The development of fine motor skills in a child with cerebral palsy. The development of fine motor skills in children with cerebral palsy. Games and exercises for the development of hand movements using non-standard equipment Finger gymnastics for cerebral palsy in a child

Baths, saunas - 11.11.2021

Guidelines developed by the team of the State Scientific and Practical Institution Regional Rehabilitation Center for Children and Adolescents with Disabilities under the guidance of Candidate of Medical Sciences Samoilova S.V.

The issue presents an overview of the main methods for the formation of fine motor skills of hands, as well as the basic principles of organizing correctional and developmental classes for the formation of fine motor skills of hands in children with cerebral palsy. Designed for defectologists, educational psychologists, educators, social workers, music workers and parents.
The publication was carried out within the framework of the project Innovative model of social assistance to children with disabilities brought up in families and residential institutions at the expense of the grant fund of the Social Partnership competition of the District Fair of Social and Cultural Projects Saratov-2001

Introduction..
Main part.
Features of the development of the motor sphere in children with cirrhosis in the first two years of life.
Correctional and developmental work of a teacher-defectologist with children suffering from CP on the formation of fine motor skills of hands.

a) Formation of hand-eye coordination in infancy.
b) Methods and techniques for the development of fine motor skills of hands in preschool age.

Conclusion.
Literature.
Application.

Introduction

Cerebral palsy (ICP) is a disease of the central nervous system with a leading lesion of the motor areas and motor pathways of the brain.
Motor disorders in this disease are the leading defect and represent a kind of anomaly of motor development, which, without appropriate correction and compensation, has an adverse effect on the entire course of the formation of the neuropsychic functions of the child.
Damage to the motor sphere in cerebral palsy can be expressed to varying degrees: motor disorders can be so severe that they completely deprive children of the opportunity to move freely; with sufficient range of motion; with a mild violation of muscle tone, dyspraxia is noted, children have difficulty mastering self-service skills.
A weak sense of one's movements and difficulty in actions with objects are the reasons for the insufficiency of active touch, recognition by touch (stereognosis). This, in turn, further complicates the development of purposeful practical actions and is reflected in the mental development of children.
In this regard, the stay of the child in the ORC begins with an examination of the level of his psychophysical development at the psychological, medical and pedagogical consultation. Working in a team, a doctor, a social worker, a psychologist, a speech therapist and a defectologist, after studying the anamnestic information, compose a comprehensive rehabilitation program for a disabled child, designed for 21 days (a course of stay in the ORC).
Children entering the Center are divided into 4 groups:

infancy (up to 1 year);
early age (from 1 year to 3 years);
preschool age (from 3 to 7 years);
school age: younger students, older students.

Motor disorders that limit subject-practical activity and impede the development of independent movement, self-service skills, often make a sick child completely dependent on the immediate environment. Therefore, from the first moments of communication, I, as a defectologist, strive to create favorable conditions for the formation of cognitive activity and creative initiative of the child, the development of his motivational and psycho-emotional, volitional spheres.
The purpose of this work is to systematize the material on the development of safe and consistent restoration of impaired motor functions of the hands in children with cerebral palsy, in particular, the formation and development of fine motor skills of the hands, in order to prevent the formation of a pathological stereotype by school age.
Features of the development of the child's brain, its plasticity and ability to compensate for impaired functions determine the importance of early correctional and developmental work in cerebral palsy.
The formation of motor functions, including subtle movements of the hands, occurs in the process of the interaction of the child with the surrounding objective world.
Manipulative actions with objects are mastered by the child through learning in the process of his communication with adults. Thus, the child develops objective thinking (I.M. Sechenov), thinking in action (I.P. Pavlov). In addition, the child's motor activity, his object-manipulative activity, which contributes to the development of fine movements of the hands and fingers, has a stimulating effect on the child's speech function, on the development of his sensory and motor aspects of speech (M.M. Koltsova).
The connection between hand movements and speech was noted as early as 1928 by V.M. Bekhterev, who noted the stimulating effect of hand movements on the development of speech. On the basis of specially conducted studies by M.M. Koltsov (1973) suggested that the movement of the fingers stimulates the maturation of the central nervous system and accelerate the development of the child's speech.
These data indicate the need for systematic work on the formation of general and fine motor skills of the hands in the classes of a defectologist, speech therapist, psychologist, music worker and other specialists.

Features of the development of the motor sphere in children with cerebral palsy (CP) in the first two years of life

Research scientists show that in children with cirrhosis, developmental delay begins from the first two years of life. Motor, speech and sensory disturbances are noted. These deviations are mainly due, first of all, to the main developmental defect, also to insufficiency practical experience children with CP and limited communication links.
For this category of children in the first 5 months, a strong lag in the development of their motor functions is characteristic.
A feature of motor disorders in cerebral palsy is not only the lack of formation of voluntary movements, but also the preservation of congenital primitive motor automatisms: postural reflexes - tonic labyrinth, cervical tonic and asymmetric cervical tonic reflexes.
With normal development, these reflexes appear rudimentarily in children during the first two months of life. The reverse development of these reflexes in cerebral palsy is delayed, which greatly complicates the development of voluntary motor functions.
Only a small part of children can hold their head by 5 months. They have a pathological condition of the hands, characterized by bringing the first finger to the palm and tightly clenching the fists. In some cases, the brush is paretic, hanging down. The vast majority of children lack visual-motor coordination: children do not reach for the toy, do not grab it, because vision does not actively direct the movement of the hand to the optical object. Some children can hold a toy put into their hand, but do not try to examine it, feel it, reach it to their mouth.
The position of the child's body in some cases is forced with the head thrown back, which limits the child's field of vision and is one of the reasons for the delay in his mental development from the first months of life. The general muscle tone is pathologically changed, in most cases with a tendency to increase it. Already at this age, a delay in motor development is combined with a lag in the development of voice activity and the child's orienting activity.
By the age of 12 months, only a small number hold their head, mostly children cannot sit up on their own. Most children have: a pathological condition of the hands, insufficiency or lack of visual-motor coordination and manipulative activity. Only some children can stand at the support, and many have a forced position of the body, the impossibility of turning from side to side, pathological support when trying to put them on their feet.
By the age of two, children still do not hold their head well, they do not know how to turn it freely. They are not able to change the position of their body, sit on their own, grab and hold toys. Only very few children have access to objective activities with the help of an adult. In all cases, hand tremors and misses are noted. The child does not reach for a toy that is 25-30 cm away from him, but takes only the toy that is directly in front of his eyes. Movements are constrained and monotonous. Due to the awkward movements of the child, toys often fall to the floor, while some children do not follow the fallen toy with their eyes.
Spontaneous development of children is delayed in pace and pathologically distorted in content.

Correctional and developmental work of a defectologist with children suffering from cerebral palsy, on the formation of fine motor skills of the hands

aim correctional and developmental work is the consistent development and correction of hand movements, the formation of fine motor skills of the hand, which ensures the timely development of speech, the child's personality, and adaptation in society.
The main principles of building correctional and developmental work:

Early start of correctional and developmental work with children suffering from cerebral palsy, i.e. from the first weeks and months of life, since motor disorders lead to a secondary delay in the development of other functions.
Correctional and developmental work is built on the basis of careful study of disturbed and preserved functions. A differentiated approach during classes provides for taking into account the capabilities of the child and building a system of exercises that are in its zone of proximal development.
Using kinesthetic stimulation in development and correction hand movements.
creative use of such basic didactic principles, how individual approach, systematic and consistent in the presentation of the material, activity and visibility. These teaching principles are interrelated and interdependent, but should be used with the specific needs of children with LC in mind.
Organization of classes within the framework of leading activities.
Comprehensive medical and pedagogical impact, providing for both pedagogical and medical measures aimed at restoring and developing impaired functions. Medical impact involves medication and physiotherapy, exercise therapy, massage, etc.
Corrective and developmental work should be carried out daily.
The main requirement for teachers is the observance of the protective regime. When conducting classes importance has a child's pose. He should be in the position that most contributes to muscle relaxation, reducing violent movements. When choosing the right posture, you should first of all pay attention to the position of the head: it should not be turned to the side, lowered on the chest or raised up and tilted back. If the child is not fully able to control the position of the head, use a special device attached to the back of the chair. In addition, you should carefully select a chair in height and width so that the feet rest completely on the support, as well as the width of the seat. If the child's back muscles are weak and a stoop is formed, then a dense pillow is placed under his back, and a table is moved in front, in which there is a special recess for resting on his hands. In all cases, care must be taken to ensure that the posture is symmetrical.
Of great importance in pedagogical correction is the relationship between the defectologist and the parents of a disabled child. Mistakes in family upbringing can further aggravate deviations in psychophysical development. The disadvantages of upbringing in the family include: hypo- and hyper-custody, negative psycho-emotional background, reactive states of a negative nature. Therefore, parents, along with daily joint visits to the speech pathologist with the child, at the end of the rehabilitation course, receive recommendations on the formation of self-service skills, the development of fine motor skills of the hands, the observance of a protective sparing regime, the development of oral and written speech at home, the features of intra-family interactions, including a tolerant attitude to an atypical child, the dominance of encouraging reactions, situations of success.

2a. Formation of hand-eye coordination in infancy

Visual-motor coordination is the coordination of movements and their elements as a result of the joint and simultaneous activity of the visual and musculo-motor analyzers.
The defectologist teacher begins his work on the formation of visual-motor coordination with:

Normalization of the position of the hand and fingers.

From the first weeks of life, by means of light touches and stroking with a pile brush from the outer surface of the hand clenched into a fist in the direction from the fingertips to the wrist joint, the hand is opened and the fingers spread fan-like. Passively take the thumbs away from the palm and hold them in this position for some time, which is then fixed with the help of a splint during exercise therapy. The exercise is carried out daily 3 times.

Development of grasping function of the hand.
Stimulation of kinesthetic sensations and their development based on finger touch.
Formation of the manipulative function of the hands and differentiated movements of the fingers.

The complex nature of classes with a defectologist provides for the development of all aspects of the child's activity. Given this, all classes are accompanied by speech instructions and comments. In addition, the plan outlines special classes to develop understanding of speech instructions in a particular situation.
An important prerequisite that contributes to the formation of speech understanding in children is the development of a skin-kinesthetic analyzer. The lack of kinesthetic sensations inhibits the formation of the correct perception of surrounding objects, which is created due to hand-eye coordination. The child remembers better the names of those objects with which he actively manipulates.
Taking into account the indicated features of children with CP, they are offered to remember the names of bright toys that differ from those often found in appearance, color, shape, size, material and causing strong orienting reactions. The presentation of toys by children with CP has a number of features:
1. At the training sessions, simultaneously with the presentation of the toy, the word denoting its name is pronounced.
2. The word is pronounced at the moment of fixing the child's gaze on the toy, or the toys are located in the child's field of vision.
3. The presented word is pronounced slowly, melodiously, with different intonations.
4. In the course of the formation of a child's understanding of the word, they activate the work of the auditory, visual and musculoskeletal analyzers, passively performing various manipulations with the toy with his hand (feel, stroke).
5. The toy moves at a distance of no more than 2 meters from its original location and from the child himself.
6. Teaching children to search for a toy occurs by stimulating kinesthetic sensations by passively turning the child's head towards the named toy.
7. In the course of checking the child's understanding of the word, it is intonationally distinguished from other words by an intonationally simple phrase.
8. The child's understanding of the name of the toy is determined by his attempt to stop his gaze on it and by turning his head in her direction.
9. After the child has memorized the name of one toy, they proceed to the formation of his understanding of the name of another toy, spatially distant from the first.
10. Teach the child to perform actions with objects whose names are known to him, if necessary, help the child.
Classes are built by a defectologist teacher in the form of a game, which is the most important means of understanding the world around.

2b. Methods and techniques for the development of fine motor skills of hands at preschool age

At preschool age, it is necessary to continue work on the development of fine motor skills and coordination of hand movements.
When determining the system of work on the correction of motor disorders, it should be taken into account that the personal immaturity of a child suffering from cerebral palsy is manifested in the weakness of volitional attitudes, emotional lability. Persistent failure in trying to reproduce the desired movement or action can lead to abandonment of classes. Therefore, any task should be offered in a playful way that will arouse his interest, but also due to positive emotional stimulation will help increase mental tone, and consequently, improve performance.
I recommend starting each lesson on the development of fine motor skills of the hands with elements of self-massage of the hand and fingers. Assistance if necessary.
Massage is one of the types of passive gymnastics. Under its influence, impulses arise in the receptors of the skin and muscles, which, reaching the cerebral cortex, have a tonic effect on the central nervous system, as a result of which its regulatory role in relation to the work of all systems and organs increases.
Self-massage begins and ends with relaxation of the hands, stroking:

Hand massage.
Self-massage of the fingers.

In one lesson, no more than 5-6 exercises are performed.
The whole complex of exercises for the development of fine motor skills of the hands can be conditionally divided into 3 components:
1. Finger gymnastics(Appendix No. 6). This type of exercise is widespread in speech therapy practice. In my work, I use the experience of such authors as M.V. Ippolitova (1980), V.P. Dudiev (1995), V.V. Tsvyntary (1995).
Finger games are an important part of the development of fine motor skills of the hands. They are exciting and contribute to the development of speech, creative activity. Finger games are the staging of any rhymed stories, fairy tales, poems with the help of fingers. Children are very fond of playing shadow games. During finger games, children, repeating the movements of adults, activate the motor skills of their hands. Thus, dexterity is developed, the ability to control one's movements, to concentrate on one type of activity.
At first, we teach children simple static postures of the hands and fingers, gradually complicating them, then we add exercises with sequentially performed small finger movements and, finally, with simultaneous movements. In the first lessons, all exercises are performed at a slow pace. The teacher monitors the correct posture of the hand and the accuracy of switching from one movement to another. If necessary, help the child to take the desired position, allow him to support and direct the position of the other hand with his free hand.
Exercises can be carried out at different levels of complexity: by imitation, by speech instruction. First, the verbal instruction is accompanied by a demonstration, that is, the children work by imitation. Then the degree of their independence increases - the demonstration is eliminated and only the verbal instruction remains.
2. Well-established exercises for the fingers and hands using various objects:

collecting pyramids, nesting dolls, mosaics:
stringing rings on a braid;
work with manuals for fastening zippers, buttons, buttons, hooks, locks of various sizes;
coin sorting;
sorting cereals;
work with matches;
work with paper;
modeling (clay, plasticine, dough);
lacing on special frames, boots;
tying knots on a thick rope, on a cord, thread;
games with sand, water;
winding a thin wire in a colored winding on a coil, on your own finger (a ring or a spiral is obtained);
tightening screws, nuts;
games with a constructor, cubes;
drawing in the air;
drawing with various materials (pencil, pen, chalk, paints, charcoal, etc.);
needlework.

An important place in the work of a defectologist teacher in the development of children's motor skills is occupied by the rhythmic organization of movements, which has a positive effect on the improvement of the auditory-visual-motor organization of movements. This is achieved in exercises, the essence of which is that the child must reproduce with movements a certain rhythmic pattern in the form of a single smooth kinesthetic melody. Such movements can be clapping, tapping on the table, etc.

Preparation for writing.

Writing is a complex coordination skill that requires the coordinated work of the small muscles of the hand, the whole arm, and the correct coordination of the movements of the whole body.
Mastering the skill of writing is a long laborious process that is not easy for children with CP. When working on the formation of writing skills, a teacher-defectologist must remember that the following conditions are met:

Correct posture when writing.
Hand position.
Orientation on the notebook page and line.
Correct movement of the hand along the line.
Hatching.
Trace patterns, templates.
Graphic exercises.
Letter elements of lowercase letters.

And exercises such as hatching, graphic dictations, writing elements of letters contribute to the development of not only the muscles of the hand, their coordination, but also visual perception, spatial orientation, as well as the formation of inner speech, figurative and logical thinking.
A huge, if not the leading role in the preparation for writing skills belongs to the family. After all, the formation of this skill is due to many factors, including those that affect the child outside the walls. rehabilitation center. In addition, the success of work on the formation of this skill depends on its systematic nature.

Conclusion

When developing fine motor skills of hands in children with cirrhosis aged 0 to 7 years, the following should be considered:
1. The principal way to help children with cirrhosis is an early complex and targeted corrective action, taking into account individual features and capabilities of the child.
2. Particular attention should be paid to the intensity of development of intact and correction of impaired functions of the child.
3. Correctional and developmental classes involve a gradual complication of techniques aimed at shaping the child's mental functions.
4. The system of correctional and developmental work provides for the active participation of the child's parents in it. Along with daily attendance at classes, keeping diaries, completing tasks, preparing didactic material, at the end of the rehabilitation course, parents receive recommendations on the further development of a child with cerebral palsy.

Application

Exercises for the development of grasping function of the hand

To this end, it is necessary to draw the child's attention to their own hands, to develop kinesthetic sensations in the hands.
The child is placed in the Reflex inhibiting position, most often the child is given a fetal position for the greatest general relaxation. Only after that they begin to work directly with the hands (according to Phelps).
1. The child's hand is captured in the middle third of the forearm and shaken. After significant relaxation, the hands relax the muscles of the forearm. To do this, they capture the lower third of the shoulder and carry out swaying movements. Then the whole hand is stroked. Shaking alternates with stroking, which strengthen or relax the muscles of the hands, and also form a kinesthetic sense of the position of the hands in the child. Reception is carried out within 0.5-1 minute.
2. In order to arouse the child's active attention to his own hands, it is necessary to make the child's hands a source of tactile sensations. The relaxed hands of the child are captured in the middle third of the forearm and gently lifted up, they are shaken a little and easily lowered onto the eyelids or lips of the child (the most sensitive zones). Then the hands are raised again. If, when the hands and lips come closer, sucking movements appear, then the hands are held near the lips for some time, so that the child tries to capture them with his lips. By repeatedly bringing the child’s hands closer and further away, the muscular feeling of his own hands is gradually strengthened in him. Reception is repeated 4-5 times.
3. After these exercises, the hands are massaged using various pile brushes. To relax the hands and reflex clenching of the fist, the child is brushed along the outer surface of the fist from the fingertips to the wrist joint. This movement causes the fist to open and the fingers to fan out. The technique is repeated 4-6 times alternately with each hand.
4. For the development of palpable movements of the hands and the formation of proprioceptive sensations, the fingertips are irritated with a brush, and then objects and toys of various shapes, sizes, weights, textures, temperatures, convenient for gripping and holding, are put into the child’s hand. Irritation of the fingertips with a pile brush is repeated 4-6 times within 10-20 s.
5. After these stimulating activities, the child is shown a toy suspended on a ribbon, set it in motion, thereby attracting the child's attention to it. They touch the child's hand with a toy, try to stir up his hand. Then the hand is pulled towards the toy, repeatedly pushing the suspended toy. The child observes its vibrations and perceives the sound of a vibrating toy. Reception is carried out within 2-3 minutes.
6. When the child begins to react vividly to this game with a smile, sounds, an adult relaxes his hand, stroking it with a brush, and puts a toy in it that is convenient to grip. At this moment, it is necessary to help the child feel this toy, pull it to his mouth, and examine it from all sides. Repeated 2-3 times daily. Further, the goal of classes on the development of hand movements is the formation of correct kinesthetic sensations and, on their basis, finger touch.

Formation of the manipulative function of the hands and differentiated movements of the fingers

In classes with toys, in order to develop motor skills of the hands, the child is invited to perform movements of various difficulty. The course is the following.
To relax the hands, use the techniques described above. Then they encourage the child to take the toy correctly from different positions - from above, below, to the side of him, help to examine it, feel it, take it into the mouth, manipulate it. This is followed by simple actions. At first, they are carried out passively, that is, the speech therapist performs them with the child's hand. The following steps are being taken:
arbitrarily release the toy from the hand (according to the instructions: Give);
arbitrarily release the toy when placing it in the box;
take out - put the toy on your own or with the help of an adult;
ride a car, ball;
open - close the box, lid;
remove - put on the rings of the pyramid;
put one on top of the other 2-3 cubes - remove;
shake the doll;
perform imitative actions - patties, goodbye, etc .;
collect small objects with two fingers, varying the weight, shape and size of objects;
take large objects, different in weight, material, shape of the toy with the whole brush;
take objects with both hands at once (they change the texture, volume, weight of these objects).
Exercises are carried out daily for 5-8 minutes. From section 3, 2-3 tasks are selected for each lesson.

Lacing

A large card is taken, on which holes are made along the edges, as well as in the center in a certain sequence. The edges of the holes are painted in different colors. With the help of a long thick thread, the child performs the following tasks:
a) draw a thread through all the holes along the edge of the card;
b) pull the thread into every second hole;
c) draw the thread only through the holes circled in red (alternating red and blue, etc.);
d) overcast over the edge;
e) in the center of the card make lacing, as in boots.

Methods of working with stencils and patterns

When working with a stencil with geometric shapes, the child puts it on an album sheet and traces familiar shapes with a simple pencil. Then the child removes the stencil from the sheet and divides each resulting geometric figure into parallel segments (strokes). Here, first of all, such strokes are worked out: parallel segments from top to bottom, from bottom to top, from left to right. The distance between the segments should be approximately the width of a lowercase letter. Initially, in order to make it clear the direction of the segment, the children shorten the arrow on one of them.
In subsequent lessons, children build various objects from geometric shapes, shade them and make semantic compositions. You can accompany these compositions with a story. For example, they built an electric locomotive or an airplane and went on a trip. You can use Picture Games. Letter elements can then be included in the hatching. Hatching during this period is done with a felt-tip pen. Children can also shade their own contour drawings on various topics: space, rules traffic etc.
The above exercises contribute to the development of not only the muscles of the hand, their coordination, but also the eye, as well as the formation of inner speech, figurative and logical thinking.

Three sets of self-massage exercises

Self-massage of the back of the hands.
Hand massage.
Self-massage of the fingers.

We give examples of exercises for each of the three complexes.

1. Children act with the pads of four fingers, which are installed at the bases of the fingers of the back side of the massaged hand, and with dotted movements back and forth, shifting the skin by about 1 cm, gradually move them towards the wrist joint (dotted movement).

Iron
Iron out the wrinkles
We'll be all right.
Let's iron all the pants
Hare, hedgehog and bear.

2. With the edge of the palm, children imitate sawing in all directions of the back of the hand (rectilinear movement). The hand and forearm are located on the table, the children are sitting.

Saw
Drink, drink, drink, drink!
Winter is cold.
They drank firewood for us rather
Let's heat the stove, we'll warm everyone!

3. The base of the brush makes rotational movements towards the little finger.

Dough
Knead the dough, knead the dough
We will bake pies
And with cabbage and mushrooms.
- Treat you with pies?

4. Self-massage of the hand from the side of the palm. The hand and forearm are located on the table or on the knee, the children are sitting. Stroking.

Mother
Mom strokes the head
A young son.
So tender is her hand
Like a willow twig.
- Grow up, dear son,
Be kind, brave, honest,
Get smart and strong
And don't forget me!

5. Move the knuckles of the fingers clenched into a fist up and down and from right to left along the palm of the massaged hand (rectilinear movement).

Grater
We help mom together
We grate the beets with a grater,
Together with mom we cook cabbage soup,
- You look better!

6. The phalanxes of the fingers clenched into a fist are moved according to the principle of a gimlet in the palm of the massaged hand.

Drill
Dad takes a drill in his hands,
And she buzzes, sings,
Like a fidget mouse
Gnawing a hole in the wall!

7. Self-massage of fingers. The hand and forearm of the massaged hand are located on the table, the children are sitting. Forceps formed by bent index and middle fingers make a grasping movement for each word of the poetic text in the direction from the nail phalanges to the base of the fingers (rectilinear movement).

Ticks
Ticks grabbed a nail
They are trying to pull out.
Maybe something will come out
If they try!

8. The pad of the thumb, placed on the back of the massaged phalanx, moves, the other four cover and support the finger from below (spiral movement).

Lambs
Lambs graze in the meadows,
Curly lambs.
All day long: be yes be,
They wear fur coats

Fur coats in curls, look
The bullies slept in curlers,
Removed the curlers in the morning
Try to find a smooth one.

All curly, to one,
They run in a curly crowd.
It's their fashion
The sheep people.

9. Movements, as when rubbing frozen hands.

Morozko
Frost froze us,
Climbed under a warm collar
Like a thief, be careful
Penetrated into our boots

He has his own worries
Know frost, but stronger!
Do not indulge, Frost, what are you
So you don't feel sorry for people?

10. Squeezing and unclenching small rubber balls in the palm of your hand:

Squeeze the balls tightly
We tense our muscles
To fingers never
Don't be afraid to work!

11. Rolling the ball on the table while holding it first (on the first two lines) between the palms, then between the thumbs, index, middle, ring, little fingers.

Football
Let's play football
And let's score a goal!
big finger
Behind the gate - a mountain!
Index - daredevil,
Scores a goal - that's it!

The middle one is definitely a hero,
Hits his head!
Nameless suddenly stumbled
And he missed out of frustration!
Baby little finger - well done,
Goal scored - the game is over!

Work on developing the sensitivity of the fingertips

To do this, with a slight shaking, the entire arm of the child and especially the hand are relaxed. The speech therapist grabs the child's hand below the wrist and carefully brushes it over the fingertips with a bright brush. At the same time, the child's fingers begin to unbend. Stroking the fingertips with a stiff brush continues for some time, the following techniques are used.
1. In severe forms of cerebral palsy, the hand still remains clenched into a fist, in this case, the child's fist is grabbed and squeezed with all five fingers in order to cause even more clenching of the child's fist. In this case, shaking of the hand is carried out; then the speech therapist quickly opens his hand, releases the child's fist, after this, the child's fist reflexively relaxes and the fingers open (repeat 2-3 times).
2. Then they stroke the fingertips with a brush (4-6) times. Gradually, the child begins to feel the hard pile of the brush with his fingertips, and the bright color of the brush attracts the visual attention of the child. Brushes should be not only bright, but also different in color. Reception is held daily. The hands of the child and the brush at the moment of contact should be in the field of view of the child.
3. Tactile sensations are developed in touch classes under the visual control of toys with a rough surface. Improvement of finger touch is necessary for the formation of the correct grip of toys in a child. Moreover, the development of visual-motor coordination goes in the direction of increasing the role of visual attention.

Examination of the state of general motor skills of the hands

To examine the state of general motor skills, a number of tests can be offered. The quality of their performance also indicates the level of formation of attention, visual memory, self-control.
1. It is proposed to repeat a series of hand movements, maintaining speed. Repetition is allowed up to 3 times. Examples of movements: 1 - both hands up, 2 - right hand up, left - on the belt, 3 - both hands forward, 4 - both hands down. 1 - left hand to the side 2 - both hands on the belt, 3 - right hand to the side, left - behind the back, 4 - both hands down.
Result(for a speech therapist). Satisfactory - the result is achieved from 2-3 times after an additional display and repetition of the instruction. The pace of execution is slowed down or accelerated.
2. It is required to repeat the movements, one behind.
Result. Satisfactory - rhythm mismatch, lack of accuracy of movements, manifested in bringing the hands. Bad - the inability to correct their own mistakes.
3. Repeat movements with the exception of one forbidden one (for example, hands on shoulders).
Result. Satisfactory - the prohibition is violated, but the child corrects the mistake on his own. Bad - the child is mistaken even with repeated repetition of the instructions.
To test voluntary inhibition of movements, the child is given tasks separately for each hand. For example: right hand: 1 - up, 2 - to the side, 3 - down; left hand: 1 - up, 2,3 - down.
After two or three repetitions of the exercise, connect the movements of the hands separately with each hand.

Dynamic hand coordination can be tested in the following exercise.
Right hand: 1 - forward in a fist, 2 - open the fist, 3 - clench the fist, 4 - lower the hand. Left hand: 1 - to the side, the fist is unclenched, 2 - clench the fist, 3 - open the fist, 4 - lower the hand.
After doing the exercise two or three times, connect the movements of the hands separately with each hand.
Result. Satisfactory - performance of the task with tension, at a changed pace. Bad - performing the same movements with both hands.

For the examination of fine motor skills of the hands, exercises are offered:
1. Fingers greet - alternately touching the thumb with four fingers. It is performed with the right, left and both hands.
2. We play 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.
3. 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.
4. 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 - the palm is on the table.
5. The test for spatial coordination of hand movements is indicative. Stretch your hands forward. Squeeze the left hand with the palm up into a fist, put the right hand to it with the palm of your hand. Change hand positions. You can not bend your arms at the elbows.

Correct writing position

The most optimal and comfortable position of the fingers, which ensures an even and neat handwriting, is as follows: the writing object lies on the upper phalanx of the middle finger, is fixed with the thumb and forefinger, with the thumb located slightly above the index finger, the support is on the little finger, the middle and ring fingers are located approximately perpendicular to edge of the table. The distance from the lower tip of the writing object to the index finger is approximately 1.5-2.5 cm. The upper tip of the writing object is oriented towards the shoulder of the writing hand. When writing, drawing, the brush is in motion, not fixed, the elbow does not come off the table. Fingers should not squeeze the writing object too tightly.
Having shown the child how to properly hold the writing object and act with it, the defectologist must systematically check whether the child fulfills these requirements and, if necessary, correct him. Children 6-7 years old are quite capable of controlling their actions themselves.
Coercion and unnecessarily long (more than 20 minutes for six-year-old children) classes are completely excluded.
If the child has an incorrect position of the fingers when writing, you can put a point on the upper phalanx of the ring finger with a ballpoint pen or felt-tip pen, explaining to the child that the pen should lie on this point. In the same way, if the child holds the pen too close to the lower tip (or, conversely, too high), you can draw a line on the pen below which the index finger should not fall (or should not rise higher - in the second case).

Development of fine motor skills for children with cerebral palsy

Lisitskaya Marta Alekseevna

Cerebral palsy is a disease of the central nervous system with a leading lesion of the motor areas and motor pathways of the brain. Children with severe forms of cerebral palsy are children with multiple disorders, including the leading ones - motor and sensory (touch) disorders.
Movement disorders that limit pre-meo-practical activity and impede the development of independence of movement make a sick child completely dependent on the immediate environment. At the same time, the lack of unity of visual, motor, tactile images makes it difficult to acquire labor skills, self-service skills.
Important in the physical education of a child with cerebral palsy are special exercises aimed at developing the manipulative function of the hands. The development of hand function is closely related to the formation of general and articulatory motor skills. It is known that the early stage of communication is sign language. Hand function training is essential for the development of mental and speech skills. The child is taught to grasp and voluntarily release an object. At the same time, it is important that the child grasps the object not with the little finger and ring finger, but, first of all, with the participation of the thumb, index and middle fingers. For this, it is useful to carry out special exercises, for example, to teach a child to bring a spoon to his mouth.
A child with cerebral palsy finds it difficult not only to arbitrarily grasp an object, he cannot arbitrarily let it go, so it is important to teach a child to arbitrarily unclench the hand, as well as shifting an object from one hand to another.
To develop differentiated finger movements, various objects and toys are used, for example, pressure with the index finger.
Of great importance are special exercises aimed at activating manipulative activity and developing kinesthetic sensations in the fingers.
Here are some exercises to develop the kinesthetic basis of movement:

We squeeze our fingers into a fist, then alternately bend and unbend each finger with the rest gathered into a fist. Repeat up to 10 times.
With the hands clenched into a fist, we will make circular movements to the left and to the right. Repeat circles in both directions 10 times.
We spread straight fingers and, starting with the little finger, we successively bend our fingers into a fist. Then, starting with the big one, we return them to their original position.
"Goat". Extend the index finger and little finger of the right hand, then the same exercise. - left hand and the same ex. - with both hands.
"Bunny". Stretch up the index and middle fingers of the right hand, and connect the tips of the ring finger and little fingers with the tips of the thumb. The same ex. - left hand and both hands.
Alternately bend the fingers of the right hand (left hand), starting with the thumb.
Bend the fingers of the right (left) hand into a fist, straighten them alternately, starting with the little finger and starting with the thumb.

Useful games and exercises with the hands of the child. It is desirable to carry out work on the development of fine motor skills of children systematically and daily. You can start with children at the age of 6-7 months. During this period, it is useful to massage the hands - stroking them, slightly pressing in the direction from the fingertips to the wrist, then making movements with the child's fingers - the adult takes each finger of the child in his fingers and unbends it. Do this for 2-3 minutes daily. From the age of ten months, active training of the child's fingers should begin. Receptions can be very diverse, it is important that more fingers are involved in the movement, and that these movements are energetic enough.
For the formation of fine hand movements, finger games can be successfully used, accompanied by the reading of folk poems - nursery rhymes. These games create a favorable emotional background, provide good finger training, contribute to the development of the ability to listen and understand the content of nursery rhymes, and teach to catch the rhythm of speech. Here are some finger games.
Belka is sitting.
A squirrel sits on a cart
She sells nuts
Chanterelle - sister,
Sparrow, titmouse,
Misha clubfoot,
Mustachioed hare.
The squirrel gave everything nuts
And she left in a cart.
The adult reads, the children listen. An adult and children, with the help of the left hand, bend the fingers of the right hand in turn, starting with the thumb.
GUEST .
On a visit to the thumb
Came straight to the house
Index and middle
Nameless and last
The little finger itself is a baby
They knocked on the threshold.
Together fingers are friends
They cannot live without each other.
Thumbs up. Connect the fingertips of both hands at an angle. Alternately touching the called fingers with the thumb. Fists knock against each other. Rhythmic clenching of the fingers into a fist on both hands.
BIRDS.
The birds have flown
Wings flapped,
sat on the trees,
They rested together.
The hands are crossed, waving movements with the hands. Hands up, fingers wide apart. Hands up, bent at the hands.

Along with these games, a variety of exercises without speech accompaniment can be used to train fine finger movements. Games - tasks with objects.
Task 1 (Working with balls).
Several balls are placed on the table in front of the child. A box is placed at some distance from them. An adult shows and explains how to roll the ball so that it hits the box. First, he helps the child with this task, then gradually limits the help and ensures that the child completes the task on his own.

Task 2 (Working with rings).
There is a wooden rod on the table and several rings of the same size lie. The child is invited to put these rings alternately on the rod. Previously, an adult explains and shows how to perform these actions.

Task 3 (Working with cubes).
Several cubes of the same size are placed in front of the child. The kid, after explaining and showing the speech therapist, must independently put the cubes one on top of the other to make a turret, then a train, a chair, a house.

Task 4 (Working with wooden toys
Folding wooden nesting dolls, pyramids, boxes are laid out on the table. An adult, together with a child, carefully examines these items. Then the child is shown how the toy opens, how it can be disassembled, assembled and closed. After the explanation and demonstration, the adult invites the child to perform the action on his own.
Task 5.
An empty milk bottle is placed on the table, several balls are placed on both sides of it. The adult takes one ball, which is on the right side of the child, and throws it into the bottle, and then invites the child to do the same.
At the same time, it is necessary to determine how much the child owns one or the other hand, how he grabs the ball, whether he puts all the balls, how much he scatters, whether there is a pronounced awkwardness of movements.
Task 6.
A card is taken in which holes are made in a certain sequence. Tasks:
a) stretch the woolen thread sequentially through all the holes;
b) stretch the woolen thread, skipping one hole;
c) perform the usual lacing, as in a shoe.
The performance of these tasks is preceded by a demonstration and explanation by an adult. In the future, the child can be offered to perform various patterns, while observing the principle of constant complication of the task.
Task 7.
It is easy to press with three fingers on the pear of the spray gun, while directing the resulting air stream onto the cotton wool so that it moves smoothly across the table.
Task 8.
Gently rotate the pencil with your thumb.
Task 9.
Stretch a thin rubber band between your index and middle fingers. Finger this rubber band with the index and middle fingers of the other hand (like guitar strings).
Task 10.
A table bell is placed on the table in front of the child. The adult shows the child that the call button can be pressed with any finger. The adult asks the child to press the bell alternately with all fingers.
Task 11.
a) insert the plate into any hole in the mosaic.
b) lay out several columns of plates of the same color. A sample is given that is not removed;
c) lay out a simple pattern from mosaic plates, having a one-color sample in front of your eyes;
d) draw up your drawing based on past experience.

To form the readiness of the child's hand for writing, with all children with developmental disabilities and, especially with children with cerebral palsy, it is useful to carry out the following exercises:
- smooth a sheet of paper with the palm of your right hand, holding it with your left and vice versa;
- tap on the table with a relaxed right (left) hand;
- connect the terminal phalanges of the straightened fingers ("house");
- connect the wrist joints, the hands are unbent, the fingers are abducted (“basket”);
- teach the child to bend his fingers simultaneously and alternately.
- oppose the first finger to all the others in turn with preliminary relaxation by shaking the muscles of the hand.

When conducting exercises, you need: system, consistency and regularity. Exercises should be performed daily for 5-10 minutes, taking into account the strength of the child, so as not to cause him fatigue and, as a result, negative attitude to classes.
Literature:
1. Belaya A. E., Miryasova V. I. Finger games for the development of speech of preschoolers:
Help for parents and teachers: - M: AST Publishing House, 1989.
2. V. N. Belkina, N. N. Vasilyeva, N. V. Yolkina, et al. preschooler: education and development.
Educators and parents. Yaroslavl. Development Academy, 2001.
3. Brown S. Do-it-yourself games, crafts and educational entertainment for your baby. - Rostov -on- Don: phoenix 2006.
.four. Dudiev V.P. Means for the development of fine motor skills of hands in children with speech disorders. - J. Defectology, No. 4, 1999.

Municipal budgetary special (correctional) educational institution

for students, pupils with disabilities "Special (correctional) general education school for children with disabilities No. 155" of the city of Perm.

The development of fine motor skills in children with cerebral palsy speech therapy classes

In children with cerebral palsy, the leading disorders are motor and sensory disorders. The violations of fine motor skills of the hands, the tone of their muscles, present in children with cerebral palsy, violent movements, motor awkwardness make it difficult to acquire labor skills, self-service skills. Movement disorders increase articulatory motility and sound pronunciation disorders, delay speech development. An important task for teachers and parents of children with cerebral palsy is the development of fine motor skills.

At each lesson with children with cerebral palsy, we work on the development of fine motor skills of the hands. If it is difficult for a child to independently perform finger movements, then at first the movement is performed passively with the help of a speech therapist. Gradually, thanks to systematic exercises, movements become more confident and accessible to children.

In the complex of classes for the development of fine motor skills, we use the following types of work.

I. Massage

1. We stroke the back of the hand from the fingertips to the elbow.

2. We stroke and knead the child's fingers from the back, palmar and side sides. We work on each finger separately.

3. Knead the tubercles under the fingers in the palm of your hand.

4. With a clenched fist, rub the child's hand in a straight line and in a circle, from the fingers to the wrist on both sides of the palm.

5. We put the child’s hand on the table, fix it in the wrist, raise the fingers in turn. Then we turn the hand over, bend the fingers, too, in turn.

6. We make circular movements with each finger.

Self massage

1. Exercises using su-jok.

2. Exercises with a pencil.

3. Exercises with bumps.

II. Finger gymnastics.

Finger games are an important part of the development of fine motor skills of the hands. They are exciting and contribute to the development of speech, creative activity. During finger games, children activate hand motor skills. At first, children learn simple static postures of the hands and fingers, gradually complicating them. Then exercises with synchronous finger movements are added.

III. Games with the use of various objects, aids.

"Finger Pool"

Carrying out gymnastics in such a "pool" contributes to the activation of motor kinesthesia, posture praxis, improves dynamic praxis.

Exercises for the development of fine motor skills using the "finger pool"

1. Exercise "We erase handkerchiefs"

"Mom and daughter washed handkerchiefs

Like this, like this.

(movement with an open palm along the bottom of the pool in the directions: forward, backward, fingers apart).

2. Exercise "Whisk"

The exercise is performed with a wide range of motion with an open palm to the right and left, with the wrist fixed on the bottom of the pool. Perform similar movements with a hand clenched in a fist; alternating palm and fist movements.

3. Exercise "Fingers ran"

Supporting the hand on the bottom of the pool, the hand is raised; an adult takes the thumb of the child back, easily fixes it with his hand, thus organizing a stretch and muscle tension. An adult encourages the child, fingering, to move around the table.

4. Exercise "Fingers ran away"

The child lowers his hand into the pool, presses his palm to the bottom, alternately moves and opens his fingers. If the child experiences motor difficulties, an adult helps him by placing his hand on the child's hand.

5. Exercise "Cook"

We cook, we cook, we cook cabbage soup

Vova's cabbage soup is good!"

(circular movements of the brush in the "pool" clockwise and counterclockwise).

6. Exercise "Find the object"

The child takes out various objects (geometric figures, toys, letters) from the bottom of the "pool", grabbing with a pinch or two fingers.

Exercises that develop flexion and opposition of the thumb, index and middle fingers.

1. Hands lie on the table, the adult fixes the forearm. The child tries to take a stick, a pencil, a pen with his thumb, index and middle fingers, raise it 10-12 cm above the table, and then lower it.

2. Put an open box with counting sticks (matches or other small items) on the table in front of the child. The child can take sticks from the box and fold them at hand (the hand lies close to the box), trying not to move the hand from its place, but only unbend and bend the thumb, index and middle fingers, and then also fold back.

3. With three fingers, lightly press the rubber toy, causing it to move;

4. With your thumb, middle and index fingers, it is easy to press on the children's spray gun, sending a stream of air to a cotton swab, a piece of paper, a ball, thus moving them along the surface of the table.

5. Roll out lumps of plasticine on the board with the index and middle fingers at the same time and in turn; roll out a lump of plasticine on weight with the thumb and forefinger (thumb and middle, large, index and middle).

Also for the development of fine motor skills is carried out:

1. Working with counting sticks.

2. Pencil games.

3. Lacing.

4. Sorting of cereals, seeds.

5. Modeling from plasticine.

6. Collecting pyramids.

7. Work with colorful clothespins.

8. Work with the finger theater.

9. Hatching.

10. Working with stencils.

11. Letter on semolina.

12. Work with paper.

Literature:

1. Dedyukhina G.V., Yanshina T.A., Moguchaya L.D. Speech therapy massage and physiotherapy exercises with children 3-5 years old suffering from cerebral palsy. Educational and practical book for speech therapists and medical workers.- M .: "Gnom-press" 1999.

2. Dedyukhina G.V., Kirillova E.V. We learn to speak. 55 ways to communicate with a non-speaking child. - M.: Publishing center "Techinform" MAI, 1997.

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

4. Konovalenko V.V., Konovalenko S.V. Cotton top 2. Non-traditional methods of corrective speech therapy work with children 6-12 years old. M.: "Gnome and D", 2004.

5. Belaya A.E., Miryasova V.I. Finger games. - M.: "AST Astrel", 2002.

6. Kalmykova L.N. "Hello, finger! How are you?" Card file of thematic finger games "Teacher", 2015.

Speech therapist Zavertkina E.I.

Federal Agency for Education

State educational institution

Higher professional education

"Solikamsk State Pedagogical Institute"

Department of Pedagogy and Private Methods

The development of fine motor skills of hands in students with children's

cerebral palsy in class

fine arts

Final qualifying work

specialty 050708

"Pedagogy and Methods of Primary Education"

Completed by a student of the VI course

distance learning departments

Safronova Elena Vladimirovna

Scientific adviser:

Senior Lecturer

Pitenko Svetlana Vladimirovna

Eligible for defense

Head Department of History of Pedagogy

and private methods, Ph.D., associate professor

Protasova Elena Vladimirovna

Solikamsk - 2009

Introduction

Chapter 1

1.1 Features of the development of children with cerebral palsy

1.2 The development of fine motor skills of the hands of students with cerebral palsy in the visual arts

1.3 Specifics of visual arts lessons for students with cerebral palsy

Conclusions on the first chapter

Chapter 2

2.1 Identification of the level of development of fine motor skills in a group of students with cerebral palsy

2.2 Experimental work on the development of fine motor skills of the hands of students with cerebral palsy in the visual arts

2.3 Results of experimental work

Conclusions on the second chapter

Conclusion

Bibliographic list

Introduction

The entire history of human development proves that hand movements are closely related to speech. Gestures were the first form of communication among primitive people. The role of the hand was especially great. Pointing, outlining, defensive and other movements of the hand formed the basis of the primary language with which people spoke. Thousands of years passed before verbal speech developed. The fact that finger movements are closely related to speech has long been known. Talented people from the people understood this. Playing with small, not yet speaking children, they accompanied the words of the song, games with the movements of the child’s fingers, hence the well-known “Ladushki”, “Magpie-crow”, etc. appeared.

The great stimulating effect of the function of the hand is noted by all specialists who study the activity of the brain and the psyche of children. As far back as 1782, the outstanding Russian educator N. I. Novikov argued that “the natural impulse to act on things in children is the main means not only for gaining knowledge about these things, but also for all mental development.” IP Pavlov brought great clarity to this issue. He attached great importance to tactile sensations, because they carry in speech center, in its motor part, additional energy that contributes to its formation. The more perfect the cerebral cortex, the more perfect speech, and hence thinking. This concept underlies the modern theories being developed by scientists. In the cerebral cortex, the speech area is located very close to the motor area. She is, in fact, a part of it. It was the proximity of the motor and speech zones that led scientists to the idea that the training of fine (fine) motor skills of the fingers has a great influence on the development of a child's active speech. The data of electrophysiological studies directly indicate that the speech area is formed under the influence of impulses coming from the fingers. Throughout early childhood, this dependence clearly stands out - as fine motor skills improve, speech function develops. Naturally, this should be used in work with children, especially with those who have various speech development disorders.

Despite very severe motor disorders and spatial perception disorders, children with cerebral palsy willingly engage in visual activities and artistic work, since this area opens up a lot of interesting, beautiful, entertaining things for children with disabilities. This activity is most accessible to them. Different types of visualization show the variety of means for the realization of the plan. The child gets the opportunity to express his inner world, thoughts, mood, dreams in a drawing, craft, application. In the process of classes, the child's personal qualities are formed - perseverance, determination, accuracy, diligence, the desire to do their job as best as possible, and in parallel with this, the movements of the hand and fingers are improved. However, there are unreasonably few data on the study of the features of the formation and correction of visual activity in children with cerebral palsy in the literature. This prevents the organization of corrective work in the propaedeutic period and complicates the subsequent education of children. All of the above led to the problem of the study: what are the possibilities of fine arts for the development of fine motor skills of the hands of students with cerebral palsy.

Research topic: the development of fine motor skills in the hand of students with cerebral palsy in the classroom of fine arts.

Object of study: the development of fine motor skills of hands in children with cerebral palsy.

Subject of study: the specifics of visual arts classes for students suffering from cerebral palsy.

Purpose: to develop and test a system of fine art classes aimed at developing fine motor skills in students with cerebral palsy.

Research hypothesis: visual arts contribute to the development of fine motor skills in students with cerebral palsy under the following pedagogical conditions:

1. The use of a special, scientifically based system of classes.

Research objectives:

1. Study the pedagogical, psychological and special literature on the problem under study.

2. Determine the specifics of working with children suffering from cerebral palsy in the visual arts.

3. Select tasks aimed at developing fine motor skills of hands in children with cerebral palsy.

4. Carry out experimental work.

5. To identify the effectiveness of the developed system for the development of fine motor skills in a specialized institution.

Methodological basis: pedagogical, psychological, special literature: diagnostics, methods and ideas of specialists in the field of treatment, education and social adaptation of children with disabilities K.A. Semenova, E.M. Mastyukova, M.V. Ippolitova, R.D. Babenkova, N.V. Simonova, E.S. Kalizhnyuk, I.I. Mamaichuk, I.Yu. Levchenko, G.V. Kuznetsova on the upbringing and education of children with cerebral palsy, as well as guidelines for visual activity with children with disabilities I.A. Groshenkova, N.V. Dubrovskaya, G.S. Shvaiko.

Research methods:

1. Theoretical: analysis of pedagogical, psychological and special literature on this topic; analysis of medical and pedagogical documentation (case histories, psychological and pedagogical characteristics); development of a system of tasks aimed at developing fine motor skills of the hands of children with cerebral palsy.

2. Empirical: observation, testing, group and individual sessions; analysis of the productive activities of children (drawings, applications, modeling, etc.); ascertaining, forming and control experiments.

Organizational base: Mining boarding school for mentally retarded children, Kizel city, Perm region.

Practical significance: a system of classes in fine arts has been developed, aimed at developing fine motor skills of the hands of students suffering from cerebral palsy, which can be recommended to teachers and educators of specialized institutions.

The structure of the work: the work consists of an introduction, two chapters, a practical part, a bibliographic list.

Chapter 1

1.1 DEVELOPMENTAL CHARACTERISTICS OF CHILDREN WITH CEREBRAL PALSY

Children with impaired function of the musculoskeletal system have been the object of close attention of special teachers for several decades. According to the State Committee of the Russian Federation, every 10th disabled child is disabled due to diseases of the musculoskeletal system. Among the entire population of children with disabilities, a significant part is occupied by children suffering from various forms of cerebral palsy - from 2 to 6 patients per 1000 children. Among the patients there are children with varying degrees of severity of disorders, up to severe, leading to lifelong disability. Cerebral palsy (ICP) is a disease of the central nervous system with a leading lesion of the motor areas and motor pathways of the brain. With cerebral palsy occurs earlier, usually intrauterine damage or underdevelopment of the brain. The main manifestations are the inability to maintain a normal posture and perform active movements. This is often accompanied by disorders of the psyche, speech, vision, hearing, which ultimately affects socially significant skills, such as the ability to independently eat, dress, study, receive a profession / The main manifestation of the disease - motor disorders - are often associated with various degrees of mental disorders speech, vision, hearing. Restriction of the field of view of the baby is one of the reasons for the delay in his mental development. Suffice it to say that by the age of two, many children still do not hold their heads well and do not know how to turn it and look at their surroundings, they do not know how to grab and hold toys. In most cases, the hands are clenched into fists, the thumb is tightly brought to the palm, and its participation in the grip of the toy is impossible. There is a pathological change in muscle tone. Brain damage in cerebral palsy in most cases occurs in utero and is associated with infectious diseases and various intoxications suffered by the expectant mother during pregnancy, with chronic diseases and maternal and fetal blood incompatibility according to the Rh factor by group affiliation. Cerebral palsy is not contagious and is not transmitted from one child to another. The disease is also not inherited in case of parental illness. In the world literature, more than twenty classifications of cerebral palsy have been proposed. They are based on etiological signs, the nature of clinical manifestations, pathogenetic features. In domestic clinical practice, the classification of K. A. Semenova, according to which there are five main forms of cerebral palsy: Spastic diplegia. - the most common form of cerebral palsy, characterized by tetraparesis, while the hands are affected to a lesser extent than the legs. Children suffering from spastic diplegia, under the influence of special training, can master self-service skills, writing and a number of labor skills. With spastic diplegia, it is possible to overcome mental and speech disorders under the condition of systematic, directed corrective work. The next form of cerebral palsy - double hemiplegia - occurs with the most severe lesions of the immature brain. This is also tetraparesis. However, both pairs of limbs are equally affected. Patients are practically immobilized, speechless and have a deep degree of intellectual underdevelopment. Their condition is aggravated by the presence of concomitant syndromes, which leads to the impossibility of their upbringing and education. In the absence of deep intellectual underdevelopment in these patients, double hemiplegia can transform into spastic diplegia. The hyperkinetic form of cerebral palsy is characterized by the presence of violent movements. Hyperkinesis occurs in combination with paralysis, and with or without paresis. Speech disorders are widespread (90%). The child's intelligence often remains satisfactory. Severe speech disorders and severe disorders of voluntary movements interfere with the child's learning. However, children with this form of cerebral palsy show a desire for communication and learning. This form is quite favorable in terms of learning and social adaptation. The atonic-astatic form of cerebral palsy is characterized by low muscle tone, unlike other forms with high tone. This form is characterized by the presence of paresis, ataxia and tremor. 60% - 75% of children have speech disorders. Quite often, under this form, there is an underdevelopment of the psyche. Hemiparetic form. In this form, movement disorders are less pronounced than in other forms of cerebral palsy. Due to trophic disorders in children, there is a slowdown in bone growth, and hence a shortening of the length of the paretic limb. In this case, the hands are more severely affected - right or left. This category of patients with cerebral palsy, as a rule, communicates better than in other forms, is socially oriented and accustomed to work, but needs correction of violations of such cortical functions as counting, writing, spatial perception.

The physical features of children with cerebral palsy are manifested in the limitation of object-practical activity, insufficient development of object perception, difficulty in manipulating objects and their perception by touch.

Movement disorders in children with cerebral palsy have varying degrees of severity:

1. Heavy. Children do not master walking skills and manipulative activities. They cannot serve themselves. 2. Average. Children master walking, but move with the help of orthopedic devices (crutches, canadian sticks, etc.). Their self-care skills are not fully developed due to violations of manipulative function.3. Light. Children walk on their own. They can serve themselves, they have a well-developed manipulative activity. However, patients may experience incorrect pathological postures and positions, gait disturbances, movements are not dexterous enough, slowed down. Reduced muscle strength, there are deficiencies in fine motor skills. One of the features that characterize cerebral palsy is impaired hand motility. In some forms of the disease, tonic reflexes of the neonatal period persist for many years, which prevent the development of the motor sphere. Violation of the central part of the motor analyzer leads to complex and persistent disorders of hand motility, which are characterized not only by a violation of muscle tone, the presence of violent movements - hyperkinesis, but also by improper installation of limbs and joint contractures. Violations of a number of cortical functions cause the presence of ataxia and dysmetria, which manifests itself in the form of inaccurate hand movements. All of these movement disorders tend to increase with age. They are especially pronounced when performing voluntary movements, which prevents the correct formation and fixation in memory of the scheme of these movements. Cerebral palsy is characterized by a violation of higher kinesthetic functions (i.e., a violation of the muscular-articular feeling), which largely determine not only muscle tone, but also the development of voluntary movements. In patients with the preservation of the correct perception of individual movements, there is no way to synthesize these movements into a single whole. It is known that the formation of ideas about one's body is closely connected with the development of motor functions, with the development of tactile, visual and kinesthetic sensations and the correspondence of movements, during which the relative position of body parts is realized - the body scheme. Many children with cerebral palsy seem to "forget" to use their affected limbs, they ignore their affected hand even in the case of a moderate injury. The suppression of the activity of the kinesthetic analyzer excludes the development of those conditioned reflex connections on the basis of which the feeling of the body itself, the sense of posture and fine motor skills are built. All of the above confirms the complex and persistent nature of motor function disorders in children suffering from various forms of cerebral palsy, and indicates that these disorders are specific to one form or another. The degree of severity of movement disorders varies in a wide range, where the grossest violations are on one pole, and the minimum on the other. The cognitive activity of children with cerebral palsy is also impaired due to the peculiarities of their mental development. Such authors as M. B. Eidinova, K. A. Semenova, E. I. Kirichenko, I. Yu. Levchenko attribute mental development disorders in children with cerebral palsy to abnormal mental development and argue that these disorders largely depend on on the location and time of brain damage. According to the theories associated with the names of L. S. Vygotsky, S. L. Rubinstein, A. I. Leontiev, I. M. Sechenov, P. K. Anokhin, A. G. Luria, A. V. Zaporozhets and other authors, on the basis of movement and certain types of practical activity, processes of perception are formed, which are active and cognitive. Gradually, with their development, psychological prerequisites appear for mastering more complex types of practical activities, which, in turn, contributes to the development of a higher level of perception. In a child with cerebral palsy, due to motor insufficiency, the formation of all types of perception can be impaired at the earliest stages of its development. The reason is such factors as a violation of the motor apparatus of the eyes, underdevelopment of statokinetic reflexes, which contributes to the limitation of the visual fields in such children. It is known that the development of visual fields is closely related to the formation of voluntary attention and all types of perception, including spatial. In children with cerebral palsy, in case of insufficiency of object actions, object perception is not sufficiently developed, and object actions are impossible without the development and improvement of general motor skills. In addition, motor insufficiency interferes not only with normal visual and kinesthetic perception and their development, but also interferes with the formation of visual-motor connections. It is known that movement, as well as practical activity, is of great importance in the development of a number of higher cortical functions, especially spatial ones. This explains the often observed spatial disturbances in children with cerebral palsy. Many children with cerebral palsy have difficulty in perceiving the form, in correlating volumetric and flat values in space, it is difficult for them to form the concepts of “left”, “right”, elements of finger agnosia appear, difficulties in the assimilation of writing, reading, counting. A sick child is often unable to distinguish, label and differentiate his fingers, without noticing his failure. In addition, with cerebral palsy, there are violations of the emotional-volitional sphere, behavior, intellect, speech, vision and hearing. Violations of the emotional-volitional sphere are manifested in the form of increased emotional excitability, sensitivity to common stimuli environment , prone to mood swings. Often, excitability is accompanied by fears. Fear often arises even with simple tactile stimuli, with a change in the position of the body, the environment. Some children are afraid of heights, closed doors, darkness, new toys, new people. The most frequently observed disproportionate variant of personality development. This is manifested in the fact that sufficient intellectual development is combined with a lack of self-confidence, independence, and increased suggestibility. The child develops dependent attitudes, inability and unwillingness to independent practical activities. a child, even with preserved manual activity, does not master self-service skills for a long time. In addition, frequent phenomena in this disease are shortcomings in the development of speech, and this disrupts communication, generalizing and regulating the functions of speech. For most children with cerebral palsy, increased fatigue is characteristic. Children have difficulty concentrating on the task, quickly become lethargic or irritable, and if they fail, they refuse to complete the task. All of the above points to the specific conditions for the intellectual development of children with cerebral palsy. Specialists in various fields who develop methods of treating and teaching children with cerebral palsy, such as K. A. Semenova, E. M. Mastyukova, M. V. Ippolitova, R D. Babenkova, N. V. Simonova, E.S. Kalizhnyuk, I. I. Mamaychuk, I. Yu. Levchenko, G. V. Kuznetsova, believe that the conditions for raising a sick child play an important role in the pathogenesis of mental disorders. Under the condition of timely targeted corrective action, positive dynamics in the development of a child with cerebral palsy is possible. In the works of M.P. Sakulina, T.S. Komarova, V.S. Kuzin, N.M. Sokolnikova, E.V. Shorokhova and others, it is noted that the successful development of visual activity contributes to the intellectual development of the child, helps in the formation of other types of activity. In the process of classes, the personal qualities of the child are formed - perseverance, determination, accuracy, diligence; expanding ideas about the world around; in parallel with this, the formation of spatial representations takes place. At the same time, in the process of assimilation by children of a number of graphic and pictorial skills and abilities, the fine motor skills of the hands are improved, which positively affects the development of speech and the improvement of communication skills. This should be taken into account when teaching children suffering from various forms of cerebral palsy and prognostically favorable in development. Among the main directions of correctional and developmental work, it is necessary to single out classes aimed at the formation of motor skills, the development of objective activities, speech, communication, and games. In this regard, fine art acts as a creative process through which motor skills, perception, speech, play and a number of other important aspects of the child's psyche are activated. Thus, the following conclusions can be drawn: 1. Cerebral palsy is a serious disease associated with damage to the central nervous system. The main manifestation of the disease - movement disorders - are often accompanied by various degrees of severity of mental disorders, speech, vision, hearing. Movement disorders in cerebral palsy exist from birth, are closely associated with sensory disorders, especially with the lack of sensations of one's own movements.2. One of the features that characterize cerebral palsy is impaired hand motility. With a certain corrective and pedagogical influence, these violations can be reversible, therefore, visual activity and artistic work represent a wide opportunity for work in this direction. In the process of mastering a number of graphic skills by children, fine motor skills of the hands are improved, which positively affects the development of speech and the formation of communication skills.
1.2 DEVELOPMENT OF FINE MOTOR HANDS IN STUDENTS WITH CHILDHOOD CEREBRAL PALSY IN THE CLASSES OF FINE ARTS Visual activity is of great importance for the comprehensive development of the child. It contributes not only to its aesthetic and moral education, expanding horizons, but also mental development. Drawing and other visual activities activate the child’s sensory development, spatial perception, have a positive effect on the formation of speech, improve communication skills and develop fine motor skills of the hands. Starting to draw, sculpt, cut and paste, the child is faced with new problem - the perceived must be depicted, transferred to paper, clay. In some cases, when creating an image, the child directly affects the material with his hands (sculpting, tearing off paper), in others - with the help of tool objects (pencil, brush, scissors). In all cases, you need to have some minimum technical skills in handling both the tool and the material. The formation of visual movements in the process of learning to draw, sculpt, and apply includes teaching the skills to properly hold these tools and use them correctly; the ability to consciously control the movements of their hands, achieving the desired quality and character of lines, strokes, forms. Mastering the technique of visual activity necessary to create an image is associated with the sensorimotor development of the child. Making this or that movement in drawing, modeling or application, the child experiences musculoskeletal sensations: he feels the position of the pencil in his hand, the force of squeezing and unclenching the levers of the scissors, perceives the movement of the hand with the pencil on paper, the force of pressure on the lump of clay during rolling. At the same time, visual perception also occurs. In children suffering from cerebral palsy, the process of forming visual skills occurs differently. This is due to gross violations of the functions of the musculoskeletal system and a delay in the development of higher mental functions. Violation of the central part of the motor analyzer leads to complex and persistent disorders of hand motility, which are characterized not only by a violation of muscle tone, the presence of violent movements - hyperkinesis, but also by improper installation of limbs and joint contractures. Violations of a number of cortical functions cause the presence of dysmetria, which manifests itself in the form of inaccurate hand movements. They manifest themselves especially clearly when performing voluntary movements, which prevents the correct formation and fixation in memory of the scheme of these movements. The suppression of the activity of the kinesthetic analyzer makes it difficult to develop those conditioned reflex connections on the basis of which the feeling of one's own body, the sense of posture and fine motor skills are built. Among the researchers, an opinion has been established about the positive dynamics in the development of a child with cerebral palsy, subject to timely targeted corrective action. In a group of children with a favorable prognosis, developmental disorders are reversible with an active and complex effect on the main components of a developmental defect. In the most general form, the basic principles of the activities of specialists with problem children were formulated by L. S. Vygotsky and in the work of leading defectologists and psychologists of the country, in particular K.A. Semenova, E.M. Mastyukova, M.V. Ippolitova, R.D. Babenkova, I.I. Mamaichuk, I.Yu. Levchenko, G.V. Kuznetsova. At the same time, they are still not specific enough, are not embodied in real technologies and do not determine the methodological support for corrective activities. Among the main directions of correctional and developmental education of children suffering from various forms of cerebral palsy are classes aimed at the formation of motor skills, the development of objective activities, speech, communication, and games. In this regard, visual activity acts as a creative process through which motor skills, perception, speech, play and a number of other important aspects of the child's psyche are activated. Despite very severe motor disorders and spatial perception disorders, children with cerebral palsy willingly engage in fine arts, since this area opens up a lot of interesting, beautiful, entertaining things for children with disabilities. This activity is most accessible to them. Different types of visualization show the variety of means for the realization of the plan. The child gets the opportunity to express his inner world, thoughts, mood, dreams in a drawing, craft, application. In the course of classes, the child’s personal qualities are formed - perseverance, purposefulness of the individual, the desire to do their job as best as possible, and in parallel with this, the movements of the hand and fingers are improved. However, the products of their creativity are very imperfect and unattractive, and generally accepted methods do not give the desired effect. As a result, such a multifactorial, comprehensive type of activity is not used in the developmental and corrective system of education and upbringing of children with multiple deviations in physical and mental development, characteristic of cerebral palsy. You should carefully consider how to build the process of teaching such children the basics of visual activity in order to achieve optimal results. Komarova and G.S. Shvaiko and methodological developments of N.V. Dubrovskaya, adapting them according to the abilities of children. I.A. Groshenkov outlined the main directions of correctional and educational work on visual activity for children with disabilities: - to cultivate a positive emotional attitude to visual activity and its results; its reflection by means of visual activity; - to form the correct perception of shape, size, color, spatial relationships and the ability to convey them in the image; - to develop hand motor skills and hand-eye coordination. S. Komarova in the program "Visual activity in kindergarten" is guided by the fact that the main goal of teaching this activity is the development of a figurative, aesthetic perception of reality, the formation of the ability to reflect objects and phenomena of the surrounding life, to express one's attitude to the depicted. To do this, it is necessary to acquaint children with objects and phenomena of the surrounding reality; to form generalized technical skills and abilities, as well as image methods; develop the ability to make patterns, decorate objects; create expressive images; solve creative problems.T.S. Komarova believes that it is necessary to ensure the aesthetic perception and understanding by children of the content to be reflected. Therefore, the choice of subjects for drawings is focused on what aroused their emotional interest, about which there were clear ideas (toys, objects, ongoing events, phenomena). For this purpose, the information-receptive method (another name is explanatory-illustrative) is widely used. It consists in conducting observation, examination by children of objects, toys, ready-made buildings transmitted in the image, organizing the examination of paintings and illustrations that carry information to children about objects and phenomena. In the process of examining the subject, the shape, color are discussed in detail and in detail, comparisons are made; then proceed to planning the sequence of work. Observation also provides for an active discussion of objects, a detailed verbal description, and the identification of essential features. Acquaintance with new image techniques also occurs using the information-receptive method. In order for children to master the shaping movements of the hand, how to create an image, these methods need to be shown and explained to them. For example, an object is examined, its shape is called, the object is outlined along the contour, then these movements are reproduced by hands in the air. At the same time, children's experience is activated, children learn, perceiving this or that information, to correlate them with previously learned ones, to establish the relationship of the new with what is already known. A feature of the program of G.S. Shvaiko "Classes in visual activity in kindergarten" is the method of work proposed by the author, in which visual classes are combined into cycles based on a single theme, common characters, similarity in ways of depicting or the same type of folk applied art. Some cycles include classes in all types of visual activity (sculpting, drawing and appliqué), others - any one or two types. In addition to classes, the cycles include introducing children to fine arts, excursions, as well as didactic games and exercises that are closely related to the content and program tasks: 1. To develop the creative abilities of children through visual activity. 2. To develop the cognitive activity of children. 3. To cultivate a culture of activity, to form cooperation skills. The advantage of this technique is that children, depicting homogeneous objects in several classes, following one after another, firmly master the image methods. After several lessons of the cycle on a certain topic, children form generalized ideas about homogeneous objects - about the form, structure, methods of image, which allows him to independently depict any objects similar in shape. In the scientific and methodological manual N.V. Dubrovskaya, all knowledge and visual techniques are systematized on the theme of nature and color. The author believes that children, almost from the first days of life, very clearly feel the relationship with nature. Developed by N.V. The Dubrov system is aimed at the formation of artistic skills and abilities, the development of children's creative abilities in the field of color, graphics and composition based on "natural" images. The performance of creative tasks by children contributes to the emergence of associations that are embodied in drawing, application, design. And it is very important to show possible solutions to a particular topic, artistic image. For example, the theme "Dandelions" in different age groups finds different solution: application in the technique of "torn" and "crumpled" paper; drawing up an image from ready-made forms with drawing; collage of magazine clippings and buttons; or drawing and application along the contour of the palm; or drawing with watercolors using the “wet” technique, as well as a mosaic of colored, velvet paper. The proposed N.V. The Dubrovskaya system of classes offers varied solutions that allow not only to develop interest in art, but also to form the initial foundations of the worldview. If we consider the tasks of fine arts from the point of view of the development of fine motor skills in children with cerebral palsy, then we should highlight: - the actual work on the muscles of the hands and fingers; - the development of tactile sensations; - the improvement of visual-motor coordination. The organization of work on the development of fine motor skills in the visual arts takes place in three priority areas: 1. Formation of readiness for the development of fine motor skills: normalization of hand tone, development of a sense of balance, coordination, coordinated hand movements, imitation (can be achieved by teaching finger games). 2. Formation of stability, and then rotational movements of the wrist (formed in parallel with the complication of grip). 3. The formation of a grip, that is, the ability to reach an object, take and hold it, as well as the ability to manipulate it, take it, put it in a certain place. The formation of a grip goes through the following stages: first, a palmar grip (palm-finger) is formed, then a pinch, last of all, a tweezer grip and its intermediate forms are formed. The development of a palm grip, when a child takes an object, raking it with his fingers to his palm, takes place in two stages in drawing lessons: first, the child holds a crayon, felt-tip pen or thick pencil in his fist, obliquely palm. The working end is directed towards the little finger. The thumb is pointing up. This gripping method is suitable for drawing on a horizontal surface and is convenient when learning to draw. The child draws by moving the whole arm from the shoulder. At the second stage of the formation of the palmar grip, the child grabs the crayon, opposing the thumb (“rake”). The working end is directed upwards. This is useful when drawing on a vertical surface. Palmar-finger grip, when the object lies obliquely in the palm of your hand,
and the working end is clamped between the middle, index and thumb. This technique is used when drawing on a vertical surface. The pinch grip refers to the ability to pick up and hold an object with the thumb, middle, and forefinger. To facilitate the transition from a palm-finger grip to a pinch grip, you can use short crayons that cannot be gripped with the palm of your hand. At this time, the child begins to paint with a brush in the way of sticking and touching. The forceps grasp, in which the child takes and holds the object, pinching it with the thumb and forefinger, is formed in two stages. At the first stage of the formation of this grip, the child takes the object with the pads of a large and index finger . This grip is used when working with plasticine, when creating applications from paper, small household items and natural materials. At the second stage of grip formation, the child takes the object with the tips of the thumb and forefinger. In everyday life, this grip is rarely used, but is necessary when working with beads, beads. A three-point pencil grip is formed by directly mastering the pencil. Getting your fingers used to the pencil grip takes quite a long time. But in the most severe cases, it is enough to teach the child to grasp the pencil in the way that he himself has chosen as a means of adaptation in connection with his motor defect. Working with plastic materials for a child with impaired manipulative activity presents its own difficulties. Nevertheless, it is also very useful from the point of view of the active activity of the hands, as it forces a child with cerebral palsy to look for ways to adapt in connection with a motor defect. Stretching plasticine with one hand is difficult, especially if the movements of this hand are far from perfect. But the desire to achieve a result is a strong motivation for finding ways to do it. The main objective of these classes is to teach a child with motor pathology and impaired spatial perception how to make various forms, the ability to balance the amount of material and the size of image details, and how to create details for the same product. In the classroom, preference should be given to such types of work that correspond to the capabilities of children and are effective for the formation of a palmar and pinch and pincer grip. You can start this type of activity only when it has a grip with three and two fingers, as well as the ability to accurately place an object in a certain place. At the first stages, plasticine or glue stick is used to connect the parts. The application gives a clear idea of the shape of objects, the shape of individual details of the image, their spatial arrangement relative to each other. In this regard, applications are widely used in working with children with cerebral palsy. Violations of tactile sensations, stereognosis can be overcome by including games to recognize objects without visual control in classes. With this in mind, the toys used in the classroom should also be selected, among which are soft, and smooth, and prickly, etc. The process of recognition by the “skin” of a toy can be easily included in games, organically adding them to classes in order to examine objects which are to be depicted, molded. Tactile perception is also good to improve through the well-known game "magic bag" with a set of small items that need to be recognized "by touch". These exercises are the most effective for overcoming stereoagnosis. The peculiarities of visual activity are that for its implementation it is important not just the development of the hand, but the joint development of the hand and eye. Visual control of hand movements is necessary at all stages of image creation. The drawing technique includes both movements and their perception, that is, movements under the control of vision and motor sensations. When perceiving movement during drawing, modeling, appliqué, a child forms an idea about it, and executive actions are built on this basis, relatively speaking, muscle memory of movement is formed, and motor experience is accumulated. Gradually, as the methods of action are formed, the role of visual control is somewhat reduced: the hand “acquires an idea” of the movement, the sensation, as it were, enters the hand, and the drawing person can make a movement almost without looking. However, in children with motor disorders, visual-motor coordination is not developed immediately and with great difficulty. This is due to damage to the cortical and adjacent motor areas of the cerebral hemispheres. Children with cerebral palsy cannot make precise movements in a given direction and with a certain effort, they allow many irrational movements. In the initial period, they are completely absorbed in the process of drawing lines, and visual control over the direction of movement recedes into the background and is reduced to a minimum. Even drawing from a model, children often make large inaccuracies in the transfer of the contours of the depicted figures, distort their proportions. In the process of systematic training, the difficulties associated with insufficient development of visual-motor coordination are gradually overcome. Thus, the following conclusions can be drawn: 1. As a result of fine arts, there is a gradual improvement in fine motor skills of the hands. The process of drawing requires from the child a certain level of formation of such components of manual skill as technical skills, the development of shaping movements and the regulation of drawing movements in terms of speed, scope, and strength. The early development of these abilities ensures the successful development of visual activity, increases interest in this activity and creates favorable conditions for the comprehensive development of the child's personality. 2. In children suffering from cerebral palsy, a violation of the central part of the motor analyzer leads to complex and persistent disorders of hand motility: impaired muscle tone, the presence of violent movements - hyperkinesis, incorrect positioning of the limbs, inaccurate hand movements. These violations indicate that the process of mastering visual skills proceeds differently for them, has its own characteristics. 1.3 SPECIFICITY OF FINE ART CLASSES IN STUDENTS WITH CHILDHOOD CEREBRAL PALSY The peculiarities of the development of children with movement disorders require a careful and thoughtful approach to the choice of methods, techniques and forms of work in the visual arts class. Usually the lesson takes 30 minutes and is structured as follows: 1. Organizational moment.2. Normalization of the tone of the hands, massage of the fingers, finger gymnastics.3. Message of the topic, introductory conversation, story, explanation 4. Demonstration of the object, explanation of the sequence of work.5. Independent practical activity.6. Summing up the lesson. Each lesson should begin with the normalization of the tone of the hands. For this purpose, massage, thermal effects, gymnastics are used. To reduce muscle tone, Phelps techniques based on Sherington's principles can be used. K. A. Semenova argues that according to this technique, it is necessary to produce maximum flexion and pronation of the hand and fingers before working on the formation of the hand and extension of the fingers, similar to adduction of the shoulder before its abduction. Children with sufficiently developed movements and self-regulation can carry out relaxation exercises on their own, according to the instructions of the teacher. Authors I.G. Vygotskaya, E.P. Pellinger and L.P. Uspenskaya believe that the feeling of relaxation will be stronger if it was preceded by tension. At the same time, the child's attention should be fixed on relaxation, emphasis is placed on the fact that the state of relaxation, calmness is pleasant. Simultaneously with relaxation, the upbringing of the "feeling of the muscle" takes place. When conducting appropriate exercises, it is recommended to use calm, slow music (see Appendix 1) last years for the normalization of muscle tone, the technique of local hypothermia is becoming increasingly important. Cold exposure helps to relax spastic muscles, reduce hyperkinesis, increase strength and range of motion of the affected limbs. The principle of operation of the technique is based on the fact that exposure to low temperatures causes a reaction to stimuli, accompanied by reversible changes in its main properties - excitability and conductivity (K.A. Semenova) Possible exposure to ice, cold water, alternating contrast exposure to cold and heat. a simple way - contrast baths. Water is poured into two bowls - one is hot with sea salt (1 tablespoon) or pine extract, the other is cold. The child's hands are alternately lowered into the bowls for a few seconds, starting with hot and ending with cold water. Ice gives a stronger effect. First you need to circle a piece of ice along the contour of the fingers, lingering a little longer at the point between the thumb and forefinger (5-6 seconds), then let the child “wash” his hands with ice. Hands are rubbed with a towel, you can immerse them in hot water, and then wrap them warmly. In the hyperkinetic form, it is useful to complete the procedure by putting loads on your hands (bags of salt, sand). The effect of cryotherapy lasts for several hours, and with each session it becomes more and more persistent (but up to a certain limit). It is also useful to give a child a hand massage. Massage improves blood and lymph circulation, speeds up metabolism in tissues, normalizes muscle tone, reflexively affects the nervous system and internal organs. A set of exercises for massaging the hands and upper limbs in combination with passive gymnastics is offered by neuropathologist T.I. Serganova Preschoolers with a mild form of cerebral palsy, with sufficiently developed movements and self-control, can be offered to do self-massage of the hands and fingers. An effective set of exercises is offered by V.V. and S.V. Konovalenko. A high-quality massage effect is also given by working with dough, in which coarse salt is mixed. The dough is rolled out, squeezed by hands, you can squeeze out fingerprints on it, pinch off pieces, sculpt. Working time approximately 15 minutes. Ippolitova, R.D. Babenkova and E.M. Mastyukova offer a set of exercises aimed at normalizing the tone of the hands and preparing them for work. Finger gymnastics is especially important. In addition to the main effect, it also contributes to the development of speech, because. the projection of the hand in the motor area of the brain is located very close to the speech motor area (M. M. Koltsova). First, it is recommended to perform the exercises with a safer hand, then the affected one, and then with both hands together. In case of severe damage to the function of the hands, the exercises are performed passively at first. Finger gymnastics complexes are widely represented in the literature by the works of V. Tsvyntarny, I. Lopukhina, M.S. Ruzina, N.V. Novotvortseva and others. The most important, from the point of view of teaching drawing and artistic work, is, of course, the hand, or rather, the fingers that carry out fine motor skills. Along with the activities listed above, aimed at developing the motor skills of the child, it is possible to offer exercises to form the orientation of the posture of the fingers, more precisely, voluntary abduction and adduction of the fingers. The postures of the fingers can be fixed in the form of "traces" of the hand outlined in pencil on a sheet of paper with various options for abducting the fingers. For example, the 1st finger is at right angles to the 4th fingers, closely pressed against each other. Or all fingers are spread as wide as possible. Combining the child's hand with the "trace", i.e. superimposing, we thereby form in his memory a trace of this finger posture. You should make "footprints" for both hands. You should start training with a healthy, or more intact hand, and then connect the paretic one. In the play activity of this category, it is necessary to include interaction with objects that have a certain spatial interdependence: dishes, furniture, etc. The exercises proposed above can easily be included in the daily work of the educator. Improving the motor activity of the child will come only when the correction of violations is carried out systematically, directionally and systematically. In parallel with activities aimed at activating motor functions and spatial orientation, classes should be held to develop graphic skills in accordance with the specifics of visual activity. After conducting exercises and procedures aimed at normalizing the tone of the muscles of the hands and fingers and preparing them for the upcoming work, you can proceed to the actual formation of the grip. When forming a three-point pencil grip, the following difficulties may arise: in some children, especially in the presence of hyperkinesis, the finger grip is not formed or is formed pathologically. To correct the wrong posture of the fingers and “accustom” them to the correct posture, you should form the correct posture for gripping the pencil and fix it together with the pencil with an elastic band. For a while, the hand should remain in this position to better remember the posture of the fingers. In addition, the passive method is also used, when the correct laying of the fingers is fixed by an adult who draws lines or other figures with the child's hand. Getting your fingers used to a pencil grip takes quite a long time. But in the most severe cases, it is enough to teach the child to grasp the pencil in the way that he himself has chosen as a means of adaptation in connection with his motor defect. Children with hyperkinetic form of cerebral palsy, in terms of the degree and nature of movement disorders, represent the most difficult group in terms of organizing their teaching of graphic skills. They need additional equipment to reduce the resistance to hyperkinesis. To do this, the child's hand and head must be fixed while drawing, a weighted bracelet should be put on the wrist in order to reduce its mobility. A pencil or pen must also be heavy, for which a special metal case is made, where the writing rod is placed. The diameter of a pencil, a pen for such a child is more convenient if it is larger than usual. The fingers are fixed on the pencil with an elastic band. The paper is also fixed on a special tablet. Children with other forms of cerebral palsy need special orthopedic devices to a lesser extent. Working with plastic materials for a child with impaired manipulative activity presents its own difficulties. To create motivation to engage in this type of activity, you can make simple devices that allow children to make original products, for example, various stamps that allow you to make original prints. In addition, you should diversify the material for modeling, not limited to plasticine. You can use not only clay, but also dough, which is kneaded not only from flour, but also from paper. The preparation of the dough can be entrusted to children, this gives the lesson a touch of the game and additionally trains the hands. In addition, modeling classes can be carried out collectively, which also significantly increases the motivation of children. In the classroom, preference should be given to such types of work that correspond to the capabilities of children and are effective for the formation of palmar and pinch and pincer grip.

Application can be practiced only when the children have a grip with three and two fingers, as well as the ability to accurately place an object in a certain place. At the first stages, plasticine or glue stick is used to connect the parts. The application can be done collectively. For example, on a large sheet of paper, the buildings of a village courtyard are located, and the figures of animals (domestic and wild) are located separately. Children should select among them those who live in this yard and stick them where they see fit. At the same time, there is a collective discussion about whether the animal is chosen correctly and where it is “more convenient” for it to be in the “yard”. Thus, you can plant a "garden" or "forest". Place urban or rural "buildings", "transport", etc. In addition to the fact that children learn to distribute the details of the picture on the plane of the sheet, they expand their horizons. Such works can be continued in subsequent classes, which increases children's interest in them. You can decorate a holiday card or other paper craft with an applique. The types of work recommended for conducting classes on the application are given in the appendix (see Appendix 1)

In order to form spatial representations, it is effective to use a mobile application and a flannelgraph in classes with children suffering from motor disorders. This is especially true for children with a hyperkinetic form of cerebral palsy, since drawing with pencils and paints is most difficult for them. In some children with hemiparetic form of cerebral palsy, the task is difficult - to complete the missing half of the symmetrical figure. They depict her with great distortion, most often - smaller in size. This task can be performed using the application technique - look for a suitable half among the finished forms and glue it. The corrective possibilities of appliqué classes are very great: violations characteristic of infantile cerebral palsy associated with the accuracy of hitting can be corrected in art classes. For example, when making an appliqué or a collage of small items - beads, peas, cereal grains, beans, pebbles, etc. It is very effective to use laying out a pattern on a plastic basis (thick glue, plasticine).

Among the violations in cerebral palsy, there is also a violation of tactile sensations, stereognosis. You can train these sensations by feeling objects with different textures without visual control. With this in mind, the toys used in the classroom should also be selected, among which are soft, and smooth, and prickly, etc. The process of recognizing the “skin” of a toy can be easily included in the game. Such games can be organically included in classes, examining the objects to be depicted, molded. Tactile perception is also good to improve through the well-known game "magic bag" with a set of small items that need to be recognized "by touch". These exercises are the most effective for overcoming stereoagnosis. To maintain children's constant interest in visual activity and the formation of full-fledged graphic images, a variety of teaching methods and techniques should be used: preliminary observation of objects and phenomena of the world intended for image, playing around with objects, analyzing an object using tactile-motor method of examination, tracing a contour using a stencil and a template, laying out images from individual elements, verbal description of an object. I. A. Groshenkov believes that when teaching children with developmental delays, display of image techniques occupies a large place. The ability to imitate the actions of an adult should be regarded as an important stage in the development of activity and independence. Children have a special desire to reproduce the actions of an adult and see in the drawn images of familiar objects. A mentally retarded child cannot act in full accordance with the instruction if it is formulated in a general way: "Look at the object and draw it." Such an indication does not fix the attention of children on the features of the perceived object, does not allow them to understand its structure and learn the order of drawing. Therefore, they need detailed instructions that establish a mutual connection. constituent parts, emphasizing the individual features of the details and the object as a whole. The drawing process should always be preceded by a detailed study and analysis of the subject, during which a series of questions are asked: “What is the name of the subject? What is the item made of? Where is it applied? How many parts are in an item? What shape are the parts of the object? What color is each part? To assimilate the concept of any form or to consolidate the image of a familiar form, a comparison with a similar object is recommended. For example, for a more accurate perception of the shape of a square, a rectangular object should be placed next to it. Objects well known to children are used as objects of the image, including toys that are easy to draw and mold. You should always encourage the child’s desire to repeatedly repeat strokes and lines, since the rhythmic movements performed during this serve as the basis for subsequently developed graphic skills. The use of the method of joint actions (the so-called "co-creation") gives a qualitative effect. This method allows the teacher to demonstrate this or that technique in a visual and entertaining way, presenting to the child to complete that part of the task that is in the zone of his proximal development. The use of this method makes it possible to develop the slightest success that has emerged in the child, to ensure that he advances in mastering the methods of independent actions when performing similar work. Komarova suggests using the information-receptive method when mastering new image techniques. In order for children to master the shaping movements of the hand, how to create an image, these methods need to be shown and explained to them. For example, an object is examined, its shape is called, the object is outlined along the contour, then these movements are reproduced by hands in the air. At the same time, children's experience is activated, children learn, perceiving certain information, methods of action, correlate them with previously learned ones, and establish a relationship between the new and the already known.

CONCLUSIONS ON THE FIRST CHAPTER

Cerebral palsy is a severe, congenital disease that affects the central nervous system. This leads to gross motor disorders, which are often accompanied by underdevelopment of the psyche, speech, vision, and hearing. One of the features that characterize cerebral palsy is impaired hand motility. With a certain corrective and pedagogical influence, these violations can be reversible, so the fine arts classes represent a wide opportunity for work in this direction. In the process of assimilation by children of a number of graphic and pictorial skills and abilities, the fine motor skills of the hands are improved, since the image of the world around requires a certain level of manual skill formation from the child. The early development of all components of abilities, which ensures the successful development of visual activity, contributes to the comprehensive development of the child's personality.

In children suffering from cerebral palsy, the process of forming visual skills occurs differently than in healthy peers. This is due to gross violations of the functions of the musculoskeletal system and a delay in the development of higher mental functions. Disturbances in the motor skills of the hands are manifested in the form of increased muscle tone, the presence of violent movements - hyperkinesis, as well as improper installation of the limbs and joint contractures. Violations of a number of cortical functions cause inaccuracies in the movement of the hands, their coordination. They manifest themselves especially clearly when performing voluntary movements, which prevents the correct formation and fixation in memory of the scheme of these movements.

The process of teaching such children the basics of visual activity requires a special approach and organization. For optimal results, classes should prioritize activities that are appropriate for the child's ability and are effective in developing palmar and pinch and pincer grips. For this purpose, a system of classes was developed aimed at developing fine motor skills of hands in children with cerebral palsy.

CHAPTER 2. ORGANIZATION OF EXPERIMENTAL STUDY OF THE INFLUENCE OF FINE ARTS ON THE DEVELOPMENT OF FINE MOTOR HANDS IN STUDENTS WITH CHILDHOOD CEREBRAL PALSY.

2.1 DETECTION OF THE LEVEL OF DEVELOPMENT OF FINE MOTOR SKILLS IN A GROUP OF STUDENTS WITH INFANTIAL CEREBRAL PALSY

On the basis of the Rudnichny orphanage for mentally retarded children in the period September 2008 - January 2009, experimental work was carried out with children suffering from cerebral palsy. The study was carried out in 3 stages: ascertaining, forming and control.

The purpose of the ascertaining stage of the experiment was:

A total of 12 children with various forms of cerebral palsy participated in the study (see Appendix 2, Table 1).

The conclusion about the physical condition of the hands and fingers was made in the process of observing the practical activities of children: playing, working in the classroom, self-service, household chores (see Appendix 2, Table 2). The following criteria were taken as a basis: the development of grip, the ability to manipulate objects, the coordination of hand actions, coordination of movements, the presence of congenital pathologies (tremor, hyperkinesis). there is insufficient development of fine motor skills. It should also be noted the lack of coordination of the actions of the hands (normally only in 8%) and impaired coordination of movements in 67%. Hyperkinesis of the fingers and hands is observed in 40% of children, in 20% of a very high degree, in 20% it is slightly expressed, that is, it is not an insurmountable obstacle to practical activity. Tremor (involuntary trembling) is present in 25%, but is not a constant phenomenon, but is observed partially, usually as a result of excessive tension or fatigue of the hands, which can be relieved by relaxation exercises. Self-service skills are developed to varying degrees, which is explained not only by the physical characteristics and severity of cerebral palsy, but also by age differences. However, all children at least partially serve themselves, dress themselves. The greatest difficulty in children arises when fastening buttons, zippers. Almost all move in wheelchairs, two can walk with support or support.

In addition to the general difficulties listed above, it should be noted that all children are very different in age and have individual physical characteristics that make it difficult for them to work: seven people have gross violations in the coordination of movements (58%), four have hyperkinesia of the limbs (33%), there are children , whose fine motor skills are practically normal (one), that is, children differ in their abilities. Therefore, it is necessary to build classes and select tasks in such a way that everyone can cope with them.

As a result of observations of the practical activities of children in the classroom, the features of the visual activity of children suffering from various forms of cerebral palsy were revealed. Some children could not complete the simplest drawings. Their graphic activity was in the nature of pre-pictorial scribbling. Children with involuntary obsessive movements (with a hyperkinetic form of cerebral palsy), even trying to reproduce the form, draw chaotically, draw lines beyond the sheet of paper. Violation of optical-spatial perception in the drawings was expressed by incorrect transmission of spatial relationships between individual objects or their elements, displacement of the picture relative to the center sheet. When performing tasks according to verbal instructions, the children could not place objects on the sheet in accordance with the instructions; when copying, they performed drawings in a mirror image. Children experienced difficulties in conveying the size of objects - more often they drew all objects greatly reduced. Children with the hyperkinetic form of cerebral palsy, on the contrary, greatly enlarged the images due to involuntary obsessive movements. The main difficulties that had to be faced in the process of organizing classes in fine arts and manual labor should be noted:

Insufficient development of fine motor skills of hands and fingers. It is difficult for children to fasten, make small parts. Many children have hyperkinesis of the limbs, when, due to constantly sharply increased muscle tone, the hands are clenched into fists and the thumb is tightly brought to the palm, which makes it very difficult for it to participate in grasping movements;

Significantly disturbed visual - motor coordination of movements. For example, when making an applique, a part smeared with glue cannot be immediately attached to the right place, the work turns out to be sloppy. The child often misses when trying to take an object, as he incorrectly assesses the direction, cannot visually follow the movement of his hand;

Difficulty of perception, insufficient development of figurative and spatial thinking. Some children have difficulty in determining the shape, color of objects, their position in space. For example, the paws of animal figurines can be attached not from below, but in any other place, without focusing on the sample;

Almost all children are dominated by involuntary attention. They are easily distracted from the topic of the lesson when extraneous stimuli appear. Attention is unstable, short-lived, so you should not "load" a large amount of information. In the process of discussion, you need to constantly keep their attention under control, conduct a conversation at a high emotional level, use as many visual, vivid, interesting benefits as possible;

Most people have short-term memory. After some time, children easily forget the acquired knowledge, skills and abilities, so you need to pay great attention to repetition, consolidation;

One of the main troubles of many children is low self-esteem, lack of self-confidence;

Insufficient development of the emotional-volitional sphere. Simply put, children are not diligent, they easily lose interest in overworking tasks and are upset when they fail. In the course of studying the level of development of fine motor skills, a diagnosis was made to identify existing visual skills in children with cerebral palsy (see Appendix 2, Tables 3,4). Two groups of children were formed, six people each. The tasks included in the diagnostics were evaluated according to a three-point system: 1 - the skill is not formed; 2 - the skill is partially formed; 3 - the skill is formed. Three groups of skills and abilities were included in the diagnostics: in fine arts, modeling and appliqué. Elementary graphic skills were tested, the ability to hold a pencil and brush correctly; the degree of development of shaping movements and modeling techniques (rolling, stretching, joining parts). The application revealed the ability to work with scissors, apply glue to the part and transfer the part to the sheet plane. The diagnostics also included such a criterion as visual-motor coordination, which determines the accuracy of the task. Based on the data obtained, three levels of fine skills and abilities were determined: High level: from 45 to 57 points; Medium level: from 32 to 44 points; Low level: from 19 to 30 points. High level means that elementary graphic skills are generally formed; medium - skills are partially formed; low - practically not formed. This made it possible to draw a conclusion about the level of development of fine motor skills of the hands in the children participating in the experiment, the results are reflected in histogram 1: Histogram 1. The initial level of development of fine motor skills in children of the first group In the first group of children participating in the study 50 % of children know how to hold a pencil (i.e., a three-point grip is formed), graphic skills are poorly developed, 17% can draw a line, 50% get it distorted (intermittent and curved), and no one can draw a circle; hatching is easier for children. In modeling, children better mastered such techniques as rolling, it is more difficult for them to connect parts (especially lubrication) and make small parts. In 50% of children, modeling techniques have been mastered partially, in 33% - at a low level. In appliqué classes, it is especially difficult not only to apply glue to the part, but also to transfer this part to the plane of the sheet (since the tweezer grip must be well developed for this), these skills are partially formed in 50% of children. Working with scissors is especially difficult, only 33% of children can hardly cut out, so in applique classes, children stick ready-made forms. The children of the second group were offered the same tasks. The diagnostic results are shown in histogram 2 Histogram 2. The initial level of development of fine motor skills in children of the second group
The guys in this group have a better three-point grip, as everyone knows how to hold a pencil, and 65% do it correctly. Accordingly, their graphic skills are better developed, 35% of them have fully mastered them and can engage in independent visual activity, but 17% have practically no graphic skills. In modeling, the children of the second group experience the same difficulties, however, the level of formation of visual skills is much higher. In 50% of children, modeling techniques are mastered well, in 33% - at an average level. In this group, 65% of children have partially mastered the work with scissors. A comparative comparison of the degree of formation of visual skills in children of the first and second groups is shown in Table 2.
Table 2. The degree of development of fine motor skills based on the study of visual skills in children of the first and second groups. Based on the data obtained, it can be concluded that in children of the second group, the level of development of fine motor skills is higher than in the first, since the high degree of formation of visual skills and abilities in them is 50%, and in the first group 33%; the low rate is 17% and 33%, respectively. This is confirmed by the fact that the total total score assessing the degree of formation of fine skills in the second group is 246, and in the first 214 points. (see Appendix 2, Table 3.4) Since in this period of time the object of its own professional activity is the first group and given the fact that the degree of formation of visual skills in the second group is much higher, group No. 1 was taken as experimental, and group No. 2 - as control.

Based on the diagnosis, taking into account the individual characteristics of children, it became possible to start developing a system of classes, including special exercises for the development of fine motor skills of the hands and fingers, which will be tested on the experimental group.

The system should consist not only of tasks of a creative nature, but also include exercises aimed at developing motor activity, special exercises for normalizing the tone of the hands, massage, exercises for developing the muscles of the hands and fingers, the accuracy of directed (voluntary) movements, the development of the eye, spatial orientation, studying the scheme of one's own body, relaxation.

2.2 EXPERIMENTAL WORK ON THE DEVELOPMENT OF FINE MOTOR HANDS IN STUDENTS WITH CHILDHOOD CEREBRAL PALSY AT THE LESSONS OF FINE ARTS

The formative experiment of the study was conducted from September to December 2008. on the basis of the Rudnichny orphanage for mentally retarded children. The formative experiment included two stages: preparatory and main. The purpose of this preparatory stage is to form the motor and psychological base necessary for the main stage. At this stage, it is necessary to enrich the stock of children's knowledge about the environment, to cultivate interest in visual activity, to teach the child an adequate posture while drawing, to develop general and fine motor skills, visual perception, spatial orientation, stereognosis, to form the correct grip and hold of a pencil and brush, to introduce the plane of the sheet, master the simplest image techniques (painting the plane of the sheet, drawing lines in a given direction, sticking with a brush, etc.).

The following activities were used during the experiment: 1. Lesson (classes in fine arts and artistic work) 2. Extracurricular (work circle) 3. Independent activity of children (leisure) The work was carried out in a group, in subgroups (3-4 people) and individually. Each lesson included in the proposed system solved several problems, namely: - the formation and correction of graphic skills; - the development of fine motor skills of the hands; - the development of visual-motor coordination; - tactile and sensory sensations; - spatial representations. children improve their communication skills. Thematic planning of the main stage is presented in Appendix 3. The classes were held for 3 months. Classes were carried out by group method. The duration of one lesson is 30 minutes. During the course, it was necessary to physical exercises to normalize muscle tone, aimed at relieving feelings of fatigue, enhancing attention. In some cases, the work was carried out individually. During the lesson, orthopedic conditions were necessarily observed: proper fit, sheet fixation; in children with hyperkinesis, a bracelet was worn on the wrist to weight and partially fix the hand; pencils were selected with a large diameter. The specifics of the classes are as follows: each lesson begins with the normalization of tone and warm-up for the hands (finger gymnastics), a small massage is done for the hands, independently or by the teacher. This is done in a playful way, together with the teacher, who reads the poetic text and shows the movements. For this purpose, a set of available exercises was selected, varied in content and nature of movements, which is recorded for convenience on cards and is always at hand. The necessary is chosen in tune with the season, the weather and the topic of the lesson. Then the topic and objectives of the lesson are usually reported, or an introductory conversation is held, at the end of which the question is asked: “What do you think, what will we do today?”. This is followed by an explanation of the material. Usually, the work is clearly divided into stages, each of which is explained, shown, and methods of work are called. During modeling, children repeat movements in the air after the teacher. When the work is quite complex, the work uses an algorithm in pictures, but you can never replace the explanation with it, you can only supplement the demonstration process, since children mostly have concrete thinking and many are not able to correlate their actions with the drawing of the algorithm. In the process of explanation, it is necessary to rely on the material covered in order to consolidate the skills already acquired and refresh knowledge in memory. For example, children learned how to sculpt a ball (apple), in subsequent classes, getting a cucumber or carrot, you need to start from the same shape. Next, we sculpt a bird, also starting with a spherical shape. This is done because children experience the greatest difficulty in circular movements that require a certain level of formation of brush movements, back translational movements are given to them more easily. It is not necessary to include physical education minutes in creative activities, since children's memory is short-term and they may forget the explanation of the task, however, if the work is delayed and the children are tired, you can spend a short physical minute, then repeating the task briefly. The theoretical part accounts for no more than 30% of the lesson, the rest of the time is given to independent work and summing up. In no case should you ridicule or scold unsuccessful work. You should always celebrate a positive shift, praise the child.

To increase interest in work, increase emotional mood, include elements of dramatization in the lesson. For example, we sculpt a kolobok - we remember and tell a fragment of a fairy tale in our faces. It is very important to choose a good musical accompaniment - for these purposes, a collection of songs from cartoons and a cassette with Shainsky's songs are used, it is quite easy to pick up a song that is consonant with the topic of the lesson, and it is more fun to work with music. For the same purposes, almost all classes use poetry - riddles, sayings, proverbs, folklore. A simple set for dramatization is kept in the classroom: a pair of beautiful scarves, a set of animal caps, an embroidered towel, a basket, etc., it takes up little space, but any activity can be easily turned into a fascinating fairy tale.

Visibility is important. Visual aids are used printed and self-made. For example, they have their own small collection of Filimonov and Dymkovo toys, which they made themselves, together with other educators, and it is also used in the classroom. It is necessary to demonstrate natural objects of nature more often - vegetables, fruits that you can hold in your hands, play with them, taste them. Soft toys are used less often - children do not show significant interest in them and most often their appearance does not correspond to the real image (an orange hare or a purple dog in a tie), another thing is a singing bright cockerel or a beautiful talking doll.

When they tried to partially replace plasticine with clay in modeling classes, the children's interest in creativity increased significantly, they began to work with clay at their leisure, sculpted and painted plates. Easter eggs were prepared and painted for Easter. Given this, work is planned with the test and the “fun clay”, which is recommended in the book by Mary Ann F. “First Drawing”, and non-traditional techniques are used in drawing lessons: drawing with a palm, finger, on the surface of the table. In addition to being unusual and exciting, there is an opportunity to get away from the problems associated with motor skills: you do not need to hold a pencil and a brush. However, for the same reason, you should not get too carried away with these types of activities, it is advisable to use them to maintain interest, experiment in mixing colors, develop fantasy and imagination, especially in children.

In addition to drawing and art work during school hours, weekly classes were held for the Young Designer circle. For the period of the experiment, mainly work on a collage is planned, taking into account the following advantages of this topic:

Availability and variety of material for work: you can use natural and waste material, whether it is the remains of repair work (wallpaper, ceiling tiles for the base of collages), old postcards and magazines for cutting, decorative packaging materials, stationery colored buttons, fabric scraps, dried plants and leaves, shells and pebbles, seeds and fruits of plants (beans, seeds of watermelon, sunflower and pumpkin, pistachio shells and walnuts etc.);

High interest of children in this type of work: children are interested in experimenting with new materials, they are captured by the creative process;

The possibility of practical use of the results of productive activities: children use the collages made as interior decoration or give them to relatives and educators. The praise of others, the interest of others in their work increases the self-esteem of children, encourages further work.

A positive point is also that in circle work there is an opportunity to carry out interdisciplinary connections. For example, in the modeling class, the children fashioned beads out of clay; in the drawing class, they painted them. Stringing beads on a string is not feasible for everyone, and it also requires additional time, which is not enough in the lesson. Therefore, children successfully do this in the classroom. results creative work children were shown at exhibitions, two - applications from natural material, and the third - a bouquet of waste material. Also in the current academic year an exhibition “Collage is interesting!” was held, where part of the work was demonstrated (the other part was donated to teachers, at the request of the children).

It is very important for a child suffering from cerebral palsy to properly organize leisure. Often, meaningful leisure is the only thread that connects him, who is in social isolation, with the outside world. This is a saving opportunity for him for a moment to forget about his problems, his difficulties and plunge into the realm of joy and fantasies. Often these activities develop into a lifelong hobby, the child's self-esteem increases. You should not impose your ideas and desires, the child must make his own choice, this is his personal time and he himself has the right to decide what he wants to fill it with. The task of the teacher is only to offer, submit an idea, try to captivate and not interfere if the child prefers another activity. However, if children express a desire to be creative, they can always take colored pencils and paper, all this is stored in the creative corner, paper consumption is unlimited. Ready-made clay, plasticine and paints are always at hand. When children are engaged in creativity, it is advisable to turn on quiet, calm music in order to create an appropriate emotional mood. If help is needed, a common mistake should be avoided: not to do for them, but to work together with them, supporting and developing the initiative. For example, children organized an exhibition of portraits of educators for Teacher's Day. It began with the fact that the child drew a portrait, and in the process of discussing it, they agreed that he looked like a teacher. The idea arose to continue work in this direction and organize an exhibition. Children are actively involved in this process. The portrait resemblance, of course, turned out to be very distant, but a short, humorous congratulatory quatrain supplemented the pictures and left no doubt about who was depicted (this is the work of the educator). It remains to frame the work and write a general title - and the exhibition is ready. None of the adults remained indifferent. They came and asked if their “portrait” was ready. The enthusiasm of the children knew no bounds. And how proud they were of the interest in their playful exhibition! Perhaps now it will become a good tradition, as it has become a tradition to decorate the group for the New Year, make small gifts for International Women's Day, greeting cards for various holidays, masks for carols. The older guys feel the significance of their work, and the younger ones strive to imitate them.

When choosing one or another type of leisure activity, one must proceed not from the passport age of the child, but from the age of his actual development. When choosing a type of leisure activity, one should not belittle his abilities, saying: “You can’t do this!”. However, the requirements cannot be set too high. It is necessary to offer several types of activities at once, and the pupil himself will decide what he likes best. If a child takes on a task that is clearly beyond his powers, if something does not work out and the work is spoiled, he is very upset. Sometimes it comes to tears. At the same time, he refuses help, wants to do everything on his own. Knowing this, you do not need to dissuade him from what he has planned, but try to facilitate the creative process: offer other material for work, or an alternative solution to overcome the difficulties that have arisen, perhaps attract other guys to help. Unfortunately, there are children in the group whose leisure cannot be diversified with outdoor games, they spend most of their time in wheelchairs, so it is simply necessary to master more and more new types of creative activities.

Visual arts instill self-esteem in children with disabilities and give a sense of significance. Due to the fact that they are engaged with great pleasure and enthusiasm, it is possible to solve some rehabilitation problems. For example, in addition to the fact that drawing, sculpting, and appliqué work improve fine motor skills, visual-spatial orientation, color discrimination, spatial and abstract thinking, speech develop, and horizons expand.

The sooner the child feels the result of his activity, the higher the likelihood that in the future he will have a strong interest in classes. He may like any activity in the future if you convince him that he does it in his own way well, in a way that no one else is simply able to do it.

2.3 RESULTS OF EXPERIMENTAL WORK

To evaluate the results of the formative stage of the experiment, in December 2008 a control stage was held with children from the experimental and control groups. At the control stage, the author's diagnostics was carried out, containing the same tasks as at the ascertaining stage of the experiment, the performance of which was evaluated according to a three-point system. The diagnostics included three groups of skills and abilities: fine arts, modeling and appliqué. Elementary graphic skills were tested, the ability to hold a pencil and brush correctly; the degree of development of shaping movements and modeling techniques (rolling, stretching, joining parts). The application revealed the ability to work with scissors, apply glue to the part and transfer the part to the plane of the sheet. Summing up the points obtained, we determined the degree of formation of visual skills and abilities at the control stage of the experiment according to the same criteria as in the ascertaining stage: High level: from 45 to 57 points; Intermediate: 32 to 44 points; Low: 19 to 30 points. Then the obtained data were compared with the corresponding indicators of the ascertaining experiment: it was revealed that some children of the experimental group, who were engaged in a specially designed system of classes, including special exercises for the development of fine motor skills of the hands and fingers, learned to draw vertical and horizontal lines, to draw a horizontal line from left to right and vice versa. They learned to distinguish and depict basic geometric shapes, two children improved significantly in drawing closed curves, wavy and broken lines. Children have become freer and more adequate to use the plane of a sheet of paper when drawing and applying. The drawings became more colorful as the children began to use tinted colors. Those children for whom this task was difficult at the beginning of training began to draw symmetrical figures much more accurately. When depicting rhythmic, repetitive elements in drawing, positive dynamics also began to be observed. Hatching began to be easier for children. If earlier it was chaotic in 33% of them, it went beyond the contour of the drawing, then at the control stage of the experiment, the children mastered shading with lines and cylindrical, the drawings became more accurate, the hatching lines for the majority do not go beyond the contour. The children became more proactive in the classroom and in independent activities. There is a high interest in classes, a positive emotional mood. Working with scissors is still a great difficulty for children, and we will have to work in this direction in the future, using an individual approach. It should be especially noted that two people from the group learned how to work with a sewing needle during the experiment, before all attempts ended in failure. This criterion is not included in the diagnostics, since no one could work with a needle at the beginning of the experiment. Histogram 3. Comparison of the results of diagnosing the level of development of fine motor skills of hands in children of the experimental group at the stage of ascertaining and control stages of the experiment.
The percentage of children with a high level of development of fine motor skills increased by 17%; the same result in children with an average level; at the same time, it should be noted that there were no children left with a low level, although this figure at the beginning of the experiment was 33%. In the control group, where children did not study according to a special system of classes, a positive trend is also observed: the children of this group continue to learn to work with scissors , engaged in cutting. They have a high interest in visual activity, the guys take part in exhibitions and attend classes of the circle. Histogram 4. Comparison of the level of development of fine motor skills in children of the control group at the stage of ascertaining and control stages of the experiment.
In the control group, children also showed an improvement in results: the percentage of children with a high level of development of visual skills increased by 33%, respectively, the average level decreased by the same amount; however, in 17% of positive dynamics is not observed, remained the same, low level of development of motor skills. If we analyze the results of both groups, we can conclude that in the development of fine motor skills, both in the experimental and in the control, there is a positive trend. However, if we compare in points, the difference is noticeable. If in the ascertaining experiment the total score of the experimental group was 214 points, then at the stage of completion of the experiment this figure was 270 points. Thus, if we express in points the overall result of mastering the skills, then it was 56 points. If we compare with the success of the control group, these indicators were respectively 246 and 281 points, that is, the overall result of mastering the skills of the control group was 35 points. Consequently, in the experimental group the process of development of fine motor skills was more successful than in the control group, the difference is 21 points.

If we express these figures as a percentage, we can conclude that the development of fine motor skills in the experimental group was 60% higher than in the control group. In children of the control group, the result of mastering graphic skills is lower, although initially this group showed a better result in diagnostics than the experimental group (in the experimental group, the initial total result was 214, and in the control group, 246 points). The data of histograms 3, 4 shows a comparison of the success of the experimental and control groups:

Histogram 3. The result of the development of fine motor skills in the experimental group based on an increase in the level of formation of fine skills and abilities

Histogram 4. The result of the development of fine motor skills in the control group based on an increase in the level of formation of visual skills
results control experiment showed the effectiveness of the proposed training system (see Appendix 5, Table 1). In children of the experimental group, there is a stable positive trend in all criteria. Describing the success in mastering the skills of visual activity in the control group, it should be noted that 60% do not show any changes in the ability to work with the application, and 17% show no positive dynamics either in mastering modeling techniques or in the application.
CONCLUSIONS ON THE SECOND CHAPTER

On the basis of the Rudnichny orphanage for mentally retarded children in the period September 2008 - January 2009, a hypothesis was worked out, according to which classes in fine arts and artistic labor contribute to the development of fine motor skills in children with cerebral palsy. The experiment involved two groups of six people: experimental and control.

The study was carried out in 3 stages: ascertaining, forming and control experiments. The purpose of the ascertaining stage of the experiment was:

1. examination of the physical condition of the hands and fingers;

2. identification of the level of development of fine motor skills.

The conclusion about the physical condition of the hands and fingers was made in the process of observing the practical activities of children: play, work in the classroom, self-service, household chores. In the course of studying the level of development of fine motor skills, diagnostics were carried out to identify the existing visual skills and abilities. Based on the data obtained, the first group was taken as an experimental group, and the second - as a control one. The formative experiment of the study was carried out from September to December 2008. The formative experiment included two stages: preparatory and main. The purpose of this preparatory stage is to form the motor and psychological base necessary for the main stage. At this stage, it is necessary to enrich the stock of knowledge of children about the environment, to cultivate interest in visual activity, to teach the child an adequate posture while drawing.

The purpose of the main stage is to test the developed system of classes, including special exercises for the development of fine motor skills of the hands and fingers with the children of the experimental group.

With the experimental group, classes were conducted according to a special system, including exercises for the development of fine motor skills, hand massage, and cryotherapy. In addition, exercises were carried out in the classroom to normalize the tone of the hands and neck; physical exercises to normalize muscle tone, aimed at relieving feelings of fatigue, enhancing attention. To relieve muscle tone and relaxation, the method of local hypothermia (cold exposure) was used. The lessons included graphic exercises that develop grip; children worked with various types of plastic materials (clay, dough, plasticine), various types of applique were made (breakaway, collage), which not only affected the development of various types of capture, but also increased children's interest in visual activity. In some cases, the work was carried out individually. During the lesson, orthopedic conditions were necessarily observed. The classes included in the proposed system solved the following tasks: the formation and correction of graphic skills; development of fine motor skills of hands; development of visual - motor coordination; tactile and sensory sensations; spatial representations. In addition, the horizons of children developed, communication skills improved. Thematic planning of the main stage is presented in Annex 3. During the experiment, the following activities were used: 1. Lesson (classes in fine arts and artistic work) 2. Extracurricular (work of the circle) 3. Independent activity of children (leisure) The work was carried out in a group, in subgroups (3-4 people) and individually. In the control experiment, the author's diagnostics was carried out, containing the same tasks as at the ascertaining stage of the experiment, the performance of which was assessed on a three-point system. All children in the experimental group showed a positive trend in the development of fine motor skills of the hands, this can be judged by the result of mastering fine skills . In the experimental group, the level of development of fine motor skills was 60% higher than in the control group.

2. Availability of material base for classes.

3. Use of the most effective methods, techniques and forms of work.

CONCLUSION Children with impaired function of the musculoskeletal system have been the object of close attention of special teachers for several decades. According to the State Committee of the Russian Federation, every 10th disabled child is disabled due to diseases of the musculoskeletal system. Among the patients there are children with varying degrees of severity of disorders, up to severe, leading to lifelong disability. Cerebral palsy is a serious disease associated with damage to the central nervous system. In children with cerebral palsy, there are gross violations in the development of motor skills of the hands, which can be reversible with a certain corrective and pedagogical influence. Therefore, the fine arts represent a wide opportunity for work in this direction. As a result of visual activity and artistic work, there is a gradual improvement in fine motor skills of the hands. The process of depicting the world around requires a certain level of manual skill formation from the child. Successful mastering of visual activity creates favorable conditions for the comprehensive development of the child's personality. However, in children with cerebral palsy, the process of forming visual skills occurs differently than in the norm. This is due to complex and persistent disorders in the development of fine motor skills: impaired muscle tone, the presence of violent movements - hyperkinesis, improper installation of limbs, inaccurate finger movements. Teaching such children the basics of visual activity has its own specifics and requires a special approach. A hypothesis was put forward that classes in fine arts and artistic labor contribute to the development of fine motor skills in children with cerebral palsy, provided that a special, scientifically developed system of classes is used, the material base for classes is available and the most effective methods, techniques and forms of work are used. For this purpose, an experiment was conducted on the basis of the Mining orphanage for mentally retarded children, during which a group of children studied according to a special, scientifically developed system of classes, including exercises to normalize hand tone, massage, exercises to develop the muscles of the hands and fingers. During the experiment, lesson, extracurricular and independent activities were used. At the ascertaining stage of the experiment, the physical condition of the hands and fingers was studied and the level of development of fine motor skills was revealed. For this purpose, a diagnosis of visual skills was carried out, which included graphic skills, mastering modeling techniques and the ability to work with appliqué. At the formative stage of the experiment, the developed system of classes was tested, including special exercises for the development of fine motor skills of the hands and fingers. During the experiment, two groups of six people participated: experimental and control. With the experimental group, classes were conducted according to a special system, including exercises to normalize the tone of the arms and neck; physical exercises to normalize muscle tone, aimed at relieving feelings of fatigue, enhancing attention. During the lesson, orthopedic conditions were necessarily observed: proper fit, sheet fixation; in children with hyperkinesis, a bracelet was worn on the wrist to weight and partially fix the arm; pencils were selected with a large diameter. Each lesson included in the proposed system solved several problems, namely: the formation and correction of graphic skills, as well as the development of fine motor skills of the hands, the development of visual-motor coordination, tactile and sensory sensations, and spatial representations. In addition, the horizons of children developed, communication skills improved. When the effectiveness of the developed system was revealed at the control stage of the experiment, a second diagnosis was carried out. All children of the experimental group showed a significant shift in the development of fine motor skills of the hands, this can be judged by the result of the acquisition of visual skills. In the experimental group, the process of development of fine motor skills was more successful than in the control group, the difference is 22 points. If we express these figures as a percentage, we can conclude that the process of development of fine motor skills in the experimental group was 60% higher than that in the control group. Characterizing the success in mastering the skills of fine motor skills in children with cerebral palsy, it should be noted that It also affected other types of activities: - the quality of self-service improved (buttoning, zippers); - in household activities (two children learned how to do minor repairs to clothes); - in independent activities (children often draw in their spare time, they became more interested in board games ).It should be especially noted that the children have become more independent and enterprising. Drawings are used to decorate the group and serve as a special source of pride. Five art exhibitions were organized children's creativity: “Our teachers”, “Collage is interesting!”, “Mother's Day”, “ New Year"," Carols.

The results of the control experiment showed the effectiveness of the proposed training system. The hypothesis was confirmed that classes in fine arts and artistic labor contribute to the development of fine motor skills in children with cerebral palsy under the following pedagogical conditions:

1. The use of a special, scientifically developed system of classes.

2. Availability of material base for classes.

3. Use of the most effective methods, techniques and forms of work.

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St. Petersburg State Budgetary Inpatient Social Service Institution

"House - boarding school for children with mental disabilities No. 1"

Committee for Social Policy

development fine motor skills in children with cerebral palsy

Kashko A.V.

Educator DDI No. 1

The materials have been developed and are

In the process of testing since 2013.

Considered at the meeting

MO educators:

15.02.2014

approved at the meeting

expert council,

Minutes No. 6 dated 18.05.2014

Peterhof

Explanatory note

Tasks:

To form an idea of the role of motor skills in the psychophysical development of the child.
Suggest games and exercises for the development of fine motor skills of hands.

Introduction

fine motor skills- a set of coordinated actions of the nervous, muscular and skeletal systems, often in combination with the visual system in performing small and precise movements with the hands and fingers and toes.

Cerebral palsy (ICP) is a disease of the central nervous system with a leading lesion of the motor areas and motor pathways of the brain. Motor disorders in this disease are the leading defect and represent a kind of anomaly of motor development, which, without appropriate correction and compensation, has an adverse effect on the entire course of the formation of the neuropsychic functions of the child. Damage to the motor sphere in cerebral palsy can be expressed to varying degrees: motor disorders can be so severe that they completely deprive children of the opportunity to move freely; with sufficient range of motion; with a mild violation of muscle tone, dyspraxia is noted, children have difficulty mastering self-service skills. A weak sense of one's movements and difficulty in actions with objects are the reasons for the insufficiency of active touch, recognition by touch (stereognosis). This, in turn, further complicates the development of purposeful practical actions and is reflected in the mental development of children.In this regard, the stay of the child in the kindergarten begins with an examination of the level of his psychophysical development at the psychological-medical-pedagogical consultation. Working in a team, a doctor, a social worker, a psychologist, a speech therapist and an educator, after studying the anamnestic information, compose a comprehensive program for the rehabilitation of a disabled child.

Motor disorders that limit subject-practical activity and impede the development of independent movement, self-service skills, often make the child completely dependent on the immediate environment. Therefore, from the first moments of communication, I, as an educator, strive to create favorable conditions for the formation of cognitive activity and creative initiative of the child, the development of his motivational and psycho-emotional, volitional spheres.

The purpose of this work is to systematize the material on the development of safe and consistent restoration of impaired motor functions of the hands in children with cerebral palsy, in particular, the formation and development of fine motor skills of the hands. The formation of motor functions, including subtle movements of the hands, occurs in the process of the interaction of the child with the surrounding objective world.

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. Sensory processes are inextricably linked with the activity of the sense organs. The object we consider affects our eye; with the help of the hand, we feel its hardness (or softness), roughness, etc., perform various actions with it; the sounds emitted by any object are perceived by our ear. The success of mental, physical, aesthetic education depends on the level of sensory development of children, on how perfectly the child sees, hears, and feels the environment.

In healthy, normally developing children, the development of sensations and perceptions is very intensive. At the same time, the correct idea of objects is more easily formed in the process of their direct perception, both visual and auditory and tactile, in the process of various actions with these objects.

However, in children with developmental disabilities, the possibilities of a full-fledged perception of reality are limited. In children with cerebral palsy, who have hearing, speech, vision and intelligence impairments (to varying degrees), the level of sensory development lags far behind. The sensory experience of such children is limited; due to motor insufficiency, the formation of the perception of objects of the surrounding world is disturbed at the earliest stage of the child's development.

Working in a group with children of different ages with a complex defect, who have disorders of the musculoskeletal system, hearing and intelligence, I became convinced that children have significant deviations in the development of sensorimotor functions and cognitive activity in general, which is associated both with organic lesions of the nervous system and and with limited opportunities for cognition of the environment due to motor insufficiency. A study of the state of manual motor skills showed that children have deviations in the development of hand motor skills, do not clearly coordinate movements, perform the proposed tasks at a slow pace or cannot complete them at all.

Being well aware of the great importance in the sensory education of children with TMDD the process of manipulating objects, and that the movements of the fingers are closely related to the speech function, I decided that a special place in my work should be given to the development of manual motor skills of the hands of children with cerebral palsy, the formation of all hand functions: supporting, pointing, repulsive, grasping, which form the motor basis of manipulative activity.

Being engaged in the development of fine motor skills of hands in children with cerebral palsy, I identified two important components of this work:

1. Exercises for hands without manipulating objects.

2. Hand exercises with various objects.

But before doing the fine motor exercises, many of which present a certain difficulty for children, it is useful to teach children how to do hand exercises:

raise both hands up, alternately raise the right and left hands;
knock on the table with a relaxed right (left) hand;
smooth the sheet of the palm of the right hand, holding it with the left, and vice versa;
turn the right hand on the edge, bend the fingers into a fist, straighten, put the hand on the palm; do the same with your left hand;
arms half-bent, resting on the elbows, shaking in turn with the hands (“bell”);
hands in front of you, resting on your forearms, alternately changing the positions of the hands, right and left (bend-unbend, turn the palm to the face - to the table);
fix the right wrist with the left hand, and with the palm of the right hand knock on the table, stroke the table, etc.

The formation of purposeful hand movements can begin with the performance of generally accepted gestures by children and imitation of the actions of people and animals. For example, wag your finger, point your finger at an object (here), direction (there), call your fingers to you (go), ask for something (give), wave your hand (“hello” or “bye”), knock on the door with one with a finger, with several half-bent fingers (knock-knock), stroke the head of a child, a doll (“good”, “good”), knock with a fist on a fist (“hammer”), offer to show “flashlights”, “bells”, “washing” . Then you can move on to more complex exercises to develop fine motor skills.

Exercises for hands without manipulating objects.

1. The tip of the thumb of the right hand alternately touches the tips of the index, middle, ring fingers and little finger (“fingers greet”), the same exercise is performed with the fingers of the left hand, then with the fingers of both hands at the same time.

2. The fingers of the right hand touch the fingers of the left hand - they “hello” in turn, first the thumb with the thumb, then the index finger with the index finger, etc.

3. The fingers of the right hand all simultaneously “hello” with the fingers of the left hand.

4. Straighten the index finger of the right hand and rotate it (“wasp”), also with the left hand and with both hands.

5. The index and middle fingers of the right hand "go", "run" on the table (little man), also with the left hand and both hands.

6. Extend the index finger and little finger of the right hand (“goat”), also with the left hand and both hands

7. Form two circles from the thumb and forefinger of both hands, connect them ("glasses").

8. Pull up the index and middle fingers of the right hand, and connect the tips of the ring finger and little finger with the tip of the thumb (“bunny”), also with the left hand and both hands.

9. Raise both hands with palms facing you, spread your fingers wide (“trees”).

10. Raise the fingers of both hands with the back side towards you, move up and down (“birds fly, flap their wings”).

11. Alternately bend the fingers of the right hand, starting with the thumb, and then bend the fingers, starting with the little finger, perform the exercise with the fingers of the left hand.

12. Bend the fingers of the right hand into a fist, alternately straighten them, starting with the thumb, also with the right hand, starting with the little finger, and then with the left hand.

13. Connect all fingers except the thumb together, pull the thumb up (“flag”).

14. Squeeze your hands into fists, stretch your thumbs up, bring them closer (“two little men met”).

15. Bend the right hand into a fist, put the left hand (“table”) horizontally on top of it.

16. Bend your right hand into a fist, and lean your left hand vertically against it (“chair”, “armchair”).

17. Bend the fingers of the left hand into a fist, leaving a hole ("barrel of water").

18. Left hand in the same position, insert the index finger of the right hand into the hole from above (“the bird drinks water”).

19. The fingers of both hands are slightly bent and placed towards each other ("bowl").

20. Connect at an angle the fingertips of both hands (“house”).

21. Put the palm of your right hand on the palm of your left, raise your fingers ("behemoth").

22. The ends of the fingers are directed forward, press your hands with your palms to each other, slightly open them ("boat").

23. Cross your fingers and open them ("chain").

24. Alternately tapping fingers on the table (“piano”).

25. Touch the nose with the thumb of the right hand (fingers wide), put the thumb of the left (“nose”) to the little finger of the right hand.

Carrying out this type of work, I was convinced that the implementation of many exercises requires great effort from children, often children find it difficult to do this or that exercise. When learning different hand movements, do not rush. At the initial stages of correctional work, as well as in cases of severe motor disorders, the most effective form of interaction with the child should be recognized, since it is in these situations that he is most helpless. The main method of conducting classes is the game method, through which such a fundamental direction as "correction by movement through the game" is implemented. Some exercises can and should be performed in a passive form, i.e. the teacher himself bends, unbends the child's fingers and makes other energetic movements. The main thing is that classes bring only positive emotions. It is necessary to take care that the child's activity is successful - this will reinforce his interest in activities and games. If the child is not clear enough, does not quite correctly complete the task, or cannot cope with it at all, in no case should you show your disappointment, in this case you need to repeat this movement a few more times. Only a patient attitude, painstaking work of an adult, encouragement in case of failures, encouragement for the slightest success, unobtrusive help and the necessary correction will help to achieve real success. It is necessary to calmly do each new exercise at a slow pace, show it with your own hands, then fold the child’s hands correctly, if he cannot do it on his own, help and correct the exercises. I never thought that this kind of work could be so difficult for children.

Pictures and toys can be used to arouse children's interest in doing exercises (this is especially important for deaf children with cerebral palsy). The child, performing the exercise, tries to depict an animal, object, phenomenon with his hands, this develops the imagination and thinking of children. In order to interest the children more, to draw their attention to the exercises, I also suggested putting caps on the fingers (you can use multi-colored caps from toothpaste and small bottles).

The development of fine motor skills of hands in children with cerebral palsy plays an important role in mastering the subject-practical activity, in the development of motor skills necessary in self-service, play, educational and labor processes. Watching the children in the group, I saw that children most of the time play with the same toy, performing the same simple action many times (for example: rolling a car), pick up a toy and hold it. Those. children have great difficulties in mastering certain object-practical actions, the movements of the fingers are poorly differentiated, which negatively affects the sensory education of such children. In order for the process of learning about the surrounding world of a child with developmental problems to be more successful, special work is needed to develop fine motor skills of hands with objects. It is important to form different ways of holding objects (according to their size, shape, quality). In my work, I use various exercises with objects.

Hand exercises with various objects.

1. An exercise using paper and cotton (to teach children to fold and unfold, roll, twist, flip, tear, wrinkle and smooth plain thin paper; divide cotton into small pieces, wind cotton on a stick).

2. Exercises with opening boxes and jars (to teach children to open and close boxes, to lay out objects of different shapes in boxes, jars and bowls, to transfer objects from container to container).

3. Folding two local nesting dolls (teaching children to open and close nesting dolls, insert and remove objects).

4. Exercises using pyramids, beads, rings (to teach children to string rings on a rod and take them off, string objects on a string, rings on their hand).

5. Exercises with forms that fit into each other (large, smaller, even smaller, etc.). Forms can be different: cylinders, rectangular or square boxes.

6. Exercises with cubes (to teach children to take the cubes out of the box and put them in the box, build a train or tower from the cubes, put together a picture from the cubes).

7. Exercises with chains (learn to assemble chains, attaching one link to another, and disconnect them).

8. Exercises with balls and balls (correct grasping and holding the ball, manipulating balls, rolling the ball off the table, knocking down objects with the ball, squeezing and unclenching soft balls).

9. Exercise with a plastic screw (screwing a plastic screw onto a threaded stick, unscrewing and screwing caps on bottles and jars).

10. Placement of inserts of different shapes in the corresponding holes.

11. Working with mosaics (mosaics of different sizes).

12. Exercises with sounding toys.

13. Exercises for the work of the thumb, middle and index fingers:

Learn to take a stick, crayon, pen with your thumb, index and middle fingers and hold

With three fingers, lightly press the rubber pear of the toy (spider, frog), forcing it to move

The same movements with fingers with a spray gun: it is easy to press with your fingers, sending a stream of air to a cotton swab, a piece of paper, a ball

14. Exercises with braid and cord:

Coil winding

Embroidering a pattern (the child threads the lace into the holes on the panel at first randomly, then so that a pattern is obtained)

Pulling an object towards you along a sliding band.

15. Water Exercises:

Catching toys out of the water with a net

Catching with a ladle or a large spoon of balls from the water.

16. Stick Exercises:

Use the wand to pull various objects towards you

Use a stick to push toys out of the tube.

17. Exercises with clay and dough.

18. Exercises in folding sticks, in stroking and hatching contours:

Folding fences, geometric shapes and other figures from sticks

Stick sticks vertically (hedgehog)

Stroke stencils, hatching (if it is difficult for a child to stroke with a pencil, children can trace the outline of the stencil with different fingers, stroke also with a finger)

19. Games with constructors.

20. Velcro Exercises:

Game "Tir" (children throw sticky circles on the field, then try to collect them).

21. Exercises for the formation of self-service skills:

Fastening and unbuttoning buttons, buttons, zippers, buckles

Using ribbons and ropes, teach children how to tie knots and bows

Using a cardboard or plastic stencil with holes:

A) pull the string through all the holes,

B) stretch the lace, skipping the hole,

B) lace up the shoe.

22. Exercises with clockwork toys, with a spinning top, with a spinning top.

23. Finger theater (glove, figurines).

24. Recognition of objects by touch (the game "Wonderful bag").

Many of these games can be made by yourself using various materials at hand (these are cases from kinder surprises, multi-colored plastic bottle caps, computer keyboards, telephone disks, etc.). Many items can be adapted for this type of work.

The need for such games and exercises is beyond doubt.

The material used (its volume) depends on the age of the child, on how his objective actions are developed, on the level of development of general and fine motor skills of the hands. All tasks presented to the child must correspond to his motor and intellectual capabilities, the development of manual skills must be carried out gradually, in stages in the form of interesting and understandable tasks and games for him, starting with the simplest and gradually moving on to more complex ones. At the first stage, it is important to teach the child to arbitrarily take and lower objects, shift them from hand to hand, put them in a certain place, choose objects depending on size, weight, shape, commensurate with their motor efforts. It is necessary to help the child if something does not work out for him, it is often difficult for him to cope with the exercise on his own.

When teaching various hand movements and actions with objects, you do not need to rush, you need to calmly, at a slow pace, introduce each new movement, show the child’s hand how it is performed, then offer to perform it yourself (if necessary, help and correct). It should also be taken into account that children with disabilities are characterized by increased fatigue, they quickly become lethargic and irritable, have difficulty concentrating on the lesson, quickly lose interest in case of failure, and refuse to complete the task. I conduct classes on the development of fine motor skills mainly individually or in small groups (two children).

When developing a system for working with children on the development of fine motor skills, I relied on the following principles:

1. Pedagogical optimism. It is based on the idea of L.S. Vygotsky about the “zone of proximal development of the child” and is based on the current level of the child, his potential.

2. Consistency. Child development is a process in which all components are interconnected, interdependent and interdependent. It is impossible to develop only one function, system work is necessary.

3. Compliance with age and individual capabilities. The work should be built taking into account the psychophysiological development, individual and specific characteristics of children.

4. Graduality. Moving from simple tasks to more complex ones.

The main principles of building correctional and developmental work:

1. Early start of correctional and developmental work with children suffering from cerebral palsy, tk. motor disturbances lead to a secondary delay in the development of other functions.

2. Correctional and developmental work is built on the basis of a thorough study of impaired and intact functions. A differentiated approach during classes provides for taking into account the capabilities of the child and building a system of exercises that are in the zone of his proximal development.

3. The use of kinesthetic stimulation in the development and correction of hand movements.

4. Creative use of such basic didactic principles as an individual approach, systematic and consistent presentation of the material, activity and visibility. These principles of education are interconnected and interdependent, but should be used taking into account the specific characteristics of children with cerebral palsy.

5. Organization of classes within the framework of leading activities.

6. Comprehensive medical and pedagogical impact, providing for both pedagogical and medical measures aimed at restoring and developing impaired functions. Medical impact involves medication and physiotherapy, exercise therapy, massage, etc.

7. Corrective and developmental work should be carried out daily.

8. The main requirement for teachers is compliance with the protective regime. When conducting classes, the posture of the child is important. He should be in the position that most contributes to muscle relaxation, reducing violent movements. When choosing the right posture, you should first of all pay attention to the position of the head: it should not be turned to the side, lowered on the chest or raised up and tilted back. If the child is not fully able to control the position of the head, use a special device attached to the back of the chair. In addition, you should carefully select a chair in height and width so that the feet rest completely on the support, as well as the width of the seat. If the child's back muscles are weak and a stoop is formed, then a dense pillow is placed under his back, and a table is moved in front, in which there is a special recess for resting on his hands. In all cases, care must be taken to ensure that the posture is symmetrical.

Conclusion

Thus, when forming fine motor skills of hands in children with CP, the following should be taken into account:

1. The principal way to help children with cirrhosis is an early complex and purposeful corrective action, taking into account the individual characteristics and capabilities of the child.

2. Particular attention should be paid to the intensity of development of intact and correction of impaired functions of the child.

3. Correctional and developmental classes involve a gradual complication of techniques aimed at shaping the child's mental functions.

In conclusion, I would like to note that the development of fine motor skills and tactile-motor perception in children with developmental disabilities, the correction of their motor impairments allows children to:

Master the skills of writing, drawing, manual labor, which in the future will help to avoid many problems of schooling;
Better to adapt in practical life;
Learn to understand many phenomena of the world.

Bibliography:

1. Bachenina O.V., Korobova N.F. Finger gymnastics with objects. Determining the dominant hand and developing writing skills in children aged 6-8: A practical guide for educators and parents. - M.: ARKTI, 2006.-88s.

2. Bezzubtseva G.V., Andrievskaya T.N. We develop the child's hand, prepare it for

drawing and writing: Summaries of classes with games and exercises for the development of fine motor skills and graphic skills in children 5-7 years old. - M .: Publishing house "Gnome and D", 2003.-120s.

3. Bolshakova E.S. Formation of fine motor skills of hands: Games and exercises - M .: TC Sphere, 2005. - 64s.- (Speech therapist at preschool educational institution)

4. Borisenko M.G., Lunina N.A. Our fingers are playing. - St. Petersburg; "Parity", 2002.

5. We develop hands - to learn and write, and draw beautifully. A popular guide for parents and educators. / Gavrina S.E., Kutyavina N.L., Toparkova I.G., Shcherbinina S.V. Artist G.V. Sokolov, V.I. Kurov - Yaroslavl: "Academy of Development, 1997. -192s., Ill. - (Series: "Game, learning, development, entertainment").

6. DIY educational toys. (Text) I. Resurrection. - Novosibirsk: Sib. Univ. publishing house, 2008.-240s.

7. "150 educational games" Smart fingers / Compiled by V.G. Dmitrieva, - M.: AST; St. Petersburg: Owl, 2008-98s.

8. Finger games. - M .: Founder - publishing house "Karapuz" - 1998.

9. Krupenchuk O.I. Finger games. - St. Petersburg: Publishing House "Litera", 2005.-il.- Series "Getting Ready for School").

10. Svetlova L.I. Preparing a hand for writing / Il. N. Vorobieva. - M .: Eksmo Publishing House, 2004.-96s.

11. Svetlova L.I. We develop fine motor skills, coordination of hand movements / Artist E. Smirnov. - M.: Eksmo, 2007.-72s.

12. Sinitsina E.I. Smart fingers. Series "Through the game to perfection". - M .: List, 1999.

13. Sokolova S.V. We develop attention and fine motor skills. Origami. House for a doll. For children 5-6 years old. - St. Petersburg: Neva Publishing House, 2003.-48s.

14. Sultanova I. Fine motor skills / Fun lessons. - M.: Hutber-press Publishing House, 2007.

15. Novikovskaya O.A. The mind of a child at the fingertips: little tips for parents. / OA Novikovskaya - M .; AST; St. Petersburg: Owl, 2006

Attachment 1

Summaries of classes aimed at the development and correction of fine motor skills in children with cerebral palsy.

Lesson 1. A jar of bones.

Goals:

1. To form the ability to take the bones with a “pinch” and put them into a vessel. Develop kinesthetic sensations in the hands.

2. Correction of fine motor skills based on finger games.

3. Cultivate positive emotions.

Materials and equipment: a plastic jar with a wide neck, 4-5 peach pits.

Course progress.

Organizing time.

It is convenient to put the child in front of you. Stroke his hands to inspire confidence.

We will play with Olenka (Katenka),

Let's play hands!

Corrective exercises (finger games).
The teacher acts with the hands of the child.

This finger is small

This finger is weak

This finger is long

This finger is strong

This finger is fat

Well, together - a fist! (I massage each finger.)

They folded their fists, beat them with fists:

Knock-knock, knock-knock-knock

Knock-knock, knock-knock! (Knock fist on fist)

Palms - palms,

clapped their hands,

Clapped their hands

Let's rest a little. (clapping hands)

Main part.

Show your child a bright plastic jar. Let him touch it, hold it in his hands, rattle it.

Let's see what's inside?

Open the jar, pour the bones on the table. The child feels the bones, sorts them out.

Now let's put the bones in a jar. The teacher supports the child's hand and directs his actions. The child takes one bone at a time and puts it in a jar. When all the bones are collected, close the jar and rattle it.

4. Bottom line.

Well done! We collected all the bones, our hands played, they became dexterous and skillful.

Lesson 2. Dry sand.

Goals:

Materials: a container with dry sand, 2-3 small toys, a set for playing with sand.

Course progress.

1. Massage of the hands and fingers with walnuts.

Rolling with one palm of the hand on the other from the back and inside, squeezing the nut in the palm of your hand with all fingers, rolling the nut between the fingers.

I roll my nut

To become rounder.

2. Games with dry sand.

The child claps his hands on the sand, moves his fingers, sticks his fingers in the sand, “drowns” his hands in the sand.

Then the teacher buries small toys in the sand and invites the child to find them.

3. Bottom line.

How interesting it is to play with sand, did you like it?

Lesson 3. Wet sand.

Goals.

1. Stimulation of kinesthetic sensations and their development based on finger touch.

2. Correction of visual-auditory attention based on focusing on the speech and actions of an adult.

3. Cultivate a sense of joy from joint activities.

Materials: a container with dry sand, a bottle of water, a set for playing with sand.

Course progress.

So that the palms are clean, So that our finger is healthy,

Nicely lather them with soap. Let's give him a massage.

Three palms, let's rub harder

Wipe them off dirt. And let's move on to another.

2. Games with sand.

Pour dry sand into a container with a layer of 7 - 10 cm. Invite the child to play with the sand. Take the sand in your hands, pour it through your fingers, crush it with your fingers.

This is dry sand. Let's take a bottle of water and wet the sand.

From a bottle with a hole in the neck, invite the child to pour sand. The teacher helps to wet the sand evenly.

Now the sand is wet. Let's play with wet sand.

The child claps his hands on the sand, moves his fingers, sticks his fingers in the sand, “drowns” his hands in the sand. The teacher comments on the child's actions.

Look at the traces left by the palms, how they look like flowers. You can draw on the sand with your finger: here are straight and curved lines, and these are circles, dots, holes. You can sculpt pies, Easter cakes from wet sand.

Knead, knead the dough

There is room in the oven.

Will-will be from the oven

Buns and rolls.

We take the molds from the sand kit. The teacher shows how to make cakes with their help

We take a strainer from the set, sow sand through it. We collect sand in the container and pour it out.

Wet sand does not crumble like dry sand, it sticks together, so you can sculpt from it, leave marks on it.

3. Bottom line.

You can play with dry sand and wet. What kind of sand do you like to play with? How did you play?

Lesson 4. Jars.

Goals:

1. Formation of manual skills in unscrewing and tightening the lids of jars.

3. Cultivate patience.

Materials: 3-4 different jars of cosmetics with different items inside: a button, a stone, a nut, a candy.

Course progress.

One, two, three, four (Children clench and unclench their fists.)

We washed the dishes. (Rubbing one palm against the other.)

Teapot, cup, ladle, spoon

And a big ladle. (Fingers are bent, starting with the thumb.)

We washed the dishes, (Again they rub one palm against the other.)

We only broke the cup, (Fingers are bent, starting with the little finger.)

The bucket also fell apart

The nose of the teapot broke off,

We broke the spoon a little. (Clench and unclench fists.)

So we washed the dishes.

1. Unwinding and twisting jars.

The teacher places jars of cosmetics on the table. Gives the child the opportunity to examine them, hold them in their hands, shake them.

What different jars, smell good, strum. I wonder what's inside? Let's see? To see what's inside, take a jar and unscrew the lid.

The child takes the jar in one hand, and unscrews the lid with the fingers of the other hand, if necessary, the teacher helps. The contents of the jar are laid out on the table, examined, the object is called. The jar of candy is taken last and presented as a prize for a correctly completed task.

Well done! I unscrewed all the jars and found a candy. We will leave the candy for you, you can eat it, but first you need to put the items in jars and twist them.

The child spins the jars.

2. Bottom line.

Good girl! Twisted all the jars, and now you can eat candy.

Lesson 5. Water.

Goals:

1. Stimulation of kinesthetic sensations and their development based on finger touch.

2. Correction of hand-eye coordination based on practical actions.

Materials: a container with warm water 15 - 20 cm high, small pebbles, shells, fish toys.

Course progress.

1. Massage of the hands and fingers.

With the edge of the palm, we imitate “sawing” in all directions of the hand.

Drink, drink, drink, drink!

Winter is cold.

They drank firewood for us rather

Let's heat the stove, we'll warm everyone!

Pat the inside of the palm with the fingertips of the other hand.

Here are some funny chicks

They came to the garden to the garden.

They walk happily

Grains peck quickly.

2. Exercise with water.

A container of water is placed in front of the child.

The teacher takes the child's hands and lowers them into the water with the whole palm.

The water is warm, clean and transparent, you can see our hands through it.

He moves his palms on the water, then lowers, then raises them, unfolds, slaps. He takes water in his palms and pours it into a container.

We know, we know, yes, yes, yes

Where is the water hiding?

Hey, alright, alright, alright

We are not afraid of water!

After that, the teacher, together with the child, lowers small pebbles, shells, fish toys to the bottom of the reservoir. The child watches how the objects sink to the bottom, they are clearly visible, the teacher explains that the water is clear.

Then he invites the child to independently catch the toys from the container.

3. Bottom line.

Did you enjoy playing with water? How did you play with water? Well done!

Lesson 6. Rain.

Goals:

1. Learn to dip your finger in paint, leave a mark on paper.

2. Correction of visual-auditory attention based on the instructions of an adult.

3. Cultivate a positive attitude towards drawing.

Materials: a sheet of paper with a flower application, gouache, a napkin, a watering can, a pot with an indoor flower.

Course progress.

1. Massage of the hands and fingers.

"Salting cabbage"

We chop cabbage, chop, (With the edge of one hand we knock on the back of the palm of the other hand.)

We three, three carrots, (We rub the palm with the bones of bent fingers.)

And now we salt, salt, (We imitate salt sprinkling.)

We press well, we press. (Squeeze and unclench fingers.)

2. Drawing with a finger.

The teacher shows the child a flower pot.

Look, the flower's head is lowered. He must be thirsty. I need to water the flower. But as? From a watering can.

The teacher takes a toy watering can and waters an indoor flower.

Water pours out of the watering can like rain. And in this picture, the flower also drooped, lowered its head, probably no one watered it for a long time. Let's draw rain on our picture, let the flower drink.

Show me how it rains Tap your finger on your palm.

Rain, rain

Cap-cap-cap!

Wet tracks.

We can't go for a walk

We'll get our feet wet.

The teacher shows the child how to dip a finger into the paint and leave a mark on the paper. The child, under the guidance of a teacher, draws colored dots.

3.Result.

Young! You drew rain and watered the flowers.

Lesson 7. We play cubes.

Goals:

1. Formation of the grasping function of the hand.

2. Correction of hand-eye coordination based on practical actions with objects.

3. Cultivate a sense of joy from joint activities.

Materials: cubes from the designer are small red and a little more blue, a toy car, a massage hair brush.

Course progress.

1.Massage with a hair brush. Roll the brush between your palms.

At the pine, at the fir, at the Christmas tree

Very sharp needles.

But even stronger than the spruce forest,

Juniper will prick you.

2. Exercise with cubes.

The teacher puts small red cubes on the table.

Look what I have? What color are these cubes? (Red.) Take the cube in your hand, knock it. How else can you play with cubes? And let's build a path of cubes. Gently apply the cube to the cube to get a nice smooth path.

The child completes the task.

What path did you get? Let your fingers walk along the path.

The index and middle fingers of the right hand "walk" along the path.

Along the narrow path

Our feet are walking.

Drive the car along the track. The car falls off the road, the path is narrow. Let's build a wide path from large cubes.

The teacher lays out large blue cubes. The child builds a track by applying large cubes to each other.

What path did you get? (Large wide blue.) Roll the car on the blue track.

The car is speeding down the street

Only dust swirls.

3. Bottom line.

Well done! You carefully placed the cubes and built narrow and wide paths. On a wide road you can roll a car.

Lesson 8. Wonderful dough.

Goals:

1. Stimulation of kinesthetic sensations and their development based on finger touch.

2. Correction of tactile perception based on practical actions with objects.

3. Raise interest in a new type of activity.

Equipment and materials: two pieces of dough of different colors, one large, the other small.

Course progress.

1. Massage of the hands and fingers.

Doll Masha kneaded the dough, (Squeeze and unclench fists.)

She kneaded the dough, baked cookies. (Claps with half-bent hands.)

She gave all the guests: (Bending fingers, starting with the little finger.)

I gave the bunny, I gave the fox,

I gave it to a squirrel, I gave it to a bear,

And drove the bad wolf away. (Wag with index finger.)

2. Exercise with salt dough.

The teacher puts a larger piece of dough on the table.

This is the dough that Masha doll kneaded. (Gives the dough to the child in his hands to knead it.) This is how the doll kneaded the dough.

Flatten the dough on the table with your palms, and then press down with your fingers, make dots with your fingertips. Crumple again into a piece. The teacher divides the dough into three pieces, one takes for himself, the other for the child.

Let's make cookies. Take a piece in your palm and roll the ball. Now press the ball with your palms. Got cookies. Now we will decorate it. We pinch off small pieces of dough from a piece of another color. We roll small balls with our fingers and press them into the “cookies”. From the remaining piece, you can roll up the sausage and make a ring. The teacher helps the child as needed.

3. Bottom line.

Did you enjoy sculpting from dough? What did you blind? Who are you giving cookies to? He will tell you: "Thank you!"

Lesson 9. The sun.

Goals:

1. Formation of manual skills: attach clothespins.

2. Correction of visual-auditory attention based on focusing on the speech and actions of an adult.

3. Raising a sense of joy from a correctly completed task.

Equipment and materials: 6-7 clothespins, harvesting the sun without rays.

Course progress.

1. Massage of the hands and fingers.

Movement as if rubbing frozen hands.

Frost froze us,

Climbed under a warm collar

Like a thief, be careful

Into our boots penetrated.

Unclench and clench your fists.

The fingers went out for a walk.

They hid in the house again.

2. Exercise with clothespins.

Winter has come. There are severe frosts outside. The sun doesn't heat up at all.

Where are you, the sun, really?

We are completely frozen.

The water is frozen without you

The earth is frozen without you.

Come out soon, sunshine.

Cuddle up and warm up! (M. Elchin.)

The teacher shows the sun without rays.

And here is the sun, but what happened? Where are the rays? That is why the sun does not warm, it has no rays. Let's help the sun bring back the rays.

Clothespins fall on the table. The teacher shows how to attach a "ray" to the sun. The child completes the task.

3. Bottom line.

What a beautiful sun you have.

Sun, sun, shine!

Give us all joy!

Lesson 10. Hostess.

Goals:

1. Formation of manual skills: turn on and off the switch, insert the plug into the socket, push the latch, close the hook, close and open the lock, hook.

3. Nurturing positive reactions to new activities.

Materials and equipment: models of a switch, socket, plug, latch, hook, lock with a key.

Course progress.

1. Massage of the hands and fingers.

We are building a new house. (Knock fist to fist.)

We will be comfortable in it.

There will be windows in it, (We drive a finger along the palm.)

And all around are paths. (With the fingers of one hand, massage each finger of the other hand.)

We are building, building a new house, (Knocking fist on fist.)

Let's live together in the house! (Clap hands.)

In every home there are many different devices that you need to be able to use. Today we will learn how to use these devices or manage the house.

The teacher puts models of an electric switch, sockets with a plug, a latch, a hook, a lock on the table. The teacher names each item, talks about it, shows how to use it. The child repeats the actions after the teacher. Turns the switch on and off, inserts the plug into the socket and removes it, slides and opens the latch, inserts the hook and removes it, closes and opens the lock.

3. Bottom line.

Well done! You now know how to use different household items.

Lesson 11. We washed clothes.

Goals:

1. Stimulation of kinesthetic sensations and their development based on finger touch.

3. Raise interest in a new type of activity.

Materials and equipment: pieces of fabric 20x20 cm of different textures (silk, nylon, wool, cotton, flannel), a container of water.

Course progress.

1. Massage of the hands and fingers. Actions according to the text.

So that the palms are clean,

Nicely lather them with soap.

Three palms, come on

Wipe them off dirt.

2. Exercise with pieces of fabric.

The teacher puts pieces of cloth on the table. Invites the child to examine them, touch them with their hands, crush them, clench them into a fist, fold them in half and fold them again.

A container with water is placed on the table, a height of 10-15 cm. Dip one piece of cloth into the water and try to do the same actions as with a dry cloth, squeeze it out before removing it from the water.

We washed clothes

rinsed in the river,

Squeezed out, hung out -

That has become fun!

3. Bottom line.

Did you enjoy playing with rags? And with what rags with dry or wet did you like to play more?

Lesson 12. Colored balls.

Goals:

1. Formation of the manipulative function of the hands and coordinated movements of the fingers.

2. Correction of visual-auditory attention based on the verbal instructions of an adult.

Materials and equipment: a basket with balls of thread of different colors, a cat toy, a plot picture depicting a grandmother and a kitten playing with a ball.

Course progress.

1. Massage of the hands and fingers.

Squeezing and unclenching small rubber balls in the palm of your hand:

Squeeze the balls tightly

We tense our muscles

To fingers never

Don't be afraid to work!

2. Exercise in winding a thread on a ball.

The teacher offers to consider a plot picture.

Grandmother was knitting socks, and the kitten was lying next to her. Grandma fell asleep. The kitten began to play with the balls and tangled the threads. Let's help wind the threads into balls.

The teacher places a basket with colored balls of thread in front of the child.

Look, what beautiful balls, choose any.

The child takes one ball, the teacher takes the other and shows how to wind the thread around the ball, then the child tries to wind the thread, the teacher helps.

I wind the balls -

Grandmother will knit socks.

3. Bottom line.

Well done! You helped your grandmother wind up the balls.

Lesson 13. A wonderful bag.

Goals:

1. Stimulation of kinesthetic sensations and their development based on finger touch.

2. Correction of tactile perception based on exercises in recognition and discrimination.

3. Raising the emotion of joy.

Materials and equipment: a bag containing a massage ball, a wooden or plastic cube, a soft toy familiar to the child (a bunny or a dog), a metal spoon.

Course progress.

1. Massage of the hands and fingers.

Exercise "Master made a locker."

The master made the locker, sawed exactly the boards.

(Place the palm with an edge and “saw” along the surface of the other palm.)

He pounded on them with a hammer, as if hammering nails.

(Squeeze your hand into a fist and tap lightly on your palm, on your fingers.)

Made the doors.

(Connect the side surfaces of the thumbs, open and close the "doors".)

He couldn't make a key.

(Connect the fingers of both hands into the “lock”, thumbs with each other and hide them inside the “lock”.)

2. Exercise with a wonderful bag.

The teacher shows the child a bag, gives it to touch, examine.

Now we will hide different items in the bag.

The child takes one object at a time, names it and puts it in a bag, the teacher helps.

This is a massage ball, it is small and prickly. This is a bunny, it is soft fluffy warm. It's a spoon, it's smooth and cold. It's a cube, it has corners.

All items are hidden in the bag, they are now not visible. (The teacher shakes the bag.) Put the pen in the bag and find the ball in it.

The child gropes for an object, tries to recognize it and takes it out. The teacher applauds him. And so are all the items.

3. Bottom line.

Did you enjoy playing with the bag? Was it difficult to find items in the bag? Well done, you tried and found all the items correctly.

Lesson 14. House for rabbits.

Goals:

1. Develop motor reactions (clap your hands, tilt your head to the sides).

2. Correction of fine motor skills based on verbal instructions and showing an adult.

3. Nurture a friendly relationship between a child and an adult.

Equipment: a hare toy, a recording of a dance melody, 2 cubes and a triangular prism from a building set, a padlock.

Course progress.

The teacher shows the child a bunny toy.

Bunny white fluffy soft (gives a toy to a child so that he strokes it).

He lives in the forest, but he has no house. Let's build a house for the bunny to keep him warm. We took the "hammers" (we clench our fists), we will build a house for rabbits.

1. Massage, exercise "House".

Knock, knock, knock,

Hammers are knocking

Building a house for rabbits. We knock our fists on each other.

Here with such a roof, Hands over your head.

Here with such walls, Palms near the cheeks.

Here with such windows, Palms in front of the face.

Here with such a door One palm in front of the face.

2. Exercise for stacking cubes on top of each other.

The teacher offers to build a house from a building kit. Shows how to build a house: we take one cube, put it on the table, take another cube and carefully put it on the first one, and put a “roof” on top of the house. Now offer to build the same house for the child.

There is a lock on the door, you need to open the lock so that the bunny enters the house.

Fizminutka, exercise "Castle".

There is a lock on the door. Hands are clasped.

Who could open it?

We knocked with a lock, We knock on our knees.

We twisted the lock, We twist with tassels.

We pulled the lock We stretch our fingers.

And they opened it.

Here is our house. Zainka will live and be happy in the house.

Show, bunny, how you will rejoice!

It sounds like a dance tune. The teacher shows how the bunny dances and offers to repeat after the bunny.

Bunny, bunny, dance!

Make our kids laugh!

Clap, clap your paws

Like this, like this!

Stomp, stomp your paws,

That's it, that's it, that's it!

Outcome.

What a funny bunny. It was you who built him a house, well done!

Lesson 15. Buttons, buttons and fasteners.

Goals:

1. Formation of manual skills: fastening and unbuttoning buttons, buttons, zippers and Velcro.

2. Correction of the prerequisites of thinking on the basis of comparative and practical actions with objects.

3. Cultivate neatness.

Materials and equipment: enlarged models with buttons and fasteners, buttons, Velcro.

Course progress.

1. Massage of the hands and fingers. Actions are performed according to the text:

Clap! One more time

We'll clap now.

And then quickly

clap-clap more fun!

Finger on finger tuk tuk,

Clap, clap, clap!

2. Exercises for manual skills.

The teacher shows the child a shirt with buttons, a blouse with a zipper, trousers with a button, shoes with Velcro.

These are clothes and shoes. When putting on a shirt, you need to fasten the buttons (buttons), on the blouse - a zipper, on the trousers - a button, on the boots - Velcro, then you will look beautiful and neat. Today we will learn how to do it.

The teacher shows the child models with buttons, fasteners, buttons. Shows how to fasten and unfasten a zipper, a button, Velcro, a button, then invites the child to do the same. Shown and performed one action at a time, the button action is performed last. Each action performed is accompanied by praise.

3. Bottom line.

Well done! You are good at fastening zippers and buttons, now you will fasten your things yourself, you will always be beautiful and tidy.

Lesson 16. Application from seeds.

Goals:

1. Learn to perform relatively precise movements with your fingertips: pressing, applying.

2. Correction of hand-eye coordination based on actions with objects.

3. Cultivate a sense of beauty.

Materials and equipment: a small jar covered with plasticine, bean, pea, pumpkin seeds.

Course progress.

1. Massage of the hands and fingers.

Our Masha cooked porridge, (Run your index finger over your palm.)

Cooked porridge, fed the kids.

I gave this, I gave this, (Knead each finger in turn.)

I gave it, I gave it

And she didn't give it.

He played a lot

And broke the bowl.

2. Application execution.

The teacher shows a jar covered with plasticine and seeds of peas, beans and pumpkins.

Do you like this vase? And let's decorate it with seeds, make an application. (Shows how peas can be pressed in.) What a beautiful flower it turned out, and we will make a leaf out of a pumpkin. Now try it. The child alternately takes peas and other seeds with two or three fingers, applies them to a vase and presses them into plasticine.

3. Bottom line.

Well done! You tried, and you got a beautiful vase.

Lesson 17. Lacing.

Goals:

1. Formation of manual skills for lacing and unlacing.

2. Correction of visual-motor coordination based on practical actions.

3. Education of independence.

Materials and equipment: lacing.

Course progress.

1. Massage of the hands and fingers.

The saw screeched, (Rubbing one palm against the other.)

buzzed like a bee.

Clapped, tired. (Claps.)

Start over. (Rubbing palm on palm.)

2. Exercises for lacing and unlacing.

The teacher offers the child a simple round lacing. Shows how to take the lace and thread it into the hole, pull it out with your fingertips over the edge of the lace, invites the child to do the same, helps if necessary. Then unlace and try to lace over the edge.

3. Bottom line.

Well done! You tried not to miss holes, it was a very difficult task, but you did it.

Lesson 18. Pool with cereals.

Goals:

1. Stimulation of kinesthetic sensations and their development based on finger touch.

2. Correction of tactile perception based on exercises in recognition and discrimination.

3. Raise interest in a new type of activity.

Materials and equipment: a container filled with peas (rice, buckwheat, etc.), 3-4 small toys.

Course progress.

1. Massage of the hands and fingers.

Merry mouse

Found a glove. (As if we are pulling gloves on one and the other hand)

Having arranged a nest in it, (We drive a finger in the palm of our hand.)

The mice called, (Inviting movement.)

They are a crust of bread (Pinch the palm with your fingertips.)

Gave me a bite.

Stroked everyone (Stroke each finger.)

And sent to sleep.

2. Exercises with cereals in the pool.

The teacher puts a container filled with some kind of cereal in front of the child. Invites the child to put his hands in the container, stir the cereal, mash it with his hands, pass it through his fingers, rub it in his palms, etc. Then the teacher lowers 3-4 small toys that are well known to the child (a cube, a ball, a typewriter) to the bottom of the container and asks:

Find a car (cube, ball) in the pool and get it! Don't rush, feel it well!

3. Bottom line.

Well done! You did a very good job on a very difficult task.

Lesson 19. Pyramid.

Goals:

1. Develop the grasping function of the fingers using the example of picking up a pyramid.

2. Correction of visual attention based on its focus on objects.

3. Cultivate a sense of joy from a correctly completed task.

Materials: a pyramid of 3-4 rings.

Course progress.

1. Massage of the hands and fingers: stroking, spiraling, kneading movements on each finger from tip to base.

To be strong palm -

Let's massage a little:

We will stroke her gently, gently,

We press many times

Knead each finger

To make him happy

He was healthy and did not get sick.

2. Collecting the pyramid.

The teacher invites the child to examine the pyramid, touch it.

What a beautiful pyramid. It is assembled from different rings. This is the smallest ring (the teacher takes off the first ring and puts it on the table). What color is it? (Yellow.) This ring is bigger than yellow. (Takes off another ring.) What color is this ring? (Red.) And this ring is the largest. (Takes it off and puts it on the table.) What color is the biggest ring? (Green.) So we dismantled the entire pyramid into rings, only the rod remained, on which there were rings.

Let's assemble the pyramid so that it is beautiful again. Take the rod. Which ring should be taken first? (The largest.) Take the largest ring and put it on the rod. What ring did you take? (The largest, green.) Well done! Show me which ring to take now? What is this ring? (It is smaller than green, red.) Show me which ring we will put on last? What is this ring? (The smallest, yellow.) Put it on.

3. Bottom line.

Today we learned how to assemble a pyramid. You listened attentively to me, correctly completed the tasks, tried and collected the pyramid. Well done!

Lesson 20. Cheerful nesting dolls.

Goals:

1. Develop tenacity and strength of the fingertips on the basis of disassembling and assembling nesting dolls.

2. Correction of thinking prerequisites based on actions with objects.

3. Cultivate patience.

Materials: nesting doll of 3 parts.

Course progress.

1. Massage of the hands and fingers.

Exercise "Chop, chop", tapping the edge of the hand on the other hand.

Exercise "Hands are frozen", kneading the hands.

Exercise "We put on gloves", knead each finger.

2. Exercise with a matryoshka.

Look who came to visit us? This is a matryoshka.

Blow into the pipes

Hit the spoons

Matryoshkas have come to visit us!

The teacher suggests that the child examine the matryoshka, touch it.

Let's open the nesting doll, let's see what's inside it? (Another nesting doll.) What kind of nesting doll is this? (Small.) Let's assemble a big nesting doll. (Performs the task.) We have two nesting dolls, one large in a red scarf on her head, and the other is a small nesting doll, in a blue scarf. Let's see what's inside her, shall we? Open it. (Performs the task.) What a small nesting doll, in a green scarf. Collect this nesting doll in a blue scarf. (Performs task.)

Now we have three nesting dolls. Show me the biggest matryoshka. She has a red scarf. Show me a smaller matryoshka. She has a blue scarf. Show me the smallest matryoshka. She has a green handkerchief. What elegant nesting dolls. Matryoshkas want to dance.

3. Physical Minute.

We are nesting dolls, (Hands hold an imaginary scarf, turning your head to one side and the other.)

Here are the crumbs. (Lower palms to the floor.)

Like ours, like ours (Point with your hand to one or the other leg.)

Boots on the feet.

We are nesting dolls

Here are the crumbs. (Repeat the first and second movement.)

Like us, like us

Clean palms. ("Lanterns".)

4. Fixing.

Matryoshkas had fun, and now it's time for them to sleep. Let's collect nesting dolls into one big one. Open this nesting doll in a blue scarf and put the smallest nesting doll in it. Well done! Now open the largest matryoshka and put the rest of the matryoshka in it. Well done! We only have one big matryoshka left.

5. Bottom line.

Today we played with nesting dolls. Did you like nesting dolls? Matryoshkas really enjoyed playing with you. You carefully opened and closed them, danced with them. Well done!

Appendix 2

"FINGER GYMNASTICS"

1. Magpie-magpie

Game progress.

The index finger of the right hand makes circular movements along the palm of the left hand. Actions are accompanied by the words:

magpie-magpie

cooked porridge,

She fed the kids. Vos-l bends his fingers:

I gave this, little finger,

I gave this, nameless,

Gave it, mean,

I gave this, forefinger,

Gave this. big.

2. patty patties

Purpose: to form in the child a positive emotional attitude to work together with the teacher, to develop a sense of their own movements.

Game progress.

The teacher claps his hand on the palm of the child, accompanying his own actions with a poetic text, prompting the child to respond.

Sweeties!

Grandma baked pancakes.

poured oil,

She gave it to the kids.

Good pancakes

Our sweet grandmother!

3. This finger is a grandmother

Purpose: to activate the movements of the fingers.

Game progress.

This finger is a grandmother,

This finger is a grandfather

This finger is daddy

This finger is mommy

This finger is me

That's my whole family!

4. This finger wants to sleep

Purpose: to activate the movements of the fingers.

Game progress.

The teacher bends and unbends the baby's fingers alternately on the right and left hand, accompanying the movements with the words:

This finger wants to sleep

This finger - jump into bed!

This finger curled up

This finger is already asleep.

Hush, finger, do not make noise,

Don't wake up your brothers.

The fingers are up. Hooray!

It's time to go to kindergarten!

5. Knock knock - I'm knocking

Game progress.

The teacher reads the poetic text, encourages the child to hold his hand in his fist. He taps every word of the nursery rhyme with the baby’s fist on the surface of the table:

Knock knock - I'm knocking

I'll put together a new table.

6. Gingerbread Man

Purpose: to develop motor skills of the hand.

Game progress.

The child performs movements accompanied by a poetic text that the teacher pronounces:

The fist is like a bun.

We will squeeze it once.

One hand is clenched into a fist - “kolobok”, the other child strokes the fist, squeezes it with his hand several times, then the position of the hands changes.

7.Let's go - let's go

Purpose: to teach the child to perform actions with his hands (open his palms, spreading his fingers wide) in accordance with the poetic text.

Game progress.

Let's go, let's go

With nuts, with nuts

To grandfather for a turnip,

yellow, big, shows,

That's what! spreading your palms to the sides.

Let's go, let's go

To the bunny for the ball,

For your ball

Round and big

That's how! Shows spreading his palms

To the sides.

8. Funny painters

Purpose: to develop motor skills of the hand, performing imitative movements, accompanied by a poetic text.

Game progress.

The child imitates movements with the hands of both hands in the direction up and down, from left to right (elbows at chest level) while the teacher reads the couplet:

We'll paint this house

Vanyusha will live in it.

9. Cook

Game progress.

The child performs circular movements with the brush clockwise and against it, accompanied by a poetic text pronounced by the teacher:

We cook, we cook, we cook cabbage soup.

Vova's cabbage soup is good!

10. Saw, saw

Purpose: to develop motor skills of the hands, performing imitative movements, accompanied by a poetic text.

Game progress.

The child performs sliding movements with the edge of the palm on the surface of the table:

Saw, saw,

Drink faster

We are building a house for animals.

11. Bunny ears

Game progress.

The fingers are clenched into a fist. The child puts up the index and middle fingers, moves them to the sides and forward under the poetic text:

Bunny has long ears

They stick out from the bushes.

He jumps and jumps

He amuses his bunnies.

Bunny gray sits

And wiggles his ears.

Like this, like this

He moves his ears.

12. Squirrel sits on a cart

Purpose: to develop fine motor skills of both hands.

Game progress.

Children with their left hand bend the fingers of their right hand in turn, starting with the big one:

A squirrel sits on a cart

She sells nuts. Bends:

fox-sister, thumb,

Sparrow, index,

Titmouse, red,

Bear fat-fifth, nameless,

Mustachioed hare. little finger.

13. Hands

Purpose: to develop motor skills of the hands.

Game progress.

The child performs movements, accompanying them with a poetic text:

palms up,

palms down,

Palms on the side -

And clenched into a fist.

14. Salt cabbage soup

Purpose: to develop fine motor skills of the hand.

Game progress.

Grinding movements with three fingers - thumb, index and middle.

In order to activate muscle sensations, we recommend doing this exercise in a bowl of buckwheat or rice.

15. Paper ball

Purpose: to develop motor skills of both hands.

Game progress.

The child is invited to crumple a sheet of paper, making a paper ball out of it (the load is given alternately on each hand).

Types of exercises:

push the ball away with the hand;
roll the ball on the table

16. Birds drink from a barrel

Purpose: to develop fine motor skills of the hand.

Game progress.

The fingers of one hand are clenched into a fist, the fingers of the other hand are alternately inserted from above, into the hole formed in the fist.

Chizhik whistled:

Phew, wow, wow!

I drink dewdrops in the morning.

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