Experience in using innovative technologies in the educational process in preschool educational institutions.

MAGAZINE Preschooler.RF

Prepared by: senior teacher of MBDOU d/s No. 7 - Zaitseva T.B.

“The whole huge world around me, above me and below me, is full of unknown secrets. I will discover them all my life, because this is the most exciting activity in the world.” V. Bianchi

Modern progress is moving forward with great strides. The state began to pay great attention to fundamental sciences, actively involved education in their development, and preschool childhood did not remain on the sidelines. Of course, preschool children will not discover new chemical elements, and will not yet create a spaceship, but their inquisitive and pure mind is able to assimilate the structure of plants and humans, and their liberated imagination will build unprecedented landscapes, grow new fruits, and miracles - dream birds - will soar into the sky...

The first encounters with science occur in childhood. Based on knowledge about the capabilities and characteristics of preschool children, our kindergarten teachers introduce children to the wonderful science of biology. Why did this seemingly complex science interest the teaching staff? There are several reasons for this.

First, let's look at the definition of science. Biology is a system of sciences whose objects of study are living beings and their interaction with the environment. Biology is the study of all aspects of life, particularly the structure, functioning, growth, origin, evolution and distribution of living organisms on Earth.

Plants, animals, and even man himself are always before the eyes of a child and cannot help but interest him. This means that objects of flora and fauna are very convenient for viewing and studying.

Secondly, these sciences will guide children into the world of health, help them gain valeological knowledge: acquire the right habits, teach them how to care for their body, observe hygiene and nutrition rules, and join sports.

Thirdly, correctly selected forms of work with preschoolers will help them master basic natural science knowledge in biology, which underlies medicine, agriculture, ecology, i.e. become a little explorers and naturalists.

The preschool education program does not provide for an introduction to the concept of “biology ,” but in their work, preschool institutions introduce children to the structure and significance of plants and animals for human life. This happens in classes on cognitive development, life safety and ecology. With the introduction of in-depth work to obtain primary knowledge in biology, preschoolers become more familiar with the world of plants and animals of various natural zones of our planet, the microcosm of biological objects, and become familiar with the history of the origin of life on Earth. This knowledge helps to cultivate a caring attitude towards natural resources, to understand the essence of many phenomena occurring before their eyes.

The goal of the work was to create an effective system for the early inclusion of preschool children in scientific activities to form initial scientific ideas in biology.

In order for this activity to be successful, preliminary work has been carried out:

• available methodological and material resources are systematized
• opportunities for improving conditions for organizing innovative activities have been identified
• interaction with partners (preschool institutions of the district, local history museum, children's library) was organized.

Immersing a preschool child into the world of biology has become a difficult but interesting task for teachers. For a preschool institution, this direction became innovative; the entire kindergarten staff immersed itself in the work.

Innovation activities are based on the principles:

• scientific character
• realism and accessibility
• value attitude towards natural objects, life and health
• entertaining.

In order to improve the conditions for the formation of primary scientific knowledge of preschoolers in biology, corporate training of teaching staff (consultations, a quiz, a methodological week and open viewings of educational activities) was carried out at preschool educational institutions; methodological materials were developed (didactic games, booklets, “flip books” , illustrative material , riddles, descriptive stories, media presentations, lapbooks).

To improve the subject-development environment, each group created models of “Natural Zones” : “Forest” , “North” , “Hot Countries” , “Nature of the Far East” , “Meadow” , “Village” , “Underwater World” . The use of three-dimensional compositions made it possible to conduct didactic games, simulate stories and game situations, which clearly show the need for each component of the natural and plant world for life on Earth.

In order for the work to proceed evenly, a creative group of teachers developed long-term planning of educational activities and a cycle of classes for children of senior preschool age, which made it possible to gradually introduce children to plants and animals, and the structure of man.

When implementing innovative activities, the leading method was game-based problem-based learning. It permeated the content of every lesson and conversation. Considering that the proposed activities are designed for preschool children, gaming motivation has acquired an entertaining nature, aimed at solving cognitive problems. Each preschooler was given the opportunity to learn a lot of new things in the course of their leading activity - play. It is in it that he can organically imagine himself as a researcher, a discoverer of the secrets of nature.

The combination of classical (visual, verbal, practical) and modern problem-based game methods was aimed at creating the most favorable conditions for the formation of sustainable cognitive interest in the study of biological objects.

Speaking about the world of plants and animals, teachers paid attention to representatives of the flora and fauna that are located directly next to the pupil. One of the advantages of the locality of the village in which our preschool is located is its proximity to nature. How can you miss such a wonderful opportunity?!

In order to see moss, sea buckthorn, rose hips, honeysuckle, you don’t have to go far - many of these plants are located within the kindergarten. Just stretch out your hand and in your palm you will already find wonderful wild plants full of vitamins. In conversations and classes, students learned why they are useful, and which plants are dangerous for humans and why.

Outside of class, children became acquainted with the world of animals on excursions to the reserve and museum. The guides talked about where the musk deer lives, about the habits of the lynx and the wolf. During the games, the children compared animals from hot countries and inhabitants of the Far Eastern taiga, brown and polar bears.

The early inclusion of a child in scientific activities in biology was helped by the use of synthesized forms of interaction with peers and adults, studying one’s body, the structure of animals and plants during experimental, research and work activities. Situations were simulated for the child in which they had to put forward hypotheses, make assumptions, reason and, most importantly, get a positive or negative result.

Separately, it is necessary to highlight experimental activities as part of the search and research method. Experimentation is an effective method of understanding the patterns and phenomena of the surrounding world. The main advantage of children's experimentation is that it gives children real ideas about the various aspects of the object being studied, about its relationships with other objects and the environment. When forming the primary ideas of a preschool child about biological objects, practical activities were carried out on growing plants (houseplants, peas, beans), studying their structure and growth characteristics. Work in nature and environmental games became assistants in this.

One of the most vivid impressions of the guys was working with a microscope. Examining a drop of water, milk, animal hair, or human hair at multiple magnification, the children observed the essence of things, admired and rejoiced at the discoveries.

The combination of methods and techniques used, systematic work, and the use of various forms of interaction made it possible to achieve positive results in developing children’s interest in the flora and fauna, and developing healthy lifestyle habits in children.

The presented classes, entertainment and experimental activities were carried out in groups. Teachers presented one of the classes at open screenings during the Days of Professional Excellence, which traditionally take place in a preschool institution. The content of the direct educational activities exceeded the program framework, but each teacher tried to show interesting methodological findings that would help preschool children in a playful way to learn a lot of new things about plants and animals on our planet, the structure of man, and his physical capabilities.

The early inclusion of preschoolers in the world of biology has become part of the work of the Municipal Innovation Complex of the Verkhnebureinsky District. As part of mutual visits by preschoolers to the open events area of ​​the Municipal Innovation Platform, the entertainment “Meet Your Body” . It was visited by pupils from preschool institutions in the area.

Upon completion of the work done, a video magazine “I want to know everything!” , which is posted on the website of the preschool institution http: //mbdou-ds7-rodnichok. lbihost. ru/, where you can find all the materials on creating an effective system for the early inclusion of preschool children in scientific activities to form initial scientific ideas in biology.

Participation in innovative activities allowed the preschool institution to function in development mode, to grow with each child, when the main goal is not acquiring new knowledge, but interestingly living every day of the most valuable period of a person’s life - CHILDHOOD.

The use of innovative health-saving technologies in preschool educational institutions (from work experience)

In the order of the Ministry of Education and Science of the Russian Federation No. 2106 dated December 28, 2010 “On the approval of FGT for educational institutions in terms of protecting the health of students,” subparagraph No. 7 contains specific requirements for the rational organization of the educational process, namely: “the use of health-saving methods in the educational process, technologies, adherence to a health-saving regime of education and upbringing.”

Health is an important factor in the performance and harmonious development of children. Health does not exist on its own; it needs careful care throughout a person’s life. It is known that preschool age is decisive in the formation of the foundation of physical and mental health. After all, it is up to the age of 7 that a child goes through a huge developmental path, unique throughout his entire subsequent life. It is during this period that intensive development of organs takes place, the formation of functional systems of the body, the basic personality traits are laid, character is formed, the attitude towards oneself and towards others. It is important at this stage to form in children a base of knowledge and practical skills of a healthy lifestyle, a conscious need for systematic physical education and sports.

Health-saving educational technologies are a systematically organized set of programs, techniques, and methods for organizing the educational process that do not harm the health of its participants; qualitative characteristics of educational technologies based on the criterion of their impact on the health of children and teachers

Goals of using health-saving technologies:

• preserving the health of children by creating favorable conditions for their stay, upbringing and education in preschool educational institutions;
• strengthening the mental and physical health of preschool children;
• ensuring a high level of health for kindergarten students and fostering a valeological culture;
• the child’s conscious attitude to health and human life, knowledge about health and the ability to protect, support and preserve it, allowing the preschooler to independently and effectively solve the problems of a healthy lifestyle and safe behavior;
• promoting the development of a culture of health and valeological education of parents.

Means of health-saving technologies: 1. Means of motor orientation: • elements of movement (walking, running, jumping, throwing); • physical exercise; • physical education, physical therapy, outdoor games, gymnastics, self-massage, etc. 2. Health-improving forces of nature (sun and air baths, water treatments, herbal medicine, inhalation). 3. Hygiene factors (compliance with sanitary and hygienic requirements, personal and public hygiene, ventilation, wet cleaning of premises, adherence to daily routine, etc.). The use of various health-saving technologies in preschool educational institutions (from my experience).

In our group (children aged 4-5 years), health work is carried out constantly and systematically. All health activities are built in a sequential chain and evenly distributed throughout the day in the form of a “Path of Health”:

Daily regime

The daily routine ensures daily repetition of hygiene procedures at the same time, which contributes to the gradual formation of skills and habits of a culture of behavior and personal hygiene. The daily routine accustoms the child’s body to a certain rhythm, provides a change in activity, protecting the children’s nervous system from overwork.

1. Morning exercises

Daily morning exercises and general developmental exercises in a group contribute to emotional relief and increased motor activity. The variety of forms of morning exercises helps to develop children’s interest in it:

• Rhythmic gymnastics
• Gymnastics consisting of round dances
• Story dances
• Playing out a plot poem
• Outdoor games
• Health running
• Gymnastics in a plot form with and without objects;
• Health aerobics and yoga exercises;
• Gymnastics according to interests and games at the request of children.

Morning exercises are carried out daily in the sports and music halls. The duration of morning exercises is 7 minutes. At the same time, the teacher works together with the children and, if necessary, corrects and corrects the children’s exercises.

2. Finger gymnastics.

Finger games are the staging of any rhymed stories or fairy tales using the fingers. During finger games: “We are leafing through a book”, “At sunset the pond is dozing...”, “Fishes”, as well as finger theater classes “Horse”, “Dexterously from finger to finger...”, “Apple”, “Cockerel”. The child, repeating the movements of adults, achieves good development of fine motor skills of the hands, which not only has a beneficial effect on the development of speech, but also prepares the child for drawing and writing.

3. Game self-massage.

Children enjoy performing self-massage in a playful way. By performing a play massage, a child can fantasize, while affecting the entire body. Gaming self-massage relaxes muscles and relieves nervous and emotional tension.

4. Washing hands and face with cold water.

Washing is carried out with cool water (in summer, warm water in winter) in the sequence: hands with soap, then face. After washing, wiping is done, but not dry, but only to remove free water (drops) from the washed parts of the body, followed by their final drying. Drying is a powerful hardening procedure.

5. Before class – sound gymnastics

Sound gymnastics is the pronunciation of various sounds and their combinations in a strictly defined way. When pronouncing sounds, the vocal cords begin to vibrate and this vibration is first transmitted to the respiratory tract and lungs, and from them to the chest. The complex develops the respiratory muscles, speech apparatus, coordination of movements, muscles of the arms and spine, promotes correct rhythmic breathing and pronunciation of sounds .

6. Dynamic pause on GCD.

The main tasks of physical training are:

• relieve fatigue and tension;
• add an emotional charge;
• improve gross motor skills;
• develop clear coordinated actions in conjunction with speech.

In the process of physical education minutes, during which movements are combined with words, children’s behavior is naturally and unobtrusively cultivated, muscle activity develops, speech deficiencies are corrected, and existing vocabulary is activated.

7. Gymnastics for the eyes

Visual exercises are aimed at improving and preserving vision and preventing myopia and farsightedness. “Magic” games for the eyes are training for children’s eye muscles and the success of healthy vision in the future.

6. After GCD - yoga in games.

Yoga is one of the few exercise systems that has a beneficial and holistic effect on the entire body, including the endocrine and nervous systems. Yoga classes perfectly strengthen the musculoskeletal system and straighten your posture. Breathing, relaxation and meditative practices have a positive effect on the psyche. There is no element of competition in yoga; this distinguishes it from other types of physical activity. Children learn to accept themselves as they are.

9. Walk.

Physical activity (running, games, exercises). The purpose of the walk is to improve health, prevent fatigue, physical and mental development of children, and restore the body’s functional resources reduced during activity.

10. Outdoor game

Games allow you to relieve physical fatigue from your muscles and achieve an emotional switch from one type of activity to another. Outdoor games are especially loved by children, because they are an important source of joyful emotions. Games stimulate active work and thoughts, help broaden their horizons, improve all mental processes, and form positive moral qualities in children.

11. Breathing exercises

Regular breathing exercises help train the respiratory muscles, improve local and cerebral circulation, protect against hypothermia, develop the child’s still imperfect respiratory system, and strengthen the body’s defenses. In my work I used: “Bubbles”, “Talker”, “Breeze”, “Bees”, “Mowing the grass”, “Rooster”, “The porridge is boiling”, “Grow up big”, “Mill”, “In the forest”, “ Cheerful bee."

12. Awakening gymnastics (in bed).

The duration of gymnastics in bed is 2-3 minutes. Next, children proceed to perform a set of breathing exercises, which is very important for the prevention of colds and diseases of the upper respiratory tract. Then hardening activities are carried out using “miracles” - mats, salt paths, water treatments. The total duration of health-improving exercises after a nap should be 12-15 minutes.

13. Corrective tracks (prevention of flat feet).

— Walking barefoot along corrective paths (“we toughen ourselves up and walk barefoot along snowy paths”) for 15-20 seconds. — A set of exercises performed while sitting on chairs (“let’s warm up your frozen feet after a walk in the snow”).

14. Psycho-gymnastics (emotional health).

The goal is to relieve the inertia of physical and mental well-being, increase muscle tone, “warm up” the child’s attention and interest in the activity, and set children up for active work and contact with each other. Thanks to psycho-gymnastics for preschoolers, a child learns to understand his own and others’ emotions, express them, understand feelings, learn self-relaxation and overcome life’s difficulties.

15. Posture (prevention of scoliosis).

The main means of preventing poor posture is physical exercise. Particular attention should be paid to exercises that cause active work of the extensor muscles of the back and abdominal muscles.

16. Articulation gymnastics.

The goal of articulatory gymnastics is to develop correct, complete movements and certain positions of the articulatory organs necessary for the correct pronunciation of sounds, and to combine simple movements into complex ones.

The effectiveness of health-saving technologies depends on clear, coordinated work with parents. Experience shows that the effectiveness of a health program is decided together with the family. Experience in working in innovative areas has shown that children 4-5 years old successfully and enthusiastically absorb knowledge about the structure of the body and acquire the skills of a healthy lifestyle and safe behavior at home and in nature, if the knowledge is conveyed in an accessible and playful form.

The process of raising and educating preschool children in the work of health saving and health connection; development aimed at ensuring the physical, mental and social well-being of children for a long period.

Bibliography:

1. Vavilova E.N. Strengthen children's health: A manual for kindergarten teachers, M.: Education, 1986.
2. Gavryuchina L.V. Health-saving technologies in preschool educational institutions Methodological manual. M.: TC Sfera, 2008.
3. Speech therapy / Ed. L.S. Volkova. M., 1989. P. 81.
4. Nikitina M.I. Psychological and pedagogical characteristics of children of middle preschool age. St. Petersburg, 2006.
5. General psychology of children / Ed. A.V. Petrovsky. M.: Education, 2006.
6. From birth to school. Approximate general educational program for preschool education / Ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva M.: Mozaika-synthesis, 2014.
7. Penzulaeva L.I. Health-improving gymnastics for preschool children (3-7 years old). M.: VLADOS, 2002.
8. Program for the education and training of preschool children. M., 2005.
9. Tarabarina T.N. Child development. Yaroslavl: Academy of Development, 2006.
10. Tikhomirova L.F. We form in children the right attitude towards their health. Yaroslavl, 1997.

Article:

Any innovation is nothing more than the creation and subsequent implementation of a fundamentally new component, as a result of which qualitative changes in the environment occur.
Technology, in turn, is a set of various techniques that are used in a particular business, craft or art. Thus, innovative technologies in preschool educational institutions are aimed at creating modern components and techniques, the main purpose of which is to modernize the educational process. For this purpose, teaching teams in kindergartens are developing the latest models for the education and intellectual development of children, which differ from other preschool institutions. In their professional activities, educators use methodological tools, teaching methods and techniques that are fully consistent with the accepted model. Modern educational technologies are being used more and more often in preschool educational institutions, and the results of their implementation will be evident for many decades to come. Requirements for educational technologies

Experts say that it is not only possible, but also necessary to introduce innovative technologies into preschool educational institutions. However, it should be taken into account that several strict requirements are imposed on pedagogical technologies used in the educational process of preschool children. These include:

1. Conceptuality, which suggests that the educational process should be based on a certain scientific concept.
2. Systematicity is a requirement stipulating that technologies must have all the features characteristic of a system. That is, they must be holistic, logical, and their constituent elements must be interconnected.
3. Manageability is a requirement, which means that the teaching staff must be provided with the opportunity to set certain goals, plan the learning process, and adjust certain aspects along the way.
4. Reproducibility is a requirement according to which technology must be equally effective regardless of the personality of the teacher who uses it in practice.

Modern educational technologies in preschool educational institutions must necessarily comply with all of the above points.

Modern health-saving technologies

These technologies are being developed to make the transition from simply treating and preventing disease to promoting health as a self-cultivated value.

The goal of health-saving technologies is to ensure a high level of real health for kindergarten students, fostering a valeological culture, i.e. a child’s conscious attitude to health and human life, knowledge about health and the ability to protect, support and preserve it, valeological competence, which allows a preschooler to independently and effectively solve the problems of a healthy lifestyle and safe behavior, tasks related to the provision of basic medical, psychological self-help and assistance .

Currently existing health-saving educational technologies can be divided into three subgroups:

1. Technologies for preserving and promoting health

Stretching - no earlier than 30 minutes. after meals, 2 times a week for 30 minutes. from middle age, in a physical education or music hall, or in a group room, in a well-ventilated room, special exercises to music. Recommended for children with sluggish posture and flat feet.

Dynamic pauses - during classes, 2-5 minutes, as children get tired. Recommended for all children as a preventive measure against fatigue. May include elements of eye exercises, breathing exercises and others, depending on the type of activity.

Outdoor and sports games - as part of a physical education lesson, on a walk, in a group room - low, medium and high degrees of mobility Daily for all age groups. Games are selected according to the age of the child, the place and time of the game. In kindergarten we use only elements of sports games.

Relaxation - in any suitable room, depending on the condition of the children and goals, the teacher determines the intensity of the technology. For all age groups. You can use calm classical music (Tchaikovsky, Rachmaninov), sounds of nature. A special relaxation room has been created in our kindergarten.

Finger gymnastics – from a young age, individually or with a subgroup, daily. Recommended for all children, especially those with speech problems. Conducted at any convenient time (at any convenient time).

Gymnastics for the eyes – daily for 3-5 minutes. at any free time depending on the intensity of visual load from a young age. It is recommended to use visual material and demonstration by the teacher.

Breathing exercises – in various forms of physical education and health work. Ensure the room is ventilated and the teacher give children instructions on mandatory nasal hygiene before the procedure.

Dynamic gymnastics (invigorating) - daily after nap, 5-10 minutes.

Corrective gymnastics - in various forms of physical education and health work. The form of implementation depends on the task and the number of children.

Orthopedic gymnastics – in various forms of physical education and health work. Recommended for children with flat feet and as a prevention of diseases of the supporting arch of the foot.

2. Technologies for teaching a healthy lifestyle

Physical education – 2-3 times a week in a sports hall or music hall. Early age - in a group room, 10 min. Young age - 15-20 minutes, middle age - 20-25 minutes, older age - 25-30 minutes. Before class, it is necessary to ventilate the room well.

Problem-based games (game training and game therapy) - in your free time, possible in the afternoon. The time is not strictly fixed, depending on the tasks set by the teacher. The lesson can be organized unnoticed by the child, by including the teacher in the process of play activity.

Communication games – 1-2 times a week for 30 minutes. from an older age. Classes are structured according to a specific scheme and consist of several parts. They include conversations, sketches and games of varying degrees of mobility, drawing, modeling, etc.

Classes from the “Health” series - once a week for 30 minutes. from an older age. Can be included in the lesson schedule as cognitive development.

In the morning, acupressure self-massage is carried out on the eve of epidemics, in the autumn and spring periods at any time of the day. It is carried out strictly according to a special technique. Recommended for children with frequent colds and respiratory diseases. Visual material (special modules) is used.

3. Corrective technologies

Technologies of musical influence – in various forms of physical education and health work; or separate classes 2-4 times a month, depending on your goals. Used as an aid as part of other technologies; to relieve stress, increase emotional mood, etc.

Fairytale therapy – 2-4 lessons per month, 30 minutes each. from an older age. Classes are used for psychological therapeutic and developmental work. A fairy tale can be told by an adult, or it can be a group story, where the narrator is not one person, but a group of children, and the rest of the children repeat the necessary movements after the storytellers.

Color influence technologies – as a special lesson 2-4 times a month, depending on the tasks. Correctly selected interior colors in our group relieve tension and increase the child’s emotional mood.

Health-saving technologies used in combination ultimately form a strong motivation in the child for a healthy lifestyle.

Project activities in kindergarten

Project activity is a didactic means of activating the cognitive and creative development of a child and at the same time shaping the child’s personal qualities. The knowledge acquired by children during the implementation of the project becomes the property of their personal experience.

A feature of project activities in the preschool education system is that the child cannot yet independently find contradictions in the environment, formulate a problem, or determine a goal (intention).

Use of ICT (information and computer technology)

Information and computer technologies are actively used both in educational and methodological work of preschool educational institutions. Such activities allow you to integrate audiovisual information presented in various forms (video, animation, slides, music), and activate children's attention due to the possibility of demonstrating phenomena and objects in dynamics.

Cognitive and research activities

The development of cognitive interests of preschool children is one of the pressing problems of pedagogy, designed to educate a person capable of self-development and self-improvement.

During experimentation, the child learns about the object. In practical activities, it carries out and performs a cognitive, orientation and research function, creating conditions in which the content of a given object is revealed.

The method of exploratory teaching must be understood as training in which the child is placed in a situation where he himself masters concepts and an approach to solving problems in the process of cognition, more or less organized (directed) by the teacher.

Developmental education technology

The child must master this method, its basis, the ability to construct this action, justify it, prove it. Therefore, in developmental education it is undesirable and, apparently, impossible to set ready-made definitions. The formulation of the concept is the result that must be achieved ultimately as a result of analysis.

Personality-oriented technologies

Personality-oriented technologies place the child’s personality at the center of the entire educational system, providing comfortable, conflict-free and safe conditions for its development, and realizing its natural potentials. The child’s personality in this technology is not only a subject, but also a priority subject; it is the goal of the educational system, and not a means to achieve some abstract goal. Such technologies are also called anthropocentric.

Modern pedagogical technologies, such as collaborative learning, project-based methodology, interactive interaction, and the use of new information technologies help to implement a person-centered approach to children, ensuring individualization and differentiation of the pedagogical process, taking into account their abilities and level of development. Today the focus is on the child, his personality, and his unique inner world. Therefore, the main goal of a modern teacher is to choose methods and forms of organizing the educational process that optimally correspond to the goal of personal development.

Innovative pedagogical experience of teacher Yurkina Natalia Aleksandrovna

Innovative teaching experience

teacher of the MBDOU "Bulgakovsky kindergarten "Teremok" of the Kochkurovsky municipal district of the Republic of Mordovia

Yurkina Natalia Alexandrovna

on the topic: “Development of fine motor skills in children of primary preschool age”

Relevance and prospects of experience

Parents and teachers are always concerned with the question of how to ensure the full development of a child in preschool age. The issue of developing fine motor skills in children is quite acute.

In early preschool age, the development of fine motor skills is one of the main directions in the upbringing and education of a preschooler. Possession of pedagogical knowledge and methods helps me build work on the development of fine motor skills based on productive activities, didactic games and finger games.

The relevance of work on the development of fine motor skills in preschool children is determined by the age, psychological and physiological characteristics of children: in preschool age, the structures and functions of the child’s brain intensively develop, which expands his capabilities in understanding the world around him. A person cannot develop a comprehensive understanding of the surrounding objective world without tactile-motor perception, since it underlies sensory cognition. It is with the help of tactile-motor perception that the first impressions of the shape, size of objects, and their location in space are formed. To teach a baby to speak, it is necessary not only to train his articulatory apparatus, but also to develop fine motor skills of his hands.

Conditions for the formation of experience

The level of development of fine motor skills is one of the indicators of intellectual readiness for school, and it is in this area that preschoolers experience serious difficulties. Therefore, work on developing fine motor skills should begin long before entering school, namely from a very early age. This raises the problem of what conditions need to be created for the effective development of fine motor skills in children of primary preschool age.

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

To achieve my goals, I identified a number of tasks:

1. Improve the subject-development environment of the group for the development of fine motor skills.
2. Study psychological and pedagogical literature on the problem.
3. Train fine motor skills.
4. Promote the development of creative abilities.
5. Develop memory, mental activity, speech.
6. Stimulate visual and auditory perception.
7. Creation of a card index of didactic and finger games for children of the younger group.
8. Develop a program for the “Origami for the little ones” circle.

I believe that solving problems related to the development of a child’s fine motor skills will be facilitated by:

1. Development of a system of work for productive activities: traditional and non-traditional drawing, working with paper (origami), working with plasticine (plasticineography).
2. Work on the development of fine motor skills in children of primary preschool age includes all types of educational and play activities at regular moments: morning exercises, independent activities, classes, walks, productive activities.

The development of fine motor skills should not be carried out periodically, but systematically.

Our group has created the following conditions for this:

1. A variety of content materials for children's activities have been selected.
2. A subject-development environment has been created.
3. Card indexes of didactic games and finger games have been developed.
4. There is a class “Origami for the little ones”
5. Different types of productive activities are used.

Practical skills acquired during the implementation of tasks for the development of fine motor skills, carried out in the educational process, will allow children to feel successful.

Theoretical basis of experience

Fine motor skills are one of the aspects of the motor sphere, which is directly related to the mastery of objective actions, the development of productive activities, writing, and speech of a child (M. M. Koltsova, N. N. Novikova, N. A. Bernshtein, V. N. Bekhterev , M. V. Antropova, N. A. Rokotova, E. K. Berezhnaya). The formation of motor functions, including subtle hand movements, occurs in the process of the child’s interaction with the objective world around him. When we perform precise actions, the wrists, making the necessary movements in different planes, regulate the position of our hands. A small child finds it difficult to twist and rotate the wrist, so he replaces these movements with movements of the entire arm from the shoulder. In order for small movements to be more precise and economical, so that they do not require excessive energy expenditure from the child, he needs to gradually master the various movements of the wrist.

Research by scientists at the Institute of Physiology of Children and Adolescents of the Academy of Sciences (M.M. Koltsova, E.N. Isenina, L.V. Antakova-Fomina) confirmed the connection between intellectual development and motor skills. We can once again be convinced of the uniqueness and wisdom of the experience of our ancestors. Long before scientists discovered the relationship between the hand and speech, they invented and passed on folk nursery rhymes from one generation to another: “Ladushki-ladushki”, “Magpie-white-sided”, “Boy-finger”, etc. Systematic exercises for training finger movements, according to M .M. Ring, are a “powerful means” of increasing brain performance.

All scientists who have studied the psyche of children also note the great stimulating effect of hand functions on the development of the brain.

Typically, a child who has a high level of development of fine motor skills is able to reason logically, his memory, attention, and coherent speech are sufficiently developed.

The function of the human hand is unique and universal. Sukhomlinsky wrote in his memoirs that “the child’s mind is at his fingertips. The more skill in a child's hand, the smarter the child. It is the hands that teach the child precision, neatness, and clarity of thinking. Hand movements excite the brain, causing it to develop.”

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

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

You need to start working on developing fine motor skills from a very early age. Already an infant can massage his fingers (finger gymnastics), thereby influencing the active points associated with the cerebral cortex. In early and early preschool age, you need to perform simple exercises, accompanied by a poetic text, and do not forget about developing basic self-care skills: buttoning and unbuttoning buttons, tying shoelaces, etc.

Fine motor skills are developed by:

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

- games with small objects that are inconvenient to handle (only under adult supervision);

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

— sand therapy (a sand picture created by a child is a creative product);

- pour - pour out, push into holes, etc.;

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

- fastening and unfastening zippers, buttons, dressing and undressing;

— execution of applications;

- performing origami;

- modeling from plasticine and salt dough;

- lacing

Physical exercises also develop fine motor skills. These are various hangings and climbing (at a sports complex, on a ladder, etc.). Such exercises strengthen the baby’s palms and fingers and develop muscles. A baby who is allowed to climb and hang is better able to master exercises that focus directly on fine motor skills.

Experience technology

I use a variety of methods to solve problems related to the development of fine motor skills.

Verbal method.

The teacher's verbal appeals to children - explanations when looking at visual objects, stories about them, questions and other forms of speech - serve to develop an understanding of an adult's speech. Since at the stage of formation of speech development it is difficult to simultaneously perceive the display of objects, actions with them and speech information, the explanation should be extremely brief: every extra word distracts the baby from visual perception.

Visually effective teaching method.

Children become familiar with the objects around them through visual and sensory accumulation of experience: they look, pick them up, feel them, and act with them in one way or another. Taking into account this age feature, I try to widely use visual techniques: I show the object, give the opportunity to touch it, examine it.

Practical method.

In order for knowledge to be acquired, it is necessary to apply it in practical activities. After a general demonstration and explanation, I propose to carry out, under direct supervision, a fragment of productive activity separately for each child, providing differentiated assistance as necessary, and giving individual instructions.

Game method.

Game methods and techniques occupy a large place in the education of young children. These include didactic games, which raise their interest in the content of learning and provide a connection between cognitive activity and play, which is characteristic of children.

I began my work on developing fine motor skills with children of primary preschool age. To improve manual skills in the younger group, I use: pyramids, “lacing games”, a very important part of the work are finger games (“House”, “Hide and Seek” “Bunnies” “Kitten”, “Hello finger”, “We are sailing”) boat”, etc.), finger theater.

Developed a long-term plan for the “Origami for the Little Ones” club. Children are attracted by the opportunity to make paper crafts that can be used in games and performances - this is origami. These activities can awaken children's imagination, memory, spatial thinking, and the development of fine motor skills of the fingers. The topics of origami are very diverse and range from simple to complex. The children completed the following works: “Bus”, “Mushroom”, “Leaves”. "Apple", "Hedgehog". It is impossible to list all the advantages of origami in a child’s development. The availability of paper as a material and the ease of its processing attract children. They master various techniques and methods of working with paper, such as bending, folding, cutting, gluing. Origami develops in children the ability to work with their hands under the control of consciousness; they improve fine motor skills of their hands, precise finger movements, and develop their eye.

She began her work on developing fine motor skills by using productive activities. Engaging in these types of activities contributes to the development of perception and sense of color.

One of the ways to improve finger motor skills is drawing.

In the process of drawing, children learn to reason and draw conclusions. Their vocabulary is enriched.

In my work I use traditional and non-traditional drawing. Non-traditional techniques contribute to the development of children: fine motor skills and tactile perception; spatial orientation on a sheet of paper, eye and visual perception; attention and perseverance; visual skills and abilities; observation and aesthetic responsiveness.

Children love to paint with their fingers and palms. In this way we drew on a wide variety of topics: “Caterpillar”, “Who ran along the path”, “Rowan branch”, “Butterfly”, “Flower for Dad”, etc.

Interesting and effective exercises using plasticine are plasticineography. Plasticineography is good because it is accessible to young children, allows you to quickly achieve the desired result and introduces novelty into children’s activities, making it more exciting and interesting. Repeated repetitions of homogeneous movements contributed to the development and assimilation of different movements, which in turn developed the coordination of movements of both hands and fine motor skills.

In my work, I practice didactic games to develop fine motor skills. I have developed a card index of didactic games.

1.Games with clothespins: “Magic clothespins”, “Fruit tails”, “Prickly hedgehog”.

1. Games with counting sticks: “Make a sun out of sticks”, “Collect sticks”.
2. Winding games: “Playful kitten”, “Multi-colored ribbons”.
3. Games with waste materials: “Surprise”, “Collect beads”.
4. Games with natural materials: “Guess what’s in the bag”, “Pine cones on the plate”.

Performance Analysis

Various types of productive activities that I used in my work, when used purposefully, contributed to the development of fine motor skills, coordination of finger movements, thought processes and mastery of learning skills.

When summarizing the work experience, an attempt was made to find possible ways to develop and improve the coordination of movements of both hands, visual-motor coordination and the development of fine motor skills in the process of productive activities and didactic games.

An analysis of the work carried out showed that systematic and systematic work on this problem, as well as the use of game techniques, effectively helps to develop fine motor skills and has a beneficial effect on the development of coherent speech and leads them to successful mastery of writing. The presented system of work is aimed not only at mastering writing skills, but also at developing educational activities in the future. Based on the use of games, tasks, and exercises, younger preschoolers develop memory, attention, thinking, imagination, expand their vocabulary, and acquire learning skills.

To improve work on this problem, I have outlined the following prospects:

— continue to work on the development of fine motor skills in the middle group;

— continue to introduce children to various techniques of productive activity;

— replenish your collection of finger games;

— replenish the card index of didactic games;

- monitor new developments, manuals, literature in the field of development of fine motor skills in children;

- interact with the family.

Labor intensity of experience

In my teaching practice I encountered certain difficulties:

1. A lot of work and patience when using a differentiated and individual approach when working with children.
2. Improving and honing, and individual selection of techniques, forms and methods of pedagogical art.

Targeting of experience

This innovative pedagogical experience “Development of fine motor skills in children of primary preschool age” can be used by teachers of other kindergartens and parents.

Having worked on this topic, I realized that problems in the development of fine motor skills cannot be solved without unity with the family; next year I decided to pay special attention to working with parents. I plan to prepare practical material for parents - finger games, physical education lessons, riddles, poems. Conduct individual conversations with parents and consultations on the development of fine motor skills. Also, hold parent meetings to familiarize yourself with various techniques, where parents themselves try to draw with their fingers, palms, and cotton swabs.

Annex 1

Club for children of the junior preschool group

"Origami for the little ones"

The mysterious world of paper transformation. All the sorcerers, wizards, magicians are here. They create fairy tales with their own hands. And that wonderful world is called ORIGAMI.

Origami, a traditional technique of folding paper figures, popular in Japan, is now of great interest to teachers and parents. This is due to the unique possibilities of origami influencing the development of children. Folding figures has a beneficial effect on the development of finger and hand movements, attention, memory, logical thinking, and creative abilities. Origami classes help develop perseverance, accuracy, independence, and determination.

Goal : introduce children to the origami technique.

Objectives : - introduce children to geometric concepts and basic forms of origami;

— teach children various techniques for working with paper.

The program is based on a teaching aid for educators “Origami for the little ones” by S.V. Sokolova.

Club schedule 1 time per week

Children's age is 2-4 years.

Implementation period 1 year

Appendix 2

Finger games

1. "House"

This is a house. (Put both palms towards each other.)

This is the roof. (Place your palms together and interlace your fingers.)

And the pipe is even higher. (Lift all fingers up without releasing them.)

1. "Hide and Seek"

The fingers play hide and seek, open, (Raising your palm, spread all your fingers.)

They are closing. (Place your fingers together and make a fist.)

1. "Bunnies"

Place all fingers of one hand on the table.

The bunnies went out onto the meadow and stood in a small circle. One bunnies, two bunnies, three bunnies, Four bunnies, five... (Count the bunnies.)

Let's knock our paws. (Tap all your fingers on the table together or discordantly.)

They knocked and knocked and got tired. We sat down to rest. (Fold your fingers into a fist.)

1. "Hello, finger"

Alternately touch your index, middle, ring and little fingers to your thumb.

Hello, dear finger, So we met you.

1. "Kitty"

Clench and unclench the fingers of both hands.

You, kitten, are not food! Better look for your mom.

1. "Squirrel"

Extend all fingers one by one, starting with the thumb. Perform the exercise with your right hand first, and then with your left.

A squirrel sits on a cart, she sells nuts to the little fox-sister, to the sparrow, to the titmouse, to the fat-fifted bear, to the mustachioed bunny.

1. "Funny Fingers"

Make a fist with your fingers. Unbend them one by one, starting with the largest one. Then rotate the brush left and right 5 times.

The thumb danced, the index finger jumped, the middle finger squatted, the ring finger kept spinning, and the little finger had fun.

1. "Fan"

Keep your palms in front of you, fingers pressed (“fan closed”). Spread wide, and then press your fingers together (“open and close the fan”). Wave your brushes towards and away from you (“fan yourself”) 6-8 times.

1. "Finger Boy"

Thumb-boy, where have you been?

I went to the forest with this brother,

I cooked cabbage soup with this brother,

I ate porridge with this brother,

I ate songs with this brother.

1. "We are sailing on a boat"

Who is there in the boat, pressing their palms to each other,

Who's singing the song there? opening them slightly and moving them away

-I'm floating on a boat, thumbs to the sides.

I sing a song to the bell.

1. "Gifts for Hedgehogs"

Here is a hedgehog curled up into a ball, Children join their palms, intertwining their fingers

Showed his prickly side. The position of the hands is the same, but the children straighten their fingers.

Appendix 3

Didactic games in the younger group

1. "Magic Clothespins"

Children take objects: cloud, sun, Christmas tree, hedgehog, etc. and match the color of the clothespins to the items.

1. "Guess what's in the bag"

Place seeds or tree fruits in an opaque bag. Having previously discussed and shown these seeds and fruit to the children. Children must determine by touch what kind of seed or fruit it is.

1. "Seven-flowered flower"

On the children’s table there is a flower with petals, on each petal there is a task: a petal with a zipper, a button, snaps, Velcro, lacing, hooks, the children must unfasten and fasten everything themselves.

1. Self-massage with a hexagonal pencil

I swing the pencil, I swing it,

I won’t drop the pencil (the child rolls the pencil suspended between his palms)

Right palm (rolls a pencil in the air, right palm on top),

Left palm,

I skate deftly and skillfully! (rolls a pencil suspended, left palm on top)

1. "Naughty kitten"

The teacher tells the child that the kitten really likes to play with a ball of thread and has unwound his grandmother’s ball. He offers to help his grandmother by winding a thick thread onto a spool. To complicate the task, later suggest winding the thread into a ball.

1. Self-massage with large curlers

The locomotive whistled

And he brought the trailers:

“Choo-chu-chu-chu-chu!

I'll take you far"

Children roll the curlers between their palms back and forth, holding their hands in front of them.

1. "Collect the beads"

Invite the children to make beads for their mother from plastic (wooden) beads or from small tubes made from felt-tip pens, stringing them on colored laces. To complicate the task and maintain interest in the game, children should be offered different color schemes of beads.

Stringing buttons, beads, pasta, dryers, etc. on a fishing line or thread is good for developing a baby's hand. Start with objects that have a wider hole - this will make it easier for the baby to master this task at first.

1. "Make a lump"

Give your child a piece of paper. His task: to crumple the leaf so as to form a dense lump.

1. "Collect the sticks"

Scatter the counting sticks in front of the child. The kid must collect them all one by one back into the box.

1. "Walk the path"

Draw a simple path on the sheet. Ask your child to trace it with his finger and a colored pencil.

1. "Surprise"

Wrap the badge in 4-5 candy wrappers. Ask your child to unwrap all the candy wrappers and fold them neatly.

1. "Treat"

Invite your child to make treats for toys from plasticine (sushi, bagels, gingerbreads, cookies, candies) and decorate them with cereals, beads, etc. Cut out plates from thick cardboard and ask your child to beautifully arrange the prepared treats on them.

1. "Bumps"

Invite your child to roll pine, spruce and cedar cones between his palms. First let him roll one cone, then two, three, etc.

1. "Circle the object"

You can trace anything that comes to hand: the bottom of a glass, an inverted saucer, your own palm, a spoon, etc.

1. "Magic Pattern"

Poke holes in thick cardboard with an awl or nail - they should be located in a certain order and represent a geometric figure, design or pattern. Let the child independently embroider a design with a bright thread.

1. “Put out the sun from sticks”

Children depict the sun using a circle and sticks.

1. "Colorful Ribbons"

Wind the ribbons onto the spools.

Documents for download:

30489_Innovatsionnyy pedagogicheskiy opyt.doc Format: .doc

30490_Innovatsionnyy pedagogicheskiy opyt.doc Format: .doc