Development of fine motor skills in the hands of preschool children through non-traditional drawing techniques

Development of fine motor skills in the hands of preschool children through non-traditional drawing techniques

Development of fine motor skills in the hands of preschool children through non-traditional drawing techniques 1. Relevance. At all stages of a child's life, hand movements play a vital role. The degree of development of a child’s fine motor skills determines the most important qualities for his future: speech abilities, attention, spatial coordination, concentration and imagination. The brain centers responsible for these abilities are directly connected to the fingers and their nerve endings. Therefore, exercises and activities that involve the little fingers of a preschooler are extremely important for his mental and mental development. Fine motor skills, sensory skills, coordination of movements are key concepts for the preschool period. Fine motor skills

- This is a motor activity that is caused by the coordinated work of the small muscles of the hand and eye.
Scientists have proven that the greater the skill in a child’s hand, the more varied the hand movements, the more perfect the functions of the nervous system. This means that the development of the hand is closely related to the development of speech and thinking of a preschooler. It is necessary to begin the development of fine motor skills from early childhood. For example, through various finger games, where it is necessary to perform certain movements in a certain sequence; playing with small objects that are difficult to handle; games where you need to take something or pull it out, squeeze it - unclench it, pour it - pour it, pour it in - pour it out, push it into holes, etc.; fastening and unfastening zippers, buttons, dressing and undressing, etc. Fine motor skills of the hands are also developed by physical exercises (these are various hangings and climbing at a sports complex, on a ladder, etc.). Such exercises strengthen the baby’s palms and fingers and develop muscles. One of the effective forms of developing fine motor skills of the hands is visual activity
Drawing plays a special role. Children draw with tools that are similar in shape, way of holding and action to the pen they use to write at school. From children's drawings you can trace how fine motor skills develop and what level they reach at each age stage. Of course, while mastering drawing, sculpting, and appliqué, a child will not learn to write. But all these types of productive activities make the baby’s hand skillful, easily and freely controlling the instrument, and develop visual control of hand movements. Helps form the hand-eye connection. All this will be a good helper for him at school. The problem of developing fine motor skills in preschool age is very relevant, since it is precisely this that contributes to the development of sensorimotor skills - consistency in the work of the eye and hand, improvement of coordination of movements, flexibility, accuracy in performing actions, correction of fine motor skills of the fingers. The visual activity of a child in preschool age is one of the natural, specifically children's activities.
In the process of managing it, the opportunity to solve a wide range of problems of an educational nature opens up.
Observing the activities of young children in direct organized and independent activities and analyzing them, I identified the need for the development of fine motor skills. The children had underdevelopment of fine motor skills and hand-eye coordination: clumsiness, uncoordinated hands. The children got tired quickly and had low performance. The children who came to the group were “home children”; they did not have developed self-care skills. Despite the fact that for work on the development of fine motor skills in the group, an appropriate developmental environment has been created: a varied content of materials in the sensory center: (mosaics, bushings, pyramids, sticks, various didactic games, etc.), the construction center (construction sets, floor mosaics, different textured toys, waste material, etc.), theater and music center (finger theaters, twitchers, dolls of different textures, etc.), diagnostic results to determine the level of development of children’s fine motor skills could not meet the expectations from the use of the presented material. The level of development of children's fine motor skills increased by a small percentage. Therefore, there is a need to pay attention to this problem. 2. Theoretical justification.
For a detailed study of the problem, I turned to the works of L.V.
Antakova-Fomina, M.M. Koltsova, B.I. Pinsky, T.S. Komarova, B.M. Teplova et al. The issue of developing fine motor skills in children is relevant at all age stages of preschool childhood. This is repeatedly emphasized by teachers, psychologists and other specialists in the field of preschool education. According to research conducted by L.V. Antakova-Fomina, M.M. Koltsova, B.I. Pinsky confirmed the connection between intellectual development and finger motor skills. The level of development of children's speech is also directly dependent on the degree of formation of fine hand movements. The area of ​​fine motor skills includes a wide variety of movements: from primitive gestures, such as grasping objects, to very small movements, on which, for example, human handwriting depends. Fine motor skills develop naturally from infancy on the basis of gross motor skills. First, the child learns to grab an object, then the skills of shifting from hand to hand, the so-called “tweezer grip,” etc. appear; by the age of two, he is already able to draw and hold a brush and spoon correctly. In preschool and early school age, motor skills become more diverse and complex. The proportion of actions that require coordinated actions of both hands is increasing. ON THE. Bernstein in his theory shows that the anatomical development of the levels of movement construction begins from the first months of life and is completed by two years. Then begins a long process of adjusting all levels of movement construction to each other. The development of cognitive abilities in connection with the development of hand movements is especially active in infancy and early age due to the fact that the movements of the hand examining various objects is a condition for the child’s knowledge of the objective world. “Direct practical contact with objects, actions with them lead to the discovery of more and more new properties of objects and relationships between them” (D.B. Elkonin). N.A. Bernstein emphasizes that the conditions of upbringing and targeted training that promote the development of hand movements are decisive for the effective development of a child’s fine motor skills. The motor tasks that an adult sets for a child in the process of education, and the child’s attempts to solve them, are a necessary condition for the development of appropriate levels of movement construction. Thus, various tasks for fine motor skills contribute to the development of fine movements of the hands and fingers. Fine motor skills
are a set of coordinated actions of the nervous, muscular and skeletal systems, often in combination with the visual system in making small and precise movements of the hands and fingers and toes.
The term dexterity is often used when referring to motor skills of the hand and fingers. There are a huge number of games and exercises that develop small muscles. They can be divided into several groups
games for the development of tactile perception
games with water and sand
folk finger games
exercises with objects
laying out games
stringing games
games with construction sets
, etc.
It is believed that all games and exercises that are carried out with children in an interesting, relaxed playful way, involving parents in this process, help develop the fine motor skills of children’s hands, their speech, attention, thinking, and also give them joy and pleasure. In addition to games and exercises, various types of productive activities also contribute to the development of manual skills: drawing, modeling, appliqué, designing, weaving, knitting, etc. Productive activities, including drawing, play an important role in the mental development of a child. B.M. Teplov writes that “the task of depicting necessarily requires acute perception, a genuine sense of things... By solving the task of depicting what is seen, the child inevitably learns to see things in a new, much sharper and more accurate way.” Interest in children's drawings arose in the 80s of the 19th century, and scientists from various fields continue to study it to this day. By analyzing children's drawings, art critics look for confirmation of their concepts. Teachers outline the most effective ways to teach and educate preschoolers. Psychologists, using the method of qualitative and quantitative analysis of not only the drawing, but also the process of depiction itself, study the general and individual characteristics of children. Doctors and psychotherapists believe that the process of drawing has a positive effect on the central nervous system and has a psychocorrective effect on the child. It is closely connected with visual, motor, muscular-tactile analyzers, with kinesthetic sensations, muscular-articular work of the hand and fingers, and the mechanism of visual-motor coordination. With the help of vision, the child perceives color, shape, size, position of an object in space, and thanks to touch, he learns volume and texture. In cases where an object cannot be picked up, the muscular sense is activated: tracing the outline of an object in the air helps in the future when depicting it, since this movement is stored in memory (T.S. Komarova and others). In the process of drawing, children learn to reason and draw conclusions. Their vocabulary is enriched. Working with visual material, finding successful color combinations, recognizing objects in a drawing, children receive satisfaction, they have positive emotions, and the work of their imagination is enhanced. Thanks to drawing activities, visual-motor coordination develops, hand functions develop, and fine motor skills of the hands and fingers improve. The inclusion of non-traditional methods of drawing and creative design in working with children makes it possible to develop the sensory sphere not only through studying the properties of depicted objects and performing appropriate actions, but also through working with various painting materials. In addition, the child’s cognitive interests are stimulated (using objects that surround the child every day from a new perspective - you can draw with your own palm, fingers, use a spikelet or birch leaf instead of brushes). There is a development of visual - figurative and verbal - logical thinking, activation of children's speech activity (what else can I draw?, What can I draw with this material?). Through the use of a variety of visual materials, new technical techniques that require precision movements, but do not limit the child’s fingers to a fixed position (as when holding a pencil correctly), conditions are created to overcome general inconvenience and develop fine motor skills. After all, instead of a traditional brush and pencil, the child uses his own palms, various prints, stencils, “blotography”, “monotype” techniques, etc. to create an image. Unconventional drawing is the art of depicting without being based on tradition.
Drawing in unconventional ways is a fun, mesmerizing activity that surprises and delights children.
Unusual materials and original techniques attract children because the word “No” is not present here, you can draw with whatever you want and how you want, and you can even come up with your own unusual technique. Children feel unforgettable, positive emotions, and by emotions one can judge the child’s mood, what makes him happy, what makes him sad. It is non-traditional drawing techniques that create an atmosphere of ease, openness, promote the development of initiative, independence, and create an emotionally favorable attitude towards activities in children. The result of visual activity cannot be good or bad; each child’s work is individual and unique. Thus, a theoretical analysis of the literature on the topic helped to draw the following conclusions

  • An analysis of psychological and pedagogical literature on the problem of developing fine motor skills in young children shows that the development and improvement of fine motor skills of the hand and fingers is the main stimulus for the development of the central nervous system, all mental processes, and speech.
  • The development of fine motor skills is not a spontaneous, independently occurring process, but specially created conditions for education and targeted training that promote the development of hand movements.
  • The inclusion of non-traditional drawing methods in working with children makes it possible to develop the sensory sphere not only through studying the properties of depicted objects and performing appropriate actions, but also through working with various painting materials, thereby stimulating the child’s cognitive interests.

Methodological content of the work.

As a result of studying various proprietary methods of early childhood development and the psychological characteristics of children 2-3 years old, I built a system of work on the problem of developing fine motor skills in young children through non-traditional drawing techniques.
When working on the system, I relied on the existing developments of T.S. Komarova. and Gerbova V.V., Lykova A.I. in visual arts. Purpose of the work:
to create conditions for the development of fine motor skills in preschool children through non-traditional drawing techniques.
Main goals:

  • Development and strengthening of fine motor skills.
  • Expanding the understanding of the variety of non-traditional drawing techniques.
  • Training in non-traditional drawing techniques.
  • Creating a developmental environment for children to express themselves in creative activities.
  • Leading children to create an expressive image when depicting objects and phenomena of the surrounding reality.

Expected results:

  • Dynamics of development of fine motor skills.
  • Application of the studied techniques, techniques and materials in direct artistic - educational and independent activities.
  • Replenishment of the art center with various waste materials for use in direct artistic - educational and independent activities.

Work on developing fine motor skills in preschool children through non-traditional drawing techniques is carried out with a subgroup of children. In many ways, the result of a child’s work depends on his interest, so it is important to intensify the preschooler’s attention in activities and encourage him to further actions with the help of additional incentives. Such incentives could be:

  • play, which is the main activity of children;
  • a surprise moment - a favorite fairy tale or cartoon character comes to visit and invites the child to go on a trip;
  • asking for help, because children will never refuse to help the weak, it is important for them to feel significant;
  • musical accompaniment;
  • bright, well-thought-out visualization, etc.

In my work I used the accumulated experience in this area and the basic principle of didactics: “from simple to complex.” The system of work on the use of non-traditional drawing techniques has the following structure. Block 1 - “Tactile drawing”:

“Finger painting” the child dips his finger in the gouache and puts dots and specks on the paper.
Each finger is painted with a different color. After work, wipe your fingers with a napkin, then the gouache is easily washed off. “Painting with the palm”: the child dips his palm in gouache (the entire brush) or paints it with a brush and makes an imprint on paper. They draw with both the right and left hands, painted in different colors. After work, wipe your hands with napkins, then the gouache is easily washed off. “Bitmap” the child dips his finger in the gouache, places it perpendicular to a white sheet of paper and begins to draw. Block 2 – “Use of additional means of expression”:
“Imprinting with seals from cork or an eraser” Method of obtaining an image: the child presses the cork to a stamp pad with paint and makes an imprint on the paper. To obtain a different color, both the bowl and the stopper are changed. “Stencil printing” Method of obtaining an image: the child presses a signet or foam rubber swab onto a stamp pad with paint and makes an impression on paper using a stencil. To change the color, take another swab and stencil. “Ordinary blotography” Method of obtaining an image: the child scoops up gouache with a plastic spoon and pours it onto paper. The result is spots in a random order. Then the sheet is covered with another sheet and pressed (you can bend it in half, drip mascara on one half, and cover it with the other). Next, the top sheet is removed, the image is examined: it is determined what it looks like. The missing details are completed. “Blotography with a tube” Method of obtaining an image: a child scoops up paint with a plastic spoon, pours it onto a sheet, making a small spot (droplet). Then blow on the stain from a tube so that its end does not touch either the stain or the paper. If necessary, the procedure is repeated. The missing details are completed. “Imprint with crumpled paper” Method of obtaining an image: a child presses crumpled paper to a stamp pad with paint and makes an imprint on the paper. To get a different color, both the saucer and the crumpled paper are changed. “Bitmap” To implement it, you can take a felt-tip pen, a pencil, place it perpendicular to a white sheet of paper and start drawing. But the best thing to do is dotted drawings with paints. A cotton swab is dipped into thick paint. And then the principle of drawing dots is the same. “Spraying” Method of obtaining an image: the child puts paint on a brush and hits the brush on the cardboard, which he holds above the paper. Then he paints the sheet with watercolors in one or more colors. Paint splashes onto the paper. “Leaf prints” Method of obtaining an image: a child covers a tree leaf with paints of different colors, then applies it with the painted side to the paper to obtain a print. Each time a new leaf is taken. The petioles of the leaves can be painted on with a brush. “Foam rubber drawings” We make various small geometric figures from foam rubber, and then attach them with a thin wire to a stick or pencil (not sharpened). The tool is already ready. Now you can dip it in paint and use stamps to draw red triangles, yellow circles, green squares (all foam rubber, unlike cotton wool, washes well). “Poke with a hard semi-dry brush” Method of obtaining an image: the child dips the brush into the gouache and hits the paper with it, even vertically. When working, the brush does not fall into the water. Thus, the entire sheet, outline or template is filled. The result is an imitation of the texture of a fluffy or prickly surface. “Drawing with Crayons” Preschoolers love variety. These opportunities are provided to us by ordinary crayons, sanguine, and charcoal. Smooth asphalt, porcelain, ceramic tiles, stones - this is the base on which chalk and charcoal fit well. Thus, asphalt is conducive to a succinct depiction of subjects. And on ceramic tiles (which are sometimes leftovers stored somewhere in the pantry), we recommend drawing patterns and small objects with crayons or charcoal. Large stones (such as voluns) are asked to be decorated with the image of an animal’s head or a tree stump. It depends on what or who the stone resembles in shape. “Painting small stones” Of course, most often the child draws tiles of large stones on a plane, on paper, less often on asphalt. A flat image of a house, trees, cars, animals on paper is not as attractive as creating three-dimensional creations of your own. In this regard, sea pebbles are ideally used. They are smooth, small and have different shapes. The very shape of the pebble will sometimes tell the child what image to create in this case (and sometimes adults will help the kids). It’s better to paint one pebble as a frog, another as a bug, and the third will make a wonderful fungus. Bright, thick paint is applied to the pebble - and the image is ready. It’s better to finish it like this: after the pebble has dried, cover it with colorless varnish. In this case, a voluminous beetle or frog made by children’s hands shines and shimmers brightly. This toy will take part in independent children's games more than once, and will bring considerable benefit to its owner. “Nitcography method” First, a screen measuring 25x25 cm is made from cardboard. Either velvet paper or plain flannel is glued onto the cardboard. It would be nice to prepare a cute bag with a set of woolen or half-woolen threads of various colors for the screen. This method is based on the following feature: threads with a certain percentage of wool are attracted to flannel or velvet paper. You just need to attach them with light movements of your index finger. From such threads you can prepare interesting stories. Imagination and sense of taste develop. Girls especially learn to skillfully select colors. Some thread colors suit light flannel, and completely different ones suit dark flannel. Thus begins the gradual path to women’s craft, a very necessary handicraft for them. “Drawing on wet paper” But there are a number of objects, subjects, images that are better to draw on wet paper. Clarity and vagueness are needed, for example, if a child wants to depict the following themes: “City in the fog,” “I had dreams,” “It’s raining,” “City at night,” “Flowers behind the curtain,” etc. You need to teach your preschooler to make the paper a little damp. If the paper is too wet, the drawing may not work. Therefore, it is recommended to soak a ball of cotton wool in clean water, squeeze it out and rub it either over the entire sheet of paper, or (if required) only over a separate part. And the paper is ready to produce unclear images. “Learning to make a background” Many children make a background with a brush, and an ordinary, small one. Although there is a simple and reliable way: to make a background with cotton wool or a piece of foam rubber dipped in water and paint. Block 3 – “Use of mixed techniques”: “Collage” The concept itself explains the meaning of this method: it combines several of those described above. In general, we ideally think the following is important: it is good when a preschooler is not only familiar with various image techniques, but also does not forget about them, but uses them appropriately, fulfilling a given goal. For example, one of the children decided to draw summer, and for this he uses a dot pattern (flowers), and the child will draw the sun with his finger, he will cut out fruits and vegetables from postcards, he will depict the sky and clouds with fabrics, etc. “Drawing with Postcards” In fact, almost every home has a lot of old postcards. Go through old postcards with your children, teach them to cut out the necessary images and paste them into place, into the plot. A bright factory image of objects and phenomena will give even the simplest unpretentious drawing a completely artistic design. Can a three-, four-, or even five-year-old child draw a dog and a beetle? No. But he will add sun and rain to the dog and the bug and will be very happy. Or if, together with the children, you cut out a fairy-tale house with a grandmother in the window from a postcard and paste it on, then the preschooler, relying on his imagination, knowledge of fairy tales and visual skills, will undoubtedly add something to it. “Fabric images” We collect remnants of fabrics of various designs and different qualities into a bag. As they say, both chintz and brocade will come in handy. It is very important to show with specific examples how a design on a fabric, as well as its dressing, can help to depict something in a plot very vividly and at the same time easily. Let's give a few examples. Thus, flowers are depicted on one of the fabrics. They are cut out along the contour, glued (only with paste or other good glue), and then painted on the table or vase. The result is a capacious colorful image. There are fabrics that can serve well as a house or the body of an animal, or a beautiful umbrella, or a hat for a doll, or a handbag. “Drawing together on a long strip of paper” In this case, a long strip will help two people draw without interfering with each other. You can draw isolated objects or scenes, i.e. work nearby. And then it is advisable to move on to collective drawing. The adults and the child agree on who will draw what to create one story. “Wax crayons or candle + watercolor” Method of obtaining an image: the child draws with wax crayons or a candle on paper. Then he paints the sheet with watercolors in one or more colors. The drawing remains unpainted. The structure of game sessions might look like this:

  1. Morning circle, including motivation of children, finger exercises (speech games, breathing exercises, etc.).
  2. Artistic and visual activities.
  3. The final circle, which includes encouraging children, telling children about work, finger gymnastics, etc.

To implement the assigned tasks, I envision close cooperation with the parents of the students. Working with parents includes :

registration of consultations on the topic of the development of fine motor skills and the use of non-traditional drawing techniques, folders - moving, information stands, display of open events on the topic, joint equipping of the group with waste materials, exhibitions of children's creativity, etc. Work with teachers includes: registration of consultations on the topic of development of fine motor skills and the use of non-traditional drawing techniques, showing open events on the topic, etc.
Thus, when studying work experience, an attempt was made to find possible ways to develop and improve coordination of hand movements, visual-motor coordination and the development of fine motor skills in the process of visual activity, taking into account the age and individual capabilities of children.
From the research work carried out, we can conclude that the use of finger games and exercises, didactic games, non-traditional materials, techniques and an individual differentiated approach in activities contributed to the development of fine motor skills in children. I consider it most acceptable to use non-traditional imaging techniques in my work, because... children receive not only knowledge and skills, but also joy and pleasure. Many types of non-traditional drawing help to increase the level of development of visual-motor coordination. To correct fine motor skills of the hands, such non-traditional image techniques as drawing with hands: palm, fingers, are important. In addition, the introduction of non-traditional image techniques into practice does not tire preschoolers; they remain highly active and efficient throughout the entire time allotted for completing the task. In the group, whenever possible, I tried to create conditions for the development of fine motor skills. The available material is arranged in such a way that children can freely, based on their interests, choose aids for this type of activity, if they wish, not only reproduce and continue what they did in joint activities with the teacher, but also show their creativity, as well as finish the work they started , realize your plans in independent activities throughout the day. In my future work, I will continue to use non-traditional materials and techniques in visual arts, taking into account the age and individual characteristics of children. Used Books:

  1. Averina I.E. Physical education minutes and dynamic pauses in preschool educational institutions. – M.: Iris-press, 2006.
  2. Ruzanova Yu.V. Development of hand motor skills in non-traditional visual activities: Techniques for performing work, planning, exercises for physical education. – St. Petersburg: KARO, 2009.
  3. Nikitina A.V. Unconventional drawing techniques in kindergarten. planning, lesson notes: A manual for educators and interested parents. - St. Petersburg: KARO, 2010.
  4. G. I. Davydova “Non-traditional drawing techniques in kindergarten”, Moscow “Scriptorium Publishing House 2003”, 2008
  5. I. V. Tyufanova “Workshop of young artists. Development of visual abilities of older preschoolers", St. Petersburg, publishing house "Detsvo-Press", 2004.
  6. A. A. Fateeva “Drawing without a brush”, Yaroslavl, publishing house “Academy of Development-Academy Holding”, 2004.
  7. “Drawing with preschool children. Non-traditional techniques" edited by R. G. Kazakova, Moscow, publishing house "Creative Center Sphere", 2005.
  8. I. A. Lykova “Art activities in kindergarten”, Moscow, publishing house “Karapuz-Didactics”, 2007
  9. Internet materials.


Drawing introduces children to the world of beauty, develops creative abilities, forms aesthetic taste, and allows them to feel the harmony of the world around them.

All children love to draw. Creativity for them is a reflection of mental work. Drawing for a child is a joyful, inspired work that he should not be forced to do, but it is very important to stimulate and support the child, gradually opening up new opportunities for him. However, drawing with pencils, brushes and paints requires the child to have a high level of mastery of drawing techniques, developed skills in drawing objects and knowledge of drawing techniques, as well as techniques for working with various paints. Very often, the lack of this knowledge and skills quickly turns a child away from drawing, since the resulting drawing turns out to be unattractive and does not correspond to the child’s desire to get an image that is close to his idea or the real object that he was trying to depict. To successfully teach children to draw, you can use non-traditional techniques.

What are the benefits of non-traditional techniques? To work in many of them, mastery of familiar tools is not required - you don’t need brushes and pencils when you have your own fingers and palms, which the baby listens to much better than an artist’s tools. Original, unconventional drawing attracts with its simplicity and accessibility, revealing the possibility of using well-known objects as artistic materials. For work, you can use various materials and tools, since children’s imagination provides more and more opportunities for confident mastery of visual arts. To create a “mosaic” masterpiece, a sheet of well-crumpled paper is suitable. And even a fluffy fur coat will be given to the little bunny by a prickly paint brush from dad’s toolbox and cheap toothpaste. There are so many different ways for a little dreamer to express himself!

By acquiring appropriate experience in drawing in non-traditional techniques, and thus overcoming the fear of failure, the child will subsequently enjoy working with a brush and paints and will seamlessly move on to learning drawing techniques. And the main thing is that unconventional drawing plays an important role in the overall mental development of the child.

Children perceive art classes as a new, unusual and interesting experience. At first, they are of little interest in the result, but rather in the process itself. However, even very little ones are able to understand, appreciate beauty in their own way and are ready to create their own work of art.

Children's drawings attract with their spontaneity, unique expressiveness, and unexpectedness of images.

L. S. Vygotky says that “a child draws not what he sees, but what he knows,” “a child can do anything until he knows that he cannot do something.”

The drawing process also contains psychotherapeutic elements. The presence of an adult nearby makes the drawing process calming; Experiences spill out onto the sheet and the baby is freed from them. A “graphic response” occurs. At this moment, a drawing can become a means of visual communication between an adult and a child.

With skillful organization of classes taking into account age and individual characteristics, drawing can become one of the favorite activities, can become, and most often is, a sustainable hobby for almost all children.

Thus, the child gains experience in iso-activities:

• Learns to be original

• Learns to use means of expression

• Learns to evaluate one’s own and other people’s activities

• Learns to show initiative and independence

• Develops individuality using skills and abilities in the use of various techniques

Relevance of this problem

In the process of drawing, the child’s observation, aesthetic perception, artistic taste, and creative characteristics are improved. Children get acquainted with a variety of unconventional drawing methods, their features, the variety of materials used in drawing, and learn to create their own drawings based on the knowledge gained.

Thus, a creative personality develops, capable of applying their knowledge and skills in various situations.

The relevance is determined by the following problems:

1. Social and economic transformations in society dictate the need to form a creatively active personality with the ability to effectively and innovatively solve new life problems.

2. School learning requires a fairly developed level of imagination. By the first grade, a child should be able to navigate situations in which various transformations of objects, images, and signs occur, and be ready to anticipate possible changes.

3. Imagination is a prerequisite for children to effectively acquire new knowledge; no type of creative activity can do without imagination.

4. Imagination largely determines the effectiveness of educational activities in preschool educational institutions.

The use of non-traditional techniques in drawing by children is relevant and significant in practical and theoretical terms.

Research by Russian teachers and psychologists E. A. Flerina, N. G. Sakulina, E. I. Ignatieva and others gives reason to conclude that drawing is an integral part of a child’s development.

The development of creative abilities of preschool children is given sufficient attention in comprehensive educational programs. One of them is the “Development” program, developed by the Training Center of L. A. Wenger, O. M. Dyachenko and others, which we use in our practice of working with preschoolers. The authors of the program propose to introduce children to traditional methods of drawing through the implementation of the tasks of the “Fine Arts” section. The content of this program has no variability; there is uniformity in the program content of the GCD, as well as consistency in the use of artistic means. This limits the opportunity to actively develop children’s creative abilities and the ability to think unconventionally, and creates a certain pattern of activity. Modern society requires creatively active individuals who have the ability to effectively and innovatively solve new life problems.

To fully implement tasks at the present stage, it is necessary to identify and use new effective forms of joint activity in working with children that contribute to the formation of a creative personality in modern conditions.

In this regard, the use of non-traditional visual techniques, in our opinion, can act as one of the important means of developing the creative abilities of our students.

The results of the work should be:

— Children’s activity and independence in drawing

— Ability to find new ways for artistic depiction

— The ability to convey your feelings in your work using various means of expression.

The purpose and objectives of this work

The goal of our work was to develop the creative abilities of preschoolers through the use of non-traditional visual arts techniques.

It was planned to achieve the goal through the implementation of the following tasks:

1. Create conditions in the group for organizing creative activities using non-traditional techniques

2. Introduce children to new methods for artistic depiction

3. Develop the ability to convey your feelings in your work using various means of expression

4. Organize interaction with parents of students on the development of children’s creative abilities through the use of non-traditional techniques of visual arts

Pedagogical principles

We built our work in compliance with the following didactic principles:

• The principle of accessibility, the education and upbringing of a child is carried out in an accessible, attractive and age-appropriate manner; a transition from simple to complex tasks is provided.

• The principle of humanism - assumes an individual - indicative approach and all-round development of the child.

• The principle of connection with life experience. The image should be based on the impression the child receives from reality. The specific result, success and quality of a child’s education depends on the skillful implementation of this principle.

• The principle of clarity is expressed in the fact that children have a more developed visual-figurative memory, so thinking is based on perception and representation. Taking into account the psychology and age characteristics of young children, visualization plays a big role in combination with words.

• The principle of phasing. Sequence: When starting the next stage, you cannot skip the previous one.

• Principle of integration. Various areas of educational work and types of children's activities. It is implemented through the organization of various forms of activity: joint activity of the teacher with children, independent activity of children, interaction with the family.

• Scientific principle. Children gain knowledge about shape, color, composition, etc.

Teaching methods and techniques

In our work we use various methods and techniques:

— visualization method (examination of illustrations, albums, postcards, tables, videos and other visual aids);

- the gaming method (this is the playing out of objects, completed drawings, unfinished images, the spontaneous emergence of images, the use of educational games). The use of gaming techniques, fairy-tale images, and surprise effects helps to interest the child and set him up for creativity;

— examination method (ensures children’s independent creative exploration by means of expressiveness);

- problem presentation method (stimulates children’s activity by including a problem situation in the course of the lesson. The method is aimed at activating creative thinking, rethinking generally accepted patterns and searching for non-standard solutions.) - partial search method is aimed at developing cognitive activity and independence. It consists of performing small tasks, the solution of which requires independent activity (working with diagrams, using imagination and memory).

— co-creation method (creation of collective works, exhibitions united by a common theme);

- informational-receptive (examination, observation, sample and demonstration by an adult);

— the heuristic method is aimed at demonstrating independence at some point in the work, that is, we invite the child to do part of the work on his own;

— the research method is aimed at developing in children not only independence, but also imagination and creativity;

Our work is based on the idea of ​​learning without coercion, based on the child's sincere interest in completing the task. This gives the child confidence in his abilities and puts him in the position of a creator. By creating conditions that encourage the child to study, it is possible to reveal these creative inclinations that have been dormant for the time being. New approaches liberate the child. He is no longer afraid that something will not work out for him - a little technique, and a spot on a sheet of paper turns into a cat, a mighty tree, a sea monster. It is easier for a child to place a spot on a sheet of paper, make strokes, and work with a brush in all directions, freely coordinating hand movements.

Organization of a developing subject-spatial environment

The group has created a subject-based development environment, which is based on the principles highlighted in our work. The art activity corner is equipped with a variety of visual materials, and visual and informational material has been selected. Conditions have been created for creative experimentation with visual materials, tools and drawing methods. To systematize the work, we also produced and placed in the functional room “Art Studio” didactic games, which also contribute to the development of children’s creative abilities. We use them in joint and independent work with children to implement the tasks of the educational field “Artistic Creativity”.

The developmental environment plays an important role in the development of the child, therefore, when organizing the subject-developmental environment, we took into account that the content was developmental in nature, and was aimed at developing the creativity of each child in accordance with his individual capabilities, was accessible and appropriate to the age characteristics of children. Parents took an active part in equipping the subject-development environment. There are so many unnecessary interesting things at home (toothbrush, combs, foam rubber, corks, polystyrene foam, spool of thread, candles, etc.). We went out for a walk, took a closer look, and saw how many interesting things there were: sticks, cones, leaves, pebbles, plant seeds, dandelion and poplar fluff. All these items can enrich the corner of productive activity. Unusual materials and original techniques attract children because the word “No” is not present here, you can draw with whatever you want and how you want, and you can even come up with your own unusual technique. Children feel unforgettable, positive emotions, and by emotions one can judge the child’s mood, what makes him happy, what makes him sad.

Organization of activities with children

In our work we used:

- comprehensive classes - expanding knowledge about the world around us, aesthetic perception, interest in nature, improving drawing techniques, developing fine motor skills of the fingers.

- combined classes - traditional and non-traditional techniques are used.

- collective and individual forms of work: children enjoy collective activities, joint activities to create one common drawing, special satisfaction comes from the overall result, which in this case is always richer in content and makes a more vivid impression than individually completed work. Children understand that together they can create a more significant image than each individual. In the process of collective activities, favorable conditions are created for children to communicate with each other and with the teacher, and upon completion of the work, the children rejoice at the results of joint activities - the same feelings unite them. Group images can be organized in different age groups.

— for independent activities, we try to prepare beautiful and varied materials, giving children the opportunity to choose visual media. An unusual start to work, the use of gaming techniques - all this helps prevent monotony and boredom in children's visual activities, and ensures the liveliness and spontaneity of children's perception and activity. In many ways, the result of a child’s work depends on his interest, so in joint activities it is important to intensify the preschooler’s attention and motivate him to activity with the help of additional incentives.

The child’s creative activity will become even more successful if the teacher evaluates it positively, not comparing the children’s work with each other, but noting the individual manner of performance. Therefore, we pay special attention to the discussion of children’s works, and we make sure to introduce into practice the analysis of a child’s work in an individual conversation with him. At the same time, we try to evaluate the child’s achievements in accordance with his own previous ones, thoroughly justify the assessment and give it a positive character in order to open the way to correcting mistakes.

By developing interest in activities, we try to provide children with as much independence as possible and help them complete their assigned tasks. In this case, we do not set the task of accurately repeating the sample, but with its help we strive to arouse in the child the desire to create, change, improve.

I developed the notes taking into account the age characteristics of the children, relying on the existing skills and abilities in the artistic and productive activities of preschoolers, adhering to an approximate plan:

- creating a gaming situation to attract children’s attention and develop emotional responsiveness (riddles, songs, nursery rhymes; a fairy-tale character in need of help, dramatization games, exercises to develop memory, attention and thinking; outdoor play);

- image of an object (examining and feeling the object, in some cases showing image techniques);

- finalizing the drawing with additional elements (you need to draw children’s attention to means of expression - correctly selected colors, interesting details); — examination of the work received (children’s drawings are given only a positive assessment; children should be happy with the result obtained and learn to evaluate their work).

Working with parents

In order to interest parents in their work, the group regularly organizes exhibitions of children's work, the purpose of which is to demonstrate the children's achievements. Consultations are held at which we tell parents how to draw using non-traditional techniques, and for a deeper understanding we provide them with reminders about non-traditional drawing techniques. We also organize seminars and workshops for parents, where we introduce parents not only to the theoretical foundations of non-traditional drawing techniques, but also take an active part in master classes in order to improve their competence.

The parents of the students became interested in our work. Many of them have become active participants in the pedagogical process: they participate in the creation of joint exhibitions, find original ideas for creativity and willingly share them with the group’s teachers. Parents participate in the design of the subject-development environment, making drawing materials with their own hands (pokes, drawing objects from waste material, etc.). Many parents began to treat children's creative products with more care and interest and display them at home.

An indicator of the increased level of parental interest in this issue is the fact that children more often began to study at home with their parents. They bring interesting works and show them to teachers and peers. Which is undoubtedly also an excellent means of developing their initial key competencies.


The relevance and effectiveness of pedagogical experience in developing the creative abilities of children of early and early preschool age through non-traditional drawing techniques is expressed in new approaches that liberate the child. He is no longer afraid that something will not work out for him. The artistic image obtained using non-traditional techniques turns out to be expressive. The child is satisfied with his result, and, therefore, gets involved in his own creativity.

The development of children's initiative and independence was facilitated by the conditions we created in the art studio for organizing creative activities using non-traditional techniques. This contributed

more successful introduction of children to new methods of artistic representation. We formed and consolidated children’s skills to convey their feelings in their work using various means of expression.

Systematic mastery of all necessary means and methods of activity provides children with the joy of creativity and their all-round development (aesthetic, intellectual, moral-labor, physical).

We can say with confidence that a variety of techniques contributes to the expressiveness of images in children's works, and also contributes to the manifestation of initiative and independence in children. Our work experience has shown that familiarization with image techniques brings true joy to children. Children boldly take on art materials; they are not afraid of diversity and the prospect of independent choice. They take great pleasure in the process of doing it. Children are ready to perform this or that action repeatedly. And the better the movement is, the more pleasure they repeat it, demonstrating their success.


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2. Wenger L. A., Wenger N. B., Pilyugina E. G. “Education of a child’s sensory culture”

3. Vygotsky L. S. “Imagination and creativity in childhood”

4. Gudilina S.I. “Miracles with your own hands”, Moscow, Aquarium, 1998

5. Doronova T. N. “Teaching children visual arts” Moscow, School - Press, 2005

6. Doronova T. N. “Nature, art and visual activities of children”

7. Doronova T. N., Yakobson S. G. “Teaching children 2 – 4 years old to draw in the game”, Moscow, Education, 1992

8. Zimina M. “Learning to sculpt and draw (from simple to complex)

9. Kazakova R. G. “Drawing with preschool children” (non-traditional techniques)

10. Kazakova T. G. “Visual activities of younger preschoolers”

11. Kazakova T. G. “Children’s fine arts”

12. Komarova T. S. “Fine creativity in kindergarten”

13. Koptseva T. A. Methodological recommendations for the program “Nature and the Artist” Moscow, 1994

14. Koptseva T. A. Program “Nature and the Artist”, Moscow, 1994

15. Lopatina A., Skreptsova M. “Colors tell tales” Moscow, Amrita - Rus', 2004

16. Lykova I. A. teaching aids by age for the “Colored Palms” program, Moscow, Karapuz - Didactics,

17. Lykova I. A. “Program of artistic education, training and development of children 2 – 7 years old “Colored palms””

18. “Methods of teaching visual activities”, ed. Komarova T. S., Moscow, Education, 1992

19. “Colorful songs: creative and aesthetic development of preschool children in the process of visual activity” Pskov Free Institute website

20. “Sensorimotor development of preschool children in fine arts classes” scientific supervisor Bezrukikh M. M.


The topic of my work experience is “Development of fine motor skills in preschool educational institutions through non-traditional drawing techniques”

Developing the qualities of a creative personality in our children is one of the most important tasks of a modern preschool educational institution. Creating together with children and respecting children’s decisions is the main task of parents and teachers. Preschool age is a favorable period for the development of creativity. It is at this time that progressive changes take place in many areas, mental processes are improved (attention, memory, perception, thinking, speech, imagination, personal qualities are actively developing, and on their basis - abilities and inclinations. The more diverse children's activities, the more successful they are. comprehensive development of the child’s personality, his potential capabilities and first manifestations of creativity are realized.

In my opinion, visual arts are the most interesting activity for preschoolers. It allows the child to express his impressions of the world around him in his drawings. At the same time, the most accessible type of work with children is visual activity, artistic and productive activity, which creates conditions for involving the child in his own creativity and is invaluable for the comprehensive development of children, the disclosure and enrichment of his creative abilities.

While working, I encountered a problem - children are afraid to draw, because, as it seems to them, they don’t know how, and they won’t succeed.

This is especially noticeable in the speech therapy group, where children’s visual skills are still poorly developed, children lack self-confidence, imagination, and independence. As a rule, classes are often reduced to only a standard set of visual materials, non-traditional image techniques are rarely used, and their corrective significance is not taken into account.

As practice shows, it is obvious that traditional approaches to solving the problem of developing creative abilities, taking into account the potential of the new generation, this is not enough to develop creative abilities to express their fantasies. Meanwhile, the use of non-traditional techniques helps to enrich children’s knowledge and ideas about objects and their use; materials, their properties, ways of working with them.

After analyzing the drawings of my students, I came to the conclusion that it is necessary to facilitate drawing skills, this can greatly increase the interest of preschoolers in drawing. I believe it is necessary to fill the modern educational process with new content, principles, and methodological ideas aimed at developing creative aspiration, initiative, interest, and inspiration. It is important that the more actively a child’s creative abilities manifest themselves and develop in the educational process, the more active and successful his life position will be in the future.

I have formulated for myself the stages of work in this area:

I. Preparatory stage:

Analysis of psychological, pedagogical and methodological literature on the development of creative abilities of preschool children through non-traditional forms of visual activity

Organization and replenishment of the development environment;

Carrying out diagnostics of the development of creative abilities of preschool children;

Selection and systematization of forms of organization of children, methods and techniques that contribute to the development of children's creative abilities.

Development of a long-term plan for visual arts.

Drawing up a plan for interaction with parents and teachers.

II. Main stage:

Implementation of planned activities with children (direct educational activities, joint activities);

Interaction with parents and teachers.

III. The final stage:

Diagnostics, registration and analysis of results, summing up, forecasting further activities.

Having studied and analyzed the author's developments, teaching aids, such as: I. A. Lykova “Visual activities in kindergarten”, T. S. Komarova “Art activities in kindergarten”; G. N. Davydova “Non-traditional drawing techniques in kindergarten” and others, as well as the advanced experience of working with children accumulated at the present stage by practicing teachers, I became interested in the possibility of using non-traditional art techniques. activities in working with preschoolers. So, I found a lot of interesting ideas and techniques, and set a goal for my work, which would be the following: the development of fine motor skills in preschool children through non-traditional drawing techniques, the development of the creative abilities of preschoolers through the use of traditional and non-traditional techniques of productive artistic activity.

To achieve this goal, I put forward the following tasks:

1. Teach children non-traditional drawing techniques, combining various materials and image techniques, independently determine the idea, methods and forms of its implementation, technically competently use non-traditional and traditional methods of drawing, understand the significance of their work, experience joy and pleasure from creative work.

2. Develop children's creativity, visual - imaginative thinking, creative imagination and artistic taste, the ability to navigate on a sheet of paper.

3. To cultivate in children an aesthetic attitude towards the world around them through the ability to understand and create artistic images.

4. Create favorable psychological and pedagogical conditions in the group for the creative self-realization of each child.

5. The relationship between direct educational activities and children’s independent and joint activities with the teacher.

6. Involve in creative experimentation with visual materials, the use of methods for creating images on one’s own initiative and in new conditions, the use of a variety of visual techniques and their combinations;

7. Foster confidence, independence, initiative in productive artistic activity;

8. Involve parents in joint creative activities, increase their pedagogical competence in the field of artistic and aesthetic development of children.

Developing the creative abilities of a preschooler is the task of an adult. This means that the management of visual activities requires the teacher to know what creativity in general, and especially children’s, is, knowledge of its specifics, the ability to subtly, tactfully supporting the child’s initiative and independence, to facilitate the acquisition of necessary skills.

It is also important to create conditions for the artistic and aesthetic development of children, since the development of a child depends on how the process of his upbringing is carried out, how the space in which he grows and improves is organized, what kind of environment he is in - diverse, rich, extraordinary, changing.

Activity in various types of activities: the environment in a preschool institution, in comparison with a regular family environment, should be intensively developing, stimulating the emergence and development of the child’s cognitive interests, his volitional qualities, emotions, feelings. Creation of a subject-spatial development environment: for this purpose, we, together with parents, have created favorable conditions for children, an “Art Studio”, in order to satisfy the child’s natural desire for creativity, as well as the presence of a subject-development environment for productive artistic and creative activity:

Colored chalk, plasticine, sets of paints, markers, pencils;

Sets with stencils for applique and drawing;

Colored and white paper, cardboard, wallpaper, paper of different tones and textures;

Stickers, fabrics, self-adhesive film;

Paste, glue - pencil, cups for water, napkins for brushes; Board, easel, magnetic board;

Non-standard equipment (pokes, blowing tubes, cotton swabs, stamps, brushes, foam rubber, seals, cliches, etc.);

Educational games, albums for introducing arts and crafts, types and genres of art);

Coloring books, illustrative material, etc.

It is imperative to use gaming techniques, fairy-tale images, the effect of surprise, and, of course, one should not forget about the availability of a variety of materials for creativity and the ability to act with them at any moment. All this helps to interest the child and set him up for creative activity.

The success of teaching non-traditional techniques largely depends on what methods and techniques the teacher uses. To develop children's creativity, the following teaching methods can be used:

1) information-receptive method, which includes techniques for examining and showing a teacher’s model; 2) reproductive method aimed at consolidating the knowledge and skills of children. This is a method of exercise that brings skills to automaticity. It includes the technique of repetition, working on drafts, performing form-building movements with the hand; 3) a heuristic method, which is aimed at demonstrating independence at some point in the work during the lesson, i.e. the teacher invites the child to complete part of the work independently;

4) a research method that develops in children not only independence, but also imagination and creativity. The teacher offers to do not just any part, but all the work independently.

Artistic creativity is one of children's favorite activities. One of the techniques aimed at creating conditions for a child’s creative self-expression is organizing work with children using non-traditional drawing methods. To develop creative abilities in the classroom, I introduced the children to a variety of unconventional drawing techniques and began to teach the children this step by step from simple ones and gradually moving on to more complex ones. Each of these techniques is a little game.

The creative process is a real miracle; children reveal their unique abilities and experience joy; they get great pleasure from the very process of execution that creation gives them.

The experience of my work has shown that there are many techniques for mastering non-traditional image techniques that bring true joy to preschoolers if it is built taking into account the specifics of the activity and age of the children. It is non-traditional drawing techniques that create an atmosphere of ease, openness, promote the development of initiative, independence, and create an emotionally favorable attitude towards activities in children. In many ways, the result of a child’s work depends on his interest, so during the lesson it is important to intensify the preschooler’s attention and motivate him to activity with the help of additional incentives. Such incentives could be:

play, which is the main activity of children;

a surprise moment - a favorite fairy tale or cartoon character comes to visit and invites the child to go on a trip;

asking for help, because children will never refuse to help the weak, it is important for them to feel significant; musical accompaniment, etc.

In addition, it is advisable to vividly and emotionally explain to the children the methods of action and show depiction techniques.

Their use allowed children to feel:

1) more relaxed, bolder, more spontaneous;

2) develops imagination, spatial thinking;

3) gives complete freedom for development to freely express your plan;

4) encourages children to creative searches and solutions;

5) manifestation of initiative and individuality.

I noticed that the non-traditional drawing technique does not allow copying a model, the child experiences a variety of feelings: he is happy about the beautiful image that he created himself, he is upset if something doesn’t work out.

But the most important thing is that by creating an image, the child acquires various knowledge, his ideas about the environment are clarified and deepened, in the process of work he comprehends the new qualities of objects, masters skills, abilities, new non-traditional techniques, and learns to consciously use them. And the main thing is that unconventional drawing plays an important role in the overall mental development of the child. After all, what is intrinsically valuable is not the final product - a drawing, but the development of personality: the formation of self-confidence in one’s abilities, self-identification in creative work, purposefulness of activity.

I believe that on the one hand, teachers improve their creative abilities by accumulating theoretical and practical experience in solving problems, on the other hand, by working directly with preschoolers, they improve knowledge and deepen abilities in the process of co-creation. The main thing for a teacher is to remember a number of rules: encourage the child’s independent thoughts and actions if they do not cause obvious harm to others; do not interfere with the child’s desire to do or depict something in his own way; respect the student’s point of view, whatever it may be. Therefore, invite children to do more free drawings, verbal, sound, tactile and taste images, interesting movements and other spontaneous creative manifestations during classes and free activities of children.

Ways to develop fine motor skills

To improve fine motor skills, you don’t need to do tedious training and boring activities - all exercises are done in a light playful and entertaining way that will help brighten up your child’s leisure time.


Massage can be practiced to develop motor skills of both the youngest children and older schoolchildren. It is advisable to massage and stretch your hands before starting the main exercises.

Warming up the palms and hands can be done without the help of foreign objects; for this you just need to massage, rub and pinch the palms and bend the baby’s fingers. In this case, you can recite various rhymes or simply pronounce all the actions. Over time, the child will learn to do this warm-up without outside help.

You can also use improvised means: pencils, balls, small hard toys. Objects need to be rolled between the palms, inserted between the fingers and fixed in certain positions.

You can build improvised “pools”: containers with sand, cereals, lids or small balls. In this pool, the baby must lower his hands and move them, move the filler elements with his fingers, and mix the contents.

These exercises allow you to warm up your muscles and increase blood flow. Pink palms and fingers serve as a signal that the exercise has been performed well and that you can move on to the next one.

Finger games

Such games involve the child using his hands and fingers to depict certain objects, thereby developing coordination of movements.

  • Glasses . The child can make circles first with the whole fist, and then only with the thumbs and forefingers, bring the “glasses” to the eyes, etc.
  • Chair and table. Using a fist and palm, a chair is depicted, then the position of the hands changes. Then the chair can be depicted with one hand.
  • Boat . The palms are folded into a handful and the “boat” begins to travel, carrying “passengers” - small toys that need to be held or caught.
  • Scissors . By pretending to be scissors with the fingers of one hand, the baby “cuts” first the soft tissue, and then harder objects.

Lacing and dress up games

In stores you can buy special development books with fastening elements: zippers, Velcro, buttons, rivets, laces, etc. If desired, you can make them yourself. Working with such educational books, the child will not only develop fine motor skills, but also learn to dress faster.

Children are also offered special embroidery kits that use laces instead of threads. So a child can make crafts, “sew” handbags, wallets, etc. Girls especially like these toys.

Finger paint

It is difficult for young children to draw with brushes, watercolors or gouache, but this is not a reason to put drawing on the back burner. Special finger paints are now sold in stores: they do not contain harmful substances, which means that even if the baby swallows a little dye, nothing bad will happen.

Let the baby first get acquainted with paints and make prints of his fingers and palms. Next, teach him to draw lines and circles. With children 3-4 years old, you can already start drawing animals, houses, cars. Gradually, finger paints should be replaced with regular ones, and fingers with brushes.


Older children can engage in this type of creativity: from the age of 4-5, children can cut out figures from paper and cardboard, which means they can start practicing. Try to use not only paper, but also small unusual details: cereals, seeds, napkins, pebbles, sticks, etc. Crafts should be voluminous and detailed.

Ideas for creativity:

  • tree with true leaves;
  • fish with scales in the form of rhinestones;
  • flowers made from rolled napkins;
  • lamb made from rice or semolina;
  • hedgehog with needles made from sunflower seeds.

If you can’t spend time coming up with the next project, purchase special quilling kits. Working with small tapes and pieces of paper also effectively develops small arm muscles.


Plasticine of varying hardness, clay, dough and kinetic sand can be used as modeling material. It’s worth starting with softer and more pliable materials.

Children aged 2-4 years should be taught to roll sausages, balls and other basic shapes. Older children can already be trusted to create a real picture from plasticine. At 6-7 years old, children can already create real figurines with small details, so you can get your child interested in creating clay figurines.

Such classes allow you to broaden your horizons and gain knowledge about the color, shape, size and texture of the material.

Origami and other activities with paper

With paper and cardboard, a child can do more than just draw. You can invite him to cut and glue various appliqués, make paper beads, weave from strips of paper, glue various figures, and also make origami crafts.

To ensure that the little student does not lose interest in work, it is important that the classes constantly change and the goals become more complex. For example, you should start with simple airplanes and boats, and then move on to cranes, tigers and more complex figures.

Shadow play

Shadow theater can be a great family activity. To begin with, you should build and decorate the stage together with your child. Performances can begin with manual theater, when a child depicts an animal or object with his hands, and parents or friends guess. At first, these will be simple images that can be easily composed with your fingers: a bunny, a dog, a bird. Then you can act out entire scenes with more complex characters.

Next, you can make special figurines for the finger theater - paper caps in the form of characters from the play. At first, it is better to act out scenes from familiar fairy tales, in which there is a lot of dialogue: “The Three Little Pigs”, “The Fox and the Hare”, “Teremok”. As your child masters the skill of controlling his fingers, you can turn to your favorite cartoons.

So, with one idea you can keep your child occupied for several months, develop his motor skills, as well as artistic qualities.

Tasks with elements of writing

Six-year-olds can be occupied with more professional activities that will help them prepare for school and writing . You can purchase special coloring books with different types of shading. You can also offer decals in which you need to trace the contours of various objects using stencils.

Visual and auditory dictations are especially interesting for preschoolers, when the child needs to draw a picture following a spoken or drawn algorithm. Such activities influence the development of the child’s perseverance and attention.

There are such a large number of activities aimed at developing the small muscles of the hands that they are enough to fill the entire leisure time of the baby. Use your imagination, buy special games or books and move on to improving your fine motor skills!

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