Crow, crow,
Where did you fly?
- I called guests,
She gave them porridge.
Butter cup,
Painted spoon,
The spoon bends
The nose is shaking
The soul rejoices.

Magpie-white-sided
I cooked porridge,
Children were attracted
I gave this,
I gave him
But she didn’t give it to him.

Thief Magpie
Cooked porridge,
She fed the children.
I gave this,
I gave this,
But she didn’t give it to him.

Magpie crow
I cooked porridge,
I fed the children
I gave this,
I gave this,
- Where have you been?
I didn't chop wood,
I didn't light the stove,
I didn't cook porridge,
He came later than everyone else.

Magpie crow
I cooked porridge,
I rode on the threshold
I called the guests.
There were no guests
We didn't eat porridge,
All my porridge
Magpie crow
I gave it to the kids.
I gave this,
I gave this,
I gave this,
I gave this,
But she did not give this:
- Why didn’t you saw wood!
Why didn't I carry water!

Forty-forty,
White-white-sided,
I cooked porridge,
The guests were beckoning
There were no guests
We did not eat porridge.

Forty-forty,
White-white-sided,
I cooked porridge,
The guests were beckoning
Guests in the yard -
Porridge on the table.
Guests from the yard -
And porridge from the table.

Forty, forty,
White pubis
I cooked porridge,
The guests were beckoning.
Guests in the yard -
Porridge on the table.
Guests from the yard -
Porridge from the table.
I gave this,
I gave this,
And you are too small.
I did not tear the groats,
I didn't walk on the water,
I didn't cook porridge,
I didn't carry firewood,
I will not give you porridge
On a red spoon
In the middle window,
Clapped, clapped,
And-and flew.

Forty, forty
It was white-sided
I cooked porridge,
The children were fed:
This gave
And she gave
And the fourth gave
And she didn't give the fifth:
Thick, bold,
I didn't go for water,
I didn't chop wood,
No porridge for you!

Forty-forty! Where have you been?
- Far!
- What did you do?
- I cooked porridge, fed the children.
I gave this,
I gave this,
I gave this,
I gave this,
But she did not give this:
- You didn't carry firewood,
You didn't light the stove!

Forty, forty,
I rode on the threshold
The guests were waiting for:
Will there be guests
Will they eat the porridge?
Agashka arrived,
I ate all the porridge.
I gave this one on a platter,
This on a spoon,
This one on a whorl,
This whole pot,
Finger-boy
Didn't get it.
Finger boy
Pushes, grinds.
Walks on the water
Kvashnyu creates:
The water in the swamp
Flour is not hammer.
Sauerkraut on linden,
A whorl on a pine tree.
I took a box
I went for some water.
Then I stepped - not graciously,
It's hot here
There is a stump and a deck,
Here White birch,
And here the keys are boiling, boiling.

Chemise, chemise,
White-barrel,
I rode on the threshold
I called the guests.
Guests, to the yard -
Kashka, on the table,
Guests from the yard -
Kashka from the table.

Chiki-chiki,
Magpie
I cooked porridge,
The guests were beckoning
The guys were fed:
I gave this,
I gave this,
I gave this,
I gave this,
And little Yakishka
Got a raspberry.
Flew, flew, flew
Shu! They sat on their heads.

The nursery rhyme "The magpie crow cooked porridge" is known, of course, by everyone. After all, for you and me, when we were little, my mother used to run her finger on her palm and say "the forty crows cooked porridge, fed the children." I don’t know about you, but I have always felt sorry for this last chick, who was not given anything. This is my concept of justice as a child 🙂

But besides "moral and educational", this nursery rhyme also has another practical task, right? In the "standard" versions of the nursery rhyme "The magpie crow cooked porridge" is one of the for kids. First, we run our finger across the child's palm - "cook porridge." Then we begin to "feed" the characters of the nursery rhyme, while bending the child's fingers in turn. Such finger games-nursery rhymes are very useful for the development of the speech apparatus and fine motor skills of the hands in babies.

Today we will introduce you well, just a huge number of variants of the well-known drip about the Magpie-crow and her children. Well, let's start!

The first version of the text ""

(We move our finger clockwise along the palm of the child).

The crow-magpie cooked porridge, fed the children

(bend the little finger) I gave this one,

(bend the ring finger) I gave this one,

(bend the middle finger) I gave this one,

(bend the index finger) I gave this one,

(we hold our thumb and DO NOT bend it) But I didn't give this one:

"You - you didn't chop wood, you didn't cook porridge, you didn't help me: you won't get porridge!" (and then we shake our index finger at the baby's thumb)

The next version of the nursery rhyme "The magpie crow cooked porridge" helps kids remember the first five digits of the count.

Magpie - white-sided
I cooked porridge,
The children were fed:
I gave to the first,
I gave the second
I gave to the third,
And the fourth gave
And she didn't give the fifth:
Bold, fat, lazy
I didn't go for water,
I didn't chop wood,
There will be no porridge for you!

The next version of the nursery rhyme "The magpie crow cooked porridge" will allow kids not only to train fine motor skills of their hands, but also to remember the names of their fingers.

The crow-magpie cooked porridge, fed the children and said:
“This one - a big finger - carried water,
This - index finger - chopped wood,
This - middle finger - stoked the stove,
This - a nameless finger - cooked porridge.
And this one - little finger - did not go for water,
I didn't chop wood, I didn't heat the stove, I didn't cook porridge.
You won't get porridge! "

The next option is very similar to the "classic" one.

Magpie crow
I cooked porridge,
I fed the children
I gave this,
I gave this,
- Where have you been?
I didn't chop wood,
I didn't light the stove,
I didn't cook porridge,
He came later than everyone else.

The following explains in detail why you shouldn't feed your fifth chick:

Forty, forty
It was white-sided
I cooked porridge,
The children were fed:
This gave
And she gave

And gave the third one,
And the fourth gave
And she didn't give the fifth:
Thick, bold,
I didn't go for water,
I didn't chop wood,
No porridge for you!

The next option is simple and concise. For the "lazy".

Magpie crow
I cooked porridge,
Children were attracted
I gave this,
I gave this,
But she didn’t give it to him.

In the next version of the nursery rhyme "The magpie crow cooked porridge" guests appear on the stage. More precisely, "almost" appears. They do not come, and this is the only reason why the children get uneaten by them.

The term crow
I cooked porridge,
I rode on the threshold
I called the guests.
There were no guests
We didn't eat porridge,
All my porridge
Magpie crow
I gave it to the kids.
I gave this,
I gave this,
I gave this,
I gave this,
But she did not give this:
- Why didn’t you saw wood!
Why didn't I carry water!

And in the next two versions, we are no longer talking about children. Guests replace their crow.

Crow, crow,
Where did you fly?
- I called guests,
She gave them porridge.
Butter cup,
Painted spoon,
The spoon bends
The nose is shaking
The soul rejoices.

Forty-forty,
White-white-sided,
I cooked porridge,
The guests were beckoning
Guests in the yard -
Porridge on the table.
Guests from the yard -
And porridge from the table.

Well, in conclusion - a completely incomprehensible version of the nursery rhyme "The Magpie Crow"

roca, magpie,

I rode on the threshold
The guests were waiting for:
Will there be guests
Will they eat the porridge?
Agashka arrived,
I ate all the porridge.
I gave this one on a platter,
This on a spoon,
This one on a whorl,
This whole pot,
Finger-boy
Didn't get it.
Finger boy
Pushes, grinds.
Walks on the water
Kvashnyu creates:
The water in the swamp
Flour is not hammer.
Sauerkraut on linden,
A whorl on a pine tree.
I took a box
I went for some water.
Then I stepped - not graciously,
It's hot here
There is a stump and a deck,
There is a white birch,
And then the keys are boiling, boiling

These are the similar and at the same time different options! Did you like any of them? Or maybe you know someone else?

1.1
Take the child's hands in theirs and clapping
with their hands, they say:
- Okay, you are okay.
- Where were you?
- By Grandma.
- And what did you eat?
- Koshka.
- And what did you drink?
- Mint.
- What's for a snack?
- Sauerkraut.
- Have you drunk? Have you eaten?
Shoot, let's fly.
They sat on the head.
Asking "Have you had a drink? Have you eaten?", Take the child's hands and put them on his head.

1.2
- Okay, okay!
- Where were you?
- By Grandma.
- What did you eat?
- Koshka.
- What did you drink?
- Mint.
Kashka butter,
Sweet brew
Nice grandma,
Drank, ate,
We flew home
They sat on my head,
Ladies began to sing!
They play nice with the child, saying these words.

1.3
- Okay, okay!
- Where were you?
- By Grandma.
- What did you eat?
- Koshka.
- What did you drink?
- Mint.
Kashka sweet,
Hop brew.

1.4
- Oh, okay, okay,
Where were you?
- By Grandma.
- What did you eat?
- Koshka.
- What did you drink?
- Mint.
Kashka sweet,
Grandma is kind.

1.5
- Okay, okay!
Where were you?
- By Grandma.
- What did you eat?
- Koshka.
- What did you drink?
- Mint.
Kashka sweet,
The brew is cute.
We flew, flew and sat on the head!

1.6
- Frets - frets - okay,
Where were you?
- By Grandma.
- What did you eat?
- Koshka.
- What did you drink?
- Mint.
- What's for a snack?
- Sauerkraut.

1.7
- Okay, okay,
Where were you?
- By Grandma.
- What did you eat porridge?
- Koshka.
- What did you drink?
- Mint.
- What for a snack?
- Bread and cabbage.
Drank, ate,
They sat on the head.

1.8
Oh, the little hands flew
They sat on the head,
The flights flew
- Okay, okay,
Where were you?
- By Grandma.
- What did you eat?
- Koshka.
Butter gum,
Nice grandmother.
Sleep, Tanya,
Sleep, baby.

2.1
They clap the hands of the child, at the last words, the hands are raised on the head.
Ghouls, ghouls flew
They sat on the head.
Kish, kish.

2.2
Oh, lyuli, lyuli,
The ghouls arrived
Oh, flew away
They sat on their heads.

3.
The hen is a little bitch,
The cuckoo is hazel grouse.
They sat down, ate,
We flew over the sea.

4.
- Geese, geese!
- Ha-ha-ha
- Do you want to eat?
- Yes Yes Yes!
- Fly home!
Gray wolf under the mountain!
Ate quickly
And they flew!
At the last words, they wave their hands and the child.

5.
Tratatushki-tratatushki,
Grandma baked cheesecakes.
Grandma buns baked -
Water ran down the floor.
We drank and ate,.
Shu - let's fly!
We flew wider, wider,
They sat on the head to Lenochka!

6. "There is a horned goat."
6.1
There is a horned goat,
There is a butted goat,
Gore, gore!

6.2
There is a horned goat
For the little guys.
Who does not drink milk
That wheaty under the sides!

6.3
They fold the fingers of the hand into a "goat" and, waving it in time, say:
There is a horned goat
For the little guys.
Who doesn't eat porridge?
Doesn't he drink milk?
Gore, gore, gore!

6.4
There is a horned goat,
There is a butted goat,
Top-top legs,
Eyes clap-clap.
Who does not eat porridge,
He does not drink milk, -
Gores, gores, gores.

6.5
They play with small children, showing at the end how the goat butts.
There is a horned goat,
For the little guys
Top-top legs, clap-clap eyes.
Who does not eat porridge,
Who does not drink milk
Gore that, gore!

6.6
There is a horned goat
For the little guys.
Top-top legs,
Eyes clap-clap.
Who does not sleep on time, does not drink,
The goat will forget that.

7.1
Rhythmically, the child is patted on the back, saying:
- What's in the hump?
- Money.
- Who did it?
- Granddad.
- What did he put?
- With a ladle.
- And what?
- Gold.
- And what?
- Silver

7.2
They say when the child is being pumped:
What's in the hump? - Money.
Who did it? - Granddad.
What did he put? - With a ladle.
How? - Gold.

8.
The child is pulled by the nose and sentenced:
Whose nose? - Savin.
Where have you been? - Glorified.
What did he send? - penny
What did you buy? - Candy.
Who did you eat with? - With a goat.
Don't eat with the goat, but eat with me
Don't eat with the goat, but eat with me.

9. "Magpie-crow"

9.1
They bend the child's fingers in turn, saying:
Magpie-white-sided
I cooked porridge,
Children were attracted
I gave this,
I gave him
But she didn’t give it to him.

9.2
Thief Magpie
I cooked porridge,
She fed the children.
I gave this,
I gave this,
But she didn’t give it to him.

9.3
Chiki-chiki,
Magpie
I cooked porridge,
The guests were beckoning
The guys were fed:
I gave this,
I gave this,
I gave this,
I gave this,
And little Yakishka (point to little finger)
Got a raspberry.
Flew, flew, flew (waving by the hands of a child),
Shu! They sat on their heads.

9.4
The adult points to the child's palm and says:
- Forty-forty! Where have you been?
- Far!
- What did you do?
- I cooked porridge, fed the children.
This gave (points to thumb)
This gave (points to index finger)
This gave (points to middle finger)
This gave (points to the fourth finger)
But this did not give (points to pinky)
You didn't carry firewood, you didn't drink the stove!

9.5
Forty-forty,
White-white-sided,
I cooked porridge,
The guests were beckoning
Guests in the yard -
Porridge on the table.
Guests from the yard -
And porridge from the table.

9.6
Chemise, chemise,
White-barrel,
I rode on the threshold
I called the guests.
Guests, to the yard -
Kashka, on the table,
Guests from the yard -
Kashka from the table.

9.7
Forty-forty,
White-white-sided,
I cooked porridge,
The guests were beckoning
There were no guests
We did not eat porridge.

9.7
Magpie crow
I cooked porridge,
I fed the children
I gave this,
I gave this,
- Where have you been?
I didn't chop wood,
I didn't light the stove,
I didn't cook porridge,
He came later than everyone else.

9.8
Forty, forty,
White pubis
I cooked porridge,
The guests were beckoning.
Guests in the yard -
Porridge on the table.
Guests from the yard -
Porridge from the table.
I gave this,
I gave this,
And you are too small.
I did not tear the groats,
I didn't walk on the water,
I didn't cook porridge,
I didn't carry firewood,
I will not give you porridge
On a red spoon
In the middle window,
Clapped, clapped,
And-and flew.

9.9
- Crow, crow,
Where did you fly?
- I called guests,
She gave them porridge.
Butter cup,
Painted spoon,
The spoon bends
The nose is shaking
The soul rejoices.

9.10
Forty, forty
It was white-sided
I cooked porridge,
The children were fed:
This gave
And she gave
And the fourth gave
And she didn't give the fifth:
Thick, bold,
I didn't go for water,
I didn't chop wood,
No porridge for you!

10.2
Over bumps, over bumps,
On small woods
Boo into the hole!

10.3
Let's go, let's go
Into the woods for nuts.
In the hole - boo, and there - a rooster.
When pronouncing the last phrase, the child is lowered between the knees.

10.4
We drove, drove,
To the woman for the nuts,
Into the hole - boo!
And there is a rooster.

10.5
Over bumps, over bumps,
On small paths
Into the hole - boo,
And there is a rooster.

10.6
Swinging the child on his leg, they say:
The lady was driving
On a flat path
Over bumps, over bumps -
Boo!

10.7
Over bumps, over bumps,
On small paths
Boo into the pit - they crushed forty flies!

11.
The child is rocked on his knees and sentenced:
Jump jump!
Young blackbird
I went for some water,
Found a young man.
Young,
Little one:
Itself from the top,
Head with a pot.
Shu-you! Have flown
They sat on the little head!

Sentenced when babysitting small child, throw it on their knees, and at the last words, they lower it between their legs.

12. "Thumb Boy"

12.1
They go through the child's fingers in turn, saying:
- Thumb boy,
Where have you been?
- I went to the forest with this brother,
I cooked cabbage soup with this brother,
I ate porridge with this brother,
I sang songs with this brother.

12.2
Finger boy
Where have you been?
-With this brother
I went to the forest.
I ate porridge with this brother.
With this brother
I sang a song
And what did you do with this finger?
An adult alternately points to all the fingers of one hand, the finger that remains, the child himself shows what he did with him.

13.
Alternately bending the fingers of the child, they say:
This finger is a grandfather
This finger is a grandmother
This finger is a daddy
This finger is mommy
But this one is our baby,
Our Baby -... (call the name).

14.
They bend the fingers of the child and say:
One, two, three, four, five,
On the other hand again:
One, two, three, four, five.

The game- nursery rhyme sometimes called Forty-forty, designed for the little ones. She develops fine motor skills and improves overall physical development.

This game was described by V.I. Dahl in "Proverbs of the Russian People", but there are a great many variants of the rhyme. We will try to describe the main ones.

The rules of the game Magpie-white-sided

Sit the child on your lap, take his palm in your hand and while pronouncing a simple rhyme, touch him fingers... First, with the index finger, we move along the child's palm in a spiral motion (as if we are stirring the porridge):

Magpie-white-sided
Where have you been? - Far!
I stoked the stove,
I cooked porridge,
She fed the children.
I rode on the threshold
I called the guests.
The guests heard
They promised to be.
Guests in the yard -
Gruel on the table.
I gave this one on a platter,(bend the little finger)
This one - on a platter,(bend the ring finger)
This - on a spoon,(bend the middle finger)
Scrapers for this.(bend the index)
But she didn't give it to this one!(touching the thumb)
You didn't carry water
I didn't chop wood,
I didn't cook porridge -
I won't give you anything!

By the way, few people know that the game has such a continuation:

Here he walks - carries water,(bend-unbend the thumb)
Chopping wood,
He stokes the stove,
She cooks porridge.
Know-know beforehand!
- Well, mommy, mommy, give me some porridge!
- Well, on you - little porridge!
- Yum Yum Yum...
Ate-ate,(wipe lips)
Flew(wave our hands)
They sat on the head!

Another option:

You didn't carry water
You didn't light the stove!
Here he walks, walks,
He carries water, stokes the stove.
Here - cold water(they look at the child's palm).
Here is warm water (stroking the elbow)
And here - boiling water, boiling water, boiling water! (tickle armpits)

And one more option with movements:

Magpie-white-sided
I cooked porridge,
I rode on the threshold
The guests were convened(with both hands "call" guests to us).
There were no guests(we spread our arms to the sides, pretend to be sorry),
We did not eat porridge.
I gave all the porridge to the children:
This - on a spoon(palm with a ladle and stretch it forward),
This - on a ladle(we fold both palms with a ladle),
This is in the grip(raise both palms vertically, press one to the other)
This one is on a shovel!(we fold our palms and stretch them forward)
Finger-boy
Didn't get it.
Finger boy
Silence, grind.
Walks on the water
Kvashnyu creates:
The water in the swamp
Flour is not hammer.
Sauerkraut on linden,
A whorl on a pine tree.
I took a box
I went for some water.
Then I stepped - warmly,
It's hot here
Here is a stump, here is a deck,
There is cold water
And then the keys are boiling, boiling!

Video games:

Karpukhina N. Yu.
Recreational and developmental value of finger games
The origins of abilities and talents
children are at their fingertips.
V. A. Sukhomlinsky.

Today I would like to draw your attention to the well-known nursery rhyme "Magpie-white-sided", created by the wisdom and talent of the Slavic people. It would seem, what's wrong with that? Simple game with the handle of a baby, razvlekalochka restless baby. But it was not there!
This game, like any other nursery rhyme (finger, "palm" game) has a versatile effect on the baby: developing, health-improving, psychological. Such games are essential for children from an early age. They are also a powerful stimulus for the development of fine motor skills, and, therefore, the intellect and speech of the child, and one of the options for joyful, warm, bodily contact with the mother, which is so necessary for the baby for his full development.
To begin with, let's remember the nursery rhyme game itself, let's try to analyze its text and accompanying movements from the point of view of healing and development.
There are many options for the text of this nursery rhyme, here are only two.

Option 1.

They take a pen from the child and run their index finger over the palm of their hand and say:
Magpie - white-sided,
I cooked porridge,
I fed the children
(Bend the fingers, starting with the little finger):
I gave this,
I gave this,
I gave this,
I gave this,
(Pointing to thumb):
But she did not give this:
(Stroking him, they say):
He did not chop wood,
I didn't carry water,
I didn't light the stove,
I didn't cook porridge.
I did not receive anything!
Not everyone knows, but there is also a continuation, which contains a moral lesson when the finger is corrected:

(We move our thumb back and forth, bending-unbending):
Here he walks - carries water,
Chopping wood,
He stokes the stove,
She cooks porridge.
Know-know beforehand.
(The fingers of an adult begin to move from the thumb along the hand of the child, stopping slightly on the wrist, at the bend of the elbow, the fingers linger and gently, but abruptly, "stomp"):
The water is cold here,
(We also linger on the shoulder):
Here the water is warm
(Fingers quickly run under the armpit and to the side):
And here boiling water, boiling water,
boiling water, tickling.

Option 2.
Forty, forty,
Magpie - white-sided,
Cooked porridge
I called guests
I rode on the threshold
I looked at the guests.
The guests heard
They promised to be.
Guests - to the yard,
Gruel - on the table.

I gave this one on a platter,
This one - on a platter,
This - on a spoon,
This one - scrapers.
And this - there is nothing.
The baby's arms are lifted and placed on the head (fixing information (psychological anchor)):
Shuva! Have flown
They sat on the head.
An adult's fingers move along the child's hand:
There is a stump (touch the wrist)
There is a deck, (up to the elbow bend)
There is cold water, (up to the shoulder)
There is boiling water, boiling water! (tickling armpit).

Despite the different options, the movements accompanying the text are mainly as follows:
First, they move their index finger (their own or a child's) along the palm of the hand. Direction - not indicated anywhere. But basically, everyone involuntarily drives clockwise on the left palm, and counterclockwise on the right. In other words, inward from the big to the little finger.
Then they either bend the fingers or touch them (massaging each from bottom to top or top to bottom) one at a time.
Begin to bend their fingers in different options in different ways: from the little finger and from the thumb.
But it's better to start with the little finger. Let me explain why:
1). A natural continuation of the movement, we stopped near the little finger and start with it.
2). All fingers must be in the cam, but the thumb must not. After all, he plays a very important role in all kinds of grasping movements, in which all the fingers are together, and the big one is separate. In other words, it is important that the child learns to keep his thumb on top of the rest in the fist.
3). There are other nursery rhymes, in which you definitely need to start with the little finger, focusing on the thumb at the end. For example:
This finger went to the forest,
This finger found a mushroom
I began to clean this finger,
This finger began to fry,
Well, this one took and ate,
That's why he got fat.
There is a continuation of the nursery rhyme, in which the fingers of an adult rise from the palm of the hand along the hand of the baby (tickle), stopping (stamping with fingers) usually on the wrist, on the elbow, on the shoulder, at the end tickling under the arm.
So, we have that this ancient game is a certain exercise and massage for the fingers and the entire hand of the child, accompanied by rhythmic rhymes.
It is known that the movements of the fingers and hands of a child have a special developmental and health-improving effect. The projection area of ​​the hand and, especially, the thumb in the anterior and posterior central gyri of the cerebral cortex has almost the same extent as the rest of the body. The brush function is unique and versatile. She is the main organ of labor in all its diversity.
The influence of manual actions on the development of the human brain was known as early as the 2nd century BC in China. It has been noticed that games involving hands and fingers (like our traditional "White-sided Magpie" and others) bring the body and mind into a harmonious relationship, maintain the brain systems in excellent condition. (10) The great German philosopher I. Kant wrote: "The hand is the brain that has gone out."
Studies by Russian physiologists also confirm the relationship between hand development and brain development. The works of V.M. Ankylosing spondylitis proved the influence of hand manipulation on the functions of higher nervous activity, the development of speech. Simple hand movements help to remove tension not only from the hands themselves, but also from the lips, relieve mental fatigue. (10)
Employees of the Institute of Physiology of Children and Adolescents of the Academy of Pedagogical Sciences found that the level of speech development in children is in direct proportion to the degree of formation of fine movements of the fingers (MM Koltsova). So, based on the experiments and surveys a large number In children, the following pattern was revealed: if the development of finger movements corresponds to age, then speech development is also within the normal range. If the development of finger movements lags behind, then speech development is also delayed, although general motor skills may be normal and even higher than normal (L.V. Fomina) (7).
MM. 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. Her research has shown that each finger has a fairly extensive representation in the cerebral cortex. The development of fine movements of the fingers precedes the appearance of articulation of syllables. Thanks to the development of fingers, a projection of the "scheme of the human body" is formed in the brain, and speech reactions are in direct proportion to the fitness of the fingers. (6)
Therefore, the training of finger movements is the most important factor that stimulates the child's speech development, contributes to the improvement of articulatory motor skills, preparation of the hand for writing and a powerful tool that increases the efficiency of the cerebral cortex. This is facilitation of motor coordination, overcoming stiffness, stiffness.
Fine manual motor skills interact with such higher properties of consciousness as attention, thinking, optical-spatial perception (coordination), imagination, observation, visual and motor memory, speech. (13)
Apparently, our ancestors knew this well, since in children's folklore there are a huge number of nursery rhymes, such as "Magpie-white-sided", in which speech and hand movements are combined. Any child will benefit from hand massage in the pre-speech period, and finger games accompanied by poetry will not only develop fine motor skills and speech, but also the ability to listen: to understand the meaning of what is heard and catch the rhythm of speech.
When to start such exercise games?
Many mothers start playing Soroka with their baby very early, some right from birth. As you know, a baby is born with a set of reflexes, one of them is "grasping": if you put your index fingers in the child's palms, and he grabs them tightly, so that you can even raise him. Also, the child is able to keep an object in his hands for a long time. The child performs all these manipulations at a reflex level, his actions have not yet reached high cerebral control, which subsequently allows him to consciously perform movements. As the brain matures, this reflex turns into a conscious ability to take and release. This will happen in about 4 months. First, the baby will focus on the object, then reach out and grab it.
It turns out that our ancient great-grandmothers, playing "Magpie" with their child, encouraged him to quickly open his palm, which has an important role in understanding the world by touch, ie. trained the grasping reflex of their baby. And today, scientists have proven that the more often a child has a grasping reflex, the more effectively the child's emotional and intellectual development takes place.
Time passes, and our baby grows further. Toys are already attracting him seriously - the child can take them in his hand, drag them into his mouth. Soon this skill will become stable and completely natural. Now is the time to work out the correct grip with the handle. That is, you need to pay attention to the thumb, try to make the baby's thumb resist everyone else. It is here that the skill of correct writing, correct holding of a pencil, a pen begins. Let us recall again what is said about the thumb in our beloved "Magpie-crow":
You didn't carry water
You didn't light the stove,
You didn't cook porridge -
I did not receive anything.
Alternatively: Away, away, away from here.
The task of the exercise that accompanies this part of the nursery rhyme is to relax the thumb and bring it out from under the "cover" of the rest of the fingers.
The game "White-sided Magpie" grows with the baby. At first, the mother herself played with the child's hand, bending and unbending her fingers, tickling her palm - the child was passive. Then the child's role gradually becomes active: the mother only utters the words of the nursery rhyme, and the child acts with his fingers on his own.
Later still, the child becomes the "creator" of the game. Both words and movements - everything is subject to him. During the game, when the fingers turn into different characters, the child rubs his fingers, massages, bends and unbends them, learns to coordinate his movements.
Note that, in addition, a mother, doing finger gymnastics with her child, has a healing and tonic effect on the baby's body. It deliberately (according to the idea of ​​a nursery rhyme) affects the reflexogenic zones located on the child's hand, the impact on which causes certain actions on the internal organs. These zones are able to perceive external stimuli and translate them into nerve signals, and then through the central nervous system to change and normalize the functions of organs. (1) In terms of saturation with such zones, the hand is not inferior to the ear and foot. It was found that massage of the thumb increases the functional activity of the brain, massage of the index finger has a positive effect on the state of the stomach, the middle finger - on the intestines, the ring finger - on the liver and kidneys, the little finger - on the heart. (10) The ancient Greek philosopher Anaxagoras wrote: "The hand of each person shows his fate and conceals in itself the miraculous power of curing diseases."
Regular finger exercises improve the memory, mental abilities of the child, eliminate his emotional stress, improve the activity of the cardiovascular and digestive systems, develop coordination of movements, strength and dexterity of the hands, maintain vitality.
So, the nursery rhyme "Magpie-white-sided" helps the baby to maintain the normal functioning of internal organs, develop physically, intellectually, emotionally, actively master speech - one of the main skills of a young child, which significantly affects his subsequent development. And at the same time, she, like any other folk nursery rhyme, brings to the unconscious child on a completely different level certain genetic information that forms the traditional worldview.
Let's try to figure out which one. The talk in the nursery rhyme is about the White-sided Magpie, who cooks porridge for children or guests.
On the one hand, forty is symbolized with a harmful force: since, according to popular beliefs, she is a harbinger of something bad, besides, her name contains the word “forty” (the number of harmful forces). On the other hand, the meaning of the nursery rhyme is associated with the holiday "Saraki", which the Slavs celebrate on the spring equinox on March 22 (when, after a 40-day period of disappearance, the Pleiades constellation reappears in the sky). And according to tradition, the Slavs considered the Pleiades as the dwelling place of the souls of the dead awaiting trial (2).
Those. we can say that we are talking about a certain force that brings harm or benefit, depending on respect for the ancestors, their veneration.
To commemorate the ancestors of the Slavs, there are 5 memorial days in the year - "dzyady", these days require strict behavior from the Slavs, the observance of certain rituals, in particular the preparation of food - memorial porridge, which is "fed to grandfathers" (in a nursery rhyme - children or guests) and buy off this force.
Whoever commemorates ancestors as it should be, and all five memorial days (five fingers), the ancestors (this force) help in everything: "it gave" health, prosperity, happiness, etc.
But if a person did not perform actions corresponding to the four elements:
He did not chop wood (wind),
I didn't carry water (water),
Didn't light the stove (fire)
I didn't cook porridge (earth)
(this refers to the cooking process).
And, accordingly, as a result, he did not prepare a ceremonial memorial porridge from grain (the mystical union of the four elements of Fire, Water, Earth and Wind) for the ancestors (in other words, he simply does not remember the ancestors, does not show them reverence and respect). Accordingly, this person "receives nothing" from his ancestors, his Kin. Moreover, he is not insured against anything: “hto dziado is not respected, tamu uselyak byvayets” (3).
But in the continuation of the nursery rhyme there is hope that even if you did something wrong, then everything can be corrected, there is a moral lesson when the finger begins to correct itself.
And now, what is also remarkable, according to the idea of ​​the nursery rhyme, attention is focused on the strengths - the wrist, elbow and shoulder (possibly, their activation occurs) and complete relaxation with the help of tickling.
Summing up everything that has been said, it turns out that such simple (at first glance) traditional games as "White-sided", which mothers and grandmothers have been playing with their babies for many centuries, bring not only joy and pleasure to them, but directly influence on the development of the brain, intellect, speech of the child, on the normal functioning of internal organs, help to master the invaluable gift of the folk word, and, awakening genetic memory, form the traditional world outlook and attitude. In other words, they have a powerful effect on the mental, physical and moral health of a toddler.
Magpie-white-sided
(with the index finger of your right hand, make circular movements on the palm of your left hand - "cook porridge"),
I cooked porridge,
I rode on the threshold
I called the guests (call the guests with both hands).
There were no guests (spread your arms and sides, feigning regret),
We did not eat porridge.
I gave all the porridge to the children:
This is on a spoon (fold your right palm with a ladle and stretch your hand forward),
This one is on a ladle (fold both palms with a ladle),
This is in the grip (Keep your palms upright, pressing one against the other at the wrist)
This is on a shovel (press your palms together and stretch them forward).