- IT IS NECESSARY TO PERFORM THE TASK ON THE SHOW, THEN ON THE VERBAL INSTRUCTION AT THE COUNT FROM 1 AND TO 5;
- EXTEND THE INDEX FINGER AND THE LITTLE FINGER OF THE RIGHT THEN THE LEFT HAND, BOTH HANDS;
- EXTEND THE INDEX AND MIDDLE FINGERS OF THE RIGHT, THEN THE LEFT HAND, OF BOTH HANDS;
- PUT THE MIDDLE FINGERS ON THE INDEX FINGERS ON BOTH HANDS;
- PUT THE INDEX FINGERS IN THE MIDDLE ON BOTH HANDS;
CONNECT THE THUMB OF THE RIGHT HAND INTO A RING, THEN YOU SHOULD DO THE SAME WITH THE LEFT HAND AND BOTH HANDS WITH THE INDEX (MIDDLE, RINGLE AND LITTLE FINGER). WHEN PERFORMING THIS TEST, THE ACCURACY AND CORRECTNESS OF PERFORMING THE CHILD'S TASKS IS NOTICED.
2. EXAMINATION OF DYNAMIC COORDINATION OF FINGER MOVEMENTS:
ALTERNATELY, IT IS NECESSARY TO CONNECT ALL FINGERS WITH THE THUMB, FIRST OF THE RIGHT HAND, THEN THE LEFT, THEN BOTH HANDS SIMULTANEOUSLY (FINGERS HELLO FIRST ONLY THE RIGHT HAND, THEN THE FINGERS OF ONLY THE LEFT HAND HEALTHY, HEALTHY TSYA FINGERS OF THE RIGHT, LEFT HAND);
- PERFORM MOVEMENT<< КУЛАК - РЕБРО - ЛАДОНЬ >> RIGHT, THEN LEFT HAND, THEN TWO HANDS DO IT SIMULTANEOUSLY; PERFORMANCE OF THIS TEST SHOULD BE REPEATED WITH A BITED TEETH TONGUE. WHEN PERFORMING THIS TEST, THE FOLLOWING SHOULD BE NOTED:
ASSOCIATION OF THE PROGRAM (FROM THE FIRST PRESENTATION, FROM THE SECOND PRESENTATION, AFTER JOINT IMPLEMENTATION WITH YOU, NON-PERFORMANCE);
NATURE OF ACTION PERFORMANCE (SMOOTH, ELEMENTAL, SLOW, DIFFICULTIES OF SWITCHING IN A CHILD FROM ONE LINK TO ANOTHER);
- ERRORS VIOLATION OF THE SEQUENCE OF MOVEMENTS, PERSEVERATIONS).
3. WE CARRY OUT A CHILD'S FEELING OF RHYTHM:
- CHANGE HANDS WITH SIMULTANEOUS CLOSING ONE HAND INTO A FIST THEN OPENING THE FIST OF ANOTHER HAND;
- PLAYING THE PIANO (FINGERS 1-5, 2-4, 5-1, 4-2, 1-2-3-4-5, 5-4-3-2-1);
- DRAWING FROM SAMPLE<< ДОМ - ДЕРЕВО - ЗАБОР >>;
- COLORING, CUTTING, HATCHING (BY THE WORKS OF CHILDREN);
EXAMINATION OF THE TEMP OF MOVEMENTS WITH THE HELP OF A WRITTEN TEST: DRAW STICKS IN A LINE ON PAPER FOR 15 SECONDS AT ANY TEMP, FOR ANOTHER 15 SECONDS DRAW FASTER, THEN 15 SECONDS DRAW IN THE ORIGINAL TEMPE; THE RESULTS OF 1 AND 3 TIMES ARE COMPARED AND THE RATES ARE EVALUATED: FAST, NORMAL, SLOW. WHEN THIS TEST IS PERFORMED, THE FOLLOWING IS NOTICED:
- ABILITY OF PERCEPTION OF THE RHYTHM OF THE CHILD;
- ABILITY OF RHYTHM REPRODUCTION IN MOVEMENTS;
- ABILITY OF RHYTHM RETENTION - SAVING IT IN MEMORY;
- ABILITY FOR RHYTHMIC CREATIVITY - RHYTHMIC ACTIVITY OF A CHILD.
4. RESEARCH OF THE MECHANISMS OF AUTOMATION OF THE MOVEMENTS OF THE LEADING HAND (LET'S HELLO).
THE ADULT INVITES THE CHILD TO EXTEND THE HAND FOR A GREETING (GREETINGS): FIRST THE RIGHT HAND, THEN THE LEFT HAND, THEN BOTH HANDS. EXCESSIVE MOVEMENTS OF THE CHILD SHOULD BE NOTED (Squeezing the Opposite Hand, Raising the Shoulders, Contraction of the Facial Muscles, Opening the Mouth by the Child, etc.), which indicate a low level of correction of voluntary actions.
ACCORDING TO THE RESULTS OF THE SURVEY OF FINE MOTOR SKILLS, THE LEVEL OF THE CHILD IS DETERMINED. FOR EACH CORRECT EXERCISE GETS ONE POINT.
MAXIMUM POINTS:
- FIRST TASK 6 POINTS;
- SECOND TASK 2 POINTS;
- THIRD TASK 5 POINTS;
- FOURTH TASK 1 POINT.
FIRST LEVEL (LOW, LESS TWO POINTS).
CHILD MOVEMENT IS NOT SUCCESSFUL; INERTITY AND NON-DIFFERENTIATION OF MOVEMENTS IS NOTICED. THE CHILD DOES NOT HAVE A SEQUENCE OF MOVEMENTS, THE PACE OF MOVEMENT IS OR FAST OR SLOW, THE RHYTHM IS NOT REPRODUCED. THERE ARE EXTRA MOVEMENTS IN GREETINGS.
SECOND LEVEL (BELOW AVERAGE, FIVE-THREE POINTS).
THE CHILD'S MOVEMENTS ARE NOT PRECISE; THE DYNAMIC ORGANIZATION OF MOVEMENTS IS NOTICED. THERE IS NO SEQUENCE OF MOVEMENTS, THE CHILD'S TEMP IS FAST OR SLOW, THE RHYTHM IS NOT REPRODUCED. THERE ARE EXTRA MOVEMENTS DURING GREETINGS.
THIRD LEVEL (AVERAGE, NINE-SIX POINTS).
WHEN PERFORMING TASKS FOR DYNAMIC AND STATIC COORDINATION OF FINGER MOVEMENTS, A CHILD IS DIAGNOSED WITH DIFFICULTIES, BUT THERE ARE NO OBVIOUS VIOLATIONS. DURING THIS EXAMINATION, THE LIMITED VOLUME OF MOVEMENTS, DIFFICULTIES IN CHANGE OF THE SET POSITION OF THE FINGERS, REDUCED MUSCULAR TONE AND THEIR INSUFFICIENT ACCURACY ARE FIXED.
FOURTH LEVEL (ABOVE AVERAGE, TWELVE - TEN POINTS).
DYNAMIC AND STATIC COORDINATION OF THE FINGER MOVEMENTS IS FORMED, BUT THE VOLUME OF THE FINGER MOVEMENTS IS NOT COMPLETE ENOUGH. THE CHILD HAS A SENSE OF RHYTHM. NO EXTRA MOVEMENTS DURING GREETINGS.
FIFTH LEVEL (HIGH, FOURTEEN - THIRTEEN POINTS).
DYNAMIC AND STATIC COORDINATION OF THE MOVEMENTS OF THE FINGERS ACTIVE, THE VOLUME OF MOVEMENTS IS FULL, THERE ARE NO REPLACEMENTS OF MOVEMENTS. THE COMPLETE FEELING OF RHYTHM IS FORMATED. RIGHT HAND LEADING. THE CHILD DOES NOT HAVE 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:
The course of pregnancy Key words: no pathology, mild toxicosis, severe toxicosis, threat of premature birth, somatic diseases, infectious diseases, preeclampsia.
Fetal development: without pathology, with pathological manifestations.
X nature of childbirth: without pathology, with fetal asphyxia, birth trauma.
Early development of a child's speech: time of manifestation of voice and speech reactions: cry cooing babbling first words first sentences ______________________________________
Early (up to 1 year) psychomotor development of the child: on time, late, ahead of schedule
Past illnesses:
Have you previously worked with a speech therapist, the results
Ι . Study of the state of the motor sphere
General motor status
motor memory(repeat after the speech therapist 4 hand movements) : execution is correct, incorrect; execution sequential, inconsistent; switching is not broken, broken.
Free braking(march and quickly stop on the clap) : movements are smooth, devoid of smoothness; leg movements are precise, not precise; motor reaction corresponds to the signal, does not correspond.
Static coordination of movements(to stand one foot behind the other in one line with closed eyes; to stand on one leg with closed eyes): holding the posture is free, with tension, with swaying from side to side; balances the body with hands, head; leaves the place, makes a jerk to the sides, touches the floor with the other leg; falls; opens eyes; refuses to test.
Dynamic coordination(march alternating step and clap): performs correctly from 1 time, from 2-3 times, strains, alternating step and clap fails.
Spatial organization of motor act(start walking from the center of the circle to the right, go around the circle, return to the center on the left. Pass the office from the right corner through the center diagonally, go 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 with jumps, starting movements on the right.): knows the sides of the body, does not know; knows the leading hand, does not know; performs confidently, uncertainly.
The pace of movements(for a certain time, keep a given pace in hand movements): normal, accelerated, slow, slow.
Sense of rhythm(tap a rhythmic pattern after the teacher with a pencil): the pace is accelerated, slowed down, normal; violates the number of elements, does not violate.
CONCLUSIONS: VIOLATIONS MOTOR MEMORY, RANDOM BRAKING, STATIC COORDINATION OF MOVEMENTS, DYNAMIC COORDINATION, SPATIAL COORDINATION, PACE, SENSE OF RHYTHM, VOLUME; MOVEMENTS SLIGHT, ACTIVE, ACCURATE, INACCURATE, AMBULD.
2. The state of manual motor skills :
Static coordination of movements:
- straighten the palm with fingers close together and hold it in a vertical position under a count of up to 15;
Straighten the palm, spread all the fingers to the sides and hold in this position under the count;
- "goat" under the account;
- "bunny" under the account;
Fold the first and second fingers into a ring, straighten the rest, hold under the count;
Put the third finger on the second, collect the rest into a fist, keep counting.
Dynamic coordination of movements:
- perform counting: clench your fingers into a fist - unclench 5-8 times;
Keeping the palm on the surface of the table, separate the fingers, connect them together;
Put your fingers in a ring - open your palm (5-8 times) in the same sequence;
Alternately connect all fingers of the hand with the thumb;
- "palm" - "fist";
Put the second fingers on the third on both hands.
CONCLUSIONS: SMOOTH, LACK OF SMOOTHNESS; ACCURATE, INACCURATE; TENSIONED; CHAINED; TEMP IS BREAKED, TEMP IS NOT BREAKED; SWITCHING FAULT YES, NO; SYNKINESIA; HYPERKINESIS; CANNOT KEEP POSTURE; MOVEMENT FAIL; PERFORMANCE CORRECT
ΙΙ. The structure and mobility of the organs of articulation
1. The structure of the articulatory apparatus
A. Mimic muscles at rest: nasolabial folds are pronounced, smoothed; nasolabial folds are symmetrical, asymmetrical; mouth open, mouth closed; there is salivation, no; there is asymmetry of the lips, no; lips close tightly, freely; hyperkinesis is, no
B. Lips: natural thickness, thick, splitting of the upper lip, postoperative scars, labial frenulum, shortened upper frenulum
B. Teeth: smooth, healthy, located outside the jaw arch, small, rare, crooked, underdeveloped, carious, normal size, diastema
Bite: physiological, open anterior, open lateral, unilateral, bilateral
Jaw structure: progenia (displacement of the lower jaw forward), prognathia, norm
B. Hard palate: domed, excessively narrow, high, flat, low, cleft palate, cleft alveolar process, submucosal cleft, normal
G. Uvulya: absent, shortened, split, hanging motionless along the middle line, deviated 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, norm
2. The state of articulatory motility
Lips:
- "Thread" and keep counting up to 5;
-"Bagel";
-"Proboscis";
- "Fence";
- "Bunny";
-"Frog";
-"Window";
Repeat the lip sounds "b-b-b", "p-p-p".
execution is correct; range of motion 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:
- "Hippo";
Movement of the jaw to the right and left;
Pull the bottom forward.
execution is correct; movements of the jaw of insufficient volume; synkinesis, tremor, salivation; movement fails.
Language:
- “Shovel” and hold under the count up to 5;
Put a wide tongue on the upper lip;
- "Watch";
- "Shovel" - "Needle";
- "Nuts";
-"Swing";
- "Snake";
Standing, stretch your arms forward, put 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 whole mass; the tip of the tongue is not expressed; slowness; inaccuracy; deviation; tremor; waves; twitching; tension; turning blue; hyperkinesis; lethargy; exhaustion; salivation; held in a certain position, not kept in a certain position; movement fails
Soft sky:
- open your mouth wide and clearly pronounce the sound “a” (at this moment, the soft palate normally rises); draw a spatula over the soft palate (normally, a gag reflex should appear);
With the tongue sticking out between the teeth, puff out the cheeks and blow hard as if blowing out the flame of a candle.
execution is correct; the volume of movement is limited; synkinesis; low mobility of the palatine curtain, hyperkinesis; salivation; movement fails) deviation of the small tongue to the side.
Duration and force of exhalation:
Play any wind instrument-toy;
Blow fluff, a piece of paper.
exhale weak, strong; short, long.
Dynamic organization of movements of the articulatory apparatus:
- bare your teeth, open your mouth wide, put a 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" in one movement; inertia of movement; violation of smoothness; tension of the language; twitching; waves; tremor; tongue movements fail, easily switches from one articulatory position to another.
CONCLUSIONS: MOVEMENTS OF THE ARTICULATION APPARATUS ACTIVE, SLOW, PASSIVE; VOLUME OF MOVEMENTS FULL, INCOMPLETE; there is REPLACEMENT OF MOVEMENTS, THERE IS NO REPLACEMENT OF MOVEMENTS; HYPERKINESIS; SYNKINESIA; SALIVATION; TREMOR; MOTOR STRENGTH; STAP ON ONE MOVEMENT; DISINTENSION; HYPOMIMIA, AMIMIA; SMOOTHNESS OF THE NASO-LABEJ FOLDS; LIP ASYMETRY; HYPERTONUS, HYPOTONUS, DYSTONIA, MUSCLE TONE IN No.; DEVIATION OF THE LANGUAGE; PARESIS OF THE VOICE FOLDS; THE DEFEAT OF THE CRANIO-BRAIN INNERVATION IS ABSENT; THE DAMAGE OF THE CRANIO-CEREBRAL NERVES IS NOTICED.
Methodology for the study of 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 hands from the book by S.E. Bolshakova. The examination of fine motor skills of children with speech impairment includes the study of voluntary motor skills of the fingers, the examination of the coordination of the movements of the fingers and hands, the determination of the accuracy of the movements of the fingers. Methodology for the examination of speech and artistic creativity Yu.A. Afonkina, a 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 (by imitation and by verbal instructions), which were performed under the account:
1. Clench your fingers into a fist - unclench.
2. Keeping the palms on the surface of the table, separate the fingers, connect them together (5-6 times).
3. Fold your fingers into a ring - open your palm (5-6 times).
4. Alternately connect all fingers of the hand with the thumb, first right hand, then left, then both hands at the same time (for preschoolers, hold in the form game exercise"Hi, finger."
5. On both hands, simultaneously show the second and third fingers (5-6 times). 6. On both hands, simultaneously show the second and fifth fingers (5-6 times). 7. On both hands, simultaneously put the second fingers on the third (5-6 times).
8. On both hands, simultaneously put the third fingers on the second (5-6 times).
Evaluation criteria: "1" point is assigned for the clear performance of the task, "0" points - for failure to complete the task.
6 - 8 points - a high level of development, 3 - 6 points - average level, 0 - 3 points - low level
For the purpose of examination finger coordination and hands were selected diagnostic tasks aimed at the study of hand-eye 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 perform 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 fingers - together, and thumb lowered down, the back of the hand towards you);
· "Fork"(pull up three fingers - index, middle and ring fingers - spaced apart, the thumb holds the little finger in the palm of your hand).
Kinetic (dynamic) praxis - sequential switching of movements and the formation of motor links that form the basis of motor skills. Exercises were used and dynamic coordination of hand movements:
Fist - rib - palm (first right, then left). First, show the 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 put 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 musculo-motor analyzers. The following tasks are aimed at studying the visual-motor coordination of fingers and hands.
· Graphic tests: - teeth (on an unlined sheet) 20 sec. for a test.
· Cutting with scissors.
· Fold a sheet of paper in half.
The evaluation criteria for the examination of the coordination of movements of fingers and hands are as follows: "1" point - coped with the task; "0" points - did not cope with the task; "0.5" points - coped with the help of an adult.
After scoring, the level of development of coordination of movements of fingers and hands is determined:
0 - 3 points - low level; 3 - 7 points - average level; 7 - 10 points - high level.
For determining accuracy of finger movements(Method "Paths"), the following material is used: a drawing that depicts "paths", at one end of which there are cars, at the other - a house. The type of "track" becomes more complicated from the first to the last.
Instruction: “Cars and paths to the houses are drawn here. It is necessary to connect the car with the house with a line, without lifting the pencil, and without leaving the path.
Criteria for evaluation:
1. The presence of exits outside 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 off a pencil from a sheet of paper. 0 points - present in the work significantly, 0.5 points - partially present in the work, 1 point - absent in the work.
3. Uniform pressure. 1 point - the feature is present, 0 points - the feature is absent.
4. Repeated holding in the same place. 0 points - present in the work significantly, 0.5 points - partially present in the work, 1 point - absent in the work.
5. Active rotation of a sheet of paper. 0 points - present in the work significantly, 0.5 points - partially present in the work, 1 point - absent in the work.
6. Incorrect position of the fingers or hand. 0 points - present in the work significantly, 1 point - absent in the work.
7. The lines are even, not trembling. 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 - a high level of development, 10.5 -19 points - an average level, 0 - 10.5 points - a low level
Calendar - thematic planning
Time of N.O.D. - 30 min.
Examination procedure for general voluntary movements in children preschool age
1. Static coordination
The possibility of holding a given pose is determined:
a) stand alternately on the right, then on the left leg. It is noted: holding a posture; holding with sharp balancing, bent leg touches the floor; unable to maintain posture, toe-off.
b) stand on tiptoe.
It is noted: holding the posture, moving away from the spot, balancing is pronounced; lowering on the foot, frequent convergence.
2. Dynamic coordination
a) the ability to jump alternately on the right, then on the left leg (hands on the hips) is determined. It is noted: freely jumps on one leg; touches the floor with one foot; general muscle tension; strong hand swings; unable to jump on one leg.
b) the ability to jump from a place through a rope 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, it is not possible to push off with both legs; the jump fails.
3. Simultaneity of movements
a) the possibility of performing movements with both hands at the same time is determined; on the right and left sides of the matchbox there are 10 matches on each side (at a distance, equal to the length matches);
the child is invited to put the matches in the box, taking at the same time with both hands on each side a match 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 arms and legs is determined; the child is offered a spool of thread;
marching, he must unwind a thread from a spool and wind it around his index finger. It is noted: marches and winds the thread at the same time; movements are not always simultaneous; simultaneous movements fail. The general character of movements is also noted: dexterous, awkward; plastic, clumsy.
Examination procedure for fine finger movements
The child is invited to perform the following exercises: 1) connect the thumb with all the others in turn, 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 greet"; 4) fastening and unfastening buttons, tying shoelaces.
It is noted: the leading hand - precise and precise execution; not clear enough; poor coordination, awkwardness.
The procedure for examining arbitrary mimic movements
The expressiveness of facial expressions is determined when performing the following tests: a) raise eyebrows (“surprise”);
b) squint your eyes (“bright sun”); c) wrinkle the nose (“sour lemon”); d) smile ("cheerful clown");
e) puff out the cheeks "fat tomato"); e) stick out his lips ("imitation of a whistle").
It is noted: facial expressions are lively, expressive, adequate;
not expressive enough; facial expressions are sluggish; amimicity.
Articulatory motor test procedure
Accuracy, volume, mobility, switchability of movements are determined when performing the following articulation postures under the score of a speech therapist up to 10:
a) holding the lips in the “smile” position (as with the sound “and”);
b) holding the lips in the “oval” position (as with the sound “o”); c) holding the lips in the "tube" position (as with the sound "y"); d) holding the tongue in the "scapula" position; e) holding the tongue in the “needle” position; f) holding the tongue in the “sail” position; g) switching of lip movements (“smile” - “tube”); h) touching the right and left corners of the mouth alternately with the tip of the tongue (“clock”); i) touching the tip of the tongue at the upper and lower teeth (“swing”); j) click your tongue ("horses").
On the Internet, there are various methods for examining motor skills, but here integrated approach I didn’t find it for this event, so I myself compiled a map of a comprehensive examination of children’s fine motor skills and now I’ll test it.
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MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL
INSTITUTION KINDERGARTEN №8 KROPOTKIN CITY
MUNICIPAL FORM KAVKAZSKY DISTRICT
"Chart of examination of fine motor skills of children 5-7 years old"
Prepared by:
Speech therapist MBDOU d / s No. 8
Mnatsakanyan Svetlana Viktorovna
Kropotkin, 2015
Fine motor examination card
Surname, name of the child _____________________________________________ age _________
Group _________________________________________________ MBDOU d / s No. 8 Kropotkin
Date of examination "_____" _____________________ 20____
DIAGNOSIS OF THE LEVEL OF DEVELOPMENT OF FINE MOTOR HANDS
1. General diagnostics of fine motor skills.
Static exercises
"Cockerel" __________________ "Goat" _________________ "Flag" _____________________
"Hare" ______________________ "Soldiers" ____________ "Fork" _______________________
Movement coordination
"Palm-rib-fist" ______________________ "Goat-hare" ________________________________
Paper handling
Cutting _______________________________ Folding ___________________________________
Strength of tone
Two hands ________________________________ One hand _________________________________
pinch survey
Grab a pencil ______________ “Salt the soup” ______________ Roll a ball _____________
Total points _____________
Hand drawing on next page.
Leading hand ________________________________________________________________________
Counting synkensias ____________________________________________________________________________
Conclusion____________________________________________________________________________
______________________________________________________________________________________
№1
№2
№3
№ 4
№ 5
№6
№7
№8
№9
№10
Total points _____________________________
Conclusion ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Teacher speech therapist _____________ (_____________________)
EXPLANATION TO THE CARD OF SURVEY OF FINE MOTOR HANDS.
1. General diagnosis of fine motor skills
All exercises are performed after the show. When performing complex figures, you can help the child to take the correct position of the fingers. Further, the child acts independently.
Static exercises:
"Cockerel" (palm up, index finger rests on the thumb, the remaining fingers are spread out and raised up);
"Goat" (two fingers - index and little fingers are extended upwards, and the thumb holds the middle and ring fingers near the palm);
“Flag” (four fingers - index, middle, ring and little fingers - together, and the thumb is down, the back of the hand is towards you);
"Hare" (pull up the middle and index fingers, wherein ring finger and press the little finger with the thumb to the palm);
"Soldiers" (showing fingers one at a time);
“Fork” (pull up three fingers - index, middle and ring fingers - spaced apart, the thumb holds the little finger in the palm of your hand).
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".
Paper handling:
Cutting with scissors reveals how the child's coordination of hand movements is formed);
Folding a sheet of paper in half (we reveal the commonwealth of both hands in work).
Tone strength:
Squeezing an adult's hand with two hands;
Squeezing an adult's hand with one hand.
Pinch survey:
Pencil grip;
"Let's salt the soup" ( the child, as it were, rubs a lump of salt);
Ball rolling.
Legend:
"+" - the task was completed correctly;
"-" - the task was completed incorrectly;
"i" - unstable execution of the task.
Note. When calculating points, only the “+” sign is taken as a unit, the instability of performance in this case is a negative indicator and needs to be improved.
Group characteristics:
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 H - children who scored 11 - 9 points. Fine motor skills are poorly developed.
Group O - children who scored 8 or less points. Fine motor skills lag behind the age norm.
2. Identification of the leading hand, the number of synkensias.
To test needed: a piece of paper and a pencil or pen. Sit the child at the table, put a sheet of paper in front of him and ask him to put his hands so that both palms with spread fingers can freely fit on it.
After that, circle the child’s hands with a pencil or pen. See what happened. Then ask again to put your hands on the paper so that they match the contours. Then explain essence of the task : “Now we will play with you. I will show you the fingers on your hand, and you will only raise the finger that I show. No other fingers need to be raised. After making sure that the child correctly understood the task, begin.
Randomly indicate to the child the finger that he should raise by touching it with a pencil: “This finger. Now this one ... "You need to start with the right hand.
In order to exclude guessing, fingers should be indicated in the following sequence: 5 - 1 - 2 - 4 - 3 (1 - thumb, 5 - little finger). Then the test is carried out on the left hand, then again on the right and on the left. Thus, the test is carried out on each hand twice.
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 turned on. 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 for 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 leading when writing.
3. Diagnosis of fine motor skills associated with graphic actions
№1
Take a pencil in your hand and look at the sheet of paper in front of you. It has stripes on it. Draw straight lines between these strips from the beginning of the sheet to the end with a pencil. When I say "Start!", start drawing straight lines when I say "Stop!" - finish the task and put the pencils aside. Work quickly and carefully.
(You have 1 minute to complete the task.)
Grade:
3 points - the child completed 10 lines or more with satisfactory performance (drawn lines are located closer to the center of the line, they are characterized by moderate waviness, drawn without separation, without going beyond the lines, without line gaps).
2 points - the child completed 6-9 lines with satisfactory performance (moderate waviness of the lines with a tendency to approach the center of the line, without breaks, without going beyond the line, without line gaps).
1 point - the child completed 5 or less lines or the completed task is of unsatisfactory performance (significant bevels of lines relative to the center of the line, going beyond its limits and / or line breaks, line omissions).
№2
Take a pencil in your hand and look at the sheet of paper in front of you. It has tracks. Draw a line down the middle of the track without lifting the pencil from the paper.
Grade:
3 points - no errors
2 points - the child 1 - 2 times went beyond the line
1 point - the child went out of line 3 or more times
№3
Take a pencil in your hand and look at the sheet of paper in front of you. It has balls and skittles. Hit the pins with the balls. Try to draw straight lines without lifting your pencil from the paper.
Grade:
3 points - all lines are straight and fall exactly on the skittle
2 points -1 - 2 errors
1 point - 3 or more errors
№4
Take a pencil and look at the sheet of paper with the drawings in front of you. Trace the drawings exactly along the line, without lifting the pencil from the paper.
Grade:
3 points - 1 - 2 times went off the line
2 points - 2 - 4 times went off the line
1 point - 5 or more times left the line
№5
Take a pencil in your hand and continue to draw patterns. Try not to take your pencil off 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 to draw 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 dot: put the pencil on the dot, 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 errors 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 figures or more
Interpretation of the results of diagnostics of the development of fine motor skills:
The overall result of 24 points and above indicates the formation and high automation of the child's graphic activity skills (holds a pencil correctly, freely distributes muscle activity hands and fingers when working with it), as well as developed arbitrariness (when performing a task, it focuses its actions on externally specified conditions: sheet line, sample, accuracy requirements. The listed features testify in favor of high level the development of fine motor skills in a child, which is essential for the successful mastery of motor skills in educational activities.
The overall result from 16 to 23 points indicates sufficient formation and moderate automation of the child's graphic activity skills, as well as moderately developed voluntariness in the regulation of movements. Such indicators for the main components of fine motor skills as part of a motor skill are generally sufficient for further learning.
The overall result of 15 points or less indicates the child's insufficient formation 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 indicators of fine motor skills may not be enough to successfully master the basic skills of educational activities in elementary school.
Literature
1. Gavrina S.E., Kutyavina N.L., Toporkova I.G., Shcherbinina S.V. is your child ready for school? Test book. - M .: CJSC "ROSMEN-PRESS", 2007
2. Manual for teachers of preschool institutions "Diagnostics of a child's readiness for school" / Ed. N.E. Veraksy. - M .: Mosaic-Synthesis, 2007
Development methodological material belongs to Mnatsakanyan S.V. teacher-speech therapist MBDOU d / s No. 8, Kropotkin
