We bring to your attention children's games aimed at the development of fine motor skills of hands in children of early and preschool age using objects and materials that are within walking distance. This will not only save the family budget, but also spend more time with the child.

Games for kids 0+

Hand and finger massage. For greater effect, carry out a massage with nursery rhymes, for example, "Magpie-crow";

Let your child touch objects with different textures, different sizes and temperatures: pieces of ice, walnuts, a spiky rubber ball, a warm metal bowl, a fur hat, etc.). Do to stimulate tactile sensations.

Homemade photo frames with materials of various textures are an excellent tool for massaging children's hands.

Tie different pieces of fabric, ribbons, pom-poms, etc. to the hoop. The game induces a grasping reflex and encourages the baby to take action while lying on his stomach. These movements strengthen the muscles in the hands and fingers and help develop fine motor skills.

Suggest stringing large pasta onto straws / skewers.

RECOMMEND

Teach your child to make balls and sausages from plasticine, and then flatten them with your finger, show that you can draw on plasticine with a toothpick or special tools.

Play finger games or finger theater, for example, based on the fairy tale Little Red Riding Hood (template for a beetle).

Place small toys or any small objects in a bowl of water, offer to catch them with your hands, a spoon or a strainer.

Games for kids 4+

Use a thread and a needle to make beads from rowan berries, small pasta, foil balls, or real beads. Pasta can be dyed beforehand.

To develop fine motor skills, practice winding yarn into a ball or winding thread on a spool.

Do the lacing with your own hands (templates): cut out the outlines of any object (cars, clouds, apples) from cardboard, make holes along the contour with a hole punch, tie a bright thick thread to the ear stick and show what needs to be done. Surprisingly, children are much more interested in such homemade laces than shop counterparts.

Think about the menu in such a way as to involve the child as much as possible in the preparation of food: have him whisk, peel boiled eggs, cut a banana, etc.

Practice tying bows, different kinds of knots, braiding, and lace up shoes.

Promote the development of fine motor skills:

Games with all kinds of tweezers. For example, you can use tweezers to spread the beads on a soap stand.
Pipette games. We offer a game with Lego blocks. The challenge for the kids is to fill each well with water as much as possible and not spill a drop.

Gluing small stickers.

Working with scissors. Play hair salon.

Modeling. See ideas for classes.

Games with rubber bands (for weaving bracelets). See how to make an educational game "Math Tablet".

Puzzles. You yourself can make simple and photos.

Mosaic. Especially, kids will love doing

Tightening the caps. For example, you need to pick up the lids for the jars.

Lego and other construction sets with small details.

All kinds of pouring of liquids and pouring bulk materials from one container to another.

Creative activity using a figured hole punch (v,).

Fine motor trainers

Educational game "Developing basic skills" (c).

The Developing Basic Skills board is both a puzzle and a frame with clasps. It will help your little one learn to fasten buttons, belts, zippers, lace up shoes. In addition, during the game, the motor skills of the pens and logical thinking develop.

Training book “I Dress myself” (c, c).

The exercise book “I Dress Itself” will help the child develop fine motor skills, speech skills and independence. Your little one will learn to: tie shoelaces, zippers, buttons, Velcro and buckles.

Fine Motor Development Books

Here's a selection of useful and fun books for kids to help them develop the skills they need to master writing. (Click on the image for details).

Fine motor development workbooks

Publishing house "I can":

Publishing house "Prof-Press":

Clover Media Group Publishing House:

Fine motor skills development albums

Recipe for kids

More ideas for fine motor skills games can be seen at!

Do not forget that in addition to exercises for developing the muscles of the hand, it is important to regularly train the muscles of the forearms and shoulders, because the same writing is a monotonous process in which the whole hand is involved, not just fingers, and a trained child will find it easier to write for a long time at school. Therefore, do not forget about active walks, ball games, banal exercises, classes in the pool.

It is a well-known fact that it is very important to develop fine motor skills of your baby's hands. Accurate, coordinated movements of hands and fingers are necessary for a child to function fully: to write, draw, dress, perform many everyday activities. In addition, scientists have long established that the development of fine motor skills of the hands has a beneficial effect on the child. This is due to the fact that in the brain the nerve centers responsible for the movements of the fingers and hands are in close proximity to the areas of the brain responsible for the development of speech. Therefore, when the motor center is stimulated, the speech center begins to be activated.

So how do you develop fine motor skills? For this, the following lesson options are used:

• games with small objects (with beads, laces, locks, etc.);
• accompanied by funny rhymes or songs;
• finger massage,

In today's article, I would like to bring to your attention several games with small objects to train the motor skills of your baby's fingers, most of them are easy to do with your own hands. Games are designed for kids from 1 year old. See the second part of the games here:

So let's get started

1. Peel a boiled egg

In my opinion, at the age of 1 year, this activity is one of the best for the development of fine motor skills. During this game, wonderful "tweezers" or "pinched" grip develops , the strength of the fingers is trained. In addition, you do not need to buy anything specifically for the lesson, you just need to boil the egg, which is always in the refrigerator.

When I offered my daughter to clean the testicle for the first time, to be honest, I was sure that nothing would work out for us, because she was only a year old! She really did not immediately understand what was required of her, and why peel an egg at all, but when I suggested that she put the shells in a small bowl (because at this age she had a real passion for folding and laying out something), the matter immediately began to argue, it took on meaning for my daughter. Tasia enthusiastically began to cleanse the testicle, but I had to hold it - while cleaning and holding the testicle was not yet possible for my daughter. Sometimes the shells fell, she carefully lifted them from the table and put them in a bowl. And since the pieces of the shell were very small, she had to make incredible efforts to grab them. And it seems to me that she acted at the maximum of her motor skills. Such a long retention of attention and interest on very small objects at this age, I observed, perhaps, only in this game.

2. Tear off the pieces of adhesive tape glued to the cube

Playing is somewhat similar to peeling an egg. For her, you need to prepare a little and glue strips of adhesive tape on a large cube so that their edges stick out in different directions, and the baby can grab them. It will be much more interesting for the child not only to tear off the tape, but then also stick it somewhere, so for this purpose, prepare a piece of paper or something similar in advance.

3. Unfold items wrapped in foil

Wrap a small toy in foil and invite your toddler to see who is hiding inside the shiny ball. At the same time, leave a small edge of the foil sticking out so that the crumb has something to grab onto.

4. Push coins in the piggy bank

Pushing small coins into a narrow hole trains motor skills as well as possible. It is not as easy as it seems at first glance - to direct the coin so that it goes into a narrow hole.

5. Choose small items from cereals

I wrote more about this game in, so I will not dwell on it here.

6. To master the twist-off lids and various fasteners: zippers, Velcro, etc.

Important! All lessons with small objects must be carried out under the supervision of adults so that the baby does not put any small detail in his mouth or nose. After class, be sure to remove small items from the baby's reach.

That's all for now. You can subscribe to new blog posts here: Instagram, In contact with, Facebook... Also, be sure to look at the article where 8 more games for the development of fine motor skills for children from 1 year old are published:

The early development of a child always implies, among other things, the development of fine motor skills, that is, teaching him to hold and operate with small objects. There are different ways of developing fine motor skills of hands: each parent is free to choose what suits him and the child. Below are considered the main nuances associated with the development of fine motor skills, the answer to the question of why you need to develop it is given, and games are presented that will surely captivate your baby.

Why and when do you need to develop fine motor skills?

Scientists have long proven that the development of fine motor skills gives an impetus to the development of speech in a child. Those children with whom mothers regularly play games, who are given a large number of different textured subjects for study, begin to speak earlier than their peers who are denied the mentioned entertainments. In addition, such children absorb information faster (tactile sensations are associated with brain activity), learn more easily, and begin to write faster. Quite often, the development of tactile sensations is used as preparation for school.

From the foregoing, we can conclude that the development of fine motor skills in a child should be as early as possible. There are finger games that can be played almost from birth.

How to develop fine motor skills in children of different years?

Each age has its own games. You cannot argue with this statement, so it is important not to rush things and consistently offer the child those toys that correspond to his age.

From birth to six months

At this time, the baby is actively developing tactile skills on its own. Starting from 3-4 months, the child consciously pulls the hands to the toys, feels the rattles, the mother's hands, examines his fingers. You can offer your kid different games.

• Handle massage - gently knead children's fingers, stroke them, twist gently. You can accompany the process with rhymes and jokes.
• Give the baby your thumbs up and try to lift the baby up. The more often you do this exercise, the tighter the crumb will grab your hands.
• Offer your baby paper books or plain sheets of paper. Show that they can be ripped, crumpled, twisted.
• Rattles, balls and ribbed toys are great helpers in early childhood development.

From 7 months to a year

At this time, you can use the same materials and games as up to six months. Several others can be added.

• Pyramids - they will introduce the child to the concept of size and develop the ability to quickly string rings on a rod.
• Cereals, beans, pasta - whatever you find in the kitchen. It is important to supervise your child at all times to ensure that no foreign objects are swallowed.
• Cloth and bags sewn from it with various fillings.
• Constructor.
• Cubes.

From one to two years

The number of toys for the development of fine motor skills should be gradually increased. Cereals and bags of grain remain interesting and useful for the game, but the baby is getting older and smarter, so with the existing toys you can come up with new games that require a logical and deliberate approach.

You can also add unusual attributes to the game piggy bank.

• Water. Have your child pour water from one bowl to another, spilling as little liquid as possible.
• Laces and lacing.
• Beads, buttons, clothespins and other household items.
• Chopsticks.
• Puzzles and mosaics.
• Painting.

2 to 3 years old

A three-year-old child is already an integral personality. This is not a baby who pulls everything into his mouth, in this way learning about the world. At 2-3 years old with a child, you can play quite serious games that require attention, responsibility, a clear sequence of actions.

• Working with the test.
• Finger gymnastics.
• Origami.
• Working with scissors and colored paper.

The construction set for children is not only a fashionable toy, but also a wonderful material for learning simple everyday truths, as well as a way to develop intelligence and thinking while playing.

When choosing a constructor, be guided by the rule: the smaller the child, the more details. For the smallest, it is better to purchase a constructor consisting of large elements that will definitely not crawl down the throat of the baby if he wants to taste them.

Constructor games can be different. You can “build” buildings and objects of only certain colors with your child (learning colors), you can invite your child to count the details (learning how to count). One way or another, the designer will develop your child's fine motor skills of hands and improve his intelligence.

Modeling for the development of tactile sensations

Plasticine is known to everyone. This is a universal remedy that is used both in kindergartens and at home and allows you to keep your baby busy for a while. Almost all children love to sculpt from plasticine, but further we will not talk about him.

There is a safer, unconventional, but very interesting way to develop fine motor skills in your baby by sculpting. This is a salty dough. It is prepared very simply and quickly from products that are in any home, and at the same time, salty dough is completely safe (although it is edible, the child is unlikely to eat it). In addition, dough crafts can be saved as a keepsake, as they freeze naturally (or they are baked in the oven), unlike plasticine masterpieces.

Salty dough recipe

You will need:

• flour - 250 grams;
• salt - 250 grams;
• water - 125 ml.

Mix all ingredients and knead the dough. To make it more elastic and not stick to your hands, you can add a spoonful of vegetable oil to it. There are also recipes with the addition of glue, starch and even cream. However, unnecessary delights are useless. The simplest flour and salt dough is great for children's crafts.

Show your child several sculpting techniques: rolling, flattening, kneading, etc. Let the baby work with the whole handle, sculpt small details. This will perfectly develop the flexibility of his fingers and fine motor skills of his hands.

Drawing teaches the kid to hold the brush correctly, which later will help him to quickly and easily master spelling.

For drawing, you can use paints and brushes, pencils and felt-tip pens, crayons and pastels. Or you can invite your kid to draw with his hands! This exercise will also be very useful for developing fine motor skills. But keep in mind that it is better to paint with your fingers using edible paints or, in extreme cases, paints that do not contain harmful substances.

You can create edible paints yourself. Take baby puree or semolina porridge as a basis, and use either food colors or vegetable and fruit juices as a coloring pigment.

You can start playing finger games from birth. At first, the mother will move the baby's arms. But soon the baby himself will understand what's what, and will begin to wiggle his fingers in time to a song or rhyme.

Finger games are an excellent exercise that can speed up the development of fine motor skills in the hands, stimulate the brain, and lay the foundation for teaching your child to write.

1. Finger massage can be done for babies up to 6-7 months. Mom rubs each finger, saying his name. For example, you can use a nursery rhyme: Get up, Bolshak! Get up, Pointer!

   Get up, Seredka!

   Get up, Orphan,

   And little Eroshka!

   Hello palm!

2. By the age of one, the child can already understand what is required of him. At this age, my mother acts only as an instructor. She shows the child the basic movements that the child must repeat. As a rule, the baby's fingers represent animals or people. You can also read a rhyme to the baby and make basic movements under it. Clap your hands, put your fingers together in a pinch, squeeze your palm into a fist.
3. A shadow show can be arranged with a child 3 years and older. It is better to select spectators from relatives, so that the child would be interested in "rehearsing" the performance. You can also use various objects for finger exercises: nuts, beads, buttons, fabric.

Fine motor toys

For clarity, below is a general list of toys that help develop tactile sense of touch and "teach" the baby's fingers to move in accordance with the nerve impulses of the brain.

1. The pyramid.
2. Cubes.
3. Ribbed rattles.
4. Balls of different sizes.
5. Sorter.
6. Books with convex pictures.
7. Constructor.
8. Abacus.
9. Puzzles.
10. Labyrinths.
11. Lace-up frame.
12. Beads.
13. Push-button toys.

The development of fine motor skills according to the Montessori method

In the methodology of Maria Montessori, much attention is paid to the development of fine motor skills of the hands. There are many games in her recordings that contribute to this. The most interesting of them are presented below.

"Like an adult"

Give your child a sponge and some dirty cups. Let the baby, imitating her mother, wash the dishes. Does this seem easy to you? For inflexible children's fingers, it is quite difficult to keep the cup in the water and not drop it, and this exercise will also be an excellent exercise in finger flexibility and the development of fine motor skills in the hands.

Buttons

Give the child a sweater, jacket, or other item that has buttons, hooks and other fasteners. You can make a special simulator for your baby: combine several fasteners on one thing. This exercise is useful for fine motor skills and also trains self-care skills.

Sorting

Take two bowls. Pour peas and buckwheat on the table (pasta and beans - choose any cereals). Ask your child to sort one from the other and place them in two bowls.

Too much like the task that your stepmother came up with for Cinderella? Maybe. But such a task is an excellent workout for little children's fingers.

Just don't overdo it. There is no need to force the child to sort out cereals if he is tired of it or he is tired.

Drawing on flour

Pour flour (semolina, sand, sugar) on the table. Offer the baby to paint on a dusted surface. The advantage of this drawing is that the drawing can be easily erased and started over.

Shreds

Take several pieces of fabric with different textures. Wool, chunky knitting, velvet, silk. Invite your child to touch each and describe how they feel.

Lacing

Ordinary laces are very good at developing fine motor skills in babies. You can purchase a special frame with lacing, or you can teach the baby using his own shoes as an example.

Sponge

Ask your baby to transfer water from one bowl to another using a regular dishwashing sponge. In this case, the baby should try to get as few drops as possible on the table. This is not only a good finger exercise, but also neatness training.

Collector

Scatter small items on the floor and have your child collect them in a bowl or bag. You can also ask your toddler for the color or "name" of each item.

Magician

Place multiple items in a hat or opaque bag. The child should feel by touch what is in the bag. Ask the baby to pull out this or that thing. Before doing this, the child will study things with his fingers for a long time.

Conclusion

These and many other exercises and games are designed to develop the child's ability to control their own hands, as well as enrich the list of his skills and abilities, and teach him to think logically.

It is very important to regularly engage with your baby, but not bother him. All lessons should be presented in a playful way.

Methodical development "Development of fine motor skills of the hand"

Author: Drankova Elena Aleksandrovna, teacher of additional education
Place of work: MAU DO "CDOD" Raduga "city of Perm

Methodical development "Development of fine motor skills of the hand" for children 7-8 years old

Purpose: creation of a methodological manual for the development of fine motor skills of the hand for younger students.
This development is necessary for teachers, parents for gymnastics for fingers. It contains a brief description of different types of finger games and exercises for the development of fine motor skills of the hand.

annotation
In the general system of all-round human development, the upbringing of a child occupies an important place. Starting from preschool age, the foundations of health, physical and mental development are laid, motor and work skills are formed, speech and hand motor skills are developed.
In elementary school, the child must have certain manual skills, but not all children have well-developed small hand movements.
The teacher often faces a problem: how to develop hand motor skills? Therefore, I have selected and tested on children of primary school age a set of exercises and finger games. All these games help to make the most efficient use of class time, and make children want to effectively engage in manual labor and drawing.
It should be noted that the finger games proposed in this methodological development are health-saving technologies included in the list of modern educational technologies. Finger games and exercises for the development of motor skills help to increase the functional activity of the brain, stimulate speech, have a beneficial effect on the mental development of children, relieve mental stress and help in manual labor. It is very valuable that finger games contribute to the upbringing of positive character traits in elementary school students: quick reaction, sleight of hand, attentiveness, imagination, and hard work. As a result of the exercises, the hands and fingers will acquire strength, good mobility and flexibility, and this will further facilitate the mastery of writing and manual skills.

Introduction
Fine motor skills are the ability to perform small movements with the fingers and hands through the coordinated actions of the nervous, muscular and skeletal systems. Fine motor skills develop naturally from infancy. Motor skills become more varied and complex with age. The proportion of actions that require coordinated movements of both hands increases.
Why is it so important to develop the fine motor skills of the child's hands? The motor centers of speech in the cerebral cortex are located next to the motor centers of the fingers, therefore, by developing speech and stimulating the motor skills of the fingers, we transmit impulses to the speech centers, which activates speech, the general development of the child and affects his intellectual abilities. Science has proven that one of the indicators of the normal physical and neuropsychic development of a child is the development of the hand, hand skills, or, as they say, fine motor skills.
Fine motor skills are a type of movement that involves small muscles. Classes for the development of fine motor skills of the hand are developing, health-preserving and healing.
The influence of manual (manual) actions on the development of the human brain was known as early as the 2nd century BC in China. Experts argued that games with the participation of hands and fingers lead to a harmonious relationship between body and mind, maintain brain systems in excellent condition.
Scientists - neutrobiologists and psychologists involved in the study of the brain and mental development of children, have long proven the connection between hand motor skills and speech development.
Japanese physician Namikoshi Tokujiro has created a healing technique for influencing the hands. He argued that the fingers are endowed with a large number of receptors that send impulses to the human central nervous system.
Oriental doctors have found that massage of the thumb increases the functional activity of the brain, massage of the index finger has a positive effect on the state of the stomach, the middle finger - on the intestines, the nameless one on the liver and kidneys, the little finger - on the heart.
Exercises for the palms and fingers with walnuts are widely used in Japan. An excellent healing and tonic effect is provided by rolling a hexagonal pencil between the palms.
In China, palm exercises with stone and metal balls are common. The popularity of the classes is explained by their healing and tonic effect on the body. Regular exercises with balls improve memory, mental abilities of the child, eliminate his emotional stress, improve the activity of the cardiovascular and digestive systems, develop coordination of movements, strength and dexterity of hands, maintain vitality.
Studies by Russian physiologists also confirm the relationship between hand development and brain development. The works of V.M.Bekhterov confirm the influence of hand manipulation on the functions of higher nervous activity, the development of speech. Simple hand movements help to remove tension not only from the hands themselves, but also from the lips, relieve fatigue. They are able to improve the pronunciation of many sounds, which means they can develop the child's speech. Research by M. M, Koltsova proved that each finger of the hand has a fairly extensive representation in the cerebral cortex. This fact should be used in work with children and where speech development occurs in a timely manner, and especially where there is a lag, delay in the motor side of speech.

There are many different forms of finger movement training.
1. Static finger images of objects, images of the surrounding world: figures from fingers "flag", "flower";
2. Active movements of the fingers in the rhythm of the text accompanying the game in a poetic form: "fist-fist", "well-palms";
3. Movement of fingers with objects: pencil, nuts, chopsticks, a small ball, cords, rubber rings, clothespins and other objects;
4. Ira with mosaics;
5. Modeling with plasticine, salt dough, clay;
6. Work with paper: torn applique, folding, cutting and pasting of paper, origami;
7. Games with cereals, seeds: pouring cereals from one container to another, sorting out different types of cereals, laying out images from cereals;
8. Actions with water: pouring water from one container to another;
9. Actions with sand: pouring sand, molding from wet sand;
10. Actions with small toys;
11. Actions with buttons: fastening, unbuttoning;
12. Action with strings: tying and untying knots, bow;
13. Drawing on paper in different techniques: traditional ways and non-traditional ways;
14. Show of finger theater;
15. Construction from Lego.

What happens when a child does finger gymnastics?
1. Performing exercises and rhythmic finger movements inductively leads to excitation in the speech centers of the brain and a sharp increase in the coordinated activity of the speech zones, which ultimately stimulates the development of speech.
2. Games with fingers create a favorable emotional background, develop the ability to imitate an adult, teach to listen attentively and understand the meaning of speech, increase the child's speech activity.
3. The child learns to concentrate his attention and distribute it correctly.
4. If the child performs the exercises, accompanying them with short lines of poetry, then his speech will become more clear, rhythmic, and bright.
5. The child's memory develops as he learns to memorize. Indeed, in finger games you need to memorize a lot: the position of the fingers, and the sequence of movements, and just poetry.
6. As a result of mastering all the exercises, the hands and fingers will acquire strength, good mobility and flexibility, and this will further facilitate the mastery of the writing skill.
7. Promote the development of creative activity. After all, you can “tell” whole stories with your hands!
8. Finger games help to form elementary mathematical concepts in the game
9. Training of movements of fingers and hands increases the working capacity of the cerebral cortex, stimulating the development of the child's thinking.
10. Hand motility is activated. Thus, dexterity is developed, the ability to control their movements. Fingers and hands acquire good mobility, flexibility, stiffness of movements disappears.

Instructions for performing an exercise to develop hand motor skills.
All exercises are done slowly at first. It is necessary to ensure that the child correctly reproduces and holds the position of the hand or fingers and correctly switches from one movement to another.
If necessary, you need to help the child or teach him to help himself with the other hand.
The exercises are practiced first with one hand (unless both hands are involved), then with the other hand, and then with two simultaneously.
If the exercise is shown in the picture, then to create a visual image, you need to show the child the drawing and explain how the exercise is performed. Gradually, the need for explanations disappears.
When developing hand motor skills, one must not forget that the child has two hands. Exercises must be duplicated: perform both with the right hand and with the left. By developing the right hand, we stimulate the development of the left brain hemisphere. Conversely, by developing the left hand, we stimulate the development of the right hemisphere.
Finger training should be started from early childhood. Children who have better developed small, delicate hand movements have a more developed brain, especially those parts of it that are responsible for speech. In other words, the better the child's fingers are developed, the easier it will be for him to master speech.

Main part.

Types of games and exercises for the development of hand motor skills:
Physical exercises
Exercise also develops fine hand motor skills. This is a variety of hanging and climbing (on a ladder, on a sports complex). Such exercises strengthen the palms and fingers, develop muscles.
Exercises with walnuts
Exercises for palms and fingers with walnuts can be widely used.
Rolling a hexagon pencil between the palms
An excellent healing and tonic effect is provided by rolling a hexagonal pencil between the palms.
Ball games
In corrective practice, you can use a ball - which is a great tool. Their choice is wide enough: balls of various colors, sizes, quality, for every taste are on sale. Ball games develop fine and general motor skills, orientation in space, distract the child's attention from a speech defect, encourage communication, regulate the strength and accuracy of movement. They help to normalize the emotional-volitional sphere, which is especially important for hyperexcitable children. By developing muscle strength, they enhance the work of the most important organs of the lungs, heart, and improve metabolism.

Set of ball games "Warm-up"
I squeeze the ball hard
And I will change my palm

Hello my favorite ball! -
Every finger will say in the morning

Dance can dance
Every finger on the ball

I will turn, and you will check
Top right now!

I knead the ball with my finger,
I chase the ball along my fingers.

I will play football
And I'll score a goal in my palm.

Top left, bottom right
I ride it - bravo.

Spiral.
Doesn't crawl or run -
She circles over the flower.
There is a loop behind the coil -
So she sat on a flower.

Classes with paper
Applique, origami, construction classes develop fine motor skills of the fingers.
Origami is an activity in which both hands are involved. That is why folding is a useful activity that promotes the activity of both the left and right hemispheres of the brain, since two hands are involved in the work at once. Classes develop attention, memory, imagination, ingenuity. All these mental characteristics are inextricably linked and depend on the activity of the right and left hemispheres of the brain. The function of the right hemisphere of the brain is associated with imagination, musical and artistic abilities, and the left hemisphere is associated with logical thinking, speech, counting, scientific ability. The plasticity of the child's brain and the minimal dominance of one hemisphere over the other is a very fertile ground for the development of both halves of the brain.
Doctors say that origami classes deeply affect the mental state of the child and bring him into balance. Children who practice this art have less anxiety, which allows them to adapt to various difficult situations.
Classes with paper develop the child's skills in working with different materials, tools; bring up perseverance, accuracy, attentiveness, creativity, imagination, fantasy, spatial thinking, broaden horizons, cognitive abilities.
Classes with plasticine, clay, salt dough.
Sculpting classes develop hand motor skills in children. Students master different techniques and methods of modeling from clay, salt dough, plasticine Dymkovo toys, dishes, animals, birds.
It is very valuable that modeling lessons contribute to the upbringing of speed of reaction, manual dexterity, attentiveness, imagination, diligence, accuracy, perseverance in elementary school students. As a result of making toys, hands and fingers acquire strength, good mobility and flexibility, and this will further facilitate the mastery of writing and manual skills at school.
Finger games.
Finger games are exercises for fingers and pens, staging with their help any poems, stories, fairy tales. Finger games are an important part of developing fine motor skills in the hands. These games are very emotional, exciting for children, and also extremely useful for their general development.
In the oral speech of any nation, you can find short poems that are accompanied by finger movements, for example, the well-known "Magpie - Crow ...". The games "Ladushki", "Horned Goat" have been created by the talent of our folk pedagogy. It is recommended to stimulate the speech development of children by training the movements of the fingers, using folk games - nursery rhymes for preschool children, and finger games with verses for children for primary school age:

Days of the week
On Monday I washed, (three fists against each other)
Sweeping the floor on Tuesday. (hands of relaxed hands down and make imitating movements on the table)
On Wednesday I baked a roll, (we bake "pies")
All Thursday I was looking for a ball (we bring our right hand to the forehead and make a "visor")
I washed the cups on Friday (the fingers of the left hand are bent, the palm is on the edge, and with the index finger of the right hand we move in a circle inside the left hand)
And on Saturday I bought a cake. (palms open and joined together along the side of the little fingers)
All girlfriends on Sunday
Called for my birthday. (we wave our palms to ourselves)

Winter
One, two, three, four, five, (bend our fingers one by one)
We went for a walk in the yard.
They sculpted a snow woman, (we imitate the sculpting of lumps),
The birds were fed with crumbs, ("we crumbled bread" with all our fingers)
Then we rode down the hill (we run the palm of our right hand along the palm of our left hand)
They also lay in the snow. (we put our palms on the table with one or the other side)
Everyone came home in the snow (we shake off our palms)
We ate the soup and went to bed. (we make movements with an imaginary spoon, put our hands under the cheek)

Orange
We were sharing an orange! (hands are clasped in the lock, swing)
There are a lot of us, (we spread our fingers)
And he is alone. (showing only one finger)
This slice is for a hedgehog, (fingers are folded into a fist, bend one finger at a time)
This slice for a swift, (bend the next finger)
This is a slice for ducklings, (bend the next finger)
This is a slice for kittens, (bend the next finger)
This slice is for a beaver, (bend the next finger)
And for the wolf, the peel! (palms down, fingers spread out)
He's angry with us, trouble! (shake your finger)
Run who where! (imitate running your fingers across the table)

Cake
We remember the dough with our handles (we squeeze and unclench our fingers)
We will bake a sweet cake. (as if we crush the dough)
Lubricate the middle with jam, (circular movements with palms on the table)
And the top - with a sweet cream (circular movements with palms against each other)
And a coconut baby
We will sprinkle the cake a little (sprinkle the "crumb" with the fingers of both hands)
And then we'll make tea -
Invite a friend to visit! (one hand shakes the other)

Maple
The wind quietly shakes the maple (fingers are spread out and stretched up)
Tilts to the right, to the left: (swing your palms to the right and left)
One - tilt and two - tilt, (we tilt to the left - to the right palms low-low)
Maple rustled with foliage. (wiggle your fingers)
Ship
A boat is sailing along the river
He floats from afar, (fold your hands in a boat and make wave-like movements)
There are four on the boat
A very brave sailor. (showing 4 fingers raised up)
They have ears on the top of their heads, (we raise our hands to the head, show the ears with bent palms)
They have long tails, (we put our hand to the lower back, we depict movements with a tail)
But only cats are afraid of them,
Only cats and cats. (we raise both hands to the head, depict cat claws and hiss)

Lock
There is a lock on the door (hands in the lock)
Who could open it? (we pull our fingers without unclenching)
Pulled, (pulled)
Twisted, (twisted hands)
Knocked (knock with the base of the palms)
And - they opened it! (hands open)

Cabbage
We chop cabbage, chop (chop with palms)
We are three cabbage, three (fists rub each other)
We salt the cabbage, salt (salt with a pinch)
We crumple and crumple cabbage (we squeeze and unclench our fingers)
We put it in a jar and taste it.

Kitty
I walked alone along the path (show one finger)
My two legs came with me, (shows two fingers)
Suddenly there are three mice to meet, (showing three fingers)
Oh, we saw a kitten! (slaps his palms on the cheeks and, as it were, shakes his head with his palms)
He has four legs, (showing four fingers)
On the paws - sharp scratches (we scratch the surface of what is at hand with our nails)
One, two, three, four, five, (for each count we show the corresponding number of fingers)
You need to run away quickly! (with two fingers, index and middle, we run along the surface)

Leaves
One, two, three, four, five -
We will collect the leaves. Compress and open the fists.
Birch leaves, fold the thumb.
Rowan leaves, Curl up the index finger.
Poplar leaves, Bend the middle finger.
Aspen leaves, Curl up the ring finger.
We will collect the oak leaves, bend the little finger.
Let's take the autumn bouquet to mom. Compress and open the fists.

On a visit
On a visit to the big finger
Came straight to the house Connect all fingers one by one
Index and middle, with thumb.
The nameless and last little finger taps on the thumb.
The little finger itself, babies
I knocked on the threshold.
Together fingers are friends, Fingers collect in a pinch.
They cannot live without each other.
List of references
1. T.A. Dateshidze "System of correctional work with children with delayed speech development" .- SPb .: Rech, 2004.
2. O. N. Gromova T.A. Prokopenko "Games - fun for the development of fine motor skills of the hand" Educational - practical guide Publishing house: "Gnome and D", Moscow, 2001
3. L.P. Savina "Finger gymnastics" A guide for parents and teachers Publishing house: "Rodnichok", Moscow 2000
4. Shcherbakova T.N. "Games with fingers". Publisher: "Karapuz", 1998

The manual presents a system of correctional lessons for the development of fine and general motor skills for young children. The material contained in the manual has a multifunctional character: it forms a phonetic-phonemic base; develops phrasal and coherent speech, verbal motor skills, general and fine motor skills of the fingers; promotes sensory development; activates the development of higher mental functions, cognitive activity; teaches to play with toys; forms the process of social adaptation in children.

Each exercise is a productive speech training that successfully develops the speech activity of children in conditions of high emotional comfort. Classes are held with children of the third year of life. Purpose of the lesson: development of fine and general motor skills in children with speech disorders. Materials of various textures and various techniques are used. Work with children will be effective only if it is carried out systematically, taking into account the age characteristics of children and with constant maintenance of interest in classes.

For the convenience of the teacher's work, the exercises are presented in the form of a calendar weekly plan. Classes include a variety of game exercises based on various lexical topics. The form of work can be different: with a whole group of children, with small subgroups (3-4 children) and individually with each child.

Practice shows that a good result is achieved when, when practicing each lexical topic, the relationship between the teacher-defectologist and the educator is ensured.

This manual will help the development of fine and general motor skills, as well as speech in young children, to expand their horizons.

SEPTEMBER

Classes begin from the 3rd week.

1st and 2nd weeks - diagnostics;

3rd week:

1. "Smoothing crumpled paper lumps of colored paper." purpose

2. "Find and put one next to it." purpose: develop correlative actions, coordination of both hands, emotional attitude to the result of their activities.

3. "Beads for mom". purpose: develop fine motor skills of the fingers. Guidelines : Draw a circle or smooth line (string for beads) on a piece of paper. Let the baby dip his fingers in gouache of different colors: one finger in red paint, the other in yellow, the third in green. By alternately putting the fingers of his right and left hands on the paper where the "thread" is drawn, the kid will give you beautiful multi-colored beads.

4. "We will sink with our feet." purpose

"We'll sink our feet, ( stomp)

We'll clap the handles. ( clap)

Our fingers, ( make movements with indexes

Like bunnies. fingers up and down)

Our pens are birds:

Sparrows, titmouses. ( make diverging "flashlights")

They flew to Matryoshka, ( make flying movements with their hands, approaching the toy)

They sat down at Matryosha. ( sit down, put their hands on their knees)

Have eaten the grains ("peck" on the knees)

The song was sung.

4th week:

1. "Rolling on the table, between the palms of pencils, balls, dry berries, nuts." purpose: develop fine motor skills.

2. "Tearing the paper (by pinching off the sheet)". Purpose:develop fine motor skills of the fingers.

3. "Funny frogs". purpose: develop fine motor skills of the fingers. Guidelines : The picture shows frogs and flowers. You need to show the child how to help the frog jump from flower to flower: "jumps" with all five fingers of his right hand over the flowers simultaneously with the pronunciation of the poem:

Jump-jump, jump-jump,
I'm from flower to flower
I'm a funny frog
Your sweet girlfriend.

4. "Two girlfriends". purpose: develop overall coordination of movements; learn to perform movements according to the text:

There are two girlfriends in the swamp
Two green frogs
Early in the morning we washed,
Rubbed themselves with a towel,
They stomped with their feet
They clapped their hands
Right, left leaned
And returned back.

OCTOBER

Topic: "Vegetables fruits"

1st week:

1. "In Fedora's garden." purpose: to activate active and passive movements of the fingers, to form a positive attitude towards classes with an adult.

In Fedora's garden
Tomatoes grow in the beds,
And in Filat's garden
Lots of different salad.
At the grandmother Fekla
Four beds of beets.
Uncle Boris
There are a lot of radishes.
Masha and Antoshka's
Two beds of potatoes.
One, two, three, four, five
Let's help to harvest!

(bend fingers alternately)

2. "Plasticine salad" - sculpting multi-colored balls (red - "tomatoes", green "sausages" - "onions"). purpose: to learn to roll balls and "sausages" between palms, to develop the ability to cut small pieces from a large piece of plasticine in a stack; to form coordination of movements; develop the ability to regulate the force of pressing on the stack, keep the stack correctly; develop imagination.

This is a green onion - I picked it ...
This tomato fell into my hands.
We cut quickly, -
Onions - in pieces
And the tomato - in round rings.

3. "Laying out the track in the garden, garden" (laying out from the counting sticks). purpose: develop fine motor skills of the fingers; develop the ability to navigate a sheet of paper (up, down); activate the dictionary: "track", "palm".

It's hard for me to lead a finger
Straight along the path
He wants to
Hide in your palm.
I threaten him, I threaten,
I shame him, I shame
The finger was ashamed
I took it and learned.
(B. Zakhoder)

4. "Walk". purpose: develop overall coordination of movements; perform movements according to the text.

One-two-three, one-two-three -

We went along the path, ( march step)

We ride along the path
Changing legs often, ( jumps)
Galloped, galloped,
And then, like a stork, they got up.
Here we saw the bumps,
We began to jump over them. ( jumping with advance
burning forward)
A stream flows ahead
Come quickly! ( walking on toes)
Let's put our hands to the sides,
We will begin to cross it,
And then we ran.

2nd week

:

1. "Gathering berries" (home school Montessori). purpose: develop fine motor skills, learn to highlight red, green colors by sample, by word. Guidelines :

• Stretch the rope, hang the straightened paper clips.
• Give the child the opportunity to mold (roll) red and green balls ("cherry" and "gooseberry") on their own.
• Chop the "berries" on the "twigs" (for an adult).
• Pick the berries one at a time with three fingers of your right hand. Hold the paperclip with your left hand.
• Place the plucked "berries" in a basket (children perform as shown by an adult).

1. "I'm taking the berries off the branches." purpose: develop fine motor skills, perform actions in accordance with the content of the poem:

I remove the berries from the branches

And I collect it in a basket.
Berries are a complete basket!
I'll try a little.
I'll sing a little more
The way to the house will be easier.
I'll eat more raspberries
How many berries are in the basket?
One, two, three, four, five…
I will collect again.
(I. Lapukhina)

2. "I walked around the garden." purpose: to form the ability to perform a task according to the model, develop the ability to navigate the plane and determine the location of objects; activate the dictionary: "basket", "apples", "plums", "walked", "collected". Guidelines : material - a basket cut out along the contour of cardboard, 5 small blue ovals ("plums"), 5 large red circles ("apples"). Invite the child to put the fruits in the basket on their own.

I walked around the garden
And collected in a basket
Apples and plums
It turned out so beautiful!

3. "Apples". purpose: develop general coordination of movements.

The branches on the apple tree hung from sadness,
(raise your hands up, hands down)

The apples hung on the branches and were bored.
(shake with lowered brushes)

Girls and boys shook the branches,
(shake hands raised up)

Apples knocked loudly on the ground.
(raise and lower arms, bent at the elbows, palms straight, fingers connected and tense).

3rd week:

1. "Cooking salad with mom." purpose: develop tactile perception (smooth tomato, rough cucumber); enrich the child's active and passive vocabulary: "cucumber", "tomato"; "salad", "rough", "smooth", "cut", "cook".

Material: vegetables (tomato, cucumber), box with holes on the sides for right and left hands.

Complication of the task is aimed at teaching the child to perform tasks according to the instructions ("Find and arrange vegetables in this order: rough cucumber, smooth tomato, etc.). You can offer for the game: natural vegetables, dummies, toys, pictures with vegetables.

2. "Look who's hiding in a lump?" - smoothing

crumpled paper balls (vegetables and fruits crumpled into balls). purpose: develop fine motor skills of the fingers.

3. "Who will collect the most beans?" - collect the beans in a bottle with a wide and narrow neck. Twisting bottle caps. purpose: develop fine motor skills of the fingers.
4. "We are autumn leaves." purpose: develop general coordination of movements, perform movements in accordance with the text:

We are autumn leaves

we sit on the branches.
The wind blew - flew
and sat down quietly on the ground.
The wind came running again
and raised the leaves.
Spun, flew
and sat down quietly on the ground.

4th week:

1. "Cook compote". purpose: develop fine motor skills, coordination of movements.

Material: knife, soft wire, any fruit, thick cardboard circles (colored) with a hole in the middle.

Methodical recommendations: cut an apple, pear, plum into thin rings and ask to string them on a wire (for drying). Then you can replace the fruit with circles cut out of cardboard (blue - "plums", red - "apples", yellow - "pears").

2. "Wonderful bag" - identify vegetables and fruits by touch. purpose: develop exploratory actions by taking objects by touch (from the bag).

3. "Find a soul mate" - cut pictures. purpose: teach to highlight parts of an object and combine them into a whole, develop visual orientation, fine motor skills.

4. "For a walk". purpose: develop general coordination of movements.

To the autumn forest for a walk
I invite you to go.
Become friend by friend,
Hold hands tightly.
Autumn leaves whirl quietly
Leaves under our feet lie quietly
And rustle underfoot - rustle,
As if they want to spin again
Sh-sh-sh-sh ...

(children spin, kneel, run their hands on the floor, swing their hands to the right - to the left).

NOVEMBER

Topic: "Clothes".

1st week:

1. "Big wash". Purpose:relaxation of the hands, correlation of movements with the text, development of fine motor skills, coordination of movements.

Material: a bowl of water, pieces of soap - "ball", "brick";

clothes, clothespins, rope.

We erase, we erase,
We wash the laundry.
We rinse, we rinse,
We rinse our linen.

2. "Three Katyushki" - finger game. purpose: develop fine motor skills.

Three Katyushki
We took up three coils.
One coil, two coil, three coil.
Shura sewed a sundress,
Sewed a caftan for grandfather,
Sewed socks for grandmother
And girls and boys -
To all Andryushka and Natashka
Sewed bright pants
They made colorful shirts.
(children alternately bend their fingers)
A.Stroylo

3. "Guests". purpose: develop general coordination of movements.

Masha heard the doll -
(jumps)
The very first came running.
Here the cockerels walk -
(walking with high knee lift)
Golden scallops.
And matryoshka dolls
(stomping step)
Baby dolls
They clapped their hands
They stomped with their feet.
And funny Parsley
We picked up rattles
They raised the rattles up
They danced very merrily.

2nd week:

1. "Pull out the ribbon". purpose: develop fine motor skills.

Material: jar with holes made in the lid, ribbons in four colors (blue, yellow, green and red).

2. "Let's dress Manya for a walk." purpose: Strengthen the muscles of the index finger, develop rhythm and coordination of movements, form an eye-hand connection.

Material: cardboard outline stencil (hat, sleeves); plasticine (multi-colored), a picture with a winter landscape and a paper-cut doll.

Methodical recommendations: consider the picture, pay attention that the doll's hands are bare, there is no hat on the head. Give the child a stencil for hats and mittens, suggest smearing the plasticine inside the stencil. Admire your creativity and give your child a doll to wear.

3. "Lacing" - to teach how to put a lace into a hole. purpose: learn to thread a lace into a hole by imitation, a sample; develop focus and fine motor skills of the fingers.

4. "Flowers have grown." purpose

One, two, three - flowers have grown
(get up slowly from a sitting position)

(put your hands up and stretch)
Flowers are warm and good!
(fan your face)

3rd and 4th weeks:

1. "Happy girlfriends". purpose: develop fine motor skills.

I-th option.

Material: "ladder" of buttons sewn to the fabric.

Up the stairs together
My friend and I are going.

We are not too lazy to climb
Up the steps, up the steps
We can jump all day!

2nd option.

Material: the picture shows a staircase (steps), two girls are girlfriends.

Methodical recommendations: you need to help your girlfriends climb the stairs. "Walk the fingers of your right hand up the ladder: thumb and forefinger, index and middle, middle and nameless, ring and little fingers, big and little fingers, big and ring, big and middle.

2. "Dress with polka dots". purpose: to form visual-motor coordination. To develop the child's visual orientation to the shape of the object. Learn to grab small objects (circles of different colors) and lay them out on a stencil (dresses). Develop finger dexterity.

Material: stencil dress for a big doll, stencil dress for a small doll, mugs big and small.

3. "Fasten your clothes" - with buttons, Velcro, zippers. purpose: learn how to fasten buttons, Velcro, zippers; develop small hand movements. Develop flexion and extension movements of the hands.

4. "We're riding the track." purpose: develop coordination of general movements.

We ride along the path
Frequently changing legs,
(jumps)
Galloped, galloped,
And then, like a stork, they got up,
Come see
It's no longer a stork - a bird
That frog is a frog
(sit down, wrap your hands around your knees)
Kva-kva-kva girlfriends shout.
Skok-skok-skok
I rode as much as I could.

DECEMBER

Theme: "Winter. Home".

1st week:

1. "Winter". purpose: develop fine motor skills (the ability to place fingers of the right and left hands in turn), the ability to reproduce movements in accordance with the text.

Material: "winter" picture with children playing.

One, two, three, four, five
(take turns unbend your fingers, clenched into a fist)
We are going for a walk.
(show the spread fingers of the right hand)
Katya is lucky
(swipe your index and middle fingers
right hand on the table)
From porch to gate
And Seryozha on the path
(folded your fingers with a "pinch", do throw-
movements)
Throws crumbs to pigeons.
Girls and boys
They jump like balls.
(wave your right and left hands)

2. "New Year tree". purpose: Teach children to sculpt round objects by rolling balls in a circular motion with their palms. Form control over muscle sensations; work out the rhythm in performing actions (strong - weak pressure with the index finger on the ball).

Material: plasticine of different colors, a stencil of a Christmas tree made of green cardboard.

Methodical recommendations: 1. Suggest to make beautiful balls on the Christmas tree (roll small colorful balls out of plasticine). 2.Put the ball on the tree (on a twig) and press it down with your finger - the ball will flatten and you will get a "Christmas ball"

Let's decorate the Christmas tree
Beautiful balls.
Let the Christmas tree sparkle
Merry lights!

3. Laying out "The tree came from the forest." purpose: improve the fine motor skills of the fingers; develop visual attention and spatial orientation, activate vocabulary: "tree", "needles", "paws".

I-th option: laying out the contour of the Christmas tree from the counting sticks according to the picture offered to the child.

Option II: laying out the contour of the Christmas tree from triangles (small, medium, large).

Herringbone green
grew up in the forest.
Christmas tree for a holiday
I'm taking it home.
Like our tree
prickly needles
Branches - paws are called,
children are surprised!

4. "Bunny". purpose

Dap - jump, jump - jump,
The hare is cold to sit
You need to warm your paws
Legs up, legs down
Pull up on your toes
We put our paws on the side,
Leap on toes - leap,
And then squat down
So that the paws do not freeze.

2nd week:

1. Finger game "Finger - boy". purpose: develop fine motor skills (the ability to place fingers of the right and left hands in turn), the ability to reproduce movements in accordance with the text.

Finger - boy, where have you been?
Where did you go with your brothers?
(fingers of the left hand are clenched into a fist, straighten and bend the thumb)
With this - I was lying in the snow,
With this - I rode down the hill,
With this - I walked in the park,
With this - I played snowballs.
(alternately bend the fingers, starting with the index)
We are all fingers - friends
Where are they,
There I am!

(squeeze and unclench fingers; show 4 fingers, pressing the thumb to the palm).

2. "We make ski poles for Vanya". purpose: to form the child's ability to use plasticine correctly - to roll out sticks; develop right and left hand coordination; develop the ability to rhythmically perform actions.

Material: plasticine, a picture with a winter landscape. The picture shows a boy Vanya, standing on a hill (on skis, but without ski poles).

Methodical recommendations: 1. Offer to make ski poles for Vanya (roll out the sticks). 2. Attach a circle of cardboard at the bottom - you get a "ski pole". The second "stick" to offer to do it yourself. 3. Put the "sticks" on the drawing and press down in several places with your index finger. "Now Vanya will be able to slide down the hill and will not fall!"

Oh, frost in the yard,
He is not afraid of children
Vanya took his skis at home
And he ran up the hill.
But something doesn't roll
It does not work…
I forgot ski sticks -
Who would have gotten them?

3. Laying out from sticks "Sanki". purpose: improve the fine motor skills of the fingers; develop visual attention and spatial orientation.



Sleds fly down the hills in winter

In the sled, the guys are laughing and screaming.

4. "Snowflakes". purpose: develop coordination of general movements.

Oh, snowflakes are flying,
Snow-white fluffs.
(alternately raise and lower arms)
It's a winter - winter
She moved her sleeves.
(turn to the right, extending the right hand to the side; repeat the same to the left)
All the snowflakes swirled
And lowered it to the ground.
The stars began to spin
They began to lie down on the ground.
No, not stars, but feathers,
Not fluffs, but snowflakes.
(spinning, arms to the sides; squatting; performing the exercise, you need to monitor the correct posture all the time)

3rd week:

1. "House" - finger game. purpose: develop fine motor skills; learn to reproduce finger movements in accordance with the text:

One, two, three, four, five,
(we unclench our fingers from the fist one by one, starting with
big)
Fingers went out for a walk.
(rhythmically unclench all fingers together)
One, two, three, four, five,
(we squeeze in turn the widely spaced fingers into a fist, starting with the little finger)
They hid in the house again.
(rhythmically squeeze all fingers together)

2. "What is this teremok?" purpose: develop fine motor skills; coordination of movements; to form purposefulness of actions and stability of attention.

Material: pyramid with a straight stem and three rings of the same size; pyramid with five rings, but different in size.

What is this teremok?
Smoke comes from the chimney ...

(invite the child to string the rings on the rod (show how to hold the pyramid))

Complication: a pyramid of 5 rings.

"Look how beautiful the little tower turned out, smoke is coming out of the chimney."

3. "Build a house out of colored geometric shapes." purpose: focus on the fact that color and shape can be used to depict a variety of objects; learn to make simple objects from geometric shapes - a house with a window. To develop more subtle differentiation, the ability not to be distracted from the task at hand; improve finger motor skills, hand coordination.

Material: geometric shapes of different colors and sizes.

5. "The house is big, the house is small." purpose: develop coordination of general movements.

The bear has a big house,
Oh oh oh!
(spread their arms across the sides - up)
And the hare has a small one,
Ah ah ah!
(plaintively; squat down, exhale, lower the
catch, cover the knee with your hands)
Our bear went home
(go to the breakup)
Oh oh oh!
Yes, and the baby is a hunch,
Ah ah ah!
(jumping on two legs)

4-th week:

1. Finger game - "Castle". purpose

There is a lock on the door
(rhythmic quick connections of the fingers of two hands into a lock)
Who could open it?
Pulled
(fingers are interlocked, hands stretch in different directions)
Twisted,
(movement of interlocking fingers away from you, towards yourself)
Knocked
(fingers are linked, the bases of the palms are knocking together)

And they opened it!
(fingers disengage, palms to the sides)

2. "This is a house" - laying out from sticks a one-story house with a window, a door, an antenna. purpose: teach to act on the idea; continue to form more subtle differentiations in the implementation of selection, correlation; teach to assemble a house using a graphic image (drawing); develop coordinated hand movements and fine fingertip movements.

Material: counting sticks, a picture with a picture of a house and a layout scheme.

Complication: when laying out, take into account the color of the object, suggest to lay out the cat according to the sample.

I build a house in the universe.
It has a roof and an antenna.
There is a door in it, and there is a window -
Let our cat live in it!

3. "Who lives in the house?" purpose: develop tactile sensations; learn to perceive distance; show that the result of actions depends on it, pay attention to the direction of movement of the hand in space and independently choose this direction; develop fine motor skills; activate the dictionary: "bear - bear cub", "squirrel - squirrel", "fox - fox cub", "big - small".

Material: a house, windows open, cards are inserted inside, on which animals are drawn.

4. "Cat's House" - Russian folk nursery rhyme. purpose: develop general coordination of movements.

Bom - bom, bom - bom!
(vigorously raise and lower hands, clenched into fists)
Cat's house is on fire!
(gradually raise their hands up and lower them, describing a circle in the air and quickly fingering with their fingers)
The cat jumped out
(grab your head with your hands and shake your head)
Eyes bulging
(put "glasses" from thumbs and forefingers to eyes)
I ran to the oak tree
(run one after another, alternately putting forward "paws - scratches")
I bit my lip
(stop, bite your lip with your upper teeth)
A chicken with a bucket is running
Fills the cat's house
(place hands clenched into fists to the sides and run on tiptoes)
And the dog - with a broom,
(bend forward, one hand on the belt, the other as if sweeping the ground)
And the horse - with a lantern,
(raise your clenched fist up)
Gray bunny - with a leaf.
(swing with both palms away from you)
One - one! One - one!
And the fire went out!
(raise your hands up, palms open down; for each syllable, gradually lower them down with jerks)

JANUARY

Topic: "Domestic and Wild Animals".

1st week:

1. Finger game "Goat and kid". purpose

There is a horned goat,
(index finger and little finger - up, press the rest to the palm, with the bent thumb on top)
There is a rich goat.
(index and ring fingers - up, the rest are pressed to the palm)
The kid is in a hurry to her,
The bell rings.
(fingers connected in a pinch, down)

2. "Wonderful bag" - determine by touch. Purpose:develop exploratory actions by taking objects by touch (from the bag).

Material: tightening bag, pet and wild animals toys made of different material.

3. "Round dance of animals in the forest". purpose: develop fine motor skills, coordination of movements.

Material: figures of animals (hare, bear, fox), cut out of colored cardboard, from shampoo bottles; string for stringing.

Shadow - shadow, sweat,
There is a wattle fence above the city.
The animals sat under the fence
Boasted all day.
The fox boasted:
- I am a beauty to the whole world!
The bunny boasted:
- Go, catch up!
The bear boasted:
- I can sing songs!

4. Dynamic exercise "Cubs". purpose

The cubs lived in more often
They twisted their head.
The cubs were looking for honey,
They shook the tree together:
Like this and like this
They shook the tree together.
Walked across
And they drank water from the river.
And then they danced
Together the paws raised:
Like this, like this,
They raised their paws together.

2nd week:

1. a) "Cat and Dogs" - finger game. purpose

The kitty came forward
(the index and little fingers of the right hand are bent at the top, the rest of the fingers are pressed to the palm, with the thumb bent from above)
He comes to us, plays with his tail.
(wave with the left palm at the base of the right hand)
To meet her from the gate
(the thumbs of both hands up, the inner side of the palms towards you, the rest of the fingers in a horizontal position together, the tips of the middle fingers touching)
Two dogs run out.

b) "Dog" - making figures from fingers. purpose: develop fine motor skills of the fingers, teach how to perform exercises (involving all fingers) with both the right and left hand; to form a positive emotional attitude to classes with an adult.

The dog has a sharp nose
There is a neck and a tail.

Methodical recommendations: firstly performed by an adult, then by imitation of a child. Right palm on the edge, towards yourself; thumb up; index, middle and nameless - together; the little finger goes down and up alternately.

2. "Footprints in the forest" - finger drawing. purpose: create conditions for experimenting with paints; to introduce children to the technique of drawing with fingers; learn to gently dip fingers (thumb, forefinger, little finger) in paint and leave marks on paper; bring up accuracy.

Material: paper, paint, toys: bear, hare, squirrel; a basin of water, napkins.

3. "Hedgehog" - a game with counting sticks. purpose: learn to lay out the "hedgehog" from the counting sticks; develop fine motor skills of fingers, attention, imagination, imagination.

Material: hedgehog toy, counting sticks, stick hedgehog picture:

Puffing, dragged the fungus home
A nimble little animal.
No head, no legs, -
Of course, it's a hedgehog!

4. Dynamic exercise "Kittens". purpose: develop overall coordination of movements; learn to perform movements in accordance with the text:

Like our cat
The guys have grown up
The guys have grown up
Fluffy kittens.
The backs are arching
Play with a tail.
And on their paws
Sharp scratches
Long mustache,
Green eyes.

(children depict the actions of kittens: hunch back and hiss; kneel, stretch their arms forward and wiggle their fingers, clench and unclench their fists)

They love to wash themselves,
Scratch your ears with your paw
And lick your tummy.
Lying on the side

(imitate washing, scratch behind the ears, "lick" the tummy, bend the back)

And curled up in a ball
And then the backs were bent
They ran out of the basket.

(scatter, running for 30 seconds).

3rd and 4th week:

1. a) "Mouse" - exercise with fingers. purpose: develop fine motor skills of the hands.

Little mouse in a mink
She quietly gnawed a crust of bread.
(scratch your nails on the table, on your knees)
"Hrum, hrum!" -
What's that noise?
(clench your fingers into fists and unclench them)
This is a mouse in a mink
Bread eating crust
(rub your palms together).

b) "Claws" - finger game. purpose

The cat sharpens its claws
(fingers straighten and clench into fists)
Sitting at the window.
Oh, what are they
Sharp in a cat!
Oh, what her
Little paws!
(stroking palms together)
In these paws for the time being
Scratches are dozing.
(squeeze fingers into fists, turn the fists to the right - to the left).
V. Kudryavtsev, V. Egorov

2. "A mouse in a mink, hid from a cat." purpose: learn to tear paper with your fingers into small pieces; build a "mink" for the mouse from pieces of paper, filling the mouse with pieces of paper; develop imagination.

Material: thin colored paper, toy (mouse, cat).

3. a) "Let's make a path of stones" - modeling. purpose: arouse interest in the simplest operations with materials suitable for sculpting; learn to pinch small pieces from the main piece with your fingers and press them into the surface of the sculpting board.

Material : toy mouse, plasticine.

b) "Sprinkle paths" - exercise-game (home school Montessori). purpose: teach children to sprinkle sand (cereal) with three fingers; develop fine motor skills of the fingers.

Material: a beautiful deep saucer with clean sand, millet, rice, strips of paper.

Methodical recommendations: suggest sprinkling with "sand" (millet, rice) a path on the table 3-5 cm wide; limit it to strips of paper. The path can go from one house laid out from matches to another. Pour sand with three fingers (fold them "with a pinch"), without going beyond the edges of the path.

4. a) "Mouse" - laying out from sticks. purpose: develop fine motor skills of the fingers.

Little mouse in a mink
She quietly gnawed a crust of bread.
"Khrum, Khrum" -
What's that noise?
This is a mouse in a mink
Bread crust eats.

b) "Mice" - exercise with fingers. purpose: develop fine motor skills of the fingers.

Material: the picture shows: the cat is hiding, the mice are running along the path (path of circles):

• index, middle, nameless (middle in the center);
• middle, unnamed, little finger (in the center, unnamed);
• large, index, medium (index in the center).

1. Dynamic exercise.

a) "Squirrels". purpose

Red-haired squirrels are jumping on the branches
(movements according to the text)
Fluffy tails flicker here and there.
Little squirrels are frozen in the snow.
How to warm their paws in a winter blizzard?
The foot hits the foot,
Warms up quickly.
Jump and jump, jump and jump,
And we will curl up into a ball.

b) "Clubfoot Bear". purpose

Teddy bear
walking through the woods.
(children waddle from foot to foot)
He collects cones,
(squatting, pretending to collect bumps)
sings songs.
The bump bounced
straight on the Bear's forehead,
(touch your forehead with your palm)
The bear got angry
and kick top!
(stomp their feet)

Topic: "Birds".

1st week:

1. "Birdie" - exercise with fingers. purpose: develop fine motor skills of the fingers.

Birdie, birdie,
You have some water on you.
(call the bird, waving one hand towards you,
cup the other palm)
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{!LANG-f49888af027fbb35e8d040173c4627da!}

2nd week:

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3rd week:

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{!LANG-2b4c3a65759c518a79c8a785413dde4c!}
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{!LANG-bcf4d3ce8cd2aafe764adf063d7fe37a!} purpose: develop fine motor skills of the fingers.

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{!LANG-fa34fb196ba23565006dd5e79bd077cf!} purpose{!LANG-0b0cf29089ed2544af3fa8138713b490!}

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{!LANG-8f7dd4c17f3dfbb82899b1439cd1e658!}

4th week:

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{!LANG-394a5a613cbfcd04b6e8d12f9ffe3d9c!}
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Material {!LANG-82c2cf2470407d394287b3bb774e9c41!}

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1st week:

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2nd week:

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{!LANG-58d3865dc1a7f99a00c661c2fddbb2ed!}

3rd week:

1. {!LANG-3ed61e065e1abd9fee81b34cb6a4f52b!} purpose

{!LANG-10a32e3a0c46a8237d3c1616aebae23c!}
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{!LANG-52d12f06ae360bb5a6c0b700a0765c91!}

{!LANG-20396c300692f70114570f2b64fa6297!}

{!LANG-723dff9d86c5d0ff6677a8c7d50e5ba7!}

{!LANG-234604586623ddb6f1ea0c9479b87737!}

{!LANG-6e006f131da30e8b16d2d860858aeee4!}

{!LANG-626e3977866e1c892778f247a51ccf9a!}

{!LANG-8b5d56863597d447d8be3b48c47a5158!}

{!LANG-cdae2da106df53a9a2613ca17f8381ab!}

{!LANG-449c14c653926c6366cb4f68323c3fde!}

{!LANG-d75d967d5d574e4e3f3d97e9895a6758!} purpose{!LANG-d06e9bd7b71c6d64f9456b87f8619308!}

{!LANG-f00d48c8a38a0c4a25f19cf6e1f0545d!}

{!LANG-4838492d69972ec27b087b9a400dc066!}

{!LANG-9003a9237511639fa37e577185d2ca73!} purpose{!LANG-1119c1ac312c773f05afd73284a46a9f!}

{!LANG-773ab22ef9fd28848f9a652913402baf!}
{!LANG-8bea39f8cad1d555f2a881a6a2d57a88!}
{!LANG-57102721a203a8907c0bbf95bf7da6ae!}
{!LANG-ffad00f65aa1531c14cafbe04ba20b44!}
{!LANG-e9a771aa4e88e05b64d7348a8bca8feb!}
{!LANG-a5230c2c7fe67211ff8b54333efbd6fd!}
{!LANG-18dba824869c46a458f293e404b9b00e!}
{!LANG-4369cc25ac146a62b23fe1641108e8ec!}
{!LANG-12f2d76bdd93e0f63998d73e61305aac!}

4th week:

{!LANG-a3fd40093377d5492967769c5d4f4779!} purpose{!LANG-1e6ef2429ac935a97ccca517195d393f!}

{!LANG-512378eeb18e1edc60179d5ac317be68!}
{!LANG-9700aa4ca1bc70953127470216d414c9!}
{!LANG-85d616f2ffdc7275b2f79c0e3ed31d95!}
{!LANG-2ae6b0a442e491143e439fef3964148b!}
{!LANG-e74daa18efda93b6685cf4cfaecba211!}
{!LANG-0efa5e9e4f743d9f23b6c3e182378e75!}
{!LANG-7cf8c7e1c46a0638c4b470c0aca15d09!}
{!LANG-bb43389e32f73d2e04fa181245eb08ce!}
{!LANG-0cc54b8b3bf659898eda692664d59baf!}
{!LANG-cac73be0bed3273d914ad22da1a4e25d!}
{!LANG-ef8c6110509a127d95eb11b2d1f0344b!}
{!LANG-db3c815dc27bc3dadb9ac2171a2b7257!}
{!LANG-84c1bfc17b7f1b9618f3bf117efee98c!}
{!LANG-d9851350f226a81e48a46033407f64cf!}
{!LANG-29c132feb634b995ff23262dcbdb19b6!}
{!LANG-9dde97723aaa4bc485ea2195b96a50cc!}
{!LANG-f8efb7f70f3fe459c1f83b6a4624c5a1!}
{!LANG-b239d6b5106ee9add0c75ef9b73a85fb!}
{!LANG-cb42c8496aa32c010ab5bf58581bcc54!}
{!LANG-d327bd15dc24de0c021044cae281334a!}
{!LANG-2365dd5c13b56b60ad6ec9da97c287f1!}

{!LANG-b6b36d057bf396c40f8a164b60540f74!} purpose{!LANG-17724e5a0f9c24d05b5473f37f7be531!}

{!LANG-2df4bab8c565dd7283e4acfb44e9984f!}

{!LANG-630de4f9bc72c4199cad016c92128bd4!} {!LANG-5ca063f72e8932abf56d71d692873bff!} {!LANG-10ee9150bc4ca753ba27eae0d69b0ed2!}

{!LANG-6d0440ae15d8dcee3f9a4dcba5192c37!} purpose{!LANG-048f62a0bfd597857b78fcc33dd1d6ce!}

{!LANG-e9f3cb665ca3169031a685e76600525d!}

{!LANG-868ab1ef219288c20cd68ba064674876!} purpose{!LANG-869d0b138086d715c81e094beeb194a0!}

{!LANG-c10f1ff4df44c74f12a486923f03ed22!}
{!LANG-73e4e0d2de717fb0a9926f7b9bb22a0c!}
{!LANG-3316b6a81b691cc1d71ca2081ae312fe!}
{!LANG-fa563fa4afa94fdb9e26b6d664ee6966!}
{!LANG-60fccaa54abb63005e33e58b78161e64!}
{!LANG-d0473107a945e61fdb4b872f970d9057!}
{!LANG-5a93e636b9d9da14564f3e5c38fccb1d!}
{!LANG-4bd8a30699d52f09ed8644aa64b79387!}
{!LANG-d0e924af01e0f725d0875763e00781f9!}
{!LANG-b0a7b0724e863059e06615db5bb35fcf!}
{!LANG-9d9790f2bc1fd900f6889a7cdd5415d4!}
{!LANG-09dc754daa16d0833f154f97aa3808e3!}

{!LANG-b5a369ab01d9cfe0c4c3a391710a9b38!}

Topic{!LANG-4a817c60218a6ff6172e94a3fb4c083e!}

1st week:

{!LANG-35f298b544aa418994970ecbad7f1aa3!} purpose{!LANG-7bfc6448e0597bf6431654d35cdbc24d!}

{!LANG-36fc9e56f84c33d9cc13b6c47cb032cc!}

{!LANG-a991ae3100623e1c0c7f91c779664824!}

{!LANG-0499d26d33fbe51bb62447313d4a40b4!} purpose{!LANG-b5f1d8a1d7c51bf713f5a34b2971640a!}

{!LANG-836a881855b028f25183f66886416eea!}

{!LANG-afa7d14238ac446f2bd51cc5f57c3729!}
{!LANG-917c881603059e5e007bb24bb8a8acea!}

{!LANG-2013ef65442ec7ef41131a3a1f94b121!} purpose{!LANG-f0fbfc3910a3bf9442759dca0b593e75!}

{!LANG-d8c7cac3842356e6c558d1bf2cd87ef9!}

{!LANG-3fe9a15bdb0a17c9f957bdac251ffa0c!} purpose{!LANG-8041c25a6362224a0a12648852acc062!}

{!LANG-bec41fd5c771e7e32592eafcbdfdc474!}
{!LANG-843fac065cebf45b62215e03d540813e!}
{!LANG-59b5c2e289803671711c7c2f7b33f248!}
{!LANG-3bf5559b563e4a75dcb62ec95ca2bbc4!}
{!LANG-342f4b8af2355612eea202bdbffa6388!}
{!LANG-6e598f1dc67843c5663329df537185ef!}
{!LANG-ae5a7513dc1210ef57a4eac031e64b2c!}
{!LANG-d6bdacbc04859d8429434405d323b7f3!}
{!LANG-9b32c535be2f3de6941bd47847a9cf81!}
{!LANG-8f03803a1642ef5fc768cf2b8f7f7531!}
{!LANG-ef3c19d823dc90581da7cf1118bc29c3!}
{!LANG-3bf5559b563e4a75dcb62ec95ca2bbc4!}
{!LANG-397983e6d0dd4b3b84fcfd7f312831ba!}
{!LANG-0c91e21fb59897ea6beb5ff212b2133a!}
{!LANG-c48fe5d10717565d9b032cc08b16e41e!}
{!LANG-3bf5559b563e4a75dcb62ec95ca2bbc4!}
{!LANG-a76b413b3df8f858378a08e125c7d005!}

2nd week:

{!LANG-6731f6636eae35116e63d50660a12078!} purpose{!LANG-626d0f12ba7a5e17d0de0dfb829cf27b!}

{!LANG-030ede0ead3315a85d668d7dc187148b!}
{!LANG-8b6f8ce9920ad989daaf34ab5a0fb85e!}
{!LANG-942cc83ddb704cbd3fdf95bcf27751f5!}
{!LANG-fa25bd8d6e16c8cab2344f790490836a!}
{!LANG-a7369889ebd2881477817c8b95188dee!}
{!LANG-beec14e3467f293c97eaac2e586d902b!}
{!LANG-e851efa8a7c791cdfb3f2f992fff89dc!}
{!LANG-9c052311b816920c881f076d67503d18!}
{!LANG-bdaddd49c08efba51e870226632bd852!}
{!LANG-8dd958baeda4de7a3e5a7154c223259d!}
{!LANG-19949152d0dff46d730f66a863ec6339!}
{!LANG-166373abb452f62313b6f5ac3db69e1d!}

{!LANG-10852a68e582e57a1113bf9fdf5ab84d!} purpose{!LANG-ebaf4287c0aaa46e7836b1c8cbd68178!}

{!LANG-b025af3a086d24e17dadb89982388129!}

{!LANG-85b5126e64c40cb7c007a07884450b4d!}
{!LANG-1f2cdc1c866be9444c49fb255c83cfae!}

{!LANG-59fb8987e42bf51ef9f98573e0713e3a!} purpose{!LANG-2c675948dccea10dee362951b2ef3558!} {!LANG-1bb5c6bf5d636e07755f1a1c2c087c54!} {!LANG-6428f9f0f065a2716e9437fc2f700de3!}

{!LANG-b8c26bbe935494c3fd54619f52508874!} purpose{!LANG-30b2f3370015417487fc5ea2d348fd7a!}

{!LANG-616a43b8296ab315ca136ab59c834a67!}
{!LANG-ba1fedb0f66e7daae2467194fdb42f37!}
{!LANG-f71efe64bc0289db678bf4174254a653!}
{!LANG-8e145d946ff94f28c1553f6a4443d2ea!}
{!LANG-d7a55c5cf2cc8503d9c1c3a8b0836f30!}
{!LANG-420de7734c58b7015ebe25eafc2b96cf!}
{!LANG-a8cf9ad23436bc7833dc05512a863b5c!}
{!LANG-289f80aa26cf82da3f8a3013b84abd46!}
{!LANG-4a0691e7115fcebaf298becf281acf49!}
{!LANG-7acb3b70016e30ec70c89ac89defd213!}

3rd week:

1. {!LANG-db85d514b2fdb787adf78141c7da5300!} purpose{!LANG-7569b91cbf1ae59c79395e5fa072455f!}

{!LANG-897c14942a90fdea436d2d62bd590471!}
{!LANG-4cd4351a7ca62a47d5e56c54f6f46548!}
{!LANG-7b8996a0a17a832f39142cc269b94543!}
{!LANG-d1fe0c690f0b18e67334219632c52508!}
{!LANG-7a251fbf33073b972e6f1e98e7a838b9!}
{!LANG-ec5318d50cd4683aecf0f231f2cadb87!}
{!LANG-d247e8828b42e409dd35b5775d6a88cc!}
{!LANG-8f6e74ae5702b2f190f12bbb635eec7a!}
{!LANG-007e8a37f2d5b988490bdcced00386e7!}
{!LANG-a8f647ec104aac38264d579dbbc81c96!}
{!LANG-cd5f39d83632cffb0f9c0f3d98b57843!}
{!LANG-33c2780c58df61ec312f277c2f16e9a1!}
{!LANG-5c12a0793742de4b33405498af2d4fa6!}

{!LANG-f1aa05a88b8f1e5c95adc8a39e092475!} purpose{!LANG-d0b13cf67195c1c59c8a8c38e832aa73!}

{!LANG-afeb3483d0bc1b1ce41b543b611e605c!}

{!LANG-e696337754db768c1e657016552f5f02!}
{!LANG-4889db582510589413b7824f211f9418!}

{!LANG-94b1b2edb2b3cd63bd23bfcca08f1417!} purpose{!LANG-46aa5ea540287416bc832cd916c5f760!}

{!LANG-64889cef3581e577f46edd4faeb3e44e!}

{!LANG-ef9b9cfe2ab113720cec0d22bd201d08!} purpose{!LANG-30b2f3370015417487fc5ea2d348fd7a!}

{!LANG-ab6635895819bd4b2fe8fbe9631b9c01!}
{!LANG-33cc0de966884d51d229b274c0c9d356!}
{!LANG-10d1532e57120d867c9e179968b68d59!}
{!LANG-a66aff5586fafacbc5d4cef8ba52d63f!}
{!LANG-9cfa75f366993eb126688c956a1be1bf!}
{!LANG-a180cd83b144705e84b5bd625a99d110!}
{!LANG-433bebc0bdc7c88c16226b09273a2020!}
{!LANG-6c138c5fea0bd635721b0896d12caf81!}
{!LANG-0d68020f0a7b5a6c6a11a3c7db7e44c6!}
{!LANG-db6e4eb0ef5361900b74190919e5ee48!}
{!LANG-9740b7c57ae3d659b945f3d9f8466cf5!}
{!LANG-1d76c3387d27e9eb1ea129ef9cc7d454!}
{!LANG-9efc467a98c2cd70afde2bb9236f0f88!}
{!LANG-8c3a93cdc5bd99402a30b3da78e376f3!}
{!LANG-99b47bc59ee5b8b2728e54a24aba2ef7!}
{!LANG-d8a9b8a77cc12e71aef943cad1124b4c!}
{!LANG-14fef63e69105701b663d0ffd6e4222f!}
{!LANG-61739243f8a197ecdf0539f70153e224!}
{!LANG-0c014383c25b0e209c4f902617f12d6b!}

4th week:

{!LANG-545bc3aa74e600b3509a4f9f26f52c26!} purpose{!LANG-91e4369efc42a8fd2fd0158714bc41ba!}

{!LANG-88f200e0ca67c92bb54d6c586b92d0e4!}
{!LANG-1ac864a20936079476e131fd6fb9b310!}
{!LANG-07a952fda8c2d794fbd4110364978fe5!}
{!LANG-77069751fb24f7fbac9a1003ebdb5be7!}
{!LANG-385f0777572d38a27011c8fd0b5f7b71!}
{!LANG-a19f6bcdeb096ace43d8c540040f4184!}
{!LANG-0e22e1216858ed8e1ff2a1becf50ea38!}
{!LANG-8b148ea1967dd04322ea9988e5813133!}
{!LANG-284bdad6c37be3ce33afe17d0b003ab4!}
{!LANG-734498c25125323e3a9d8fe4ecc93ff3!}
{!LANG-2aeaa4671a15177bcb4efb46450e62c5!}

{!LANG-7ce73984911b18994c0315e5b3a99d46!} purpose: develop fine motor skills.

{!LANG-39ea60a63e4a13cb0d67deb7e47b23cc!}

{!LANG-9add617b1158ad0247f4ca4e8e55e859!} Purpose:{!LANG-af1c4c9196757997efb73209216320d1!}

{!LANG-d54386dd4311f6449688d3c6261ad141!}

{!LANG-2a7f3eb03cccd73d99fb4d24e82cba1b!}
{!LANG-9567dc97256488d3cc490638296dc684!}
{!LANG-9baaf692887353b94ca729ae548d6ca5!}
{!LANG-e3e2fba2b62411359c7e6aa4ceeaf0ec!}

{!LANG-a44bb315ed7e6cc9c5f04b85607a4ce8!} purpose{!LANG-dbde579b6805ddcd0eb47b076ef35d07!}

{!LANG-38509e30e1d182d53dc3002067ad6942!}

{!LANG-595f8a31ae843bf1b6f7243568bd2ee8!} purpose{!LANG-30b2f3370015417487fc5ea2d348fd7a!}

{!LANG-aaadc81f888c5c831b668c1c13366e64!}
{!LANG-628b907fa7fe78bf5632e398605357ec!}
{!LANG-a6a9f1267637bcc3f49e5f71053e0ec7!}
{!LANG-b1c151b859001e4cfc0516eab652eb31!}
{!LANG-12b4d2244830bdbaef563018bba4db91!}
{!LANG-ce9e1da4914a3ea9841f3b5dc18e8636!}
{!LANG-f6336406bc62b7e0e12cfa4000341615!}
{!LANG-0e7b18e074a1199c160be8c5371bad13!}
{!LANG-0231472cf98990054a4ed359543c5c40!}
{!LANG-e5fd2a826149c8e99fcf27800c94d8bf!}
{!LANG-3aee39ffce64e7037998940984ac7863!}
{!LANG-54ec0c0d1207ef93d6b2afd50863a66a!}
{!LANG-3cec0aa2447cc95b6a67381a70a50fd2!}
{!LANG-607963c4e26f4538f3392a572877ce9c!}
{!LANG-41e424f4058cbd85938ef38d1ae93c76!}
{!LANG-4f7e3d40e9740fd191073ae66e9ec630!}
{!LANG-af814a71b98de56364a2aa3791d26641!}
{!LANG-af0ad82b704b8cb0a57c5ed83357082b!}
{!LANG-e51c5e94a54d53acfa937539bf108ead!}
{!LANG-3068ee8df41a52a1beb5514324f65aff!}

{!LANG-d8b22d49ee8db8d9e1bbaad591fd680d!}

{!LANG-0b057b63a35af8fac9d9e90be0db3bc0!}

1st week:

{!LANG-40823ac5e190ce51130bc2937cb4a9d3!} purpose{!LANG-626d0f12ba7a5e17d0de0dfb829cf27b!}

{!LANG-6d1f6c3319646dcc7d86df5e78e250ed!}
{!LANG-679bfb662f26e6df80119a1ffc6d227e!}
{!LANG-c8848975a55cb5b7e46cf50c1c0cd760!}
{!LANG-a60581a4ec9bb4e379c6ad73335fa219!}
{!LANG-af468858c3c930fb17095b5ed9a57ec8!}
{!LANG-2ac5727b14a0206cbaee89e79891ed5e!}
{!LANG-97251ad6c9a8904256df198a2ab97b4d!}
{!LANG-51cdbeb2d6a6077a06a86343d6ccf531!}
{!LANG-21d9b3ac1d8bc139a8e889eb5644f631!}

{!LANG-65c90d6528d80e9d911fe9681db53077!} purpose{!LANG-a5a412275a9563f6c2483545a7efa09c!}

{!LANG-71fa48d33a9b8d7d562c7d978b521ef4!}

{!LANG-4cd8d65caa381d2698b5743017449584!} purpose{!LANG-2325bae1b4430703dc52144f57df0162!}

{!LANG-e0b5dd5e191ed67451550dbfe0689188!}

{!LANG-dc5831be589fcf6dd41e078f8321ec15!}
{!LANG-954e8b610c177feb94d9aac9d01309c1!}
{!LANG-3aada4b4d3e3d1a17a1503e0db461ad2!}
{!LANG-b24b302f9e60159f46a2698f7c486795!}

{!LANG-bdac88cced577bd16db573d859a1b6ca!} purpose{!LANG-dc6447f7e89a2382cbadee4c508bbf1f!}

{!LANG-a673a3a31962b30b274eca281a43a167!}
{!LANG-b52d7b5ea9bdde6ece0a94b03ba66ba7!}
{!LANG-8eaf11ae950a079563200d264d524bdc!}
{!LANG-4aec2828c03e685ade8443432c3e7412!}
{!LANG-0c1efc01fe9d59b9fc32b7b2c19e2a96!}
{!LANG-7b33e0cbff9459aba5c4491abe22813a!}
{!LANG-de98590b6b2c8b575efd66d88bfd215b!}

2nd week:

{!LANG-ec8d34f674115e5309db316f1e861c77!} purpose{!LANG-8430bf10511eea49535c120c820e082b!}

{!LANG-55e063771ac87a975700d5be1934754c!}
{!LANG-0d563862bcaa3d4fb51a3e227fedbfb8!}
{!LANG-ba45533c26c100bd29b4415843ce0553!}
{!LANG-d2fd7701bd0da6d0f96fc00e15573c10!}
{!LANG-3c28be6a7f5fe407df7aa0b46c57b372!}
{!LANG-4a58758a6df13319bcd081cbec110eed!}
{!LANG-5a26176d9f1cb90a9a7e887d1c63fadd!}
{!LANG-a8b38721c9c50af06599fc7ce24f3b7b!}
{!LANG-db006b35a40dae659390f8fccb657674!}
{!LANG-2753e745e249e268b90c16bcdd8ec356!}
{!LANG-7d8a76105c47a359fa571e51b853771c!}
{!LANG-849c221853a9ed422bb148486caa9c55!}
{!LANG-890782184fa91547959436dc02c9152e!}
{!LANG-162f6ed46b950d8c7f76036174188d8d!}
{!LANG-e93c7c690f1d48b6b9792e3bffc6d1c5!}
{!LANG-b4d670f3c6cf5630f37c065317e0c403!}
{!LANG-05b47d0c67723aa82420b329ccdb66bd!}
{!LANG-dcc2b0fc8fe0a09d0e5f7513390f6291!}
{!LANG-bb7342275db7e6aa12ea9d56c0757204!}
{!LANG-525d780621b0875aba1a6ac14b6c09a4!}
{!LANG-a603e1eb28c496f76244fc1a28733d67!}
{!LANG-af6257d47de082d13f12489c0002f865!}
{!LANG-ce8c730af934250477d315eafe75c3b6!}
{!LANG-71df21ce89945b227a5ae406d05191c5!}

{!LANG-cd6f668c4780220574381fb734ae6a64!} purpose{!LANG-dd9ab3747e685957bd577ece53c2cc80!}

{!LANG-0fca628c28d68b61695b56816551ff6f!}

{!LANG-42a3f78cfa3342a644b589738154fe9f!} purpose{!LANG-403ecbbe5ac04ba27add86786a616c8a!}

{!LANG-88b61aae884ba8e4bb3e01b7bf433ee8!} purpose{!LANG-626d0f12ba7a5e17d0de0dfb829cf27b!}

{!LANG-c586734e63243e00f95741e1d3d3e5da!} purpose{!LANG-1119c1ac312c773f05afd73284a46a9f!}

{!LANG-ad069b725269298bc23681392e5d607d!}
{!LANG-18fe0703c92dfd742ff1265b252581c2!}
{!LANG-dea515ba10f27852f5865c884341bf42!}
{!LANG-ae35fc7cee6186cf7bcb01afe26765be!}
Flowers are warm and good!
{!LANG-34fbc770e6770048441bdcb6f0859b31!}
{!LANG-7274dc30786e9f70f428f39c8ea5d784!}

3rd week:

1. {!LANG-7d0e9bbe1997228b0cb975414c69b1ca!} purpose{!LANG-7569b91cbf1ae59c79395e5fa072455f!}

{!LANG-5b56a756824c63fa265fd8b7e203cfe4!}
{!LANG-c0c29cb23690c43d05ca78b58c9b1f0e!}
{!LANG-cb81d0c7f0603f1218313ee58bbff5c4!}
{!LANG-0e1d74041bd9faa2bec390158cf51e72!}
{!LANG-88e5d57003faecb15047b6e48860ccae!}
{!LANG-06236ede126c247d1e026371f5c517c1!}
{!LANG-f72d8bcc8608dcb2fd6ff9edb282554c!}
{!LANG-06236ede126c247d1e026371f5c517c1!}
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4th week:

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Here we saw the bumps,
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A stream flows ahead
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Let's put our hands to the sides,
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