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How you think, why finger-type games became extremely popular today?

It is known, that between speech function and the general impellent system of the person there is a close connection. The same close connection is established between a hand and the speech centre of a brain. Harmonisation of movements of a body, a small motility of hands and speech bodies promotes formation of a correct pronunciation, helps to get rid of monotony of speech, to normalise its rate, learns to observance of speech pauses, reduces mental pressure. That last 5–10 years level of speech development of children has considerably decreased is known also. Why? Parents speak with children because many of them are terribly occupied on work less. Children and speak less, because look more and listen (a body-audio-video …). They seldom do something by the hands because modern toys and things are arranged as much as possible conveniently, but is not effective for motility development (clothes and footwear with lipuchkami instead of laces and buttons, the book and the grant with labels instead of pictures for a cutting etc.)

Finger-type games and exercises — unique means for development of a small motility and speech in their unity and interrelation. Learning of texts with use of "finger-type" gymnastics stimulates development of speech, spatial thinking, attention, imagination, brings up speed of reaction and emotional expressiveness. The child remembers poetic texts is better; its speech becomes more expressive.

Games with fingers is not only stimulus for development of speech and a small motility, but also one of variants of joyful dialogue with close people. When mum for finger-type game a beret of the kid on hands, puts on knees, embracing, holds, when it touches it ladoshku, strokes or tickles, pats or shakes, the child receives weight necessary for its emotional and intellectual development of impressions.

Very important factor for speech development is that in finger-type games all podrazhatelnye actions are accompanied by verses. Verses draw attention of kids and are easily remembered. The rhythm and an invariable word order, a rhyme for the kid are something magic, consoling and calming.

How much the child will like game depends in many respects on execution of the adult. For the smallest important is quiet-tender mood and a cautious, careful touch. The expressive mimicry and speech of the adult is of great importance for children of three-five years. Certainly, for expressive execution the adult should learn verses by heart.

Movements of the right and left hands are supervised by different hemispheres of a brain. When the child will start to carry out easily the necessary movements by one hand, learn it to carry out the same movements by other hand, and then at once two hands.

Some games become especially interesting to the kid of two-three years, if you for its fingers curtail paper caps-dolls. A felt-tip pen it is possible to draw on a cap eyes, a mouth, a shirt, buttons, to cut out from a colour paper and to paste a comb, a beak, wings, a hat, etc.

Stages of learning of games:

• The adult at first shows game to the kid.
• The adult shows game, manipulating fingers and the handle of the child.
• The adult and the child carry out movements simultaneously, the adult pronounces the text.
• The child carries out movements with the necessary help of the adult which says the text.
• The child carries out movements and pronounces the text, and the adult prompts and helps.

Recommendations:

• Do not spend game by cold hands. Hands can be warmed in warm water or having pounded palms.
• If in new game there are not characters familiar to kids or concepts, at first tell about them, using pictures or toys.
• Finger-type games with children till 1.5 years spend as display or as passive gymnastics of a hand and fingers of the child.
• To children is more senior 1.5 years it is possible from time to time to suggest to execute movements together.
• If the game plot allows, it is possible to "run" fingers on a hand or a back of the child, to tickle, iron, etc.
• Use as much as possible expressive mimicry.
• Do in suitable places of a pause, speak that more silently,
• More loudly, define, where it is possible to speak very slowly, repeat, where it is possible, movements without the text.
• Having chosen two-three games, gradually replace their new.
• Conduct lessons cheerfully, "do not notice", if the kid does at the beginning something incorrectly, encourage successes.

The finger-type games developed on a folklore material, are as much as possible useful to development of the child-preschool child. They are substantial, fascinating, competent on the didactic filling. The art world of national songs and poteshek is constructed under beauty laws. It is very combined, though this complexity not always is evident. Behind these words a recognition of the right of the artist on creation of the world and simultaneously an appeal to its knowledge, understanding, judgement about it. An essence of folklore texts — action. Actions of characters, movement of events, a birth of conflicts and their permission create unique, surprising, moving elements of a life.

Texts poteshek:

Svinka nenila
Sonny praised:
— That pretty,
That prigozhenky;
Goes sidewise, Ears upright,
Nose pjatachkom!

— A cockerel, a cockerel,
Gold comb,
Masljana golovushka.
SHelkova borodushka,
That you early rise,
That you sonorously sing,
To children to sleep you do not give?

Vodichka-vodichenka,
Wash my face!
That cheeks reddened,
That eyes shone,
That laughed rotok,
That bit zubok!

— The sun-vyodryshko!
Ascend more soon,
Shine, warm
Calfs yes lambs,
Still small children

Legs, legs, de you were?
_ behind mushrooms in wood went.
_ That you, handles, worked?
— We gribochki collected.
And you, eyes, helped?
— We searched yes looked —
All penyochki have inspected.
Here and Vanjushka with a fungus,
With podosinovichkom!