DEVELOPMENT OF PRESCHOOL CHILDREN’S FINE MOTOR SKILLS BY USING SU-JOK THERAPY

Introduction. The changes that are taking place in our country lead to the fact that parents are busier with establishing the economic well-being of the family; they spend less and less time with their children and try to buy them modern technical games and toys that replace direct communication with them. It leads to the fact that preschoolers' motor activity decreases. General motor retardation occurs. It is most often seen in children who live in cities. The consequence of the insufficient development of fine motor skills can be the following: children's unpreparedness for writing, the formation of incorrect writing techniques, inability to use auxiliary tools (scissors, pencil, felt-tip pen, brush, dough, plasticine), failure to develop self-care skills (using cutlery, buttoning, lacing shoes); difficulties in speech and mental development, etc. Modern practicing teachers are constantly searching for new technologies that would make it possible to interest children during educational activities, make it more interesting, and effectively influence the development of preschool children's fine motor skills. Technologies such as sand therapy, art therapy, isotherapy, music therapy, and others occupy a prominent place in the arsenal of modern preschool education institutions. However, due attention is not paid to Su-Jok therapy, which directly affects the development of fine motor skills. Purpose. To characterize Su-Jock therapy and highlight the experience of using elements of Su-Jock therapy in the development of fine motility of the hands of children of middle preschool age. In the course of a pedagogical study conducted based on the Hradizhsk preschool education institution, a system of work was developed using the «chestnut» and «ring» massagers for the development of children's fine motor skills. Results. The system provided for the development and implementation of classes on physical development, valeology, and music classes, during which children were introduced to the Su-Jok method, a ball (chestnut), and a ring, developed fine motor skills, learned to coordinate movements with poetic and song accompaniment, formed the following motor skills: accuracy and motor coordination, assistive technology, and graphic skills. Also, the teacher played games with a ball during morning gymnastics and walks, carried out individual work with children, organized games based on fairy tales, and created finger pools with natural materials (nuts, cones, and acorns). The data of the control ascertainment experiment made it possible to record significant changes that occurred in the children of the experimental group after the formative stage of the study. The children's manipulative movements improved. They became more accurate, coordinated, and smooth; graphic skills began to develop. Also, the conducted research contributed to the development of mental processes, motor analyzers, visual perception, various types of sensitivity, spatial orientation, coordination of movements, etc. In the experimental group, the number of children with a high level of development of fine motor skills increased. Before the experiment, there were 4% of children, and after –– 10% of children. There were changes in the number of children of medium (from 71% of children to 75% of children) and low levels (there were 25% of children; it became 15% of children). Conclusion. Having carried out a theoretical review of scientific works devoted to the study of the Su-Jok technology, it can be stated that it is an effective, affordable, and safe method of working with preschool children. Various methods (game, verbal, visual) and tools (massage balls and rings, roller and tubular massagers, massage mats and puzzles, health paths, etc.) are used by preschool teachers. Experimental work on the use of Su-Jok technology with children of middle preschool age showed positive dynamics in the development of fine motor skills in children's hands.