Summary of a lesson on preparing a hand for writing for children of a preparatory group for school
Article from the Festival of Pedagogical Ideas "Open Lesson"
Program content:
- Continue to shape the readiness of children to learn writing.
- Improve orientation skills on a sheet in a cage.
- Continue to develop visual and spatial perception, visual memory, attention, logical thinking, fine motor skills of the hands, coordination in the eye-hand system.
- Continue to form the correct grip of the pencil.
- Continue to develop the ability to understand the learning task, control yourself in the process of work, and achieve success.
- Cultivate a culture of communication, the ability to listen.
Task 2.
Consider the first row. Find and name a letter. (U)
Consider the second row. Find and name the consonant letter. (D)
Consider the third row. Find and name the letter, which consists of two long sticks and one short one. (A)
Consider the fourth row. Find and name the letter that is most often found in this row. (H)
Consider the fifth row. Find and name the extra letter. (A)
The children are doing the task. Then they call the found letters, observing the sequence of their finding. The teacher opens one by one all the letters in the word-name of the ship. Then read the name of the ship. (LUCK)
caregiver. Let's pave the way for our journey to the land of cells. This is quite difficult, because the ship must be navigated past the underwater reefs.
Task 3. Under my dictation, "travel" through the cells. Listen carefully, you will succeed.
"Graphic Dictation"
From point: 2 cells right, 2 up, 1 left, 2 up, 7 right, 1 up, 4 right, 2 up, 1 left, 1 up, 3 right, 1 up.
Dynamic pause.
The game "Attentive ears".
Finger gymnastics "Drinking - sing along."
Educator. We rested, we continue our journey through the country of cells. The inhabitants of the land of cells began to draw "fences" of slanted lines, got tired and did not finish. Let's help them finish the job they started.
Task 4.
To draw them, you need to connect the upper and lower corners of the cells to each other. Be careful! The height of the lines is different, the cells will help you not to make a mistake.
caregiver. The inhabitants of the cellular country thank you for your help and give you a chest with gifts. To open the chest, you need to pick up a cipher. ( Each child receives a card.
Task 5.
Pedagogical projectConsider the chain, find a pattern and draw the missing figure. Hatch according to the pattern, following the hatching rules.
"On the path to school" (preparing the hand for writing)
MKDOU "Kireevsky d / s Romashka" "
Romanenko E.G.,
Project participants: pupils of the preparatory group for school, parents of children.
Children's age: 6 – 7 years
problem question : Preparing hands for writing children of the preparatory group.
Relevance of the problem:
The main task of preschool education is to teach children
Learn to develop their mental faculties without striving
and an abundance of knowledge.
V.F. Odoevsky.
The issues of preparing kindergarten students for school are becoming increasingly important. They are especially relevant at the present time, when the content of primary education has changed. The school is interested in ensuring that children entering the first grade are well prepared for learning. Unfortunately, the level of their preparedness does not always meet these requirements.
Preschool age is the time of intensive development in children of the orienting basis of their actions. Full education should be based on the sensory experience of the child, on his direct observations of the surrounding reality. Therefore, one of the principles of teaching preschoolers is the principle of visibility. Famous psychologist L.S. Vygotsky believed that learning should go ahead of development and lead it along, relying on the “zone of proximal development”. This statement is closely related to the theoretical notion that the child has a special sensitivity to certain kinds of external influences. In other words, training should begin during the formation of the mental functions of a preschooler. Late in learning, teachers lose the opportunity to direct children's development along the right path, to regulate this process. The most effective use of the rich possibilities of the child is real only when the period of special sensitivity to the assimilation of this or that material in his development has not yet passed.
At the first stage of learning, children most often experience difficulties with writing: the hand gets tired quickly, the working line is lost, the correct spelling of letters is not obtained, mirror writing is often found, the child does not distinguish between the concept of "left", "right", "sheet", "line" , "page", does not fit into the overall pace of work.
These difficulties are due to the weakness of fine motor skills of the fingers and the insufficient formation of the skills of visual-motor coordination, voluntary attention, analytical perception, and auditory attention.
All this has a negative effect on the assimilation of the first grade program by children and makes it necessary to organize kindergarten special classes, the purpose of which is to prepare the child's hand for writing. Such classes combining the training of fine motor skills of the fingers with solving problems of mental development can be organized through circle classes according to the program "Preparing the hand for writing".
Objective of the project:Formation of components of intellectual and sensory readiness for school through:
The development of fine motor skills of the child's hand.
The development of auditory attention.
Development of graphic reproduction.
To achieve the goal, the following tasks:
Educational: Development of finely coordinated hand movements. Development of auditory attention and graphic reproduction.
Developing: Development of graphic movements, visual perception, hand-eye coordination.
Educational: Education of diligence, accuracy, independence and confidence in one's skills.
The project is designed for 9 months ( preparatory group). The class is held once a week. 4 times a month. 36 lessons per year. It is organized during the free activities of children, after lunchtime sleep.
Estimated result of the project:
· By the end of the year, children should know and be able to:
· Know the hygiene rules of writing
· Maintain proper posture and hand position while writing.
· Know the correct position of the notebook and pen when writing.
· be able to hold a pen and pencil correctly.
· Know the rules of hatching.
· Be able to navigate on a sheet of paper in a box, in a notebook.
· Know the rules for working with a notebook.
· Be able to perform hatching, following the rules.
· Know the rules for working with scissors.
· Be able to independently draw simple elements, shapes.
· Be able to navigate in a notebook, on a line, on a page.
· Know how to properly hold scissors and work with them.
· Drawing by cells according to auditory perception.
Project stages.
Project implementation stage | Directions | Events | Timing | Expected Result |
Stage 1. Preparatory. | Condition Analysis Problems | To study and analyze psychological, pedagogical and special literature, pedagogical experience, legislative documents on preparing hands for writing preschoolers. | September | Contributes to a better understanding of certain aspects of theoretical and practical issues on the chosen topic |
Explore parents' opinion on this issue through their questioning; | Promotes a better understanding of the problem and choiceways to solve them. |
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Enrichment of the subject-spatial environment to prepare the hand for writing | Pick up, make a visual, didactic, Handout and to prepare the hand for writing, games, stationery, diagrams. | All period | The subject-spatial, developing environment on this problem will be enriched. |
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System improvement methodical work | Summarize your experience in preparing the hands of preschoolers for writing; Make an analysis andadjustment of forms of organization; To determine the model, system, content, forms of work, the structure of classes for preparing a hand for writing in kindergarten; Study and select diagnostic material; Select and purchase methodological literature on teaching preschoolers to read and write; · draw up a perspective-thematic plan for preparing a hand for writing, taking into account age; · Develop a series of thematic lessons to prepare the hand for writing preschoolers; · Make presentations for classes, interactive games for the studied material for children on this issue; | All period | Created a system of methodological work on teaching literacy to older children preschool age and in preparing their hand for writing, the work of planning has been improved; used interactive forms of work in the classroom with children in teaching literacy; A selection of diagnostic material was made to determine the level of development in children in this area; The subject-developing environment of the kindergarten for teaching preschoolers to read and write and prepare their hands for writing has been enriched; |
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Stage 2. Practical. | To intensify close cooperation with the parents of pupils in teaching literacy and preparing the hand for writing | Spend: Parent survey "Teaching literacy to preschool children"; Workshop: "Preparing a hand for writing"; Arranging folders: 1. "Getting ready for school. Games that develop the child's speech"; 2. "Funny tracks or I can write beautifully" (Exercises to prepare the hand for writing). | October - April | Cooperation with the parents of pupils has been activated; parents are involved in the preparation of their hand for writing; developed a plan of cooperation with parents in this area. |
Increasing the level of hand readiness for writing in the preparatory group. | Organize work with children to prepare their hands for writing (according to complex thematic planning) in the immediate educational activities, during regime moments and independent children's activities; Organize work on the development of fine motor skills in knowledge centers, role-playing and didactic game visual activity, design, music, modeling; | October - April | Children master the basics of spelling, a hand is prepared for writing. Children show an active interest in learning activities. |
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Stage 3. Final, summarizing. | Approbation and verification of the final product | To identify the success of the development of the system for preparing the hand for writing in children of senior preschool age. | May | The level of success of the system of teaching the basics of literacy and preparing the hand for writing has been revealed. |
Prospective lesson plan.
Structural elements of classes
Finger gymnastics, work with counting sticks.
Hatching, graphic exercises.
Cutting out
Repetition of what has been learned, taking into account learning outcomes.
Academic plan
Number of lessons per month - 4
Number of classes per year - 36
Class structure
Part 1 - Exercises for the development of coordination of the fingers:
finger gymnastics, exercises with counting sticks.
Part 2 - Drawing, application, modeling.
Part 3 - Exercises for the development of hand-eye coordination and orientation on the sheet: work in a notebook, graphic dictations.
Part 4 - Summary.
Duration of the lesson: Lessons are held for 25-30 minutes
This work involves a system of techniques and tasks from simple to complex. Taking into account the age characteristics of older preschoolers, the characteristics of auditory and visual perception, classes are held in a notebook in a cage. The cage provides great opportunities for the development of fine motor skills and elementary graphic writing skills, since drawing by cells requires small and precise movements, and also develops the ability to navigate in space.
At the first stage, the child gets acquainted with a notebook in a box, then learns to perform tasks in a limited space-cell, improves the ability to measure with a conditional measure-cell.
Subsequently, the tasks will become more complicated, we gradually move on to complex auditory dictations after the children have already formed sufficiently clear spatial guidelines and they freely perceive auditory tasks. Classes are recommended once a week for 25-30 minutes. Before completing the task, the psychological attitude, and after the completion - exercises for the hands. Tasks can be completed different material: ballpoint pen, felt-tip pen, pencil or colored pencils.
All the knowledge and skills acquired in the classroom "On the path to school" children consolidate in free activities. To do this, in the corner of educational games, notebooks and checkered leaves, pens, pencils, samples of various tasks from the books of the publishing house "Karapuz from the series "Preparing the child's hand for writing", "Mathematics in a box" and others are placed.
Children independently redraw the pictures in the cells, come up with their various shapes.
Measures for the implementation of the project.
Preparing the hand for writing.
The development of correct posture, the inclined position of the notebook on the desk and the ability to hold a pencil and pen while writing and drawing. Preparatory exercises for the development of the eye, hand and small muscles of the fingers: tracing and hatching contours, connecting lines and shapes, drawing and coloring patterns and borders with a continuous movement of the hand. Line mastery.
Writing elements of letters: a straight oblique short stick, a straight oblique long stick, a stick with a rounded bottom, a long stick with a loop, a stick with a rounded top and bottom, a semi-oval and an oval.
Finger gymnastics.
Scientists came to the conclusion that the formation of speech areas is carried out under the influence of kinesthetic impulses from the hands, or rather from the fingers. Need to be stimulated speech development children by training finger movements. Performing various exercises with fingers, the child achieves good development fine motor skills of the hands, which not only has a beneficial effect on the development of speech (since this inductively stimulates speech centers), but also prepares the child for drawing and writing. The hands acquire good mobility, flexibility, stiffness of movements disappears, which will further facilitate the acquisition of writing skills. "Finger games" are very emotional and exciting. They seem to reflect the reality of the surrounding world - objects, animals, people, their activities, natural phenomena. During the "finger games" children, repeating the movements of adults, activate the motor skills of the hands. Thus, dexterity is developed, the ability to control one's movements, to concentrate attention on one type of activity.
"Finger games" is a staging of any rhyming stories, fairy tales with the help of fingers. Many games require the participation of both hands, which allows children to navigate in terms of "right", "left", "up", "down", etc.
These games are very important for the development of children's creativity. If a child has learned any one "finger game", he will definitely try to come up with a new staging. Children over 5 years old can decorate games with a variety of props - houses, cubes, small objects, etc. It is advisable to start each lesson in preparation for writing with "finger games" in order to stretch the fingers, activate the motor skills of the hands for the children to successfully complete a variety of graphic exercises. Time of holding 3 - 7 minutes.
Graphic exercises. Hatching.
Performing graphic exercises and shading help prepare the hand for writing. The development of fine motor skills is determined not only by the clarity and beauty of the image of the lines, but also by ease and freedom: hand movements should not be constrained, tense. Correctly observing graphic proportions, writing smoothly and symmetrically is important for developing a beautiful and clear handwriting. The child should try not to tear the pen from the paper and not interrupt the lines. When drawing straight lines, the clarity of the handwriting and the confidence of the movement of the hand are clearly visible. The ability to freely draw smooth lines from left to right is important in the formation of handwriting. The ability to write with an inclination from top to bottom and from bottom to top is necessary for the formation of handwriting. Graphic exercises also contribute to the development of accuracy of movements, attention and control over one's own actions.
Hatching is one of the most important exercises. By mastering the mechanism of writing, children develop such confidence in the stroke that when they start writing in notebooks, they will succeed as a person who has written a lot.
Hatching rules:
Hatch only in the specified direction.
Do not go beyond the contours of the figure.
Keep the lines parallel.
Do not bring the strokes together, the distance between them should be 0.5 cm.
Performing various exercises in preparation for writing, the child and the teacher must constantly remember and observe the hygienic rules of writing, bringing their implementation to automaticity. Compliance with hygiene rules will help the child to overcome the difficulties of the technical side of writing in the future.
Cutting with scissors.
The teacher pays Special attention mastering the basic techniques of cutting - cutting skills in a straight line, the ability to cut various forms(rectangular, oval, round). The task is to bring children to a generalized understanding of how to cut out any objects. When explaining the task, it is necessary to teach children not only to passively master the process of cutting out, but also to encourage them to give a verbal description of the movements of the teacher's hands when showing the ways of cutting out. Getting symmetrical shapes when folding paper folded like an accordion, children should learn that they are not cutting out a whole shape, but half of it.
Older preschoolers begin to master the skills of silhouette cutting without preliminary drawing, preparing the contour line. When teaching silhouette cutting, the technique of tracing the contour of an object in the air is successfully used. The development of the ability to "see" an object in the air is facilitated by the systematically conducted games "Guess what I'm drawing?", "Guess, I'll guess" (children or a teacher outline an object in the air, guess). Before you start cutting out the silhouette, you should consider where, from what angle, in which direction of the sheet, to direct the scissors, i.e. learn to plan ahead.
The ability to confidently use scissors plays a special role in the development of manual skill. For preschoolers, this is difficult, it requires coordination of movements. Symmetrical cutting, cutting out various figures from old postcards, magazines is a useful and exciting activity for future first graders.
Diagnostics
Ability to accurately perform finger gymnastics
Ability to perform hatching, observing all its rules
Ability to correctly perform graphic dictation
Ability to properly hold a pen
Ability to navigate in space
Compliance with the rules of hygiene requirements for writing
Ways to test knowledge, skills, skills.
3 points - fully meets the criterion (there is significant evidence that PEI activities meets this criteria).
2 points - partially meets the criterion (there is some evidence that the activity of the preschool institution meets this criterion);
1 point - does not meet the criterion (there is practically no evidence that the activity of the preschool institution meets this criterion)
During the primary diagnosis, it was revealed that motor skills are not sufficiently developed in children, which is very clearly manifested in the ability to hold a pen in their hand, in the ability to correctly perform shading, and in other criteria. The development of motor skills of children should be given special attention, this need is experienced not only by first graders, but by all students. primary school. That is why it is necessary to start work on the development of fine motor skills as early as possible - already at preschool age.
Perspective lesson plan "On the path to school"
Month | Class | |
September | 1. Introductory lesson | To identify the level of formation of graphic skills in children, The ability to trace the drawing point by point and color it Identification of the dominant hand in children Check the ability to navigate on a sheet of paper, |
2. Autumn. Hatching. Graphic exercises | Learn to make a base from plasticine, lay out a pattern from beads. Development of fine motor skills Get to know the method creative work beading Creating a pattern using different materials. Work on the development of coordination of movements with speech Learn to connect the dots without lifting the pencil from the sheet, learn to control the force of pressure on the pencil. |
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3 Autumn leaf fall (work with beads). Outline | Develop an aesthetic perception of color in nature and landscape art; learn to create a decorative composition, placing images over the entire surface of the sheet. Develop color perception. Teach children to see the boundaries of the picture. Mixing paint right on the leaves. |
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4. Migratory birds(origami). Hatching | Continue learning to follow verbal instructions Introducing the Art of Origami Origami Bird |
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October | 1 Fruit (screen printing). Graphic exercises | Practice stencil printing techniques; develop teamwork skills. Introduce a new method - stencil printing. Develop a sense of rhythm. Creating a pattern using a stencil |
2. House (modular application). Outline | Continue to work on the development of general and fine motor skills, exercise in the coordination of speech with movement Train arm muscles Learn how to use modular applications. Learn to cut paper along the contour To form the ability to plan work and technologically implement a creative plan |
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3 Autumn tree in the rain (drawing). Hatching | Exercise in the ability to build their activities according to verbal instructions. Learn to draw a tree in windy weather. The development of fine motor skills of the hands, exercise in the coordination of hand movements. To consolidate the skills of working with colored pencils (hatching, maintaining vertical lines, curved lines with different pressure, without lifting the pencil from the paper. |
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4 Berries (screen printing). Outline | The development of imagination of fine motor skills, aesthetic taste. Learn to navigate on a sheet of paper. Learn to control the movement of the hand, hand, control the force of pressure. |
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November | 1. Pets (application). dot tracing | Develop a sense of color and composition. Continue learning to navigate on paper. Learn to perform a plot application consisting of two characters. |
2. Fairy tales (origami). Hatching | To create interest in the preparation of mini performances based on the plots of familiar fairy tales. The development of fine motor skills, continue to learn how to complete the task according to the model. Working with paper, continue to learn how to fold paper according to the model, carefully, calculate the strength of the brush when smoothing the paper. |
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3. Mother's Day (plasticine-picture). Graphic exercises | Development of imagination of fine motor skills of color sense. Acquaintance with the type of painting - a portrait Continue to teach children to work with plasticine, learn to proportionally draw parts of the face with a pencil, select a contrasting color for beads. |
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4. First snow (finger painting) Hatching | The development of the imagination. Continue to teach orientation on a piece of paper. The development of fine motor skills of the hands Introduction to finger painting |
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December | 1. Winter (drawing with appliqué elements). dot tracing | Arouse interest in the image of a winter landscape. Emotional response to poetic images. Use a cold range of colors when conveying winter color. Arm muscle training Learn to use the drawing technique - poke (drawing with a hard semi-dry brush, and spraying Adding birch (3D application) by gluing. |
2. Spruce branch (drawing with cotton swabs). Hatching | Development of visual-spatial perception. Learn to draw needles at a certain distance from each other Acquaintance with an unconventional drawing technique - cotton swabs. |
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3. Making a panoramic New Year's card(appliqué with design elements) Outline | The development of visual-motor functions, exercise in orientation on the sheet. Creating a festive mood, a positive emotional response. Learn how to make greeting cards - homemade with a surprise. |
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4. We decorate the Christmas tree (application using cotton pads). Graphic exercises. | Learn to perform actions according to the model, learn to use glitter, cotton pads in the application. The development of fine motor skills, attention, imagination. Learn to work with glue, cotton pads, glitter. Monitor the accuracy of the work. |
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January | 1. Snowman (wire work). Outline | Learn to work with wire, familiarity with safety precautions |
2. Trees in the snow (work on a plasticine basis and with cereals). Graphic exercises | To arouse in children an interest in depicting a winter landscape, to teach them to reflect the impressions received when observing winter nature. Learn to make a plasticine base 2-3 mm thick. According to a given contour, press the grits one by one, so that you get the silhouette of a tree in the snow. |
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3. Patterns on glass (magic drawings). Outline | Creating a festive mood, a positive emotional response. The development of fine motor skills of the hands. Learn to paint over, evenly placing one tone of paint on the sheet Drawing - a surprise. |
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4. White birch (drawing with appliqué elements). dot tracing | Learn to create a plot composition, depict a winter (silver) birch based on a poem. Work on the development of motor skills and visual perception. Harmoniously combine different visual techniques. |
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February | 1. Zimushka - winter (drawing). Outline | Learn to reflect the impressions received when observing the winter landscape. Exercise in orientation on a plane, work on the development of visual-spatial perception Continue learning to use non-traditional drawing techniques |
2. Polar bear admiring the northern lights (drawing and application). dot tracing | The development of fine motor skills, imagination. Improve graphic skills and abilities. Learn to create a plot composition using the collage technique. |
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3. Clothing (decorative drawing with appliqué elements). Hatching | The development of the imagination. Hand muscle training, development of visual-spatial perception. Consolidate children's knowledge of seasonal clothing. Learn to create original images based on the silhouette of your hand |
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4. Tea set (application.) dotted circle | Development of general and fine motor skills. The development of aesthetic perception, to learn to apply the same ornament The development of logical thinking imagination. Learn to perform the application by cutting off. Learn to select and distinguish between warm and cold tones for composition |
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March | The development of the imagination. evoke positive emotions. Development of fine and general motor skills. Learn to control your actions, monitor the accurate performance of work. |
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2. Kingdom of wild animals (work with threads). Graphic exercises | Continue to work on the development of general and fine motor skills, train the muscles of the hands. Acquaintance of children with the application technique - gluing the silhouette with finely chopped threads to convey the effect of fluffy fur. Learn to apply glue to the base evenly, in a thin layer. |
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3. Blooming spring (drawing). Outline | The development of imagination, fine motor skills. |
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4. Spring flower (origami) dotted circle | Development of motor skills, logical thinking. Learn to perform actions according to the model, learn to fold paper, press, smooth. |
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April | 1. Aquarium (3D application). Hatching | Development of imagination, logical thinking, general and fine motor skills, visual-spatial perception. Continue to learn how to cut along the contour, teach how to twist the paper. |
2. Cosmonautics Day (application made of colored paper, fabric, foil). Outline | Learn to observe color contrast, complement the drawing with compositional lines that create a beautiful rhythm and accent. The development of imagination, fine motor skills. Continue to learn to cut along the contour, Learn to select and distinguish between warm and cold tones for composition |
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3. Lilies of the valley (picture - plasticine work with beads). dot tracing | Learn to make a plasticine base 2-3 mm thick. According to the given contour, press the beads one by one |
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4. The first puddles (drawing on a wet sheet). Hatching | Continue to work on the development of general and fine motor skills, train the muscles of the hands. Development of attention, imagination. Learn to follow the example |
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May | 1 Spring rain (drawing spatter technique). Graphic exercises. | Use a range of colors Continue to work on the development of general and fine motor skills, train the muscles of the hands. Acquaintance and learning a new drawing technique. Learn to create original images based on a silhouette. Learn to create a plot composition. |
2. In the meadow (work with beads and cereals). Outline | Development of imagination, logical thinking, general and fine motor skills, visual-spatial perception. Hand muscle training, development of visual-spatial perception. Learn to make a plasticine base 2-3 mm thick. According to a given contour, press the beads and cereals one by one |
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3. Insects (origami). Hatching | Arouse interest in working with colored paper, origami. Development of motor skills, logical thinking Learn to perform actions according to the model, learn to fold paper, press, smooth. |
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4 Insects (volumetric application) circle by dots. | Development of imagination, logical thinking, general and fine motor skills, visual-spatial perception. Learn to control your actions, monitor the accurate performance of work. |
Conclusions:
In the motor area of the cerebral cortex, the projection of the hand is huge in relation to the projection of other parts of the body. In addition, it is extremely close to the speech motor area (Broca's area). Once again, I would like to emphasize that the training of finger movements is a stimulus for the development of the child's speech, and a powerful tonic for the cerebral cortex as a whole. Exercises allow you to develop memory and imagination, increases children's interest in learning activities.
Fine motor skills in life and activity perform many different functions. It activates the necessary and inhibits the unnecessary this moment psychological processes, promotes an organized and purposeful selection of information entering the body in accordance with its actual needs, provides selective and long-term focus on one object or activity.
Work on the development of the hand and the correction of existing shortcomings should be carried out in close contact with parents, preschool teachers and primary school teachers. This will ensure continuity of control over the formation of the correct motor skill and help you achieve the desired results faster.
Any exercises will be effective only with regular classes. You need to practice daily!
Name:
Nomination: Kindergarten, Summaries of classes, GCD, additional education, Preparatory group
Veligovskaya Alla Anatolievna
Summaries of classes for the preparatory group for preparing a preschooler for writing
Theme: "Fun competition".
Goal: Development of attention, speed, reaction, motor dexterity, preparation of the hand for writing,. Material: handout (for each child): notebooks, a set of simple and colored pencils, chips of different colors, lacing, samples of the graphic exercise "Geometric pattern", "Rectangles", "Superman"; medals for 1st, 2nd and 3rd place.
Course progress.
Educator.“Children, today we will have fun competitions. For each correctly completed task, the child will receive a chip. At the end of the session, we will count your chips and award the winners for 1st, 2nd and 3rd places. Remember the main thing is that the task be done correctly and accurately, and not quickly!
- But first, as before real competitions, athletes warm up, and we will do a warm-up.
Dynamic pause
The warm-up begins. We got up, leveled our backs. To the right - to the left we bent over. And we repeated it again. (tilts to the side) We squat on the account One, two, three, four, five. This the right job– Leg muscles to train (squat) And now jerking hands We perform with you (jerking hands in front of chest).
1st task "Geometric pattern" (children are given samples)
Why do you think it's called that? (consists of geometric shapes).
- Be careful each rectangle has its own pattern, you need to repeat it correctly.
For the correct performance of the task, the child is given 1 chip.
- I will dictate half of the drawing, you have to guess what it is and draw the second half.
(chips dealt out)
You need to lace up your own laces, just like
shown in sample (sample show)
- Guys, you have been studying at the Obedient Pencil school all year. I believe that by the end of the year you have become real supermen. And I suggest you draw such a superman (sample show)
For the correct completion of the task, the child is given 1 chip.
Outcome: Chips are counted, medals are distributed.
Abstract of a lesson on preparing a hand for writing with preschoolers in kindergarten
Theme: "Snowflake".
Target: Development of attention, speed, reaction, motor dexterity, preparation of the hand for writing, development of the accuracy of hand movement.
Material: snowflake illustrations; handouts (for each child): notebooks, a set of simple pencils, prickly balls; pouch.
Course progress.
Educator: Hello guys! Look what I brought for you today (showing a picture with parts from a snowflake). Do you understand what it is? Yes, I also think that this is a snowflake, only unusual. Do you know why she is like this? The evil north wind broke our snowflake. And he said that we can only return it when we complete all of his tasks. Let's help our snowflake become beautiful again and shine for our joy? ( Yes)
Then the 1st task.
In order for the first ray of the snowflake to return to its place, you need to do a winter warm-up: ( Children imitate walking in the snow, shoveling snow, making a snowman and playing snowballs)
Educator: Guys, after completing the task, we will put one ray of snowflake into this magic bag, which will then help us return our snowflake (put the first ray of snowflake in the bag).
2. From sticks
.
Educator: Well done! Another ray saved from the evil north wind (put in a bag).
Educator: Guys, I propose to draw a kind wizard who will help us pacify the north wind so that it doesn’t break anything else.
Educator: Well done, everyone did a great job! I hope a good wizard can help us. We place one more ray of snowflake in our magic bag.
4th task. "Let's play with the snow" (spiny ball)
— We will play with a snowball and warm our hands. (Children roll the ball between their palms in different directions, squeeze the ball in their hands, throw it up and catch it with both hands, then with each hand alternately)
Educator: Well done! 4th ray saved from the evil north wind (put in a bag).
Educator: Well done! 5th ray rescued (put in a bag). The last task remains.
Educator: We have 1 beam left. To disenchant him, you must complete the most difficult task.
(draw with both hands mirror-symmetrical drawings - snowflakes).
Educator: Guys, look, while you were drawing snowflakes, our bag returned our snowflake to us. (show). Now she will again delight us with her radiance! Snowflake thanks you for your help!
Name:
Nomination: Kindergarten, Class notes, GCD, additional education, Preparatory group, class notes for preparing for school for children 6-7 years old, preparing a hand for letter exercises
Position: teacher of the highest qualification category
Place of work: MBDOU No. 66
Location: Tomsk
Tasks:
1. Educational.
- Preparing a child for literacy.
- Continue work
- on drawing up proposals according to the scheme and their graphic writing,
- sound analysis of the word,
- to prepare the child's hand for writing,
- by reading a short text and single words,
- for solving puzzles.
- The development of connected speech.
- Show the richness and diversity of the Russian language by introducing adjectives into speech.
- Continue writing stories.
- Expand the vocabulary of children by introducing such a thing as "valuable writing".
- Acquaintance with the surrounding world.
- Clarify where they live, how hares are born and survive in this unsafe world for them.
- Continue to work on instilling love and respect for animals.
2. Developing.
- To develop the cognitive abilities of children, introducing them to the animal world.
- Instill a love of reading and mother tongue.
- Teach children to keep the learning task and work at a given pace.
3. Educational.
- To lay in the souls of children such a moral concept as the ability to sympathize and empathize with animals.
- Instill respect for animals.
Preliminary work:
- talk about planet earth
- writing letters to your favorite animals,
- excursion to the post office and acquaintance with its work,
- conversation: "How was the first letter written?",
- conversation: "From the life of stamps",
- teaching children to read based on the system of N.A. Zaitsev.
Equipment:
- a letter from the Bunny-Knower,
- fairy-tale character "Postman Pechkin with a receipt",
- colorfully designed book-game for each child,
- didactic material for compiling a sound analysis of a word,
- card with a graphically written sentence,
- card with the word "letter",
- cards with words (according to the number of children),
- white, gray, eared, long-legged, herbivorous,
- homeless, cautious, cunning, nimble, brave, fast,
- sensitive, lonely, boastful, cowardly, etc.,
- hare portrait.
STUDY PROCESS
Educator. Today you are in for a surprise. Which? You will learn from this card. (shows a card with the word "letter").
Remember, in order to avoid trouble, this word should not be spoken aloud. So, you will read it to yourself. (Children read.) And you will only talk about this subject with adjectives, as if guessing a riddle. Remember the game "Mouth of a Baby"? Started! (Teacher continues.) What is it?
In this task, the teacher, focusing on approximate answers to draw up a more complete picture of the letter, if necessary, asks leading questions.
Educator. See how many words you can pick up to say about the letter. And this is only possible for the rich and powerful Russian language.
The teacher sums up. There is a knock on the door and the postman Pechkin enters.
Postman Pechkin. Hello! And where is Dasha here? She wrote a letter to the Hare, so he answered. Sent a valuable letter addressed to her.
He points with his finger at the inscription on the envelope - the children are reading.
Educator. What does valuable mean?
Pechkin. This means that the sender (is reading) Bunny-Knower wants the letter to fall into the hands of the addressee, that is (reads and shows) Dasha.
Pechkin (referring to Dasha):
Sign this receipt (shows). By the way, this service is paid.
Did I send you a letter? Delivered. It would be interesting to know what value this letter contains, what photographs or documents, but I'm in a hurry, they promised to feed me with buns in your kitchen.
Dasha. Hello Dasha! I'm sorry I didn't visit you. There were reasons for this. But you and the guys will learn about my life from my gift. I made a game for you. Play now! Goodbye! Your Bunny.
Game books are taken out of the envelope and distributed to children. Everyone sits down at the table and the work begins.
Educator. Open your books donated by the Hare on the first page.
First page.
Educator.
What is the name of the game?
The heron and the goat know that.
Faster mind and sharper look
Drop the letters into the correct row.
Educator. We read everything together, what happened in the bottom row. Right! Hare!
Second page.
Educator. I began to visit. As soon as he went out to change his fur coat, the Squirrels began to clamor.
Take your pencils and write down graphically the following sentence: "Look, the ball is rolling!"
The children do the work in the books.
Educator. I blurted out to them: I don’t ride, but I throw off my gray coat. Do you know why the Hare answered the Squirrels in such a way?
The children answer.
Educator. You will complete the next task of the Hare at home in this book. Your parents will read it and help you complete it.
Hare task. Try to draw Squirrels and me rolling on the ground using the stroke method.
Third page.
Educator. The squirrels clamored that I was a Bunny-Knower. I had to explain to them that I'm not a know-it-all. What is it to them! They live in their warm hollow, but I don’t even have a house. After all, we are born right on the ground, among the grass.
The teacher gives the task to the children:
Do you see a hare drawn in the cells in your books? Now draw it yourself, according to the sample.
Children complete the task in their books.
Educator. So that Bunny is not lonely, draw his friends at home, according to the model, in the cells.
Fourth page.
Educator. We were born and we sit alone, and foxes and wolves run past.
The teacher gives the task to the children: read the highlighted word in your books (the word "Fear" is written in the books) and draw a diagram of the sound analysis of this word.
Educator. Finished it! I thought. As soon as I uttered this word, how it crumbled .... What words this word crumbled into, you will write at home.
Fifth page.
Educator. I know one fun game "A little white hare is sitting" in verse:
A little white bunny sits and moves its ears
Like this, like this, and it moves its ears!
It's cold for a bunny to sit
We need to warm up the paws -
Paws up - paws down
Pull up on your toes...
Just got up on your toes -
Quickly, quickly jumped.
Do you, Dasha, and your friends know such a game? Can you think of other games?
The children answer.
Educator. It's time for us to rest. Let's play.
There is a mobile game.
Educator. Come up with a game at home with your parents and sketch it on this page. And you can call it "Hare exercise."
Sixth page.
Educator. I was sitting under a bush, and suddenly, from behind a Christmas tree, here she was, my mother came running! I really love what she has. And what exactly, you will guess for yourself by arranging the Christmas trees according to their height.
In the envelope on this page there are Christmas trees of different heights with letters. Children, completing the task, laying out the word "MILK".
Educator. It is oily for my mother, it lasts for several days. And there you look, some other hare will run through. After all, they feed all the rabbits that they meet on their way. So we sit for three weeks, and then we begin to take care of ourselves.
Seventh page.
Educator. We have many enemies, so we sleep with our eyes open. We don't build our own houses. In summer, hiding, we sit under a bush, and in winter we hide in the snow. It is difficult for a wolf to notice me in my white fur coat in the snow.
The teacher shows a tablet with a graphic representation of a sentence of four words and invites the children to make sentences with the word "wolf" according to a given pattern. The task of the teacher is to ensure that different sentences are drawn up according to the same scheme. Then the teacher invites the children at home with their parents to come up with a story on the topic: "How I met the hare." This completes the work with the book-game.
Educator. It remains for me to hand you the last message from Bunny. All these words he wrote about himself.
The teacher distributes word cards to the children. Children take turns going to the board, each with their own card, and read the word that is written on it. The teacher posts them on the board. Words on cards:
Above the cards is placed a portrait of Bunny, taken from the envelope.
Educator. And we don't say goodbye to the game. This is a gift from the Bunny, and you will keep it. And yet, why did Bunny send a gift to each of you, and not just Dasha?
Listening to the answers of the children, the teacher leads them to the idea that the Hare has many enemies, but no defenders. So he is looking for friends.
natalia melashenko
Summary of a lesson on preparing a hand for writing in the preparatory group “Journey to the Land of Sunny Bunnies”
"Travel to the country"sunny bunnies"
Program content:
1. Continue to shape children's readiness for learning letter.
2. Improve the skills of orientation on the sheet.
3. Continue to develop visual and spatial perception, visual memory, attention, logical thinking, fine motor skills of the hands, coordination in the eye-hand system.
4. Continue to form the correct grip of the pencil.
5. Continue to develop the ability to understand the learning task, control yourself in the process of work, and achieve success.
6. Cultivate a culture of communication, the ability to listen.
7. Form friendly relationships.
Material to occupation: interactive whiteboard, computer, table, paper suns, clothespins, toys: ladybug, butterfly, dragonfly, bee, flowers, house, photos of children, worksheet with tasks for each child, simple pencils, colored pencils, balloons.
Lesson progress:
Group decorated with yellow balls. In the corner group is worth a house.
The guys stand in a circle.
caregiver: Today we are going to an unusual country« sunny bunnies»
V: Do you want to go there?
D: Yes.
V: Guys, but to get to country« sunny bunnies» and get to know its inhabitants, we need to overcome difficulties. And for this we need your friendship, good mood and, of course, all your knowledge and skills.
Are you ready for this?
D: Yes.
V: Before going to journey we need to greet each other with our hands. And to convey to each other their warmth and good mood (the touch is passed in a circle, from one participant to another, while the children smile at each other and pronounce the words)
We touched with our hands
And they smiled at each other.
You're my friend. And I'm your friend.
What a beautiful world around.
V: (Shows sun without rays)
Guys, look what is this?
D: Sun.
V: And what is missing from our sunshine?
Children: Luchikov.
caregiver: Now your skills will be useful to us. Come to the tables.
Let's make our clothespins rays of the sun.
V: Guys, you all did the job.
How much did we get suns, so many inhabitants will be in country« sunny bunnies»
V: Look who lives here? (Butterfly, ladybug, dragonfly)
I think they will tell us what is needed in order to get into country« sunny bunnies» . Look, they have a clue for us.
(Reading letter)
"To get to country« sunny bunnies» you need to put us each on your own flower"
V: Help guys?
D: Yes.
V: To do this, you need to draw lines without going beyond the tracks.
(The teacher shows on the interactive whiteboard)
V: But first, let's stretch our fingers
Finger gymnastics:
I rub my hands hard
I twist each finger.
I say hello to him
And I'll start pulling.
I will then wash my hands.
I'll put my finger in my finger.
I'll lock them up
And keep warm.
I will release my fingers
Let them run like bunnies.
V: And now take in arms pencils and get to work.
(Children do tasks on the sheets)
V: Look, you did the job. And we ended up in a meadow.
Come out, take a walk in the meadow and have a little rest.
Fizminutka:
(walking with knees high)
We went to the forest lawn,
Raising your legs higher
Through bushes and hummocks,
Through branches and stumps.
Who walked so high -
Didn't trip, didn't fall.
(stopped)
But suddenly the wind blew across the lawn.
The wind blows in our faces
The tree swayed.
The wind is quieter, quieter.
The tree is getting higher and higher.
V: Well done boys! Here we walked along the lawn and rested a little.
Who do you see here?
D: Bee.
V: The bee asks you to help her find the flowers from which you need to collect nectar to make « sunny honey» for residents country.
What happened to the flowers? (Slide show on whiteboard)
D: Lost petals, lost colors.
Take your seats.
V: Let's draw the petals by numbers and color them. But first, let's remember the count from 1 to 10 and vice versa.
(Children do the task on the sheets.)
We say goodbye to the bee.
V: Look, the butterflies have also prepared a task for you.
(Hatching butterfly wings in different directions)
V: Guys, you coped with all the tasks. Here we come to the house « sunny bunnies» . Let's take a look at who lives there, and I hope you make friends with the inhabitants of this country. (Open the window and the children see their photos).
Yes guys, in this country you live. So let's always be with you so kind, friendly, cheerful.
Related publications:
Abstract of a speech therapy lesson in preparation for teaching literacy “Journey to the country of Abvgdijk. Sound [u], letter u" Synopsis of the subgroup speech therapy session conducted in a group preparatory to school for children with OHP by speech therapist Myasnikova.
Abstract of a lesson in preparation for teaching literacy in the middle group "Journey to the country of sounds and words" The course of the lesson: “Become more likely in a circle. You are my friend and I am your friend! Hold hands tight and smile at each other! How beautifully you smile.
As part of the summer project "Journey of Sunny Bunnies", together with the children, we made and designed a lepbook. The lapbook is a book.
Non-traditional ways of working to prepare a child's hand for writing in a preschool environment Non-traditional ways of working on preparing a child's hand for writing in a pre-school environment Writing is a complex skill that involves performing subtly.
Abstract of a lesson on teaching literacy and writing in the preparatory group "Journey to the planet" Lettering " Program content: Educational: Consolidate the acquired knowledge: sound, speech, sentence, division of words into syllables. Learn to pick up the missing.
Abstract. Using game techniques in preparing the hand for writing Probably, every educator working in our institution had to think many times over the following: “What can I do.
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