Exercises for development of tactile sensitivity and complex coordinated movements of fingers and hands.
- A child or an adult places hands in a vessel filled with some homogeneous filling (water, sand, different crops, pellets, any small staff). For 5-10 minutes, as if mixes the filling. Then he is offered the vessel with another texture of the filling. After several attempts, the child or the adult places the hand in the vessel with the closed eyes and tries to guess what is inside without probing the separate elements.
- Defining shapes, digits or letters “written” on the right or the left hand with the eyes closed.
- Defining a thing, a letter or a digit by touching with the right or left hand in turns. More difficult version: a child touches a thing with one hand, and draws it with the other with the open eyes.
- Sculpturing geometric shapes, letter or digits out of plasticine. Sculpturing of written, not only printed letters. Then recognizing of the sculptured letters with the closed eyes.
- Making fists and unbending fingers up to the very end. 20 times, several times a day.
- Joining palms, rubbing them one against another moving up and down.
- Rolling a pencil between fingers first from the thumb to the little finger, then backwards with each hand in turn.
- The game is called “colored snowflakes” (age 4 years). Designed to develop fine motor skills of the hands and training of neatness. Supplies: felt – pens, white paper, scissors. The leader shows how to make snowflakes out of paper sheets by cutting them. After the children make many different snowflakes, he tells them that the flakes are different but monochrome. Now friends-feltpens come and give the snowflakes multicolored dresses. The leader asks the children to color the flakes.
Because the snowflakes are delicate, the paper should be strong. The coloring influences the development of fine motor skills.
- “Repeat the movement” (a version of the game “Monkeys”). An adult, sitting in front of the child, makes some “figure” with the fingers (some fingers are bent, others are straight – any combination). The child or the adult with physical disability has to make the same “figure” with his fingers: to repeat the “figure.” What makes the task more difficult is that the disabled has to make the mirror reflection (the adult is sitting in front of him). If the task is too difficult for the child or the adult with physical disabilities, first try to make the exercise sitting next to (not in front of) the person with cerebral palsy. This way the person will have less difficulty copying the position of the fingers.
- Games with drawing. If the child or the adult with cerebral palsy has poorly developed motor skills and has difficulty learning how to write, you could play the drawing game. Let’s say, you can outline circles or squares racing with one another. Or, you could move along the pre-drawn labyrinth (the most interesting when a child draws a labyrinth for the parent and vice versa and both try to create the most tangled). Now there are many different stencils of various geometric figures, animals, but basically they are easy to make.
- Games with household staff. The advantage of these games to develop fine motor skills with children or adults with cerebral palsy is that they do not require any special toys, directions, etc. These games use improvised materials that are present in every household: clothespins, buttons, beads, cereal, etc. Take a bright tray. Scatter over the tray any fine flakes of cereal with even thin layer. Move a child’s or adult’s finger across the cereal. You have got a bright contrast line. Let a child or an adult with cerebral palsy draw several chaotic lines by himself. Then try to draw some things (a fence, rain, waves, etc.) together.
Pick up buttons of different color and size. First inlay the picture by yourself, then ask the kid to do so by himself. After the child learns to complete the assignment without your help, suggest him to invent his versions of pictures. You can inlay a picture of a doll, a butterfly, a snowman, a ball, beads, etc. out of button mosaic.
Attention! For this group of exercises you can use any short poems.
Give the child or the adult with cerebral palsy a round hairbrush. The child or the adult rolls the brush between the palms, chanting. Pine-tree, silver-fir, fir-tree have sharp needles, but juniper pricks more painful than fir branches.
- Take a sink protector (it usually has many cells). The child or the adult with cerebral palsy or other physical problems walks with his index and the middle finger as legs across these cells, trying to make steps at each stressed syllable. “Walking” could be done by one and the other hands in turn, but it is also possible by both hands simultaneously, chanting,
We walking in the zoo, approached every cell and watched all in a row: bear cubs, wolves and beavers.
Take a пельменницу (dumpling cutter). Its surface, as you remember, reminds honeycomb. The child or the adult with cerebral palsy imitates a bee (with his index and the middle fingers) flying over the honeycomb.
Fingers, like bees, are flying over the honeycomb and enter each with inspection: what is inside?
We have enough honey till spring so that we never see hungry dreams.
- Fill a saucepan with 2 lbs of peas or beans. The child or the adult with cerebral palsy or other physical disabilities places hands there and imitates kneading, chanting:
We are kneading, kneading dough, there is room in the oven. There will be, will be buns and kalatches out of the oven.
Place dry peas in a mug. The child or the adult with cerebral palsy or other physical disabilities transports peas one by one from this mug to another at each stressed syllable, first with one hand, then with two hands simultaneously, in turns by the thumb and the middle finger, the thumb and the ring finger, the thumb and the little finger. Choose any stanzas.
- Fill a saucer with peas. The child or the adult with cerebral palsy or other physical disabilities takes a pea with the thumb and the index finger and holds it with other fingers (as if picking up berries), then takes another pea, then more and more until he collects the whole handful. You can do it with one or two hands.
- Place two stoppers of plastic bottles with threading upwards. They are “skies.” The index and the middle finger get into them like “legs.” “Ski,” by making a step at each stressed syllable.
We are skiing, we are dashing from a hill, we love the perks of cold winter.
You can do the same with two hands simultaneously.
- The child and the adult with physical limitations collects matches or counting sticks with the tips of the same fingers of both hands: with two index fingers, with two middle fingers and so on.
- Build a “blockhouse” out of matches or counting sticks. The higher and neater the blockhouse, the better.
- Bite with a clothespin (check with your fingers if it is not too tight) the nail phalanxes (from the index finger to the middle finger and back) at each stressed syllable of the poem.
The silly kitten bites painfully, he thinks that it is not a finger but a mouse (change hands). But I am just playing with you, kid, and if you are biting, I will say, “Shoo!”
- Take a rope (as thick as the little finger of the child or the adult with physical limitations) and tie 12 knots on it. The child or the adult with physical limitations, by going over the knots, names the months of the year in order. You can make the same gadgets out of beads, buttons, etc.
- Tight a rope at shoulder level of the child or the adult with cerebral palsy, give him some clothespins. At each stressed syllable the child hooks the clothespin to the rope, saying:
I will skillfully hook the clothespins to mother’s rope.
- The child or the adult with cerebral palsy crumples, starting from a corner, a handkerchief (or a shopping bag) so that it could fit into a fist.
- The child rolls a walnut between palms and chants:
I am rolling my walnut so that it would become the perfectly round.
- The child or the adult with cerebral palsy hold two walnuts and rolls them one around the other.