Kindergarten minutes of meetings of the PMPK in the dow. Psychological-medical-pedagogical consultation in dow. How is the PMPc

The influence of manual manual actions on the development of the brain has been known since the 2nd century BC. in China. According to the famous philosopher Kant, "The hand is the protruding human brain." In Russia, the games “Forty-white-sided”, “Horned Goat”, etc. are known. Most of the motor (motor) cortex of the cerebral hemispheres is involved in the muscle movements of the larynx of the tongue of the mouth of the jaw. It is these organs that form speech. It is known that fine motor skills of the hands are associated with the development of the left temporal and left frontal areas of the brain, which are responsible for the formation of mental functions. V.A. Sukhomlinsky stated "The mind of a child is at the tips of his fingers." V.A. Sukhomlinsky stated "The mind of a child is at the tips of his fingers." Studies by domestic physiologists have confirmed the connection between the development of the hand and the development of the brain. In older preschool age, the development of fine motor skills of the hands corresponds to the development of higher cortical functions (memory, attention, thinking, imagination, observation). Thus, the development of fine motor skills is one of the ways to develop the speech of children with disabilities and to learn socialization in society.

One of the causes of speech disorders in children with disabilities is the poor development of fine motor skills of the hands. Working with children, it is necessary to stimulate the speech development of children by training the movements of the fingers. With a number of speech disorders in children, motor insufficiency expressed to varying degrees and, accordingly, deviations in the movements of the fingers are observed. In the system of work on the education and upbringing of such children, it is necessary to provide for enhanced correctional activities.

The purpose of corrective work on the development of fine motor skills: Correction of underdevelopment of speech in children through the development of fine motor skills. Formation of coordination, strength of subtle movements, the skill of performing actions with objects. Preparing for schooling. Correction of underdevelopment of speech in children by developing fine motor skills. Formation of coordination, strength of subtle movements, the skill of performing actions with objects. Preparing for schooling.

Tasks: Development of finger motor skills using a series of sequential movements that develop and improve voluntary attention and automation of actions. Development of finger motor skills using a series of sequential movements that develop and improve voluntary attention and automation of actions. Rhythmic organization of movements, which has a positive effect on the improvement of auditory-visual-motor coordination of movements in older preschoolers. Rhythmic organization of movements, which has a positive effect on the improvement of auditory-visual-motor coordination of movements in older preschoolers. Complicating tasks by increasing the number of switches and accelerating the rhythm. Complicating tasks by increasing the number of switching and accelerating the rhythm. Development of the skill of voluntary movements with the rejection of motor stereotypes. Development of the skill of voluntary movements with the rejection of motor stereotypes. Development of the ability to better orientate in the space of a sheet of paper and prepare the hand for writing. Development of the ability to better orientate in the space of a sheet of paper and prepare the hand for writing.

Principles of implementation: The principle of sequence, which provides for a gradual complication of classes. The principle of sequence, which provides for a gradual complication of classes. The principle of task availability. The principle of task availability. The principle of systematic knowledge, providing for a certain frequency. The principle of systematic knowledge, providing for a certain frequency. The principle of consolidating what has been learned with the involvement of other teachers. The principle of consolidating what has been learned with the involvement of other teachers.

Implementation mechanism: Work on the formation of skill can take place during classes and in free time, in the form of individual work and regularly. Run small tops with your fingers. Run small tops with your fingers. Knead plasticine, clay, dough with your fingers. Knead plasticine, clay, dough with your fingers. Roll with your fingers different pebbles in small beads alternately. Roll with your fingers different pebbles in small beads alternately. Squeeze and unclench the fists (a flower bud that opens and closes.) Squeeze and unclench the fists (a flower bud that opens and closes.) Make soft fists that can be unclenched and into which an adult can stick his fingers, and strong ones that you can’t unclench. Make soft fists that can be unclenched and into which an adult can stick his fingers, and strong ones that cannot be unclenched. With two fingers, “walk” on the table, then quickly, then slowly, alternately with different hands. With two fingers, “walk” on the table, then quickly, then slowly, alternately with different hands. Show fingers: one, two, three, etc. Show fingers: one, two, three, etc. Wave in the air with only your fingers. Wave in the air with only your fingers. Make flashlights with your hands. Make flashlights with your hands. Clap your hands now softly then loudly. Clap your hands now quietly then loudly. Collect all fingers into a pinch. Collect all fingers into a pinch. String buttons or beads on a thread. String buttons or beads on a thread.

Wind the thread around the finger. Wind the thread around the finger. Tie knots on a rope, sort out a rope with knots. Tie knots on a rope, sort out a rope with knots. Fasten buttons, hooks, zippers, locks, twist caps, start mechanical toys with keys. Laying out from buttons, seeds, from strong, patterns. Fasten buttons, hooks, zippers, locks, twist covers, start mechanical toys with keys. Laying out from buttons, seeds, with strong, patterns. Tighten screws and nuts.Tighten screws and nuts. Games with constructors, Lego, mosaic, cubes. Games with constructors, Lego, mosaic, cubes. Folding nesting dolls, liners. Folding nesting dolls, liners. Games with sand and water. Games with sand and water. Cutting with scissors. Cutting with scissors. Drawing in the air, laying out an image with a cord, matches, counting sticks. Drawing in the air, laying out an image with a cord, matches, counting sticks. Drawing on sand and groats. Drawing on sand and groats. Analysis of several types of cereals. Analysis of several types of cereals. Knead foam sponges, foam balls with your hands. Knead foam rubber sponges, foam rubber balls with your hands. Drawing, hatching, coloring. Drawing, hatching, coloring. Alternate rearrangement of objects: triangles, squares, circles. Alternate rearrangement of objects: triangles, squares, circles. Writing letters, images on a stencil. Writing letters, images on a stencil. Squeezing the unclenching of the fingers of both hands alternately, simultaneously. Squeezing rubber balls with fingers and the whole hand. Squeezing the unclenching of the fingers of both hands alternately, simultaneously. Squeezing rubber balls with fingers and whole hand.

Circular movements with brushes. Touching each other's fingers in turn. Circular movements with brushes. Touching each other's fingers in turn. Throwing and hitting the ball. Throwing and hitting the ball. Rolling in the hands of a pencil. Rolling in the hands of a pencil. Lacing.Lacing. Fold the napkin in quarters. Pull out semicircles from the folds with two fingers. Then unfold it. Fold the napkin in four. Pull out semicircles from the folds with two fingers. Then expand it. "Football". Shoot a ball on a string with each finger in turn. "Football". With each finger, shoot a ball on a string alternately. Sorting candy wrappers. Sorting candy wrappers. Sorting small items with tweezers Sorting small items with tweezers Screening. Bowl with millet and items hidden there. Sifting. A bowl with millet and items hidden there. Transferring with a spoon. Stick the buttons into the foam. Shifting with a spoon. Stick the buttons into the foam. Clothespins on a horizontal and vertical basis.Clothespins on a horizontal and vertical basis. Velcro frames. Velcro frames. Massage rings. Massage rings. Sensory modules: abacus, switch, hooks for hanging, brushes of various hardness, horizontal band, phone disk, zigzag slots for leading the toy. Levers, ribbed surfaces, surfaces of various qualities, jars with lids of various colors, a soft constructor with eyelets and buttons. Sensory modules: abacus, switch, hooks for hanging, brushes of various hardness, horizontal waist, phone disk, zigzag slots for leading a toy. Levers, ribbed surfaces, surfaces of various qualities, jars with lids of various colors, soft constructor with eyelets and buttons. Ball on a string. Stretching the elastic band "Geokont". Ball on a string. Stretching the rubber band "Geokont".

Activation of small muscles: a) Round the fingers, tighten, firm contact of the fingertips (dome). b) Clutch the little fingers, connect the index fingers with a house, connect the thumbs and springy movements with the whole structure. c) An additional hand in front of you with an exposed thumb, the leading hand wraps around this finger - covered with a lid.

Warm-up: Throwing fingers a) Fingers played hide and seek And removed the heads, Like this, like this, And removed the heads. b) 1.2, 3.4.5. We are looking for mushrooms. Here the little finger went into the forest, Nameless - he found a mushroom. The middle finger began to clean, The index finger jumped, The thumb ate everything, That's why it got fat.

"There was a puddle and there is none." This exercise also has educational value. Transfer water into a container with a sponge. “There was a puddle and there is none.” This exercise also has educational value. Sponge water into a container. "Open and close." Offer a lot of jars of different capacities with different lids. Offer to open them and then close them, choose the right lids for the containers. "Open and close." Offer a lot of jars of different capacities with different lids. Offer to open them and then close them, choose the right lids for the containers. "Sweep but don't wake up." With a brush, sweep from the table to the scoop, without dropping anything on the floor. “Sweep but do not spill.” Sweep with a brush from the table onto the scoop, without dropping anything on the floor. “Well, catch it” to catch an object from the water with a spoon. “Well, catch it” to catch an object from the water with a spoon. "Preparing medicine." Allow substances that color water to dissolve in water. "Preparing a medicine." Allow substances that color water to dissolve in water. Rough letters. This manual can also be used by touch. so that the child guesses a letter or a number. Rough letters. This manual can also be used by touch. for the child to guess the letter or number. Pick up scraps of fabric for the dress. Pick up scraps of fabric for the dress. Sorting of nuts, shells, geometric shapes. Sorting of nuts, shells, geometric shapes. Compilation of split pictures. Compilation of split pictures.

Improvement of motor skills, development of constructive activity, therefore, the development of all mental functions occurs. Work on the development of fine motor skills contributes to speech development, which ultimately will make it possible to successfully prepare children with disabilities for schooling.

Used literature: Bezrukikh M.M. Filippova T.A. We train fingers. Bustard 2000. Education and training of children with speech disorders. Edited by S.S. Lyapidevsky and V.I. Seliverstov. Enlightenment 1968 Gavrina S.E. and V.I. Kutyavina N.P. We develop hands - to learn and write and draw beautifully. Yaroslavl, Academy of Development 1997 Galkina V.B. Khomutova N.Yu. the use of physical exercises for the development of fine motor skills of the fingers in the correction of speech disorders. Defectology 1999 with Koltsova M.M. Finger game training St. Petersburg 1998 Luria A.R. On the Genesis of Voluntary Movements Questions of Psychology 1957

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

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

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

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

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

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

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

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

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

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

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

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

Tasks:

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

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

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

primary school teachers and parents.

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

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

S.V. Konovalenko.

Research methods:

The study of psychological and pedagogical literature;

Observation;

Logopedic examination;

pedagogical experiment.

Research novelty:

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

Practical significance:

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

Organization of the study:

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

Study structure:

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

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Ministry of Education of the Republic of Sakha (Y)

Department of Education of the District Administration

City district "Yakutsk"

MOBU SOSH №7

Report on the topic:

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

Did the job

Teacher - speech therapist MOBU secondary school No. 7

Alekseeva Lyubov Nikolaevna

Yakutsk

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

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

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

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

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

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

References

Appendix

Introduction.

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

Relevance of the research topic:

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

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

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

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

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

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

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

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

Tasks:

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

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

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

primary school teachers and parents.

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

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

S.V. Konovalenko.

Research methods:

The study of psychological and pedagogical literature;

Observation;

Logopedic examination;

Conversation,

pedagogical experiment.

Research novelty:

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

Practical significance:

Organization of the study:

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

Study structure:

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

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

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

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

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

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

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

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

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

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

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

6 - 7 years old does self-massage of the fingers, is engaged in visual activities (sculpting, drawing, appliqué) and manual labor

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

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

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

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

1.2. Psychological and pedagogical characteristics of children with dyslalia.

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

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

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

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

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

The most common defects are due to:

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

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

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

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

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

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

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

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

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

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

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

1. 3. The need to develop a small

Motor skills in children of primary school age.

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

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

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

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

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

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

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

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

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

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

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

one). Motor skills exercises that promote development

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

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

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

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

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

2. SYSTEM OF CORRECTIONAL WORK ON DEVELOPMENT

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

2.1 STATEMENT EXPERIMENT

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

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

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

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

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

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

"High" level - completed more than 9 tasks.

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

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

2.2 Formative experiment.

The formative experiment is carried out in two stages.

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

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

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

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

Self-massage of hands and fingers;

Finger games, accompanied by rhymes and nursery rhymes;

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

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

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

Computer work;

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

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

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

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

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

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

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

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

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

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

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

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

After systematic planned work, the following results were obtained:

"low" level - 20%

"average" level - 50%

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

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

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

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

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

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

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

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

Conclusion

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

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

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

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

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

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

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

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

References

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

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

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

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

Appendix

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

Secondary school number 7 in Yakutsk.

Table 1

Experimental group.

F.I.

child

Determining the quality and degree of differentiation

differentiation of finger movements.

Levels

Arkhipoa Erhan

Low

Abramov Egor

Avg.

Baishev Darkhan

Avg.

Danilova Lilia

Avg.

Makarov Maxim

Bottom.

Popova Adelina

Avg.

Pavlov Artur

Bottom.

Suprun Gena

Bottom.

Todyshev Sasha

Avg.

Fedorov Misha

Avg.

"low" level - 4 students

"middle" level - 6 students

"high" level - 0

"Correction of speech disorders by means of developing fine motor skills of hands for children with disabilities"

"The more skill

in a child's hand, the smarter the child."

V. A. Sukhomlinsky.

Speech is a unique ability inherent only in man, is associated with the processes of thinking, provides the development of motor skills and communication, using a particular language. It is a complex mental activity that has various types and forms. On the basis of oral speech, written speech is built and developed. Speech pathology is a consequence of damage to the peripheral and central organs of the auditory, visual, and motor analyzers. Violation of the motor zones of the motor analyzer leads to deficiencies in pronunciation, as the movable organs of articulation (tongue, lips, soft palate) and static (hard palate), as well as the organs of vocalization of the respiratory system, suffer.

Children with developmental disabilities have a very poor experience of practical activities with objects, a poor stock of knowledge about the world around them, impaired sensory perception, spatial representations. Very often, children studying in special (correctional) schools did not attend preschool educational institutions, they came to school not prepared for learning either psychologically or physically. Therefore, a great responsibility for preparing for school, adaptation, development of all psychophysical functions of children with disabilities falls on the primary school teacher.

Working at a school with children with disabilities, we were convinced that it is difficult for children to develop coordination between the motor and sensory spheres. In order for the development of visual, tactile, motor perception to be as close as possible to normal, it is necessary to systematically carry out special corrective work. Students have a slow, insufficient, undifferentiated visual perception, due to the impossibility of fixing the gaze and tracking objects. Many children have impaired coordination of eye and hand movements. These features are combined with general motor insufficiency. These disorders are manifested in the inability of children to purposefully control their movements. They have difficulties in reproducing movements according to the pattern, violation of the pace of execution and reproduction, poor differentiation of movements in time and amplitude. In addition, there are spatial disturbances and spatial disorganization; children often cannot complete what they have begun. Often in students with disabilities there are violations of the regulation of muscle tone, which is expressed in an increase or decrease in tonic reflexes. Thus, motor skill disorders are complex and very diverse. Such children have their own peculiarities of using various techniques for the development of fine motor skills.

A number of modern researchers pay great attention to the improvement of a number of methods and techniques for the development of fine motor skills, which contribute to overcoming psychophysiological disorders. Particular attention is paid to the development of fine motor skills in elementary school students. What can be traced in all lessons, remedial classes during and after school hours.

What is fine motor skills? It is the ability of a person to small and precise movements of the hands and fingers as a result of the coordinated actions of the three systems of the nervous, muscular, and bone.

V. A. Sukhomlinsky wrote that “the origins of abilities and talents children 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 ... ".

child with well developed fine motor skills fingers and hand has more developed parts of the brain responsible for speech. That is, the more dexterous fingers a child has, the easier and faster he will master speech. If the movement of the fingers corresponds to age, then the speech development is within the normal range; if the movement of the fingers lags behind, then speech is also delayed development. Therefore, experts recommend develop fine motor skills from a very early age, because by stimulating the centers of the brain sections responsible for the movements of the fingers, the neighboring sections responsible for speech, which are close to each other, are also activated. Together with fine motor skills develop not only speech, but also attention, thinking, coordination, observation, visual and motor memory. All these areas in this category children need correction. In this regard, it is very important develop fine motor skills in children with disabilities.

The development of fine motor skills is not the only factor contributing to the development of speech. If the child has well-developed motor skills, but they will not talk to him, then the child’s speech will not be sufficiently developed. That is, it is necessary to develop the child’s speech in a complex: communicate a lot and actively with him in everyday life, calling him to talk, stimulating him with questions, requests. It is necessary to tell the child about everything that interests him and, in addition, to develop fine motor skills of the hands.

Developing fine motor skills, we force develop more than one part of the brain. Which in the future will have a very positive effect on mental child development. Baby who's good enough fine motor skills developed, can reason logically, he has a high level development of memory and attention, connected speech. Children with disabilities need timely corrective assistance to prevent further deterioration of their health.

It is very important to develop fine motor skills in children with special educational needs.. Teachers and psychologists involved in the development of children with disabilities unanimously agree that fine motor skills are very important because speech, attention, thinking, coordination, observation, visual and motor memory develop through it. All these areas in this category of children need correction. T.M. Golovina came to the conclusion that a characteristic of students with intellectual disabilities is a violation of small movements, which manifests itself in their weakness, lack of coordination and interchangeability. Starting a new task, according to L.V. Zankov, a child with an intellectual disability cannot concentrate on the sequence of operations for a long time. His movements are awkward, fussy, chaotic, his fingers are naughty; the right hand, as a rule, is ahead of the actions of the left, which leads to inconsistency in movements.
In children with moderate mental retardation, Down syndrome, a complex defect structure, one of the main reasons that impede the formation and development of motor skills and abilities is motor impairment, which negatively affects not only physical development, but also speech development, personality socialization, and cognitive development. and the formation of labor activity, subsequent social adaptation. Imperfection of fine (fine) manual motor skills, insufficient coordination of the hands and fingers are found in the absence or poor formation of self-service skills, for example: when children put on and take off clothes, fasten and unbutton buttons, hooks, fasteners, lace up and unlace shoes, tie and untie ribbons , shoelaces, enjoy cutlery. Indeed, in everyday life, every minute a child needs to perform any actions of fine motor skills, so we can say that the quality of his life depends on its development.
Weak development of motor skills is manifested in all types of activities
children with disabilities. Usually for them it happens that a long period of training is needed, aimed at teaching them to perform certain actions.
What methods accelerate the development of fine motor skills, contribute to its development? These include: games with small objects (puzzles, mosaics, constructors, beads, buttons); finger games; massage of the hands and fingers; modeling; folding pyramids; sand painting; sorting out cereals; lacing, screwing the lids of cans.
Finger games are one of the most accessible types of work on development of fine motor skills. Simple movements help to remove tension not only from the hands themselves, but also to relax the muscles of the whole body. You can talk about finger games as a great universal, didactic and developmental material. The method and meaning of these games is that the nerve endings of the hands affect the brain of the child and the brain activity is activated.

To get the maximum "efficiency" finger games and exercises should be designed in such a way that to:

1. combined compression, relaxation, stretching of the fingers;

2. isolated movements of each of them were used.

Finger games are diverse in content. They can be divided according to the mode of action.

1. Games are manipulations.

"Sweets, slicks...", "Forty-white-sided ..."- make circular movements with the index finger.

"Finger-boy, where have you been?", "We shared an orange...", "This finger wants to sleep...", "This finger is a grandfather...", "One, two, three, four, who lives in my apartment?", "Fingers went for a walk ..."- the child alternately bends each finger. He can perform these exercises on his own or with the help of an adult. They develop imagination: in each finger the child sees one or another image.

We use manipulation games in reading lessons, the world around us, in the 1st grade according to the Federal State Educational Standards, a new subject "Speech practice" was introduced. In the lessons we pronounce words with a clear emphasis and pronunciation of sound, distinguish words, memorize tongue twisters, tongue twisters, nursery rhymes, small poems, work with stories from pictures. Thus, developing speech, memory, attention.

2. Narrative finger exercises.

"Fingerssay hello » - fingertips in contact with the thumb (right, left hand, two at the same time).

"A flower is blooming"- from a clenched fist in turn "appear" fingers.

"Rake"- palms on themselves, fingers intertwined.

"Christmas tree"- palms away from you, fingers in "lock" (palms at an angle to each other). The fingers are put forward, the elbows are not pressed against the body.

This group also includes exercises that allow children to depict objects of transport and furniture, wild and domestic animals, birds, insects, trees.

3. Finger exercises combined with sound gymnastics.

The child can alternately connect the fingers of each hand with each other, or straighten each finger in turn, or clench the fingers into a fist and unclench while pronouncing sounds: b-p, d-t, c-g.

4. Finger exercises combined with self-massage of the hands and fingers.

In these exercises, traditional massage movements are used - kneading, rubbing, pressing, pinching (from the periphery to the center).

"Wash your hands under hot running water"- movement, as when washing hands.

"Put on gloves"- with the thumb and forefinger of the right and left hand, rub each finger of the left hand, starting with the little finger, from top to bottom. At the end, rub your hand.

"Salting cabbage"- movements with the edge of the palm of the right hand on the palm of the left arms: tapping, sawing. Movements of both brushes: imitation of sprinkling with salt, clenching fingers into a fist.

"Let's warm our hands"- movements, as when rubbing hands.

"Hammer"- phalanges of the fingers of the right hand clenched into a fist "to score" nails.

"Geese nibbling grass"- the fingers of the right hand pinch the left hand.

For more effective self-massage of the hands, walnut, chestnut, hexagonal pencil, massage ball are used.

5. Theater in hand.

Allows you to increase the overall tone, develops attention and memory relieves psycho-emotional stress.

"Butterfly"- clench your fingers into a fist and alternately straighten the little finger, ring and middle fingers, and connect the thumb and forefinger into a ring. Make quick movements with straightened fingers ( "flickering fingers").

"Story"- children are invited to act out a fairy tale in which each finger is a character.

"Octopussy"- the right hand, carefully and in turn moving its tentacles-fingers, travels along the seabed. An octopus is moving towards - the left hand. We saw each other, froze, and then began to explore the seabed together.

To development of fine motor skills fingers became fascinating for children we use clothespins, which not only develop the child's fine motor skills, but also creative imagination, logical thinking, consolidate knowledge of color, counting. To make the game interesting for the child, you can attach clothespins on the subject "Sun": rays to the sun, children learn to find patterns, the ability to make rays of the sun in a certain order, alternating clothespins by color (red, yellow, red, yellow; red, red, yellow, red, red, yellow). Assignments are offered to children as they become more complex, first by showing, by the finished sample, then by verbal instructions, and only then the children themselves must determine the pattern. Clothespin games are one of the types of finger games. They are very popular with children.

In my work with children I use waste material - caps from plastic bottles. They can be used as handouts by collecting caps in different colors. (blue, red, yellow, green, white, black, brown) and make a simple didactic game, for example, such as "Math Trees"

Develop fine motor skills hands help games with cereals. Children are considering seeds: determined the shape, color, size; compare. I propose to consider several options for games with seeds. ( Didactic the game: "Painting a Picture", where the children first glue, on the images circled according to the templates, seeds of buckwheat, rice, sunflower, peas, and then color them. With the help of seeds, you can make crafts, decorate vases, plates. Large seeds can be used for the didactic game "Separate the seeds into varieties", where children sort the seeds by shape, color, size Children like to play "Dry Pool". When a jar or some other container is taken, moderately deep and wide, this is our pool. We put one or several small toys on its bottom and fill it with peas or beans on top. The child looks for a toy and names it and describes it.

Work on the development of fine motor skills of the fingers continues outside the classroom.

new time.

The Masterilka circle began its work in September 2014. 8 people attended the circle, 1 time per week. Having determined the direction in the work, I began to implement it.

1. Development of creative abilities in children, originality of approach to

solving problems, the ability to freely navigate in the world around.

2. Improving fine motor skills of the hand;

3. Formation of skills and abilities to work with various materials,

devices and tools;

4. Education of accuracy, independence ..

At the end of the school year, children can:

Possess elementary labor skills when working with paper, cardboard, salt dough, self-adhesive paper, woolen threads, natural material, junk and tools such as (scissors).

Follow the rules for the safe use of scissors and glue;

Plan work, clearly talk about the main stages of the implementation of the plan;

Cut the paper according to the marked marks;

Work with plasticine and salt dough using parallel and circular rolling techniques;

Make crafts from natural and waste materials.

Select a task taking into account their gradually increasing complexity;

Take into account the individual characteristics of the child, his pace development, opportunities, mood;

Observe time limits so as not to cause overwork of the child;

Raise at children interest in exercises and tasks, turning them into an entertaining game;

Strive to ensure that the learning process development formed in children positive motivation.

Using a recommendation system development of fine motor skills, with its purposeful and systematic application contributes to speech development, coordination, accuracy, plasticity of finger movements, thought processes and determines the success of the work on preparing the child for the transition to a new level of education.

Remember! Any exercises will be effective only with regular classes. You need to practice daily!

The development of fine motor skills in children is a long continuous process during which the child learns the world, begins to communicate with it, gains dexterity and even begins to speak.

Fine motor skills are nothing more than the coordinated work of the muscular, bone and nervous systems of the body. Its good development also depends on the sense organs, in particular the visual system, which is necessary for the child to repeat precise small movements with his fingers and toes. The movements of the fingers and hands have a developing effect. There are about 1000 important, biologically active points on the palm and on the foot. By acting on them, you can regulate the functioning of the internal organs of the body. So, by massaging the little finger, you can activate the work of the heart, the ring finger - the liver, the middle finger - the intestines, the index finger - the stomach, the big one - the head. You need to start working on the development of fine motor skills from an early age. Already an infant, you can massage your fingers, thereby affecting the active points associated with the cerebral cortex. 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 difficulties of learning at school. So, a child with a high level of development of fine motor skills is able to reason logically, he has sufficiently developed memory, attention, and coherent speech.

Games and exercises that develop fine motor skills of hands:

For the development of fine motor skills of the hand, many interesting methods and techniques have been developed, a variety of stimulating materials are used.

For the versatile harmonious development of the motor functions of the hand, it is necessary to train the hand in various movements - for compression, for stretching, for relaxation. And so we use the following methods:

Systematic conduct of games and exercises. Don't expect immediate results, as the automation of a skill is developed by repeating it over and over again. In this regard, the development of one skill takes place in several sections;

sequence - (from simple to complex). First on the right hand, then on the left; if successful, on the right and left hand at the same time. It is unacceptable to skip something and “jump” over some types of exercises, as this can cause negativism in a child who is currently physiologically unable to cope with the task;

All games and exercises should be carried out at the request of the child, against a positive emotional background. For any person, regardless of his age, the result is significant. Therefore, any achievement of the baby should be utilitarian and appreciated;

If the child constantly requires the continuation of the game, it is necessary to try to switch his attention to another task. There must be a measure in everything. It is unacceptable to overwork the child in the game, which can also lead to negativism.

Finger games are exercises for improving the mobility of the fingers, developing their strength and flexibility; massage of "active points" on the fingers and palms. Finger gymnastics solves many problems in the development of the child:

Promotes the acquisition of fine motor skills;

Helps develop speech;

Increases the efficiency of the brain;

Develops mental processes: attention, memory, thinking, imagination;

Develops tactile sensitivity;

Removes anxiety.

In addition to games and exercises, the development of manual skill is also facilitated by various types of productive activities (drawing, modeling, appliqué, design, weaving, knitting, etc.), which also develop the strength of the hand and fingers, and ensure a change in the tone of the muscles of the hands.

Drawing is one of the most favorite activities of all children. The more often a child holds a brush, pencil or felt-tip pen in his hands, the easier it will be for him to print the first letters and words at school.

Applications are available from a very early age. If the child is still small, let him tear pictures from a magazine or newspaper with his hands - as it will; and then you can stick the torn pieces on a clean sheet, giving them some shape.

You can start sculpting from plasticine as early as 2 years old: sculpt sausages, rings, balls, make a cake or a coin from each small piece.

No less interesting and useful for the development of the fingers are classes using paper. It can be wrinkled, torn, smoothed - these exercises are therapeutic in nature, have a positive effect on the nervous system, and calm children.

The use of cereals (peas, rice, semolina, buckwheat, etc.) can be used in mosaics and in other activities that develop fine motor skills.

At an early and younger preschool age, it is important not to forget about the development of elementary self-service skills: fasten and unbutton buttons, tie shoelaces, etc. To interest the child and help him master new information, you need to turn learning into a game, do not retreat if the tasks seem difficult , do not forget to praise the child.

Section 5. AFC methodology for children with mental retardation

Lecture number 1. Medical-physiological and psychological-pedagogical characteristics of children with mental retardation

1. The concept, causes of mental retardation.

2. Forms of mental retardation (according to ICD-10): mild, moderate, severe, deep.

The development of movements in ontogenesis is a process of qualitative modification of the system of movements as the organism grows and individual experience accumulates. The child at the time of birth does not have fully prepared mechanisms for regulating movements. But already in the embryonic period, the formation of the functions of maintaining a posture, preparation for respiratory movements, swallowing, activation of venous circulation and lymph flow takes place. Immediately after birth, a whole set of motor reactions is manifested: rudimentary motor reflexes of Robinson, Moreau, crawling along Bauer, postural reflexes, in particular cervical and labyrinth, unconditioned reflex motor acts in the form of food sucking, protective blinking, eye movements. An important role is played by chaotic movements, which are grouped into repetitive movements, and then on their basis purposeful movements are formed. Under the conditions of upbringing, by the first six months of a child's life, the formation of all basic movements is completed. In the future, as speech develops, voluntary movements are formed. The main set of universal motor reactions is finally formed by the age of 11-14.

When certain motor skills are mastered, the child discovers working, executive movements and an orienting basis. The studies of A. V. Zaporozhets (1986) showed the role of orienting activity and the images formed on its basis in the formation and implementation of voluntary movements in humans at different stages of ontogenetic development.

The development of voluntary actions occurs in the process of imitation, in which two phases are distinguished. In the first phase, preliminary orientation is carried out: the child observes the actions of an adult or other children; as a result of observations, an image of the necessary actions is formed in him. In the second phase, the child performs the movement shown to him and brings it to a certain degree of perfection, comparing the movements made with the model offered to him. The existing sensorimotor image acts as a regulator of voluntary actions. K. Kotyrlo (1974) studied the formation of a sensorimotor image of movements in children and the effectiveness of its influence on the success of voluntary movements at music lessons in a kindergarten. Children had to perform dance movements to the music as shown by the teacher. The younger children are characterized by the disunity of the sensory and motor components of the image: they found it difficult to perform a certain sequence of movements, to combine movements (especially the beginning and end of movements) with music. In older childhood, the disunity of the sensory and motor components of the image is overcome. Motor reactions more and more accurately correlate with the model not only in terms of the nature of the movements, but also in time (children are able to start and end movements on time, along with musical accompaniment).

The development of voluntary regulation in this case is associated with the improvement of imitative activity, which means the inclusion of elements of independence in imitation. A child who has sufficient visual, auditory, and motor experience is able to perform movements according to verbal instructions without the teacher showing dance movements.

The success of mastering voluntary movements depends on the degree of their awareness. I. 3. Neverovich, who studied the objective movements of children, came to the following conclusions: at the age of 2 years, the child is aware of the result of the action, but the mode of action and individual movements are not recognized by him. Children of younger childhood are aware of the result and method of action with the object, but individual operations, movements are also not yet aware.

Children of middle childhood in some cases are aware of their own movements and deliberately reproduce them when repeating actions with an object. In older childhood, movements become the object of conscious volitional activity.

The increasing ability to analyze one's own movements and attention to the accuracy of the pattern of movements indicate the child's psychological readiness for learning in school conditions, the possibility of consciously acquiring motor skills already of a labor order, complex forms of skills such as writing, drawing, playing instruments, dancing, etc. d.

There are three main types of fine motor disorders:

· Disturbances in signaling to perform an action (for example, with organic brain damage, stroke, head injuries)

· Signal transduction disorders (eg, in post-stroke illness)

· Violations in the reception and execution of the signal (with cerebral palsy, injuries of the limbs, insufficient degree of development of dexterity, etc.)

Violations of general and fine motor skills in children with cerebral palsy are associated with the characteristics of the disease itself - the predominant lesion of the motor areas of the brain and pathways. Children with cerebral palsy are severely limited in their movements: they hardly develop the skills of sitting, standing, walking, and manipulative activity.

Violations of fine motor skills in early and infancy include, first of all, violations of the maturation of a large motor act and fine motor skills, as well as a variety of stereotypes, tics, and catatonic disorders. The delay in the formation of motor skills has been noted since the period of development of hand-eye coordination. At the same time, the formation of manual skill is delayed. Children with a delay begin to grab toys, do not master the pincer grasp of an object with two fingers for a long time, and begin to walk later than usual. Sometimes children begin to crawl after mastering walking, they cannot master the functions of standing up for a long time. Thus, there is a violation of the sequence of formation of the function of motor skills.

Motor disorders that limit subject-practical activity contribute to the formation of passivity in the child, lack of initiative, impaired development of the motivational and volitional spheres.

According to L.V. Lopatina, children with mental retardation have impaired manual motor skills, manifested mainly in impaired accuracy, speed and coordination of movements. Considerable difficulties are caused in children by the dynamic organization of a motor act. In most cases, it turns out to be difficult or impossible to quickly and smoothly reproduce the proposed movements. At the same time, additional movements, perseverations, permutations, and violation of optical-spatial coordination are noted. The switching of movements is often carried out conjugated, according to the speech instruction and with the pronunciation of their sequence. The most disturbed is the ability to perform movements simultaneously, which indicates a certain dysfunction of the premotor systems, which provide, first of all, the kinetic organization of movements.

The most pronounced insufficiency of general motor skills in children with mental retardation manifests itself when performing complex motor acts that require precise control of movements, precise work of various muscle groups, and correct spatio-temporal organization of movements. Disorders of manual motor skills are also characteristic, which manifest themselves mainly in violation of accuracy, speed and coordination of movements. Finger tests do not fully manifest themselves, as kinesthetic memory is reduced. A significant correlation has been established between the level of unformed manual and articulatory motor skills (M. M. Koltsova, L. V. Lopatina, etc.).

Most children have impaired or underdevelopment of fine motor skills and hand-eye coordination. Hand movements are awkward, inconsistent, they often do not have a leading hand. Children are sometimes unable to use both hands at the same time. For example, a child cannot hold the base of a pyramid with one hand and string a ring onto a rod with the other, or simply hold an object in one hand and pick up another object with the other, etc.

Insufficient development of visual-motor coordination leads to the fact that the child often misses when trying to take an object, as it incorrectly assesses the direction.

Correction of violations of fine motor skills takes place in the following areas:

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

· The use of various devices (massage balls, rollers, hedgehogs, rolling pins, seeds).

· Games with small objects (bones, beads, pebbles, buttons, paper clips, matches, small toys).

· Tying bows, lacing, fastening buttons, locks.

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

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

· Work with a pencil (stroke, hatching, coloring, performing graphic tasks, graphic dictation).

· Games in a “dry pool” filled with balls of different sizes or colored covers:

Ø finding given items,

Ø guessing an object with closed eyes by touch.

· Using the Su Jok technique (working with various seeds):

Ø sorting, shifting, laying out patterns.

· The use of N. G. Lyapko applicators (needle pads) for influencing biologically active points located on the fingers.

For the development of fine motor skills of the hand, many interesting methods and techniques have been developed, a variety of stimulating materials are used. In preschool institutions, teachers use the accumulated experience in this area and the basic principle of didactics: from simple to complex. A selection of games and exercises, their intensity, quantitative and qualitative composition vary depending on the individual and age characteristics of children. It is believed that for the versatile harmonious development of the motor functions of the hand, it is necessary to train the hand in various movements - for compression, for stretching, for relaxation. For this, the following methods are used:

· systematic conduct of games and exercises. Don't expect immediate results, as the automation of a skill is developed by repeating it over and over again. In this regard, the development of one skill takes place in several sections;

· sequence - (from simple to complex). First on the right hand, then on the left; upon successful execution - on the right and left hand at the same time. It is unacceptable to skip something and “jump” over some types of exercises, as this can cause negativism in a child who is currently physiologically unable to cope with the task;

· all games and exercises should be carried out at the request of the child, against a positive emotional background. For any person, regardless of his age, the result is significant. Therefore, any achievement of the baby should be utilitarian and appreciated;

· if the child constantly requires the continuation of the game, it is necessary to try to switch his attention to another task. There must be a measure in everything. It is unacceptable to overwork the child in the game, which can also lead to negativism.

There are a huge number of games and exercises that develop small muscles. They can be conditionally divided into several groups: games for the development of tactile perception, games with water and sand, folklore finger games, exercises with objects, laying out games, stringing games, games with constructors, etc.

In groups, already from the younger, middle and older preschool age, thread writing is also used in work. First, simple contours are performed: “Circle”, “Sun”, “Mushroom”, then the work becomes more complicated: “House”, “Rocket”, etc. In the middle and senior groups, thread writing is used in mathematics and literacy classes (for example, a letter or number is laid out, already without a sample). Further, the task becomes more complicated: for example, children are invited to lay out plot pictures using several multi-colored threads.

Working with stamps: exercises the pinch of the child's hand (the position of gripping with three fingers is a pinch). All exercises are aimed at a quick change in the tone of the muscles of the hands: tension, relaxation, power tension.

It is believed that all the games and exercises that are carried out with children in an interesting, relaxed playful way, involving parents in this process, help develop fine motor skills in the hands of babies, their speech, attention, thinking, and also give them joy and pleasure.

Productive activities in the development of fine motor skills are widely used - in addition to games and exercises, various types of productive activities also contribute to the development of manual skill. ( drawing, modeling, appliqué, designing, weaving, knitting, etc.). Starting with the younger group, you can organize a special shelf for art activities. It should be equipped in such a way that the child can independently take the necessary art materials and engage in independent artistic activities at any time. As the children grow older, the contents of the shelf change (large brushes - to small ones, gouache - to watercolors, the color range of paints, pencils, crayons, plasticine, etc. increased).

It is necessary to “instill” in children a love for natural materials, clay, plasticine. This is a very difficult and painstaking work, which also develops the strength of the hand and fingers, provides a change in the tone of the muscles of the hands, and teaches how to work with waste material. No less interesting and useful for the development of the fingers are classes using paper. It can be crushed, torn, smoothed, cut - these exercises are therapeutic in nature, have a positive effect on the nervous system, and calm children. The use of cereals (peas, rice, semolina, buckwheat, etc.) in the process of developing fine motor skills can be found not only in mosaics, but in other activities that develop fine motor skills. For example, the game "Cinderella" (children sort through the mixed cereal), "Letter on the cereal."

Drawing plays a special role. Children draw with tools similar in shape, way of holding and action to the pen they write at school. From the drawings of children, one can trace how fine motor skills develop, what level it reaches at each age stage. Often parents are involved in this process: “Weekend Works”, drawing competitions, exhibitions of family works, etc. 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 control the tool, develop visual control of hand movements. Helps form the hand-eye connection. All this will be a good helper for him at school.

So, starting work with children and setting a goal, parents and teachers confidently and purposefully move forward towards its achievement. Having developed our own methods and techniques for this, and using them in working with children, positive dynamics will certainly be noticeable, and most importantly, children will develop the ability to properly use cutlery (cup, spoon), dress and undress independently, wash and dry their hands thoroughly, children quickly learn to use scissors, a brush, a pencil. By creating the necessary developmental environment in the group that promotes the development of fine motor skills, taking into account the age characteristics of children with mental retardation, having received the support and help of parents, teachers continue to achieve their goal.

With the improvement of manual skill in children, intelligence develops, mental processes are formed, communication skills develop. Developing, the child's hand not only contributes to the formation of all these qualities, but also gradually prepares for successful schooling (for writing). Only painstaking work, a patient attitude, encouragement in case of failures, encouragement for the slightest success, unobtrusive help help teachers achieve good results.

Thus, purposeful, systematic and systematic work on the development of fine motor skills of hands in children with mental retardation in cooperation with parents contributes to the formation of intellectual abilities, has a positive effect on the speech zones of the cerebral cortex, and most importantly, helps to preserve the physical and mental health of the child. And all this directly prepares him for successful schooling.

Bibliography:

1. Ilyin E.P. Psychomotor organization of a person: Textbook for universities. - St. Petersburg: Peter, 2003. - 384 p.

2. Prishchepa S. R. Fine motor skills in the psychophysical development of preschoolers.// Journal "Preschool Education" No. 1, 2005.

3. Tkachenko T.A. "We develop fine motor skills", M. EKSMO Publishing House, 2007.

4. Tkachenko T.A. "Fine motor skills. Gymnastics for fingers", M. EKSMO Publishing House, 2010.

5. Fadina G.V. Special preschool pedagogy: Teaching aid for students of pedagogical faculties / GV Fadina. - Balashov: Nikolaev, 2004. - 80 p.