- YOU MUST COMPLETE THE TASK BY SHOWING, THEN ACCORDING TO VERBAL INSTRUCTIONS WHEN COUNTING FROM 1 TO 5;
- EXTRACT THE INDEX AND LITTLE FINGER OF THE RIGHT THEN THE LEFT HAND, BOTH HANDS;
- EXTRACT THE INDEX AND MIDDLE FINGERS OF THE RIGHT, THEN THE LEFT HAND, OF BOTH HANDS;
- PLACE YOUR MIDDLE FINGERS ON YOUR INDEX FINGERS ON BOTH HANDS;
- PLACE YOUR INDEX FINGERS IN THE MIDDLE OF BOTH HANDS;
JOIN THE THUMB OF YOUR RIGHT HAND INTO A RING, THEN YOU NEED TO DO THE SAME WITH YOUR LEFT HAND AND BOTH HANDS WITH YOUR INDEX (MIDDLE, RING AND LITTLE FINGER). WHEN PERFORMING THIS TEST, THE ACCURACY AND CORRECTNESS OF THE CHILD'S TASKS IS NOTED.
2. INVESTIGATION OF DYNAMIC COORDINATION OF MOVEMENTS OF THE FINGERS:
ALTERNATIVELY YOU NEED TO CONNECT ALL THE FINGERS WITH THE THUMB OF FIRST THE RIGHT HAND, THEN THE LEFT, THEN BOTH HANDS AT THE SAME TIME (HEALTH THE FINGERS FIRST OF ONLY THE RIGHT HAND, THEN HEALTH THE FINGERS OF ONLY THE LEFT HAND, THE FINGERS OF THE RIGHT AND LEFT HANDS ARE ROLLING);
- EXECUTE THE MOVEMENT<< КУЛАК - РЕБРО - ЛАДОНЬ >> WITH THE RIGHT, THEN THE LEFT HAND, THEN WITH TWO HANDS THIS IS DONE AT THE SAME TIME; THIS TEST MUST BE REPEATED WITH YOUR TONGUE BITCHED BY THE TEETH. WHEN PERFORMING THIS TEST YOU SHOULD NOTE:
MASTERING THE PROGRAM (FROM THE FIRST PRESENTATION, FROM THE SECOND PRESENTATION, AFTER COMPLETION JOINTLY WITH YOU, FAILURE);
NATURE OF THE ACTION (SMOOTH, ELEMENTAL, SLOW, DIFFICULTIES IN A CHILD SWITCHING FROM ONE LEVEL TO ANOTHER);
- ERRORS VIOLATION OF SEQUENCE OF MOVEMENTS, PERSEVERATION).
3. CONDUCT A STUDY OF A CHILD’S SENSE OF RHYTHM:
- CHANGE HANDS WITH SIMULTANEOUS COMPRESSION OF ONE HAND INTO A FIST THEN OPENING THE FIST OF THE OTHER HAND;
- PLAYING THE PIANO (FINGERS 1-5, 2-4, 5-1, 4-2, 1-2-3-4-5, 5-4-3-2-1);
- DRAWING BY PATTERN<< ДОМ - ДЕРЕВО - ЗАБОР >>;
- COLORING, CUT-OUT, HATCHING (BASED ON CHILDREN'S WORK);
EXAMINATION OF THE RATE OF MOVEMENT USING A WRITTEN TEST: DRAW STICKS IN A LINE ON PAPER FOR 15 SECONDS AT AN ARBITRARY TEMPO, FOR ANOTHER 15 SECONDS DRAW FASTER, THEN DRAW AT THE ORIGINAL TEMP FOR 15 SECONDS E; RESULTS 1 AND 3 TIMES ARE COMPARED AND THE RATES ARE EVALUATED: ACCELERATED, NORMAL, SLOW. WHEN PERFORMING THIS TEST IT IS NOTED:
- ABILITY TO PERCEIVE A CHILD’S RHYTHM;
- ABILITY TO REPRODUCE RHYTHM IN MOVEMENTS;
- ABILITY TO RETENTION OF RHYTHM - STORING IT IN MEMORY;
- ABILITY FOR RHYTHMIC CREATIVITY - RHYTHMIC ACTIVITY OF THE CHILD.
4. STUDY OF MECHANISMS OF AUTOMATION OF MOVEMENTS OF THE LEADING HAND (LET'S SAY GREETS).
THE ADULT INVITES THE CHILD TO EXTEND HAND TO GREET (SAY HELLO): FIRST THE RIGHT HAND, THEN THE LEFT HAND, THEN BOTH HANDS. IT IS NECESSARY TO NOTE THE CHILD'S EXCESSIVE MOVEMENTS (CLINING THE OPPOSITE HAND, RAISING THE SHOULDERS, CONTRACTING THE FACIAL MUSCLES, OPENING THE CHILD'S MOUTH, ETC.), WHICH INDICATE A LOW LEVEL OF CORRECTION OF VOLUNTARY ACTIONS.
ACCORDING TO THE RESULTS OF THE FINE MOTOR SKILLS EXAMINATION, THE CHILD'S LEVEL IS DETERMINED. EACH CORRECT EXERCISE WILL RECEIVE ONE POINT.
MAXIMUM NUMBER OF POINTS:
- FIRST TASK 6 POINTS;
- SECOND TASK 2 POINTS;
- THIRD TASK 5 POINTS;
- FOURTH TASK 1 POINT.
FIRST LEVEL (LOW, LESS THAN TWO POINTS).
THE CHILD IS NOT ABLE TO MOVE; INDERITY AND UNDIFFERENTIATED MOVEMENTS ARE NOTED. THE CHILD HAS NO SEQUENCE OF MOVEMENTS, THE TEMPOS OF MOVEMENTS IS EITHER FAST OR SLOW, THE RHYTHM IS NOT REPRODUCED. THERE ARE EXTRA MOVEMENTS WHEN GREETING.
SECOND LEVEL (BELOW AVERAGE, FIVE TO THREE POINTS).
THE CHILD'S MOVEMENTS ARE NOT ACCURATE; THERE ARE DISORDERS IN THE DYNAMIC ORGANIZATION OF MOVEMENTS. THERE IS NO SEQUENCE OF MOVEMENTS, THE CHILD'S PACE IS FAST OR SLOW, THE RHYTHM IS NOT REPRODUCED. THERE ARE EXTRA MOTIONS WHEN GREETING.
THIRD LEVEL (INTERMEDIATE, NINE-SIX POINTS).
WHEN PERFORMING TASKS FOR DYNAMIC AND STATIC COORDINATION OF FINGER MOVEMENTS, A CHILD HAS DIFFICULTIES, BUT NO OBVIOUS IMPAIRMENTS. WITH THIS EXAMINATION, LIMITATIONS IN THE VOLUME OF MOVEMENT, DIFFICULTIES IN CHANGING THE SET POSITION OF THE FINGERS, REDUCED MUSCULAR TONE AND INSUFFICIENT ACCURACY ARE FIXED.
FOUR LEVEL (ABOVE AVERAGE, TWELVE - TEN POINTS).
DYNAMIC AND STATIC COORDINATION OF MOVEMENTS OF THE FINGERS IS FORMED, BUT THE VOLUME OF MOVEMENTS OF THE FINGERS IS NOT COMPLETE ENOUGH. THE CHILD HAS FORMED A SENSE OF RHYTHM. THERE ARE NO EXTRA MOVEMENTS WHEN GREETING.
FIFTH LEVEL (HIGH, FOURTEEN - THIRTEEN POINTS).
DYNAMIC AND STATIC COORDINATION OF MOVEMENTS OF THE FINGERS ACTIVE, FULL RANGE OF MOTION, NO REPLACEMENTS OF MOVEMENTS. A COMPLETE SENSE OF RHYTHM IS FORMED. RIGHT HAND IS LEADING. THE CHILD DOES NOT HAVE ANY EXTRA MOVEMENTS WHEN GREETING.
Date of examination
Speech card
Full name child's date of birth
Where did you come from?
Information about parents:
Mother
Father
History data:
Progress of pregnancy: without pathology, mild toxicosis, severe toxicosis, threat of premature birth, somatic diseases, infectious diseases, gestosis.
Fetal development: without pathology, with pathological manifestations.
X nature of childbirth: without pathology, with fetal asphyxia, birth trauma.
Early development of child speech: time of manifestation of voice and speech reactions: screaming, humming, babbling, first words, first sentences _______________________________________
Early (up to 1 year) psychomotor development of a child: on time, late, ahead
Past diseases:
Have you previously worked with a speech therapist, results?
Ι . Study of the state of the motor sphere
State of general motor skills
Motor memory(repeat 4 hand movements after the speech therapist) : execution correct, incorrect; execution is consistent, inconsistent; switching is not broken, broken.
Voluntary braking(march and stop quickly when clapping) : movements are smooth, lacking smoothness; leg movements are precise, not precise; motor reaction corresponds to the signal, does not correspond.
Static coordination of movements(stand one foot behind the other in one line with eyes closed; stand on one leg with eyes closed): holding the pose freely, with tension, with swaying from side to side; balances the body with the arms and head; leaves his place, makes a jerk to the sides, touches the floor with his other leg; falls; opens eyes; refuses to perform the test.
Dynamic coordination(march alternating step and clap): performs correctly 1 time, 2-3 times, strains, alternating step and clap fails.
Spatial organization of a motor act(start walking from the center of the circle to the right, walk the circle back to the center on the left. Walk through the office from the right corner through the center diagonally, walk around the office around and return to the right corner diagonally through the center from the opposite corner, turn around in place and move around the office in hops, starting movements from the right.): knows the sides of the body, does not know; knows the leading hand, does not know; performs confidently, uncertainly.
Pace of movements(maintain a given tempo in hand movements for a certain time): normal, accelerated, slow, slow.
Sense of rhythm(tap a rhythmic pattern after the teacher with a pencil): the tempo is accelerated, slowed down, normal; violates the number of elements, does not violate.
CONCLUSIONS: VIOLATIONS MOTOR MEMORY, VOLUNTARY BRAKING, STATIC COORDINATION OF MOVEMENTS, DYNAMIC COORDINATION, SPATIAL COORDINATION, PACE, SENSE OF RHYTHM, VOLUME; MOVEMENTS Sluggish, ACTIVE, ACCURATE, INACCURATE, AWKWARD.
2. State of manual motor skills :
Static coordination of movements:
- straighten your palm with your fingers close together and hold it in a vertical position for a count of 15;
Straighten your palm, spread all your fingers to the sides and hold in this position while counting;
- “goat” for counting;
- “bunny” for counting;
Fold the first and second fingers into a ring, straighten the others, and hold them under the count;
Place the third finger on the second, gather the rest into a fist, and hold it under the count.
Dynamic coordination of movements:
- perform a count: clench your fingers into a fist - unclench 5-8 times;
Keeping your palm on the table surface, separate your fingers and connect them together;
Fold your fingers into a ring - open your palm (5-8 times) in the same sequence;
Alternately connect all fingers of the hand with the thumb;
- “palm” - “fist”;
Place the second fingers on the third on both hands.
CONCLUSIONS: SMOOTH, LACK OF SMOOTHNESS; ACCURATE, INACCURATE; TENSE; BINDED; THE TEMP IS DISRUPTED, THE TEMP IS NOT DISTURBED; SWITCHING DECISION IS, NO; SYNKINESIA; HYPERKINESIS; CANNOT MAINTAIN THE SET POSITION; MOVEMENT FAILS; EXECUTION CORRECT
ΙΙ. Structure and mobility of articulation organs
1. The structure of the articulatory apparatus
A. Mimic muscles at rest: nasolabial folds are pronounced and smoothed; nasolabial folds are symmetrical, asymmetrical; mouth open, mouth closed; there is drooling, no; lip asymmetry yes or no; lips close tightly, freely; hyperkinesis yes, no
B. Lips: natural thickness, thick, cleft upper lip, postoperative scars, labial frenulum, shortened short frenulum of the upper
B. Teeth: smooth, healthy, located outside the jaw arch, small, sparse, crooked, underdeveloped, carious, normal size, diastema
Bite: physiological, open anterior, open lateral, unilateral, bilateral
Jaw structure: progenia (displacement of the lower jaw forward), prognathia, normal
B. Hard palate: domed, excessively narrow, high, flat, low, cleft of the hard palate, cleft alveolar process, submucosal cleft, normal
G. Uvulya: absent, shortened, split, hangs motionless along the middle pine, deviates to the side, normal
D. Language: thick, flaccid, tense, small, long, narrow, parts of the tongue are not expressed, pulled deep into the mouth, outside the oral cavity, normal
E. Hyoid frenulum: short, elastic, stretched, incremented, inelastic, normal
2. Condition articulatory motor skills
Lips:
- “Thread” and hold for a count of 5;
-"Bagel";
-"Proboscis";
- “Fence”;
- “Bunny”;
-"Frog";
-"Window";
Repeatedly pronounce the labial sounds “b-b-b”, “p-p-p”.
execution is correct; range of motion is normal, small; synkinesis; without tension, with tension, excessive muscle tension; exhaustion of movements; tremor; salivation; hyperkinesis; active only right side lips, left side of lips only; closing lips on one side; movement fails.
Jaw:
- "Hippopotamus";
Movement of the jaw left and right;
Push the bottom one forward.
execution is correct; jaw movements of insufficient volume; synkinesis, tremor, salivation; movement fails.
Language:
- “Spatula” and hold for a count of 5;
Place your wide tongue on your upper lip;
- “Watch”;
- “Spatula” - “Needle”;
- “Nuts”;
-"Swing";
- “Snake”;
Standing, stretch your arms forward, place the tip of your tongue on your lower lip and close your eyes.
execution is correct; insufficient range; synkinesis; clumsiness of movements; movement of the entire mass; the tip of the tongue is not pronounced; slowness; inaccuracy; deviation; tremor; waves; twitching; tension; turning blue; hyperkinesis; lethargy; exhaustibility; salivation; held in a certain position, not held in a certain position; movement fails
Soft palate:
- open your mouth wide and clearly pronounce the sound “a” (at this moment, normally, the soft palate rises); pass the spatula across the soft palate (normally, a gag reflex should appear);
With your tongue sticking out between your teeth, puff out your cheeks and blow hard, as if blowing out a candle flame.
execution is correct; the amount of movement is limited; synkinesis; low mobility of the velum palatine, hyperkinesis; salivation; movement fails); deviation of the small tongue to the side.
Duration and force of exhalation:
Play any toy wind instrument;
Blow out some fluff, a piece of paper.
exhalation weak, strong; shortened, long.
Dynamic organization of movements of the articulatory apparatus:
- bare your teeth, open your mouth wide, put your wide tongue on your lower lip, put your tongue behind your lower teeth, close your mouth.
execution is correct; replacement of movements; search for articulation, “getting stuck” on one movement; inertia of movement; disturbance of smoothness; tension of the tongue; twitching; waves; tremor; tongue movements are not successful; he easily switches from one articulatory position to another.
CONCLUSIONS: MOVEMENTS OF THE ARTICULATING APPARATUS ACTIVE, FLAWLESS, PASSIVE; RANGE OF MOTION FULL, INCOMPLETE; there is REPLACEMENT OF MOVEMENTS, THERE IS NO REPLACEMENT OF MOVEMENTS; HYPERKINESIS; SYNKINESIA; SALIVATION; TREMOR; MOTOR TENSION; STUCK ON ONE MOVEMENT; DISINHIBITION; HYPOMIMIA, AMYMIA; SMOOTHNESS OF NASOLABIAL FOLDS; LIP ASYMETRY; HYPERTONUS, HYPOTONUS, DYSTONIA, MUSCLE TONE B No.; DEVIATION OF THE LANGUAGE; PARESIS OF VOCAL FOLDS; THERE IS NO DAMAGE TO THE CRANIOBRAIN INNERVATION; DAMAGE TO THE CRANIAL NERVES IS NOTED.
Methods for studying voluntary motor skills of the fingers G.A. Volkova, the “Paths” technique (according to L.A. Wenger), diagnostic tasks from the book by S.E. Gavrina, N.L. Kutyavina, as well as tests for examining fine motor skills of the hands from the book by S.E. Bolshakova. Examination of fine motor skills of children with speech impairment includes a study of voluntary motor skills of the fingers, examination of the coordination of movements of the fingers and hands, and determination of the accuracy of finger movements. Methodology for examining speech and artistic creativity Yu.A. Afonkina comprehensive assessment of the results of mastering the program “From birth to school”, ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva: diagnostic journal.
For research voluntary motor skills of the fingers Children are offered the following diagnostic tasks (based on imitation and verbal instructions), which were performed counting:
1. Clench your fingers into a fist - unclench.
2. Keeping your palms on the table surface, separate your fingers and connect them together (5-6 times).
3. Fold your fingers into a ring and open your palm (5-6 times).
4. Alternately connect all fingers of the hand with the thumb, first right hand, then the left, then both hands at the same time (for preschoolers, carry out in the form game exercise"Hello, little finger")
5. On both hands, show the second and third fingers at the same time (5-6 times). 6. On both hands, show the second and fifth fingers at the same time (5-6 times). 7. On both hands, simultaneously place the second fingers on the third (5-6 times).
8. On both hands, simultaneously place the third fingers on the second (5-6 times).
Evaluation criteria: “1” point is assigned for accurate completion of the task, “0” points for failure to complete the task.
6 - 8 points – high level of development, 3 – 6 points – intermediate level, 0 - 3 points - low level
For the purpose of examination finger coordination and hands, diagnostic tasks were selected aimed at studying visual-motor coordination, dynamic coordination of movements (kinetic praxis) and kinesthetic praxis.
Kinesthetic praxis is a purposeful action during which the hand receives afferent signals feedback and performs subtle movements. After the demonstration, the subjects were asked to repeat the movements:
· "Kitty"(the middle and ring fingers rest against the thumb. The index and little fingers are raised up);
· "Checkbox"(four fingers - index, middle, ring and little finger - together, and thumb lowered down, the back of the hand towards you);
· "Fork"(extend three fingers upward - index, middle and ring - spaced apart, the thumb holds the little finger on the palm).
Kinetic (dynamic) praxis - sequential switching of movements and the formation of motor units that create the basis of motor skills. Exercises were used and dynamic coordination of hand movements:
· Fist – edge – palm (first right, then left). First, show your child how to do this exercise with an adult. When the child remembers the sequence, he performs the exercise counting 1, 2, 3.
· Invite the child to place his hands in front of him - one is clenched into a fist, and the other is straightened, then he should simultaneously change the position of both hands (slowly).
Visual-motor coordination is the coordination of movements and their elements as a result of the joint and simultaneous activity of the visual and muscular-motor analyzers. The following tasks are aimed at studying the visual-motor coordination of fingers and hands.
· Graphic tests: – cloves (on an unlined sheet) 20 sec. for testing.
· Cutting with scissors.
· Fold a sheet of paper in half.
The assessment criteria for examining the coordination of movements of fingers and hands are as follows: “1” point – coped with the task; “0” points – failed to complete the task; “0.5” points – coped with the help of an adult.
After counting the points, the level of development of coordination of movements of the fingers and hands is determined:
0 - 3 points – low level; 3 – 7 points – average level; 7 – 10 points – high level.
To determine precision of finger movements(the “Pathways” method), the following material is used: a drawing depicting “pathways”, at one end of which there are cars, at the other - a house. The type of “track” becomes more complex from the first to the last.
Instructions: “Cars and paths to the houses are drawn here. You need to connect a line between the car and the house without lifting your pencil or leaving the path.”
Evaluation criteria:
1. The presence of exits beyond the “track”. 0 points – partially present in the work, 0.5 points slightly present in the work, 1 point – absent in the work.
2. Tearing a pencil from a sheet of paper. 0 points - significantly present in the work, 0.5 points partially present in the work, 1 point - absent in the work.
3. Even pressure. 1 point – the feature is present, 0 points – the feature is absent.
4. Repeatedly holding the same place. 0 points - significantly present in the work, 0.5 points partially present in the work, 1 point - absent in the work.
5. Actively rotating a sheet of paper. 0 points - significantly present in the work, 0.5 points partially present in the work, 1 point - absent in the work.
6. Incorrect position fingers or hand. 0 points – significantly present in the work, 1 point – absent in the work.
7. The lines are smooth, not shaking. 1 point – the feature is present, 0 points – the feature is absent.
8. Confident work with a pencil. 1 point – the feature is present, 0 points – the feature is absent.
6 – 8 points – high level of development, 4, 5 – 6 points – average level, 0 – 4, 5 points – low level
Summing up the overall result: 19 – 26 points – high level of development, 10.5 -19 points – average level, 0 – 10.5 points – low level
Calendar – thematic planning
Time of N.O.D. – 30 min.
Procedure for examining general voluntary movements in children preschool age
1. Static coordination
The possibility of maintaining a given pose is determined:
a) stand alternately on the right and then on the left leg. Notes: holding the pose; holding while sharply balancing, the bent leg touching the floor; unable to maintain posture or move from place.
b) stand on tiptoes.
It is noted: holding a pose, getting out of place, balancing is clearly expressed; lowering onto the foot, frequent toeing.
2. Dynamic coordination
a) the ability to jump alternately on the right and then on the left leg (hands on hips) is determined. Marked: jumps freely on one leg; touches the floor with one foot; general muscle tension; strong swings of the arms; unable to jump on one leg.
b) the ability to jump from a place through a rope that is located at a distance of 20 cm from the floor is determined. It is noted: the jump is made easily and freely; the jump is awkward, you can’t push off with both legs; the jump fails.
3. Simultaneity of movements
a) the possibility of performing movements with both hands simultaneously is determined; on the right and left sides of the matchbox there are 10 matches on each side (at a distance equal to length matches);
The child is asked to put the matches in the box by simultaneously taking a match with both hands on each side and at the same time putting them in the box. It is noted: simultaneous movements with both hands are successful, matches are taken and placed at the same time; movements are not always simultaneous; simultaneous movements fail;
b) the possibility of simultaneous movements of the arms and legs is determined; the child is offered a spool of thread;
while marching, he must unwind the thread from the spool and wrap it around his index finger. It is noted: marching and winding the thread at the same time; movements are not always simultaneous; simultaneous movements are not possible. The general nature of the movements is also noted: deft, awkward; plastic, clumsy.
Procedure for examining fine movements of the fingers
The child is asked to perform the following exercises: 1) connect the thumb with all the others, first on the right, then on the left hand; 2) bend each of the fingers alternately on the right and left hand;
3) connect the fingers of one hand with the fingers of the other, “fingers shake hands”; 4) fastening and unfastening buttons, tying shoelaces.
It is noted: leading hand - precise and precise execution; not clear enough; poor coordination, awkwardness.
Procedure for examining voluntary facial movements
The expressiveness of facial expressions is determined when performing the following tests: a) raise eyebrows (“surprised”);
b) squint your eyes (“bright sun”); c) wrinkle your nose (“sour lemon”); d) smile (“cheerful clown”);
e) puff out your cheeks “fat tomato”); f) stick out your lips (“imitating a whistle”).
It is noted: facial expressions are lively, expressive, adequate;
not expressive enough; facial expressions are sluggish; amimicity.
Procedure for examining articulatory motor skills
The accuracy, volume, mobility, and switchability of movements are determined when performing the following articulatory poses, counted by the speech therapist up to 10:
a) holding the lips in a “smile” position (as with the sound “i”);
b) keeping the lips in the “oval” position (as with the sound “o”); c) holding the lips in the “tube” position (as with the sound “u”); d) holding the tongue in the “spatula” position; e) holding the tongue in the “needle” position; f) holding the tongue in the “sail” position; g) switching lip movements (“smile” - “tube”); h) touching the tip of the tongue alternately to the right and left corners of the mouth (“clock”); i) touching the tip of the tongue at the upper and lower teeth (“swing”); j) click your tongue (“horses”).
There are various methods for examining motor skills on the Internet, but here’s integrated approach I still couldn’t find one for this event, so I myself compiled a card for a comprehensive examination of children’s fine motor skills and now I’ll try it out.
Download:
Preview:
MUNICIPAL BUDGETARY PRESCHOOL EDUCATIONAL CENTER
INSTITUTION KINDERGARTEN No. 8 IN THE CITY OF KROPOTKIN
MUNICIPAL FORMATION CAUCASIY DISTRICT
“Chart for examining fine motor skills of children 5-7 years old”
Prepared by:
Teacher-speech therapist MBDOU d/sno.8
Mnatsakanyan Svetlana Viktorovna
Kropotkin, 2015
Fine Motor Skills Assessment Card
Last name, first name of the child _____________________________________________ age _________
Group _________________________________________________MBDOU d/s No. 8, Kropotkin
Date of examination "_____"_____________________20____
DIAGNOSTICS OF THE LEVEL OF DEVELOPMENT OF FINE MOTOR SKILLS OF THE HANDS
1. General diagnostics of fine motor skills.
Static exercises
“Cockerel” __________________ “Goat”_________________ “Flag” _____________________
“Hare” ______________________ “Soldiers” ____________ “Fork” _______________________
Coordination of movements
“Palm-rib-fist”______________________ “Goat-hare” ________________________________
Paper handling
Cutting _______________________________ Folding _________________________________
Strength of tone
Two hands _________________________________ One hand ________________________________________
Pinch examination
Grabbing a pencil ______________ “Let’s salt the soup” ______________ Rolling a ball _____________
Total number of points _____________
Hand drawing on next page.
Leading hand ________________________________________________________________________________
Counting syncenses______________________________________________________________________________
Conclusion____________________________________________________________________________
______________________________________________________________________________________
№1
№2
№3
№ 4
№ 5
№6
№7
№8
№9
№10
Total points_______________________________________
Conclusion ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Teacher – speech therapist _____________ (_____________________)
EXPLANATIONS FOR THE INVESTIGATION CARD OF FINE MOTOR SKILLS OF THE HAND.
1. General diagnostics of fine motor skills
All exercises are performed after the demonstration. When performing complex figures, you can help your child take the correct position of his fingers. Then the child acts independently.
Static exercises:
"Cockerel" (palm up, index finger resting on thumb, other fingers spread out and raised up);
“Goat” (two fingers - the index and little fingers are extended upward, and the thumb holds the middle and ring fingers near the palm);
“Flag” (four fingers - index, middle, ring and little finger - together, and the thumb is down, the back of the hand towards you);
“Hare” (pull up the middle and index fingers, while ring finger and press the little finger with the thumb to the palm);
“Toy soldiers” (showing fingers one at a time);
“Fork” (extend three fingers upward - index, middle and ring - spaced apart, the thumb holds the little finger on the palm).
Movement coordination:
“Palm – rib – fist” (first we show the children how to do this exercise with us. When the child remembers the sequence, he performs the exercise counting 1, 2, 3;);
"Goat - hare."
Working with paper:
Cutting with scissors reveals how the child has developed coordination of hand movements);
Folding a sheet of paper in half (we reveal the collaboration of both hands in work).
Tonic strength:
Squeezing an adult's hand with both hands;
Squeezing an adult's hand with one hand.
Pinch examination:
Pencil grip;
"Let's salt the soup" ( the child seems to be rubbing a lump of salt);
Ball rolling.
Legend:
“+” - the task was completed correctly;
“–” - the task was completed incorrectly;
“i” - unstable task execution.
Note. When calculating points, only the “+” sign is taken as one; instability of performance in this case is a negative indicator and needs to be improved.
Characteristics of groups:
Group B - children who scored 10 - 15 points. Fine motor skills are well developed.
Group C – children who scored 13–12 points. Fine motor skills are not well developed.
Group N – children who scored 11 – 9 points. Fine motor skills are poorly developed.
Group O - children who scored 8 points or less. Fine motor skills lag behind age norms.
2. Identification of the leading hand, the number of synkenses.
To carry out the test required: a piece of paper and a pencil or pen. Place your child at the table, place a sheet of paper in front of him and ask him to place his hands so that both palms with fingers spread can be freely placed on it.
After this, outline the child’s hands with a pencil or pen. Look what happened. Then ask again to place your hands on the paper so that they coincide with the contours. After that explain essence of the task : “Now we’ll play with you. I will show you the fingers on your hand, and you will only lift the finger that I show. There is no need to raise other fingers.” Once you are sure that your child understands the task correctly, begin.
Randomly point to the child the finger that he should raise, touching it with a pencil: “This finger. Now this one…” You need to start with the right hand.
In order to eliminate guessing, fingers should be indicated in the following sequence: 5 – 1 – 2 – 4 – 3 (1 – thumb, 5 – little finger). The test is then carried out on the left hand, then again on the right and then on the left. Thus, the test is carried out twice on each hand.
When performing the “necessary” movement of the specified finger, “unnecessary” movements of other fingers may appear. This happens involuntarily.
These “extra” movements are called synkinesis. Synkinesis occurs as a result of insufficient differentiation of movements, when, when performing the required action, muscles that are unnecessary for its implementation are activated. The presence of synkinesis is marked with arrows (from the “necessary” to the “unnecessary” finger).
Results The test for the development of fine motor skills of the hands is processed as follows:
1) calculate the average number of synkinesis on each hand over two samples. To do this, count the number of arrows for each hand and divide the resulting number by 2.
2) the results obtained for each hand are added up.
Pay attention to which hand has fewer synkinesis (for this hand the differentiation of the motor system is better developed) - given hand will be the leader when writing.
3. Diagnostics of fine motor skills associated with graphic actions
№1
Take a pencil in your hand and look at the sheet of paper lying in front of you. It has stripes on it. Between these strips, from the beginning of the sheet to the end, draw straight lines with a pencil. When I say "Start!", start drawing straight lines, when I say "Stop!" - Finish the task and put your pencils aside. Work quickly and carefully.
(1 minute is allotted to complete the task).
Grade:
3 points - the child completed 10 lines or more with satisfactory quality of execution (the drawn lines are located closer to the center of the line, they are characterized by moderate waviness, drawn without breaks, without going beyond the lines, without missing lines).
2 points – the child completed 6 – 9 lines with satisfactory quality of execution (moderate wavy lines with a tendency to approach the center of the line, without breaks, without going beyond the line, without missing lines).
1 point – the child has completed 5 or fewer lines or the completed task is of unsatisfactory quality (significantly skewed lines relative to the center of the line, going beyond its limits and/or broken lines, omitted lines).
№2
Take a pencil in your hand and look at the sheet of paper lying in front of you. It has paths. Draw a line down the middle of the path without lifting the pencil from the paper.
Grade:
3 points – no errors
2 points – the child went beyond the line 1 – 2 times
1 point – the child crossed the line 3 or more times
№3
Take a pencil in your hand and look at the sheet of paper lying in front of you. It has balls and pins. Hit the pins with the balls. Try to draw straight lines without lifting the pencil from the paper.
Grade:
3 points – all lines are straight and hit the pin exactly
2 points –1 – 2 errors (an error is considered to be a non-straight line or a line not hitting the pin)
1 point – 3 or more errors
№4
Take a pencil and look at the sheet of paper with drawings lying in front of you. Trace the drawings exactly along the line without lifting the pencil from the paper.
Grade:
3 points – went off the line 1 – 2 times
2 points – 2 – 4 times off the line
1 point – left the line 5 or more times
№5
Take a pencil in your hand and continue drawing patterns. Try not to lift the pencil from the paper.
Grade:
3 points – no errors
2 points – with errors
1 point – the child was unable to continue any or all of the patterns
№6
Take a pencil in your hand and continue drawing patterns in the cells.
Grade:
3 points – no errors
2 points – the child made a mistake in one pattern
1 point – the child made a mistake in both patterns
№7
Take a pencil in your hand. Listen carefully and draw a pattern from the point: put a pencil on the point, draw a line - two cells up, one cell to the right, two cells down, one cell to the right, two cells up, one cell to the right. Then continue this pattern yourself.
Grade:
3 points – no errors
2 points – 1 mistake
1 point – 2 mistakes or more
№8
Grade:
3 points – no errors
2 points – 1 – 2 mistakes
1 point – 3 errors or more
№9
Take a pencil in your hand. Draw exactly the same figure in the cells.
Grade:
3 points – no errors
2 points – 1 – 2 mistakes
1 point – 3 errors or more
№10
Take a pencil in your hand and draw exactly the same figure next to it.
Grade:
3 points – no errors
2 points – errors in 1 figure
1 point – errors in 2 or more figures
Interpretation of diagnostic results for fine motor development:
An overall result of 24 points and above indicates that the child’s graphic activity skills are well-formed and highly automated (holds a pencil correctly, freely distributes muscle activity hand and fingers when working with it), as well as developed arbitrariness (when performing a task, he orients his actions to externally specified conditions: sheet layout, sample, accuracy requirements. The listed features indicate in favor of high level development of fine motor skills in a child, which is essential for the successful mastery of motor skills in educational activities.
An overall result of 16 to 23 points indicates that the child’s graphic activity skills are sufficiently developed and moderately automated, as well as moderately developed voluntary movement regulation. Such indicators for the main components of fine motor skills as part of a motor skill are generally sufficient for further learning.
An overall result of 15 points or less indicates the child’s insufficient development of the motor component of the skill of graphic activity, as well as the low development of voluntary regulation and control over the execution of movements that require accuracy and sufficient performance. Such fine motor skills may not be sufficient for successful mastery of basic learning skills in elementary school.
Literature
1. Gavrina S.E., Kutyavina N.L., Toporkova I.G., Shcherbinina S.V. Is your child ready for school? Book of tests. – M.: JSC “ROSMEN-PRESS”, 2007
2. A manual for teachers of preschool institutions “Diagnostics of a child’s readiness for school” / Ed. N.E.Veraksy. – M.: Mozaika-Sintez, 2007
Development methodological material belongs to Mnatsakanyan S.V. teacher-speech therapist MBDOU d/s No. 8, Kropotkin
