Municipal budgetary preschool educational institution
"Kindergarten of the combined type No. 67 "Bear cub"
EXERCISES FOR REGULATION OF MUSCLE TONE
IN CHILDREN OF THE OLDER PRESCHOOL AGE
WITH DISABILITIES
Instructor for physical education
Antipina Natalia Vladimirovna,
Severodvinsk
The state of health largely determines the development of the child's personality, the success of his socialization, the formation of a full-fledged physical and mental status at all subsequent stages of development. For children with disabilities (HIA), staying in a preschool institution is especially significant, but not always successful. Therefore, it is necessary to create special conditions for training and education, allowing to take into account the special educational needs of children.In our preschool educational institution there are two compensatory groups for children with severe speech impairment - stuttering.
Stuttering is a violation of the tempo-rhythmic organization of speech, due to convulsive state muscles of the speech apparatus. Currently, the trend of increasing cases of stuttering in children continues. Of particular relevance is the issue of organizing timely differentiated assistance to a stuttering child, as well as the need to find means, tools to increase the effectiveness of speech therapy. Violation of the smoothness of speech is associated with a number of reasons, both biological and socio-psychological in nature. L.S. Vygotsky wrote: “A defect in some analyzer or an intellectual defect does not cause an isolated loss of one function, but leads to a whole series of deviations.”
In children with stuttering, there are such psychophysical features as:
violations of general motor skills: children have difficulty remembering the sequence of movements, switching from one series of movements to another; coordination of arms, legs, balance, spatial representations; fine and articulatory motor skills;
insufficient formation of the entire speech system, elements of speech underdevelopment, impaired sound pronunciation;
underdevelopment of mental processes (memory, attention, perception, thinking);
violations of the emotional sphere (capriciousness, fears, mood swings, impressionability, anxiety, timidity, aggressiveness, conflict);
rapid fatigue, both mental and physical;
instability and disruption muscle tone (hypo / hypertonicity, asymmetry of tone, dystonia) in articulatory, mimic, general motor skills;
Not correct breathing- violation of the consistency and rhythm of the phases of inhalation and exhalation, an unstable type of breathing.
Considering the psychophysical characteristics of stuttering children, it can be concluded that the most complete effect in working with severe speech disorders can be achieved only if an integrated approach is applied. Firstly, it is a combination of correctional-pedagogical and health-improving work, which is aimed at normalizing all aspects of speech, motor skills, mental processes, educating the personality of a stutterer and improving the body as a whole. Secondly, A complex approach includes a system of clearly delimited, but coordinated among themselves means of influence of all specialists. This provides for the joint work of a speech therapist teacher, educators, a psychologist teacher, medical workers, a music director, a physical education instructor and a family.
Undoubtedly, the main role here belongs to a speech therapist and educator who daily and for a sufficiently long time communicate with children, know their inclinations, interests and, therefore, can determine the optimal forms for including the necessary tasks of a corrective and developmental orientation. It is important to coordinate the work of a speech therapist and other specialists of the preschool educational institution. In his work, a physical education instructor focuses on diagnostics, recommendations, individual and group consultations, and tasks of a speech therapist. Therefore, we have developed a model of interaction between a speech therapist teacher and a physical education instructor in the process of correctional and developmental educational activities, stimulating the speech and physical development of the child. The implementation of work on the correction of stuttering is carried out in accordance with stages of speech indicated by the speech pathologist.
We have identified the three most important directions, which combine the work of a speech therapist and a physical education instructor. This is the regulation of muscle tone, the formation of diaphragmatic-rib breathing and the development of general motor skills. We gave priority to violations muscle tone, as it provides training for movement, maintaining balance, posture, coordination and general motor skills in general.
Muscle tone- this is a constant involuntary muscle tension, carried out without the participation of consciousness, the will of a person. Muscle tone regulation is the ability to tense or relax muscles.
Muscle tone disorders in stutterers:
Increased tone (hypertonicity). The child seems tense and pinched. Even in a dream, the baby does not relax: his legs are bent at the knees and pulled up to his stomach, his arms are crossed on his chest, and his fists are clenched (often in the form of a "fig").
Decreased tone (hypotension). With reduced tone, the child is usually lethargic, moves little. Sometimes the legs and arms of the child unbend at the knees and elbow joints more than 180 degrees. The child looks limp and flattened.
Asymmetry in muscle tone. With asymmetry on one half of the body, the tone is higher than on the other. In this case, the head and pelvis of the child are turned towards the tense muscles, and the torso is bent in an arc. When the child lies on his stomach, he collapses to the side (where the tone is increased).
Uneven tone (dystonia). With dystonia, signs of hyper and hypotension are combined, i.e. some muscles are too relaxed, while others are too tense.
Muscle tone disorders stuttering children are noted in facial expressions: asymmetric smile, deviation of the tongue to one side and its tendency to constantly narrow, inability to stretch the lips forward, etc.
And, of course, violations observed in the muscles involved in the act of breathing. The main muscle that, together with the muscles of the chest and abdomen, allows us to breathe deeply is called the diaphragm. Depending on which muscle group prevails in the act of breathing during speech, this or that type of breathing is determined.
For children with stuttering:
the upper clavicular type of breathing prevails;
there is no consistency and rhythm of the phases of inhalation and exhalation;
the duration of inhalation and exhalation is disturbed.
Thus, the work on the regulation of muscle tone was divided into three directions:
regulation of body muscle tone;
regulation facial muscles;
respiratory muscle training.
Body muscles:
Learn to alternate tension and relaxation of the muscles of the body
Teach techniques for complete and partial muscle relaxation
Learn to tense individual muscle groups
Teach children to relieve excessive muscle tension of the articulatory apparatus
Learn to differentiate nasal and oral inhalation and exhalation
Form diaphragmatic-costal breathing
These exercises are aimed at the ability to focus on given muscle groups, compare muscle sensations and control them. Children learn to control themselves, their bodies, achieve muscle relaxation and concentration. Children, even with a severe form of stuttering, who own these skills, are able to manage convulsions, feel them and minimize them.
Work on the regulation of muscle tone should begin with exercises on the contrast of tension and relaxation, then add exercises for general relaxation. And only after that proceed to work on the affected muscles. These exercises are performed from different starting positions 4-6 times; effective is “voicing”, pronunciation of the corresponding movements (tick-tock, kach-kach, u-u-u-flew). It is necessary to teach children to make movements with full amplitude, clearly, quickly, straining to the limit, and then relaxing the muscles. Music helps to enhance the contrast. More or less voltage corresponds to a louder or quieter sound. For example,
in a standing position, children perform light movements with flags or sultans, lowering their hands in front of them; to loud music, they perform strong swings over their heads;
to the loud sound of music or a tambourine, the children go in a circle, clapping their hands, to a quiet one, they stop, hiding their hands behind their backs.
In order for the neuromuscular apparatus to clearly coordinate movements, it is necessary to learn how to regulate, change the degree of muscle tension, and sometimes completely relax them. The ability to relax helps some children relieve stress, others - to concentrate, relieve excitement. The child needs to be shown the difference between tension and relaxation, to explain that muscular and emotional looseness is the main condition for natural speech. For example, children may feel the relaxation of the muscles in their arms after they forcefully clench their fists, imagining that they are lifting and holding a heavy barbell. Then we ask them to unclench their fingers (relax) and feel this state. At the same time, one should not forget that tension should be short-term, and relaxation should be longer. It is necessary to draw the attention of children to how pleasant the state of relaxation is.
1. "Boat".The child lies on his back, stretching his arms above his head. On command, simultaneously raises straight legs, arms and head. The pose is held for as long as possible. Then it executes similar exercise lying on the stomach.
2. "Look at the socks" I.p. - lying on your back, legs together, hands at the seams. The head is raised above the floor so that the child can see the toes. The pose is held for as long as possible.
3. "Light and heavy hands." At first, gently raise your arms back and forth to shoulder level and lower them behind your back. Then swing the hands clenched into fists back and forth to shoulder level, springing the knees.
4. "Snowman".I.p. - standing. Children are invited to imagine that they are a newly made snowman. The body should be very tense, like frozen snow. The host can test the "snowman" for strength by slightly pushing him with different parties. Then the snowman should gradually melt, turning into a puddle. First, the head "melts", then the shoulders, arms, back, legs.
5. "Flower". Squat down, lower your head and arms. The head rises, the body, hands through the sides up - the flower has blossomed. The flower fades - the head and body fall forward, the knees bend.
6. "Let's run"The child lies on his back, legs bent at the knees, feet on the floor, arms extended along the body. For a minute, the feet run, strongly stomping on the floor, top part the body and head remain motionless. After completing the exercise, the child lies, relaxed, with his eyes closed. The facilitator can conduct a relaxation session.
7. "Koschei the immortal". Starting position - standing or sitting on the floor on your knees and on your heels, arms spread apart. Then the arms are bent at the elbows and hanging freely, while the shoulders and elbows are on the same straight line parallel to the floor. If it is difficult for a child to perform this exercise, at the first stage, you can help him fix the desired position with the help of gymnastic stick. The host randomly pushes the relaxed part of one and the other hand, achieving their free swing.
8. "Puppets".Children imagine that they are puppets, which are suspended by different parts of the body. The part of the body for which the doll is suspended is tense and does not move. All other parts of the body are relaxed and dangling.
9. "Cams".The child bends his arms at the elbows and begins to squeeze and unclench his hands, gradually increasing the pace. It is performed until the maximum fatigue of the hands. After that, the hands are relaxed and shaken.
10. "Parsley". Jumping on two legs at the same time with soft, relaxed knees and body, hanging legs and head.
11. "Clockwork hares.""Hares" stand unwinded, slightly bent over, with shoulders and arms lowered. The teacher "gets" rabbit children. Children imitate drumming. Then "the factory ends", the children take initial position.
12. "Cold - hot." At the command “cold”, the children wrap their arms around themselves and shrink. On the command “hot”, the children relax.
13. "Icicle". Hands up - tense, then (icicle melts) gradual relaxation of the muscles of the hands, neck, shoulder girdle.
14. "Logs". Raise straight arms up and with all your strength bring them down “bang!”, i.e. release tension.
Relaxation and Relaxation Exercises
1. "The apple rolled down the saucer." Rotation of the head in a circle (clockwise and vice versa).
2. "Swing". Head tilts back and forth, as if the head is swinging on a swing.
3. "Rag doll." Perform turns of the body to the right and left, while the arms hang freely along the body.
4. "Mill". Hands on the shoulders and circular movements of the hands back and forth are performed.
5. "Clock". Head tilts to the left and right, as if the clock is ticking tick-tock - hands on the belt or loosely along the body.
6. "Shoulders jump". Hands hang freely along the body. Simultaneously raise and lower the shoulders up and down, as if they are jumping: jump-jump. The exercise becomes more difficult: the shoulders are alternately raised and lowered.
7. "Wheels". The arms are bent at the elbows, the hands look up. Synchronous unidirectional rotation and rotation of the arms in the hands. Further, in both exercises, synchronous multidirectional rotation is added.
8. "Carousels and swings". Hands on the belt. Rotation of the body in a circle, first in one direction, then in the other. Tilts of the torso forward-backward, then - to the left-to the right.
When performing the next group of exercises, you can hold on to a chair with one hand.
9. "Heron". Standing on one leg, the child rotates the free straight leg at the hip, then the legs change.
10. "Pendulum". From the same position - swinging straight legs in the thigh back and forth, first with one leg, then with the other.
11. "Watch". Mahi with a straight leg to the sides.
In addition to these exercises, massage and self-massage are also used to regulate muscle tone.
All exercises are developed and used with complications designed for the zone of proximal development of the child and are included in the GCD plans for one or two exercises.
Exercises for the development of facial muscles
These exercises help to create the neuromuscular basis necessary for the full sounding of the voice, clear clear diction, prevent the pathological development of movements of the organs of articulation, as well as relieve excessive tension in the articulatory and facial muscles, create the necessary muscle actions for free possession and control of the articulatory apparatus. Since various degrees of facial expression disorders are observed during stuttering, it is necessary to special exercises on the development of facial muscles. They are included in the GCD physical development in general developmental exercises or in the final part. Training of facial muscles is based on the use of natural facial movements:
"Crybaby"- squinting eyes;
"Let's inflate the ball"- inflation of the cheeks without resistance and with pressure;
"We were surprised" - raise eyebrows, open eyes wide;
"Tiger"- grinning of teeth;
"Stubborn sheep" - frown, frown;
"The sun is teasing"- protruding tongue, etc.
"Close your eyes": close your eyes in the sequence: look down, close your eyes, holding the eyelid with your finger and keep it closed for a few seconds;
"Close-open": open and close your eyes three times in a row;
"Smile": smile with your mouth closed;
"Horses":"snort" and vibrate lips;
"Running Air": inflate the cheeks, passing air from one half of the mouth to the other alternately;
"Offended": lower the corners of the mouth down with the mouth closed;
"Ducklings": draw in the cheeks with the mouth closed, etc.
"There-here":push the lower jaw forward and return to its original position;
"Cows":imitation of chewing with a closed and open mouth;
"Reach out":touch the chin alternately to the right and left shoulder
Breathing exercises
Breath is physiological basis speech. In addition, proper breathing contributes to overall health and is one of the components of arbitrary self-regulation. In progress breathing exercises there is an optimization of the respiratory function, its improvement, the overall level of the child's health increases, which has a positive effect on speech breathing.
Methods of correctional and speech therapy work for speech disorders, in the symptoms of which various shortcomings of physiological and speech breathing are revealed, necessarily include work on breathing.
Since speech sounds are formed during exhalation, its organization is of paramount importance for the production of speech breathing and voice. Therefore, the ultimate goal is to train a long exhalation, the ability to rationally use the air supply in the process of speech. To do this, it is necessary to accustom the muscles involved in the respiratory process to hold chest in an expanded state, rather than passively relaxing immediately after inhalation.
In the future, various game techniques are used to train diaphragmatic breathing, its strength and duration. In doing so, the following guidelines should be taken into account:
Breathing exercises should be organized in such a way that the child does not fix attention on the process of inhalation and exhalation.
Exercises are organized in the form of a game so that the child can involuntarily take a deeper breath and a longer exhalation.
"Glutton". Inhale through your mouth, then slowly exhale through your nose.
"Ball". Inhale through your mouth, then exhale through your mouth.
"Warm Exhalation" Inhale through your nose, bring your hands to your mouth. Exhale slowly with an open mouth. Repeat inhalation through the nose. We feel the warmth of the exhaled air with our palms.
"Nozzles". Inhale through the nose, then exhale through the nose.
"Flower". With a slight movement, raise your arms through the sides up, slightly rising on your toes (a flower has grown) - a deep breath through your nose; at the same time, slightly inflate the stomach, like a balloon. Slowly and smoothly lower your arms down through the sides, stand on your heels (a flower has blossomed) - simultaneous slow exhalation through your mouth as if through a tube.
"Wind". Hands on the belt. Winter has come (summer, autumn, spring). It got cold (warm). Forceful inhalation through the nose. A northern (southern, warm, cold) wind blew. Slowly exhale through the mouth, as if through a tube. At the moment of exhalation, interrupt the air stream with your finger to get the sound of a storm wind sh-sh-sh-sh. If the child does not succeed, then the cheeks can be held with the other hand.
"Saw". Standing, imitate sawing a log, hands on yourself - inhale, hands away from you with slow motion - exhale.
"Claps". Standing, lower your arms along the body. Inhale - spread your arms to the sides, exhale - raise your straight leg and make a clap under the knee. Alternate right and left leg.
"The ball burst." Spread your legs slightly, lower your arms down, spread your arms to the sides - inhale, clap in front of you - slowly exhale with the pronunciation "u-x-x-x", 5-6 times.
"Hug your shoulders." Raise your arms to shoulder level. Bend them at the elbows. Turn your palms towards you and place them in front of your chest, just below your neck. Throw your arms parallel to each other. Calm pace of steps. Simultaneously with each throw, when the hands are most closely together, repeat short noisy breaths. Hands do not take away far from the body, elbows do not unbend. Exhalation is arbitrary.
"Hammer". Standing, perform torso bends. Hands are extended forward, fingers are closed in the lock. Tilt - inhale. Exhalation is arbitrary.
"Pump". We clench our hands into fists, raise them in front of us, as if holding an imaginary pump. Slowly leaning forward, on the exhale we pronounce s-s-s-s. We straighten up, and involuntarily take a breath.
"Swimmer". We got up straight. The legs were placed shoulder-width apart. Shoulders do not rise. On the inhale - hands forward and smoothly take away in different directions. As you exhale, lower your arms down. After you have worked out, you can perform the movements on the contrary - exhale - hands forward and smoothly move them in different directions, inhale - lower your hands down.
"Scissors". Stand up straight. The shoulders don't move. Stretch your arms forward and make cross movements with your hands. Inhale and exhale even, clear.
on inhalation, hands rise up, on exhalation they fall in front of you;
while inhaling, the arms are spread apart, while exhaling, the child wraps his arms around himself, his head drops;
spread your arms to the sides, tightly clench your fists, thumbs protruding and looking up. On inspiration, the thumbs are retracted, on exhalation - forward.
inhale alternately through the right and left nostrils. On inhalation of the right nostril, the left nostril is closed by the pad of the little finger of the left hand and vice versa.
"Ragdoll". Standing, while inhaling, the arms rise up, while exhaling, the relaxed arms and upper body fall down, to the left, to the right.
"Woodcutter". Standing, while inhaling, the arms rise up, the fingers are locked, while exhaling, the tense arms and upper body drop sharply down.
"Mill". Standing, one hand is raised up, the other is lowered down. On inhalation-exhalation, the hands change their position.
"Egg". Standing, while inhaling, the arms smoothly spread apart and up, palms facing each other. On exhalation, they go down, with the back side to each other.
"Pulls". Standing, hands clenched into fists with thumbs inward and pressed to the lower abdomen. On inspiration, the fists, sliding along the body, rise above the shoulders, the elbows are slightly bent; bend back in the back, throw back the head; stretch up, straightening your arms and rising on your toes. As you exhale, lower yourself down, reach your fingers to the floor.
Based on the results of the final examination, we can talk about the effectiveness of the work done: 85% of the children learned to regulate muscle tone, 87% mastered the diaphragmatic-costal type of breathing, and 81% of the children mastered basic motor skills.
Among the numerous speech disorders, stuttering is one of the most complex speech disorders. It requires further in-depth study of the mechanisms, development and application of differentiated methods of correction, search for means and tools to improve the effectiveness of medical and psychological and pedagogical influences.
The use of exercises for the regulation of muscle tone in various forms of physical education and health work with childrenwe consider as a necessary condition for ensuring effective work to eliminate stuttering in preschoolers. We believe that the presented experience will be in demand in working with children with other disabilities.
Bibliography:
Belyakova L.I., Dyakova E.A. Textbook for students of pedagogical institutes in the specialty "Speech Therapy", Moscow, 1998.
Borisova E.N. The system of organization of physical culture and health-improving work with preschoolers. Volgograd: Panorama, 2006.
Voroshnina O.R., Plotnikova T.V. psychomotor development and physical education children 5-7 years old with severe speech disorders. Physical education instructor, No. 4/2010.
Golitsyna N.S. Non-traditional physical education classes in the preschool educational institution. M.: Scriptorium, 2004.
Dyakova E.A. Speech therapy massage: Proc. Handbook for students of higher educational institutions. - M .: Publishing Center "Academy", 2003.
Kirillova Yu.A. Integrated physical culture and speech classes for preschoolers with OHP 4-7 years old. - St. Petersburg, "CHILDHOOD-PRESS", 2005.
Leonova S.V. Psychological and pedagogical correction of stuttering in preschoolers: a textbook for students of higher educational institutions / M .: VLADOS, 2004.
Makhaneva M.D. Raising a healthy child. M.: ARKTI, 1999.
Meshcheryakova N.P., Zubovich E.V., Leontyeva S.V. Correction of speech and non-speech disorders in preschool children: diagnostics, classes, exercises, games. Ed. 2nd-Volgograd: Teacher, 2011.
Mullaeva N.B. Abstracts-scenarios of lessons in physical culture for preschoolers. St. Petersburg: Detstvo-press, 2005.
Rodin Yu.I. Elementary gymnastics for children with speech disorders. – Physical education instructor, No. 4/2011.
Rychkova N.A. Logopedic rhythm. Diagnosis and correction of disorders of voluntary movements in children with stuttering. Guidelines. - M .: Association of Authors and Publishers "Tandem", publishing house "GNOM-PRESS", 1998.
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The purpose of this type of exercise is to reduce muscle tension, redistribution of muscle tension, education of plasticity of movements. Special exercises for muscle tension and relaxation are used: squeezing and unclenching the hands, transferring body weight from one side to the other (pendulum), etc.
Example:
The stutterers stand in a circle. To the music, free swing of both hands back and forth, swing right hand and foot to the side; swing with the left arm and leg to the sides.
2. Stutterers perform the following movements: both arms are tensely extended to the sides, the hand is clenched into a fist (1st beat of music). Suddenly, the hands relax and the hands fall down (2nd measure), the hands shake freely, stepping in place to the music. |
Exercises to develop a sense of tempo and rhythm
The purpose of these exercises is to rhythmize movements from the simplest to the most complex - articulatory. Walking, clapping and tapping to different musical tempos and rhythms are used, and then singing syllables and words to given rhythms.
Example:
Clap the rhythmic pattern of a familiar song with your hands after the teacher’s demonstration (the song “Cockerel”).
Pe-to-shock Pe-to-shock Zo-lo-toy gre-be-shock
Exercises for the development of coordination of speech with movement
Rhythmization of the motor functions of the body contributes to the rhythmization of speech movements, so the main goal of these exercises is the rhythmization of oral speech. To do this, motor exercises are used to music with simultaneous pronunciation aloud of gradually becoming more complex speech tasks. At first, an average musical tempo-rhythm is used, which will allow stutterers to combine movements with the pronunciation of syllables, words, phrases, poetic, and later prose texts.
Example:
To the music, stutterers pronounce the poetic text, while accompanying the words with the appropriate movements.
Gradually, the tempo-rhythm becomes more complicated and changes. For stutterers with a neurosis-like form of speech pathology, connecting speech with movements and music is a difficult task and requires a long study. Stutterers with a neurotic form of stuttering quickly learn these exercises.
Singing
The purpose of singing is to correct the tempo of speech and normalize speech breathing. For this, rhythmic and melodic songs are selected. Gradually, in the process of work, songs with more complex tempo-rhythmic characteristics are selected.
A game
At the end of the logarithmic lesson for children preschool age, as a rule, a game is held, the purpose of which is to consolidate the skills acquired in the classroom (see Appendix No. 6).
special challenge corrective work with stutterers is to develop a sense of rhythm. Rhythmic ability is a means of spatio-temporal organization of movements. The sense of rhythm is basically motor in nature. The ontogeny of the sense of rhythm is closely connected with the process of the formation of motor skills in children, visual-motor coordination, and later with the formation of speech rhythm. Speech rhythm performs an important function in the formation of a motor stereotype of speech. In the process of speech development, rhythm becomes the “skeleton” of the word and plays important role in the process of assimilation of lexemes and their recognition during perception.
Stutterers have speech rhythm disorders different levels: word by word, word by word and syntagmatic. When teaching stutterers the rhythmization of oral speech, it is necessary to carefully select the speech material.
At the first stages of work, when selecting poetic texts, it is necessary to take into account that poems must be with a stable rhythm, i.e. uniform distribution of stressed syllables in a stanza; consist of enough short phrases; they should contain simple vocabulary and not include words with consonant combinations.
The size of the verse is selected in the following sequence: trochee - iambic - dactyl.
Rhythmic pattern of chorea:
With. 1
Logarithmics as one of the methods
to work with children
with speech disorders
Severe speech defects in preschool children are combined with a variety of pathologies of non-speech functions (increased excitability, fatigue, impaired orientation in space and general, fine motor skills, attention and memory deficits, etc.).
The success of overcoming speech disorders depends on many factors, including the effective interaction of all participants in the correctional process (speech therapist + child speech pathologist; speech therapist + parents; speech therapist + specialists).
Effective interaction between a speech therapist and a music director is the joint development and conduct of logorhythmic classes.
Logorhythm is one of the forms of a kind of active therapy based on the connection of movement, music and words. (G. A. Volkova) It is part of the educational and correctional developmental work on the speech group.
Logorhythm is a system of exercises, tasks, games based on a combination of music and movement, music and words, music, words and movements, aimed at solving correctional, educational and health problems.
The purpose of logarithmics: correction and prevention of existing deviations in the development of the child.
Tasks:
Activation of higher mental activity through the development of visual and auditory attention;
Development of general, fine and articulatory motor skills;
Formation of correct breathing;
Development of the ability to navigate in space;
Development of clear coordinated movements in conjunction with speech;
Development phonemic hearing;
Formation of relaxation skills;
Increasing the amount of memory;
Development and correction of musical-rhythmic movements.
The organization of classes in logorhythmics requires the teacher to know the basics of speech therapy and to have the skills to play the instrument. Therefore, such classes can be conducted by a speech therapist and a music director, and with proper preparation, a music director with a teacher. In this case, it is necessary to coordinate with the speech therapist the tasks set and the material chosen for the lesson.
Terms and conditions:
Classes are held once a week after cognitive and speech therapy;
Duration - 35 minutes;
Logorhythmic lessons are compiled based on lexical topics.
Speech material is not learned;
All exercises are performed by imitation;
The classroom should be filled with an atmosphere of joy and goodwill.
Lesson structure.
1 part. Introductory, preparatory to the lesson, to the speech and motor load (Musical and rhythmic movements, rebuilding, a set of general developmental exercises (ORU), breathing exercises).
2 part.
Main. Includes different types of exercises for the development of attention, coordination of movements, speech with movement, muscle tone; sense of rhythm, speech and facial movements, fine motor skills, as well as listening; singing; game.
3 part.
Final. Returns children to a balanced, calm state (calm walking).
Musical-rhythmic movements - one of the forms of correction of violations of the syllabic structure.
Develop attention, orientation in space, coordination of movements, sense of rhythm, speech-auditory memory, help develop the correct breathing rhythm
For example: alternating walking on toes, in a semi-squat:
"Skyscrapers - huts" (theme "City");
"Bushes, shrubs" (theme "Trees");
"Animals, their cubs" (topic "Pets").
Exercises to master the basic movements.
If a child has poorly developed basic movements, then it is very difficult to learn dances and games with him: they all include walking, running or jumping movements. In the lessons on logarithmics, we use exercises to master different types walk(aspiring, calm, springy, cautious, on toes, with a high raising of the hip, side step), running(light, swift, springy, with a wide step, with a high raising of the hip), jumps( on two legs in place, on two legs moving forward, alternately on the right and left legs, straight gallop, jumps).
Exercises for the development of orientation in space.
This type of exercise is closely related to the previous one, because they are built mainly on such basic movements as walking and running. Developing orientation in space, we teach children:
Walk, run, jump one after another in a column one by one, in a circle, keeping a distance;
Build in pairs, scattered, in a circle, in a column;
Walk, run, jump in pairs in a circle, keeping a distance;
Line up in a circle facing each other, back, sideways;
Evenly narrow and expand the circle;
Walk with a change of leaders;
Walk around the hall, changing direction: to the right, to the left, diagonally, in a snake, in counter-movement.
General developmental exercises.
These exercises (to develop individual groups muscles and joint mobility) help to train the muscles of the neck, shoulder girdle, legs, body: activate their work; develop speed, clarity, range of motion; help to eliminate certain physical defects.
Exercises in dance movements (expressive movement skills)
These exercises are closely related to general developmental ones. Most often we use them in music classes, but you can also include them in logorhythmic classes.
A dance warm-up helps in working on the skills of expressive movement (children, following an adult’s show, perform simple movements to the music: “flashlights”, “stomping step in place”, “heels”, “hangout with one foot”).
Exercises that regulate muscle tone.
Muscle tone is the state of the musculoskeletal system, readiness to perform movements. Exercises that regulate muscle tone are auxiliary and are carried out without music so that the child can fully concentrate on his feelings and perform relaxation or tension at a pace that is convenient for him.
"Drop your hands." Raise your arms to the sides, lean forward slightly, relieve tension in your shoulders and let your arms fall freely down.
"Fists - brushes." Clench the fingers of both hands tightly into fists, unclench the fingers, relieving tension in the hands.
Raise and lower shoulders. Raise your shoulders as high as possible (towards your ears), relieving tension, drop your shoulders down.
Attention is the concentration on a certain object and the focus on it of mental activity. Insufficient development of attention and memory is badly reflected in the development of mental activity and speech.
"Repeat the moves." The teacher shows a number of simple general developmental or dance movements to music - children watch, then repeat the same movements to the same music.
"Forbidden Movement" The teacher shows the movements to the music, the children repeat everything except one, agreed in advance.
For example: Goose (topic “Poultry”)
Inhale through your mouth, exhale through your mouth. As you exhale, pronounce the sound “Sh-Sh-Sh”
Articulation gymnastics : contributes to the development of the necessary articulation modes and develops the ability to hold, switch articulation postures.
For example: Wild animals (the topic is “Wild animals are preparing for winter”)
"Bunny". Raise only the upper lip, exposing the upper teeth.
"Angry wolf" Bite your lower lip with your upper lip.
"Hedgehog snorts." Lip vibration.
“The calf sucks milk and smacks.” Suck the upper lip under the lower one with a sharp ejection when opening the mouth (smack). (E. A. Pozhilenko)
Scientists have established a direct relationship between the development of a child's speech and the coordination of finger movements. Developing fingers - developing speech!
For example: Long beaks (theme “Migratory birds”)
Exercise can be performed with clothespins.
I have never seen beaks longer,
Than the beaks of a stork and a crane.
(O.I. Krupenchuk)
Rhythmic squeezing and unclenching clothespins in the right and left hands.
Games for the development of phonemic hearing.
phonemic hearing – this is a subtle systematized hearing, the ability to recognize and distinguish the sounds that make up the word. Without a developed phonemic hearing, the correct pronunciation of sounds is impossible.
For example: do you recognize the bird? (theme “Wintering Birds”)
Clap your hands when you hear the correct name of wintering birds:
Segir bullfinch bullfinch
Raven Wave War
Gruhal shut up
Mimic exercises : contribute to the development of mobility of the facial muscles; develop the ability to express an emotional state using non-verbal means of communication.
For example: in Africa (topic “Animals of hot countries”):
Monkeys are bastards.
Angry tiger.
Frightened jerboa. (E. A. Pozhilenko)
Orchestra of noise instruments : includes auditory, visual, kinesthetic analyzers in the work, develops a sense of rhythm, fine motor skills hands
To maintain interest in the performance of musical works, we use a variety of orchestras of children's instruments:
Orchestra "Shurshalochki" (leaves of corrugated paper, "salutiki" from cut strips of cellophane, boxes of kinder - surprises)
“Lozhkari” (spoons of different sizes)
“Kalinka-Malinka” (tools are made of plastic ice cream cups in the shape of berries)
“Bells” (we use bells and bells for fishing tackle)
“Hooves” (wooden chocks with notches in the middle, large walnut shells).
Singing: trains the peripheral parts of the speech apparatus: respiratory, articulatory, voice-forming. We accompany the songs with hand movements to develop fluency and expressiveness of speech, speech hearing and speech memory, coordination training. To attract inactive and shy children, we bring in masks, costume elements, attributes, toys, and conduct performances.
For example: The song "Turtle" Muz. I. Ponomareva we stage with toys - turtles ( lexical topic"Animals of hot countries").
The song "There was a fox" Music. I. Ponomareva is performed by children with dolls with a movable mouth (lexical theme “Wild animals”).
Dancing: develop a sense of rhythm, coordination of movements, orientation in space, learn to correlate their movements with the tempo, rhythm of the music. Dances are performed by children only when shown by an adult and in accordance with the lexical theme.
Games: develop memory, attention, fluency, coordination of movements, orientation in space, empathy, positive self-awareness.
Outdoor games(topic “Parts of the body”)
Russian folk game"Dudar"
The driver - the dudar stands in the center of the circle. Children walk around him with a fractional step and sing:
Dudar, dudar, dudarische,
Old, old, old man.
Well, it's in the deck, well, it's in the raw,
Well, its rotten!
Dudar, dudar, what hurts?
The driver is the head! (back, leg, etc.)
Children walk in a circle holding their heads.
The game is repeated until the dudar says:
“Nothing hurts!”, then everyone scatters, and he catches up.
Games with elements of art therapy(the theme is “Winter”)
Game: "Winter Fun" Muses. S. A. Korotaeva.
To the music, the children move arbitrarily, depicting one of the winter fun, and when they hear a stop in the music, they freeze.
Communication games(topic “Pets”)
Game: "Bingo"
Children in pairs walk in a circle and sing:
Our shaggy gray dog is sitting by the window,
Our shaggy gray dog looks out of the window,
B - I - N - G - O, B - I - N - G - O,
B - I - N - D - O, Bingo is his name.
They say:
B - shake hands, change in pairs in a circle
And - shake hands, change in pairs in a circle
N - shake hands, change in pairs in a circle
G - shake hands, change in pairs in a circle
Oh-oh-oh! - hug each other.
Stop games(theme “Family”)
Russian folk game “Like Uncle Tryphon”
The driver stands facing the children, everyone sings:
As Uncle Tryphon had seven children,
There were seven children, there were seven sons,
With those ears, those noses,
With such eyes, with such hair,
With those teeth, those hands.
They didn’t drink, they didn’t eat, they did it like this at once!
The driver shows a pose, everyone must repeat and freeze.
The one who repeated more accurately becomes the leader.
Hearing – relaxation: activates and develops auditory attention, develops the ability to control breathing, control muscle tone; brings the children back to a calm state.
The experience of carrying out logarithmics shows that such a construction of corrective work makes it possible to achieve stable attention of children throughout the lesson, increases the effectiveness in mastering practical material. With the help of an accurate dosage of such auditory stimuli as tempo, rhythm, dynamics of music and words, logorhythmics provides a corrective direction for the speech and musical development of preschoolers.
Application.
"The cubs lived in the thicket"
Bear cubs lived in more often
They turned their heads:
Like this and like this
Still like that, still like that
Bear cubs were looking for honey
Friendly tree rocked
Like this and like this
They shook the tree together.
Waddled
And they drank water from the river:
Like this and like this
They drank water from the river.
And then they danced
Together they raised their paws
Like this and like this
Together they raised their paws.
Logarithmic "Let's fly"
One, two - 2 claps
Worth a rocket , in turn, connect straight arms above your head.
Three four - 2 claps
Airplane , in turn, stretch your arms to the sides
One, two -
Clap your hands - 1 cotton.
And then for each account.
One two three four, 4 claps
Arms higher, shoulders wider hands to shoulders. Up, to the shoulders, to the sides.
One two three four, - 4 claps
And they were on the spot . Walking in place.
Psycho-gymnastics "Humpty Dumpty" exercise for the regulation of muscle tone, coordination of movement with the word and the development of memory.
Humpty Dumpty turn your body left and right
Sitting on the wall hands dangle
Humpty Dumpty body sharply
Fell off in a dream . Tilt down.
And all the royal cavalry go around in circles
And all the king's men lifting your knees high
Can't Humpty to shrug
Can't chat
Can't Humpty Dumpty
Raise! Fall down, relax.
Logorhythm "Hares"
Hares jump: hop-hop-hop, children jump rhythmically
Yes, thin ice. They squat, listen to see if the wolf is coming.
Move your hands and ears.
One - bend, unbend slope is straight.
Two - bend down, stretch . Tilt - stretch.
Three - in the hands of three claps , clap three times.
Three head nods . They nod 3 times.
AT THE GIRAFFS
Giraffes have spots, spots, spots, spots everywhere.
Giraffes have spots, spots, spots, spots everywhere.
We clap all over the body with our palms.
Elephants have folds, folds, folds, folds everywhere.
Elephants have folds, folds, folds, folds everywhere.
We pinch ourselves, as if collecting folds.
On the forehead, ears, neck, elbows,
On the noses, on the stomachs, on the knees and socks.
Both index fingers touching the corresponding parts of the body.
Kittens have fur, fur, fur, fur everywhere.
Kittens have fur, fur, fur, fur everywhere.
We stroke ourselves, as if smoothing the fur
On the forehead, ears, neck, elbows,
On the noses, on the stomachs, on the knees and socks.
With both index fingers, touch the corresponding parts of the body.
And the zebra has stripes, there are stripes everywhere.
And the zebra has stripes, there are stripes everywhere.
We draw the edges of the palm along the body (draw stripes)
On the forehead, ears, neck, elbows,
On the noses, on the stomachs, on the knees and socks.
With both index fingers, touch the corresponding parts of the body.
The general principle of these exercises is a strong muscle tension followed by their relaxation.
1. "Boat". The child lies on his back, stretching his arms above his head. On command, simultaneously raises straight legs, arms and head. The pose is held for as long as possible. Then a similar exercise is performed, lying on the stomach.
2. Starting position - lying on your back, legs together, hands at the seams. The head is raised above the floor so that the child can see the toes. The pose is held for as long as possible.
3. I.p. - lying on the stomach, hands behind the head, elbows apart. The upper part of the body rises, the legs lie on the floor.
4. "Snowman". Starting position - standing. Children are invited to imagine that they are a newly made snowman. The body should be very tense, like frozen snow. The leader can try the "snowman" for strength, slightly pushing it from different sides. Then the snowman should gradually melt, turning into a puddle. First, the head "melts", then the shoulders, arms, back, legs. Then the option to "melt" is offered, starting with the legs.
5. "Tree". The child sits on his haunches, his head is hidden in his knees, his knees are wrapped around his hands. This is a seed that, gradually germinating, turns into a tree. Children very slowly rise to their feet, straighten their torso, stretch their arms up. The body is tense, "the tree reaches for the sun." From a strong gust of wind, the "tree" should break. The child bends sharply at the waist, relaxing the upper torso, arms and head, while the lower torso must remain tense and motionless.
6. The child lies on his back, legs bent at the knees, feet on the floor, arms extended along the body. Within a minute, the legs run, strongly stamping on the floor, the upper body and head remain motionless. After completing the exercise, the child lies relaxed with his eyes closed. The facilitator can conduct a relaxation session.
7. "Koschei the immortal". Starting position - sitting on the floor on your knees and on your heels (after mastering the exercise while sitting, you can move on to standing ip). Hands are spread apart. The arms are bent at the elbows and hanging freely, while the shoulders and elbows are on the same straight line parallel to the floor. If it is difficult for a child to perform this exercise, at the first stage, you can help him fix the desired position with a gymnastic stick. Further, the leader randomly pushes the relaxed part of one and the other hand, achieving their free swing.
8. "Puppets". Children imagine that they are puppets, which are suspended by different parts of the body. The part of the body for which the doll is suspended is tense and does not move. Everything else is relaxed and dangling. The doll begins to pull the string at a different pace.
9. "Cams". The child bends his arms at the elbows and begins to squeeze and unclench his hands, gradually increasing the pace. It is performed until the maximum fatigue of the hands. After that, the hands are relaxed and shaken.
10. "Egg". For this exercise, you need a fairly large strong sheet that is spread on the floor. The child squats down, hides his head in his knees and wraps his arms around his knees. The facilitator gathers the sheet so that the child is in the "egg" and firmly holds the edges of the sheet above the head of the "chicken", while starting to swing the "egg" from side to side. Rocking continues for 3-5 minutes until complete relaxation. Then the "chicken" should "hatch out of the shell", actively working with the head, elbows and trying to straighten the whole body. At the same time, the leader keeps the child in the "egg" for 1-2 minutes.
Gross motor skills exercises, the formation of simultaneous and reciprocal sensorimotor interactions, the sensation of the boundaries of one's body and its position in space.
1. "Log". From a supine position (legs together, arms extended above the head), roll over several times, first in one direction, then in the other direction.
2. "Kolobok". Lying on your back, pull your knees to your chest, wrap your arms around them, pull your head to your knees. In this position, roll several times, first in one direction, then in the other direction.
3. "Letter in the air." I.p. - lying on your back, arms stretched forward in front of the chest. At the same time (in one direction) hands in the air "prescribe" letters, numbers, as well as whole words. The same technique is used when correcting a letter - when letters are omitted, their replacements, "mirror" spelling and other errors. At the same time, at first, the teacher can, together with the child, perform necessary exercises taking his palms in theirs.
4. Drawing on a board, a sheet of paper with both hands at the same time. Both hands first move in one direction, then in opposite directions. First, the child draws straight lines - vertical, horizontal, oblique, perpendicular; then various circles, ovals, triangles, squares.
5. I.p. - sitting on your knees and on your heels. The hands are on the knees. One hand clenched into a fist thumb out. Unclenched. Clenches into a fist, thumb inward. Unclenched. The other hand is motionless. We change hands. The same with both hands together. Then the phases of movement are shifted (one hand is compressed, the other is simultaneously unclenched). With a good assimilation of this exercise, you can add tongue and eye movements in various combinations.
6. I.p. - sitting on your knees and on your heels. The hands are on the knees. Fist - rib - palm movements are performed alternately with each hand. After mastering, the same exercise is performed on a canopy, arms bent at the elbows.
7. And p. - sitting on your knees (standing). Hands are bent at the elbows. One hand performs a fist-palm movement, the other simultaneously performs a fist-rib-palm movement. After mastering, various oculomotor exercises are added.
8. I.p. - lying on your back, legs together, straight arms extended above your head. The right arm and right leg are bent, the elbow touches the knee. We return to the I.P. We repeat the same with the left hand and left foot. Then the exercise is done on the opposite side of the left foot and right hand and vice versa.
9. I.p. - lying on your back. Legs bent at the knees stand on the floor, arms folded in a boat and stretched up in front of you. We put our folded hands on the floor on one side of the body (while the hand “creeps” on the other hand from above), and the legs on the other side. At the same time, we move our arms and legs to the opposite side.
10. I.p. - lying on your back. Legs straight, arms to the sides. One leg is bent at the knee, raised and retracted outward (or inward), placed on the floor. Returns to original position. The same with the other leg. Then two legs work at the same time.
11. I.p. - sitting on your knees (standing). For this exercise, you need a tight, but not elastic, oblong object (rag "sausage"). The host throws an object to the child, the child catches it, while moving only his arms. Then the object must be caught with one hand. When the exercise is mastered, the child is given the task to alternately close one or the other eye, catching the object either with the right or with the left hand.
12. From the position lying on the stomach, we depict a caterpillar: the arms are bent at the elbows, the palms rest on the floor at shoulder level; straightening your arms, lie down on the floor, then bend your arms, raise your pelvis and pull your knees to your elbows.
13. Crawling on the stomach. First, in a plastunsky way. Then only on the hands, the legs are relaxed. Then only with the help of the legs, hands behind the back (on final stages hands behind the head, elbows to the side).
14. Crawling on the stomach with the help of hands. In this case, the leg from the knee rises vertically upwards (simultaneously with the leading hand, then with the opposite one).
15. Crawling on the back without the help of arms and legs ("Worm").
16. Crawling on all fours. Crawling forward, backward, right and left with the simultaneous advancement of the arms and legs of the same name, then the opposite arms and legs. In this case, the hands are first parallel to each other; then they cross, that is, when moving with each step, the right hand goes behind the left, then the left goes behind the right, etc. When mastering these exercises, you can put a flat object (book) on the child’s shoulders and set the task not to drop it. At the same time, the smoothness of movements is worked out, the sensation of the position of one's body in space improves.
17. Working out combined movements of the eyes, tongue, head, arms and legs while crawling on all fours.
18. "Spider". The child sits on the floor, puts his hands a little behind him, bends his legs at the knees and rises above the floor, leaning on his palms and feet. Walks with right hand and right foot, then with the left hand and left foot (the exercise is performed in four directions - forward, backward, right, left). The same, only opposite hand and foot are walking at the same time. After mastering, movements of the head, eyes and tongue are added in various combinations.
19. "Elephant". The child stands on four limbs so that the weight is evenly distributed between the arms and legs. Simultaneous steps right side, then left. On next step legs are parallel, and arms are crossed. Then arms parallel, legs crossed.
20. "Goslings". A "goose" step with a straight back is practiced in four directions (forward, backward, right, left). The same with a flat object on the head. After working out, multidirectional movements of the head, tongue, and eyes are included.
21. Step in place. The child marches in place, raising his knees high. The arms hang along the body.
22. I.p. - standing, straight arms extended forward. One hand palm up, the other down. The child begins to march, changing the position of the palms with each step. The same, but change of palms after a step, then after two. After mastering, various oculomotor exercises are added in various combinations.
23. I.p. - standing on all fours. The child straightens and lifts one leg above the floor, takes it first to one side, then to the other side. The rest of the body is motionless. Same with closed eyes. After mastering, simultaneously with the leg, the opposite hand is extended forward. Then eponymous.
24. I.p. - standing on one leg, arms along the body. Closing your eyes, keep your balance as long as possible. Then we change legs. After mastering, you can connect various finger and other movements.
25. "Swallow". I.P. - standing on one leg, the second leg is extended back parallel to the floor, the torso is tilted forward, arms to the sides. Same with closed eyes. Change leg.
26. "Log" on the wall. I.p. - standing, legs together, straight arms extended above the head, back in contact with the wall. The child makes several turns, first in one direction, then in the other so as to constantly touch the wall. Same with closed eyes.
27. Stand against the wall, feet shoulder-width apart, palms resting on the wall at eye level; move along the wall to the right (3-5 meters), and then to the left. The same with a side step - the arm and leg of the same name move (hands parallel to the legs). Then the opposite arm and leg. The same with a cross step with a cross of arms (the arm and leg of the same name move).
28. "Repeat the movement" (a variant of the game by B. P. Nikitin "Monkeys").
The leader (adult) makes some movements: crouches, raises his hands up, claps his hands - and the children must repeat them after him. The pace of movement can be either slowed down or accelerated. To also connect attention training, you can enter "forbidden movements" (some movement cannot be repeated), or "replacement of movements" (when some movement needs to be replaced with another, for example, when the leader jumps, then the children should sit down).
Development of fine motor skills
massage techniques for the development of fine motor skills
Games for the development of fine motor skills
Poems and nursery rhymes for the development of fine motor skills
Body movements and speech motor skills have common mechanisms, so the development of fine motor skills of the hands directly affects the development of speech. That is why finger gymnastics should take a strong place in your activities with the child.
In children with a delay speech development there is poor coordination of fine motor skills of the fingers. And as a result, dysgraphia (violation of writing) may develop. The development of the movement of the fingers, as it were, will prepare the platform for the further development of speech. You can start training your baby's fingers within the first five months.
Passive gymnastics (massage)
Massage is performed with one hand, the other hand holds the massaged limb. The duration of the massage is 3-5 minutes; carried out several times a day.
Massage includes the following types of movements:
stroking: done in different directions.
rubbing: differs from stroking by a greater pressure force (the hand does not slide over the skin, but shifts it).
vibration: applying frequent blows with the tips of half-bent fingers (you can use a vibrating massager)
massage with a special ball: the ball must be moved in a spiral from the center of the palm to the fingertips; practical advice: the ball should be hard, that is, it should not be easily deformed (then the impact will be maximum).
flexion-extension of fingers: fingers are initially clenched into a fist; each finger in turn is unbent and massaged from the side of the palm in a circular motion from base to tip.
finger games
The essence of the lesson is to teach the child to depict some objects or living beings with the help of fingers. In this case, all finger movements should be explained to the baby. This will help the child understand concepts such as "top, bottom, right, left" and so on. After the child learns to do the exercises himself, you can try to act out skits or small fairy tales, distributing roles between yourself and the child (for example, a meeting of a hedgehog and a bunny in the forest). Here are some examples of such exercises: bunny:
index and middle fingers are straightened, the rest are clenched into a fist
little man: run the index and middle fingers on the table
hedgehog: clasp hands in a lock, straighten the fingers of one hand and the thumb of the other hand
cat: connect the middle and ring fingers with the thumb, index and little fingers lift up
horned goat: the index and little fingers are straightened, the thumb is on the bent ring and middle
butterfly: cross your arms at the wrists and press your palms with the backs to each other, fingers are straight, palms with straight fingers make light movements in the wrists - “butterfly flies”
glasses: fold the fingers of the right and left hands into rings, bring them to the eyes
Modeling from clay and plasticine. This is very useful and has a great effect on the development of fine motor skills of the hands, and you can sculpt not only from plasticine and clay. If it's winter in the yard - what could be better than a snowman or snowball fights. And in the summer you can build a fabulous castle of sand or small pebbles. Use every opportunity to improve your child's fine motor skills.
Drawing or coloring pictures is a favorite pastime for preschoolers and good exercise for the development of fine motor skills. Pay attention to the drawings of children. Are they varied? If a boy draws only cars and planes, and a girl draws dolls similar to each other, then this is unlikely to positively affect the development of the child's imaginative thinking.
Making paper crafts. For example, cutting out geometric shapes with scissors, drawing up patterns, making applications. The child needs to be able to use scissors and glue. Based on the results of such work, you will be able to assess how developed the fine motor skills of the hands and the movements of the baby's fingers are.
Making crafts from natural materials: cones, acorns, straw and other available materials. In addition to the development of fine motor skills of the hands, these activities also develop the imagination and fantasy of the child.
Design. Imaginative thinking, fantasy, fine motor skills of hands develop.
Fastening and unfastening buttons, buttons, hooks. good workout for fingers, dexterity improves and fine motor skills of hands develop.
Tying and untying ribbons, laces, knots on a rope. Each such movement has a huge impact on the development of fine motor skills of the baby's hands.
Twisting and unscrewing the lids of jars, bubbles, etc. also improves the development of fine motor skills and dexterity of the child's fingers.
Suction with a pipette of water. Develops fine finger movements and improves general motor skills hands
Stringing beads and buttons. In the summer, you can make beads from mountain ash, nuts, pumpkin and cucumber seeds, small fruits, etc. An interesting activity for developing imagination, fantasy and fine motor skills of hands.
Weaving of braids from threads, wreaths of flowers.
All types of handicrafts: for girls - knitting, embroidery, etc., for boys - chasing, burning, artistic sawing, etc. Teach your children everything that you can do yourself!
Bulkhead of cereals, pour into a small saucer, for example, peas, buckwheat and rice and ask the child to sort through. The development of touch, small movements of the fingers.
Ball games, with cubes, mosaic.
It is no secret that children with an erased form of dysarthria are motor awkward, with great difficulty establishing motor connections. Such children are prevented from coordinating movements and moving rhythmically by insufficient activity, muscle lethargy or, conversely, their excessive tension. Therefore, it is necessary to carry out special exercises for the regulation of muscle tone, to teach children to make movements with full amplitude, clearly, quickly, straining to the limit, and then relaxing the muscles.
Exercises that regulate muscle tone.
1. "Clap, clap - hid." At the loud sound of music, the child walks in a circle, clapping his hands, at a quiet sound - stops, hides his hands behind his back.
2. " Tin soldiers and rag dolls. The child pretends to be a soldier, tensing the muscles of the body and maintaining immobility in the neck, arms, and shoulders. Depicting a rag doll, the child relieves excessive body tension, relaxes, hands hang like “cloths”.
3. "The flower withered - the flower grows." The child is squatting, head and arms are lowered (the flower is withered). The head rises, the shoulders straighten, arms up and to the sides - a flower has grown, blossomed.
4. "Fluffs and elephants." A child runs around the room to gentle quiet music like a feather (easy, on tiptoes). Depicting an elephant, the child stomps loudly and heavily on the floor to loud music.
5. "Drawing butterflies and the sun." A child, to a quiet calm melody in the air, draws butterflies and the sun with his fingers. This exercise with elements of relaxation is aimed at relieving muscle tension.
In addition, it should be noted that for such children it is important to use exercises for the coordination of movement and speech in the classroom. Speech material is selected based on the correctional purpose of the lesson. The rhythm of a poetic line should be strictly coordinated with the movements of the arms (clapping), legs (stomping, walking, etc.), torso (turns, tilts).
Melody, rhythm, games with singing allow children with an erased form of dysarthria to develop not only general and fine motor skills, but also the motor skills of the articulatory apparatus, auditory differentiation.
We are snowflakes, we are fluffs (head tilts to the right, to the left),
We are not averse to spinning (to turn around ourselves).
We are ballerina snowflakes (torso tilts to the right, to the left),
We dance day and night (take a side step to the right, to the left).
