We shared an orange.

There are many of us

And he is alone.

Children clench and unclench the fingers of both hands into fists.

This slice is for the hedgehog.

This slice is for the swift.

This slice is for ducklings.

This slice is for kittens.

This slice is for the beaver

Bend your fingers one by one, starting with the thumb.

And for the wolf - the peel.

Clench the fingers of both hands into fists

He is angry with us - trouble;

Run away - who goes where!

Sharply unclench the fingers clenched into fists

One baby

swinging in the garden

The index finger of the right hand is straightened and directed upward, the rest are clenched into a fist

Two kids

swimming in the pond

Now two fingers, index and middle, are straightened.

Three kids

crawling to the doors in the apartment,

Straighten your ring finger as well.

And through this door

Four more knock.

All fingers are straightened except the thumb

With five others

everything is ok too:

Open your entire palm

They are having fun,

they play hide and seek.

Cover your face with your hands.

It’s clear to me where they’re hiding,

The fingers of both hands are clenched. Straighten the fingers of your left hand and the thumb of your right.

But I closed my eyes and said:

Cover your eyes with your hand.

"One two three four five...

Take turns opening the fingers clenched into a fist: index, middle, ring, little finger, thumb

Well, beware: I’m coming to look!”

Shake your index finger.

Kittens. Based on English folklore

Mitten

Of course, everyone knows the nursery rhyme “The Magpie Crow Cooked Porridge.” After all, for you and me, when we were little, my mother ran her finger over her palm and said, “The magpie crow cooked porridge and fed the children.” I don’t know about you, but I always felt sorry for this last chick who was given nothing. This is the concept of justice I had as a child :)

But besides the “moral and educational” one, this nursery rhyme also has another practical task, right? In the “standard” versions, the nursery rhyme “The Magpie Crow Cooked Porridge” is one for kids. First, we run our finger over the child’s palm - “cook porridge.” Then we begin to “feed” the characters in the nursery rhyme, while bending the child’s fingers one by one. Such finger nursery rhymes are very useful for the development of the speech apparatus and fine motor skills in children.

Today we will introduce you to just a huge number of variants of the famous story about the Magpie-Crow and her children. Well, let's start!

First version of the text ""

(Run your finger clockwise over the child’s palm).

The magpie-crow cooked porridge and fed the children

(we bend the little finger) I gave it to this one,

(bend the ring finger) I gave it to this one,

(we bend the middle finger) I gave it to this one,

(bend the index finger) I gave it to this one,

(hold your thumb and DO NOT bend it) But I didn’t give it to this one:

“You didn’t chop wood, you didn’t cook porridge, you didn’t help me: you won’t get any 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,
She fed the children:
Gave it to the first one
I gave it to the second one
Gave it to the third one
And I gave it to the fourth
But she didn’t give it to the fifth:
Fat, 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 “A magpie crow was cooking porridge” will allow kids not only to train fine motor skills of their hands, but also to remember the names of their fingers.

The magpie-crow cooked porridge, fed the children and said:
“This big finger carried water,
This index finger is chopping wood,
This middle finger lit the stove,
This ring finger was cooking porridge.
And this little finger didn’t go for water,
I didn’t chop wood, didn’t light the stove, didn’t cook porridge.
You won’t get any porridge!”

The next option is very similar to the “classic” one.

Magpie Crow
Cooked porridge
She fed the children
Gave this one
Gave this one
- 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 should not feed the fifth chick:

Magpie, forty
She was white-sided
I cooked porridge,
She fed the babies:
Gave this one
And she gave it to him

And she gave it to the third one,
And I gave it to the fourth
But she didn’t give it to the fifth:
Thick, fatty,
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
Cooked porridge
The children were attracted
Gave this one
Gave this one
But she didn’t give it to this.

In the next version of the nursery rhyme “The Magpie Crow Cooked Porridge,” guests appear on stage. More precisely, “almost” appear. They don’t come, and that’s the only reason why what they don’t eat goes to the children.

Term Raven
Cooked porridge
I jumped on the threshold,
Called guests.
There were no guests
Didn't eat porridge
All my porridge
Magpie Crow
I gave it to the kids.
Gave this one
Gave this one
Gave this one
Gave this one
But she didn’t give it to this:
- Why didn’t you cut wood?
Why didn't you carry water?

And in the next two versions we are no longer talking about children at all. Their crows are replaced by guests.

Crow, crow,
Where did you fly?
— I called guests,
She gave them porridge.
Oil porridge,
Spoon painted,
The spoon bends
The nose is shaking
The soul rejoices.

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

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

rock, magpie,

I jumped on the threshold,
Waiting for guests:
Won't the guests arrive?
Won't they eat the porridge?
Agashka has arrived,
I ate all the porridge.
I gave this one on a plate,
This is on a spoon,
This one is on the whorl,
This is the whole pot,
To the little boy
Didn't get it.
Finger boy
Pushes, grinds.
Walks on water
Creates a kvashnya:
Water in the swamp
The flour is not ground.
Sauerkraut on linden,
Whorl on a pine tree.
I took the box
I walked through the water.
I stepped here - softly,
It's hot here
There's a stump and a block here,
There is a white birch here,
And here the springs are boiling and boiling

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

Karpukhina N. Yu.
The health and developmental significance of finger games
The origins of abilities and gifts
children are at their fingertips.
V. A. Sukhomlinsky.

Today I would like to draw your attention to the famous nursery rhyme “The White-sided Magpie,” created by the wisdom and talent of the Slavic people. It would seem, what's wrong with that? A simple game with a baby's hand, an entertainment for a restless baby. But that was not the case!
This game, like any other nursery rhyme (finger, “palm” game), has a multifaceted effect on the baby: developmental, health-improving, psychological. Such games are necessary for children from a very early age. They are both a powerful stimulus for the development of fine motor skills, and, therefore, the child’s intelligence and speech, and one of the options for joyful, warm, physical 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 health improvement and development.
There are many versions of the text of this nursery rhyme; here we present only two.

Option 1.

Take the child’s pen and move the index finger over the palm and say:
Magpie - white-sided,
I cooked porridge,
She fed the children
(Bend your fingers, starting with the little finger):
Gave this one
Gave this one
Gave this one
Gave this one
(Pointing to thumb):
But she didn’t give it to this:
(Stroking him they say):
He didn't chop wood
Didn't carry water
I didn’t light the stove
I didn't cook the porridge.
I did not receive anything!
Not everyone knows, but there is a sequel that contains a moral lesson when the finger is corrected:

(Move your thumb back and forth, bending and unbending):
Here he walks, carries water,
Chopping wood
He heats the stove,
Cooks porridge.
Know, know in advance.
(The adult’s fingers begin to move from the thumb along the child’s hand, stopping slightly at the wrist; at the bend of the elbow, the fingers linger and gently but abruptly “tread time”):
The water here is cold,
(We also linger on the shoulder):
The water here is warm,
(Fingers quickly run under the armpit and onto the side):
And here it’s boiling water, boiling water,
boiling water-tickle.

Option 2.
Forty, forty,
Magpie - white-sided,
Cooked porridge
Called guests
I jumped on the threshold,
I watched the guests.
The guests heard
They promised to be there.
Guests - to the yard,
Porridge - on the table.

I gave it to this one on a platter,
This is on a plate,
This is on a spoon,
This one needs scratching.
And there is nothing to this.
The baby’s arms are raised and placed on the head (consolidation of information (psychological anchor)):
Shuva! Let's fly,
They sat on the head.
The adult’s fingers move along the child’s hand:
There's a stump here, (touch wrist)
There is a deck here (up to the elbow bend)
There's icy water here, (up to your shoulder)
It's boiling water here, boiling water! (tickle the armpit).

Despite the different options, the movements accompanying the text are basically the following:
First, run your index finger (yours or your child’s) across your palm. The direction is not indicated anywhere. But basically, everyone involuntarily moves clockwise on their left palm, and counterclockwise on their right palm. In other words, inward from the big to the little finger.
Then either bend the fingers or move them (massaging each one from bottom to top or top to bottom) one at a time.
They begin to bend their fingers in different ways in different ways: both from the little finger and from the thumb.
But it’s more correct to start with the little finger. I'll explain why:
1). A natural continuation of the movement, we stop near the little finger and start from there.
2). It is necessary that all fingers are in the fist, but the thumb is not. After all, it plays a very important role in all kinds of grasping movements, in which all the fingers are together, and the thumb is separate. In other words, it is important that the child learns to hold his thumb on top of the rest in a 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 into the forest
This finger found a mushroom
I began to clean this finger,
This finger began to fry,
Well, this one took it and ate it,
That's why I got fat.
There is a continuation of the nursery rhyme in which the adult’s fingers rise from the palm along the baby’s arm (tickle), stopping (trampling with fingers) usually on the wrist, on the elbow, on the shoulder, and finally tickling under the armpit.
So, we have that this ancient game represents certain exercises and massage for the baby’s fingers and entire hand, accompanied by rhythmic rhymes.
It is known that the movements of a child’s fingers and hands have a special developmental and health-improving effect. The territory of the projection 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 function of the brush is unique and versatile. It is the main organ of labor in all its diversity.
The influence of manual actions on the development of the human brain was known back in the 2nd century BC in China. It has been noticed that games involving hands and fingers (such as our traditional “White-sided Magpie” and others) bring the body and mind into harmonious relationships and maintain the brain systems in excellent condition. (10) The great German philosopher I. Kant wrote: “The hand is the brain that has come out.”
Research by Russian physiologists also confirms the connection between hand development and brain development. Works by V.M. Bekhterev proved the influence of hand manipulation on the functions of higher nervous activity and speech development. Simple hand movements help relieve tension not only from the hands themselves, but also from the lips, and relieve mental fatigue.(10)
Employees of the Institute of Physiology of Children and Adolescents of the Academy of Pedagogical Sciences have established that the level of speech development of children is directly dependent on the degree of formation of fine movements of the fingers (M.M. Koltsova). Thus, based on experiments conducted 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 normal limits. If the development of finger movements lags behind, then speech development is also delayed, although general motor skills may be normal and even above 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 more precisely, from the fingers. Her research has proven that each finger of the hand has a fairly extensive representation in the cerebral cortex. The development of fine movements of the fingers precedes the appearance of syllable articulation. Thanks to the development of fingers, a projection of the “scheme of the human body” is formed in the brain, and speech reactions are directly dependent on the fitness of the fingers. (6)
Therefore, training the movements of the fingers is the most important factor that stimulates the child’s speech development, helps improve articulatory motor skills, prepares the hand for writing, and is a powerful tool that increases the performance of the cerebral cortex. This is facilitating motor coordination, overcoming tightness and 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 “The White-sided Magpie,” which combine speech and hand movements. Any child could benefit from a 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: understand the meaning of what is heard and catch the rhythm of speech.
When to start such games-exercises?
Many mothers start playing “Magpie” 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 into your child’s palms, he will grab them tightly, so that you can even lift him up. Also, the child is able to not let go of an object for a long time. The child performs all these manipulations at a reflex level; his actions have not yet achieved high brain control, which allows him to subsequently consciously perform movements. As the brain matures, this reflex develops into a conscious ability to take and let go. This will happen at approximately 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 through touch, i.e. trained your baby's grasping reflex. And today scientists have proven that the more often a child’s grasping reflex is active, the more effective the child’s emotional and intellectual development is.
Time passes, and our baby continues to grow. Toys seriously attract him - the child can pick them up and drag them into his mouth. Soon this skill will become stable and completely natural. Now is the time to develop the correct grip with the handle. That is, you need to pay attention to the thumb, try to make the baby’s thumb stand against all the others. This is where the skill of correct writing, correct holding of a pencil and pen begins. Let us remember once 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.
In another version: Away, away, away from here.
The purpose of the exercise that accompanies this part of the nursery rhyme is to relax the thumb and remove it from under the “cover” of the remaining fingers.
The game "Snow-sided Magpie" grows with the baby. At first, the mother herself played with the baby’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 says the words of the nursery rhyme, and the child acts with his fingers independently.
Later still, the child becomes the “creator” of the game. Both words and movements - everything is under his control. During the game, when the fingers turn into different characters, the child rubs his fingers, massages, bends and straightens them, and learns to coordinate his movements.
Note that, in addition, the mother, doing finger gymnastics with the child, has a healing and tonic effect on the baby’s body. It purposefully (according to the nursery rhyme) affects the reflexogenic zones located on the baby’s hand, the impact of which causes certain effects on the internal organs. These zones are able to perceive external irritations and translate them into nerve signals, and then, through the central nervous system, change and normalize the functions of organs. (1) In terms of the saturation of such zones, the hand is not inferior to the ear and foot. It has been established that massage of the thumb increases the functional activity of the brain, massage of the index finger has a positive effect on the condition of the stomach, the middle finger - on the intestines, the ring finger - on the liver and kidneys, and the little finger - on the heart. (10) Even the ancient Greek philosopher Anaxagoras wrote: “The hand of each person shows his fate and conceals within itself the miraculous power of curing diseases.”
Regular finger exercises improve the child’s memory and mental abilities, eliminate his emotional stress, improve the functioning of the cardiovascular and digestive systems, develop coordination of movements, strength and dexterity of the hands, and maintain vitality.
So, the nursery rhyme “The White-sided Magpie” helps the baby maintain the normal functioning of internal organs, develop physically, intellectually, emotionally, and actively master speech - one of the main skills of a young child, which significantly affects his subsequent development. And at the same time, like any other folk nursery rhyme, it conveys to the unconscious child at a completely different level certain genetic information that forms the traditional worldview.
Let's try to figure out which one it is. The nursery rhyme is about the White-sided Magpie, who cooks porridge for children or guests.
On the one hand, magpie is symbolized with a harmful force: since, according to popular belief, it is a harbinger of something bad, moreover, its name contains the word “forty” (the number of harmful forces). On the other hand, the meaning of the nursery rhyme is associated with the Saraki holiday, which is celebrated by the Slavs on the spring equinox on March 22 (when, after a 40-day period of disappearance, the Pleiades constellation again appears in the sky). And according to tradition, the Slavs considered the Pleiades as the place where the souls of the dead awaited judgment (2).
Those. we can say that we are talking about a certain force that brings harm or benefit, depending on respect for ancestors and their veneration.
To remember their ancestors, the Slavs have 5 memorial days a year - “dzyady”, these days require the Slavs to strictly behave, observe certain rituals, in particular the preparation of food - funeral porridge, which is “fed to grandfathers” (in a nursery rhyme - children or guests) and buy themselves off from this power.
Whoever remembers his ancestors as it should be, and all five memorial days (five fingers), the ancestors (this power) help him in everything: “he gave” health, prosperity, happiness, etc.
But if a person did not perform actions corresponding to the four elements:
He didn’t chop wood (the wind)
Didn't carry water (water)
Didn't light the stove (fire)
Didn't cook porridge (earth)
(here we mean the cooking process).
And, accordingly, as a result, he did not prepare the ritual funeral 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 respect and reverence). Accordingly, this person “receives nothing” from his ancestors, his Clan. Moreover, he is not immune from anything: “whoever doesn’t respect the dzyadou, there is a villager” (3).
But in the continuation of the nursery rhyme there is hope that even if you did something wrong, everything can be corrected; there is a moral lesson when the finger begins to correct itself.
And what’s also noteworthy is that, according to the design of the nursery rhyme, attention is focused on the areas of strength - the wrist, elbow and shoulder (perhaps their activation occurs) and complete relaxation with the help of tickling.
To sum up all that has been said, it turns out that such simple (at first glance) traditional games as “Magpie-White-sided”, which mothers and grandmothers have been playing with their babies for many centuries, not only bring them joy and pleasure, but also directly influence on the development of the child’s brain, intellect, speech, on the normal functioning of internal organs, help master the invaluable gift of the folk word, and, awakening genetic memory, form a traditional worldview and attitude. In other words, they have a powerful impact on the mental, physical and moral health of the baby.
Magpie white-sided
(with the index finger of your right hand, make circular movements in the palm of your left hand - “cook porridge”),
I cooked porridge,
I jumped on the threshold,
Called the guests (with both hands call the guests to you).
There were no guests (spread your arms and sides, feigning regret),
They didn't eat the porridge.
I gave all the porridge to the children:
This one is on a spoon (fold your right palm into a ladle and stretch your hand forward),
This one is on a ladle (cup both palms like a ladle),
For this - on the grip (Hold your palms vertically, pressing one against the other in the wrist area)
This one is on a shovel (press your palms together and stretch them forward).

Target:

Continue introducing children with the nursery rhyme “Magpie - white-sided”, help them remember and tell the nursery rhyme expressively.

Shape children have intonation expressiveness of speech.

Teach children navigate in space, respond to changing music.

Bring up aesthetic taste, create a joyful atmosphere.

Develop aesthetic feelings, introducing children to works of folklore and musical folk art.

Download:

Preview:

Abstract of GCD

“Soroka, magpie, where were you? Far"

Target:

Continue introducingchildren with the nursery rhyme “Magpie - white-sided”, help them remember and tell the nursery rhyme expressively.

Shape children have intonation expressiveness of speech.

Teach children navigate in space, respond to changing music.

Bring up aesthetic taste, create a joyful atmosphere.

Develop aesthetic feelings, introducing children to works of folklore and musical folk art.

Preliminary work: Excursion: visit to the hut “Visiting the hostess”; reading fiction “nursery rhymes”; viewing illustrations based on Russian folklore; playing musical instruments, finger games.

Sound culture of speech: clear pronunciation of the sound (o)

Material: The hall is decorated to resemble Russian life (benches, stove, utensils, towels, folk toys, instruments, rattles), children's folk costumes.

Character "Narrator"- a teacher in Russian costume begins the holiday in the group, talking with the children.

Magpie - white-sided(adult)

Progress:

Narrator:

I came to you, kids, dressed up and beautiful, because I was going to visit a white-sided magpie. I invite you to come with me. You are ready? Well, then let's go.

Children go from the group to the hall. They are met by Soroka - white-sided (character)

Magpie:

Come in dear guests

I've been waiting for you for a long time

This is my home.

(Leads the children around the hall)

I'll tell you everything, I'll show you everything

Here is the stove - in it I bake pies, lamb, rolls, gingerbread.

Narrator:

Ay swing, swing, swing

Look at the bagels and rolls

In the heat of the oven

All blush, hot

Magpie:

(Leads children to household utensils)

And here I put bowls, pots and bowls

To feed your magpies - crumbs

(Draws attention to the walls)

I bought towels at the market

And decorated the walls with them
(Suitable for children's musical instruments)

Got myself some toys

Balalaikas, rattles

Bells and spoons

To play them

Let your feet dance

Do you guys like to dance?

We'll take the rattles

We will start dancing with them.

(Dance with rattles).

Narrator:

Nice house you have forty

And it’s warm, and light, and elegant

Magpie:

Thank you for the kind words

You're probably tired.

Sit on the benches and relax.

(children are seated on benches)

Narrator:

Magpie - white-sided

What's in the pot on your stove?

Magpie:

And I cook porridge in a pot

I will feed my children.

Narrator:

Guys, let's help the white-sided magpie cook porridge.

Get your palms ready

(Finger game: Magpie - white-sided)

Forty, forty,

Where were you? Far

Cooked porridge

She fed the kids

Jumped on the threshold

invited guests

The guests heard

They promised to be there.

Gave this one

Gave this one

Gave this one

Gave this one

But I didn’t give it to this

You didn't carry water

Didn't chop wood

Didn't cook porridge

I did not receive anything.

Magpie:

Thank you guys, you helped me cook porridge

Now I will have something to feed my children.

Have you guys rested yet?

Well, then come out and play

Yes, dance with handkerchiefs.

(Dance – “game with handkerchiefs”)

Magpie:

Well done guys, we played and danced great

For this I will treat you to bagels.

(Treats the kids with bagels)

Narrator:

And thank you forty

For fun, for food.

It's time for us to go home. Goodbye.