A variety of independent practical activities not only have a valuable general developmental impact on the personality of an older preschooler, but also contain opportunities for preparation for mastering writing at school.
Letter is a complex skill involving the execution of finely coordinated graphic skills. The writing technique requires coordinated work of the small muscles of the hand and the entire arm, correct coordination of body movements, visual concentration for voluntary regulation of activity, as well as a certain functional maturity of the cerebral cortex.
Mastering writing is a long, labor-intensive process. A significant number of five-, six-, and seven-year-old children experience difficulties in mastering writing. Scientists note that unpreparedness for writing, underdevelopment of motor coordination, visual perception, and weakness of volitional aspirations lead to the development of a negatively tense, anxious state of the child at school. [Babaeva T.I. - At the school threshold. - M, 1993].
The task of the kindergarten is to, in collaboration with the family, prepare children for writing, i.e. if possible, develop the mechanisms necessary for its implementation, create conditions for the child to accumulate motor and practical experience and, above all, manual skill, without which it is impossible to quickly and successfully master the skill of writing. The teacher must promptly explain to the parents of future schoolchildren the importance of preparing children for writing, and not directly teaching it, which, unfortunately, occurs in a number of families and most often leads to the formation of incorrect writing techniques.
Before learning to write the elements of letters, children need to be prepared for this. Such preparation will include visual activities: modeling, drawing, cutting and gluing - and specially prepared exercises: tracing and shading geometric shapes and contour images of vegetables, fruits, leaves, etc. Children can do tracing, shading, and making various patterns on their own. .
At school, children’s preparedness for writing plays an important role; for this it is necessary to follow targeted, consistent lessons.
In progress A.I. Voskresenskaya“Literacy in kindergarten” offers a program for teaching writing. The program is designed for the academic year and involves the following work by month (4 lessons per month for 20 - 25 minutes):
· Exercises for the development of the eye, hand and small muscles of the fingers. Outlining and shading of geometric shapes.
· Continuation of work in the same squared notebooks. Counting cells 2 from top to bottom and left to right. Mastering the two-cell stitch. Drawing various patterns consisting of horizontal, vertical, wavy and rounded lines.
· Introducing a slant-ruled notebook for writing in first grade. Notebook cover, pages, lines on a page, rulers on a line. Drawing patterns consisting of various lines. Mastering the stitch. Preparation for writing letter elements.
· Continuation of work in the same notebook. Mastering the stitch. Preparation for writing letter elements.
· Writing with a simple pencil the elements of letters: a straight short stick, a long straight stick, a stick with a rounded bottom.
· Repetition of learned letter elements. Writing new elements of letters: a long stick with a loop, a stick with a curve at the top and bottom.
· Repetition of what has been learned. Writing new elements of letters: a semi-oval and the first element of the letter m (a hairline slanted line with a dot at the bottom).
· Repetition of what has been learned. Oval letter without connecting line. Letter letters a, m.
· Repetition of what has been learned. Letter of letters a, m, p. Letter of words: mom, dad.
At the end of the school year, a dictation is conducted, including all the familiar elements of letters.
Voskresenskaya A.I. reveals more detailed content of each lesson of its program (by month).
To begin with, you can introduce children to the notebook (cover, pages, lines, right and left sides of the page, middle, top, bottom). Outlining and shading squares. You need to shade as suggested on the samples.
Afterwards, the children begin to outline and shade the rectangle and circle. The teacher draws children's attention to the direction of the lines when shading, determines the color of the pencils together with the children, and pays special attention to the circles, where the shading starts from the center from right to left and goes in a continuous circular line. Children arrange the figures in their notebook as shown in the sample and shade them.
Having practiced tracing squares, a rectangle and a circle, children proceed to triangles (fill with a continuous loop from top to bottom; continue to hatch circles with a continuous circular line from the middle from right to left). This type of shading is useful for the development of the hand, small muscles of the fingers and the eye. The ovals are played with plums, outlined with a simple pencil and placed as in the sample. Then they hatch, drawing an arched continuous line from the edge of the oval to the middle of the drawing.
It is important to consolidate the acquired shading skills - children independently create a pattern from all the familiar shapes. .
In the next cycle of classes, children continue to draw in checkered notebooks. They must master the line, learn to count the required number of cells from top to bottom and from left to right. When drawing various patterns consisting of horizontal, vertical, wavy and rounded lines, children develop their eye, hand and small finger muscles. For orientation on the line, the teacher places starting points on the left side of the page.
Classes begin with orientation on the line - counting cells, arranging dots. Drawing a pattern consisting of vertical and horizontal lines. Later exercise in the correct positioning of notebook and pencil. Drawing patterns consisting of straight, inclined and wavy lines, shading.
It is important to train children in flexion and extension of the hand and fingers, in the correct fit and position of a notebook and pencil. They learn to count cells two at a time and place dots. Drawing patterns consisting of long straight and inclined lines, shading. Children practice drawing curls from the center from right to left, shading circles and ovals.
After familiarizing themselves with the squared notebook, children become familiar with the writing notebook (cover, pages, line, ruler).
The teacher sets starting points in advance with a simple pencil, and the child begins the line from there. The child practices drawing straight horizontal lines to establish a stitch boundary. Next, get acquainted with the lines from top to bottom on the line along which you will need to write.
A prerequisite is to consolidate the previous material, add the drawing of Christmas trees and windows, and highlight the straight stick. The subsequent exercises include a pattern in which there is a long stick - flags. Circles are drawn from the middle of the line on the line from right to left, patterns consisting of ovals, semi-ovals and loops are added.
All patterns built one after another develop the eye, hand and small muscles of the fingers. All this serves as preparation for writing the elements of letters. .
The teacher’s task is also to prepare the child to write letter elements. You can arrange your work in the following sequence:
1. Review and analysis of previous children's works.
2. The teacher demonstrates new material on the board.
3. Analysis of the sample by children under the guidance of a teacher.
4. Children write new material under the score kept by the teacher, and independently.
5. Analysis of what has been written. Delhi independently examines their work, selects the letter element on the line that is written better than the rest, and writes another line or two based on this model.
Work on preparing children to write begins long before they enter school. It includes a number of interrelated points:
Development of manual skills;
Development of children's spatial orientation, in particular on a sheet of paper, as well as in general directions of movement;
Development of visual and graphic skills of children [Babaeva T.I. - At the school threshold. - M, 1993].
As noted T.I. Grizik, Candidate of Pedagogical Sciences, writing is a complex skill and is not fully accessible to a preschooler. Conversations with teachers, observations of their work, and its analysis make it possible to identify both positive and negative aspects in the process of preparing preschool children for learning to write.
The positive thing is that everyone understands the need and importance of such work and most educators have practical experience. However, this experience concerns mainly only certain aspects of training (for example, the development of fine motor skills during finger games, manual labor classes, and shading exercises). [ //Child in Kindergarten, No. 1, 2006 - “Preparation for learning to write”/ T.I. Grizik]
At the same time, an analysis of methods for preparing for teaching writing showed that insufficient attention is paid to this problem. Recommendations are given only in certain areas of work and often without taking into account the age characteristics of preschoolers.
Preparation for learning to write requires special pedagogical influence, built into a system of special games, exercises and tasks. This should not be mechanical training, but the child’s conscious creative activity under the guidance and help of an adult.
Work to prepare preschoolers for learning to write should be carried out in 4 main areas:
1. Hand development.
Each direction has its own objectives and educational content.
1. Hand development.
1.1. Form the correct grip of the writing instrument: hold the pencil with three fingers - thumb, index and middle (pinch). In this case, the pencil lies on the left side of the middle finger. The thumb supports the pencil on the left, and the index finger on top. The upper end of the pencil is directed towards the shoulder. With a correct grip, the index finger should lift easily without the pencil falling.
To develop pinchiness, finger games (especially the thumb and index fingers), exercises with a pencil (“Twist the pencil with two fingers, three fingers”), game exercises such as “Let’s add salt to the soup” are used.
1.2. Exercise in the correct distribution of muscle load of the arm.
This distribution implies a rapid alternation of force tension and relaxation.
The formation of the correct distribution of muscle load of the hand is carried out in games such as “Mosaic”, “Lego”, “Constructor”, when working with stamps, in manual labor (for example, manipulating a needle), in the process of modeling.
1.3. Develop fine motor skills of the hands (possible use of non-traditional aids and exercises).
2. Preparation for writing techniques.
2.1. Develop spatial orientation.
Depending on his abilities, the child learns to navigate in space relative to himself, relative to an object, and relative to the person standing opposite him.
First of all, the child must know where his right (left) side of his body is. During physical education, you can work on children’s knowledge of orientation, both in their parts of the body and in orientation relative to themselves (above the head - top, under the feet - bottom, behind the back - behind, in front of you - in front).
When performing orientation tasks, game exercises like “Look to the right (left, up, down) are used. Name what you see.”
The most difficult thing for a child is orientation in relation to the person who is standing opposite. In practice, this could be a teacher. It is more difficult for a child to remember a “mirror” reflection, but he must learn this too with the help of exercises.
The child must “transfer” the knowledge gained on spatial orientation to a sheet of paper (half A4 size). How correctly a child is oriented on a sheet of paper can be determined using a dictation (each subsequent task is given after the children have completed the previous one): “There is a sheet of paper in front of you. Draw a sun in the upper right corner. Draw a flower in the lower right corner." The dictation continues until all the corners and the middle of the sheet are filled.
To clarify the child’s ideas about the spatial relationships between objects, you can use plot pictures. .
Children who have difficulty distinguishing between the left and right sides, when learning to read and write, often have difficulties in mastering the visual image of letters (there is a tendency towards their “mirror” image. Therefore, in classes with such a child, additional explanations and a sufficient number of exercises should be used to determine the shape , the size of objects, their spatial arrangement in relation to the child himself and to each other.
2.2. Develop a sense of rhythm.
Teach children to hear the rhythm and recreate it (based on the model and their own), record the rhythm through rhythmic patterns (borders) and read them.
It is known: the higher the child’s motor activity, the more intensively his speech develops. The rhythm of speech, especially the rhythm of poetry and sayings, contributes to the development of coordination, general and fine voluntary motor skills. With the help of poetic rhythm, the correct tempo of speech and breathing rhythm are developed, speech hearing and speech memory develop. Movements with musical accompaniment have a positive effect on the development of hearing, attention, memory, and form time orientation, that is, the ability to arrange one’s movements in time in accordance with the various metro-rhythmic patterns of musical accompaniment.
The same goes for doing rhythmic exercises in writing. In this case, rhythm as a concept is new. It is necessary to combine in the child’s mind rhythm as movement and writing (drawing) skills.
2.3. Introduce them to the ruler and teach them how to navigate it.
In preparation for learning to write, children are introduced to the concept of “ruling,” the “ruler,” and additional reference lines. Through game exercises, they reinforce the ability to navigate the “ruler” and then print elements of letters and the letters themselves in it. Printing letters in school font can only be done when the child himself wants to do this and when the prerequisites for writing have been formed.
In most cases, training in orientation on a lined sheet of paper is not given due attention. All these skills are acquired at school, although in a preschool institution children, due to their age characteristics, are able to understand and remember the rules of lined writing.
2.4. Introduce the rule of drawing horizontal and vertical lines and reinforce it in practical exercises of a gaming nature.
Rule: when writing, all horizontal lines are drawn from left to right, then draw arrows indicating the direction of hand movement. It is necessary that the movement actually begins at the right point and the child learns to understand and feel that the hand can move in different directions according to the instructions and rules of writing. However, there is no need to rush him.
It is also important to explain to children which lines are considered parallel. Violation of parallelism must be shown clearly.
3. Analytical and synthetic activities.
The writing process implies the child’s ability to analyze and synthesize the graphic image of letters. Older preschoolers work only with printed letters.
3.1. Analysis and synthesis of graphic, conventional images of objects.
Game exercises in this direction precede work with letters. They are based on the analysis and synthesis of simplified graphic images consisting of elements familiar to children (which allows the child to name the parts that make up the drawing).
3.2. Analysis of the image of letters.
This process consists of the child’s ability to determine:
Number of elements (how many elements does a letter have?)
Characteristics of the elements (what elements are these?)
Spatial arrangement of elements in a letter
3.3. Synthesis of the image of letters.
A preschooler should not write letters. It is necessary to prepare images of letters from paper, cut them into elements and ask the child to recreate the image by composing them from the elements.
3.4. Differentiation of the image of letters.
In game exercises, the child matches and compares letters that are similar in spelling.
4. Formation of basic graphic skills.
The teacher’s task is to direct the formation of elementary graphic skills in the right direction and to facilitate their consolidation.
4.1. Practice consciously typing the elements of letters and the letters themselves (with and without educational lines).
4.2. Carry out exercises that prepare for writing elements of a school font (“Lumps”, “Waves”).
A system of exercises to develop the readiness of older preschoolers to learn to write should be included in daily planning. The teacher needs to see the entire scope of the work ahead and carry it out taking into account the age and individual capabilities of the child. .
T.I.Babaeva drew her attention to this issue too and identified the following components for preparing the hand for writing:
Development of manual skills (performing a variety of practical tasks, creating with the help of various tools, in the process of which such qualities as accuracy of voluntary hand movements, eye, accuracy, attention, concentration are developed);
Development of children's spatial orientation, in particular on a sheet of paper, as well as in general directions of movement (left to right, top to bottom, back and forth, etc.)
Development in children of a sense of rhythm, the ability to coordinate the tempo and rhythm of movements, words and gestures;
Development of children's visual and graphic skills (in the process of visual activity, as well as with the help of graphic exercises). [Babaeva T.I. - At the school threshold. - M, 1993]
Development of manual skills.
By older preschool age, the child can easily fasten buttons, tie shoelaces and ribbons. If one of the children in the group does not succeed in this skill, the teacher is obliged to help him acquire the corresponding skill through training and exercises. To develop the hands, games with small toys, activities with small construction sets, mosaics, and modeling from clay or plasticine are organized. It has been noticed that the more children engage in modeling, the more confident and coordinated the movements of their fingers become. By the age of five, the possibility of precise, voluntarily directed movements increases, so children perform tasks that require sufficient accuracy and coordination of hand movements.
Children acquire precision and dexterity in finger movements in the exciting “Let's Make Beads” activities. All the work of making beads requires sensory-motor coordination, accuracy, perseverance, i.e. qualities necessary for writing.
The ability to confidently use scissors plays a special role in the development of manual skills. Constant exercises: symmetrical cutting, appliqué, as well as cutting out various figures from old postcards and pictures with scissors - a useful and exciting activity for future schoolchildren. Handicrafts play a special role in preparing the hand for writing: embroidery, sewing, knitting. Handicrafts teach children to be neat, precise, persistent, and attentive. Experience shows that children six years old can do the simplest types of crocheting and knitting. As the work of E. Shuleshko has shown, knitting is an effective means of preparing six-year-olds for writing.
A teacher who wants to prepare children well for school constantly keeps children with insufficiently developed skills in their field of attention. He analyzes the reasons for their lag. This may be due to incorrect technique for performing any task. Then the child needs additional exercises. Or maybe the reason for his delay is in improper upbringing in the family, when parents underestimate the importance of the child’s development of independence and small movements of the hand. [Babaeva T.I. - At the school threshold. - M, 1993].
Development of spatial orientation and sense of rhythm.
Writing is associated with a child’s ability to freely navigate a piece of paper. Therefore, in older preschool age, the teacher pays significant attention to the development of spatial orientation. Preschoolers should be able to distinguish between the right and left hand and the corresponding directions of movement or arrangement of objects.
For this purpose, the teacher uses games to develop and consolidate the ability to navigate in space. In his speech addressed to children, precise spatial terms are often used.
Exercises are specially conducted to familiarize children with the notebook, competition games arouse children’s interest, games with spatial orientation often include graphic tasks (painting or tracing cells, sketching geometric shapes, etc.), the teacher uses dictations that reinforce children’s ability to navigate on surface. The tasks gradually become more difficult. By assessing children's work, the teacher receives valuable information about whether the children can navigate on a sheet of paper.
Mastering writing is associated with mastering a sense of rhythm. Its development is facilitated by various dance and physical education movements to music, which require coordinated actions from children. Exercises that coordinate movements and speech are useful. It could be counting rhymes. The teacher must ensure that the words are accompanied by a precise pointing movement of the driver’s hand. The readings are pronounced at different tempos, and the speed of hand movement changes accordingly. The rest of the children listen and observe whether the driver coordinates words and movements correctly. Comic counting rhymes and tongue twisters make this exercise fun and interesting. [Babaeva T.I. - At the school threshold. - M, 1993].
Development of graphic skills.
The most important role in preparing children for writing is played by their development of a variety of visual graphic skills. Observations show that some children develop incorrect skills in handling writing objects (pencil, felt-tip pen, pen). It manifests itself as follows:
· incorrect position of fingers. The child holds the pencil with a “pinch”, gathering his fingers into a “handful” or clenching his hand into a fist. In this case, the pencil often lies not on the middle finger, but on the index finger, etc.
· incorrect hand position. The hand is turned so that the upper end of the pencil or pen is oriented not towards the shoulder of the writing hand, but towards the side or towards itself. In this case, the hand and elbow hang over the table.
· too strong (more often) or too weak (less often) pressure when drawing and writing, tense squeezing of the writing object.
· incorrect posture. The child hunches, bends, puts his leg under him, etc.
Insufficient finger work can be judged by watching how a child draws or paints. If at the same time he constantly turns the sheet without changing the direction of the lines with the help of subtle movements of the fingers and hand, then appropriate training of the fingers and hands is necessary. Otherwise, the backlog in writing can be significant. Therefore, systematic control of an adult over a child is a condition for preventing the incorrect formation of a motor stereotype. [Babaeva T.I. - At the school threshold. - M, 1993].
An important role in the formation of correct graphic skills is played not only by taking into account the age characteristics of preschoolers and the patterns of their development, but also by observing sanitary and hygienic requirements and the correct organization of the child’s posture in the process of preparing the hand for writing.
In the process of organizing learning, the tables at which children sit must correspond to their height. The chair can be placed so that the front right leg is in line with the edge of the table, while the left leg should be 7 - 10 cm from the table edge line. When writing, the child’s torso should be in a straight position, without bending it forward or to the sides, without lowering the shoulders, both shoulders should be at the same height. The chest should not touch the table. The head is slightly tilted forward so that the eyes are at a distance of 20 - 30 cm from the paper (for a small child this distance may be slightly less). Legs bent at the knees at a right angle, feet on the floor or on a stand. It is necessary to ensure that children do not bend their legs under the chair, do not put one leg on top of the other, do not stretch them excessively forward or put them to the side.
With their elbows on the edge of the table, children lower their forearms onto the table. The child’s elbows should protrude slightly beyond the edge of the table and be at a distance of about 10 cm from the body. In this case, the right hand lies on the notebook, and the left lightly holds its left edge. This posture not only facilitates the writing process, but also allows you to maintain efficiency and prevent visual impairment and posture.
The correct position of the hands while writing is extremely important, as it protects against tilting the head too much, which is very harmful to children’s vision.
Pencils for writing should be soft. They should be well sharpened, but with a short point. You need to hold a pencil the same way as a pen with a feather - with three fingers. The pencil should rest on the left side of the middle finger. The index finger on top holds the handle, the thumb supports the handle on the left side. All three fingers are slightly rounded and do not grip the handle too tightly. The index finger can be lifted up easily and still rest at the base of the thumb. When writing, the hand rests on the upper joint of the little finger bent inward. During the first lessons, the teacher introduces children to the correct posture, the ability to hold a pencil, and use a notebook.
Before learning to write the elements of letters, children need to be prepared for this. Such preparation will include visual activities: modeling, drawing, cutting and gluing - and specially selected exercises: tracing and shading geometric shapes and contour images of vegetables, fruits, leaves, etc. Children can do tracing, shading, and making various patterns on their own. [Voskresenskaya A.I. - Certificate in Kindergarten. - M.: Education, 1965].
In kindergarten, absolutely all classes are aimed at the development of the child: physical education, environmental education, speech development, sensory education, etc. At each lesson, the teacher thinks through certain sets of exercises and tasks for the development and training of small muscles of the hands and fingers.
The work on visual arts is rich in different types. Of particular importance is decorative drawing - drawing ornaments and patterns. At the same time, the child practically masters the representation of various elements on a plane, and later on convex planes; learns to correctly determine the direction of lines and hand movements, gets acquainted with the rhythmic, compositional construction of ornaments, and develops an eye. All this has a direct bearing on preparing for writing.
Coloring also has a positive effect on preparing a child's hand for writing. Ready-made coloring albums can be used for this purpose. The teacher needs to draw the children’s attention to ensure that the image is painted over thoroughly, evenly, and neatly. You can often see entire albums painted by a child carelessly, without following the contours of the images, with separate strokes, broken lines, etc. We must teach children not to rush, to color carefully, in several steps, to avoid overwork. You can invite children to color one picture at a time. While one is coloring, the other has time to relax. [Babaeva T.I. - At the school threshold. - M, 1993.]
Various tasks related to shading play a major role in the development of graphic skills. Hatching is performed under the guidance of the teacher. He shows how it is performed, controls the parallelism of the lines, their direction, the child’s posture and how he holds the pencil. The shading rules must also be followed:
b stroke in a given direction
Don’t go beyond the contours of the figure
keep the lines parallel
Do not bring the strokes closer together; the distance between them should be 0.5 cm.
1) For exercises in shading, ready-made contour images of objects, drawing images with subsequent shading, and children tracing ready-made stencils can be used. In working with six-year-olds, rulers are currently successfully used - stencils of geometric shapes, curly rulers (patterns). First, children feel the stencils with their index and middle fingers. Then, placing the stencil (curly ruler) on a sheet of paper, press it to the paper with your left hand, and trace the outline of the figure with your right hand. After children have learned to trace the contours of shapes, they begin shading. The method of shading is reported by the teacher. [Babaeva T.I. - At the school threshold. - M, 1993.]
The teacher is an innovator E.N. Potapova successfully applies work with rulers - stencils and shading in preparing six-year-olds for writing. She advises using stencils to create entire pictures (holiday fireworks, airfield, metro). Each picture is played out with children, and methods of shading are discussed. The distance between strokes should be the width of the lowercase letter. The main directions of shading: from top to bottom, from left to right, oblique, wavy, etc. Each child should have their own personal sketchbook.
2) To develop accuracy and confidence in hand movement, games are used in which children need to draw parallel lines in a certain direction. For example, the games “From house to house”, “Who is faster - who is smoother?”, “Parachutists”. Various graphic exercises are widely used in checkered notebooks: tracing cells, making patterns, inscribing various images (ovals, lines, hooks, triangles) into a square. The elements of writing are reproduced in lined notebooks. Graphic exercises teach the techniques and movements of the fingers and hand that are used to write. [Babaeva T.I. - At the school threshold. - M, 1993.]
3) At the beginning of each lesson, you need to show the children how the fingers and hand should move when performing the next element. This movement is then practiced and imitated in the air. Then the children reproduce the practiced movement, circling a sample element on a dotted copy and independently. After 2-3 minutes of continuous writing (usually during this time the child fills out one or two lines), a break follows: a physical education break, examination of the work, then two more lines are filled out. The development of fine motor skills is determined not only by the clarity and beauty of the lines, but also by ease and freedom: hand movements should not be constrained or tense. Correctly maintaining graphic proportions, writing smoothly and symmetrically is important for developing beautiful and clear handwriting. The child should try not to lift the pen from the paper and not interrupt the lines. When drawing straight lines, the clarity of handwriting and the confidence of hand movement are clearly visible. [Babaeva T.I. - At the school threshold. - M, 1993.]
Manual skills include different types of weaving from paper and fabric, braids (for example, weaving rugs from multi-colored paper strips). A child can fold a sheet of paper in half, make a series of even cuts without going beyond the outline, then cut thin strips of a different color and in a certain way, following the pattern, weave them between the cuts of the main part of the rug. Having mastered the principle of paper weaving, children independently begin to come up with rug patterns, color combinations, and use this weaving method in other crafts. The simplest techniques of weaving macrame are quite accessible to older preschoolers. This type of work can be recommended for joint activities of parents and children in the family.
Small subgroups of children can be organized to do handicrafts. First, the guys look at sewing accessories, clarify their names, and get acquainted with embroidery samples. They become familiar with the needle, types of seams, and gradually master sewing.
Precision and coordination of movements develop in a child in the process of sewing on buttons. Children look at large and medium-sized buttons, learn to sew first a button with two holes, then with four. [Babaeva T.I. - At the school threshold. - M, 1993.]
Thus, fine motor skills develop areas of the brain responsible for speech functions. But gross motor skills through physical exercise also train and strengthen connections with other brain structures, which has a beneficial effect on the physical and mental development of the child. The task of the kindergarten is to prepare the preschooler’s hand for the writing process and to form an image of graphic images. Grizik T.I. and Babaeva T.I. reveal the main directions of preparing the hand for writing. The content of each direction, which finds its implementation in classes in kindergarten, is presented in detail.
Hello, dear colleagues and caring parents!
I conduct classes with older preschoolers to prepare for school. My classes are comprehensive and, of course, preparing your hand for writing is one of the important stages in my classes.
In my work I use Olesya Zhukova’s recipe “Preparing the hand for writing. Let's learn to write." Personally, I really like this tutorial. Today, I want to introduce you more closely to the recipe “Preparing the hand for writing.”
All copybook material is logically arranged and according to the principle “from simple to complex.” Each page corresponds to one activity.
The first lessons in copywriting are teaching the child to draw various lines: horizontal, vertical, lines at an angle, wavy lines.
The next block of lessons is “Learning colors. Multi-colored pages."
Each page of the copybook is educational and developmental in nature. On the copybook pages you will find many different interesting tasks: exercises for the development of logic, thinking, and general outlook.
In the copybook “Preparing the hand for writing” there is a block of lessons on writing printed numbers from 1 to 5 and a block of lessons “Learning to write in cells”.
Well, and of course, the biggest block is “Learning to write letters” (printed, of course).
In order not to spend money on buying a copybook for each student, I print scanned pages of the copybook on a printer.
Today I will share with you all the scanned pages of Olesya Zhukova’s copybook “Preparing the hand for writing. Let's learn to write."
What’s also important is that I print pages in A4 format. For preschoolers, font and picture size is very important.
It will be better when preschoolers trace letters and other pictures in a large size, because the small muscles of their fingers are still weak and get tired quickly, especially when drawing or shading small pictures.
My preschoolers write and draw on the copybook pages with soft colored pencils. I put cardboard sheets under the copy sheet to make it more enjoyable for the children to write and draw.
To diversify your lessons in preparing your hand for writing, you can use simple but very exciting exercises.
Download the copybook: https://yadi.sk/d/qOmBix0Oa9GFB
Preparing this display took us a lot of time. We have tried to collect here all the recipes for preschoolers known to us that have ever been released on the market. Some of them have not been used in educational institutions for a long time, but this does not make them ineffective in teaching children to write.
With the help of letters and numbers, your child will learn the basics of writing and literacy, and will be able to independently write numbers on paper in a square or line.
In mathematics (numbers)
Mathematical copybooks are an indispensable assistant in preparing for school. Practice shows that children whose parents taught them how to write numbers correctly more often become excellent and good students in elementary school.Kolesnikova E.V. for 5-7 years old math by cells
DownloadKolesnikova E.V. for 4-5 years old math steps
Download link
Shevelev K.V. for 6-7 years old mathematical copybooks
Part 1
Part 2
Pererson L.G. and Suvorina E.A. - learning to write numbers for 3-4 years and older
This book is in two parts from famous authors for free download. In the preparatory group of kindergarten it is often used by teachers. It never hurts to practice with your child.
Part 1
Part 2 The manual will teach your child how to spell numbers, which is so necessary for learning mathematics in the 5th grade. It also contains tasks for the development of graphic skills, and for a mathematical bias - geometric shapes.
Nefedova and Uzorova 3000 exercises for preschoolers
This manual contains not only a sample and example of what this kind of manual should look like, but also a full cycle of teaching how to spell numbers. Perhaps these are the best copybooks..Download for free and without registration
Russian language and literacy (letters)
Russian workbook for 5-6 years old, checkered
This literacy guide is intended for children in the senior group of kindergarten. Funny copybooks for children, in which the main character is a duckling, will help teach future first-graders how to write the elements of letters. The entire alphabet in the form of a copybook is in front of us.
Printed and written letters Fedosov N.A. for 5-7 years
These copybooks will teach any child how to write uppercase and lowercase letters. They comply with the Federal State Educational Standard. Designed for use in preschool educational institutions.
Lunkina - preparation for school 5-7 years literacy training
In these copybooks, the author Lunkina teaches children to read and write in an entertaining way. First sticks and hooks, and then the whole alphabet, then letter combinations. And all this with a workbook with tasks.
Buneev R.N., Buneeva E.V., Pronin O.V. by letter
2 parts of a textbook from famous authors for preparing for school. With their help you can learn how to print block letters. We ourselves learn to write letters with their help.
Download and print part 1
Download and print part 2
Developing letters from Nyankovskaya N.N.
Helps to form a graphic representation of letters and their connection. An interesting and educational guide for preschoolers. Most of the book is devoted to hooks, dashes, shading, ticks, and lines. Only then does learning move on to letters.
First and correct! With shading
This manual contains the whole alphabet. 98 pages to learn how to write all the letters of the Russian alphabet. Everything is depicted quite large. A great idea both for preparing for school and for younger preschoolers.
Denisova, Dorozhkin for preparatory group
Literacy lessons for kids from the domestic publishing house of copybooks.
Zhirenko, Kolodyazhnykh - elements of letters, basic writing
An excellent tool for developing writing skills in preschool children.
Vowels and consonants. Author: Zhukova
We did not post the copybooks of the authors Ilyukhina, Kozlova, Vasilyeva, Belykh and Nishcheva, due to the fact that we have already heard stories about complaints from copyright holders about sites where files for downloading are posted. We hope for your understanding and are constantly working to improve the content of the site.
In an oblique ruler
Copybook pictures (templates)
Letters of the Russian alphabet
The letter a
Work program for preparing the hand for writing
Explanatory note
Relevance
“The history of a child’s writing begins much earlier than the moment when the teacher first puts a pencil in his hands and shows him how to write letters,” believed the famous Russian psychologist L.S. Vygotsky.
Writing is a complex skill that involves performing fine, coordinated movements of the hand. The writing technique requires coordinated work of the small muscles of the hand and the entire arm, as well as well-developed visual perception and voluntary influence.
The issue of preparing preschoolers to master writing is part of the problem of preparing for school, which every year, in the light of changes in the content of school curricula, becomes more and more relevant. Parents and teachers are concerned with the question of how to ensure the full development of a child in preschool age, how to properly prepare him for school.
Teachers note that first-graders often experience serious difficulties with writing skills. Many children are afraid of a pen, hold it incorrectly, cannot navigate in a notebook, when drawing or painting, they actively turn a sheet of paper in different directions, and depict too small objects on the sheet.
Preparing to write is one of the most difficult stages of preparing a child for systematic learning. This is due to the psychophysiological characteristics of a 5-6 year old child, on the one hand, and with the writing process itself, on the other hand. The process of writing itself is extremely complex, requiring the development of the mechanisms necessary for mastering writing, creating conditions for the child to accumulate motor and practical experience, and develop manual skills.
Goal and tasks : To help children of senior preschool age prepare their hands for writing and develop certain graphic skills to master basic calligraphy skills at school.
Develop hand-eye coordination, thinking, attention, memory, speech, auditory perception.
Develop patience, diligence, perseverance, and desire to study at school.
Features of the program
The program was developed taking into account the age and psychological characteristics of a child of senior preschool age and is aimed specifically at preparing the hand for writing, and not teaching it. At the same time, technical skills are formed: proper handling of writing instruments, coordination of hand movements when writing, compliance with hygienic rules of writing; graphic skills.
The leading play activity of preschool children is taken into account. All tasks and exercises are presented in the form of games. This allows children to structure the learning process in an accessible form, maintain their interest in classes and make it easier to master complex skills.
The gradual mastery of various graphic movements will correctly form graphic skills, develop hand-eye coordination, and in the future will serve as a good basis for mastering basic calligraphy skills at school.
Performing a variety of finger games, graphic tasks and trainings contributes not only to the improvement of finely coordinated movements of the fingers and hands, their arbitrariness, but also to the development of speech.
Age of studying children – 5-7 years.
Features of children of this age group
- Functional imperfection of a child's hand. The ossification of the wrist and phalanges of the fingers is not complete, the small muscles of the hand and coordination of finger movements are poorly developed. There is an incomplete range of motion and rapid fatigue.
- Lack of development of the skill of working with writing objects, when a small child focuses his attention not on the correct grip of the instrument (pencil, brush, pen, etc.) but on the point of contact between the writing object and the paper, which makes it difficult for the free movement of the writing hand.
- Incorrect posture when drawing and writing - this leads to rapid fatigue of the neck and back muscles and increases the load on the visual analyzer.
- Low ability for voluntary regulation of movements, imperfect visual-motor coordination, which explains the lack of accuracy and speed of movements, the difficulty of completing them on a signal.
Timing of the program: long-term
Form and mode of organization of the educational process:
Lesson schedule: 2 lessons per week, 30 minutes each.
Form of classes: in subgroups (8-10 children in a subgroup)
Methods and means:
Conversation, explanation, demonstration, solving riddles.
Finger gymnastics, self-massage of palms and fingers, outdoor games, finger games with objects
Graphic exercises
Expected results and ways to determine their effectiveness:
By the end of the year, children are expected to develop and improve:
Fine motor skills of the hands (gymnastic development, hand-eye coordination: development of drawing techniques, mastery of shading);
Large movements and the ability to control your body;
« -spatial and temporal representations (orientation on a sheet, in space - using the example of one’s own body, orientation in time);
Active speech, vocabulary;
Thinking, memory, attention, visual and auditory perception;
Skills in educational activities (the ability to listen, understand and carry out the teacher’s verbal instructions, act according to the model and rule).
Children's work is assessed throughout the entire training period. When assessing them, the teacher takes into account the individual characteristics of each child. The main indicator of the results obtained is the amount of necessary knowledge, skills and abilities that the child must master in a certain time. The assessment criteria can be games during classes, allowing children to evaluate their own achievements, as well as test tasks at the beginning and end of the school year, which determine the level of their development.
Funds for program implementation:board, furniture appropriate for children's height, album with unlined paper, pen, pencils, colored pencils, scissors, colored paper, game aids (beans, peas, pebbles, counting sticks, rubber swords, balls of thread, clothespins, thin laces, sponge ), handout sheets, squared notebook, narrow-ruled notebook.
Children master the program content especially productively if they maintain contact with educators and art teachers, and if they receive understanding and assistance from their parents.
Working with parents:
- Conversations, consultations about the characteristics of the psycho-physiological development of children 5-7 years old, about the characteristics and originality of children's thinking.
- Doing small homework by parents and children.
- Learning finger gymnastics.
Long-term planning.
October | |||
p/p | Topic, goals | Number of hours | |
Let's get acquainted with the rules when writing(Hello pencil) Introduce children to the correct grip of a pencil with their fingers, correct posture, and position of the sheet. Develop attention, auditory perception, motor activity, flexibility of fingers, hands, and the ability to understand verbal instructions. | Unsharpened pencils with edges, sharpened pencil, colored pencils, demonstration material, handout sheet No. 1. |
||
Rules for writing. Orientation on a piece of paper (Hello pencil) | Unsharpened pencils with edges, sharpened pencil, colored pencils, demonstration material, handout sheet No. 1 |
||
Draw vertical lines. (Happy rain) Form spatial orientation on a sheet of paper, the ability to hold a pencil correctly, draw vertical lines from top to bottom without lifting the pencil from the sheet of paper. | Colored pencils, plain pencil, pebbles, handout sheet 2 |
||
Adjust the pressure on the pencil. (The rain is quieter, the rain is louder.) Continue to teach how to hold a pencil correctly, give the body the correct position, form spatial orientation on piece of paper (right, left, center, top, bottom) Learn to draw lines from top to bottom by adjusting the pressure on the pencil. | Colored pencils, plain pencil, counting sticks, handout 2 |
||
Cut with scissors. (Appliques House for Three Little Pigs) Develop fine motor skills in children, the ability to use scissors, cut strictly along the line, and the ability to navigate on a sheet of paper | Colored paper, glue, scissors, demonstration sheet, handout sheet No. 3 |
||
Draw vertical lines. (Building a fence) Teach children to “build” a fence from sticks from left to right, taking one stick at a time with their right hand, placing them on a strip at a distance from each other friend, also draw a fence from left to right, drawing vertical lines from top to bottom, from the top strip to the bottom, without going beyond them | Unsharpened pencils, 2 for each child, beans, 10 pieces, plates, 3 pieces, counting sticks, colored pencils, handout sheet No. 3 |
||
Adjusting the pressure on the pencil (We paint the fence) Learn to draw vertical lines from top to bottom, changing the pressure on the pencil (weak, stronger, strong), and draw in a limited space. Develop motor movements and actions right and left hands. | Simple unsharpened pencils, colored pencils, counting sticks, dispenser sheet No. 4 |
||
Coloring the drawing (Chickens are walking on the lawn) Learn to draw lines (grass) from top to bottom from left to right in a limited space, color within the outline of the drawing. Monitor the child’s posture and paper position and a pencil. | Unsharpened pencils, 2 per each child, 10 beans pieces, plates 3 pieces, counting sticks, colored pencils, handout sheet No. 5 |
November | |||
No. | Topic, goals | Number of hours | Material used for work |
Horizontal lines (Learning to draw a path) Teach children to understand the teacher’s verbal instructions, perform movements as shown, draw straight horizontal lines in the middle, from left to right, without lifting the pencil from the paper. Continue to develop coordinated action of both hands. | Playbook with tape, pencils, demonstration and handout sheet No. 6 |
||
Horizontal lines (Paths for cars) Continue learning to draw horizontal lines from left to right without lifting the pencil from the paper, develop spatial orientation skills, and develop fine motor skills. | Game aid with tape, pencils, demonstration and handout |
||
Dotted lines (Wonderful handkerchief) Introduce the dotted line, teach how to draw it correctly. Continue to develop the ability to hold a pencil correctly. Monitor the child’s posture and the position of the paper on the table. | Clothespins 1 pc. for each child, pencils, demonstration and handout sheet No. 8 |
||
Dotted lines (Let's decorate the handkerchief) Continue to develop the ability to correctly draw a dotted line, using it to decorate a handkerchief, adjust the pressure on the pencil (weak, stronger, strong), develop motor skills and hand flexibility. | Clothespins 2 pcs. for each child, pencils, demonstration and handout sheet No. 9 |
||
Vertical, horizontal, slanted lines (Combs for dolls) Develop hand-eye coordination, a sense of space, the ability to follow the direction of lines on a sheet of paper (vertical, horizontal, oblique) by drawing according to a model | Unsharpened pencils, 2 for each child, counting sticks, colored pencils, demonstration sheet and handout sheet No. 10 |
||
Hatching with horizontal lines (Learning to hatch) Introduce children to the rules of shading: draw lines only in a given direction, without going beyond the contours of the figure (square, rectangle). Keep the lines parallel. Continue to activate hand motor skills with finger exercises | demo sheet andhandout No. 11 |
||
Hatching with vertical lines (Learning to hatch) Teach children to draw vertical strokes, increasing and decreasing the height of the line, gradually shading the triangle. Continue to develop the muscles of the fingers and hands | Unsharpened pencils, 2 each |
||
Hatching with oblique lines (Learning to hatch Learn to draw inclined lines, gradually shading a geometric figure with them. Develop hand-eye coordination and the ability to follow the direction of a line. | Small rubber balls, 2 for each child, pencils,demo sheet andhandout No. 13 |
December | |||
No. | Topic, goals | Number of hours | Material used for work |
Drawing by points (Learning to draw by dots) Teach children to trace a drawing point by point without lifting the pencil from the paper, develop spatial vision, and shade the drawing carefully within the outline of the drawing. | Unsharpened pencils, 2 for each child, beans, peas, plates, 3 pieces, colored pencils, handout sheet No. 14 |
||
Wavy line Learn to draw a wavy line, from left to right. Strengthen the ability to regulate pressure on a pencil, continue to develop hand-eye coordination. | Beans, small stones, plates, thin string, colored pencils, demonstration sheet, handout sheet No. 15. |
||
Wavy line (Big waves, small waves) Strengthen the ability to draw wavy lines, paint over a picture within the contour | Beans, small stones, plates, thin string, colored pencils, demonstration sheet No. 15 |
||
Cutting with scissors (Carved snowflakes) Develop the ability to cut along given lines, develop hand-eye coordination and motor activity of the fingers | White sheet of paper, scissors, pencil, counting sticks, demonstration material |
||
Lines in different directions (Christmas tree - green needle) Develop imagination, hand-eye coordination, sense of space, ability follow the direction of the line. | Counting sticks, colored pencils, demonstration and handout sheets No. 16 Colored and white paper, scissors, glue |
||
Cutting with scissors (Magic palms (Christmas tree)) Teach children to cut along the complex line of the contour of their own palm. Develop the eye and motor activity of the fingers. | Thick paper (postcard size), colored paper, paints, brushes, scissors, glue |
||
Drawing and cutting (Invitation to a party) To instill in children a positive attitude towards others, a desire to invite them to the holidayChristmas trees, independently use the skill, received in drawing and appliqué. Continue to develop hand-eye coordination | Colored pencils, paints, album sheet,demo sheets |
||
Drawing (Oh, you winter-winter) Teaching children to independently choose the content of a drawing, arrange objects, and convey is not difficultplot, carefully paint over using techniques hatching from top to bottom, left to right. | Pencils, felt-tip pens, album sheet, demonstration sheet |
January | |||
No. | Topic, goals | Number of hours | Material used for work |
Modeling (Who came to our holiday) Evoke an emotional response in children | Plasticine |
||
Lines of different directions (Frost draws patterns on the glass) Develop imagination, visual-motor coordination, sense of space, skill Observe the direction of the lines on the sheet of paper. | |||
Different types of lines: horizontal, vertical, wavy, dotted (Let's decorate the mittens) Strengthen the ability to draw different types of lines: vertical, horizontal, wavy, dotted. Develop visual-motor coordination | Sheet of foil, 1 pc. for each, colored pencils, demonstration and handout material No. 18 |
||
Spiral (Magic ball) Learn to “unwind” and “wind up” glomeruli point by point in the direction of the arrows, form perception of object shapes, hand-eye coordination. Reinforce the concept of right, left, top corner, bottom corner, top, bottom. | Balls of thread 1 pc. for each, colored pencils, demonstration and handout material No. 19 |
||
Spiral (Magic ball) Continue to develop skills independently draw balls in free space leaf. | Balls of thread 1 pc. for each, colored pencils, demonstration and handout material No. 19 |
||
Hatching (Shade the picture) Continue to develop your shading skills | Balls of thread 1 pc. for each, colored pencils, demonstration and handout material No. 19 |
February | |||
No. | Topic, goals | Number of hours | Material used for work |
Paper tearing (Snowman. Application) Develop the ability to perform appliqué using | Colored cardboard, white sheets, glue, scissors, pencils, demonstration material №21 |
||
Drawing semicircles (Flowers in the meadow) Teach children to draw a pattern of semicircles on checkered pieces of paper according to the sample, and then color it without going beyond the outline. Develop the ability to analyze and reproduce a sample. | Peas, beans, checkered leaves, colored pencils, demonstration sheet No. 22 |
||
Drawing semicircles (Flowers in the meadow) Continue teaching children to draw semicircular flower petals. First according to the model, and then on your own. Develop imagination and ability to navigate in space | Small rubber balls 2 pieces each, colored handout No. 23 |
||
Drawing a round shape (Treat for friends) Learn to draw round objects, develop the ability to distinguish the shape and size of an object | Small rubber balls 2 pieces each, colored pencils, demonstration and handout No. 24 |
||
Drawing a round shape (Treats on plates) Continue learning to draw round objects (plates). Draw the “plates” around the treat yourself | Beans, plates, colored pencils, demonstration and handout No. 25 |
||
Drawing a round shape (Drawing a cheerful snowman) Strengthen the ability to draw round objects, continue to develop hand-eye coordination and the ability to navigate in space leaf. | Peas, beans, colored pencils, demo sheet No. 26 |
||
Cutting with scissors (Postcard for dad (applique)) To develop children’s ability to make appliqué using cutting skills: round shapes from squares, oval shapes from rectangles. Cut out and paste silhouettes of tanks, planes, ships using ready-made shapes. | Colored cardboard and paper, scissors, glue, demo No. 27 |
||
Drawing a round shape (Dress for a doll) Learn to draw rings and circles of different sizes yourself, decorating the cut out silhouette of a dress with them. | Clothespins 2 pcs. for everyone dress stencil, colored pencils |
March | |||
No. | Topic, goals | Number of hours | Material used for work |
Cutting with scissors (Flowers for mom (applique)) To develop aesthetic perception in children,cut round petals from paperfolded several times. Develop manual skill. | Colored paper and cardboard, glue, colored pencils, scissors, demonstration material №28 |
||
Lines of different types (Let's decorate the hats) Strengthen the ability to draw lines of different types (vertical, horizontal, wavy, | 1 sheet of foil for each, silhouettes of hats, coloredpencils, demonstration sheet, handout sheet No. 29 |
||
Coloring (A bird sat on the window) Continue to develop the ability to trace drawings exactly along the lines. Hold the pencil correctly and color within the outline | Colored pencils, swords, demonstration, handout sheet No. 30 |
||
Wavy line (The ship rocks on the waves) Strengthen the ability to draw a wavy line. Color within the outline. Skillnavigate in space | Balls, thin laces, colored pencils, demonstration and handout sheet No. 31 |
||
Graphic patterns (Patterns on the rug) Continue to develop skills | Balls of thread 1 pc. for each, colored pencils, demonstration and handout material No. 32 |
||
Drawing (Spring, streams, the sun is shining brightly) To cultivate in children an aesthetic perception, a love of nature, and the desire to pass it on to drawing, place the drawing on a wide space of the sheet, consolidate the ability to draw lines in different directions | Small rubber balls 2 pieces each, colored pencils, demonstration and handout No. 33 |
||
Shading in different ways Continue to develop children's skillsshade shapes in different ways:horizontal, vertical, inclined, wavy lines without going beyond the contoursdrawing, maintain parallelism of lines andthe distance between them. | Pencils, sheet of foil, demonstration, handout No. 34 |
||
Modeling (My favorite toys) Develop children's emotional attitude towardsimage, to evoke the desire to independently choose your favorite character and pass it oncharacteristic features using familiar onesmodeling techniques, develop fine motor skills. | Plasticine, demonstration material |
April | |||
No. | Topic, goals | Number of hours | Material used for work |
Learning to write numbers (number 1) Introduce children to a squared notebook. Learn to write number 1. Coordinate your actions withwith the teacher’s instructions, consolidate the concepts of spatial orientation: left to right, top to bottom, upper left corner. | |||
Learning to write numbers (Number 2) Learn to write the number 2. Coordinate your pencil grip. | |||
Learning to write numbers (Number 3) Learn to write the number 3. Coordinate youractions with instructions from the teacher, consolidateconcepts of spatial orientation: left toright, top to bottom, top left corner. Developauditory perception, ensure correctpencil grip. | Peas, checkered notebook, pencils, demonstration material |
||
Learning to write numbers (Number 4) Learn to write the number 4. Coordinate youractions with instructions from the teacher, consolidateconcepts of spatial orientation: left toright, top to bottom, top left corner. Developcorrect body position. | Counting sticks, squared notebook, pencils, demonstration material |
||
Learning to write numbers (Number 5) Learn to write 5. Coordinate your actions withspatial orientation.. Develop attention, concentration, follow correct body position | Plasticine, squared notebook, pencils, demonstration material |
||
Learning to write numbers (Number 6) Learn to write 6. Coordinate your actions withinstructions from the teacher, consolidate conceptsattention, concentration, follow correct body position | Plasticine, squared notebook, pencils, demonstration material |
||
Learning to write numbers (Number 7) Learn to write 7. Coordinate your actions withinstructions from the teacher, consolidate conceptsspatial orientations. Developattention, concentration, follow correct body position. Improvemotor functions of the hand | Beans, chestnut 2 pcs. for each, a squared notebook, pencils, demonstration material |
||
Learning to write numbers (Number 8) Learn to write 8. Coordinate your actions with the teacher’s instructions, consolidate the concepts of spatial orientation. Develop attention, concentration, monitor the correct position of the body and pencil. Improve graphomotor skills. | Plasticine, squared notebook, pencils, demonstration material |
May | |||
No. | Topic, goals | Number of hours | Material used for work |
Learning to write numbers (Number 9) instructions from the teacher, consolidate conceptsspatial orientations. Developattention, concentration, follow Improve graphomotor skills. | Peas, checkered notebook,simple pencils, demonstration material |
||
Learning to write numbers (Number 10) Learn to write 8. Coordinate your actions withinstructions from the teacher, consolidate conceptsspatial orientations. Developattention, concentration, followcorrect position of the body, pencil. Improve graphomotor skills | Counting sticks, beans, squared notebook, simplepencils, demonstration material |
||
Finishing the drawing (Journey of the Ladybug) Reinforce the concept of spatial orientation: from right to left, upper right and lower left corners, top to bottom, left to right, inclined lines. Develop the ability to complete the drawing and place the image on the entire sheet of paper, color carefully within the outline of the drawing. | Small rubber balls, 2 pieces for each, colored pencils, demonstration and handout No. 35 |
||
Lines of different types (Fairytale flowers) Strengthen the ability to draw lines of different types: straight, dotted, wavy, spiral, in different directions. Develop imagination. | |||
Drawing by points (Wonderful picture) Continue to improve children's skills trace the drawing point by point without lifting the pencilfrom paper, color the drawing carefully,relate the direction of strokes to the shapedrawing. Form visual-motor coordination. | Chestnuts 2 pcs. for everyone colour pencils, demonstration material№37 |
||
Hatching (This is how we can hatch) Strengthen children's ability to shade figures in different ways: horizontal, vertical, inclined, wavy lines, without going beyond the contours of the drawing, maintain the parallelism of the lines and the distance between them. | Clothespins 2 pcs. for everyone |
||
Drawing by Design (This is how we can draw) Strengthen children’s ability to independently choose the content of a drawing, arrange objects, convey a simple plot, and carefully paint using shading techniques from top to bottom, left to right. | Demonstration material, chestnut, colored pencils, album sheet. |
||
(This is how we can draw (continued)) | Chestnut, colored pencils. |
Irina Gurova
Preparing a child's hand for writing
Consultation for parents
Parents and teachers are always concerned with the question: how to ensure the full development of a child in preschool age? What does it take for a child to be well prepared for school?
It is very important not to waste time so that it is easy for your child to study in a modern school.
One of the areas of work to prepare a child for school is the development of graphic skills.
Hands are the perfect tool. If you don’t develop your hands, then their strengths will never be revealed. A modern schoolchild really needs “smart hands.” A. M. Gorky wrote: “... the hand teaches the head, and then the wiser head teaches the hands, and smart hands again and more strongly contribute to the development of the brain.”
This means that in order for a child and his brain to develop, you need to train your hands. The development of intellect goes in parallel with the development of the hand, increasingly subtle movements of the fingers.
I.M. Sechenov wrote: “The movement of a person’s hand is not hereditarily predetermined, but arises in the process of education and training as a result of associative connections between visual, tactile and muscular changes in the process of active interaction with the environment.”
V. M. Bekhterev proposed teaching children to hold a pencil correctly from the age of one and a half to two years - otherwise the wrong skill will become entrenched, and potential abilities may fade away.
Writing is a difficult skill involving the execution of fine, coordinated movements of the hand. The writing technique requires coordinated work of the muscles of the hand and the entire arm, as well as well-developed visual perception and voluntary attention. In preschool age, it is preparation for writing, not teaching it, that is important.
It is very important to develop in children the ability to control their hands and fingers, which creates the basis for mastering a writing instrument and some graphic skills. Preparing a child's hand for writing begins long before the child enters school. Grabbing a rattle, playing with the baby's fingers, massaging the fingertips, drawing doodles, modeling from plasticine, clay, dough, lacing, playing with mosaics and much more will help the future student learn to write beautifully without experiencing fatigue and negative emotions.
Thus, two tasks are solved: firstly, general intellectual development, including the development of speech, and secondly, readiness to master writing skills, which in the future will help to avoid many problems in school education.
Writing objects (pencil, brush, felt-tip pen, marker, chalk) most often attract the attention of children and fall into their hands at an early age.
It is important to immediately teach your child how to hold a writing object correctly! This, as practice shows, remains without due attention from adults. The child consolidates imprecise skills in handling a writing object while drawing, coloring, writing in block letters, and shading. It would seem that he should write as he pleases, but the rules for using a writing object were not developed without reason: they take into account correct posture, preservation of vision, and the development of certain arm muscles that can withstand maximum load today and in the future. It is very difficult to retrain a child who has learned to hold a writing object incorrectly.
What's the right way?
When writing, the writing object lies on the upper phalanx of the middle finger, fixed with the thumb and forefinger; the thumb is located slightly higher than the index finger; support on the little finger; The middle and nameless ones are located almost perpendicular to the edge of the table. The distance from the lower end of the writing implement to the index finger is approximately 1.5 - 2 cm. The end of the writing implement is directed towards the shoulder. The hand is in motion, but the elbow does not leave the table. You should observe how the child writes (draws, shades, colors, and determine whether he performs this action correctly.
How to recognize an incorrectly formed skill?
S. E. Gavrina, N. L. Kutyavina, I. G. Toporkova note that all cases of incorrect writing skills can be divided into several types and offer techniques for correcting incorrect skills.
Incorrect finger position: the child holds the writing object in a “pinch”, “handful”, in a fist, the thumb is below the index finger or located perpendicular to it, the pen lies not on the middle finger, but on the index finger, the middle finger is not behind the handle, but on it.
Incorrect position of the fingers relative to the writing object: the child holds the pen (pencil) too close to its lower tip or too far from it.
Incorrect hand position: the brush is turned in such a way that the upper tip of the pen (pencil) is directed to the side or away from you. When drawing or writing, the brush hangs over the table, the elbow hangs, the elbow and hand hang.
Incorrect hand movement: the hand is rigidly fixed in place, only the fingers move (the resulting objects are too small).
Too much or too little pressure when writing and drawing.
Incorrect body position: the child takes an uncomfortable position, bending his body to the side, placing his leg under him, rising from a chair, etc.
Parents should also be wary of such a clear sign of insufficient finger function as active rotation of a sheet of paper when drawing and painting. In this case, the baby does not know how to change the direction of the line with his fingers. By turning the sheet, the child deprives himself of training his fingers and hands, which is necessary in the future to master writing.
Techniques for correcting an incorrect skill.
Place your hand in the desired position. Place the pencil in the child’s hand and help hold it. Then ask the child to do the same on his own. After this, the specified finger position is reproduced without a pencil.
The child takes the pencil and holds it tightly with his fingers. The adult says: “Take it so tightly that I can’t pull it out” and pulls the pencil up, down, right, left from one end and the other.
Movements with resistance. These are finger movements when grasping a pencil with an obstacle from an adult. For example, if a child weakly holds a pencil with his index finger, you need to support his right hand and ask him to raise and lower his index finger. In this case, the adult’s finger prevents the child’s finger from moving up and down, and the child must overcome the resistance. In addition, it is very useful to perform various actions with the index finger (press buttons, keys, draw, leave wet or colored prints, etc.).
If the position of the fingers is incorrect when writing, you can put a dot on the upper phalanx of the middle finger with a pen or felt-tip pen, explaining to the child that the pen should lie on this point.
If a child holds a pen (pencil) too close to the lower tip (or, conversely, too high), then you can draw a line on it, below which the index finger should not fall (or should not rise higher - in the second case).
When there is a rigid fixation of the brush on the plane of the sheet, tracing, painting (and then drawing) large figures, approximately one-third the size of the sheet, without lifting your hand, can help. For this purpose, coloring albums can be used, as well as tasks for tracing outline images of objects.
If the position of the fingers is incorrect when drawing or writing (especially when the child holds the thumb perpendicular to the index finger), exercises for grasping small objects with the thumb and forefinger, thumb, forefinger and middle finger, for example, counting sticks or matches, can help. To do this, you can place them in front of the child on table, an open box with counting sticks (matches, buttons and other small objects). The child should take the sticks from the box and put them in a pile under his hand, while trying not to move his hand, but only straighten and bend his thumb, index and middle fingers , and then also put everything back in. In this case, exercise games with peas and beans, for example, “Let’s feed the birds,” “Salt cabbage soup,” will also help.
For the same purpose, you can use the following exercise: take a match and hold it firmly in a horizontal position with the thumb and forefinger of your left hand. At the same time, use the thumb and index finger of your right hand to pull it towards you.
It is very useful to use exercise games with clothespins. These exercises develop the strength of the fingers, especially the thumb and index hand of the right hand. Stretch a rope from one chair to another and show the child how to attach handkerchiefs, socks, or ribbons to it with clothespins.
To teach how to properly hold a writing object, you can use “Pretend Coloring” (imaginary coloring). For these exercises, you can take an ordinary coloring book and a brush. It is advisable to cut out circles of different colors from paper or cardboard - “paints”. The child is an “artist”. He chooses paints and pretend-paints objects and their details. The adult pays attention to how the child holds the brush. This game also promotes the development of color perception, thinking, imagination, and speech.
Some teachers and parents believe that it is not necessary to give children, even at a young age, felt-tip pens or markers for drawing and coloring. In their opinion, only pencils should be offered because they require sufficient pressure to produce an image. Thus, it helps develop finger strength. But in relation to children with motor impairments, this approach is unacceptable. Increased or decreased tone, as well as its uneven distribution in the muscles of the hand and fingers, often do not allow them to learn to perform graphic tasks (coloring, tracing, shading, etc., holding a pencil correctly. Tasks may turn out to be inaccessible or difficult to complete. Because of this, the quality their work may turn out to be very low. In such cases, the child does not experience joy and satisfaction from his activity and, accordingly, loses interest in it. A negative attitude towards exercises to develop graphic skills may also appear.
Therefore, it is advisable to give markers, felt-tip pens, and chalk to children with impaired finger motor skills at an early age, and later, if the child has a tendency to incorrectly hold a pencil, brush, and other writing objects. Some teachers have notebooks for developing graphic skills, covered with transparent film. Children draw lines with a felt-tip pen while completing the task, and after that they can erase everything.
In addition, drawing with various materials (a simple pencil, colored pencils, felt-tip pens, markers, brushes, chalk) requires varying degrees of pressure in order for a trace of the writing object to remain on the paper. And this contributes to the development of manual skills.
Sometimes adults already give children ballpoint pens in kindergarten. Is it good or bad? There are different opinions on this matter. But many experts, in particular, Professor Olga Ratmirovna Orlova (Moscow Medical Academy), believe that this is harmful. Why? In her opinion, when children begin to learn to write with a ballpoint pen, their flexor and extensor muscles act all at the same time - instead of working one by one and giving each other a rest. As a result, the motor program for writing, which all these exercises are designed to create in the child’s brain, turns out to be erroneous - it not only injures the muscles of the hand and the ulnar nerve, but also triggers a real chain reaction that is destructive for the child. First, in order to compensate for the imbalance, the functions of the hand muscles are taken over by other muscles - just then an unnatural posture of the hand arises, it seems to be twisted due to the fact that the opposite muscles strain it excessively and change the posture. This, in turn, injures the nerves and leads to the fact that the load on the muscles increases even more. Overloaded muscles, for their part, shout “guard”, literally bombarding with “SOS” signals those areas of the brain where this motor program is physically located, which gradually spoils it... The areas of the brain intended for the act of writing mature by 8-9 years, and not by 5-6, as some zealous parents and teachers would like. Therefore, the so-called writer's cramp often appears in our time. There are many cases when a child completely loses this function and cannot write at all. Writer's cramp is an error in a specific motor program. So, according to Professor Orlova O.R., you need to discard writing with a ballpoint pen in preschool age.
Literature:
Bezrukikh M.V. Left-handed child at school and at home. – Ekaterinburg: “LITUR”, 2001.
Gavrina S. E., Kutyavina N. L., Toporkova I. G., Shcherbinina S. V. Let's develop our hands - to learn and write, and draw beautifully. A popular guide for parents and teachers. – Yaroslavl: Development Academy, 2000.
Shmatko N. D. Children with developmental disabilities. – M.; Aquarium, 1997.
Kuzmina V.N. Preparing a child’s hand for writing. – http//rin.ru/
Ryazhskaya T. M. Development of a child’s hand and preparing it for writing. – http//festival.1september.ru/
