be painted with a brush.
"Foam drawings"
We make various small geometric figures from foam rubber, and then attach them with thin wire to a stick or pencil (not sharpened). The tool is already ready. Now it can be dipped in paint and using the stamp method paint red triangles, yellow circles, green squares (all foam rubber, unlike cotton wool, washes well).
“Poke with a hard semi-dry brush”
Image acquisition method: the child dips a brush into the gouache and hits the paper with it, even vertically. When working, the brush does not fall into the water. Thus, the entire sheet, outline or template is filled. The result is an imitation of the texture of a fluffy or prickly surface.
« Drawing with crayons»
Preschoolers love variety. These opportunities are provided to us by ordinary crayons, sanguine, coal. Smooth asphalt, porcelain, ceramic tiles, stones - this is the base on which chalk and charcoal fit well. Thus, asphalt is conducive to a succinct depiction of subjects. And on ceramic tiles (which are sometimes leftovers stored somewhere in the pantry) we recommend depicting crayons or charcoal patterns, small objects. Big stones (type of voluns) they are asked to decorate them with the image of an animal’s head or a tree stump. It depends on what or who the stone resembles in shape.
« Painting small stones»
Of course, most often the child draws large stone tiles on a plane, on paper, or less often on asphalt. A flat image of a house, trees, cars, animals on paper is not as attractive as creating three-dimensional creations of your own. In this regard, sea pebbles are ideally used. They are smooth, small and have different shapes. The very shape of the pebble will sometimes tell the child which image is in in this case create (and sometimes adults will help the kids). One pebble is better draw on a frog, the other is for a bug, and the third will produce a wonderful fungus. Bright, thick paint is applied to the pebble - and the image is ready. It's better to finish it So: After the pebble has dried, coat it with colorless varnish. In this case, a voluminous beetle or frog made by children’s hands shines and shimmers brightly. This toy will take part in independent children's games more than once, and will bring considerable benefit to its owner.
"Nitcography method"
First, a screen measuring 25x25 cm is made from cardboard. Either velvet paper or plain flannel is glued onto the cardboard. It would be nice to prepare a cute bag with a set of woolen or half-woolen threads of various colors for the screen. This method is based on the following peculiarity: threads that have a certain percentage of wool are attracted to flannel or velvet paper. You just need to attach them with light movements index finger. From such threads you can prepare interesting stories. Imagination develops, sense of taste. Girls especially learn to skillfully select colors. Some thread colors suit light flannel, and completely different ones suit dark flannel. Thus begins the gradual path to women’s craft, a very necessary handicraft for them.
« Drawing on wet paper»
But there are a number of objects, plots, images that are better draw on wet paper. Ambiguity and vagueness are needed, for example, if a child wants to depict the following Topics: “City in the Fog”, “I Had a Dream”, “It’s Raining”, “Night City”, “Flowers Behind the Curtain”, etc. You need to teach your preschooler to make the paper a little wet. If the paper is too wet, the drawing may not work. Therefore, it is recommended to wet clean water a lump of cotton wool, squeeze it out and rub it either over the entire sheet of paper, or (if required) only for a separate part. And the paper is ready to produce unclear images.
"Learning to make a background"
Many children make the background with a brush, and an ordinary, small one. Although there is a simple and reliable way: make a background with cotton wool or a piece of foam rubber dipped in water and paint.
"The use of mixed technician» :
"Collage"
The concept itself explains the meaning of this method: several of the above are collected into it. In general, it ideally seems important to us following: it’s good when a preschooler is not only familiar with various techniques images, but does not forget about them, but uses them appropriately, fulfilling a given goal. For example, one of the children decided draw summer, and for this he uses a dot pattern (flowers, and the child will draw the sun with his finger, he will cut out fruits and vegetables from postcards, he will depict the sky and clouds with fabrics, etc.
"Drawing with Postcards"
In fact, almost every home has a ton of old postcards. Go through old postcards with your children and teach them how to cut out necessary images and stick it to the place, in the plot. A bright factory image of objects and phenomena will give even the simplest unpretentious drawing a completely decoration. Is it possible that three, four- and even five-year-old child draw a dog and a beetle? No. But he will add sun and rain to the dog and the bug and will be very happy. Or if, together with the children, you cut out a fairy-tale house with a grandmother in the window from a postcard and paste it on, then the preschooler, relying on his imagination, knowledge of fairy tales and visual skills, will undoubtedly add something to it.
"Tissue Images"
In a bag we collect the remains of fabrics of various designs and various quality. As they say, both chintz and brocade will come in handy. It is very important to show with specific examples how a design on a fabric, as well as its dressing, can help to depict something in a plot very vividly and at the same time easily. Let's give a few examples. Thus, flowers are depicted on one of the fabrics. They are cut out along the contour, glued (only with paste or other good glue, and then paint on a table or vase. The result is a capacious colorful image. There are fabrics that can serve well as a house or the body of an animal, or a beautiful umbrella, or a hat for a doll, or a handbag.
« Drawing together on a long strip of paper"
In this case, a long strip will help draw together without interfering with each other. Can paint isolated objects or scenes, i.e. work side by side. And then it is advisable to move on to collective drawing. Adults and children agree on who will do what paint to make one story.
"Wax crayons or candle + watercolor»
Image acquisition method: child draws with wax crayons or a candle on paper. Then he paints the sheet with watercolors in one or more colors. The drawing remains unpainted.
Conclusion: use in activities finger games and exercises didactic games, non-traditional materials, technician and an individual differentiated approach contributes to development of fine motor skills of the hands.
There are two types of differentiation of training: external and internal differentiation.
External differentiation implies relatively stable groups, based on certain features of the development of interests, inclinations, abilities, results achieved, and a planned profession, in which the content of education and the educational requirements for schoolchildren differ.
Groups are created taking into account:
Interests, inclinations;
Abilities;
Results achieved;
Designed profession.
External differentiation can be carried out either within the framework of a selective system or within the framework of an elective system.
Profile training – to prepare for selective continuation of education;
Specialized training - special professional preparation for creative activity on the basis of advanced education;
Special vocational training – training of mid-level specialists for public production with the assignment of a profession and qualification.
Internal differentiation is the different learning of children in a group (class) of students selected based on random characteristics. This form is based on the fullest possible consideration of the individual and group characteristics of students. It involves variability in the pace of studying the material, differentiation of educational tasks, choice different types activities, determining the nature and degree of dosage of help from the teacher. In this case, it is possible to divide students into groups within the class in order to implement academic work with them on different levels and different methods. These groups, as a rule, are mobile and mobile.
The peculiarity of internal differentiation at the present stage is its focus not only on children with learning difficulties, but also on gifted children.
Internal differentiation can be carried out both in the traditional form of accounting for individual characteristics of students, and in the system of level differentiation based on planning learning outcomes.
Thus, we can distinguish characteristics each of these forms of differentiation.
Types of differentiation are determined based on those individual typological characteristics of students that are taken into account in this case. Traditionally, the following types of differentiated training are distinguished: according to general and special abilities, interests, inclinations, and according to the projected profession. The division is based on those characteristics, those individual typological characteristics of students that make it possible to divide them into groups.
In the works of N. M. Shakhmaev, along with differentiation by abilities, differentiation by inabilities is called. Without singling out this type separately, we believe that understanding differentiation by general abilities presupposes taking into account the level of students’ general abilities, i.e. their low level of development will be the basis for differentiation based on inability. (15)
Differentiation can be carried out at various levels. For example, Ronald De Groot identified three levels. 1st micro level, when a different approach is carried out to separate groups of children within the class. This level of differentiation is sometimes called internal or intraclassroom. 2nd meso level - the school level, when differentiation is carried out within the school between individual classes, profiles, directions. And the 3rd macro level is differentiation between schools, the creation of different types of schools. The 2nd and 3rd levels represent external differentiation.
Differentiation is widely used in almost every school nowadays; this is, first of all, expressed in the creation of special classes. When studying the available literature, we identified the following intra-school divisions that exist in modern educational institutions.
Advanced classes refer to this type of differentiation as differentiation according to the general abilities of students. Abilities are not limited to existing knowledge, skills, and abilities, but can explain the ease and speed of their acquisition.
Such classes are created starting from the first grade and after children graduate
primary school - in parallel to fifth grade. The criteria for selecting children for 1st grade are readiness for school, the degree of development of school-significant
psychophysiological functions (memory, attention, thinking), the child’s general outlook.
In such classes an atmosphere of intense intellectual activity is created, training is organized taking into account a high level of
intellectual development of all children.
Gymnasium classes and gymnasiums. Gymnasium education is designed for
children with high level general intellectual abilities, showing propensities for mental activity. This is advanced education. Thus, the student masters the general methods of intellectual activity.
Differentiation by psychophysiological characteristics of children involves not only the adaptation of the educational process to certain mental and physical characteristics of children, but also the development of insufficiently developed psychophysiological functions. Differentiation into such classes is carried out when a child is diagnosed with mental development disorders, hearing impaired, visually impaired, or having musculoskeletal disorders. In such classes, recreational work is carried out, educational work is carried out in accordance with the children’s capabilities, work on the social adaptation of children (formation of the simplest everyday skills available to professional ones).
Classes of correctional and developmental education are a form of differentiation that takes into account the general intellectual abilities of students and their individual psychophysiological characteristics. These classes are created at school to teach children who have difficulty mastering the basic content of education. These classes can be created as in primary school, and in the average.
The basis for selection is the low level of preparation of the child, who
characterized by poor speech development, narrow outlook, and lack of development of school-significant psychophysiological functions.
Classes with in-depth study of individual subjects and specialized classes
are forms of differentiation based on student interests. These are the most widely used forms of differentiation in practice.
On this moment Over time, students are often divided according to the level of general special characteristics, where the main thing is the intellectual development of each student, and such a division is called intraclass differentiation.
The most common form of intraclass differentiation is
students completing tasks of varying difficulty levels. In this case, complication can occur due to the use of the material covered, when students need to establish close or long-distance connections between various fragments of content. The complication of tasks can also occur due to the complication of types of work, increasing the level of creative activity necessary to complete the task.
Among differentiated tasks, tasks of various directions are widespread: tasks that fill gaps in knowledge, and tasks that take into account students’ prior knowledge on the topic.
A form of intra-class differentiation is the dosing of teacher help to students, which includes temporary relief of tasks (breaking the text or exercises into independent parts - portions), tasks with written instructions (for example, indicating the sequence of actions), work with preparatory exercises (each preparatory exercise represents a stage fulfillment of the main task), work with visual reinforcement by drawing, drawing.
The teacher explains the material at a level higher than the minimum. At the same time, the teacher clearly highlights the content of the educational material that students must learn when studying at one level or another, and before starting to study the next topic, he introduces students to the results that they must achieve.
Thus, level differentiation takes into account not only the student’s intellectual abilities, but also his interests.
A form of internal differentiation is also the group work of students according to the model of complete assimilation of knowledge. The model of complete assimilation of knowledge presupposes a clear setting of goals in educational activities: what students should know, what they should be able to do, what values they should develop during their studies.
Moreover, the manufacturability of the goals is very important: their achievement must be
verifiable, i.e. there must be a verification tool. After studying a certain topic at the level of basic content of the material and passing a test, the entrance of which determines the achievement of the set goals, the class is divided into two groups: the first - students who have mastered the topic, an extended and in-depth study of the material is organized with them, and the second group of those who have not mastered the topic, Additional work is carried out with these students to master the content.
In the second group, knowledge and methods of action that have not been sufficiently mastered are being developed. Pupils of the first group can also participate in such training as consultants and teacher’s assistants. Thus, differentiated learning within the framework of this model determines the different nature of the activities of groups of students after a final control based on the results of mastering a certain piece of content.
Internal differentiation is most often carried out according to the general intellectual abilities of students, but in practice there are other types of it: for example, internal differentiation according to special abilities, which is expressed in the fact that when giving students tasks, teachers take into account their artistic, musical and other abilities . Intraclass differentiation is also implemented based on the individual psychophysiological characteristics of students.
