The development of fine motor skills of hands in children with cerebral palsy. Correctional and developmental work on the formation of fine motor skills of hands in children with cerebral palsy

The diagnosis of cerebral palsy in children is an extensive lesion of the motor areas of the brain and pathways. This may be associated with violations of general and fine motor skills. Children diagnosed with cerebral palsy are limited in movement, they have difficulty learning to walk, sit, stand, and perform manipulative actions. The topic of this article will be "The development of fine motor skills of the hands of a child with cerebral palsy."

A feature of this disease is that it is not only difficult for children to learn general and fine motor skills, to perform certain movements, but it is also difficult to feel these movements, which makes it difficult for a child to form the necessary ideas about movement.

Children with general speech disorders should work on the development of fine motor skills of their hands regularly, allocating 3-5 minutes for this in each lesson. Exercises and games aimed at developing fine finger movements are what a child with cerebral palsy needs to increase attention and performance.

If it is difficult for a child to perform finger movements, then such a baby should be dealt with individually, when at first the exercise is performed passively with the help of a teacher. Thanks to training, the movements become more confident and are performed by the children more actively. For ease of remembering the exercises, you can come up with a name for each of them, understandable to children.

An exercise in which the children themselves will knead their hands. "Hands are frozen";
Exercise “put on gloves” - we pull a glove on each finger;
We grind each finger from the base to the nail;
An exercise in which children are invited to draw with each finger in the air;
Bend each finger in turn;
Straighten each finger in turn;
Children pull their thumb up, and all the rest are clenched into a fist - a “flag”;
In this exercise, one hand should be bent into a fist, and with the other hand, cover this fist horizontally - “table”;
Also, bend one hand into a fist, and lean the other hand horizontally with the palm - “chair”;
Invite the children to press their palm firmly against the table or against the other palm, and take each finger in turn - “fingers are stuck”;
In this exercise, you need to connect the thumb, index, middle and ring fingers, and pull the little finger up - “dog”;
First, cross your fingers, then raise your hands up, and spread your fingers - you get "sun rays";
Alternately perform the exercises - clench your hand into a fist, then place your palm edge on the table, then press your palm to the table. You can gradually speed up the pace of execution - "fist, rib, palm."

Exercises for the development of fine movements of the fingers:

“fingers say hello” - first you need to fix the names of each finger with the children. Then, with the tip of your thumb, alternately touch each tip of the remaining fingers (hereinafter, first perform the exercise with your dominant hand, then with your second hand, and then with both hands, from the thumb to the little finger, and vice versa);
The fingers of one hand simultaneously "hello" with the fingers of the second hand;
Exercise "Wasp" - straighten your index finger and rotate it;
"Goat" - straightening the index finger and little finger;
Form two circles by connecting the tips of the thumb and forefinger;
"Bunny" or "Ears" - clench your fingers into a fist and straighten only the index and middle fingers;
"trees" - all fingers are widely spaced.

All these games and exercises described above perfectly develop the mobility of the fingers, the performance of isolated movements, and also contribute to the development of the accuracy of finger movements.

Circle any figure or object along the contour;
Draw any object point by point;
Draw strokes in different directions using stencils;
Draw a pencil along a narrow path and do not lead to the side;
“double drawings” is a very interesting type of exercise in which children draw different ones with both hands, it can be various geometric shapes, or an artistic drawing (it is suggested to draw either two identical objects at the same time, or one drawing with both hands, as if complementing it).

To develop and improve coordination of hand movements, it is recommended to perform exercises:

The exercise is performed under the count, while gradually accelerating the pace, and strictly following the verbal instructions:

Make a fist with your left hand, open your right hand, and vice versa;

We put the right palm on the edge, the left - we bend into a fist;

Exercise one.

(according to V.V. Tsvyntarny. We play with fingers and develop speech.)

WHAT IS THE INFLUENCE OF FINGERS ON THE DEVELOPMENT OF SPEECH

In children with a number of speech disorders, general motor insufficiency expressed to varying degrees is noted, as well as deviations in the development of finger movements, since finger movements are closely related to speech function. In this regard, the system for their education and upbringing provides for educational and corrective measures in this direction.
Authors such as N.S. Zhukova, E.M. Mastyukova, T.B. Filicheva, N.I. Kuzmina describe separate techniques for the development of motor skills in children with delayed speech development and with motor alalia. E.M.Mastyukova, M.I.Ippolitova and L.A.Danilova give more complete recommendations on the formation of motor skills and differentiated finger movements in children with cerebral palsy.
Scientists who study the activity of the child's brain, the psyche of children, note the great stimulating value of the function of the hand. Employees of the Institute of Physiology of Children and Adolescents of the APN found that the level of development of children's speech is directly dependent on the degree of formation of fine movements of the fingers (M.M. Koltsova).
So, based on the experiments and examination of a large number of children, the following pattern was revealed: if the development of finger movements corresponds to age, then speech development is within the normal range. If the development of finger movements lags behind. This also delays speech development, although general motor skills may be normal and even higher than normal (L.V. Fomina). M.M. Koltsova came to the conclusion that the formation of speech areas occurs under the influence of kinesthetic impulses from the hands, or rather, from the fingers. This fact should be used in work with children and where the development of speech occurs in a timely manner, and especially where there is a lag, a delay in the development of the motor side of speech. It is recommended to stimulate the speech development of children by training the movements of the fingers. Finger training can already begin at the age of 6-7 months: this includes a massage of the hand and each finger, each of its phalanxes. Kneading and stroking is carried out daily for 2-3 minutes.
Already from the age of ten months, active exercises for the fingers are carried out, involving more fingers in movement with a good, sufficient amplitude. Exercises are selected according to age features. So, kids can be given to roll wooden balls of various diameters with their fingers. All fingers must be involved in the movement. For this exercise, you can use plasticine balls, beads. You can engage in construction from cubes, collect various pyramids, shift pencils, buttons, matches from one pile to another.
At the age of six months, children are given more complex tasks: fastening buttons, tying and untying knots, lacing.
A very good training of movements for the fingers is given by folk games-rhymes.

white-sided magpie
cooked porridge,
She fed the kids.
I gave this
I gave this
I gave this
I gave this
She gave it.

At the same time, the index finger of the right hand performs circular movements along the palm of the left hand. Then, in turn, the little finger, ring, middle, index and thumb are bent.
Another version of this joke:

This was not given:
You didn't carry water
Didn't cut wood
Didn't cook porridge
You have nothing!

In this case, the thumb does not bend.
It is suggested that children bend and unbend the fingers of both the left and right hands into a fist.
You can use the following verses:

This finger is grandfather,
This finger is a grandmother,
This finger daddy
This finger mommy
This finger is me.

If finger gymnastics exercises cause some difficulties in children, then parents help the child keep the rest of the fingers from involuntary movements.

This finger wants to sleep.
This finger - jump into bed!
This finger twitched.
This finger is already asleep.
The fingers are up. Hooray!
It's time to go to kindergarten.

In these verses, you can bend your fingers, starting with the thumb, then with the little finger, then on the right, then on the left hand.
To train the fingers, exercises can be used without speech accompaniment. The child is explained the performance of a particular task. Parents show everything. "Fingers say hello" - the tip of the thumb of the right hand alternately touches the tips of the index, middle, ring and little fingers. "Man" - the index and middle fingers of the right hand "run" on the table. "Elephant" - the middle finger is forward (trunk), and the index and ring fingers are the legs. Elephant "walks" on the table. "Roots of trees" - the hands are intertwined, the spread fingers are lowered down.
Performing various exercises with fingers, the child achieves a good development of fine motor skills of the hands, which not only has a beneficial effect on the development of speech (since this inductively stimulates speech centers), but also prepares the child for drawing and writing.
The hands acquire good mobility, flexibility, stiffness of movements disappears, this will further facilitate the acquisition of writing skills.
We give two blocks of tasks: the first is work with fingers; the second is work with counting sticks, matches.
In the first block, figures are selected that depict objects, animals, birds. All figures with a small poetic accompaniment and drawings. When performing each exercise, you should try to involve all the fingers, perform the exercises with both the right and left hands.
When the child masters the free performance of the figures, the exercises can be complicated: acting out small scenes, retelling short stories, accompanied by the construction of figures from the hand and fingers.
For example, such a story.
Vaska the cat saw a nest in a tree. Chicks lived in the nest (we depict a cat figurine, a tree, a nest with chicks). Cat Vaska wanted to eat the chicks and climbed a tree. But then a mother bird flew in, which began to protect her chicks (depict a bird). The cat got scared and ran away (depict a cat). With a good imagination of parents, you can invent and tell fairy tales, which can also be accompanied by images of various finger figures. It is necessary to ensure that all exercises are performed by the child easily, without difficulty, so that classes bring him joy. The second block with poetic accompaniment presents figurines that are made from counting sticks or matches. First, they get acquainted with geometric figures, on the basis of which all the rest are built. The figures accompany the rhymes so that the child has not only a visual image of the object, but also an auditory one.
These exercises can be done with all children, and especially with those who have a general underdevelopment of speech or any of its disorders (stuttering, etc.).

I. IMPLEMENTATION OF FIGURES FROM FINGERS

MDOU "Kindergarten No. 15 of a compensating type", Zarechny, Penza region

Dudorova I.V. The development of fine motor skills and manual skill in preschool children with cerebral palsy and disorders of the musculoskeletal system in kindergarten and at home // Sovushka. 2016. No. 1..2016.n1-a/ZP15120008.html (date of access: 03/01/2020).

I have been working in the compensatory preschool institution in Zarechny since 2003. With children with disorders of the musculoskeletal system - since 2011. The group is attended by disabled children diagnosed with cerebral palsy and children with disorders of the musculoskeletal system (postural disorders, flat feet, scoliosis, and others).
The purpose of my work was determined to create conditions for targeted work on the development of fine motor skills of the hands and fingers in children with cerebral palsy and musculoskeletal disorders through the use of didactic games, exercises and various types of productive activities. The most pronounced violations of general and fine motor skills in children with cerebral palsy and disorders of the musculoskeletal system. The child cannot independently dress, comb his hair, act with small objects. For most children, buttoning up buttons, lacing up shoes and tying shoelaces on a bow, rolling up the sleeves of a shirt, a dress causes great difficulties. Such children hardly hold a pencil, a brush in their hands; turn the pages of a book; identify items in the bag by touch. It is difficult for them to create stable elementary buildings (turret, ladder, fence, etc.); unable to work correctly and skillfully with scissors; poorly molded from plasticine and clay; difficult to open the lids of different bottles and jars.
Corrective work is carried out in stages. First, coordinated movements are practiced with larger objects, then with smaller ones. To do this, we specifically select toys, household items, different in size, shape, color and weight. Useful exercises are such activities as shifting objects from one place to another, sorting toys, objects by size, color, determining their weight, classifying by gravity, laying out small objects (buttons, beads, sticks, grains, etc.) in small boxes, plates or bags. Children are happy to string beads, rings, buttons on a thread; move the bones on the accounts; cut out pictures from paper along the contour, and then paint them; pick up and screw (or unscrew) caps to different vials and many other "useful" exercises. We also use modeling clay, salt dough and plasticine; work with mosaics of various sizes (from the largest to the smallest). Games with building material, starting from the simplest connections, gradually complicating the number of parts used and the difficulty of execution. Well strengthens the muscles of the hand (hand, fingers) squeezing a rubber sponge or a small rubber jumper ball.
In the process of corrective activity, we note even slight improvements in the accuracy and speed of performing the listed exercises.
We fix the time spent on performing a particular movement (exercise) to track the dynamics in the development of fine finger movements.
Children with cerebral palsy and disorders of the musculoskeletal system, as already noted, experience difficulties in self-care. To help them master these skills, we use exercises such as:

gripping first with three, and later with two fingers, buttons of various sizes, shapes (buttons are attached to the frame with an elastic band). The child grabs the desired button and pulls it towards himself, then lowers it (you can practice this way many times, starting with larger buttons).
fastening, unfastening buttons on a special sample of fabric with buttons and loops of various sizes, which is attached to the frame, then these actions are practiced on the doll's clothes, and then on their own clothes.
lacing: we use a planar image of a boot cut out of a piece of linoleum with holes made in it from a hole punch, and the child learns on it, and later trains on his shoes;
in the group there is a panel "Watch", on which children practice braiding, tying bows, unbuttoning and fastening buttons. The didactic game "Turtle" also serves to develop self-service skills: pockets with various fasteners, buttons, hooks, bows, laces, zippers;
on thick cardboard we draw the contour of the child’s brush with evenly spread fingers (the child fixes his hand according to the contour):

The child puts his hand on the table and, at the request of the adult, alternately raises his fingers. If the child is not immediately able to complete this exercise, an adult can hold with his hand those fingers that should remain motionless;
- the child folds his palms, squeezes them and taps with the fingers of each pair (to increase muscle load, you can put on a thin elastic band of small diameter on each pair of fingers);
- on the instructions of an adult, shows fingers in turn one, two, three; pushes forward the second and fifth fingers ("goat"), the rest should be clenched into a fist;
- beating the beat with each finger, imitation of playing the piano;
- "shooting off" a cotton ball, beads, buttons, checkers, etc. one, two and four fingers of the right and left hands alternately.
In my work I use a mini-sandbox. When playing with sand, the child passes it between his fingers. Along with the flow of sand, tension goes away, the child relaxes. We begin to develop tactile and kinesthetic sensations in children with games:
. "The prints of our hands",
. "What is hidden in the sand?",
. "Mine".
Then we move on to more complex exercises:
. "glide" with your palms on the surface of the sand, performing zigzag and circular movements (like cars, snakes, sleds, etc.);
. perform these exercises, placing the palm on the edge;
. walk your palms along the laid tracks, leaving your marks on them;

walk on the surface of the sand separately with each finger alternately with the right and left hands, then with both hands at the same time, etc .;
exercises with a "snake": a simple rope with a knot in place of the head. First, the child, taking the "snake" by the head or tail, simply (without interruption) runs it through the sand. Then, taking the rope in his hands as if he were holding a pencil, he smoothly follows the snake's trail (writes zigzag lines in the sand without interruption). It's more interesting than writing in a notebook.

In games in the sand, I introduce children to letters. We draw letters on dry sand with fingers and improvised means, sculpt from wet sand, lay out from shells, buttons, complementing the missing details of the letter, transforming one letter into another.
The group has a set of counting sticks for each child and colored matches. Children lay out various figures, images, patterns from them. I use this material as part of GCD for the development of fine motor skills and touch, sensory development and in joint activities. Children first perform images from sticks according to the model, and then according to their own design. Kids love to do this on their own.
To form fine differentiated finger movements, small wooden and plastic constructors, cubes, mosaics, games with ropes, laces, clothespins, buttons, toys are used, the details of which can only be assembled using buttons; various frames - liners. In games with cereals, children lay out the contours of various objects, geometric shapes, numbers, letters. Spread them with buttons, beads, peas, i.e. the size of the game material gradually decreases from large to small.
In the game "Seed Sorting", children lay out beans and peas, buckwheat and rice with their thumb and forefinger on different plates, and to complicate this exercise, we use tweezers to capture the seeds.
With great pleasure, children string buttons, beads on a thread; fill the cells with colored water using a pipette; draw colored water into syringes, different in the force applied by the children when they are performed (from light to tight); pick up keys to locks of various sizes, opening and closing them. These and many other exercises for the development of fine motor skills of the fingers are widely presented in the practical zone of the Montessori material.
Children with cerebral palsy and musculoskeletal disorders also experience difficulties in the process of visual activity: in drawing, modeling, and appliqué. They do not know how to properly hold a pencil, use scissors, regulate the force of pressure on a pencil and a brush. In order to teach a child to use scissors, we perform joint actions, consistently working out all the necessary movements. Gradually, developing fine motor skills of the hands, we bring up the ability to regulate the strength and accuracy of our movements in the child. Drawing or cutting paper is often accompanied by obsessive involuntary movements - synkinesis. Performed subject images are pronounced, stable, but recognizable stamps with a low degree of detail. The works are characterized by poor muscle control, in which there is a fuzzy movement when drawing straight lines, angles, circles and when painting (or shading) figures. Modeling crafts look like rough, poorly recognizable heaps of plasticine, in which it is difficult to recognize individual significant details of the image.
But there is another significant feature of children with cerebral palsy - this is a pronounced unevenness in the level of proficiency in visual skills - from complete immaturity in some children (with cerebral palsy) to the level of the age norm in others (with musculoskeletal disorders).
The development of smoothness and accuracy of movements is facilitated by such tasks as:

coloring pictures;
accurate outline of the contours of the subject;
drawing simple objects on the marked points;
connecting these points with lines of different directions;
hatching (only colored pencils are used), etc. and so on.

In the process of work, we note the acceleration of the pace of the exercise, its accuracy. We use at the initial stage pencils of increased diameter.
For the development of graphomotor skills, decorative drawing is of particular importance - drawing ornaments, patterns in a strip, square, circle, triangle, etc. At the same time, the child practically masters the image of various elements of the pattern, learns the methods of arranging elements on a plane (top, bottom, above, under, in the middle, right, etc.), learns to correctly determine the direction of lines and hand movements, gets acquainted with the rhythmic construction of the ornament, develops an eye. Children draw small curls, thin and wide lines in their alternation, various painting elements: dots, circles of various sizes, wavy and straight lines and other details. Rhythm in the arrangement of decorative pattern elements also contributes to the development of a sense of rhythm in children.
Drawing a pattern, children learn to keep the line. Drawing grass, dots, short strokes teaches you to limit movement, which will be necessary in the future.
The accuracy and dexterity of the fingers, according to Stepanova N.V., Komarova T.S., are acquired in the process of GCD for fine arts and design (application, paper design, as well as origami). All work with paper (cardboard) requires sensory-motor coordination, accuracy, perseverance, perseverance.
Paper - accessible to the child and a versatile material - is widely used not only for drawing, but also for application and design. Together with preschoolers, we make a mosaic application, which we use for a gift, decoration of a group and dressing rooms. We start the work with a simple drawing (chanterelle, giraffe, cat, etc.), which we lay out with different geometric shapes. Then we complicate it to the complex: to fairy tales: "Two greedy bear cubs", "Fox and hare".
Children are attracted by the opportunity to make paper crafts that can be used in games, dramatizations. We use origami to develop manual skills in children. The attractive power of origami for children is in the ability to develop children's imagination, memory, spatial thinking, fine motor skills of fingers, enliven a flat dumb sheet of paper, in a matter of minutes turn it into flowers, animals, birds, striking with the plausibility of their shapes and intricacy of silhouettes. The subject of origami is very diverse, it goes from simple to complex.
Weaving is one of the ancient methods of fastening parts to obtain products. Why did I pay attention to this type of activity? The fact is that the process of weaving is very exciting, it contributes to the development of voluntary attention, observation, memory, quick wits, a sense of rhythm in children, contributes to the development of the eye and coordination of finger movements. Weaving has an impact on the education of accuracy, patience, perseverance, the desire to overcome difficulties, to bring the work begun to the end. We mainly work with paper and cardboard. We weave bookmarks for books, mats, lanterns, coasters, baskets. We use the simplest method: fold a sheet of paper in half, make a series of even cuts with scissors, then cut out strips of a different color and, in a certain way, following the patterns, weave them between the cuts of the main part.
Accuracy and dexterity of finger movements are acquired by children during the "Make beads" exercise. Children cut rectangular sheets of paper into triangular ones, each of them is twisted in the form of a bead, its end is glued. Finished beads are strung on a thread. We also prepare "rowan" beads, beads made of beads. Children exchange beads, give them to kids, put them on dolls. All this brings joy and satisfaction, developing sensory-motor coordination in children, strong-willed qualities.
A special role in manual skill, according to Pereverten G.P., Malysheva A.P., Ermolaeva N.V., Alekseeva A., is played by the ability to confidently use scissors. Exercises such as cutting out various figures with scissors from old postcards and magazines, or cutting snowflakes from a square of paper napkins folded several times, as well as symmetrical cutting, are a useful and exciting activity.
In older preschoolers (without developmental problems), graphomotor skills for entering school are not yet sufficiently formed. And in children with cerebral palsy and musculoskeletal disorders, motor awkwardness, insufficient formation of movements and their low coordination, especially the small muscles of the hand and fingers, forearm and shoulder part of the writing hand, are especially pronounced.
In such children, in the process of working with pencils, a brush or a pen, the following are noted: tremor, weakness and an increase or decrease in muscle tone, a violation of the isolation of the right and left hands.
Thus, children suffering from cerebral palsy and disorders of the musculoskeletal system experience significant difficulties in mastering the technique of graphomotor skills. Therefore, in all types of children's activities (playing, visual, labor, etc.), in the process of directly educational activities (formation of elementary mathematical representations, knowledge of the world around us, music, physical education, etc.), we form and develop graphomotor skills.
The school requires from children not only a sufficiently high level of perception, attention, memory, thinking, speech, but also a good development of fine motor skills.
At the beginning of education, many children experience difficulties of a different nature, but more than 90% of these difficulties are associated with writing. Writing is a complex activity that involves the cerebral cortex, organs of vision and hearing, and, in addition, many muscles of the body.
Many children entering the first grade are not ready for long-term static loads, and especially children with cerebral palsy and disorders of the musculoskeletal system. After all, they suffer from arbitrary motor skills of the hands and fingers.
Due to the disorder of muscle tone, hyperkinesis, the lack of the possibility of consistent contraction and relaxation of the muscles of the hands in children with cerebral palsy, there are difficulties in the development of graphomotor skills. Therefore, children draw, perform graphic tasks and exercises slowly, illegibly, quickly get tired, their smooth lines are disturbed.
The inability to coordinate the movements of various parts of the hand (fingers, hand, forearm and shoulder part) can lead to forced stops, line-by-line, fuzzy movements or hand trembling. To this end, we perform the following corrective exercises to prepare the hand for writing with cerebral palsy and disorders of the musculoskeletal system.
1. Exercises aimed at normalizing the muscle tone of the fingers, hands, forearm and upper arm:
. children put their hands down and shake their relaxed hands;
. imitate shaking spray from hands;
. imitate rinsing clothes;
. raise crossed arms above the head, spreading fingers ("deer antlers");
. lower their hands down, clench their fists with force, then shake them with relaxed hands;
. children easily clench their fists ("a kind cat" hides its claws in the pads of its paws);
. children open their fists, spreading and straining their fingers (“the cat is angry”; releases its claws), etc.
2. Exercises for the development of static hand coordination:
. "Great!": stretch your hand forward, squeeze all fingers except the thumb; thumb up;
. "Bunny": stretch out the index and middle fingers, squeeze the rest;
. "Goat": stretch out the index finger and little finger, squeeze the rest of the fingers (or stretch out the thumb and little finger, squeeze the rest);
. "Elephant": stretch the middle finger ("trunk") forward, put the rest of the fingers on the table ("legs");
. "Bridge": put the fingers of the left hand on the fingers of the left.
3. Exercises for the development of dynamic coordination of the hands in
the process of performing sequentially organized movements:
. "Hello, finger": alternately touch the thumb to the index, middle, ring and little fingers;
. “Fingers get acquainted”: with the fingers of the right hand, alternately “say hello” (slapping the fingertips) with the fingers of the left hand, starting with the thumb;
. "Counting": alternately bend the fingers first on the left, then on the right hand, starting with the little finger;
. "Frogs": children clench their hands into fists and put them on the table with their fingers down; sharply straighten their fingers (the hand bounces over the table) and put their hands on the table; then they sharply compress the fists and again put them on the table;
. simultaneously change the position of the hands: clench one into a fist, unclench the other, straightening the fingers;
. simultaneously throw the hands forward, while the fingers of one hand are clenched into a fist, and the fingers of the other are connected into a ring;
. "Merry painters": synchronously perform movements with the hands of both hands up and down with the simultaneous connection of a wrist swing; then left - right;
. put both hands in front of you and alternately tap with your right hand twice, and with your left hand once, smoothly moving from one hand to the other.
I help develop graphomotor skills in individual work with children and in the process of GCD "Development of fine motor skills and touch", "Beginning of literacy":
. graphic dictations (both under the dictation of an adult, and during the child’s independent redrawing of a given image from a given point through a drawn vertical line). For example, we dictate: "Put a pencil on a given point. We draw lines from it along the cells. Attention! 5 cells down, 1 - to the right, 4 - up, 2 - to the right, 1 - up, 3 - to the left" (if there are no errors, then the letter "G" is obtained, which the teacher suggests shading or coloring, or "revive", etc.);
. drawing in notebooks in a cage :
- borders, consisting of segments of straight and broken lines;
- drawing curved lines;
- drawing familiar objects;
- drawing borders and straight, curved and broken lines;
- drawing patterns from geometric shapes;
- drawing borders from wavy lines.
. exercises aimed directly at teaching the letter elements of letters:
- a straight stick with a rounding at the top or bottom;
- loop;
- semi-ovals;
- oval;
- element of capital letters.
. different types of strokes:
- according to the template;
- by stencil;
- along the contour.
. connections at given points.
By using simple pencil(with edges, unfinished) dexterity, flexibility, mobility of the hands, the ability to control one's movements, concentrate attention are developed, which further facilitates the formation of writing skills. We use the following exercises:
. put your elbows on the table; take the pencil by the ends with the thumb, index and middle fingers of the right and left hands and twist it back and forth;
. put your left hand on the table; roll the pencil first on the outside, then on the inside (i.e., on the palm) of the hand; change hand;
. put your elbows on the table; hold the pencil between the index fingers of both hands; rotate your hands with a pencil in one direction or the other; then lower your hands, shake your brush; then you can continue by grabbing the pencil with other fingers; the pencil rotates in both horizontal and vertical planes;
. put your elbows on the table; fix two pencils between the fingers of both hands: one for the index, the other for the middle ones; connect the index and middle fingers, imitating the movements of scissors and at the same time try to hold the pencils without dropping them;
. the hand lies on the table with the palm up (right - left); hold the pencil with each bent finger;
. the hand lies on the table with the palm down (alternate change of hands or both hands at the same time); hold the pencil with fingers arranged as follows: index and ring fingers on top, middle and little fingers on the bottom.
I also actively use exercises with small rubber massage balls and plastic su-jok massage balls:
. roll the ball between the palms;
. compress and decompress the ball either in the right or in the left hand (4 times each);
. roll the ball in the palm of your hand with each finger, first of the right, then of the left hand;
. pressing with the pads of all fingers of two hands at once on the "spikes" of the ball, rotate it back and forth;
. roll the ball on the outside of the hand (right, then left).
One of the effective directions for the development of graphomotor skills in children with cerebral palsy and musculoskeletal disorders is self-massage of hands. This technique teaches children to independently massage their forearms, hands and fingers. When teaching children self-massage, we use massage movements on the palms, hands and forearms of both hands: stroking, rubbing, light pressure with the fingertips when massaging, light pinching, patting, flexion and extension of the fingers (both all together and in turn). We use the following exercises:
. rolling one walnut or ball (with complication we use two);
. rolling a ribbed pencil, both on the inside and on the back of the hand, imitation of rolling a bun, sticks (as in modeling);
. squeezing rubber toys of different density, etc.
The success of teaching children with cerebral palsy and disorders of the musculoskeletal system at school largely depends on the level of development of fine motor skills of the hands, on the formation of their graphomotor skills. These children, if correctional and developmental work was not carried out with them, are not ready for school education in terms of their skills and abilities (including graphomotor), personal immaturity, and, therefore, they experience significant learning difficulties.
In children with cerebral palsy and musculoskeletal disorders, the following are noted: decreased performance and fatigue, poorly developed general and fine motor skills, impaired coordination of movements.
All this obliges us to organize correctional and developmental work with children with cerebral palsy and disorders of the musculoskeletal system, aimed at developing fine motor skills and graphomotor skills.
Writing is a special form of speech in which its elements are fixed on paper by drawing graphic symbols (graphemes) corresponding to the elements of oral speech. It is possible to master written speech only if the child has mastered and developed a number of techniques that bring him close to the process of writing. This is a complex skill, and in full it is not available to a preschooler. Therefore, in kindergarten we carry out purposeful and systematic work on the development of fine motor skills of hands in children with cerebral palsy and musculoskeletal disorders. This is the conscious, creative work of each child in all types of play and educational activities, in all cognitive areas in the process of GCD (mathematical representations, fine arts, music, physical education, etc.), in all routine moments (dressing for a walk, on duty in the dining room and in a corner of nature, washing hands, etc.)

BIBLIOGRAPHY

1. Vygotsky L.S. Psychology of child development. - M.: EKSMO, 2004.
2. Preschool pedagogy / Ed. Loginova V.I., Samorukova P.G. - M.: Enlightenment, 1988.
3. World of childhood. Preschooler / Ed. Khripkova A.G. - M.: Pedagogy, 1979.
4. Psychology / Ed. Petrovsky A.V. - M.: Enlightenment, 1977.
5. Sorokina M.G. M. Montesori system: Theory and practice - M.: Academy, 2003.

In children with cerebral palsy and musculoskeletal disorders, the development of finger (or fine) motor skills suffers, first of all. The child cannot independently dress, comb his hair, act with small objects. They have great difficulty fastening buttons, lacing shoes and tying shoelaces on a bow, rolling up the sleeves of a shirt, dress. Such children hardly hold a pencil, a brush in their hands; turn the pages of a book; identify items in the bag by touch. They cannot create stable elementary structures (turret, ladder, fence, etc.); unable to work correctly and skillfully with scissors; poorly molded from plasticine and clay; difficult to open the lids of different bottles and jars.

For preschool children, characterized by the above facts, it is necessary to systematically apply exercises not only for the development of general motor skills, but most importantly, for the development of various movements of the fingers and hands, which should be associated with their play activities, and with everyday life skills.

In the course of corrective work, first coordinated movements are practiced with larger objects, then with smaller ones. It is necessary to teach the child to grab objects, hold and lower them. For this, toys, household items, various in size, shape, color and severity are specially selected. It is useful to teach a child to shift objects from one specific place to another. To do this, the contours of various objects are prepared on thick paper, and the child, on assignment, places the corresponding object in its “own” place. You can ask to sort toys, objects by size, color, determine their weight and choose the same weight.

To develop more subtle finger movements, it is very useful to lay out small objects (buttons, beads, sticks, grains, etc.) in small boxes, plates or bags. Exercises of this kind should be diversified, and the success of the child should be encouraged in every possible way. And then he will be happy to string beads, rings, buttons on a thread; move the bones on the abacus: cut out pictures from paper along the contour, and then color them; pick up and screw (or unscrew) caps for different bottles and many other "useful" exercises. It is also necessary to use modeling from clay, salt dough and plasticine; work with mosaics of various sizes (from large to small). Games with building material, starting from the simplest connections, gradually become more complex in terms of the number of parts used and the difficulty of execution. It strengthens the muscles of the hand (and hand, and fingers) well by squeezing a rubber sponge or a small rubber ball - a jumper.

The defectologist, educators and parents should pay full attention to even, it would seem, the most insignificant improvements in the accuracy and speed of performing the listed exercises. It is also useful to note the time spent on the performance of a particular movement (exercise), and positively assess the child's perseverance.

Children with cerebral palsy and disorders of the musculoskeletal system, as already noted, may experience difficulties in self-care. They need to be helped to master these skills, especially the actions that are required when using buttons, buttons, buckles, laces, etc.

In corrective work, specialists use such exercises as:

Capturing first with three, and later with two fingers, buttons of different sizes, shapes: buttons can be attached with an elastic band to a shield or frame, arranging them in several rows. At the direction of an adult, the child grabs the desired button and pulls it towards himself, then lets go (you can practice this way many times, starting with larger buttons);

Fastening, unbuttoning buttons on a special sample of fabric with buttons and loops of various sizes, which is attached to the frame (then these actions are practiced on the doll’s clothes, and then on their own clothes);

Lacing: first, the shoe is fixed on a board or frame (or a planar image of a shoe cut from a piece of linoleum with holes made in it from a hole punch is used) and the child learns on it, and later trains on his shoes (this work with the child should include the gradual development of accuracy and fluidity of movement).

Timely and systematic work on the development of the movements of the fingers prepares the successful mastery of manual skills.

In addition to the above, exercises are carried out for the development of hand motor skills:

On thick cardboard, draw the contour of the child’s brush with evenly spread fingers (the child fixes his hand according to the contour);

The child folds his palms, squeezes them and taps with the fingers of each pair (to increase muscle load, you can put on a thin elastic band of small diameter on each pair of fingers);

On the instructions of an adult, the child shows fingers alternately one, two, three; pushes forward the second and fifth fingers ("goat"), the rest should be clenched into a fist;

Beating the beat with each finger, imitation of playing the piano;

- "shooting off" a cotton ball, beads, buttons, checkers, etc. with one, two and four fingers.

The development of smoothness and accuracy of movements is facilitated by such tasks as:

Coloring pictures;

Accurate outline of the contours of the subject;

Drawing simple objects on the marked points;

Connecting these points with lines of different directions;

Hatching (only colored pencils are used), etc. and so on.

It is very important to be able to convince the child of the usefulness of such exercises and stimulate his success, you need to note the acceleration of the pace of the exercise, its accuracy. Paper can be attached with buttons to the table, at first use soft pencils of increased diameter.

Children with cerebral palsy and musculoskeletal disorders also experience difficulties in the process of direct educational activity (GCD) in drawing, modeling, and appliqué. They do not know how to properly hold a pencil, use scissors, regulate the force of pressure on a pencil and a brush. In order to teach the child to use scissors faster and better, the teacher (teacher-defectologist, educator) needs to put his fingers together with his own into the rings of the scissors and perform joint actions, consistently working out all the necessary movements. Gradually, developing fine motor skills of the hands, the child is brought up with the ability to regulate the strength and accuracy of their movements.

Children with cerebral palsy and disorders of the musculoskeletal system are also characterized by difficulties (and sometimes impossibility) to perform various exercises in the process of GCD in music and physical education, which indicates the presence of general motor disorders. It is not easy for them to learn to correlate their movements with the beginning and end of a musical phrase, to change the nature of movements according to the percussion measure, to lead their pair in the dance, to perform dance movements synchronously, etc. It is difficult for them to maintain balance, standing still on two or on one leg; often they do not know how to jump on their left or right foot. Usually a teacher (teacher, physical education instructor, and at home - a parent) helps a child with disorders of the musculoskeletal system to jump on one leg, first supporting him from behind by the waist, and then from the front by both hands, until he learns to do it's on its own.

So, violations of finger and general motor skills cause difficulties in mastering program material in children with cerebral palsy and disorders of the musculoskeletal system, require individual additional work in a preschool institution and at home.

Corrective work with a child should be carried out in different areas of motor development - general and fine. In order for him to develop strong skills in the entire motor sphere, it takes a long time and the use of various forms, methods and techniques of training. For better and faster results, the work should be carried out by a teacher-defectologist together with educators, music director, physical education and swimming instructors, parents, doctors (orthopedist, physiotherapist, pediatrician, neuropsychiatrist), specialist in physical therapy and masseur.

Federal Agency for Education

State educational institution

Higher professional education

"Solikamsk State Pedagogical Institute"

Department of Pedagogy and Private Methods

The development of fine motor skills of hands in students with children's

cerebral palsy in class

fine arts

Final qualifying work

specialty 050708

"Pedagogy and Methods of Primary Education"

Completed by a student of the VI course

distance learning departments

Safronova Elena Vladimirovna

Scientific adviser:

Senior Lecturer

Pitenko Svetlana Vladimirovna

Eligible for defense

Head Department of History of Pedagogy

and private methods, Ph.D., associate professor

Protasova Elena Vladimirovna

Solikamsk - 2009

Introduction

Chapter 1

1.1 Features of the development of children with cerebral palsy

1.2 The development of fine motor skills of the hands of students with cerebral palsy in the visual arts

1.3 Specifics of visual arts lessons for students with cerebral palsy

Conclusions on the first chapter

Chapter 2

2.1 Identification of the level of development of fine motor skills in a group of students with cerebral palsy

2.2 Experimental work on the development of fine motor skills of the hands of students with cerebral palsy in the visual arts

2.3 Results of experimental work

Conclusions on the second chapter

Conclusion

Bibliographic list

Introduction

The entire history of human development proves that hand movements are closely related to speech. Gestures were the first form of communication among primitive people. The role of the hand was especially great. Pointing, outlining, defensive and other movements of the hand formed the basis of the primary language with which people spoke. Thousands of years passed before verbal speech developed. The fact that finger movements are closely related to speech has long been known. Talented people from the people understood this. Playing with small, not yet speaking children, they accompanied the words of the song, games with the movements of the child’s fingers, hence the well-known “Ladushki”, “Magpie-Crow”, etc. appeared.

The great stimulating effect of the function of the hand is noted by all specialists who study the activity of the brain and the psyche of children. As far back as 1782, the outstanding Russian educator N. I. Novikov argued that “the natural impulse to act on things in children is the main means not only for gaining knowledge about these things, but also for all mental development.” IP Pavlov brought great clarity to this issue. He attached great importance to tactile sensations, because they carry additional energy to the speech center, to its motor part, contributing to its formation. The more perfect the cerebral cortex, the more perfect speech, and hence thinking. This concept underlies modern theories developed by scientists. In the cerebral cortex, the speech area is located very close to the motor area. She is, in fact, a part of it. It was the proximity of the motor and speech zones that led scientists to the idea that the training of fine (fine) motor skills of the fingers has a great influence on the development of a child's active speech. The data of electrophysiological studies directly indicate that the speech area is formed under the influence of impulses coming from the fingers. Throughout early childhood this dependence clearly stands out - as fine motor skills improve, speech function develops. Naturally, this should be used in work with children, especially with those who have various speech development disorders.

Despite very severe movement disorders and disturbances in spatial perception, children with cerebral palsy willingly engage in visual activities and artistic work, since this area opens up children with handicapped a lot of interesting, beautiful, entertaining. This activity is the most accessible to them. Different types of visualization show the variety of means for the realization of the plan. The child gets the opportunity to express his inner world, thoughts, mood, dreams in a drawing, craft, application. In the process of classes, the child's personal qualities are formed - perseverance, determination, accuracy, diligence, the desire to do their job as best as possible, and in parallel with this, the movements of the hand and fingers are improved. However, there are unreasonably few data on the study of the features of the formation and correction of visual activity in children with cerebral palsy in the literature. This prevents the organization of corrective work in the propaedeutic period and complicates the subsequent education of children. All of the above led to the problem of the study: what are the possibilities of fine art classes for the development of fine motor skills of the hands of students with cerebral palsy.

Research topic: the development of fine motor skills in the hand of students with cerebral palsy in the classroom of fine arts.

Object of study: the development of fine motor skills of hands in children with cerebral palsy.

Subject of study: the specifics of visual arts classes for students suffering from cerebral palsy.

Purpose: to develop and test a system of fine art classes aimed at developing fine motor skills in students with cerebral palsy.

Research hypothesis: visual arts contribute to the development of fine motor skills in students with cerebral palsy under the following pedagogical conditions:

1. The use of a special, scientifically based system of classes.

Research objectives:

1. Study the pedagogical, psychological and special literature on the problem under study.

2. Determine the specifics of working with children suffering from cerebral palsy in the visual arts.

3. Select tasks aimed at developing fine motor skills of hands in children with cerebral palsy.

4. Carry out experimental work.

5. To identify the effectiveness of the developed system for the development of fine motor skills in a specialized institution.

Methodological basis: pedagogical, psychological, special literature: diagnostics, methods and ideas of specialists in the field of treatment, education and social adaptation of children with disabilities K.A. Semenova, E.M. Mastyukova, M.V. Ippolitova, R.D. Babenkova, N.V. Simonova, E.S. Kalizhnyuk, I.I. Mamaichuk, I.Yu. Levchenko, G.V. Kuznetsova on the upbringing and education of children with cerebral palsy, as well as guidelines for visual activity with children with disabilities I.A. Groshenkova, N.V. Dubrovskaya, G.S. Shvaiko.

Research methods:

1. Theoretical: analysis of pedagogical, psychological and special literature on this topic; analysis of medical and pedagogical documentation (case histories, psychological and pedagogical characteristics); development of a system of tasks aimed at developing fine motor skills of the hands of children with cerebral palsy.

2. Empirical: observation, testing, group and individual lessons; analysis of the productive activities of children (drawings, applications, modeling, etc.); ascertaining, forming and control experiments.

Organizational base: Mining boarding school for mentally retarded children, Kizel city, Perm region.

Practical significance: a system of classes in fine arts has been developed, aimed at developing fine motor skills of the hands of students suffering from cerebral palsy, which can be recommended to teachers and educators of specialized institutions.

The structure of the work: the work consists of an introduction, two chapters, a practical part, a bibliographic list.

Chapter 1

1.1 DEVELOPMENTAL CHARACTERISTICS OF CHILDREN WITH CEREBRAL PALSY

Children with impaired function of the musculoskeletal system have been the object of close attention of special teachers for several decades. According to the State Committee of the Russian Federation, every 10th disabled child is disabled due to diseases of the musculoskeletal system. Among the entire population of children with disabilities, a significant part is occupied by children suffering from various forms of cerebral palsy - from 2 to 6 patients per 1000 children. Among the patients there are children with varying degrees of severity of disorders, up to severe, leading to lifelong disability. Cerebral palsy (ICP) is a disease of the central nervous system with a leading lesion of the motor areas and motor pathways of the brain. With cerebral palsy occurs earlier, usually intrauterine damage or underdevelopment of the brain. The main manifestations are the inability to maintain a normal posture and perform active movements. This is often accompanied by disorders of the psyche, speech, vision, hearing, which ultimately affects socially significant skills, such as the ability to independently eat, dress, study, receive a profession / The main manifestation of the disease - motor disorders - are often associated with various degrees of mental disorders speech, vision, hearing. Restriction of the baby's field of vision is one of the reasons for delaying it. mental development. Suffice it to say that by the age of two, many children still do not hold their heads well and do not know how to turn it and look at their surroundings, they do not know how to grab and hold toys. In most cases, the hands are clenched into fists, the thumb is tightly brought to the palm, and its participation in the grip of the toy is impossible. There is a pathological change in muscle tone. Brain damage in cerebral palsy in most cases occurs in utero and is associated with infectious diseases and various intoxications suffered by the expectant mother during pregnancy, with chronic diseases and incompatibility of the blood of the mother and fetus according to the Rh factor by group affiliation. Cerebral palsy is not a contagious disease and is not transmitted from one child to another. The disease is also not inherited in case of parental illness. In the world literature, more than twenty classifications of cerebral palsy have been proposed. They are based on etiological signs, the nature of clinical manifestations, pathogenetic features. In domestic clinical practice, the classification of K.A. Semenova, according to which there are five main forms of cerebral palsy: Spastic diplegia. - the most common form of cerebral palsy, characterized by tetraparesis, while the hands are affected to a lesser extent than the legs. Children suffering from spastic diplegia, under the influence of special training, can master self-service skills, writing and a number of labor skills. With spastic diplegia, it is possible to overcome mental and speech disorders under the condition of systematic, directed corrective work. The next form of cerebral palsy - double hemiplegia - occurs with the most severe lesions of the immature brain. This is also tetraparesis. However, both pairs of limbs are equally affected. Patients are practically immobilized, speechless and have a deep degree of intellectual underdevelopment. Their condition is aggravated by the presence of concomitant syndromes, which leads to the impossibility of their upbringing and education. In the absence of deep intellectual underdevelopment in these patients, double hemiplegia can transform into spastic diplegia. The hyperkinetic form of cerebral palsy is characterized by the presence of violent movements. Hyperkinesis occurs in combination with paralysis, and with or without paresis. Speech disorders are widespread (90%). The child's intelligence often remains satisfactory. Severe speech disorders and severe disorders of voluntary movements interfere with the child's learning. However, children with this form of cerebral palsy show a desire for communication and learning. This form is quite favorable in terms of learning and social adaptation. The atonic-astatic form of cerebral palsy is characterized by low muscle tone, unlike other forms with high tone. This form is characterized by the presence of paresis, ataxia and tremor. 60% - 75% of children have speech disorders. Quite often, under this form, there is an underdevelopment of the psyche. Hemiparetic form. In this form, movement disorders are less pronounced than in other forms of cerebral palsy. Due to trophic disorders in children, there is a slowdown in bone growth, and hence a shortening of the length of the paretic limb. In this case, the hands are more severely affected - right or left. This category of patients with cerebral palsy, as a rule, communicates better than in other forms, is socially oriented and accustomed to work, but needs correction of violations of such cortical functions as counting, writing, spatial perception.

The physical features of children with cerebral palsy are manifested in the limitation of object-practical activity, insufficient development of object perception, difficulty in manipulating objects and their perception by touch.

Movement disorders in children with cerebral palsy have varying degrees of severity:

1. Heavy. Children do not master walking skills and manipulative activities. They cannot serve themselves. 2. Average. Children master walking, but move with the help of orthopedic devices (crutches, canadian sticks, etc.). Their self-care skills are not fully developed due to violations of manipulative function.3. Light. Children walk on their own. They can serve themselves, they have a well-developed manipulative activity. However, patients may experience incorrect pathological postures and positions, gait disturbances, movements are not dexterous enough, slowed down. Reduced muscle strength, there are deficiencies in fine motor skills. One of the features that characterize cerebral palsy is impaired hand motility. In some forms of the disease, tonic reflexes of the neonatal period persist for many years, which prevent the development of the motor sphere. Violation of the central part of the motor analyzer leads to complex and persistent disorders of hand motility, which are characterized not only by a violation of muscle tone, the presence of violent movements - hyperkinesis, but also by improper installation of limbs and joint contractures. Violations of a number of cortical functions cause the presence of ataxia and dysmetria, which manifests itself in the form of inaccurate hand movements. All of these movement disorders tend to increase with age. They are especially pronounced when performing voluntary movements, which prevents the correct formation and fixation in memory of the scheme of these movements. Cerebral palsy is characterized by a violation of higher kinesthetic functions (i.e., a violation of the muscular-articular feeling), which largely determine not only muscle tone, but also the development of voluntary movements. In patients with the preservation of the correct perception of individual movements, there is no way to synthesize these movements into a single whole. It is known that the formation of ideas about one's body is closely connected with the development of motor functions, with the development of tactile, visual and kinesthetic sensations and the correspondence of movements, during which the relative position of body parts is realized - the body scheme. Many children with cerebral palsy seem to "forget" to use their affected limbs, they ignore their affected hand even in the case of a moderate injury. The suppression of the activity of the kinesthetic analyzer excludes the development of those conditioned reflex connections on the basis of which the feeling of the body itself, the sense of posture and fine motor skills are built. All of the above confirms the complex and persistent nature of motor function disorders in children suffering from various forms of cerebral palsy, and indicates that these disorders are specific to one form or another. The degree of severity of movement disorders varies in a wide range, where the grossest violations are on one pole, and the minimum on the other. cognitive activity children with cerebral palsy is also disturbed due to the peculiarities of their mental development. Such authors as M. B. Eidinova, K. A. Semenova, E. I. Kirichenko, I. Yu. Levchenko attribute mental development disorders in children with cerebral palsy to abnormal mental development and argue that these disorders largely depend on on the location and time of brain damage. According to the theories associated with the names of L. S. Vygotsky, S. L. Rubinstein, A. I. Leontiev, I. M. Sechenov, P. K. Anokhin, A. G. Luria, A. V. Zaporozhets and other authors, on the basis of movement and certain types of practical activity, perception processes are formed that are active and cognitive. Gradually with their development appear psychological background for mastering more complex types of practical activities, which, in turn, contributes to the development of a higher level of perception. In a child with cerebral palsy, due to motor insufficiency, the formation of all types of perception may be impaired at the earliest stages of its development. The reason is such factors as a violation of the motor apparatus of the eyes, underdevelopment of statokinetic reflexes, which contributes to the limitation of the visual fields in such children. It is known that the development of visual fields is closely related to the formation of voluntary attention and all types of perception, including spatial. In children with cerebral palsy, in case of insufficiency of object actions, object perception is not sufficiently developed, and object actions are impossible without the development and improvement of general motor skills. In addition, motor insufficiency interferes not only with normal visual and kinesthetic perception and their development, but also interferes with the formation of visual-motor connections. It is known that movement, as well as practical activity, is of great importance in the development of a number of higher cortical functions, especially spatial ones. This explains the often observed spatial disturbances in children with cerebral palsy. Many children with cerebral palsy have difficulty in perceiving the form, in correlating volumetric and flat values in space, it is difficult for them to form the concepts of “left”, “right”, elements of finger agnosia appear, difficulties in the assimilation of writing, reading, counting. A sick child is often unable to distinguish, label and differentiate his fingers, without noticing his failure. In addition, with cerebral palsy, there are violations of the emotional-volitional sphere, behavior, intellect, speech, vision and hearing. Violations of the emotional-volitional sphere are manifested in the form of increased emotional excitability, sensitivity to common stimuli environment , prone to mood swings. Often, excitability is accompanied by fears. Fear often arises even with simple tactile stimuli, with a change in the position of the body, the environment. Some children are afraid of heights, closed doors, darkness, new toys, new people. The most frequently observed disproportionate variant of personality development. This is manifested in the fact that sufficient intellectual development is combined with a lack of self-confidence, independence, and increased suggestibility. The child develops dependent attitudes, inability and unwillingness to independent practical activities. a child, even with preserved manual activity, does not master self-service skills for a long time. In addition, frequent phenomena in this disease are shortcomings in the development of speech, and this disrupts communication, generalizing and regulating the functions of speech. For most children with cerebral palsy, increased fatigue is characteristic. Children have difficulty concentrating on the task, quickly become lethargic or irritable, and if they fail, they refuse to complete the task. All of the above indicates the specific conditions for the intellectual development of children with cerebral palsy. Specialists in various fields who develop methods of treating and teaching children with cerebral palsy, such as K. A. Semenova, E. M. Mastyukova, M. V. Ippolitova, R D. Babenkova, N. V. Simonova, E.S. Kalizhnyuk, I. I. Mamaychuk, I. Yu. Levchenko, G. V. Kuznetsova, believe that the conditions for raising a sick child play an important role in the pathogenesis of mental disorders. Under the condition of timely targeted corrective action, positive dynamics in the development of a child with cerebral palsy is possible. In the works of M.P. Sakulina, T.S. Komarova, V.S. Kuzin, N.M. Sokolnikova, E.V. Shorokhova and others, it is noted that the successful development of visual activity contributes to the intellectual development of the child, helps in the formation of other types of activity. In the course of classes, the child's personal qualities are formed - perseverance, determination, accuracy, diligence; expanding ideas about the world around; in parallel with this, the formation of spatial representations takes place. At the same time, in the process of assimilation by children of a number of graphic and pictorial skills and abilities, the fine motor skills of the hands are improved, which positively affects the development of speech and the improvement of communication skills. This should be taken into account when teaching children suffering from various forms of cerebral palsy and prognostically favorable in development. Among the main directions of correctional and developmental work, it is necessary to single out classes aimed at the formation of motor skills, the development of objective activities, speech, communication, and games. In this regard, fine art acts as a creative process through which motor skills, perception, speech, play and a number of other important aspects of the child's psyche are activated. Thus, the following conclusions can be drawn: 1. Cerebral palsy is a serious disease associated with damage to the central nervous system. The main manifestation of the disease - movement disorders - are often accompanied by various degrees of severity of mental disorders, speech, vision, hearing. Movement disorders in cerebral palsy exist from birth, are closely related to sensory disorders, especially with the lack of sensations of one's own movements.2. One of the features that characterize cerebral palsy is impaired hand motility. With a certain corrective and pedagogical influence, these violations can be reversible, therefore, visual activity and artistic work represent a wide opportunity for work in this direction. In the process of mastering a number of graphic skills by children, fine motor skills of the hands are improved, which positively affects the development of speech and the formation of communication skills.
1.2 DEVELOPMENT OF FINE MOTOR HANDS IN STUDENTS WITH CHILDHOOD CEREBRAL PALSY IN THE CLASSES OF FINE ARTS Visual activity is of great importance for the comprehensive development of the child. It contributes not only to his aesthetic and moral education, broadening his horizons, but also mental development . Drawing and other types of visual activity activate the sensory development of the child, spatial perception, positively affect the formation of speech, improve communication skills and develop fine motor skills of the hands. , transfer to paper, clay. In some cases, when creating an image, the child directly affects the material with his hands (sculpting, tearing off paper), in others - with the help of tool objects (pencil, brush, scissors). In all cases, you need to have some minimum technical skills in handling both the tool and the material. The formation of visual movements in the process of learning to draw, sculpt, and apply includes teaching the skills to properly hold these tools and use them correctly; the ability to consciously control the movements of their hands, achieving the desired quality and character of lines, strokes, forms. Mastering the technique of visual activity necessary to create an image is associated with the sensorimotor development of the child. Making this or that movement in drawing, modeling or application, the child experiences musculoskeletal sensations: he feels the position of the pencil in his hand, the force of squeezing and unclenching the levers of the scissors, perceives the movement of the hand with the pencil on paper, the force of pressure on the lump of clay when rolling. At the same time, visual perception also occurs. In children with cerebral palsy, the process of forming visual skills occurs differently. This is due to gross violations of the functions of the musculoskeletal system and a delay in the development of higher mental functions. Violation of the central part of the motor analyzer leads to complex and persistent disorders of hand motility, which are characterized not only by a violation of muscle tone, the presence of violent movements - hyperkinesis, but also by improper installation of limbs and joint contractures. Violations of a number of cortical functions cause the presence of dysmetria, which manifests itself in the form of inaccurate hand movements. They manifest themselves especially clearly when performing voluntary movements, which prevents the correct formation and fixation in memory of the scheme of these movements. The suppression of the activity of the kinesthetic analyzer makes it difficult to develop those conditioned reflex connections on the basis of which the feeling of one's own body, the sense of posture and fine motor skills are built. Among the researchers, an opinion has been established about the positive dynamics in the development of a child with cerebral palsy, subject to timely targeted corrective action. In a group of children with a favorable prognosis, developmental disorders are reversible with an active and complex effect on the main components of a developmental defect. In the most general form, the basic principles of the activities of specialists with problem children were formulated by L.S. Vygotsky and in the work of leading defectologists and psychologists of the country, in particular K.A. Semenova, E.M. Mastyukova, M.V. Ippolitova, R.D. Babenkova, I.I. Mamaichuk, I.Yu. Levchenko, G.V. Kuznetsova. At the same time, they are still not specific enough, are not embodied in real technologies and do not determine the methodological support for corrective activities. Among the main directions of correctional and developmental education of children suffering from various forms of cerebral palsy are classes aimed at the formation of motor skills, the development of objective activities, speech, communication, and games. In this regard, visual activity acts as a creative process through which motor skills, perception, speech, play and a number of other important aspects of the child's psyche are activated. Despite very severe motor disorders and spatial perception disorders, children with cerebral palsy are willing to engage in fine arts, since this area opens up a lot of interesting, beautiful, entertaining things for children with disabilities. This activity is the most accessible to them. Different types of visualization show the variety of means for the realization of the plan. The child gets the opportunity to express his inner world, thoughts, mood, dreams in a drawing, craft, application. In the course of classes, the child’s personal qualities are formed - perseverance, purposefulness of the individual, the desire to do their job as best as possible, and in parallel with this, the movements of the hand and fingers are improved. However, the products of their creativity are very imperfect and unattractive, and generally accepted methods do not give the desired effect. As a result, such a multifactorial, comprehensive type of activity is not used in the developmental and corrective system of education and upbringing of children with multiple deviations in physical and mental development, characteristic of cerebral palsy. You should carefully consider how to build the process of teaching such children the basics of visual activity in order to achieve optimal results. There is no special program for visual activities with children suffering from cerebral palsy, so you have to rely mainly on T. S. Komarova and G.S. Shvaiko and methodological developments of N.V. Dubrovskaya, adapting them according to the abilities of children. I.A. Groshenkov outlined the main directions of correctional and educational work on visual activity for children with disabilities: - to cultivate a positive emotional attitude towards visual activity and its results; its reflection by means of visual activity; - to form the correct perception of shape, size, color, spatial relationships and the ability to convey them in the image; - to develop hand motor skills and hand-eye coordinationT.S. Komarova in the program "Visual activity in kindergarten" is guided by the fact that the main goal of teaching this activity is the development of a figurative, aesthetic perception of reality, the formation of the ability to reflect objects and phenomena of the surrounding life, to express one's attitude to the depicted. To do this, it is necessary to acquaint children with objects and phenomena of the surrounding reality; to form generalized technical skills and abilities, as well as image methods; develop the ability to make patterns, decorate objects; create expressive images; solve creative problems.T.S. Komarova believes that it is necessary to ensure the aesthetic perception and understanding by children of the content to be reflected. Therefore, the choice of subjects for drawings is focused on what aroused their emotional interest, about which there were clear ideas (toys, objects, ongoing events, phenomena). For this purpose, the information-receptive method (another name is explanatory-illustrative) is widely used. It consists in conducting observation, examination by children of objects, toys, ready-made buildings transmitted in the image, organizing the examination of paintings and illustrations that carry information to children about objects and phenomena. In the process of examining the subject, the shape, color are discussed in detail and in detail, comparisons are made; then proceed to planning the sequence of work. Observation also provides for an active discussion of objects, a detailed verbal description, and the identification of essential features. Acquaintance with new image techniques also occurs using the information-receptive method. In order for children to master the shaping movements of the hand, how to create an image, these methods need to be shown and explained to them. For example, an object is examined, its shape is called, the object is outlined along the contour, then these movements are reproduced by hands in the air. At the same time, children's experience is activated, children learn, perceiving this or that information, to correlate them with previously learned ones, to establish the relationship of the new with what is already known. A feature of the program of G.S. Shvaiko "Classes in visual activity in kindergarten" is the method of work proposed by the author, in which visual classes are combined into cycles based on a single theme, common characters, similarity in ways of depicting or the same type of folk applied art. Some cycles include classes in all types of visual activity (sculpting, drawing and appliqué), others - any one or two types. In addition to classes, the cycles include introducing children to the fine arts, excursions, as well as didactic games and exercises closely related to the content and program objectives:1. To develop the creative abilities of children through visual activity. 2. To develop the cognitive activity of children. 3. To cultivate a culture of activity, to form cooperation skills. The advantage of this technique is that children, depicting homogeneous objects in several classes, following one after another, firmly master the image methods. After several lessons of the cycle on a certain topic, children form generalized ideas about homogeneous objects - about the form, structure, ways of depicting, which allows them to independently depict any objects similar in shape. Dubrovskaya, all knowledge and visual techniques are systematized on the theme of nature and color. The author believes that children, almost from the first days of life, very clearly feel the relationship with nature. Developed by N.V. The Dubrov system is aimed at the formation of artistic skills and abilities, the development of children's creative abilities in the field of color, graphics and composition based on "natural" images. The performance of creative tasks by children contributes to the emergence of associations that are embodied in drawing, application, design. And it is very important to show possible solutions to a particular topic, artistic image. For example, the topic "Dandelions" finds a different solution in different age groups: appliqué in the technique of "torn" and "crumpled" paper; drawing up an image from ready-made forms with drawing; collage of magazine clippings and buttons; or drawing and application along the contour of the palm; or drawing with watercolors using the “wet” technique, as well as a mosaic of colored, velvet paper. The proposed N.V. The Dubrovskaya system of classes offers varied solutions that allow not only to develop interest in art, but also to form the initial foundations of the worldview. If we consider the tasks of fine arts from the point of view of the development of fine motor skills in children with cerebral palsy, then we should highlight: - the actual work on the muscles of the hands and fingers; - the development of tactile sensations; - the improvement of visual-motor coordination. The organization of work on the development of fine motor skills in the visual arts takes place in three priority areas: 1. Formation of readiness for the development of fine motor skills: normalization of hand tone, development of a sense of balance, coordination, coordinated hand movements, imitation (can be achieved by teaching finger games). 2. Formation of stability, and then rotational movements of the wrist (formed in parallel with the complication of grip). 3. The formation of a grip, that is, the ability to reach an object, take and hold it, as well as the ability to manipulate it, take it, put it in a certain place. The formation of a grip goes through the following stages: first, a palmar grip (palm-finger), then a pinch, in last of all, a tweezer grip and its intermediate forms are formed. The development of a palm grip, when a child takes an object, raking it with his fingers to his palm, takes place in two stages in drawing lessons: first, the child holds a chalk, felt-tip pen or thick pencil in his fist, obliquely palm. The working end is directed towards the little finger. The thumb is pointing up. This gripping method is suitable for drawing on a horizontal surface and is convenient when learning to draw. The child draws, moving the whole arm from the shoulder. At the second stage of the formation of the palmar grip, the child grabs the crayon, opposing the thumb (“rake”). The working end is directed upwards. This is useful when drawing on a vertical surface. Palmar-finger grip, when the object lies obliquely in the palm of your hand,
and the working end is clamped between the middle, index and thumb. This technique is used when drawing on a vertical surface. The pinch grip refers to the ability to pick up and hold an object with the thumb, middle, and forefinger. To facilitate the transition from a palm-finger grip to a pinch grip, you can use short crayons that cannot be gripped with the palm of your hand. At this time, the child begins to paint with a brush in the way of sticking and touching. The forceps grasp, in which the child takes and holds the object, pinching it with the thumb and forefinger, is formed in two stages. At the first stage of the formation of this grip, the child takes the object with the pads of the thumb and forefinger. This grip is used when working with plasticine, when creating applications from paper, small household items and natural materials. At the second stage of grip formation, the child takes the object with the tips of the thumb and forefinger. In everyday life, this grip is rarely used, but is necessary when working with beads, beads. A three-point pencil grip is formed by directly mastering the pencil. Getting your fingers used to the pencil grip takes quite a long time. But in the most severe cases, it is enough to teach the child to grasp the pencil in the way that he himself has chosen as a means of adaptation in connection with his motor defect. Working with plastic materials for a child with impaired manipulative activity presents its own difficulties. Nevertheless, it is also very useful from the point of view of the active activity of the hands, as it forces a child with cerebral palsy to look for ways to adapt in connection with a motor defect. Stretching plasticine with one hand is difficult, especially if the movements of this hand are far from perfect. But the desire to achieve a result is a strong motivation for finding ways to do it. The main objective of these classes is to teach a child with motor pathology and impaired spatial perception how to make various forms, the ability to balance the amount of material and the size of image details, and how to create details for the same product. In the classroom, preference should be given to such types of work that correspond to the capabilities of children and are effective for the formation of a palmar and pinch and pincer grip. You can start this type of activity only when it has a grip with three and two fingers, as well as the ability to accurately place an object in a certain place. At the first stages, plasticine or glue stick is used to connect the parts. The application gives a clear idea of the shape of objects, the shape of individual details of the image, their spatial arrangement relative to each other. In this regard, applications are widely used in working with children with cerebral palsy. Violations of tactile sensations, stereognosis can be overcome by including games to recognize objects without visual control in classes. With this in mind, the toys used in the classroom should also be selected, among which are soft, and smooth, and prickly, etc. The process of recognizing the “skin” of toys can be easily included in games, organically adding them to classes in order to examine objects which are to be depicted, molded. It is also good to improve tactile perception through the well-known game “magic bag” with a set of small items that need to be recognized “by touch”. These exercises are the most effective for overcoming stereoagnosis. The peculiarities of visual activity are that for its implementation it is important not just the development of the hand, but the joint development of the hand and eye. Visual control of hand movements is necessary at all stages of image creation. The drawing technique includes both movements and their perception, that is, movements under the control of vision and motor sensations. When perceiving movement during drawing, modeling, appliqué, a child forms an idea about it, and executive actions are built on this basis, relatively speaking, muscle memory of movement is formed, and motor experience is accumulated. Gradually, as the modes of action are formed, the role of visual control is somewhat reduced: the hand “acquires an idea” of the movement, the feeling, as it were, enters the hand, and the person who draws can make a movement almost without looking. However, in children with motor disorders, visual-motor coordination is not developed immediately and with great difficulty. This is due to damage to the cortical and adjacent motor areas of the cerebral hemispheres. Children with cerebral palsy cannot make precise movements in a given direction and with a certain effort, they allow many irrational movements. In the initial period, they are completely absorbed in the process of drawing lines, and visual control over the direction of movement recedes into the background and is reduced to a minimum. Even drawing from a model, children often make large inaccuracies in the transfer of the contours of the depicted figures, distort their proportions. In the process of systematic training, the difficulties associated with insufficient development of visual-motor coordination are gradually overcome. Thus, the following conclusions can be drawn: 1. As a result of fine arts, there is a gradual improvement in fine motor skills of the hands. The process of drawing requires from the child a certain level of formation of such components of manual skill as technical skills, the development of shaping movements and the regulation of drawing movements in terms of speed, scope, and strength. The early development of these abilities ensures the successful development of visual activity, increases interest in this activity and creates favorable conditions for the comprehensive development of the child's personality. In children suffering from cerebral palsy, a violation of the central part of the motor analyzer leads to complex and persistent disorders of hand motility: impaired muscle tone, the presence of violent movements - hyperkinesis, incorrect positioning of the limbs, inaccurate hand movements. These violations indicate that the process of mastering visual skills proceeds differently for them, has its own characteristics. 1.3 SPECIFICITY OF FINE ART CLASSES IN STUDENTS WITH CHILDHOOD CEREBRAL PALSY The peculiarities of the development of children with movement disorders require a careful and thoughtful approach to the choice of methods, techniques and forms of work in the visual arts class. Usually the lesson takes 30 minutes and is structured as follows: 1. Organizational moment.2. Normalization of the tone of the hands, massage of the fingers, finger gymnastics.3. Message of the topic, introductory conversation, story, explanation 4. Demonstration of the object, explanation of the sequence of work.5. Independent practical activity.6. Summing up the lesson. Each lesson should begin with the normalization of the tone of the hands. For this purpose, massage, thermal effects, gymnastics are used. To reduce muscle tone, Phelps techniques based on Sherington's principles can be used. K. A. Semenova argues that according to this technique, it is necessary to produce maximum flexion and pronation of the hand and fingers before working on the formation of the hand and extension of the fingers, similar to adduction of the shoulder before its abduction. Children with sufficiently developed movements and self-regulation can carry out relaxation exercises on their own, according to the instructions of the teacher. Authors I.G. Vygotskaya, E.P. Pellinger and L.P. Uspenskaya believe that the feeling of relaxation will be stronger if it was preceded by tension. At the same time, the child's attention should be fixed on relaxation, emphasis is placed on the fact that the state of relaxation, calmness is pleasant. Simultaneously with relaxation, the upbringing of the "feeling of the muscle" takes place. When conducting appropriate exercises, it is recommended to use calm, slow music (see Appendix 1) last years to normalize muscle tone greater value acquires the technique of local hypothermia. Cold exposure helps to relax spastic muscles, reduce hyperkinesis, increase strength and range of motion of the affected limbs. The principle of operation of the technique is based on the fact that exposure to low temperatures causes a reaction to stimuli, accompanied by reversible changes in its main properties - excitability and conductivity (K.A. Semenova) Possible exposure to ice, cold water, alternating contrast exposure to cold and heat. a simple way - contrast baths. Water is poured into two bowls - one is hot with sea salt (1 tablespoon) or pine extract, the other is cold. The child's hands are alternately lowered into the bowls for a few seconds, starting with hot and ending with cold water. Ice gives a stronger effect. First you need to circle a piece of ice along the contour of the fingers, lingering a little longer at the point between the thumb and forefinger (5-6 seconds), then let the child “wash” his hands with ice. Hands are rubbed with a towel, you can immerse them in hot water, and then wrap them warmly. In the hyperkinetic form, it is useful to complete the procedure by putting loads on your hands (bags of salt, sand). The effect of cryotherapy lasts for several hours, and with each session it becomes more and more persistent (but up to a certain limit). It is also useful to give a child a hand massage. Massage improves blood and lymph circulation, speeds up metabolism in tissues, normalizes muscle tone, reflexively affects the nervous system and internal organs. A set of exercises for massaging the hands and upper limbs in combination with passive gymnastics is offered by neuropathologist T.I. Serganova Preschoolers with a mild form of cerebral palsy, with sufficiently developed movements and self-control, can be offered to do self-massage of the hands and fingers. An effective set of exercises is offered by V.V. and S.V. Konovalenko. A high-quality massage effect is also given by working with dough, in which coarse salt is mixed. The dough is rolled out, squeezed by hands, you can squeeze out fingerprints on it, pinch off pieces, sculpt. Working time approximately 15 minutes. Ippolitova, R.D. Babenkova and E.M. Mastyukova offer a set of exercises aimed at normalizing the tone of the hands and preparing them for work. Finger gymnastics is especially important. In addition to the main effect, it also contributes to the development of speech, because. the projection of the hand in the motor area of the brain is located very close to the speech motor area (M. M. Koltsova). First, it is recommended to perform the exercises with a safer hand, then the affected one, and then with both hands together. In case of severe damage to the function of the hands, the exercises are performed passively at first. Finger gymnastics complexes are widely represented in the literature by the works of V. Tsvyntarny, I. Lopukhina, M.S. Ruzina, N.V. Novotvortseva and others. The most important, from the point of view of teaching drawing and artistic work, is, of course, the hand, or rather, the fingers that carry out fine motor skills. Along with the activities listed above, aimed at developing the motor skills of the child, it is possible to offer exercises to form the orientation of the posture of the fingers, more precisely, voluntary abduction and adduction of the fingers. The postures of the fingers can be fixed in the form of "traces" of the hand outlined in pencil on a sheet of paper with various options for abducting the fingers. For example, the 1st finger is at right angles to the 4th fingers, closely pressed against each other. Or all fingers are spread as wide as possible. Combining the child's hand with the "trace", i.e. superimposing, we thereby form in his memory a trace of this finger posture. You should make "footprints" for both hands. You should start training with a healthy, or more intact hand, and then connect the paretic one. In the game activity of this category, it is necessary to include interaction with objects that have a certain spatial interdependence: dishes, furniture, etc. The exercises proposed above can easily be included in the daily work of the educator. Improving the motor activity of the child will come only when the correction of violations is carried out systematically, directionally and systematically. In parallel with activities aimed at activating motor functions and spatial orientation, classes should be held to develop graphic skills in accordance with the specifics of visual activity. After carrying out exercises and procedures aimed at normalizing the tone of the muscles of the hands and fingers and preparing them for the upcoming work, you can proceed to the actual formation of the grip. When forming a three-point pencil grip, the following difficulties may arise: in some children, especially in the presence of hyperkinesis, the finger grip is not formed or is formed pathologically. To correct the wrong posture of the fingers and “accustom” them to the correct posture, you should form the correct posture for gripping the pencil and fix it together with the pencil with an elastic band. For a while, the hand should remain in this position to better remember the posture of the fingers. In addition, the passive method is also used, when the correct laying of the fingers is fixed by an adult who draws lines or other figures with the child's hand. Getting your fingers used to a pencil grip takes quite a long time. But in the most severe cases, it is enough to teach the child to grasp the pencil in the way that he himself has chosen as a means of adaptation in connection with his motor defect. Children with hyperkinetic form of cerebral palsy, in terms of the degree and nature of motor disorders, represent the most difficult group in terms of organizing their teaching of graphic skills. They need additional equipment to reduce the resistance to hyperkinesis. To do this, the child's hand and head should be fixed while drawing, a weighted bracelet should be put on the wrist in order to reduce its mobility. The pencil or pen must also be heavy, for which a special metal case is made, where the writing rod is placed. The diameter of a pencil, a pen for such a child is more convenient if it is larger than usual. The fingers are fixed on the pencil with an elastic band. The paper is also fixed on a special tablet. Children with other forms of cerebral palsy need special orthopedic devices to a lesser extent. Working with plastic materials for a child with impaired manipulative activity presents its own difficulties. To create motivation to engage in this type of activity, you can make simple devices that allow children to make original products, for example, various stamps that allow you to make original prints. In addition, you should diversify the material for modeling, not limited to plasticine. You can use not only clay, but also dough, which is kneaded not only from flour, but also from paper. The preparation of the dough can be entrusted to children, this gives the lesson a touch of the game and additionally trains the hands. In addition, modeling classes can be carried out collectively, which also significantly increases the motivation of children. In the classroom, preference should be given to such types of work that correspond to the capabilities of children and are effective for the formation of a palmar and pinch and tweezer grip.

Application can be practiced only when the children have a grip with three and two fingers, as well as the ability to accurately place an object in a certain place. At the first stages, plasticine or glue stick is used to connect the parts. The application can be done collectively. For example, on a large sheet of paper, the buildings of a village courtyard are located, and the figures of animals (domestic and wild) are located separately. Children should select among them those who live in this yard and stick them where they see fit. At the same time, there is a collective discussion about whether the animal is chosen correctly and where it is “more convenient” for it to be in the “yard”. Thus, you can plant a "garden" or "forest". Place urban or rural "buildings", "transport", etc. In addition to the fact that children learn to distribute the details of the picture on the plane of the sheet, they expand their horizons. Such works can be continued in subsequent classes, which increases children's interest in them. You can decorate a holiday card or other paper craft with an applique. The types of work recommended for conducting classes on the application are given in the appendix (see Appendix 1)

In order to form spatial representations, it is effective to use a mobile application and a flannelgraph in classes with children suffering from motor disorders. This is especially true for children with a hyperkinetic form of cerebral palsy, since drawing with pencils and paints is most difficult for them. In some children with hemiparetic form of cerebral palsy, the task is difficult - to complete the missing half of the symmetrical figure. They depict her with great distortion, most often - smaller in size. This task can be performed using the application technique - look for a suitable half among the finished forms and glue it. The corrective possibilities of appliqué classes are very great: violations characteristic of infantile cerebral palsy associated with the accuracy of hitting can be corrected in art classes. For example, when making an appliqué or a collage of small items - beads, peas, cereal grains, beans, pebbles, etc. It is very effective to use laying out a pattern on a plastic basis (thick glue, plasticine).

Among the violations in cerebral palsy, there is also a violation of tactile sensations, stereognosis. You can train these sensations by feeling objects with different textures without visual control. With this in mind, the toys used in the classroom should also be selected, among which are soft, and smooth, and prickly, etc. The process of recognizing the “skin” of a toy can be easily included in the game. Such games can be organically included in classes, examining the objects to be depicted, molded. It is also good to improve tactile perception through the well-known game “magic bag” with a set of small items that need to be recognized “by touch”. These exercises are the most effective for overcoming stereoagnosis. In order to maintain a constant interest in visual activity and the formation of full-fledged graphic images in children, a variety of teaching methods and techniques should be used: preliminary observation of objects and phenomena of the world intended for image, playing around with objects, analyzing an object using tactile-motor method of examination, tracing a contour using a stencil and a template, laying out images from individual elements, verbal description of an object. I. A. Groshenkov believes that when teaching children with developmental delays, display of image techniques occupies a large place. The ability to imitate the actions of an adult should be regarded as an important stage in the development of activity and independence. Children have a special desire to reproduce the actions of an adult and see in the drawn images of familiar objects. A mentally retarded child cannot act in full accordance with the instruction if it is formulated in a general way: "Look at the object and draw it." Such an indication does not fix the attention of children on the features of the perceived object, does not allow them to understand its structure and learn the order of drawing. Therefore, they need detailed instructions that establish the interconnection of the constituent parts, emphasizing the individual features of the parts and the object as a whole. The drawing process should always be preceded by a detailed study and analysis of the subject, during which a series of questions are asked: “What is the name of the subject? What is the item made of? Where is it applied? How many parts are in an item? What shape are the parts of the object? What color is each part? To assimilate the concept of any form or to consolidate the image of a familiar form, a comparison with a similar object is recommended. For example, for a more accurate perception of the shape of a square, a rectangular object should be placed next to it. As objects of the image, objects well known to children are used, including toys that are easy to draw and mold. You should always encourage the child’s desire to repeatedly repeat strokes and lines, since the rhythmic movements performed in this case serve as the basis for subsequently developed graphic skills. The use of the method of joint actions (the so-called "co-creation") gives a qualitative effect. This method allows the teacher to demonstrate this or that technique in a visual and entertaining way, presenting to the child to complete that part of the task that is in the zone of his proximal development. The use of this method makes it possible to develop the slightest success that has emerged in the child, to ensure that he advances in mastering the methods of independent actions when performing similar work. Komarova suggests using the information-receptive method when mastering new image techniques. In order for children to master the shaping movements of the hand, how to create an image, these methods need to be shown and explained to them. For example, an object is examined, its shape is called, the object is outlined along the contour, then these movements are reproduced by hands in the air. At the same time, children's experience is activated, children learn, perceiving certain information, methods of action, correlate them with previously learned ones, and establish a relationship between the new and the already known.

CONCLUSIONS ON THE FIRST CHAPTER

Cerebral palsy is a severe, congenital disease that affects the central nervous system. This leads to gross motor disorders, which are often accompanied by underdevelopment of the psyche, speech, vision, and hearing. One of the features that characterize cerebral palsy is impaired hand motility. With a certain corrective and pedagogical influence, these violations can be reversible, so the fine arts classes represent a wide opportunity for work in this direction. In the process of assimilation by children of a number of graphic and pictorial skills and abilities, the fine motor skills of the hands are improved, since the image of the world around requires a certain level of manual skill formation from the child. The early development of all components of abilities, which ensures the successful development of visual activity, contributes to the comprehensive development of the child's personality.

In children suffering from cerebral palsy, the process of forming visual skills occurs differently than in healthy peers. This is due to gross violations of the functions of the musculoskeletal system and a delay in the development of higher mental functions. Disturbances in the motor skills of the hands are manifested in the form of increased muscle tone, the presence of violent movements - hyperkinesis, as well as improper installation of the limbs and joint contractures. Violations of a number of cortical functions cause inaccuracies in the movement of the hands, their coordination. They manifest themselves especially clearly when performing voluntary movements, which prevents the correct formation and fixation in memory of the scheme of these movements.

The process of teaching such children the basics of visual activity requires a special approach and organization. For optimal results, classes should prioritize activities that are appropriate for the child's ability and are effective in developing palmar and pinch and pincer grips. For this purpose, a system of classes was developed aimed at developing fine motor skills of hands in children with cerebral palsy.

CHAPTER 2. ORGANIZATION OF EXPERIMENTAL STUDY OF THE INFLUENCE OF FINE ARTS ON THE DEVELOPMENT OF FINE MOTOR HANDS IN STUDENTS WITH CHILDHOOD CEREBRAL PALSY.

2.1 DETECTION OF THE LEVEL OF DEVELOPMENT OF FINE MOTOR SKILLS IN A GROUP OF STUDENTS WITH INFANTIAL CEREBRAL PALSY

On the basis of the Rudnichny orphanage for mentally retarded children in the period September 2008 - January 2009, experimental work was carried out with children suffering from cerebral palsy. The study was carried out in 3 stages: ascertaining, forming and control.

The purpose of the ascertaining stage of the experiment was:

A total of 12 children with various forms of cerebral palsy participated in the study (see Appendix 2, Table 1).

The conclusion about the physical condition of the hands and fingers was made in the process of observing the practical activities of children: playing, working in the classroom, self-service, household chores (see Appendix 2, Table 2). The following criteria were taken as a basis: the development of grip, the ability to manipulate objects, the coordination of hand actions, coordination of movements, the presence of congenital pathologies (tremor, hyperkinesis). there is insufficient development of fine motor skills. It should also be noted the lack of coordination of the actions of the hands (normally only in 8%) and impaired coordination of movements in 67%. Hyperkinesis of the fingers and hands is observed in 40% of children, in 20% of a very high degree, in 20% it is slightly expressed, that is, it is not an insurmountable obstacle to practical activity. Tremor (involuntary trembling) is present in 25%, but is not a constant phenomenon, but is observed partially, usually as a result of excessive tension or fatigue of the hands, which can be relieved by relaxation exercises. Self-service skills are developed to varying degrees, which is explained not only by the physical characteristics and severity of cerebral palsy, but also by age differences. However, all children at least partially serve themselves, dress themselves. The greatest difficulty in children arises when fastening buttons, zippers. Almost all move in wheelchairs, two can walk with support or support.

In addition to the general difficulties listed above, it should be noted that all children are very different in age and have individual physical characteristics that make it difficult for them to work: seven people have gross violations in the coordination of movements (58%), four have hyperkinesia of the limbs (33%), there are children , whose fine motor skills are practically normal (one), that is, children differ in their abilities. Therefore, it is necessary to build classes and select tasks in such a way that everyone can cope with them.

As a result of observations of the practical activities of children in the classroom, the features of the visual activity of children suffering from various forms of cerebral palsy were revealed. Some children could not complete the simplest drawings. Their graphic activity was in the nature of pre-pictorial scribbling. Children with involuntary obsessive movements (with a hyperkinetic form of cerebral palsy), even trying to reproduce the form, draw chaotically, draw lines beyond the sheet of paper. Violation of optical-spatial perception in the drawings was expressed by incorrect transmission of spatial relationships between individual objects or their elements, displacement of the picture relative to the center sheet. When performing tasks according to verbal instructions, the children could not place objects on the sheet in accordance with the instructions; when copying, they performed drawings in a mirror image. Children experienced difficulties in conveying the size of objects - more often they drew all objects greatly reduced. Children with the hyperkinetic form of cerebral palsy, on the contrary, greatly enlarged the images due to involuntary obsessive movements. It should be noted the main difficulties that had to be faced in the process of organizing classes in fine arts and manual labor:

Insufficient development of fine motor skills of hands and fingers. It is difficult for children to fasten, make small parts. Many children have hyperkinesis of the limbs, when, due to constantly sharply increased muscle tone, the hands are clenched into fists and the thumb is tightly brought to the palm, which makes it very difficult for it to participate in grasping movements;

Significantly disturbed visual - motor coordination of movements. For example, when making an applique, a part smeared with glue cannot be immediately attached to the right place, the work turns out to be sloppy. The child often misses when trying to take an object, as he incorrectly assesses the direction, cannot visually follow the movement of his hand;

Difficulty of perception, insufficient development of figurative and spatial thinking. Some children have difficulty in determining the shape, color of objects, their position in space. For example, the paws of animal figurines can be attached not from below, but in any other place, without focusing on the sample;

Almost all children are dominated by involuntary attention. They are easily distracted from the topic of the lesson when extraneous stimuli appear. Attention is unstable, short-lived, so you should not "load" a large amount of information. In the process of discussion, you need to constantly keep their attention under control, conduct a conversation at a high emotional level, use as many visual, vivid, interesting benefits as possible;

Most people have short-term memory. After some time, children easily forget the acquired knowledge, skills and abilities, so you need to pay great attention to repetition, consolidation;

One of the main troubles of many children is low self-esteem, lack of self-confidence;

Insufficient development of the emotional-volitional sphere. Simply put, children are not diligent, they easily lose interest in overworking tasks and are upset when they fail. In the course of studying the level of development of fine motor skills, a diagnosis was made to identify existing visual skills in children with cerebral palsy (see Appendix 2, Tables 3,4). Two groups of children were formed, six people each. The tasks included in the diagnostics were evaluated according to a three-point system: 1 - the skill is not formed; 2 - the skill is partially formed; 3 - the skill is formed. Three groups of skills and abilities were included in the diagnosis: in fine arts, modeling and appliqué. Elementary graphic skills were tested, the ability to hold a pencil and brush correctly; the degree of development of shaping movements and modeling techniques (rolling, stretching, joining parts). The application revealed the ability to work with scissors, apply glue to the part and transfer the part to the sheet plane. The diagnostics also included such a criterion as visual-motor coordination, which determines the accuracy of the task. Based on the data obtained, three levels of fine skills and abilities were determined: High level: from 45 to 57 points; Average level: from 32 to 44 points; Low level: from 19 to 30 points. High level means that elementary graphic skills are generally formed; medium - skills are partially formed; low - practically not formed. This made it possible to draw a conclusion about the level of development of fine motor skills of the hands in the children participating in the experiment, the results are reflected in histogram 1: Histogram 1. The initial level of development of fine motor skills in children of the first group In the first group of children participating in the study 50 % of children can hold a pencil (that is, a three-point grip is formed), graphic skills are poorly developed, 17% can draw a line, 50% get it distorted (intermittent and curved), and no one can draw a circle; hatching is easier for children. In modeling, children better mastered such techniques as rolling, it is more difficult for them to connect parts (especially lubrication) and make small parts. In 50% of children, modeling techniques have been mastered partially, in 33% - at a low level. In applique classes, it is especially difficult not only to apply glue to the part, but also to transfer this part to the plane of the sheet (since the tweezer grip must be well developed for this), these skills are partially formed in 50% of children. Working with scissors is especially difficult, only 33% of children can hardly cut out, so in applique classes, children stick ready-made forms. The children of the second group were offered the same tasks. The diagnostic results are shown in histogram 2 Histogram 2. The initial level of development of fine motor skills in children of the second group
The guys in this group have a better three-point grip, as everyone knows how to hold a pencil, and 65% do it correctly. Accordingly, their graphic skills are better developed, 35% of them have fully mastered them and can engage in independent visual activity, but 17% have practically no graphic skills. In modeling, the children of the second group experience the same difficulties, however, the level of formation of visual skills is much higher. In 50% of children, modeling techniques are mastered well, in 33% - at an average level. In this group, 65% of children have partially mastered the work with scissors. A comparative comparison of the degree of formation of visual skills in children of the first and second groups is shown in Table 2.
Table 2. The degree of development of fine motor skills based on the study of visual skills in children of the first and second groups. Based on the data obtained, it can be concluded that in children of the second group, the level of development of fine motor skills is higher than in the first, since the high degree of formation of visual skills and abilities in them is 50%, and in the first group 33%; the low rate is 17% and 33%, respectively. This is confirmed by the fact that the total total score assessing the degree of formation of fine skills in the second group is 246, and in the first 214 points. (See Appendix 2, Table 3.4) Since the first group is the object of their own professional activity in this period of time and given the fact that the degree of fine skills formation in the second group is much higher, group No. 1 was taken as experimental, and the group No. 2 - as a control.

Based on the diagnosis, taking into account the individual characteristics of children, it became possible to start developing a system of classes, including special exercises for the development of fine motor skills of the hands and fingers, which will be tested on the experimental group.

The system should consist not only of tasks of a creative nature, but also include exercises aimed at developing motor activity, special exercises for normalizing the tone of the hands, massage, exercises for developing the muscles of the hands and fingers, the accuracy of directed (voluntary) movements, the development of the eye, spatial orientation, studying the scheme of one's own body, relaxation.

2.2 EXPERIMENTAL WORK ON THE DEVELOPMENT OF FINE MOTOR HANDS IN STUDENTS WITH CHILDHOOD CEREBRAL PALSY AT THE LESSONS OF FINE ARTS

The formative experiment of the study was conducted from September to December 2008. on the basis of the Rudnichny orphanage for mentally retarded children. The formative experiment included two stages: preparatory and main. The purpose of this preparatory stage is to form the motor and psychological base necessary for the main stage. At this stage, it is necessary to enrich the stock of children's knowledge about the environment, to cultivate interest in visual activity, to teach the child an adequate posture while drawing, to develop general and fine motor skills, visual perception, spatial orientation, stereognosis, to form the correct grip and hold of a pencil and brush, to introduce the plane of the sheet, master the simplest image techniques (painting the plane of the sheet, drawing lines in a given direction, sticking with a brush, etc.).

The following activities were used during the experiment: 1. Lesson (classes in fine arts and artistic work) 2. Extracurricular (work circle) 3. Independent activity of children (leisure) The work was carried out in a group, in subgroups (3-4 people) and individually. Each lesson included in the proposed system solved several problems, namely: - the formation and correction of graphic skills; - the development of fine motor skills of the hands; - the development of visual-motor coordination; - tactile and sensory sensations; - spatial representations. children improve their communication skills. Thematic planning of the main stage is presented in Appendix 3. The classes were held for 3 months. Classes were carried out by group method. The duration of one lesson is 30 minutes. During the lesson, physical exercises were necessarily carried out to normalize muscle tone, aimed at relieving the feeling of fatigue, enhancing attention. In some cases, the work was carried out individually. During the lesson, orthopedic conditions were necessarily observed: proper fit, sheet fixation; in children with hyperkinesis, a bracelet was worn on the wrist to weight and partially fix the hand; pencils were selected with a large diameter. The specifics of the classes are as follows: each lesson begins with the normalization of tone and warm-up for the hands (finger gymnastics), a small massage is done for the hands, independently or by the teacher. This is done in a playful way, together with the teacher, who reads the poetic text and shows the movements. For this purpose, a set of available exercises was selected, varied in content and nature of movements, which is recorded for convenience on cards and is always at hand. The necessary is chosen in tune with the season, the weather and the topic of the lesson. Then the topic and objectives of the lesson are usually reported, or an introductory conversation is held, at the end of which the question is asked: “What do you think, what will we do today?”. This is followed by an explanation of the material. Usually, the work is clearly divided into stages, each of which is explained, shown, and methods of work are called. During modeling, children repeat movements in the air after the teacher. When the work is quite complex, the work uses an algorithm in pictures, but you can never replace an explanation with it, you can only supplement the demonstration process, since children have predominantly concrete thinking and many are not able to correlate their actions with the drawing of the algorithm. In the process of explanation, it is necessary to rely on the material covered in order to consolidate the skills already acquired and refresh knowledge in memory. For example, children learned how to sculpt a ball (apple), in subsequent classes, getting a cucumber or carrot, you need to start from the same shape. Next, we sculpt a bird, also starting with a spherical shape. This is done because children experience the greatest difficulty in circular movements that require a certain level of formation of brush movements, back translational movements are given to them more easily. It is not necessary to include physical education minutes in creative activities, since children's memory is short-term and they may forget the explanation of the task, however, if the work is delayed and the children are tired, you can spend a short physical minute, then repeating the task briefly. The theoretical part accounts for no more than 30% of the lesson, the rest of the time is given to independent work and summing up. In no case should you ridicule or scold unsuccessful work. You should always celebrate a positive shift, praise the child.

To increase interest in work, increase emotional mood, include elements of dramatization in the lesson. For example, we sculpt a kolobok - we remember and tell a fragment of a fairy tale in our faces. It is very important to choose a good musical accompaniment - for this purpose, a collection of songs from cartoons and a cassette with Shainsky's songs are used, it is quite easy to pick up a song that is consonant with the topic of the lesson, and it is more fun to work with music. For the same purposes, almost all classes use poetry - riddles, sayings, proverbs, folklore. A simple set for dramatization is kept in the classroom: a pair of beautiful scarves, a set of animal hats, an embroidered towel, a basket, etc., it takes up little space, but any activity can be easily turned into a fascinating fairy tale.

Visibility is important. Visual aids are used printed and self-made. For example, they have their own small collection of Filimonov and Dymkovo toys, which they made themselves, together with other educators, and it is also used in the classroom. It is necessary to demonstrate natural objects of nature more often - vegetables, fruits that you can hold in your hands, play with them, taste them. Soft toys are used less often - children do not show significant interest in them and most often their appearance does not correspond to the real image (an orange hare or a purple dog in a tie), another thing is a singing bright cockerel or a beautiful talking doll.

When they tried to partially replace plasticine with clay in modeling classes, the children's interest in creativity increased significantly, they began to work with clay at their leisure, sculpted and painted plates. Easter eggs were prepared and painted for Easter. Given this, work is planned with the test and the “fun clay”, which is recommended in the book by Mary Ann F. “The First Drawing”, and non-traditional techniques are used in drawing lessons: drawing with a palm, finger, on the surface of the table. In addition to being unusual and exciting, there is an opportunity to get away from the problems associated with motor skills: you do not need to hold a pencil and a brush. However, for the same reason, you should not get too carried away with these types of activities, it is advisable to use them to maintain interest, experiment in mixing colors, develop fantasy and imagination, especially in children.

In addition to drawing and art work during school hours, weekly classes were held for the Young Designer circle. For the period of the experiment, mainly work on a collage is planned, taking into account the following advantages of this topic:

Availability and variety of material for work: you can use natural and waste material, whether it is the remains of repair work (wallpaper, ceiling tiles for the base of collages), old postcards and magazines for cutting, decorative packaging materials, stationery colored buttons, fabric scraps, dried plants and leaves, shells and pebbles, seeds and fruits of plants (beans, seeds of watermelon, sunflower and pumpkin, shells of pistachios and walnuts, etc.);

High interest of children in this type of work: children are interested in experimenting with new materials, they are captured by the creative process;

The possibility of practical use of the results of productive activities: children use the collages made as interior decoration or give them to relatives and educators. The praise of others, the interest of others in their work increases the self-esteem of children, encourages further work.

A positive point is also that in circle work there is an opportunity to carry out interdisciplinary connections. For example, in the modeling class, the children fashioned beads out of clay; in the drawing class, they painted them. Stringing beads on a string is not feasible for everyone, and it also requires additional time, which is not enough in the lesson. Therefore, children successfully do this in the classroom. The results of the children's creative work were shown at exhibitions, two were applications made from natural material, and the third was a bouquet made from waste material. Also in the current academic year, the exhibition “Collage is interesting!” was held, where part of the work was demonstrated (the other part was donated to teachers, at the request of the children).

It is very important for a child suffering from cerebral palsy to properly organize leisure. Often, meaningful leisure is the only thread that connects him, who is in social isolation, with the outside world. This is a saving opportunity for him for a moment to forget about his problems, his difficulties and plunge into the realm of joy and fantasies. Often these activities develop into a lifelong hobby, the child's self-esteem increases. You should not impose your ideas and desires, the child must make his own choice, this is his personal time and he himself has the right to decide what he wants to fill it with. The task of the teacher is only to offer, submit an idea, try to captivate and not interfere if the child prefers another activity. However, if children express a desire to be creative, they can always take colored pencils and paper, all this is stored in the creative corner, paper consumption is unlimited. Ready-made clay, plasticine and paints are always at hand. When children are engaged in creativity, it is advisable to turn on quiet, calm music in order to create an appropriate emotional mood. If help is needed, a common mistake should be avoided: not to do for them, but to work together with them, supporting and developing the initiative. For example, children organized an exhibition of portraits of educators for Teacher's Day. It began with the fact that the child drew a portrait, and in the process of discussing it, they agreed that he looked like a teacher. The idea arose to continue work in this direction and organize an exhibition. Children are actively involved in this process. The portrait resemblance, of course, came out very distant, but a short, funny congratulatory quatrain supplemented the pictures and left no doubt about who is depicted (this is the work of the educator). It remains to frame the work and write a general title - and the exhibition is ready. None of the adults remained indifferent. They came and asked if their “portrait” was ready. The enthusiasm of the children knew no bounds. And how proud they were of the interest in their playful exhibition! Perhaps now it will become a good tradition, as it has become a tradition to decorate the group for the New Year, making small gifts for International Women's Day, greeting cards for various holidays, masks for carols. The older guys feel the significance of their work, and the younger ones strive to imitate them.

When choosing one or another type of leisure activity, one must proceed not from the passport age of the child, but from the age of his actual development. When choosing a type of leisure activity, one should not belittle his abilities, saying: “You can’t do this!”. However, the requirements cannot be set too high. It is necessary to offer several types of activities at once, and the pupil himself will decide what he likes best. If a child takes on a task that is clearly beyond his powers, if something does not work out and the work is spoiled, he is very upset. Sometimes it comes to tears. At the same time, he refuses help, wants to do everything on his own. Knowing this, you don’t need to dissuade him from what he has planned, but try to facilitate the creative process: offer another material for work, or an alternative solution to overcome the difficulties that have arisen, perhaps attract other guys to help. Unfortunately, there are children in the group whose leisure cannot be diversified with outdoor games, they spend most of their time in wheelchairs, so it is simply necessary to master more and more new types of creative activities.

Visual arts instill self-esteem in children with disabilities and give a sense of significance. Due to the fact that they are engaged with great pleasure and enthusiasm, it is possible to solve some rehabilitation problems. For example, in addition to the fact that drawing, sculpting, and appliqué work improve fine motor skills, visual-spatial orientation, color discrimination, spatial and abstract thinking, speech develop, and horizons expand.

The sooner the child feels the result of his activity, the higher the likelihood that in the future he will have a strong interest in classes. He may like any activity in the future if you convince him that he does it in his own way well, in a way that no one else is simply able to do it.

2.3 RESULTS OF EXPERIMENTAL WORK

To evaluate the results of the formative stage of the experiment, in December 2008 a control stage was held with children from the experimental and control groups. At the control stage, the author's diagnostics was carried out, containing the same tasks as at the ascertaining stage of the experiment, the performance of which was evaluated according to a three-point system. The diagnostics included three groups of skills and abilities: fine arts, modeling and appliqué. Elementary graphic skills were tested, the ability to hold a pencil and brush correctly; the degree of development of shaping movements and modeling techniques (rolling, stretching, joining parts). The application revealed the ability to work with scissors, apply glue to the part and transfer the part to the plane of the sheet. Summing up the points obtained, we determined the degree of formation of visual skills and abilities at the control stage of the experiment according to the same criteria as in the ascertaining stage: High level: from 45 to 57 points; Intermediate: 32 to 44 points; Low: 19 to 30 points. Then the obtained data were compared with the corresponding indicators of the ascertaining experiment: it was revealed that some children of the experimental group, who were engaged in a specially designed system of classes, including special exercises for the development of fine motor skills of the hands and fingers, learned to draw vertical and horizontal lines, to draw a horizontal line from left to right and vice versa. They learned to distinguish and depict basic geometric shapes, two children improved significantly in drawing closed curves, wavy and broken lines. Children have become freer and more adequate to use the plane of a sheet of paper when drawing and applying. The drawings became more colorful as the children began to use tinted colors. Those children for whom this task was difficult at the beginning of training began to finish drawing symmetrical figures much more accurately. When depicting rhythmic, repetitive elements in drawing, positive dynamics also began to be observed. Hatching began to be easier for children. If earlier it was chaotic in 33%, it went beyond the contour of the drawing, then at the control stage of the experiment, the children mastered shading with lines and cylindrical, the drawings became more accurate, the hatching lines for the majority did not go beyond the contour. The children became more proactive in the classroom and in independent activities. There is a high interest in classes, a positive emotional mood. Working with scissors is still a great difficulty for children, and we will have to work in this direction in the future, using an individual approach. It should be especially noted that two people from the group learned how to work with a sewing needle during the experiment, before all attempts ended in failure. This criterion is not included in the diagnostics, since no one could work with a needle at the beginning of the experiment. Histogram 3. Comparison of the results of diagnosing the level of development of fine motor skills of hands in children of the experimental group at the stage of ascertaining and control stages of the experiment.
The percentage of children with a high level of development of fine motor skills increased by 17%; the same result in children with an average level; at the same time, it should be noted that there were no children left with a low level, although this figure at the beginning of the experiment was 33%. In the control group, where children did not study according to a special system of classes, a positive trend is also observed: the children of this group continue to learn how to work with scissors , engaged in cutting. They have a high interest in visual activity, the guys take part in exhibitions and attend classes of the circle. Histogram 4. Comparison of the level of development of fine motor skills in children of the control group at the stage of ascertaining and control stages of the experiment.
In the control group, children also showed an improvement in results: the percentage of children with a high level of development of visual skills increased by 33%, respectively, the average level decreased by the same amount; however, 17% of positive dynamics is not observed, remained the same, low level motor development. If we analyze the results of both groups, we can conclude that there is a positive trend in the development of fine motor skills in both the experimental and control groups. However, if we compare in points, the difference is noticeable. If in the ascertaining experiment the total score of the experimental group was 214 points, then at the stage of completion of the experiment this figure was 270 points. Thus, if expressed in points, the overall result of mastering the skills, then it was 56 points. If we compare with the success of the control group, these indicators were 246 and 281 points, respectively, that is, the overall result of mastering the skills of the control group was 35 points. Consequently, in the experimental group the process of development of fine motor skills was more successful than in the control group, the difference is 21 points.

If we express these figures as a percentage, we can conclude that the development of fine motor skills in the experimental group was 60% higher than in the control group. In children of the control group, the result of mastering graphic skills is lower, although initially this group showed a better result in diagnostics than the experimental group (in the experimental group, the initial total result was 214, and in the control group, 246 points). The data of histograms 3, 4 shows a comparison of the success of the experimental and control groups:

Histogram 3. The result of the development of fine motor skills in the experimental group based on an increase in the level of formation of fine skills and abilities

Histogram 4. The result of the development of fine motor skills in the control group based on an increase in the level of formation of visual skills
The results of the control experiment showed the effectiveness of the proposed training system (see Appendix 5, Table 1). In children of the experimental group, there is a stable positive trend in all criteria. Describing the success in mastering the skills of visual activity in the control group, it should be noted that 60% do not show any changes in the ability to work with the application, and 17% show no positive dynamics either in mastering modeling techniques or in the application.
CONCLUSIONS ON THE SECOND CHAPTER

On the basis of the Rudnichny orphanage for mentally retarded children in the period September 2008 - January 2009, a hypothesis was worked out, according to which classes in fine arts and artistic labor contribute to the development of fine motor skills in children with cerebral palsy. The experiment involved two groups of six people: experimental and control.

The study was carried out in 3 stages: ascertaining, forming and control experiments. The purpose of the ascertaining stage of the experiment was:

1. examination of the physical condition of the hands and fingers;

2. identification of the level of development of fine motor skills.

The conclusion about the physical condition of the hands and fingers was made in the process of observing the practical activities of children: play, work in the classroom, self-service, household chores. In the course of studying the level of development of fine motor skills, diagnostics were carried out to identify the existing visual skills and abilities. Based on the data obtained, the first group was taken as an experimental group, and the second - as a control one. The formative experiment of the study was carried out from September to December 2008. The formative experiment included two stages: preparatory and main. The purpose of this preparatory stage is to form the motor and psychological base necessary for the main stage. At this stage, it is necessary to enrich the stock of knowledge of children about the environment, to cultivate interest in visual activity, to teach the child an adequate posture while drawing.

The purpose of the main stage is to test the developed system of classes, including special exercises for the development of fine motor skills of the hands and fingers with the children of the experimental group.

With the experimental group, classes were conducted according to a special system, including exercises for the development of fine motor skills, hand massage, and cryotherapy. In addition, exercises were carried out in the classroom to normalize the tone of the hands and neck; physical exercises to normalize muscle tone, aimed at relieving feelings of fatigue, enhancing attention. To relieve muscle tone and relaxation, the method of local hypothermia (cold exposure) was used. The lessons included graphic exercises that develop grip; children worked with various types of plastic materials (clay, dough, plasticine), various types of applique were made (break, collage), which not only affected the development of various types of capture, but also increased children's interest in visual activity. In some cases, the work was carried out individually. During the lesson, orthopedic conditions were necessarily observed. The classes included in the proposed system solved the following tasks: the formation and correction of graphic skills; development of fine motor skills of hands; development of visual - motor coordination; tactile and sensory sensations; spatial representations. In addition, the horizons of children developed, communication skills improved. Thematic planning of the main stage is presented in Annex 3. During the experiment, the following activities were used: 1. Lesson (classes in fine arts and artistic work) 2. Extracurricular (work of the circle) 3. Independent activity of children (leisure) The work was carried out in a group, in subgroups (3-4 people) and individually. In the control experiment, the author's diagnostics was carried out, containing the same tasks as at the ascertaining stage of the experiment, the performance of which was assessed on a three-point system. All children in the experimental group showed a positive trend in the development of fine motor skills of the hands, this can be judged by the result of mastering fine skills . In the experimental group, the level of development of fine motor skills was 60% higher than in the control group.

2. Availability of material base for classes.

3. Using the most effective methods, methods and forms of work.

CONCLUSION Children with impaired function of the musculoskeletal system have been the object of close attention of special teachers for several decades. According to the State Committee of the Russian Federation, every 10th disabled child is disabled due to diseases of the musculoskeletal system. Among the patients there are children with varying degrees of severity of disorders, up to severe, leading to lifelong disability. Cerebral palsy is a serious disease associated with damage to the central nervous system. In children with cerebral palsy, there are gross violations in the development of motor skills of the hands, which can be reversible with a certain corrective and pedagogical influence. Therefore, the fine arts represent a wide opportunity for work in this direction. As a result of engaging in visual activity and artistic work, there is a gradual improvement in fine motor skills of the hands. The process of depicting the world around requires a certain level of manual skill formation from the child. Successful mastering of visual activity creates favorable conditions for the comprehensive development of the child's personality. However, in children with cerebral palsy, the process of forming visual skills occurs differently than in the norm. This is due to complex and persistent disorders in the development of fine motor skills: impaired muscle tone, the presence of violent movements - hyperkinesis, improper installation of limbs, inaccurate finger movements. Teaching such children the basics of visual activity has its own specifics and requires a special approach. A hypothesis was put forward that classes in fine arts and artistic labor contribute to the development of fine motor skills in children with cerebral palsy, provided that a special, scientifically developed system of classes is used, the material base for classes is available and the most effective methods, techniques and forms of work are used. For this purpose, an experiment was conducted on the basis of the Mining orphanage for mentally retarded children, during which a group of children studied according to a special, scientifically developed system of classes, including exercises to normalize hand tone, massage, exercises to develop the muscles of the hands and fingers. During the experiment, lesson, extracurricular and independent activities were used. At the ascertaining stage of the experiment, the physical condition of the hands and fingers was studied and the level of development of fine motor skills was revealed. For this purpose, a diagnosis of visual skills was carried out, which included graphic skills, mastering modeling techniques and the ability to work with appliqué. At the formative stage of the experiment, the developed system of classes was tested, including special exercises for the development of fine motor skills of the hands and fingers. During the experiment, two groups of six people participated: experimental and control. With the experimental group, classes were conducted according to a special system, including exercises to normalize the tone of the arms and neck; physical exercises to normalize muscle tone, aimed at relieving feelings of fatigue, enhancing attention. During the lesson, orthopedic conditions were necessarily observed: proper fit, sheet fixation; in children with hyperkinesis, a bracelet was worn on the wrist to weight and partially fix the hand; pencils were selected with a large diameter. Each lesson included in the proposed system solved several problems, namely: the formation and correction of graphic skills, as well as the development of fine motor skills of the hands, the development of visual-motor coordination, tactile and sensory sensations, and spatial representations. In addition, the horizons of children developed, communication skills improved. When the effectiveness of the developed system was revealed at the control stage of the experiment, a second diagnosis was carried out. All children of the experimental group showed a significant shift in the development of fine motor skills of the hands, this can be judged by the result of mastering visual skills. In the experimental group, the process of development of fine motor skills was more successful than in the control group, the difference is 22 points. If we express these figures as a percentage, we can conclude that the development of fine motor skills in the experimental group was 60% higher than in the control group. Characterizing the success in mastering the skills of fine motor skills in children with cerebral palsy, it should be noted that It also affected other types of activities: - the quality of self-service improved (buttoning, zippers); - in household activities (two children learned how to do minor repairs to clothes); - in independent activities (children often draw in their spare time, they became more interested in board games ).It should be especially noted that the children have become more independent and enterprising. Drawings are used to decorate the group and serve as a special source of pride. Five exhibitions of children's art were organized: "Our teachers", "Collage is interesting!", "Mother's Day", "New Year", "Carols".

The results of the control experiment showed the effectiveness of the proposed training system. The hypothesis was confirmed that classes in fine arts and artistic labor contribute to the development of fine motor skills in children with cerebral palsy under the following pedagogical conditions:

1. The use of a special, scientifically developed system of classes.

2. Availability of material base for classes.

3. Use of the most effective methods, techniques and forms of work.

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The development of fine motor skills of hands in children with cerebral palsy. Correctional and developmental work on the formation of fine motor skills of hands in children with cerebral palsy

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The development of fine motor skills of hands in children with cerebral palsy. Correctional and developmental work on the formation of fine motor skills of hands in children with cerebral palsy

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