Development of fine motor skills kinetic sand. sand therapy

Sand and water games.

Equipment option:

To play with sand, you need scoops, various molds, medium-sized toys for burying (balls, cubes, rings and other geometric shapes of different colors and two sizes), sticks, rakes.

For water games - a set of rubber and plastic toys(figures of fish, turtles, frogs, boats, etc.), a net, a scoop, multi-colored plastic balls, a set of toys from different materials- for the game "what floats?", a set of colored pebbles, shells, etc.

"Finger Pool"

A finger pool is easy to make at home: In a large rectangular box with low sides, sprinkle peas or beans in a 6-8 cm layer.

"We wash handkerchiefs"

An adult reads a poetic text, the child performs the corresponding hand movements:

Mother and daughter were washing handkerchiefs.

Like this! Like this!

(movements with an open palm along the bottom of the pool in the direction back and forth, fingers apart)

Like this! Like this! (Movement of the brush in the direction from left to right).

Mom and daughter rinsed handkerchiefs.

Like this! Like this! (Brush movements up and down over the pool).

"Fingers run away"

The child lowers his hand into the "pool", presses his palm to the bottom, alternately moves and spreads his fingers (without lifting his hand from the "bottom" of the finger pool).

"Fingers Run"

The hand rests on the bottom of the "pool", the brush is raised. Moving along the bottom of the "pool", fingering with fingers ("fingers ran forward").

"Salt shchi"

Grinding movements with three fingers - thumb, index and middle. (In order to activate muscle sensations, it is recommended to carry out this exercise in a bowl of buckwheat or rice.).

"We'll collect all the beads"

Throw pebbles into the sand. First, offer to collect pebbles with the first three fingers of the right hand. Then show how to use the sieve: it must be held in the left hand, and with the right hand, pour sand into the sieve with a scoop. The pebbles remaining in the sieve must be carefully poured into a bucket.

"Nuts are not simple"

Prepare a container with limited cells, different varieties of nuts.

All nuts are in one compartment. The adult invites the child to feel one nut and puts it in an empty compartment. The child feels the nuts and sorts them by type. You can make it more difficult by playing with your eyes closed.

"We write and draw"

Pour a thin layer of sand or semolina on the tray.

We train the movement of the hand and develop tactile sensations.

Offer to draw a circle, oval, etc. with a finger or stick. or see what's hidden there.

"Paths and Patterns of Sand"

We pour a thin stream of sand on the asphalt, on the ground, on colored paper.

Imprints on the wet sand stamps, toys.

We trample narrow and wide paths on the sand or on a loosened surface.

The game "Get the shell" ("Get the pebble")

Target: development of attention, coordination of movements.

At the bottom of the container with water, an adult lays out a few pebbles, shells. Then he invites the child to get the treasure. To do this, he chooses a very beautiful stone or shell, examines them with the baby. Then a pebble (or shell) sinks to the bottom (depth is more than 15-20 cm), and the child must try to get it by finding the desired item among other stones and shells.

The water layer usually makes it difficult to reach, so an adult can help the baby a little. Such an activity can be recommended to parents for playing with a child on the banks of the river, the sea.

The game "Sprinkle with a spoon"

Put two cups on a tray: on the left - a cup with cereals, and on the right - an empty one. First, moving the child’s hand, show how to take an incomplete spoonful of cereal, wait for the cereal to stop pouring from the spoon and smoothly moving your hand, move the spoon to the right cup and tip over it. Help the baby to pick up the croup when there is not enough of it (you need to bend the cup with your left hand). It is useful to combine these exercises with stirring.

Game "Find the ball"

Target:familiarity with the qualities of objects - size, shape.

The teacher buries a small ball in the sand and asks the child to find it. First, you can bury the ball in front of the baby, then so that he cannot see the actions of an adult.

Game "Baking cookies"

Target:familiarity with the properties of sand, the development of motor skills and coordination of movements.

In the center "Sand - water" in one container is dry sand, in the other - wet. The teacher shows the kid beautiful molds of different styles and offers to bake cookies. The child tries to perform actions, both with dry sand and with wet sand. Gradually, as a result of playing with dry and wet sand, he understands that nothing can be built from dry sand, but from wet and wet sand it is possible. If necessary, the caregiver provides assistance to the baby or directs his actions verbally.

Game "Catch the ice"

Target:development of coordination of movements, acquaintance with the properties of water.

The teacher lowers 5-10 small pieces of ice into a container of water and tells the child: “Look, look, something is happening. The ice cubes were big, but they are getting small. Let's save them!"

With a net or scoop, he takes out larger pieces of ice from the water and puts them in a separate bowl. After all the pieces of ice have been removed, the teacher asks: “Where did the rest of the pieces of ice go? What happened to them? They melted, turned into water.

Game "Warm - cold"

Target:consolidation of the concepts of "warm", "cold".

Toys of two types are needed, 2-3 pieces of each. Preferably rubber or plastic (for example, ducklings and fish, hippos and penguins, boats and dolphins, small balls - red and blue, red and yellow, green and white, etc.).

The teacher fills one container with warm water, the other with cold water. He says to the child: “Ducklings like to swim in cold water, and fish in warm water.Let's bathe them." The child lowers the ducklings into a container of cool water, and the fish into a container of warm water.

The game "What's floating"

Target:familiarization of children with the properties of various materials.

For an experimenting game, you need a set of objects made of different materials (a plastic boat, a rubber duck, a metal spoon, a pebble, a paper boat, a walnut shell, a piece of cloth, a foam plastic figure, a wooden stick, etc.). The teacher invites the child to gradually lower all objects into the water: “What a beautiful boat! He is ready to sail. Put him in the water, let him swim. How many other things we have! They also want to swim. Let's send them to sea." During the game, an adult always asks the baby to name objects and helps to comment on actions.

Game "Captains"

Target: activation of the muscles of the lips, the formation of the ability to alternate long, smooth and strong exhalations.

The teacher fills the container with water, puts into it paper boat. The child sits on a chair nearby. An adult invites the baby to ride on a boat from one coast to another. Indicates that the coasts are marked with stripes of different colors. Explains that in order for the boat to move, you need to blow on it. You can blow by simply stretching your lips with a tube, but without puffing out your cheeks. Shows how it can be done. Draws the attention of the child to the sound that is obtained in this case: “f”. The kid repeats.

“But then the wind came up, it blows unevenly. Like this!" - an adult blows on the boat abruptly, unevenly: "P - P - P." Draws the baby's attention to what sound is heard now - "P". He suggests trying to blow in the same way and drive the boat to the other side. The game is repeated several times. The teacher makes sure that the child does not puff out his cheeks, does not blow very hard.

During games, the teacher must praise the baby for correct execution tasks, support or help, in no case reproach the child for spilling water, scattering sand, wet clothes. Playing with sand and water should bring joy to children.

The game "Catch out of the water"

Pour water into a bowl and throw small floating objects into it: corks, twigs, etc. Invite the child to use a small sieve with a handle to lay out all these items and put them in a plate standing on a tray to the right of the bowl. The sieve is held in the right hand.

The game "There was a puddle - and it is not there"

This exercise is of great educational value: having spilled water, the child will be able to clean up after himself. First, teach the children to transfer water from one plate to another with a sponge. Place two plates on the tray: on the left with a small amount of water, on the right - empty. Show how to use a sponge by scooping up water from one plate and squeezing it over another. Pay attention to the fact that water should not drip from the sponge onto the tray. Then pour some water on the tray and show how to wipe up the puddle by picking it up with a sponge.

Game "Let's put it in order"

Pour beads of two colors into a bowl, 5-7 pieces each, put two plates to the right of the bowl.

“Let's put all the red beads on one plate, and all the blue ones on the other. The bear loves red candies, and the bunny loves red ones. It is necessary to shift the beads one by one, taking with three fingers (show). If any beads fall on the table, ask them to pick them up with a scoop. Be sure to bring this work to the end - this skill is very important.

"Ocean is shaking"

Waves - whip soapy water. Inflatable toys, balls are clamped in the hand and released to the bottom. We release the ball and it jumps out of the tub.

"Shadow Games"

We substitute fingers, pens on a directed beam of light on the wall, make different figures and look at what it looks like - the development of the imagination.

Gushchina Elena
sand therapy. Kinetic sand as a means of development fine motor skills hands

You can develop fine motor skills in different ways, these can be: finger games and gymnastics; exercises with cereals, legumes, seeds, games with buttons.

But we will focus on a newer and more interesting method for children as “sand therapy”.

Playing with sand is an affordable way, prompted by nature itself, to develop the creativity of every child. Experiment and independent thinking, the development of fine motor skills, therefore, speech and all cognitive functions - all this gives a game with sand.

Kinetic sand is a modeling material that allows a child to create amazing crafts: castles, fortresses, culinary masterpieces and others. The main component of the material is natural sand, additional elements are safe polymers that give plasticity to the sand.

At first glance, it resembles wet sea sand, but as soon as you pick it up, its unusual properties appear. It flows through the fingers and at the same time stays dry. It is loose, but you can build a variety of shapes from it. It is pleasant to the touch, leaves no marks on the hands.

Tasks:[ /i]

Development of the child's tactile sense and fine motor skills of the hands;

The development of tactile sensations when working with both hands, which has a beneficial effect on the child's speech.

Formation of non-standard creative thinking;

Strengthening the ability to focus and concentrate;

The main characteristics of the material:

The silicone content of the sand does not dry out over time, so it stays “wet to the touch” at all times.

Does not stick to dry hands, while grains of sand stick together tightly;

Possesses high plasticity: easily acquires the desired shape

Has no smell;

It is colorless and colored.

Non-toxic, non-allergic, bacteria do not live in it, so it is safe for children.

It is not afraid of water and, in case of wetting, retains its properties after drying.

Does not require special storage conditions.

Benefits of kinetic sand for children:

Sand play helps develop fine motor skills. Kinetic sand is the best solution. When modeling with sand, each finger of the child is actively involved in the process. This allows you to develop speech, activate Creative skills baby.

In the process of playing with kinetic sand, which has a peculiar texture, children develop tactile sensitivity;

Manipulations with sand have a beneficial effect on the emotional state of the child, help to relax and teach to concentrate.

Playing with kinetic sand, even alone, is very useful and exciting, and in a company it contributes to the development of elementary communication skills.

Playing with sand encourages the development of creative imagination. This expands the boundaries of children's possibilities and inspires the child for knowledge and creativity.

used toys ki:

Figures of people, animals, birds, insects, spiders, etc.

Small toys from kinder - surprises;

Pebbles, planks, cones, shells, acorns, any natural material;

Various molds;

Toy tableware;

Tools: knives, stacks, wooden sticks, plastic straws.

Games with kinetic sand ohm:

"Introduction to the Material" At the very beginning, as a rule, children crumple the sand, leave handprints, pass through their fingers. Here you need to talk with children about the properties of kinetic sand: what it is and how it differs from ordinary sand.

"Sensory Box" For the development of imagination and fine motor skills. From kinetic sand you can build a house with a yard and pets, plant a vegetable garden, create a whole city - that's where the space for children's imagination to fly!

"Treasure Search". A game of mindfulness and imagination. Ask the baby to turn away, at this time to bury “treasures” in the sand: colored beads, bright buttons, small toys. Let the child look for them. Small plastic letters and numbers will help to make the game more educational: the child will not only find them, but also name them.

Sand Labyrinths. The plasticity of kinetic sand allows you to quickly create a variety of labyrinths. Moreover, it will be interesting for the child not only to walk on them, but also to create on their own, and at the same time develop logical thinking.

"Sand Cities". In addition to buildings, roads and fences, such a city can be populated with people, animals and thus get an excellent story game.

"Figures". We sculpt various shapes and name them. You can do this: the teacher sculpts a circle, and after him the baby sculpts a circle and names it. We repeat the same with other geometric shapes. We have senior group, for our game we made cards with tasks. Where you need to lay out a geometric figure in a certain order (for example, by color, or shape).

You can play in the sand story games. Put up houses, populate them with various figures of animals and people.

The development of fine motor skills contributes to speech development and allows children to master the skills of writing, drawing, manual labor, which in the future will help to avoid many problems of schooling, better adapt to practical life.

Not for nothing that V. A. Sukhomlinsky said: “The mind of a child is at the tips of his fingers.” Therefore, if we want our children to be smart and capable, then it is necessary to develop fine motor skills!

Fine motor skills are the ability to perform small and precise movements with the hands and fingers and toes as a result of the coordinated actions of the most important systems: nervous, muscular and bone.

The development of fine motor skills directly affects the development of speech and mental abilities of babies. You need to start developing brushes, fingers and palms with infancy and to the school itself, increasing the level of difficulty every year.

1. Developing mat

First you can buy an orthopedic embossed mat. It treats and prevents flat feet, strengthens muscles and ligaments, relieves fatigue from the legs. Rugs have a different surface, there are such as: "grass", "thorns", "hard stones", "soft stones", "bumps" and others. Foot massage will pleasantly surprise not only kids, but also adults.

For older kids, you can find rugs that are assembled like puzzles. Such mosaics often have letters or numbers - a child can make up numbers or words.

2. Figurines on magnets

Be sure to buy fridge magnets. Very young children will begin to develop a grasping reflex and the skill of moving magnets. Older children will be interested in learning letters and numbers with the help of magnets, and then there will be a love for building syllables and words, an interest in counting. With an interesting set of magnets in the form of animals, the child will quickly learn the names of all pets and wild animals.

3. Modeling dough or polymer clay

Modeling dough and polymer clay massage the fingertips, improve tactile sensitivity, develop imagination and analytical skills. It is during modeling that the child can begin to study geometric shapes learn to combine them. Suitable for the smallest sculptors salty dough, kids can taste it - it's completely harmless. Older children can sculpt clay figures - crafts will harden and can be kept as a keepsake.

4. Kinetic sand

If you want to surprise your child with something completely unusual, you can purchase kinetic sand, consisting of quartz sand and synthetic additive E900. It is absolutely safe, more plastic than ordinary sand, does not dry out and does not stick to hands. From it you can build figures, castles and much more. Sand comes in different colors.

5. Easels and drawing boards

What child doesn't love to draw? Therefore, any kid will be delighted with this purchase. Drawing is not only exciting, but also useful, as it is a good development of creativity, a sense of style and composition, and, of course, self-expression of a child. Many moms choose 2-in-1 easels with a crayon board and a magnetic board on which you can draw with felt-tip pens.

6. Finger coloring

These coloring pages are suitable for kids who do not know how to hold a brush in their hand, and for those who are older. The toy will help the child learn to control the scope of the brush (arm) and not go beyond, feel the force of pressure, and the child will also try to mix the palette. Usually coloring calms the baby's nervous system, develops coordination of movements, promotes the creative process and imagination.

7. Mushroom screw and screw structures

Screw Mushroom is a wonderful simple toy that shows the screwing mechanism. The mushroom has a cap with a screw and a stem with a hole through which it can observe how the screw is screwed into the stem. The process develops manual dexterity and strengthens the muscles of the hand and wrist.

For older children, there are constructors where, with the help of bolts and nuts, you can assemble cars, houses, planes and much more. Who knows, maybe your child is a future engineer?

8. Laces

If there are still no laces among your child's toys, then this should be urgently corrected. Lacing games help develop perseverance, logic, improve the eye and flexibility of the hand.

To get started, you can learn how to put multi-colored pasta on a thread or wooden Toys, then sew on a button (with a wooden needle), study possible ways lacing (stitches, cross), then go to plot lacing, where you need to sew on the missing details. At the highest level, you can generally “lace up” entire compositions.

9. Lego

Every child should have this toy, because it trains the skill of modeling and construction, trains creativity, memory, observation and attentiveness, and children just like it very much.

The beauty of this toy is that it is suitable for any age (for children under 3 years old, the designers are larger, for older ones - smaller). It is worth noting that the Lego collection includes a wide variety of models - from fire engines and ambulances, boats to entire islands or even cities.

10. Finger theater

If you feel that the child works with one hand (or the same fingers) more often, pay attention to finger theater. This toy will help develop all the fingers on both hands, strengthen the hand (which prepares for writing), improve imagination, thinking, memory, stimulate the speech apparatus, and also help the child better navigate in space.

When purchasing a theater, remember that you need to take seriously the preparation of the stage, the search for spectators (toys or relatives), the distribution of roles and the very process of playing. And who knows, maybe a small director is growing up in your family?

The development of sensory representations and fine motor skills of the hands of children of primary preschool age with the help of kinetic sand

Explanatory note
AT modern world so many toys and educational materials for preschool children. They combine various developmental functions and allow you to simultaneously influence several sensory channels. Playing with these toys, children get acquainted with the concepts of color and shape, develop tactile sensations and auditory analyzers.
One of the most recent material created for the benefit of the development of preschool children is kinetic sand.
kinetic sand- a unique material for the development of sensory representations, fine motor skills of hands, creative abilities of preschool children. It is a mixture of quartz sand and a silicone component that binds its particles together. This innovative material was invented in Sweden.
Being loosely poured, the sand looks fluffy, loose and pleasant to the touch. In the process of pouring, particles of kinetic sand under the influence of gravity tend to separate, however, the substance connecting them is pulled into polymer threads 1-2 mm long, almost invisible to the eye, which slow down the movement of grains of sand, allowing you to visually, as in slow motion, trace the movement of each of them.
The main developing functions of kinetic sand:
- Playing with sand helps develop fine motor skills of the hands;
- In the process of playing with kinetic sand, which has a peculiar texture, children develop tactile sensitivity;
- Classes in the sandbox contribute to the development of creative imagination;
- Manipulations with sand have a beneficial effect on the emotional state of the child, helps to relax and teaches to concentrate. This material is widely used by child psychologists.
- Playing with kinetic sand, even alone, is very useful and exciting, and in the company of peers, they contribute to the development of elementary communication skills.
This program presents game tasks with children of primary preschool age using kinetic sand to develop sensory representations.

Goals and objectives, principles of program implementation
Sensory education, aimed at the formation of a full-fledged perception of the surrounding reality, serves as the basis for cognition of the world, the first step of which is sensory experience. The success of the mental, aesthetic and moral education largely depends on the level sensory development children, i.e. as far as the child sees, hears, touches the environment. Currently, a new concept of preschool education is being implemented, a search is underway for extraordinary, alternative ways, new technologies are being introduced that develop methods.
The purpose of the program is to enrich the sensory experience of children, the development and improvement of sensory processes (sensations, perceptions, ideas); development of fine motor skills of hands, development of imagination, creative abilities of children of primary preschool age through the use of kinetic sand in productive activities.
Program objectives:
Educational
- To form in children an interest in working with kinetic sand;
- Help children master the technical skills of kinetic sand modeling;
- Introduce children to primary colors using kinetic sand of different colors;
- Introduce children to the basic forms during sand modeling using various molds;
- Introduce children to the concepts of size during modeling;
- To form in children ideas about sand, its types, properties, possibilities of using sand in human life.
Educational
- Develop cognitive abilities (attention, perception, thinking, memory, imagination);
- Develop tactile sensitivity, fine motor skills of the hand, hand-eye coordination and interhemispheric interaction;
- To develop in children creative abilities, activity, independence and initiative in the course of work;
- Develop the child's speech;
- Develop the emotional sphere of the child.

Educational
- To form a steady interest in artistic activity (sculpting);
- To cultivate perseverance, the desire to bring the work begun to the end;
- To form the desire of children to depict their thoughts and ideas in their activities;
- To form the ability to explain your product of labor.
Psychotherapeutic
- Maintain the emotional comfort and well-being of the child;
- Maintain the ability to receive positive emotions from the process of manipulating sand and the pleasure of sculpting;
- Harmonize the psycho-emotional state of children.
Guiding principles of the program:
The principle of consistency - structuring the content of the program according to the levels of sensory development of the child and the sections of acquaintance and consolidation with the main sensory standards;
The principle of an individual-personal approach provides for focusing on the individual abilities and interests of the child, creating conditions for creative self-expression;
The principle of interest is to maintain the interest of the child during modeling with kinetic sand through the use of playing techniques, the use of various objects (forms, stacks, rolling pins, small toys, etc.) for modeling, decoration elements of crafts, playing with crafts;
The principle of teaching technical skills “from simple to complex” is a systematic transition from simple forms to more complex ones, combining several elements;
The principle of creating a creative atmosphere - on the one hand, kinetic sand itself disposes to free creation, on the other hand, the teacher creatively stimulates children to create modeling products;
The principle of integration of artistic and creative activity, cognitive and speech development - when working with sand, children develop artistic skills, develop ideas about sensory standards, as well as the speech of children of primary preschool age.
The principle of psychological and pedagogical support - all work is considered with equal respect, regardless of the quality of performance;
The principle of dosed assistance and non-intervention - assistance in modeling is carried out either at the request of the child, or with his permission.
The principle of the art therapy approach is that working with sand has a positive effect on the emotional state of children, relieves tension, negative experiences, creates a benevolent atmosphere, promotes self-regulation, self-expression, increasing the adaptive abilities of the individual, and the manifestation of creative activity.

Organizational and pedagogical conditions for the implementation of the program
Forms of pedagogical activity
The development of sensory representations of children of primary preschool age is carried out in the form of a directly organized educational activities 10-15 minutes long, depending on the age of the children.
The number of children in a group when working with kinetic sand should be limited to 8-10 people.
The main forms of work with children are frontal group classes, when the whole group of children performs the same task; subgroup: work on the task in triplets or pairs, as well as individual lessons. Conducting individual or paired classes is recommended for working with children with disabilities.
This program is designed for 28 academic hours (October-April), which involves the conduction of NEOD once a week.

Structure of NOOD
Each lesson has the following structure.
Introductory part.
Greeting - various methods of touching the sand, emotional mood and motivation for the upcoming activity.
Main part.
A problematic situation or the arrival of a character, the designation of the NOOD theme.
Finger gymnastics on the topic NOOD.
Modeling.
Final part.
Reflection - analysis of products of activity.
"Exit ritual" - various options for saying goodbye to the sandy environment.

Thematic plan of the program
No. Month Area of sensory development NEOD name and goals
1. October acquaintance "What is sand?"
Introduce children to ordinary sand.
2. acquaintance "Playing with the sand"
Introduce children to the properties of sand.
3. Acquaintance "Magic Sand"
Introduce children to kinetic sand.
4. acquaintance "Cooking cookies and cupcakes"
Introduce children to the properties of kinetic sand.
5. November color "Colorful Easter cakes"

6. form "Cookies of various shapes"

7. Large and small bucket size

8. fastening "Modeling of interest"

9. december color "Candies of different colors"
Acquaintance of children with primary colors: red, blue, yellow, green.
10. form "Candies of various shapes"
Acquaintance of children with geometric shapes: circle, square, triangle.
11. "Let's build a tower" value
Acquaintance of children with quantities: large and small.
12. fastening "Modeling of interest"
To teach children to sculpt on their own, inventing in advance the color, shape and size of the object.
13. January color "Colorful cakes"
Acquaintance of children with primary colors: red, blue, yellow, green.
14. form "Find an object of the same shape"
To teach children to correlate the shape of a plastic mold with the shape of a Easter cake.
15. Hide the big one, hide the little one
To teach children to correlate the size of objects: a large bucket with a large Easter cake, a small bucket with a small Easter cake.
16. february color "bucket and sand"
Teach children to correlate the color of the sand with the color of the bucket.
17. form "House for the figure"
Teach children to correlate the shape of the house with the shape of the figure.
18. "Pies for Matryoshka"
To teach children to correlate the size of objects: a large nesting doll - a big pie, a small nesting doll - a small one.
19. fastening "Modeling of interest"
To teach children to sculpt on their own, inventing in advance the color, shape and size of the object.
March 20 color "Roof for a house"
Teach children to correlate the color of the house with the color of the roof.
21. form "Guess whose footprint"
To teach children to correlate the shape of a plastic mold with a footprint in the sand.
22. "Large and small prints" value
To teach children to correlate the size of objects with their prints.
23. fastening "Modeling of interest"
To teach children to sculpt on their own, inventing in advance the color, shape and size of the object.
24. April color "Multi-colored stars"
Acquaintance of children with primary colors: red, blue, yellow, green.
25. form "Magic beads"
To teach children to make forms, based on the name of the figure, perceived by ear.
26. size "Houses for bears"
Teach children to determine the size of objects: large and small.
27. fastening "Modeling of interest"
To teach children to sculpt on their own, inventing in advance the color, shape and size of the object.
28. May final “Sculpt with mom or dad”
To teach children to work in tandem with an adult, to show independence in modeling, independently inventing the color, shape and size of the object.

Synopsis of NOOD "Colorful Easter cakes"
Target: introducing children to the primary colors: red, blue, green and yellow.
Material: kinetic sand in four primary colors, cookie cutters also in four primary colors.
NOOD progress:
The teacher, together with the children, examines the kinetic sand of different colors lying on the table in front of them, they say what color the sand is: red, blue, etc.
The game "Hello, hello!"
Hello pens - hello! (children raise their hands up)
Hello fingers - hello! (children clap their hands)
Hello sand - hello! (children put their palms on the sand)
Let's play, build, sculpt? Yes! (children lightly hit the sand on the table several times)
Doll Katya comes to visit the children and brings with her multi-colored molds for Easter cakes. Doll Katya complains that she was given such beautiful molds, but she does not know how to make Easter cakes and asks the children to teach her. The children agree.
Finger gymnastics "Sun"
The sun in the eyes (palms lie on the sand, fingers apart)
It shines for the guys (rhythmically we drive along the surface of the sand with our palms to the right and left)
We will play (we squeeze and unclench our fists, as if hiding our fingers)
With the sun in hide and seek!
The teacher explains and shows how to fill the molds with sand with the help of fingers. Then he turns the mold over and makes a cake. Next, the children sculpt their own Easter cakes using molds.
At the end, an analysis of the work is carried out: the teacher shows the Katya doll what wonderful multi-colored Easter cakes turned out. Names the colors of the cookies.
Doll Katya leaves.
Children say goodbye to kinetic sand.
Game "Bye-bye!"
Bye bye sand! (children pat on the sand)
Bye bye sand! (children waving their palms at the sand)
See you soon!

Synopsis of the final NOOD of children and parents "Cakes for mom and dad"
Goals:
- Invite parents to joint activities with kids; create favorable atmosphere at work.
- To acquaint parents with the results of work for the year;
- To consolidate the sensory skills of children of primary preschool age;
- We develop the eye and fine motor skills of the child's hands; sense of form.
Tasks:
Creation of a plastic composition on a plate with 2-3 small details of different colors, shapes and sizes (as conceived by children and parents);
Generate interest in creating a plastic composition from kinetic sand.
Materials and tools: kinetic sand of different colors, molds for modeling, stacks, plastic plates for cakes.
Contents of NOOD:
The teacher says an introductory word: “Today we have an unusual lesson, your moms and dads came to visit us. So we will work together." Parents sit closer to the children.
Hello Sand!
Hello our sand! (touch the sand with the whole palm - the inside, then the back)
Fingers are in a hurry to visit you (touch alternately with the fingers of one, then the second hand)
Palms are in a hurry to visit you (touch the sand with your palms - right and left)
They want to play with you! (skip the sand between the palms, fingers)
Educator: “Today we will be culinary chefs. We will bake cakes for moms and dads. I suggest that you jointly come up with what kind of cakes you will have and make them out of sand using molds ”
Finger gymnastics "Pies"
I bake, bake, bake (one or the other hand on top)
To all friends for a pie:
Mouse pie, (fingers alternately bent)
For a hare-baby,
For a frog pie,
Bear, eat and you, my friend!
Pie for you, fox.
Very tasty game! (clap hands)
Parents and children make their own cakes and put them on plates.
At the end of modeling, each couple tells about their cake - what color it is, what shape, what size.
Exercise "Farewell to the sand!"
Goodbye, sand, we will say goodbye! (stroking sand with palms)
But we will not part with you for a long time! (wave palms)

References and Internet resources:
Kiseleva M.V. Art therapy in working with children: a guide for child psychologists, educators, doctors and specialists working with children. - St. Petersburg: 2007.
Pomoraeva I.A., Pozina V.A. Formation of elementary mathematical representations: the second group early age- M.: 2015.
Sakovich N.A. Sand play technology. Bridge games. - St. Petersburg: 2008.
Sapozhnikov O.B., Garnova E.V. Sand therapy in the development of preschoolers. – M.: 2015.
El G. Man playing sand. Dynamic Sand Therapy. - St. Petersburg: 2007.

Ministry of Education and Science of the Russian Federation

Ministry of Education and Science of the Krasnoyarsk Territory

KGBOU SPO "Achinsk Pedagogical College"

Course work

TOPIC: "The development of fine motor skills in children of primary preschool age using a table-tablet for sand drawing"

Completed by: student (ka) gr. 4D2

Specialty

Preschool education

Fedortsova Anastasia Ivanovna

Head: Pankova O.A.

INTRODUCTION

CHAPTER 1

1. Physiological features development of motor skills in children of primary preschool age

Opportunities and significance of the development of fine motor skills in children of primary school age

CHAPTER 2

Diagnostics of the development of fine motor skills of hands in children of primary preschool age

CONCLUSION

LITERATURE

APPS

INTRODUCTION

At all stages of a child's life, hand movements play a crucial role. The most favorable period for the development of a person's intellectual and creative abilities is from 3 to 9 years, when the cerebral cortex has not yet been fully formed. It is at this age that it is necessary to develop memory, perception, thinking, attention. All confirm the fact that the training of fine finger movements is stimulating for the overall development of the child and for the development of speech.

Usually a child with a high level of development of fine motor skills is able to reason logically, he has sufficiently developed memory, attention, coherent speech.

Understanding by teachers and parents of the significance and essence of modern diagnostics of hand motor skills and pedagogical correction will not only preserve the physical and mental health of the child, but also protect him from additional learning difficulties, help formulate writing skills.

The level of development of fine motor skills is one of the indicators of intellectual readiness for school, and it is in this area that preschoolers experience serious difficulties. Therefore, work on the development of fine motor skills must begin long before entering school, namely from a very early age.

Sand for children remains the most attractive material. Sand drawing is a new and at the same time simple type of visual activity for preschoolers, accessible to almost everyone and does not require special training. And for the teacher, this is another way to understand the feelings of the child.

Relevance - the development of children from preschool age becomes a full-fledged problem. An important role in the success of the intellectual and psychophysical development of the child is played by the formed fine motor skills. It is with the help of tactile-motor perception that the first impressions about the shape, size of objects, their location in space are formed. To teach a baby to speak, it is necessary not only to train his articulation apparatus, but also to develop fine motor skills of the hands.

The object of the study is the process of development of fine motor skills of hands in children of primary preschool age.

The subject of the study is a table - a tablet for drawing with sand as a means of developing fine motor skills of hands in children of primary preschool age.

In accordance with the goal, the following tasks were set:

· to analyze the theoretical foundations of the development of fine motor skills in children of primary preschool age;

select a diagnosis to detect the development of fine motor skills in children of primary preschool age;

Hypothesis: we assume that the use of a table - a tablet for drawing with sand will contribute to a more effective development of fine motor skills of the hands.

The structure of the course work consists of an introduction, two chapters, a conclusion, a list of references and applications.

CHAPTER 1

Physiological features of the development of motor skills in children of primary preschool age

Fine motor skills are the ability of a child to perform a sequence of small and precise movements with the hands, as well as fingers and toes, using the coordinated actions of the muscular, skeletal and nervous systems of the body.

The area of fine motor skills includes a wide variety of movements: from primitive gestures, such as grasping objects, to very small movements, on which, for example, human handwriting depends.

The movements of the human hand, as I. N. Sechenov wrote, are not hereditarily predetermined and are formed in the process of education and training, as a result of associative connections that arise during the work of the visual, auditory and motor speech analyzers.

The great Soviet innovator teacher V. A. Sukhomlinsky wrote that “the origins of the abilities and talents of children are at their fingertips. The more confidence in the movements of a child's hand, the more subtle the interaction of the hand with the tool, the more complex the movements, the brighter the creative element of the child's mind. And the more skill in the child's hand, the smarter the child ... "

According to studies conducted by L. V. Antakova-Fomina, M. M. Koltsova, B. I. Pinsky, the connection between intellectual development and motor skills of the fingers was confirmed. The level of development of children's speech is also directly dependent on the degree of formation of fine hand movements.

In the human brain, the centers responsible for speech and finger movements are located nearby. And the magnitude of the projection of the hand, located in the cerebral cortex, occupies about a third of the entire motor projection. It is these two scientifically confirmed facts that allow us to consider the hand as a “speech organ” along with the articulatory apparatus. In this regard, it is believed that subtle finger movements significantly affect the formation and development of the child's speech function. Therefore, in order to teach a child to speak, it is necessary not only to train his articulation apparatus, but also to develop fine motor skills.

Fine motor skills of the hands interact and affect the development of attention, thinking, optical-spatial perception (coordination), imagination, observation, visual and motor memory.

The development of fine motor skills is also important because the entire future life of the child will require the use of precise, coordinated movements of the hands and fingers, which are necessary to dress, draw, write, and also perform a variety of household, educational and labor activities.

In the process of activity, the muscles of the hands perform three main functions:

Organs of movement

organs of knowledge;

Energy accumulators (both for the muscles themselves and for other organs).

If a child touches an object, then the muscles and skin of the hands at that time “teach” the eyes and brain to see, touch, distinguish, remember.

How does the hand study objects?

Touch allows you to verify the presence of an object, its temperature. humidity, etc.

Tapping provides information about the properties of materials.

Picking up helps to discover many properties of objects: weight, surface features, shapes, etc.

Pressing makes it possible to determine the softness or hardness, elasticity, what material it is made of.

Feeling (grasping, rubbing, stroking, circular and crumpling movements) of small and loose objects teaches the child to feel the touch of a palm or fingers. With thumb, forefinger, middle fingers, children feel the details of the mosaic, buttons, nuts, coins; large objects are grasped with all five fingers.

In general, different fingers perform different functions. The thumb performs the function of a support and a moving reference point. The main share of groping movements falls on the index and middle fingers. Thanks to their movements, a consistent development of the contour of the object and its elements is carried out.

The ring finger and the little finger are involved in the process of feeling episodically, only from time to time touching the object. Their main function is to balance the entire moving system.

The palm in the process of feeling flat objects, as a rule, does not participate. But when feeling voluminous objects, it plays a rather active role in reflecting the curvature of their surface and volume.

Thus, the hand cognizes, and the brain captures sensation and perception, combining them with visual, auditory and olfactory into complex integrated images and representations.

Opportunities and significance of the development of fine motor skills in children of primary preschool age

The function of the human hand is unique and universal. The more skill in the child's hand, the smarter the child. It is the hands that teach the child accuracy, accuracy, clarity of thinking. Hand movements excite the brain, causing it to develop.

According to M.M. Koltsov, the level of speech development is directly dependent on the degree of formation of fine finger movements: if the development of finger movements corresponds to the age of the child, then speech development it will be within the normal range; if the development of finger movements lags behind, the development of speech is also delayed. MM. Koltsova notes that there is every reason to consider the hand as a "speech organ" - the same as the articulatory apparatus. From this point of view, the motor projection area of the hand can be considered another speech area of the brain.

According to the observations of researchers, the development of a child's verbal speech begins when the movements of the fingers reach sufficient subtlety. The development of finger motor skills, as it were, prepares the ground for the subsequent formation of speech.

It turns out that the majority of modern children have a general motor lag, especially in urban children. Remember, now even kindergartens are asked to bring Velcro shoes so that educators do not take the trouble to teach a child to tie shoelaces. Even 20 years ago, parents, and with them children, had to do more with their hands: sort out cereals, wash clothes, knit, embroider. Now there is a car for every lesson.

The consequence of poor development of general motor skills, and in particular - hands, the general unpreparedness of most modern children for writing or problems with speech development. With a high degree of probability, we can conclude that if everything is not all right with speech, these are probably problems with motor skills.

Work on the development of fine motor skills of the hands and fingers has a beneficial effect not only on the formation of speech and its functions, but also on the mental development of the child. In Japan, for example, targeted training of hands in children is carried out in kindergartens from the age of two (according to experts, this stimulates the mental development of the child), and in Japanese families, children develop fingers from the age of one.

In the process of games and exercises for the development of fine motor skills, children develop memory, attention, auditory and visual perception, perseverance is brought up, playing and educational and practical activities are formed. Games and exercises for the development of fine motor skills have a stimulating effect on the development of speech. They are a powerful means of maintaining the tone and performance of the cerebral cortex, a means of its interaction with the underlying structures.

You need to start working on the development of fine motor skills from an early age. Already an infant, you can massage your fingers (finger gymnastics), thereby affecting the active points associated with the cerebral cortex. In early and younger preschool age you need to perform simple exercises accompanied by a poetic text, do not forget about the development of elementary self-service skills: fasten and unfasten buttons, tie shoelaces, etc.

Children love to wave their hands, clap their hands, play "Magpie-white-sided", show "horned goat". All these games are very useful as they train the hand. Also in early childhood, games with cubes, pyramids, nesting dolls are useful. Later - with various types of constructors, 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 the baby's speech development.

Fine motor skills are developed by:

various games with fingers, where it is necessary to perform certain movements in certain sequence;

games with small objects that are inconvenient to take in a pen (only under the supervision of adults);

games where you need to take something or pull it out, squeeze - unclench, pour - pour,

pour - pour, push through holes, etc .;

Drawing with a pencil (felt-tip pen, brush, etc.);

fastening and unfastening zippers, buttons, dressing and undressing, etc.

Fine motor skills of the hands are also developed by physical exercises. 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. A kid who is allowed to climb and hang better masters exercises aimed directly at fine motor skills.

Visual activity is one of the few types of artistic creativity that provides the child with the opportunity to create on his own, and not just learn and perform poems, songs or dances created by someone. There are many different techniques of non-traditional drawing - blotography, monotype, drawing cotton swabs, crumpled paper, stencil printing, etc. Of particular interest to children and adults is such a technique as sand painting. And this is no coincidence. The malleability of the sand and its natural magic are mesmerizing. From early childhood, playing in the sandbox or on the river bank, children involuntarily try to draw with their hands or palms.

This type of drawing is one of the most unusual ways of creative activity, because children create unique masterpieces on the sand with their own hands. Surprisingly, a handful of sand turns into a landscape, starry sky, forest or sea. This unusual form of art is called Sand art, i.e. "the art of sand." Sand - the same paint, only works on the principle of "light and shadow", perfectly conveys human feelings, thoughts and aspirations. Sand painting is one of the most important means of understanding the world and developing aesthetic perception, since it is closely related to independent and creative activity. This is one of the ways to depict the surrounding world.

Few people know about the benefits of drawing in the sand. Sand Art originated in ancient times. As a medical program, sand painting began to be used only in the 20th century. Scientists have proven that it is sand that has the most beneficial effect on nerve endings, and the art of drawing on sand develops human motor skills. Sand painting like nothing else helps to develop imagination and talent, and in general sand painting is the best way to relieve stress, fatigue, relax the brain, eyes and body. Drawing in the sand is of great importance for the development of children.

CHAPTER 2

Diagnostics of the development of fine motor skills of hands in children of primary preschool age

To identify the development of fine motor skills in children of primary preschool age, we analyzed various methods and settled on the methods of N.O. Ozeretsky, N.I. Gurevich, L.A. Wenger.

Purpose: to identify the development of fine motor skills in children of primary preschool age.

We carried out diagnostics in the village of Krasnaya Sopka, on the basis of the pre-school educational institution "Alenka" in the afternoon. Diagnostics is an individual task (Appendix 1).

Diagnostics consisted of the following tasks:

. "Put the coins in the box"

. "Draw circles with your fingers"

. "Let's say hello"

An adult invites the child to stretch out: a) the left hand for greeting - “let's say hello” 6) first the right hand, then the left; c) both hands. Evaluation-conclusion. High level - the child coped with the task. Medium level - weakness of the handshake is noted. Extra movements indicate a low level of correction of voluntary actions: the child squeezes the wrist of the opposite hand; raises the shoulders; opens his mouth, etc.

. "Ring"

. "Our Fingers"

The study involved children of primary preschool age, consisting of 15 people (Appendix 2).

Criteria are divided into three levels: high, medium, low

medium: the child completes the task with little difficulty;

High: Accurate performance of the task.

Thus, analyzing the results obtained, we came to the conclusion (Appendix 3) that:

at a low level in the group there are 6 children, which amounted to 40%. Children experienced significant difficulties in completing the task.

the average level of development of fine motor skills was detected in 5 children, which amounted to 33.3%. The children coped with the task with little difficulty.

A high level was detected in 4 children, which amounted to 26.7%. The children completed the assignments accurately.

So, the analysis of tabular and graphical data showed that the level of development of fine motor skills of children of primary preschool age is at a low level (6 children - 40%) and we recommend that children carry out in-depth work on the development of fine motor skills with a table - a tablet for drawing with sand.

The hand of a child at a younger preschool age is physiologically imperfect. Like the rest of the body, it is in a stage of intensive development. Fine motor skills are poorly developed. The fingers bend and unbend synchronously, i.e. all work together. The movements of the fingers are poorly differentiated, therefore, when one finger is bent, the rest perform a similar action. There is an incomplete range of motion and fatigue. The literature of recent years describes the methods of work on the development of fine motor skills, and all authors confirm the fact that the training of fine movements of the fingers is stimulating for the overall development of the child and for the development of speech.

But where can a child find the space to express all those impulses and experiences that are born inside, but have no way out? And here we recommend resorting to sand.

The purpose of sand painting is to develop fine motor skills of the hands, the ability to concentrate, emotional harmonization, and the development of creative imagination.

Some exercises aimed at the general activation and development of the sensory-motor sphere are useful: for example, for the ability to freely hold the brush, make free hand movements from top to bottom, from left to right, without squeezing fingers, take sand correctly, open and close the palm, just pour sand through cam.

Before starting classes on the table-tablet, it is necessary to accustom the child to work with sand. For this, several gaming activities are recommended (Appendix 4).

It is important to arouse in the child activity and a desire to master the action. It is known that skills are acquired by repeating actions repeatedly, sometimes for quite a long time, so vary them. Thinking through the exercises, it should be remembered that the repetition of the same tasks is boring for children. Every time the task needs to be complicated by presenting it in a different variant.

For the best mastering of the sand painting technique, we have developed recommendations that will accompany this type of creativity as a means of developing fine motor skills, the creative nature of children's productive activities.

The goals of this development are:

stimulating the independence and creativity of children in visual activity with the help of sand painting techniques;

Harmonization of the psycho-emotional state of preschoolers;

development of hand-eye coordination;

Free use of the hands of both hands.

In accordance with the goals in the process of teaching children the technique of sand drawing, the following tasks are solved:

development of the ability to convey the shape, structure of an object and its parts, the correct proportions of parts, using different shades of light and shadow;

· learning to create static sand paintings, taking into account the rhythm, symmetry;

development of compositional skills in depicting groups of objects or a plot;

exercise of the fingers and hands;

development of artistic and aesthetic taste.

Training in this technique is carried out as part of the entire drawing course and has characteristic features.

Secondly, the creation of a friendly, creative atmosphere so that a preschooler can express his thoughts aloud without fear of criticism.

And, thirdly, the educational process is built using games and game exercises aimed at developing creative abilities, activity and independence in visual activity. The learning process is divided into four stages.

For the organization of educational activities, appropriate equipment is required - a table with glass or a tablet measuring 50 x 30 with backlight. Fine white sand is used for drawing, which is stored in a special compartment in a box on the table (tablet).

In the learning process, preschoolers learn to formulate an idea and keep it throughout the activity; evaluate their drawings and the work of other children, while noting their quality, content, relevance to reality, aesthetic appeal.

For the realization of each idea, a certain amount of sand is used. By adding a handful of sand, children learn to make the drawing dark, bright or, removing the excess, light, transparent, they try to convey their mood, feelings and thoughts in the drawing.

To give color to the image, colored sand is used depending on the theme of the visual activity or the children's idea, for example, "Golden Autumn" - yellow sand, "Summer Forest" - green sand, "Sea inhabitants" - blue and / or blue, etc. But it is advisable to “paint” the drawing in this way at the end of training, when preschoolers have fully mastered the technique of drawing with sand.

Since the drawing is carried out directly with the fingers on the sand, this technique involves:

development of smoothness, grace and accuracy of movements;

Ability to work with the hand and fingers of both hands;

Hand-eye coordination

mastering technical skills: regulation of the strength of movements, a certain amplitude, speed, rhythm; the ability to change the scope and direction of movement of the hand when drawing; harmonious combination of lines, colors and shadows.

Each meeting with children consists of preparatory, introductory, main and final parts.

In the preparatory part, exercises are carried out for the development of fine motor skills, observation, preparation of the hand for drawing, psycho-gymnastics for the development emotional sphere, attention, memory and imagination.

The introductory part provides for the use of an artistic word; holding games to attract the attention of children; topic conversation.

The main part is directly working with sand on the topic. Musical accompaniment plays an important role in this. Music is selected taking into account the theme and sounds throughout the activity. So, the teacher can use the works of classical music by P. Tchaikovsky, W. Mozart, A. Vivaldi, I. Bach, F. Chopin, R. Strauss, C. Debussy; recordings of sounds of nature (water element, sounds of gardens, jungle, tropical forests, etc.). Physical education is mandatory.

The final part is reflection. Exit from the game environment. Encouragement of the participants in the game and a story about possible subsequent games, adventures.

Modern research proves that while painting with sand, a child not only acquires practical skills and implements creative ideas, but also broadens his horizons, develops artistic taste, acquires the ability to find beauty in the ordinary, learns to think creatively.

CONCLUSION

Recently, teachers and psychologists have attached increasing importance to the development of fine motor skills, because it is an important component of the education and development of the child.

A table-tablet for sand drawing is a new and at the same time simple type of visual activity for preschoolers, accessible to almost everyone and does not require special training. And for the teacher, this is another way to understand the feelings of the child.

This type of drawing is one of the most important means of understanding the world and developing aesthetic perception, since it is closely related to independent and creative activity. This is one of the ways to depict the world around us and develop fine motor skills of the hands.

In our work, we carried out diagnostics according to the methods of N.O. Ozeretsky, N.I. Gurevich, L.A. Wenger to identify the development of fine motor skills in children of primary preschool age, which showed the predominance of a low level of development of fine motor skills of hands in children.

Taking into account the identified features, we have selected recommendations for teaching the work of younger preschoolers with a table-tablet for sand drawing in order to develop fine motor skills of the hands.

We also note a few important rules for drawing with sand:

1) The child only needs to be offered options for games and tasks, and not forced to follow a strict program;

) The structure of the lesson should be adapted to the interests of the child;

) Create space for his self-expression, and do not set rigid boundaries and rules;

) Appreciate his initiative and opinion, but not tacit agreement with you;

) Stimulate the development of creative situations with questions, but not ready-made answers;

) Support the child in finding their own non-standard solutions to the tasks you set;

) Appreciate the natural wisdom of the child and his uniqueness, but do not teach him to "be like everyone else."

LITERATURE

1. Akhutina T.V. L.S. Vygotsky and A.R. Luria: the formation of neuropsychology // Questions of psychology. - 2011. - No. 5. - S. 39 - 43.

Babaeva T.I., Mikhailova Z.A. Childhood: a program for the development and education of children in kindergarten: 3rd edition, revised. - St. Petersburg: Detstvo-Press, 2004.

Belaya A.Ya., Miryasova V.I. Finger games. A guide for parents and teachers. - M.: Sigma, 2009.

Belousova O.A. Teaching preschoolers to draw with sand // Handbook of the senior teacher of a preschool institution. - 2012. - No. 5. - S. 14 - 18.

Venger L.A., Pilyugina E.G. Raising a child's sensory culture: a book for educators kindergarten. - M.: Education, 2014.

Kiseleva V. Development of fine motor skills // preschool education. - 2006. - No. 1. - S. 43 - 45.

Koltsova M. The child learns to speak. - M.: Phoenix, 2011.

Leontiev A.N. Fundamentals of psycholinguistics: Proc. for university students studying in the specialty "Psychology". - M.: Education, 2013.

Lopukhina I.S. speech therapy. Speech. Rhythm. Motion. - M.: Korona-Print, 2014.

Nikitina A.V. Unconventional Techniques drawing. - M.: Korona-Vek, 2010.

Petrova E.S. We develop motor skills of the hand. - M.: Chance, 2010.

Ruzina M.S., Afonkin S.Yu. The country finger games. - S.-Pb.: School, 2007.

APPS

motor skills preschooler drawing sand

Appendix 1

Tasks according to the methods of N.O. Ozeretsky, N.I. Gurevich, L.A. Wenger

. "Finger with a nose greet"

After the preliminary demonstration of the task, the child is invited to close his eyes and touch the index finger of his right hand: a) the tip of the nose; b) the lobes of the left ear.

The task is repeated in the same sequence with the other hand.

Evaluation-conclusion. A correctly completed task is the norm; if the child makes inaccuracies (touches the middle or upper part of the nose, ear), this indicates the immaturity of his coordination mechanisms and non-compliance with the age norm.

. "Put the coins in the box"

A cardboard box 10x10 cm in size is placed on the table, in front of which 20 coins (tokens, buttons) 2 cm in diameter are laid out in disorder at a distance of 5 cm.

At the signal of an adult, the child must put all the coins as quickly as possible (you need to take them one at a time) into the box.

The task is performed alternately with the left and right hand.

Evaluation-conclusion. The norm is the correctness and execution time: for the leading hand - 15 seconds, for the other - 20 seconds.

. "Draw circles with your fingers"

For 10 seconds, with the index fingers of hands horizontally extended forward, the child should describe identical circles of any size in the air (arms move in opposite directions).

Evaluation-conclusion. The task is not completed if the child rotates his arms simultaneously in one direction or describes circles of different sizes.

. "Let's say hello"

. "Ring"

Fold into a ring thumb with each finger on the right hand, then on the left.

Evaluation-conclusion. Note the range of motion (complete, incomplete), pace of execution (normal, slow, fast), activity (normal, lethargy, motor restlessness), coordination of movements (normal, uncoordinated movements), ability to switch movements.

. "Our Fingers"

Bend and unbend all fingers in turn, starting with the thumb, first on the right, then on the left hand.

Evaluation-conclusion. Smooth, accurate and simultaneous sample execution; tension, stiffness of movements; violation of the pace of execution (not at the expense of the teacher); failure to complete the task; left-handedness.

The criteria are divided into three levels: high, medium, low.

low: the child experiences significant difficulties in completing the task;

High: Accurate performance of the task.

Annex 2

Diagnostics of the development of fine motor skills of hands in children 3-4 years old

child number		exercise number

	Milan R.




	Xenia B.
	Stephen V.


	Violetta B.

Low level 6 kids

Intermediate level 5 children

High level 4 kids

Appendix 3

Diagram of the development of fine motor skills of hands in children 3-4 years old

Appendix 4

Game activities on the table-tablet for sand painting

“Difficult road”: you need to draw a wavy line with your finger across the sand (the difficulty is that the child does not weaken the finger, but strains and holds it with a hook).

"Dangerous turn": you need to run your finger over the sand, twisting it into a spiral (depict a spiral sign).

"Lightning": you need to draw a curved line with your finger in the sand.

"The monster on the island": a fabulous monster sleeps on the island (put or bury a toy in the sand). It is necessary to bypass the monster and not touch it - it can wake up.

"Rainbow": draw a semicircle in the sand with four fingers - a rainbow. And then add the sun.

“My cheerful sonorous ball”: draw a ball with a mound of sand (circle it around the poured sand), it is elastic, cheerful in character (you can draw a face and legs for it), and the other is not quite round, not very elastic and lazy (display emotions), almost doesn't jump.

Sand Path: Show your child how to pick up a handful of dry sand and slowly pour it out, creating different forms(path to the bunny's house).

"Sand painting":

draw symmetrical objects with both hands at the same time;

Draw on wet sand

We print flat figures, molds of the image on the sand;

Draw with a finger

We print on the sand with the palms of our hands;

draw with children's rakes on the sand.