Work on the development of articulatory motor skills. Exercises for the development of articulatory motor skills. file for speech therapy (group) on the topic. When the soft palate is lowered, the inhaled air stream passes through the nose; This is how nasal sounds are formed. If the soft palate
![Work on the development of articulatory motor skills. Exercises for the development of articulatory motor skills. file for speech therapy (group) on the topic. When the soft palate is lowered, the inhaled air stream passes through the nose; This is how nasal sounds are formed. If the soft palate](https://i1.wp.com/dohcolonoc.ru/images/Lutova-Yelena/2.jpg)
Demonstration of speech gymnastics in preschool age groups. Gymnastics were conducted by kindergarten teachers.
Purpose of display:
Transfer of experience through direct and commented demonstration of the sequence of actions, methods, techniques and forms of pedagogical activity when conducting articulatory gymnastics.
Tasks:
1. Familiarization of educators with methods and techniques of work when conducting speech (articulation) gymnastics.
2. To give an idea of the diversity of speech gymnastics, depending on the age and speech capabilities of children.
3. Show the possibility of using speech gymnastics in the development of cognitive and speech activity of children.
Equipment:
Multimedia projector, screen, presentation “Finger gymnastics “Wild Animals”. Picture material: silhouettes of wild animals, early and late autumn, baby wild animals, sound track “Help the dragonfly fly to the lake”; wild animal toys.
Introduction.
Psychological and pedagogical work in preschool institutions is carried out in 5 educational areas, one of which is “Speech development”. According to the Federal State Educational Standard, speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts; the formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.
Speech development is a very complex, long-term process.
Today we will talk about the sound culture of speech. Whether there is a speech therapist in kindergarten or not, the group’s teachers are required to work on the sound culture of speech, in accordance with the educational institution’s program.
Normally, children should pronounce all speech sounds by age 5. It’s not for nothing that a speech therapist, according to the regulations on the “Preschool Speech Center”, works with children from 5 years old. In practice, impairment of sound pronunciation (of varying degrees of complexity) by the age of 5 in children ranges from 65% to 95%, depending on the number of children in the group.
Unfortunately, work on the sound culture of speech is not popular among teachers. Educators prefer to do work that is more understandable to them and quickly results in results. This does not apply to sound pronunciation. You often hear from teachers:
“It was worse before. These are the characteristics of a child. Yes, what to do with him, you correct him, you correct him, but he says the same thing. I do not have time".
Today we will show practical, effective techniques for working with children to develop speech sound culture.
The sound culture of speech is taken as part of GCD; while working, you try to bring good to children. But if you repeat pure phrasing in the NCD, teach to identify sounds, but the majority of children in the group do not pronounce them, this is not only useless work, it is work with a minus sign, you are putting effort into reinforcing the defective pronunciation of sounds. This is not good, this is evil.
The very first, simplest, most effective, bringing visible results is speech gymnastics.
We are accustomed to morning physical education exercises, where the knowledge acquired at GCD is consolidated, for example, formation, formation, the ability to march, and perform movements on command.
Articulation gymnastics will serve the same function. How many times a week do you plan speech sound culture?..
Here you and the guys will work on it every day.
Main part.
The structure of gymnastics can be different. Kindergarten teachers will show you several speech gymnastics, which are currently regularly held at the preschool educational institution.
2nd junior group.
Theme "Animals"
Development of speech motor skills /exercises to develop mobility of the lips, lower jaw, tongue/, breathing exercise and exercise to develop logical thinking, knowledge of wild animals.
Finger gymnastics + vocabulary work, knowledge of baby animals.
Gymnastics progress.
1. Development of speech articulation
- “Bunny”, lifting the top sponge,
The bunny froze, clenching his teeth.
(Raise your upper lip, exposing your upper teeth, lower it back - 5-7 times.)
- “Wolf” Toothed wolf
Teeth click and click
(Open your lips, show your teeth, click your teeth, strongly throwing back your lower jaw.)
- “The Squirrel and the Fox” A squirrel jumped up from above,
Hello fox, she said.
(Smile slightly, open your mouth slightly, place the wide edge of your tongue on your upper lip, hold for 3-5 seconds, put your tongue in your mouth – 5 times.)
- “The Squirrel and the Hedgehog” The squirrel looked around,
and then said hello to the hedgehog.
(Reach your tongue wide (towards your chin), then remove your tongue into your mouth.)
- “Fox” It’s like a bun is lying on your lip,
I’ll lick it “cup” into my mouth.
(Smile, open your mouth and lick your lip with your tongue in a cup shape, making movements from top to bottom.)
2. Breathing exercise.
A breeze blew (light inhale, long exhale), a snowball began to fall (wavy movements of the arms) and covered the animals.
This is a bunny, this is a squirrel, bend their fingers into a fist, starting with
This is a fox cub, this is a wolf cub, little finger
And this one is in a hurry, hobbling sleepily rotate with thumb
Brown, shaggy,
Funny little bear.
4. Exercise to develop thinking and attention.
Help, guys, guess what kind of animals these are.
Middle group.
Theme "Autumn"
Mimic exercise /expressiveness of perception, knowledge of the difference between early and late autumn/,
Development of articulatory motor skills, breathing exercises,
Finger gymnastics + vocabulary work – baby animals,
Word formation – baby animals /complication/.
Gymnastics move
1. Facial exercises
Depict Early Autumn. Early Autumn has a light gait and a cheerful face. She is joyful, generous, kind, beautiful. Depict Late Autumn. Late Autumn is sad, sad, driven by winter. Depict a crying Autumn.
Our mood. Show what your mood is on a bright, sunny autumn day and on a rainy, gloomy autumn day.
2. Development of articulatory motor skills.
Fat hamster. Pull in your cheeks.
We inhale the aroma of the forest. Inhale through your nose, pause, counting “one”, “two”, “three” and exhale through your mouth.
3. Finger gymnastics “Cubs of wild animals”
Application of ICT. Gymnastics using the presentation of Lutova E.Yu. "Wild animals"
4. Working with a dictionary.
For the hare - ... For the hedgehog - ...
For a squirrel - ... For a moose - ...
The she-wolf has...
The fox has...
The bear...
Senior group.
Working on diction, breathing exercises,
Development of fine motor skills, preparation for learning elements of literacy,
The development of articulatory motor skills/exercises are the same as in the middle group, i.e. The same exercises can be taken into different speech gymnastics complexes. You shape the gymnastics to suit the needs of the group.
Gymnastics progress:
We sing together on one exhale. Take a short breath through your nose.
We accompany the singing of vowels with the movement of the right hand.
There are 2 sounds for one gymnastics.
Sounds are short and long. Short sounds must be sung elastically, abruptly, loudly. We help with a gesture: “shake off the droplets from the brush.”
Take a short breath through your nose.
2.Development of articulatory motor skills, facial muscles “How animals prepare for winter”
They walked and walked and came to the bear’s den. Open your mouth wide, show how the bear yawns, he wants to sleep in the fall. Open and close your mouth.
Fat hamster. Show how thick the cheeks are on a hamster that carries supplies into its burrow. Inflate both cheeks at the same time. The hamster spilled grain in the hole. Pull in your cheeks.
The squirrel is making supplies for the winter. A squirrel's tail flashes.
The mouth is open, the lips are in a smile. Turn your tongue, which sticks out strongly from your mouth, to the right and left so that its tip touches the corners of your mouth. The jaws and lips are motionless.
A squirrel pricks mushrooms and berries onto a twig. The mouth is closed, alternately pressing the tip of the tongue into the cheek.
/After learning the complex, encourage children to convey the mood of animals./
Preparatory group.
Theme "Insects".
Breathing exercises + distinguishing between sounds Z and Zh,
Development of articulatory motor skills,
Elements of literacy training.
Gymnastics move
1. Breathing exercises:
- "Komarik" Stand up straight, take a full breath, and as you exhale, quietly, with a raised voice, say “z-z-z-z-z-z” for a long time.
- "Bug" Standing, inhale calmly, and as you exhale say “w-w-w.”
I am a beetle, I am a beetle, I live here. (Smoothly swing your arms.)
I'm buzzing, buzzing, buzzing :( Step your feet rhythmically.)
2 .Development of articulatory motor skills:
- “Proboscis.” Pull your closed lips forward.
- “Bumblebee”. Open your mouth. Lift the cup-shaped tongue up and press the side edges against the molars. The leading edge should be free. Release a stream of air in the middle of the tongue, connect your voice, pronouncing with force: “dzzzz”, “jzhzh”.
- “The mosquito bites.” Push the narrow tongue forward as much as possible and retract it deep into the mouth.
- “A butterfly flies around a flower.” Open your mouth slightly and lick your lips with your tongue in a circle clockwise and counterclockwise.
-"Grasshopper". Open your mouth wide and smile. Using the tip of a narrow tongue, alternately touch the base (tubercles) of the upper and lower teeth.
- “Bee.” Smile, open your mouth wide, raise your tongue up to the tubercles (alveoli). Try to pronounce “jzhzh”, but not abruptly, but protractedly, for 10-15 seconds.
3. “Help the dragonfly fly to the lake”
Reading syllables. If possible, select words for syllables.
Final part.
We formulate speech gymnastics according to the needs of the group, in this particular case it is:
- Junior and middle groups - development of mobility of articulation organs + development of thinking, speech attention.
- Senior group - development of mobility of articulation organs, diction / to speak clearly you don’t have to shout, you need to clearly pronounce sounds, i.e. work with lips, tongue/, development of cognitive processes - introduction of creative works.
- Preparatory group - development of initiative, speech attention, teaching the elements of literacy: distinguishing sounds, isolating sounds from words, the ability to compose words with a certain sound or syllable, teaching the elements of reading. Working on diction.
And all this from 3-5 to 8 minutes, but every day. In addition to speech, you will solve cognitive, organizational and other problems. And all in 5 – 8 minutes.
References:
1. Fomicheva M.F. “Education of correct pronunciation in children.” - M: From – to “Enlightenment”, 1998.
2. Ovchinnikova T.S. "Speech therapy chants." – St. Petersburg: KARO, 2010
MINISTRY OF SCIENCE OF RUSSIA
FEDERAL AUTONOMOUS EDUCATIONAL
INSTITUTION OF HIGHER PROFESSIONAL EDUCATION
Final qualifying (diploma) work
Topic: “Development of fine and articulatory motor skills in preschoolers with OPD”
Rostov-on-Don
motor skills underdevelopment speech play
Introduction
1Characteristics of children with general speech underdevelopment
2Features of the development of fine and articulatory motor skills in preschoolers with special needs development
3Play as a means of developing fine and articulatory motor skills in preschoolers with special needs development
2 Analysis of the results of the ascertaining experiment
Conclusion
Bibliography
Applications
Introduction
One of the important aspects of the development of a preschooler with general speech underdevelopment is the development of coordination of finger movements and articulatory motor skills. Children with any level of OHP have deviations in these areas to a greater or lesser extent. The need to develop active movements of the fingers has received scientific justification. The works of neurologist and psychiatrist V.M. Bekhterev, proved the influence of hand manipulation on the functions of the central nervous system. Scientists studying the activity of the children's brain, the psyche of children and their speech development note the great stimulating significance of the hand function. Thus, studies conducted by V.I. Beltyukov (1977), M.M. Koltsova (1973), L.A. Kukuev (1968), L.A. Novikov (1957) and others show that there is an ontogenetic interdependence in the development of fine motor skills and speech, and that hand movements historically, during the development of mankind, had a significant impact on the formation of speech function. MM. Koltsova came to the conclusion that systematic exercises for training finger movements have a stimulating effect on the development of speech and are, according to M.M. Koltsova, “a powerful means of increasing the performance of the cerebral cortex.” In addition, M.M. Koltsova points out that 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.
In children with general speech underdevelopment, articulatory motor skills also suffer. The reasons for this disorder are the incorrect structure of the organs of the speech apparatus, insufficient mobility of the organs of articulation, and others. Filicheva T.B., Fomicheva G.V. dealt with problems of articulation. and others.
The relevance of the chosen topic is obvious, since the number of children with various speech disorders increases every year, and is due to the importance of the formation of fine and articulatory motor skills in the speech and mental development of the child, in preparing children for learning to write; the need for a comprehensive study of the characteristics of fine and articulatory motor skills in preschoolers with ODD in order to determine the specifics and severity of its deviations; the need for timely organization of correctional, preventive and developmental work aimed at normalizing and developing fine and articulatory motor skills.
The object of the study is the process of development of fine and articulatory motor skills in preschool children with general speech underdevelopment.
The subject of the study is the influence of gaming methods on the development of fine and articulatory motor skills in preschool children with general speech underdevelopment.
The purpose of the study is to study the influence of gaming methods on the development of fine and articulatory motor skills in preschool children with general speech underdevelopment. To achieve the goal, the following were identified
.to reveal the essence and specifics of the development of fine and articulatory motor skills in children with general speech underdevelopment;
.to identify the possibilities of using gaming methods for the development of fine and articulatory motor skills in preschool children with general speech underdevelopment;
.to experimentally substantiate the impact of including gaming methods in activities that promote the development of fine and articulatory motor skills in preschool children with general speech underdevelopment;
The hypothesis of the study is that a selected set of special activities using game methods will overcome existing disorders of fine and articulatory motor skills in preschool children with general speech underdevelopment.
Research methods:
theoretical: study and analysis of scientific literature on this issue;
empirical: organizing and conducting a pedagogical experiment;
quantitative and qualitative analysis of the data obtained, statistical processing of the results.
Organization of the study.
The study was carried out in three stages.. Diagnosis of the development of fine and articulatory motor skills in preschool children with general speech underdevelopment.. Development of fine and articulatory motor skills in children with general speech underdevelopment using game methods.. Repeated diagnostics of children in order to identify the dynamics of development of fine and articulatory motor skills in preschool children with general speech underdevelopment.
The research base is MBDOU No. 5 of the Zheleznodorozhny district of Rostov-on-Don.
Chapter 1. Theoretical aspects of the development of fine and articulatory motor skills in preschoolers with ODD
1.1 Characteristics of children with general speech underdevelopment
For the first time, a theoretical justification for the problem of general speech underdevelopment was formed as a result of multidimensional studies of various forms of speech pathology in children of school and preschool age, conducted by Rosa Evgen'vna Levina and a team of researchers at the Research Institute of Defectology, now the Research Institute of Corrective Pedagogy (Nikashina N.A., Kashe G.A. ., Spirova L.F., Zharenkova G.M., Cheveleva N.A., Chirkina G.V., Filicheva T.B., etc.).
The term “general speech underdevelopment” (GSD) refers to various complex speech disorders in which children have impaired formation of all components of the speech system related to its sound and semantic side with normal hearing and intelligence. In children with general speech underdevelopment, the pronunciation and distinction of sounds by ear are to a greater or lesser extent impaired, the system of morphemes is not fully mastered and, consequently, the skills of inflection and word formation are poorly acquired. Vocabulary lags behind the age norm, both in quantitative and qualitative indicators; coherent speech turns out to be underdeveloped (Vorobyeva V.K. (1986), Grinshpun B.M. (1968), Glukhov V.P. (1987), Levina R.E. (1968), Filicheva T.B. (1985), Chirkina G.V. (1985), etc.).
The etiology of OHP includes various factors of both biological and social nature. Biological factors include: infections or intoxications of the mother during pregnancy, incompatibility of the blood of mother and fetus according to the Rh factor or group affiliation, pathology of the perinatal period, postnatal diseases of the central nervous system and brain injuries in the first years of the child’s life, etc.
At the same time, ONR may be due to unfavorable conditions of upbringing and training, and may be associated with mental deprivation during sensitive periods of speech development. In many cases, OHP is a consequence of the complex influence of various factors, for example, hereditary predisposition, organic failure of the central nervous system (sometimes mild), and an unfavorable social environment. The most complex and persistent variant is ONR, caused by early organic brain damage.
General underdevelopment of speech can be observed in the most complex forms of childhood speech pathology: alalia, aphasia, as well as rhinolalia, dysarthria, stuttering - in cases where insufficient vocabulary and problems in phonetic-phonemic development are simultaneously detected. The leading signs of general speech underdevelopment are: late onset of speech, poor vocabulary, defects in pronunciation and phoneme formation.
These manifestations of general speech underdevelopment indicate a systemic disorder of all components of speech activity. The speech experience of such children is limited, and their linguistic means are imperfect. The need for verbal communication is satisfied to a limited extent. Colloquial speech is poor, laconic, closely related to a certain situation, and outside of this situation it becomes incomprehensible. Coherent monologue speech is either absent or develops with great difficulty and is characterized by qualitative originality. The most striking indicator of general underdevelopment of speech is the lag in expressive speech with a relative, at first glance, understanding of the spoken word.
There are several approaches to the classification of general speech underdevelopment.
The psychological and pedagogical approach was proposed by R.E. Levina (1968). Within the framework of this approach, three levels of speech development in children with speech pathology are identified. This classification was supplemented in 2001 with a fourth level (Tatyana Borisovna Filicheva, 2001).
The transition from one level to another is determined by an increase in speech activity and the emergence of new language capabilities. The individual rate of progress of the child depends on the severity of the primary defect and its shape.
At the first level of speech development in children, speech is almost completely absent: it consists of onomatopoeia, amorphous root words. Children accompany their speech with gestures and facial expressions. However, it remains incomprehensible to others.
The individual words they use are inaccurate in sound and structure. Children use the same name to designate various objects, uniting them based on the similarity of their individual characteristics; at the same time, they call the same object in different situations with different words, and replace the names of actions with the names of objects.
There are no phrases at this level of speech development. Trying to talk about an event, children utter individual words, sometimes one or two distorted sentences.
A small vocabulary reflects objects and phenomena directly perceived through the senses. With deep underdevelopment, root words devoid of inflections predominate.
The passive vocabulary is wider than the active one; it seems that the children understand everything, but cannot say anything themselves.
Non-verbal children do not perceive grammatical changes in words. They do not distinguish between singular and plural forms of nouns, adjectives, past tense of verbs, masculine and feminine forms, and do not understand the meaning of prepositions.
The sound composition of the same word is not constant in them, the articulation of sounds can change, and their ability to reproduce the syllabic elements of a word is impaired.
At the level of babbling speech, sound analysis is not available; the task of isolating sounds is often incomprehensible in itself.
The second level of speech development is characterized by the fact that the speech capabilities of children increase significantly; communication is carried out using constant, but highly distorted speech means.
The vocabulary becomes more diverse; it contains different words denoting objects, actions, and qualities. At this level, children use personal pronouns, simple prepositions, and conjunctions. It becomes possible to talk about familiar events using simple sentences.
Underdevelopment of speech is manifested in ignorance of many words, incorrect pronunciation of sounds, violation of the syllabic structure of the word, agrammatism, although the meaning of what is produced can be understood outside the situation. Children resort to explanations using gestures.
Children use nouns in the nominative case, verbs in the infinitive, case forms and number forms are ungrammatical, errors are also observed in the use of number and gender of verbs.
Adjectives are found quite rarely in speech and do not agree with other words in the sentence.
The sound side of speech is distorted. Incorrectly pronounced sounds can belong to 3-4 phonetic groups, for example: front-lingual (whistles, hissing, sonorant), rear-lingual and labial. Vowels are not clearly articulated. Hard consonants often sound softened.
Reproduction of the syllabic structure of a word becomes more accessible; children repeat the syllabic contour of the word, but their sound composition remains inaccurate. The sound composition of monosyllabic words is conveyed correctly. When repeating two-syllable words, sound loss occurs; in three-syllable words, rearrangements and omissions of sound are noted; four- and five-syllable words are shortened to two or three syllables.
The third level of speech development is characterized by the fact that children’s everyday speech becomes more developed, and there are no more gross lexico-grammatical and phonetic deviations.
In oral speech, there are some ungrammatical phrases, inaccurate use of some words, and phonetic deficiencies are less varied.
Children use simple common sentences of three to four words. There are no complex sentences in children's speech. In independent statements there is no correct grammatical connection, the logic of events is not conveyed.
Inflection errors include: confusion in indirect cases of nouns; replacing neuter endings with feminine endings; erroneous emphasis in a word; failure to distinguish the type of verbs; incorrect agreement of adjectives with nouns; inaccurate agreement between nouns and verbs.
The sound side of speech at this level is much more developed; pronunciation defects concern sounds that are difficult to articulate, most often hissing and sonorous. Rearrangements of sounds in words concern only the reproduction of unfamiliar words with a complex syllabic structure.
The fourth level of speech development is characterized by individual gaps in the development of vocabulary and grammatical structure. At first glance, the errors seem insignificant, but their combination puts the child in a difficult situation when learning to write and read. The educational material is poorly perceived, the degree of its assimilation is very low, the rules of grammar are not absorbed.
The most typical lexical difficulties in children with SLD relate to knowledge and naming:
parts of objects and objects (cabin, seat, trunk, foundation, entrance, back of the head, temples, mane, udder, etc.);
verbs expressing the specificity of actions (licks, licks, gnaws, bites off, chews - everything is expressed by the word “eats”);
prefixed verbs (swam, sailed, swam across, surfaced, etc.);
antonyms (smooth - rough, brave - cowardly, deep - shallow, thick - liquid, etc.);
relative adjectives (woolen, clay, sandy, cherry, pear, strawberry, etc.).
Common errors in grammatical structure:
in the use of prepositions В, К, С (СО), FROM UNDER, BECAUSE OF, BETWEEN, THROUGH, ABOVE (“The handkerchief is in the pocket”, “Mom took the book from the shelf”, “The boy came up to the closet”, “The cat crawled out under beds”, etc.);
coordination of various parts of speech (“Walked up to two horses”, “Took care of a hedgehog”, “Watched for a monkey”);
constructing sentences (“Petya went to pick mushrooms in the forest”, “Why did the hedgehog inject himself, why is the girl crying”).
Phonetically, children:
They pronounce 10-20 sounds incorrectly: they do not distinguish by ear and in pronunciation the similar-sounding soft-hard, voiced-voiceless sounds, as well as the sounds S-SH, 3-ZH, T-CH, S-SH, L-R, etc. P.;
distort the syllabic structure and sound content of words (plumber-datavotik, photograph-atagafia, tape recorder-matathon, teacher-pitatifa);
cannot reproduce a number of words that are similar in sound, some sound and syllable combinations (cat-kit-tok, bull-bak-bok, pa-ba-pa, ta-kta, fta-kta, ta-cha).
Naturally, all of the listed features are reflected in coherent speech. However, the detailed semantic statements of children with general speech underdevelopment are also distinguished by a lack of clarity, consistency of presentation, fragmentation, and an emphasis on external, superficial impressions, rather than on the cause-and-effect relationships of the characters. The most difficult thing for such children is independent storytelling from memory and all types of creative storytelling. But even in reproducing texts according to the model, there is a noticeable lag behind normally speaking peers. It is typical that children’s lack of a sense of rhyme and rhythm prevents them from memorizing poetry.
Since speech and thinking are closely related, therefore, the verbal and logical thinking of children with speech underdevelopment is somewhat lower than the age norm. Such children experience difficulties in classifying objects and generalizing phenomena and signs. Often their judgments and conclusions are poor, fragmentary, and logically not connected with each other. For example: “In winter the house is warm (because) there is no snow”, “A bus travels faster than a bicycle - it is larger.”
Children with this disorder may classify a table lamp and TV as furniture, since they are in the room; some have difficulty solving simple math problems or are unable to solve even simple riddles.
All of these processes are closely related to speech function and sometimes it is difficult to determine what is the cause and what is the effect, what is primary and what is secondary. In particular, this concerns verbal-logical thinking and attention.
The characterological (personal) characteristics of children with general speech underdevelopment are very noticeable. Deviations from the norm in such children manifest themselves in classes, play, household and other activities. So, in class, some of them get tired much faster than their normally developing peers, become distracted, begin to fidget, talk, that is, they stop perceiving the educational material. Others, on the contrary, sit quietly, calmly, but do not answer questions or answer inappropriately, do not understand tasks, and sometimes cannot repeat a friend’s answer.
In the process of communicating with each other, some children show increased excitability (they are too active and difficult to control), while others, on the contrary, show lethargy and apathy (they do not show interest in games or the teacher reading books to them). Among such children there are children with an obsessive sense of fear, overly impressionable, prone to negativism (the desire to do everything the opposite), excessive aggressiveness or vulnerability, touchiness. Educators are constantly faced with the need to find an approach to difficult and uncooperative children. It is not easy to instill in them the norms of communication in a team, without which full-fledged training and education are impossible. Inferior speech activity leaves an imprint on the formation of sensory, intellectual and affective-volitional spheres in children. There is insufficient stability of attention and limited possibilities for its distribution. While semantic and logical memory is relatively intact, children have reduced verbal memory and memorization productivity suffers. They forget complex instructions, elements and sequences of tasks.
In the weakest children, low recall activity can be combined with limited opportunities for the development of cognitive activity.
The connection between speech disorders and other aspects of mental development determines specific features of thinking. Possessing, in general, complete prerequisites for mastering mental operations accessible to their age, children lag behind in the development of verbal and logical thinking, without special training they have difficulty mastering analysis and synthesis, comparison and generalization.
Along with general somatic weakness, they are also characterized by some lag in the development of the motor sphere, which is characterized by poor coordination of movements, uncertainty in performing measured movements, and a decrease in speed and dexterity. The greatest difficulties are identified when performing movements according to verbal instructions.
Children with ODD lag behind normally developing peers in reproducing a motor task in spatiotemporal parameters, disrupt the sequence of action elements, and omit its components. For example, rolling the ball from hand to hand, passing it from a short distance, hitting the floor with alternating alternation; jumping on the right and left leg, rhythmic movements to the music.
There is insufficient coordination of the fingers and underdevelopment of fine motor skills. Slowness is detected, stuck in one position.
Correct assessment of non-speech processes is necessary to identify patterns of atypical development with OHP and at the same time to determine their compensatory background.
Children with OSD should be distinguished from children with similar conditions, for example, temporary delay in speech development. It should be borne in mind that children with special needs development develop an understanding of everyday conversational speech, interest in playful and objective activities, and an emotionally selective attitude towards the world around them.
One of the diagnostic signs may be dissociation between speech and mental development. This is manifested in the fact that the mental development of these children, as a rule, proceeds more successfully than the development of speech. They are distinguished by their criticality towards speech insufficiency. Primary speech pathology inhibits the formation of potentially intact mental abilities, preventing the normal functioning of speech intelligence. However, as verbal speech develops and speech difficulties are eliminated, their intellectual development approaches normal.
2 Features of the development of fine and articulatory motor skills in preschoolers with ODD
Children with general speech underdevelopment have their own characteristics in the development of speech, articulation and fine motor skills. To correctly pronounce a sound, it is necessary to reproduce the articulatory pattern, consisting of a complex set of movements, while articulation, phonation and breathing must be sufficiently coordinated in their work, and speech movements must be correlated with the corresponding auditory sensations. This is a complex process that requires the coordinated work of various muscles and the human nervous system.
The works of neurologist and psychiatrist V.M. Bekhterev, proved the influence of hand manipulation on the functions of the central nervous system. He wrote that the function of hand movements is always connected with the function of speech, and the development of the first always contributes to the development of the second. The movements of people's fingers have improved from generation to generation, because... people performed more and more delicate and complex work with their hands. In connection with this, there was an increase in the area of the motor projection of the hand in the human brain. Thus, the development of hand and speech functions in humans proceeded in parallel. The development of a child’s speech is approximately the same. First, subtle movements of the fingers develop, then articulation of syllables appears; all subsequent improvement of speech reactions is directly dependent on the degree of training of finger movements. The articulation of speech sounds, the so-called “motor speech,” consists of coordinating the movements of the tongue, lips, mouth, larynx, and respiratory movements.
The movements of children with general speech underdevelopment are characterized by awkwardness, poor coordination, excessive slowness or, on the contrary, impulsiveness. This is one of the reasons that makes it difficult to master the simplest, vital skills and self-service skills. A child who has emerged from infancy does not know how to use a cup and spoon for a long time. He spills their contents before he can reach his mouth, staining the table and his clothes.
In preschool age, many children, with whom long-term, targeted work has not been specifically carried out, cannot dress and undress independently or put their things away correctly. Particularly difficult for them is fastening and unbuttoning buttons, as well as lacing shoes. These skills are usually specially trained in educational institutions using simulators (special aids).
The awkwardness of movements of preschoolers is detected in walking, running, jumping, and in all types of practical activities. They walk awkwardly, shuffling their feet. They have difficulty mastering such children's fun as jumping ropes.
Often objects involuntarily fall out of their hands. When watering indoor plants, they splash water or pour it in too large quantities. Poor motor development affects other activities in children with general speech underdevelopment. Thus, their drawings are made with unsteady, curved lines that remotely convey the contour of the object. Insufficiency of motor skills is to a certain extent due to the pronunciation problems inherent in children with general speech underdevelopment. Phonetically correct oral speech requires precise coordination of the movements of the speech organs. Motor impairments, manifested in children's gait and manual activity, are also reflected in their speech activity.
In the normal course of speech development, by the age of 5-6 years the child’s articulatory base of all sounds should be formed. If this does not happen, then such a delay indicates the presence of some special reasons that prevent the child from mastering the correct articulation of speech sounds in a timely manner. Here we already have to talk about violations, deficiencies or defects in sound pronunciation that require special speech therapy assistance.
Articulation [lat. articulare to speak articulately] - the activity of the speech organs (lips, tongue, soft palate, vocal folds) necessary for pronouncing individual speech sounds and their complexes.
One of the reasons for incorrect pronunciation of sounds is pronounced defects in the structure of the child’s speech organs. This may be dental pathology, a tongue that is too large or too small, a short sublingual ligament (or the so-called frenulum of the tongue), a cleft of the upper lip, hard and soft palate (rhinolalia).
When there are defects in the structure of the speech organs, speech sounds are most often pronounced distortedly and are not replaced by other sounds. This is explained by the fact that a child who can distinguish all speech sounds by ear, after leaving the period age-related tongue-tiedness , usually does not completely replace one sound with another. This distortion in the sound of sounds can be noticeable already in the period age-related tongue-tiedness , since the substitute sounds used by the child do not sound pure, but as if with an extraneous sound of squelching or lisping, which immediately attracts attention. Another reason that causes persistent disturbances in the pronunciation of sounds is insufficient mobility of the organs of articulation. Most often we are talking about paresis of the muscles of the lips and individual muscle groups of the tongue: its tip, lateral edges or back.
Paresis of the muscles of the lips and tongue can be detected when trying to perform simple movements with these organs. The following may be observed here: the inability to stretch the lips forward - instead they remain almost motionless or make some chaotic movements; asymmetrical smile (grin) when the lips are stretched to the sides. One side of the mouth remains motionless or makes minimal movement. The inability to spread the tongue in the mouth, to make it wide (that is, the tendency of the tongue to constantly narrow). A deviation of the tongue to one side when protruding it from the mouth. Involuntary bending of the tip of the tongue onto the lower lip when sticking it out of the mouth - the child cannot hold the tongue horizontally. Inability to raise the tip of the tongue to the upper lip without the help of the lower lip. When performing this movement, the child seems to support and push his tongue upward with his lower lip. Inability to freely retract the tongue to the right and left corners of the mouth. At the same time, the tongue moves tensely, with its entire mass; the tip of the tongue is not pronounced.
The inability to calmly hold the tongue protruding from the mouth - there is a trembling of the tongue, chaotic twitching of the muscles, indicating their weakness. Tendency to hold tongue in mouth lumpy . This lump will be clearly visible if you ask the child to open his mouth wide.
Thus, impaired motor skills, both articulatory and fine, can create difficulties in mastering written speech at school age, lead to a negative attitude towards learning, and complications during the adaptation period to school conditions. Therefore, in preschool age it is important to develop the mechanisms necessary for mastering writing, to create conditions for the child to accumulate motor and practical experience, and to develop manual skills.
1.3 Play as a means of developing fine and articulatory motor skills in preschoolers with ODD
The process of speech development is a complex and multifaceted phenomenon. Speech is not an innate ability of a person; it is formed in a child gradually, along with growth and development. The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities to experience reality, the more complete his relationships with children and adults, his behavior, and, consequently, his personality as a whole will be. A decisive role in the prevention of speech development disorders is played by the earliest possible correctional and educational work, which makes it possible to prevent secondary deviations in the development of the child. Speech therapy children do not learn social experience spontaneously, especially at an early age. Scientists studying the developmental features of children with speech development disorders primarily note their lack of interest in their surroundings. Therefore, in organizing the education and upbringing of these children, methods of influence aimed at enhancing their cognitive activity play a special role, where a special place belongs to the purposeful organization of correctional and developmental games. Game is one of those types of children's activities that are studied by adults in order to educate children, teach them various actions with objects, methods and means of communication.
It is in preschool age that play is the leading activity. Leading activity is understood as activity, the development of which determines the most important changes in mental processes and psychological characteristics of the individual at a given stage of development.
The play method is the main method of working with children. During games, children master the skills and abilities of correct speech, as well as other types of activities. The game should make the learning process emotional, effective, and allow the child to gain his own experience.
Didactic games are most often used in classes. They are known as games of an educational nature or games with rules, but the educational task in them does not appear directly, but is hidden from the playing children, for whom the gaming task comes to the fore. In an effort to realize it, they perform game actions and follow the rules of the game. A didactic game has a certain structure and includes educational and gaming tasks, game action, and game rules.
The educational (didactic) task allows the teacher to achieve specific results in the game, focused on the development of certain qualities of children (the formation of sensory abilities, the development of imagination, auditory perception, etc.), to consolidate knowledge, abilities, skills and ideas. Game action allows children to realize the task assigned to them and is a way of behavior and activity in the game (for example, they select pictures, look for various objects, ask riddles).
The game action is aimed at fulfilling the game rule, which, in turn, limits the manifestation of children’s activity in the game, indicates how the game actions should be performed (select pictures, correctly naming the objects depicted on them; look for objects, sorting them by size; make riddles riddles only about those objects that are in the room, etc.).
The didactic task, game action and game rules are closely interrelated. Each structural component of a didactic game directly depends on the teaching task and is subordinate to it: the game action cannot be determined without knowing the task; game rules contribute to solving the learning task, but the more restrictions in the game, the more difficult it is to solve the task.
The game action is of great interest to children. At first, children are attracted to the didactic game by the process of the game itself, and starting from the age of 5-6, children are interested in its result. Game action can be varied if it has already been mastered in multiple games. To maintain interest, the game becomes more complicated: new objects are introduced (there were cubes, and then balls were added), additional tasks are introduced (not only to assemble the pyramid correctly, but also to name the size of the ring), actions (select objects of different shapes), conditions (moving the action of the game outside), rules (the one who finds a pair faster wins).
The nature of the game action is influenced by the didactic material and the didactic toy. Children learn the method of play action by practicing with insert toys (matryoshka dolls), prefabricated toys (pyramids, turrets), the structure of which itself suggests the correct order of action; It’s more difficult to work with available materials (bars, balls, strips). The teacher must control the development of play activities, gradually diversify them, coming up with new interesting twists in the game. To develop play activities, it is necessary to set new tasks for children every time, encouraging them to learn new rules and actions.
Game rules force children to remember them well and think about their implementation. Failure to comply with the rules entails loss and penalties on the part of the presenter. Children of younger groups can completely ignore the rules, showing increased interest in objects or toys brought in by the teacher for play. The ability to strictly follow the rules of the game at an older age earns the respect of comrades, develops skills of voluntary behavior, forms logical thinking, and brings satisfaction in the game. The didactic game is considered in scientific and methodological literature from different angles: it is used as a means (for example, moral, aesthetic education, development of sensory and intellectual abilities); as a form of organizing activities (a game form of conducting training sessions); as a method and technique for managing children's play (for example, a method of introducing new knowledge, a technique of making riddles and guessing); as a type of activity (verbal, desktop-printing, subject). In didactic games, children quietly gain knowledge, and the main motivator for this is interest of a playful nature.
To develop fine and articulatory motor skills, play exercises, articulatory gymnastics and “finger games” are used. Articulatory gymnastics is designed to prepare the child’s articulatory apparatus for the correct pronunciation of the sounds of their native language. Based on the fact that the thinking of preschoolers is visual and figurative in nature, most articulation exercises are associated with certain play images.
Purposeful articulatory movements at the beginning of speech therapy work are not yet available to children, so it is very important to find an opportunity to rely on involuntary movements. Exercises that are presented to children in a playful way and are based on involuntary movements do not tire them, do not cause negative reactions and refusal to perform in case of failure.
Game tasks in which children are asked to depict how a monkey stretches its lips, hides a banana behind its cheek, laughs, pronouncing the sound combination ihi-hi-hi; how chicks ask for food; how a bulldog gets angry, baring its teeth, and others, help overcome the fear of failure and negativity when performing articulation exercises.
At the beginning of lessons with a child, i.e. during the preparatory period of working on sound, the simplest exercises are used to develop the mobility of articulatory muscles. Gradually, they are replaced by exercises that are the basis for staging a particular sound, i.e., clear articulatory patterns are worked out, then tasks for switching movements are introduced, and then exercises are included aimed at developing the coordinated work of the organs of the articulatory apparatus (lips and tongue). Each complex of articulatory gymnastics included in a particular lesson includes several mandatory tasks:
facial exercises;
lip exercises;
tongue exercises;
phonetic exercises for the development of switchability of the muscles of the organs of articulation.
It should be noted that the development of some articulatory positions requires long-term and systematic work. The child can master some exercises in several lessons, others take from one to several months. It is inappropriate to work only on certain exercises until they are finally formed in the child. New articulation exercises are included along with those already used, only their names change, and game images are introduced.
Children get tired quickly, so the same exercise is given different names. For example, the position of a sharp tongue, called a “needle” or “sting” in speech therapy literature, is compared with a carrot, the ends of scissors, the top of a Christmas tree, a rocket, a sword, a sharp pencil, etc. While working on the topics “Poultry”, “Wintering and migratory birds” this position is presented as the beak of a rooster, woodpecker, stork, crane, heron or other birds. When studying the topic “Animals”, children are asked to show how sharp the ears of a fox are, the needles of a hedgehog, etc.
The pronunciation of sounds (vowels and consonants) and syllables is combined with the development of gross and fine motor skills of the fingers, with the formation of the ability to express various emotions using intonation and facial expressions. All tasks are closely related to each other: pronouncing sounds and their combinations on behalf of the heroes of familiar fairy tales will contribute to the development of voice modulations and the development of speech breathing, and the repetition of syllable combinations will contribute to the development of mobility and switchability of the organs of articulation. Exercises that have conventional names, are associated with a certain game image and require transformation, arouse interest in children, and prevent fatigue. Articulatory gymnastics can be combined with the development of fine and gross motor skills, voice, breathing and other impaired functions.
To develop children's fine motor skills, play exercises are most often used. When selecting them, the following principles should be taken into account:
play exercises should bring joy to children, and personal relationships between an adult and a child are built on the basis of trust, mutual understanding, and goodwill. The child knows that he will receive the necessary help in case of difficulties;
gradual complication of game material, exercises, from simple to complex.
When presenting game material and speech games, the individual capabilities of the child should be taken into account; in the process of work, they should become more complex.
To achieve the desired result, it is necessary to do work on the development of finger motor skills regularly, allocating time for this in teachers’ classes and during routine moments. It is optimal to use physical education minutes, during which children play “Finger games.” These games are very emotional, exciting and promote the development of speech and creative activity. “Finger games” seem to recreate the reality of the surrounding world - objects, animals, people, their activities, natural phenomena. During such games, children, repeating the movements of adults, activate hand motor skills and speech.
“Finger games” are the staging of any rhymed stories or fairy tales using fingers. Many games require the participation of both hands, which allows children to navigate the concepts of “right”, “left”, “up”, “down” and the like. At the beginning and at the end of the game, it is necessary to include relaxation exercises to relieve excess tension in the muscles. This can be stroking from the tips of the fingers to the palm, light shaking, flapping of the hands. Currently, there are many different manuals and collections of game exercises for the development of fine motor skills, which can help teachers in organizing classes and will certainly be of interest to children.
Conclusion for Chapter 1:
As an analysis of the literature shows, in children with general speech underdevelopment, the pronunciation and distinction of sounds by ear are to a greater or lesser extent impaired, articulatory and fine motor skills suffer, the system of morphemes is not fully mastered and, therefore, the skills of inflection and word formation are poorly acquired. Children pronounce sounds incorrectly, distort the syllabic structure of words, and cannot reproduce some sound and syllable combinations. In many cases, OHP is a consequence of the complex influence of various factors, for example, hereditary predisposition, organic failure of the central nervous system, and an unfavorable social environment.
Motor skills disorders manifest themselves in the difficulty of performing small movements of the fingers: fastening buttons, lacing, drawing. At preschool age, children cannot dress and undress independently or fold things correctly. Motor impairments that manifest themselves in children’s manual activities are also reflected in their speech activities. Articulation in children with general speech underdevelopment may suffer due to dentoalveolar pathology, various clefts and a short sublingual ligament. In such cases, speech sounds are most often pronounced distorted. Paresis and paralysis of individual muscles may also be observed.
A decisive role in the prevention of speech development disorders is played by the earliest possible correctional and educational work, which makes it possible to prevent secondary deviations in the development of the child. To organize the education and upbringing of these children, a special role is played by methods of influence aimed at generating interest in classes and forming a positive attitude towards them, where a special place belongs to the purposeful organization of correctional and developmental games. The game should make the learning process itself emotional and effective. To develop fine and articulatory motor skills, play exercises, articulatory gymnastics and “finger games” are used. Such methods allow children to overcome speech disorders, correct articulation and develop fine motor skills of their fingers.
Chapter 2. Experimental work to study the level of development of fine and articulatory motor skills in preschool children with ODD
1 Organization and methods of studying the level of development of fine and articulatory motor skills in preschool children with special needs development
To identify the initial level of development of fine and articulatory motor skills in preschool children with general speech underdevelopment, we conducted a finding experiment. The experiment took place on the basis of Rostov-on-Don Children's Preschool No. 5. Children have speech disorders and attend individual classes with a speech therapist, and also attend frontal classes in a group. The experimental group consisted of 5 children aged 5-6 years: Andrey K., Danil S., Anya G., Katya V., Kirill Sh.
During the ascertaining experiment, we solved the following problems:
.study and systematization of methods for diagnosing the level of development of fine and articulatory motor skills in children;
.identifying the main characteristics and drawing up criteria for assessing the level of development of fine and articulatory motor skills;
.development and implementation of diagnostics to identify the level of development of fine and articulatory motor skills in children.
During the ascertaining experiment, we used the following research methods: diagnostics, qualitative and quantitative data processing.
To achieve this goal, in the ascertaining experiment, diagnostics of the development of fine and articulatory motor skills was carried out (in two stages). Diagnostics of each type of motor skill included several exercises.
To identify the level of development of fine motor skills in children, the following exercises were selected:
"Graphic tests"
The child must, without lifting the pencil from the paper, reproduce graphic series of one or two changing links.
"chain"
"fences"
"roof tower"
Evaluation of results:
point - at the end of the row - slowing down, lifting the pencil from the paper
point - with the topological scheme intact, pronounced exhaustion, disturbance of smoothness
point - loss of topological diagram at the end of the graphic series
points - lack of topological diagram.
"Asymmetrical tapping"
Imitate a series of alternating tapping movements: twice with one hand and once with the other (2-1). Then the order of strikes is the opposite (1-2). The task is offered twice: at a fast pace and at a slower pace. (In case of difficulties, speech calculation of beats is introduced.)
Evaluation of results:
points - a moderate pace at the beginning of the task, but slowing down at the end.
score - slowness of movements with a tendency to disautomatization, pronounced exhaustion, the child notices mistakes and accepts help.
score - severe exhaustion, perseveration, identical movements of both hands, low effectiveness of assistance.
points - random tapping, assistance is ineffective.
) “Close and unclench your palm” (based on the test of N.I. Ozeretsky)
Alternate and simultaneous squeezing of the hands is suggested.
First, the researcher shows how to make hand movements. If the child cannot repeat the movements, then the repeated demonstration is accompanied by the instruction: “Put both hands on the table - like this. Clench one into a fist, and let the other lie quietly. Now do the opposite. Keep moving with me."
Evaluation of results:
points - coordinated movements, smooth, but slow
points - disautomation and loss of coordination due to exhaustion
score - persistent lack of coordination, isolation of movements
points - pronounced perseverative movements
To assess children's fine motor skills, we determined the levels of its development:
High level (6 or more points): the child understands the task, performs it actively and diligently. Movements are coordinated, light, precise. The pace of completing the task is fast and rarely falters. The number of errors is minimal.
Intermediate level (3-5 points): the child strives to complete the task correctly. The pace of execution is quite fast. Quite frequent mistakes are observed, the child gets confused, at the end of the task exhaustion and slowdown appear.
Low level (0-2 points): the child completes the task at a slow pace. Movements are uncertain, unclear, uncoordinated. Help is not effective, the child does not accept it. A large number of errors.
To identify the level of development of articulatory motor skills, the following exercises were selected:
"Let's portray animals"
We ask the child to show how a wolf howls (pull his lips forward and pronounce the sound “u-u-u”).
We ask the child to “sip” the milk like a kitten, quickly throwing out and retracting his tongue.
Click your tongue and click like a horse.
Evaluation of results:
points: The child actively completes all tasks. Finding the articulatory position is not difficult. The tongue does not deviate from the position specified by the game situation. The movements of the lips and tongue are quite clear and coordinated. Mild fatigue.
points: The child completes all tasks, easily finding the articulatory position. Movements of the tongue and lips are coordinated. By the end of the exercise, there is severe exhaustion and a slowdown in pace.
point: When performing exercises, a child finds it difficult to quickly find the position of his lips and tongue. Movements are unclear and not smooth. There is rapid depletion and errors are present.
points: Movements of the lips and tongue are difficult. Not all tasks are completed, the pace of completion is slow.
"The Tale of the Merry Tongue"
We invite children, while carefully listening to the fairy tale, to complete tasks together with the teacher, by imitation.
Text of the fairy tale: “Once upon a time there lived a tongue. He had his own house. The house was called Rotik. The house opened and closed. Look how the house was closed. (Slowly and clearly close and open your teeth)
With teeth! The lower teeth are the porch, and the upper teeth are the door. Little Tongue lived in his house and often looked at the street. He will open the door, lean out of it and hide in the house again. Look! (Show your wide tongue several times and hide it.)
And Tongue also loved to sing songs. He was cheerful. He sings what he sees and hears on the street. He will hear the children shouting “a-a-a”, open the door wide and wide and sing: “A-a-a”. He will hear the horse neighing “and - and - and”, make a narrow crack in the door and sing: “And - and - and.” He will hear the train buzzing “oo-oo-oo”, make a round hole in the door and start singing. Tongue gets tired, closes the door and goes to bed. This is the end of the fairy tale."
Evaluation of results:
points: The child actively participates in the action, without hesitation finding the position of the organs of articulation. Active, movements are fast. A little tired.
points: The child completes all game tasks. But by the end of the fairy tale, exhaustion is observed, mistakes appear, and the pace of the exercises slows down.
score: Game tasks involving pronouncing vowels are not performed clearly, it is very difficult to find the correct position of the tongue and lips, the pace is slow.
points: The child does not have time to complete game tasks, focuses on other children and partially repeats after them. Articulation is very difficult.
Game breathing exercises.
We invite children to blow on a small piece of paper, as if the wind had torn it from a tree. The child's lips should be rounded and slightly extended forward. Children do the exercises after the teacher shows them.
Bubble
A game of blowing soap bubbles. Children take turns blowing soap bubbles, trying to release a stream of air smoothly, but quite forcefully. This will blow out more soap bubbles.
Blow out the candle
We invite the children to take turns blowing out the burning candle. The exhalation should not only be strong, but also purposeful.
Evaluation of results:
points: The child actively performs exercises, breathing is not difficult. The exhalation is strong and purposeful. Most often, tasks are completed successfully, clearly, and correctly.
points: The child diligently completes tasks. The air stream is quite strong, but often deviates from the required trajectory.
point: The child understands the tasks correctly, but the exhalation is weak. The air stream is not targeted. Only some attempts to complete the task are successful.
points: The child finds it very difficult to complete the task. He spends a long time looking for a suitable position for the organs of articulation. Exhalation is very weak, coordination is poor.
To assess the articulatory motor skills of children, we determined the levels of its development:
High level (6 or more points): Movements of the organs of articulation are free, easily coordinated, and clear. The pace of completing tasks is quite fast and relatively constant. Quick change of tongue and lip position. By the end of the tasks, only slight fatigue is observed.
Intermediate level (3-5 points): Most game tasks are completed by the child successfully. Movements are coordinated and clear. Minor problems in finding the articulatory position. Quite a slow pace of completing tasks.
Low level (0-2 points): The child finds it difficult to perform exercises. Movements of the tongue and lips are unclear and blurry. The pace of completing tasks is very slow. Severe exhaustion, practically no successfully completed tasks.
2.2 Analysis of the results of the ascertaining experiment
During the ascertaining experiment, we identified the levels of development of fine and articulatory motor skills in children. At the beginning of the experiment, we examined children’s fine motor skills by asking them to reproduce graphic series without lifting their pencil from a sheet of paper (“Graphic tests”).
While completing this task, the children continued drawing a chain, a tower and a roof, and fences. The boys eagerly began the task. Most of the children were active and attentive. Andrey did not immediately understand what needed to be done. He was provided with help, but it turned out to be ineffective. He began to draw a line with a pencil, but in each drawing the corners turned out to be smooth, the pencil very often came off the paper. The drawing diagram was not saved in the tower-roof task. Danil and Katya coped with the task quite successfully. The drawings came out neat, but also not entirely smooth, and at the end of the task the children were tired. Kirill and Anya tried to complete the drawings correctly, but they got tired pretty quickly. The topological diagram was not preserved throughout the drawing. The pencil often came off the paper.
As a result, the children received:
2 children received points (Katya V., Danil S.)
2 children received a point (Anya G., Kirill Sh.)
On the “Asymmetrical tapping” task, all the children were noticeably confused and confused. Danil showed the most successful result. The boy understood the task and tried very hard to complete it correctly, keeping a good pace. But he failed to maintain the pace. Errors began to appear, Andrey was confused, but actively used help. Kirill Sh. understood the task, but could not complete it correctly. There were constant errors, help was ineffective, and the pace of the exercise was very slow. Andrey, Katya and Anya could not cope with the task. The children randomly knocked on the table with both hands in turn, or with one hand. They didn’t hear the rhythm and didn’t pay attention to help.
no child received a point
1 child received a point (Kirill Sh.)
3 children received points (Anya G., Andrey K., Katya V.)
When completing the task “Close and unclench your palm,” all children were guided by verbal instructions. None of the children were able to complete the task completely correctly. Kirill understood the sequence of movements, but performed them at a slow pace. Then it began to falter and by the end of the exercise severe arm fatigue was noticeable. He could no longer repeat the movements in the correct sequence. Andrey, Danil and Anya tried to complete the exercise, but the movements of the children’s hands were isolated and could not be performed simultaneously. The lack of coordination was very noticeable. Katya V. Could not perform movements with both hands, no matter how hard she tried. Repetitions of movements with one hand were observed.
As a result, the following estimates were obtained:
3 children received a point (Anya G., Andrey K., Danil S.)
1 child received points (Katya V.)
Results of the study of the development of fine motor skills at the stage of the ascertaining experiment (in points)
Table No. 1
Child Score in points for each task Total score “Graphic tests” “Asymmetrical tapping” “Close and unclench your palm” Andrey K. 0011 Danil S. 2215 Anya G. 1012 Katya V. 2002 Kirill Sh. 1124
After completing the diagnostics of fine motor skills, we determined the level of its development at this stage for each child. (Results in Appendix No. 1)
2 children have an average level (Danil S., Kirill Sh.) - 40%
3 children have a low level (Andrey K., Anya G., Katya V.) - 60%
Then we began to study the articulatory motor skills of children, asking them to depict the characteristic features of animals: how a wolf howls, a kitten laps milk, a horse gallops (in the task “depict animals”).
Danil did a good job. The movements of the tongue and lips were quite clear and fast. The pace of completing the task is uniform. By the end of the exercise, fatigue and longer pauses between movements of the articulation organs were observed. For Kirill, although the movements of his tongue and lips were correct and coordinated, the rhythm of the exercise was uneven, and pauses were often noticeable. By the end he was very tired and the pace slowed down significantly. Andrey, Anya and Katya performed the exercises with great difficulty. Very slowly, with a lot of pauses. There was severe exhaustion. The children found the articulatory position with difficulty, confusing the position of the lips. The tongue deviated from a straight line very often.
As a result, the following estimates were obtained:
1 child received a point (Danil S.)
1 child received points (Kirill Sh.)
3 children received a point (Katya V., Andrey K., Anya G.)
Listening to “The Tale of the Merry Tongue” and performing the required exercises, Anya achieved the best results. The girl diligently completed the tasks, easily finding the articulatory position. She performed the exercises according to the given pace, clearly and rhythmically. But by the end of the task, fatigue and absent-mindedness appeared, and the pace of completion began to slow down. Kirill began to perform tasks well, at a given pace, correctly finding the positions of the organs of articulation, but he quickly began to get lost. The tongue often deviated from the desired position, and tasks involving pronouncing vowels were no longer performed clearly. The pace slowed down noticeably towards the end of the task. Katya, Danil and Andrey performed the exercise slowly. The guys' exhaustion showed up very quickly. They had a hard time finding the right position for their tongue and lips. The tasks involving pronouncing vowels were very blurred and unclear. A large number of errors.
As a result, the children received:
1 child received a point (Anya G.)
1 child received a point (Kirill Sh.)
3 children received a point (Andrey K., Katya V., Danil S.)
no child received points
Playful breathing exercises were not easy for most children. Andrey could not blow out the candle the first time. He also had great difficulty blowing soap bubbles: they either did not blow out at all, or one or two bubbles appeared and immediately burst. The air stream formed was weak and did not always coincide with the required direction. Katya showed the best result of all the guys. She successfully managed to send a stream of air in the right direction, but her exhalation was rather weak. She managed to blow the leaf off her palm and blow out the burning candle, but the soap bubbles were not blown out evenly, in different quantities. The rest of the guys completed the task with great difficulty. The exhalation was very weak. The stream of air constantly deviated from the desired position. No one managed to blow out the candle the first time.
As a result, the children received:
no child received a point
1 child received a point (Katya V.)
3 children received a point (Kirill Sh., Danil S., Anya G.)
1 child received points (Andrey K.)
Results of the study of the development of articulatory motor skills at the stage of the ascertaining experiment (in points)
Table No. 2
ChildScore in points for each taskTotal score"Draw animals""The Tale of a Merry Tongue"Game breathing exercisesAndrey K.1102Danil S.3115Anya G.1315Katya V.1124Kirill Sh.2215
Upon completion of the diagnosis of articulatory motor skills, we determined the level of its development at this stage for each child. (Results in Appendix No. 2)
Not a single child has a high level of development.
4 children have an average level (Danil S., Kirill Sh., Anya G., Katya V.) - 80%
1 child (Andrey K.) has a low level - 20%
Conclusion for Chapter 2:
The task of the considered diagnostic stage was to identify the level of development of fine and articulatory motor skills of children at the moment. For this purpose, a series of different tasks were used to identify the degree of mastery of small movements of the hands and movements of the organs of articulation; to identify the ability to properly form an air stream and voice formation. The game exercises carried out showed at what level of development of these abilities each of the children is. The results of the experiment convinced us of the need to organize active and intense work using game methods that help motivate children to study and increase their interest.
Chapter 3. System of work on the development of fine and articulatory motor skills in preschoolers with ODD
1 System of games and play exercises for the development of fine and articulatory motor skills in preschoolers with special needs development
At the next stage of the experimental work, we conducted a formative experiment, developed on the basis of the pedagogical conditions identified in the hypothesis that promote the development and correction of motor skills in children of senior preschool age with SLD.
The purpose of the formative experiment was to increase the level of development of fine and articulatory motor skills in preschool children with ODD.
At this stage, two interrelated problems were solved:
.Implementation in the educational process of a system of games and play exercises aimed at developing fine motor skills of children’s hands.
.Implementation in the educational process of a system of games and play exercises aimed at developing children’s articulatory motor skills.
Games and play exercises designed to solve these problems were used as an integral part of frontal classes, as well as for individual and subgroup classes with children.
Games and play exercises for the development of complexly coordinated movements of the fingers and hands:
. “What’s in the vessel?” The child puts his hands into a vessel filled with some homogeneous filler (water, sand, various cereals, pellets, any small objects). 5 - 10 minutes, as it were, mixes the contents. Then he is offered a vessel with a different filler texture. After several trials, the child, with his eyes closed, puts his hand into the offered vessel and tries to guess its contents without feeling its individual elements with his fingers.
. "Wonderful bag." The child, with his eyes closed, takes one object out of the bag and identifies it by feeling it with his right or left hand alternately.
. "Colorful snowflakes."
Materials: felt-tip pens, white paper, scissors.
The teacher shows how to make snowflakes from sheets of paper by cutting them. After the children have made many different snowflakes from white paper, they are asked to color the snowflakes with felt-tip pens. Because The snowflakes turn out to be delicate; the paper needs to be stronger.
. “Repeat the movement.” (version of the game "Monkeys" by B. P. Nikitin)
The teacher, sitting opposite the child, makes some kind of “figure” with the fingers of his hand (some fingers are bent, some are straightened - any combination). The child must bring the fingers of his hand to the same position - repeat the “figure”. The task is complicated by the fact that he needs to mirror it (after all, the adult is sitting opposite). If this task causes difficulties for the child, then you can first practice by doing the exercise while sitting next to (and not opposite the child).
. "Prickly needles." The child picks up a round hair brush and rolls it between his palms, saying:
"At the pine, at the fir, at the Christmas tree
Very sharp needles.
But even stronger than the spruce forest,
The juniper will prick you."
. "Zoo". You need to draw cells on a sheet of cardboard. The child walks with his index and middle fingers, like legs, along these cells, trying to take steps on each stressed syllable. You can “walk” alternately with one hand and then with the other, or you can do it with both at the same time, saying:
"We wandered around the zoo,
Each cell was approached
And they looked at everyone:
Bear cubs, wolf cubs, beavers."
. "Kitty". Using a clothespin, the child alternately “bites” the nail phalanges (from the index to the little finger and back) on the stressed syllables of the verse:
"The silly kitten bites hard,
He thinks it's not a finger, but a mouse. (Change hands.)
But I'm playing with you, baby,
And if you bite, I’ll tell you: “Shoo!”
.Kinder athlete. The child holds a small figurine or toy of a stable shape in his open palm, lifting it up and down, or making oscillatory movements, as on a swing; holds the figurine on each finger (extended). As a complication, you can suggest raising and lowering your hand higher or lower; throw the toy from palm to palm, throwing it as high as possible.
. “Pirate games” - manipulations with unsharpened colored pencils: 1) The child holds the pencil between adjacent fingers and makes oscillating movements with the pencil; 2) maintains the balance of a pencil placed on an outstretched finger (all fingers); holds the pencil with one finger, bending the finger with a hook (all fingers); 3) “pirate games”: one hand, palm down, lies on the table, fingers spread wide, a pencil in the second hand, placed on the back of the hand. The pencil “jumps” (like pirates poked with a knife) between the fingers and returns back. The movements go from the thumb to the little finger. Variation - after each “jump” the pencil returns to the back of the hand (to its original place). At first, the movements are done slowly. As the level of coordination improves, children's movements become faster as desired. Each child has his own speed of execution. The same with the other hand.
. "My family". (Alternate bending of fingers starting with the thumb)
This finger is my grandmother
This finger is my daddy
And this one is my mom
Well, this little one is me
Here's my whole family
. "Hide and seek."
Fingers were all playing hide and seek
Like this, like this
Everyone clenched their fists
Like this, like this.
(Rhythmically bend and straighten your fingers, twirl your fist)
. "Hares".
The bunny is the first to jump
Under a tall pine tree
And under the second pine tree,
The second bunny is jumping.
(The index and middle fingers of the right hand are raised up, all the others are straightened and connected. Hold the palm of the right hand vertically upward. The fingers are widely spaced. And the same with the other hand)
. "Goat and kids."
The horned goat is coming
A bearded goat is walking
The kid hurries after her
The bell rings.
(The index and little fingers of the right hand are up. Press the others to the palm. The index and little fingers are up. The fingers of the palm are straight, connected to the thumb, lowered to the bottom)
. "Lock".
There's a lock on the door,
We will open it quickly.
Knocked, twisted
And they opened it slightly.
(Rhythmic quick connections of the fingers of both hands into a lock. The fingers are clenched into a lock, the hands are stretched in different directions. Movements of the clenched fingers away from oneself, towards oneself. The fingers are clenched near the palm and tap each other. The fingers unclasp, palms to the sides.)
. "Mushrooms". The palms are clenched into fists, the child extends his fingers one by one, reciting the poem.
Climbed out on a hummock (little finger)
Small mushrooms: (unnamed)
Milk mushrooms and bitter mushrooms, (middle right hand)
Ryzhiki, volushki. (pointing)
Even a small stump (big)
I couldn’t hide my surprise. (big)
Honey mushrooms have grown (index)
Slippery boletus, (middle left hand)
Pale Grebes (unnamed)
We stood in a clearing. (little finger)
. "Fruits". (joining the fingers with pads, starting with the little fingers, one pair of fingers for each line of poetry; the palms do not touch each other).
We went to the market, (little fingers)
There are a lot of pears and persimmons there, (nameless)
There are lemons, oranges, (medium)
Melons, plums, tangerines, (index)
But we bought a watermelon - (large)
This is the most delicious cargo! (The fingers are clenched into a fist, and the thumb is pulled up.)
. "Rain and Sun."
Listen to the thunder, listen to the thunder (put your hands to your ears)
But don't be afraid, but don't be afraid (show your finger)
On the face, on the face.
The rain is dripping, the rain is dripping (tap your fingers on your face and head)
Here comes the sun, here comes the sun (spread your fingers, hands palms forward)
It shines like that, it shines like that!
It will be dry, it will be dry (shake, shake off the water with your hands)
How nice! how nice! (clap our hands)
. "Peas".
Five little peas
Locked in a pod (fingers intertwined, child clasps hands together)
One has grown up
And it’s already tight for her (straightens his thumbs)
But now the second one is growing,
And the third, and then
Fourth. Fifth... (straightens fingers one by one accordingly)
The pod said: BOOM! (claps).
. "Goat."
The old man was walking along the road (the child “walks” with his fingers on the table)
I found a hornless goat. (shows horns with fingers)
Come on, goat, let's jump, (knocks fingers on the table)
We kick our legs.
And the goat butts (shows its horns again)
And the old man swears. (shakes his finger).
. “The rain came out for a walk.”
One, two, three, four, five, (the child hits the table with the fingers of both hands. The left one starts with the little finger, the right one with the thumb.)
The rain came out for a walk. (makes random strikes on the table with the fingers of both hands.)
I walked slowly, out of habit, ( Walking middle and index fingers of both hands on the table.)
Why should he rush?
Suddenly he reads on the sign: (rhythmically hits the table with his palms and fists).
Do not walk on the grass!
Rain sighed quietly: (claps his hands frequently and rhythmically).
Oh! (one clap).
And left. (rhythmic clapping on the table).
The lawn is dry.
. "House".
The participants of the game sit down at the table and scatter matches on the table. The goal of the players is to assemble the well without destroying it.
The first participant places 2 matches parallel to each other so that the next participant can place 2 of his matches perpendicular to them. Then the first participant lays out his matches, etc. The participant who is the first to arrange matches carelessly and destroy the well is considered the loser.
Games and play exercises for the development of articulatory motor skills:
"The Tale of the Tongue".
This little friend -
Your cheerful tongue.
So that he is dexterous, skillful,
To listen to you
Do exercises every day
In front of the mirror,
Our fairy tale is a hint for you,
After all, exercise every day
Must do naughty Tongue,
Forgetting about laziness.
Here the tongue woke up,
Looked out the window.
He sees: she arched her back
Pink cat.
Smile, open your mouth slightly, press the tip of your tongue to your lower teeth, arch the back of your tongue. Hold in this position for a count of 5-7.
Spread out a rug
There is a tongue on the porch.
He took pliers
Took an ax
And he went to repair the fence.
Smile, open your mouth slightly, put your wide tongue on your lower lip. Hold it in this position for a count from 1 to 5-10.
D-d-d-d-d-d-d - the hammer knocks
T-t-t-t-t-t-t - that nail is hammered.
The sun is shining in the morning -
It's time to visit your aunt!
Smile, open your mouth. Tap the tip of your tongue on your upper teeth. Repeatedly and clearly pronounce combinations of sounds “ddddd”, “ttttt”.
Aunt Cheek
My niece is waiting
Pancakes with poppy seeds
It's baking for lunch.
I cooked porridge, made tea,
I even opened a jar of jam.
Open your mouth a little. Calmly put your tongue on your lower lip and, smacking it with your lips, say: “five-five...”(
On a horse on the road
The tongue jumps,
And the horse's hooves -
Clack, clack, clack, clack, clack.
Walking uphill slowly:
Clack-clack-clack-clack-clack.
And from the mountain rushes like an arrow:
Clack-clack-clack-clack-clack.
Smile, show your teeth, open your mouth slightly and click the tip of your tongue. Slowly at first, then faster.
Auntie niece
He greets you cheerfully.
Tea for him with jam
He immediately offers it.
Oh, how delicious
Sweet jam,
And semolina porridge
Just delicious -
Yum-yum-yum-yum.
Open your mouth slightly and lick your upper lip with the wide front edge of your tongue, moving your tongue from left to right and from top to bottom.
Under the window - blah, blah, blah -
The turkeys are chatting.
Turkey speech
Nobody understands.
Turkeys on the swing
They nod cheerfully.
Ride Tongue
“Blah, blah!” - they offer.
Open your mouth slightly, put your tongue on your upper lip and move the wide front edge of your tongue along your upper lip back and forth, trying not to lift your tongue from your lip, as if stroking it.
First, make slow movements, then increase the tempo and turn on your voice until the combination “BL-BL-BL…” (“chatterbox”) is heard.
Come on, kids, with the Tongue
Let's ride together!
Let's play train
And we’ll smile: “E-ooh!” Eeyore! Eey!”
Part your lips in a wide smile, then stretch them into a tube. Alternate 6-7 times.
Give Tongue a pipe
And five more balls
Roll the mosquitoes!
Inflating the balloons:
“Sit down, mosquitoes!”
Invite the child to pronounce the sound “shhh” for a long time. Draw his attention to the fact that when pronouncing the sound “sh” the front edge of the tongue is behind the upper teeth, the lips are rounded, and the exhaled stream of air is warm.
Here's an interesting game -
Air Kolobok.
Roll from cheek to cheek
Not everyone could do it!
Open your mouth slightly, press your tongue against your cheeks one by one, “squeezing out” the balls. Perform the exercise 8-10 times.
Oh, it's dark
All around,
Strong whirlwind
The tongue suddenly rose and began to flutter,
He trembled and crackled:
Brrrrr - brrrrr - brrrrr...
Place your wide tongue on your lower lip and blow on it forcefully, causing the tip of your tongue to vibrate. Perform the exercise for 10 seconds.
Oh, our tongue is tired,
Lie down on the side of the bed:
Five-five-five-five-five-five...
Let's all have a rest, friends!
Open your mouth a little. Calmly place your tongue on your lower lip and, smacking it with your lips, say: “five-five...”. Perform the exercise for 10 seconds.
Game articulation exercises in poetic form:
Here is a fungus on a thin stalk -
You put it in the basket!
Smile, show your teeth, open your mouth slightly and, pressing your wide tongue with its entire plane to the palate, open your mouth wide. The tongue will resemble a thin cap of a fungus, and the stretched hyoid ligament will resemble the stalk of a mushroom. Hold your tongue in this position for up to 10 seconds.
Deftly tasseled fence
Petya and Egor are painting.
Smile, show your teeth, open your mouth slightly and “paint” your upper teeth with the tip of your tongue, move your tongue first from side to side, then from bottom to top.
The puppy has little ones
Already big teeth.
As Trezorka shows them,
Egorka immediately runs into the house.
Smile without tension, so that the front upper and lower teeth are visible. To show your child how to do this, you need to silently pronounce the sound “and”. Hold your lips in this position for a count of 1 to 5.
With my mouth wide open,
A fat hippopotamus yawns.
And the cheerful monkey,
Lips clenched,
Reading a book.
Open your mouth wide. Inhaling through the mouth: imitation of a yawn. Then purse your lips tightly.
Alternate exercises.
We bake, we bake pancakes
For both son and daughter.
Open your mouth a little, calmly put your tongue on your lower lip and, smacking it with your lips, pronounce the sound combination: “five-five-five.”
Perform the exercise for 10-15 seconds.
Girlfriends walking around the yard -
Two chatty turkeys.
Open your mouth slightly, place your tongue on your upper lip and move the wide front edge of your tongue along your upper lip back and forth, trying not to lift your tongue from your lip and stroking it. First, make slow movements, then speed up the tempo and add your voice until you hear “bl-bl-bl...”.
Monkey, hippo -
Everyone rinses their mouth with water.
Close your mouth, press your lips tightly, puff out your cheeks. Imitate rinsing your mouth with water.
Like a wizard, our Nikolka -
Turned the spatula into a needle.
Smile, place a wide tongue on the lower lip, then make the tongue narrow and the tip of the tongue sharp.
Alternate movements 6-8 times.
Lida, Olya and Natasha
They drank milk from a cup.
Smile, open your mouth slightly, stretch your tongue forward, bend the tip of your tongue upward.
Perform the exercise at a slow pace 6-8 times.
Tanya's balloon burst -
The poor girl is crying.
Invite the child to pronounce the sound “sh” for a long time. The front edge of the tongue is behind the upper teeth, the lips are rounded, and the exhaled stream of air is warm.
My brother and I will take the pump -
There will be a holiday for wheels:
Let's pump up the tires
Dad's car.
Invite the child to pronounce the sound “ssss...” for a long time. Draw his attention to the fact that when pronouncing a sound, the tongue is behind the lower teeth, the lips are in a smile, and the exhaled stream of air is cold.
The wind blew on the dandelion -
The sundress flew apart.
Pull your lips forward with a tube and blow for a long time onto a cotton ball fixed on a thread.
Perform the exercise 4-6 times.
Julia quickly ate the bagel,
I wanted strawberries.
Round your lips as when pronouncing the sound “o”.
Then imitate grasping a strawberry with your lips.
Perform the exercise 4-6 times.
Murka arches his back,
He squints his eyes and yawns.
Smile, open your mouth slightly. Press the tip of your tongue against your lower teeth, arching the back of your tongue.
Perform the exercise 4-6 times.
Pussy is angry with Masha:
He wants fish, not porridge.
Smile, open your mouth slightly. Press the tip of your tongue against your lower teeth, while raising and lowering the back of your tongue.
Perform the exercise 3-5 times.
We ate semolina porridge
And they wanted more.
The baby elephant stretched out its trunk,
A giant child is crying.
Stretch your lips into a smile. Say: “yum-yum-yum...”
Then stretch your lips forward and say “uuuuuuu…” for a long time.
Alternate movements 4-6 times.
Sucks orange juice
From a tube, mother's son.
Simulate sucking juice through a thin tube.
Perform the exercise for 10-15 seconds.
Bobby ate potatoes with meat,
Licked the big bowl.
Imitate licking a bowl with your tongue.
Perform the exercise for 10-15 seconds.
Fabulous stories from the life of Tongue.
Story 1. House for Tongue
Once upon a time there was a tongue, a very sad tongue. And where would the fun come from if he didn’t have his own home? Tongue had no choice but to live on the street, and there it rains in the fall, snow in the winter and cold days happen in the summer. Tongue was not feeling well; he often caught colds and was sick for a long time. But one fine day, Tongue found a home. Which? Mouth. Tongue was delighted and decided to put his new house in complete order. The house should be a fortress, so Tongue installed two doors: the first door is the lips, the second door is the teeth. In Tongue's new house there were no windows, but there were walls, though very strange ones. They could swell like balloons. What are their names? Cheeks. And the ceiling was solid and was called the sky. The palate is uneven and resembles a dome. The anterior part of the ceiling-palate ends in small tubercles. These are the alveoli. They are located behind the upper teeth. At the back, the ceiling turned into a curtain with a small tongue - uvula.
Despite some inconveniences, Tongue really liked his new home. True, it was always damp, and you even had to sleep in a wet bed, but it was warm and cozy, and most importantly, there were no drafts.
Story 2. The tongue makes repairs
Due to constant dampness, the tongue often had to be repaired. First of all, he ventilated his house, for which he first opened the first door of the lips, then the second door of the teeth, after which he wiped them from the outside and inside. (Children perform appropriate movements with their tongue.)
Then Tongue took a large brush and painted the ceiling-sky. It was necessary to paint carefully, and to do this, press the brush firmly. (Opening his mouth wide, the child moves his tongue 5-10 times back and forth and from side to side along the palate in the “Painter” exercise.)
Having completed this work, Yazychok proceeded to wallpaper the cheek walls. He did this very carefully, meticulously gluing one strip after another. (Move the tongue from top to bottom along the inside of both cheeks.)
After the renovation, Yazychok washed the floors. (Move the tip of the tongue from side to side under the tongue and near the front teeth; the mouth is open.) Repaired the tongue and the door-teeth. (The lips are parted in a smile, the tightly clenched upper and lower teeth are visible, exercise “Fence.”)
Story 3. The tongue is shopping
Tongue was very punctual and did not like to be late, so first of all he decided to buy a watch. In a nearby store I looked at some cute walkers with a pendulum that moved from side to side. (Movement of the tongue from one corner of the mouth to the other, the mouth is open, exercise “Clock”.)
The clock had two long sharp hands (to make the tongue narrow and long) and numbers on the dial (circular movements of the tongue, which, as it were, outlines the dial and touches the rounded lips in several places, indicating the location of the numbers on the dial).
The tongue hung a clock on one of the walls. They ticked so comfortably: “Tick-tock, tick-tock!”, and every hour they beat: “Bom-bom-bom!” (Children repeat.)
Tongue also bought a pink cup and a deep plate. (The mouth is open, a wide tongue in the shape of a cup rises to the upper teeth, the lips remain motionless in the “Cup” exercise.) Tongue drank tea and milk from a cup, and ate soup and porridge from a plate. When they were hot, he blew on them. (Blow on a wide tongue without puffing out your cheeks.)
Tongue also bought a frying pan, on which he baked pancakes, which he loved very much. (Make your tongue wide and flat, like a pancake, and place it on your lower lip, mouth open, lips not tense, “Pancake” exercise.)
Yazychok often invited friends to visit. They loved to come to him, praised the treat, sometimes even licked their lips with pleasure. (Use your wide tongue to lick your upper lip from top to bottom 5 to 10 times; mouth open, exercise “Tasty jam.”)
Story 4. Morning of the Tongue
Every morning, when Tongue woke up, he stretched, did exercises, thoroughly brushed his teeth from the outside and inside, rinsed his mouth, and washed his face. (Children perform appropriate movements with their tongue, imitate rinsing their mouth with water.) Then the tongue opened both doors and stuck out into the street (movements of the lips, jaws, tongue). I looked left, right, up (if the sun was shining), down (if there were puddles on the path) and left the house for a morning jog. (Children perform the indicated movements with their tongue.)
The tongue ran around the house several times, first in one direction and then in the other. (Circular movements of the tongue, mouth wide open.)
After doing several breathing exercises (inhale through the nose, exhale through the mouth), Tongue returned home, slammed one door (teeth), another (lips) and began to do ordinary household chores.
Story 5. Tongue has a new friend
One day, after a traditional morning jog, Tongue sat down on the porch. (Put a wide, calm tongue on the lower lip; the mouth is half open; the lips are not tense.)
The sun was shining brightly, the breeze was blowing (blow on a wide tongue), and Tongue dozed off. Suddenly he heard someone quietly meowing under the porch. The tongue bent down (lower the tongue) and saw a small fluffy kitten. The tongue stroked it. (Children use their right hand to imitate stroking the kitten’s head and back.) But the kitten didn’t like it, and he arched his back. (The tip of the tongue rests on the lower teeth; the wide tongue is sharply curved exercise “Pussy is angry.”) The tongue, withdrawing its hand, looked in surprise at the kitten: it turned out to be thin and hungry. “He needs to be fed!” Tongue decided and went into the house for food.
In his favorite cup (exercise “Cup”), the tongue brought warm milk to the kitten. The kitten began to lap it up greedily (corresponding movements of the tongue). When there was no milk left, the kitten licked itself (exercise “Delicious jam”, 5 10 times) and began to wash itself. (Children imitate the movements of a washing kitten with their right hand.) The tongue decided to stroke the kitten again. This time he was not angry and arched his back with pleasure (movement of the tongue), and then rubbed himself against his legs (with his upper teeth, as if to stroke the steeply curved tongue) and purred. Since then, the kitten began to live with Tongue.
Story 6. New bike
For his birthday, friends gave Tongue a bicycle: beautiful, with two large wheels (circular movements of the tongue) and a shiny steering wheel. Tongue decided to ride a bicycle around the house. (5 10 circular movements of the tongue, the mouth is open as wide as possible.) But here’s the problem: there was a sharp nail lying on the road. (Make the tongue long and narrow, like a needle, exercise “Needle.”) The tongue impinged on it, and air began to come out of the chamber (“S-s-s-s”).
"Don't be upset!" Friends began to calm Yazychka down. They removed the wheel, sealed the hole in the inner tube and inflated it using a pump. (“S-s-s-s.” At the same time, the children perform the “Pump” movements with their hands.) The wheel was put in place, and Tongue and his friends could ride a bicycle again. (Several circular movements of the tongue.)
Story 7. Tongue and horse
One summer, Tongue, looking out the door (movement of the tongue), saw a small cute horse on the lawn. She nibbled the grass (lips smiling, teeth biting) and cheerfully wagged her tail (moving her tongue from side to side). Tongue ran out of the house and handed the horse a piece of salted bread. She carefully took it with soft lips (lip movement).
The horse had a wide saddle on its back (exercise “Cup”), and Tongue decided to ride. He deftly jumped into the saddle, and the horse galloped off! (Children “hold the reins” with their hands and loudly click their tongues in the “Horse” exercise.)
From time to time, the tongue pulled the reins (children imitate the movement of the exercise “Let’s pull the reins”) and stopped the horse: “Prrr...” (Blow on the lips, and then on the lips and tongue, exercise “Coachman’s interlabial rrrr.” "Repeat these exercises several times, alternating.)
Story 8. Tongue in the Zoo
Tongue became friends with the horse, but they could not live together: the horse worked at the zoo, giving rides to small children. Tongue began to often visit the zoo to see his new friend, and rode horseback. (Exercises “Horse”, “Pull on the reins”, “Coachman’s interlabial r-r-r”.) Tongue made new friends at the zoo.
The largest of them was the hippopotamus Bonya. When Tongue approached his pool, Bonya opened his mouth wide (children open their mouths as wide as possible) and waited for some kind of treat. Having received it, he closed his huge mouth and began to chew. (Children do the same.)
The angriest one was the turkey. When someone made him angry, he would shake his red nose and "babble." (Very fast movements with a wide tongue, which hits the upper lip, while making the characteristic sounds of the “Turkey” exercise.)
Tongue considered the snake to be the kindest and most harmless. Only at first glance did he seem scary, especially when he stuck out his long and narrow tongue, like a sting. (Exercise “Needle.”) The tongue moved quickly and quickly from side to side. (Children use a narrow long tongue to perform the corresponding movements of the “Snake” exercise.)
The most fun was the monkey. She loved to make everyone laugh, so she made faces all the time: she stuck out her tongue, puffed out her cheeks, pretended to rinse her mouth, tried to reach her nose with her tongue, and then her chin. (Children perform all these movements.) The tiger seemed the most terrible. When he got angry, he arched his back and hissed. (Exercise “Pussy is angry.”)
Tongue brought treats for his new friends: salty bread for the horse (movement of lips grasping something); a large candy to the hippopotamus (use the tip of your tongue to stick the candy to the roof of your mouth behind your upper teeth, exercise “Candy”); turkey grains of wheat (with the tip of the tongue, as if pecking at the grains); I eat milk (lacking movements); banana for the monkey (try to make the tongue look like a banana); tiger a piece of meat (chewing movements).
Story 9. Tongue in the circus
Together with his friends, Tongue went to the circus. How many interesting things they saw there! The drummers opened the show. Entering the arena, they loudly beat the drums: “Dy-dy-dy!” (Use the tip of your tongue to tap the roof of your mouth behind your upper teeth, exercise “Drummer.”)
Then aerialists appeared under the circus dome. They swayed and flew from one trapeze to another. (With a wide tongue, move your tongue back and forth, mouth open, exercise “Rocking chair”, repeat 5-10 times.)
After the gymnasts, circus horses performed. (Exercises “Horse”, “Pull on the reins”, “Coachman’s interlabial rrr”.)
The performance of trained tigers, who sat on high pedestals (with their wide tongues on their lower lips) and swung on swings, was very interesting. (The mouth is open, the tongue touches first the upper and then the lower lip 5-10 times; the lips do not tense or tuck in, and the tongue is not clamped between the teeth - exercise “Swing”.)
Sometimes the tigers got angry with the trainer and arched their backs. (Exercise “Pussy is angry.”) But most of all, Tongue liked the magician’s performance. When he got home, he came up with his own trick. (Put the cotton wool on the tip of the nose and blow it off, directing the air stream in the middle of the wide, cup-shaped tongue upward; the tongue sticks out, the cheeks do not swell; the teeth do not bite the tongue exercise “Focus”.)
Story 10. The tongue collects mushrooms
Autumn is the time to pick mushrooms. The tongue, taking a large basket (exercise “Cup”), went into the forest. On the way into the forest I saw a stream. (A cold stream of air “flows down” in the middle of the wide tongue, the tip of which rests against the base of the lower front teeth; lips parted in a smile, exercise “Stream”.) The tongue put out his palm and felt how cold the water was in the stream. (Children place their palms under their chin; an adult checks that each child is performing the exercise correctly: “What kind of water is in your stream?”) The tongue walked through the forest for a long time and finally came out into a clearing. I saw many, many mushrooms on it. (The wide tongue “sucks” to the palate; its shape resembles a mushroom cap, and the hyoid frenulum is the stem of a mushroom; exercise “Mushroom.”)
The tongue ran from one mushroom to another, saying: “Here is a fox, here is a pig, and this is a fly agaric...”, etc. (The teacher does the same, approaching each child in turn.) Having collected a full basket of mushrooms, Tongue came back home.
Story 11. The tongue learns to play musical instruments
Tongue loved music, and he really wanted to learn how to play different musical instruments. He bought a drum, a pipe and an accordion. At first, Tongue began to take drum lessons. The sticks loudly beat out the fraction: “Dy-dy-dy...” (Exercise “Drummer.”)
Having mastered the drum, Tongue began to learn to play the pipe. (Exercise “Tube”: roll your tongue into a tube and blow into it.) The most difficult thing was learning to play the harmonica. (The tongue is “sucked” to the palate, as in the “Mushroom” exercise, and then by moving the lower jaw down and up, the hyoid frenulum is stretched, like the bellows of an accordion; at the same time, you must try not to let the tongue come off the palate in the “Accordion” exercise.)
Tongue tried very hard, so his studies went well. Soon he could play any tune on his musical instruments. (Repeat the exercises “Drummer”, “Pipe”, “Accordion” several times.)
2 Dynamics of the levels of development of fine and articulatory motor skills in preschool children with ODD
The objective of this stage of the experiment is to identify the dynamics of the development of fine and articulatory motor skills in children with general speech underdevelopment.
At the previous stage of work, we conducted experimental training aimed at developing the motor skills of the articulatory apparatus and small movements of the hand. As a result of its implementation, positive dynamics of development in the pupils of the experimental group was noted. This was confirmed by our control experiment. The purpose of the control experiment was to identify the effectiveness of our series of games and play exercises aimed at increasing the level of development of fine and articulatory motor skills.
To confirm the results of the work, the same diagnostic technique was used as at the stage of the ascertaining experiment. (paragraph 2.1)
Exercise “Graphic samples”. At this stage, most children were able to complete this exercise well. Katya, Anya, Danil and Kirill performed graphic series without lifting the pencil from the sheet of paper at a fairly fast pace, following the topological scheme, but the pace was not smooth and at the end of the exercise there was pronounced exhaustion. Thus, Kirill and Anya coped with this task much better than at the stage of the ascertaining experiment. Andrey also improved his performance. He managed to start performing the exercise correctly and only towards the end the topological diagram was lost.
As a result, the children received:
no child received a point
4 children received points (Katya V., Danil S., Anya G., Kirill Sh.)
no child received points
Danil and Kirill performed the “Asymmetrical tapping” exercise with a certain number of errors, but with appropriate help they quickly corrected themselves, willingly accepting it. Despite the fact that there was a tendency towards gradual de-automation, Kirill completed this exercise more successfully than at the stage of the ascertaining experiment. Andrey, Katya and Anya often got confused and performed the same movement with both hands; although the help was ineffective, the correct sequence of movements was still present, and the children coped with the task better than last time.
As a result, the following estimates were obtained:
no child received a point
3 children received a point (Andrey K., Anya G., Katya V.)
no child received points
Danil was more successful in the “Close and unclench your palm” exercise. Just like Kirill, he managed to start doing the exercise correctly, without getting confused, performing all the movements consistently, but when fatigue appeared, the boys began to get confused and lose their way. Katya, Anya and Andrey began to perform the task correctly, but quickly lost their way, their movements became isolated, often repeating one movement several times in a row. This exercise was easier for Katya than at the stage of the ascertaining experiment, since the girl made several correct and consistent movements with her hands.
As a result, the following estimates were obtained:
Not a single child received a point.
2 children received points (Kirill Sh., Danil S.)
3 children received a point (Anya G., Andrey K., Katya V.)
no child received points
Results of the study of the development of fine motor skills at the stage of the control experiment (in points)
Table No. 3
Child Score in points for each task Total score “Graphic tests” “Asymmetrical tapping” “Close and unclench your palm” Andrey K. 1113 Danil S. 2226 Anya G. 2114 Katya V. 2114 Kirill Sh. 2226
Based on the sum of points received by each child for tasks for diagnosing fine motor skills, we determined the levels of its development at the stage of the control experiment (the results are clearly presented in Appendix No. 3)
2 children have a high level of development (Kirill Sh., Danil S.) - 40%
3 children have an average level (Andrey K., Anya G., Katya V.) - 60%
When assessing articulatory motor skills exercises, one can also note the positive dynamics of children’s achievements.
Kirill made some progress in the “Draw Animals” exercise. Like Danil, he actively joined in the action, easily finding an articulatory position. The tongue always had the position that was specified by the game situation and corresponds to the pronounced sound, as well as the position of the lips. Only towards the end of the exercise was slight fatigue observed. Andrey and Katya performed the exercise quite well, compared to the stage of the ascertaining experiment. The movements of the organs of articulation were clear, the sounds were pronounced correctly, the beginning of the exercise was at a good, lively pace. But by the end of the exercise, the children showed exhaustion and slowed down. Anya performed the exercise with difficulty, rather slowly, with a lot of pauses. I didn’t find the articulatory position the first time, confusing the position of the lips. The tongue deviated from a straight line.
As a result, the following estimates were obtained:
2 children received points (Danil S., Kirill Sh.)
2 children received points (Katya V., Andrey K.)
1 child received a point (Anya G.)
no child received points
Carrying out the exercise “The Tale of a Merry Tongue”, Kirill and Anya achieved the best results. They actively participated in the events of the tale and easily found articulatory positions. The pace was fast, the children made no mistakes, and were only slightly tired by the end of the exercise. Danil and Katya improved their performance. The children completed all game tasks, actively and quickly changing positions. But by the end of the tale, exhaustion was observed, mistakes appeared, and the pace of the exercise slowed down. Andrey performed the exercise slowly. Exhaustion showed up very quickly. He had a hard time finding the right position for his tongue and lips. The tasks involving pronouncing vowels were blurred and unclear. A large number of errors were observed.
As a result, the children received:
2 children received points (Anya G., Kirill Sh.)
2 children received points (Danil S., Katya V.)
1 child received a point (Andrey K.)
no child received points
Playful breathing exercises were successfully performed by Katya, Anya, Danila and Kirill. Most of the guys improved their performance. They managed to blow the leaf off their palm the first time, although its flight was not long. The air stream was strong enough to blow out the candle, but it often deviated to the side, so soap bubbles were blown out in small quantities, small, and burst quite quickly. Andrey also improved his performance. He managed to blow out the candle, but not the first time, since the exhalation was rather weak. He also managed to blow several soap bubbles and blow a leaf off his palm, despite the fact that the air stream often deviated to the sides.
As a result, the children received:
no child received a point
4 children received points (Katya V., Anya G., Kirill Sh., Danil S.)
1 child received a point (Andrey K.)
no child received points
Results of a study of the development of articulatory motor skills at the stage of the control experiment (in points)
Table No. 4
ChildScore in points for each taskTotal score"Draw animals""The Tale of a Merry Tongue"Game breathing exercisesAndrey K.2114Danil S.3227Anya G.1326Katya V.2226Kirill Sh.3328
Based on the sum of points received by each child for tasks to diagnose articulatory motor skills, we determined the levels of its development at the stage of the control experiment (the results are clearly presented in Appendix No. 4)
4 children have a high level of development (Danil S., Anya G., Katya V., Kirill Sh.) - 80%
1 child has an average level (Andrey K.) - 20%
Not a single child has a low level.
Based on the results of the control experiment, we can conclude that the level of development of both fine and articulatory motor skills in children of the experimental group increased significantly as a result of a series of games and play exercises. (the results are clearly presented in Appendix No. 5, No. 6.)
Conclusion for Chapter 3:
To increase the level of development of fine and articulatory motor skills in children of the experimental group with general speech underdevelopment, we used a series of games and play exercises that contributed not only to the motivation of children to practice, but also to the development of mobility of the organs of the articulatory apparatus, the ability of children to control the force of muscle tension in the organs involved in voice formation and the formation of an air stream, as well as the development of fine movements of the fingers.
At the stage of the control experiment, we were faced with the task of checking how effective measures were to increase the level of development of hand motor skills and the articulatory apparatus in children. The results of the experiment confirmed the need to use the game method in working on motor skills, since the children significantly increased the level of development of articulatory and fine motor skills at the end of the experimental work.
Conclusion
Children with general speech underdevelopment have disorders of all components of the speech system, including articulation and motor skills of the fingers. Overcoming these disorders is an important part in correctional work with children with ODD, since fine motor skills, that is, manipulation of the fingers, affect the functions of the central nervous system.
Many Russian scientists have conducted research on this issue: Bekhterev V.M., Levina R.E., Koltsova M.M. and others. The problems of articulation were dealt with by Filicheva T.B., Fomicheva G.V., Chirkina G.V.
Impaired motor skills, both articulatory and fine, can create difficulties in mastering written speech at school age, lead to a negative attitude towards learning, and complications during the adaptation period to school conditions. Therefore, in preschool age it is important to develop the mechanisms necessary for mastering writing, to create conditions for the child to accumulate motor and practical experience, and to develop manual skills.
Thus, work on the development of fine and articulatory motor skills should be present in classes, both frontal and individual lessons of the child with a speech therapist, as well as in the daily life of children in a preschool institution, in the form of separate games in their free time. To achieve good results in this work, it is necessary to use games and play exercises, based on the fact that play activity is leading in preschool age.
This statement was confirmed by our research work. Using various games for children that develop the motor skills of the fingers and the motor skills of the organs involved in articulation, the children in a relaxed manner improved their indicators identified in the ascertaining experiment at the beginning of the work.
The conducted research allowed us to come to the following conclusions: for the successful implementation of the process of development of fine and articulatory motor skills it is necessary:
Diagnosing the level of development of fine and articulatory motor skills in children.
Stimulating the child’s interest in activities and work on developing motor skills.
Reliance on the child’s leading activities, the use of games and play exercises that increase activity and interest in activities.
Using any free time from classes to play games with children that develop fine or articulatory motor skills.
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Appendix No. 1
Appendix No. 2
Appendix No. 3
Appendix No. 4
Appendix No. 5
Dynamics of the level of development of fine motor skills in children
Appendix No. 6
Dynamics of the level of development of articulatory motor skills in children
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Formation of articulatory motor skills
From work experience. Subject: « Formation of articulatory motor skills» .
Teacher-speech therapist Podstavkina N.N. GBDOU d.s. No. 12 p. White clay.
Pronunciation of speech sounds is a complex motor skill, consisting of a complex set of movements, while articulation, voice and breathing must be coordinated in work. When pronouncing various sounds, the child needs to reproduce articulatory structure, consisting of a complex set of movements, while each organ involved in the speech process occupies a certain position. In speech, sounds are not pronounced in isolation, but smoothly one after another, and the organs articulatory The apparatus must quickly change its position. It is possible to achieve clear pronunciation of sounds, words, phrases only if the organs have sufficient mobility articulatory apparatus, their ability to adapt and work in a coordinated manner. Insufficiency of the facial and articulatory motor skills manifests itself in poverty, inexpressiveness of facial movements, unclear or incorrect sound pronunciation, general blurriness, slurred speech.
With insufficient mobility articulatory muscles, sound pronunciation is impaired
Target articulatory gymnastics - development of full movements and certain positions of organs articulatory apparatus necessary for correct pronunciation of sounds.
Articulatory gymnastics is a set of special exercises aimed at strengthening muscles articulatory apparatus, development of strength, mobility and differentiation of movements of organs involved in the speech process. An important role in formation sound pronunciation is played by clear, precise, coordinated work articulatory organs, their ability to quickly and smoothly switch from one movement to another, as well as to maintain a given articulatory posture, wherein articulation, voice and breathing must be coordinated in work.
The means are: movement exercises aimed at normalizing muscle tone
1. Gymnastics chewing articulatory muscles
3. Gymnastics of lips and cheeks
4. Tongue gymnastics
5. Mimic gymnastics of the perioral area
6. Gymnastics for chewing muscles
7. Logomassage
Exercises are selected in accordance with the speech defect and each sound of a particular group. One of the indicators of successful speech development of a child is formed correct sound pronunciation skills. To do this, the child needs to learn how to control his organs. articulatory apparatus, be able to hear yourself and others.
Organ training articulation, especially with young children, is carried out in the playroom form. A certain sequence is observed from simple to more complex. Positively affects formation and further development articulatory motor skills. Promotes the development of the psychological basis of speech and all aspects of the speech system.
In any exercise, all organ movements articulatory The apparatus is carried out sequentially, with pauses before each new movement, so that it is possible to control the child’s performance of the movement, and the child can feel, realize, control and remember his actions. First, the exercises are performed at a slow pace in front of a mirror. In the first classes, you can limit yourself to performing the exercise twice, the main thing is that it is performed efficiently. After the child learns to perform the movements, the mirror is removed and the child’s own kinesthetic sensations take over the control functions.
Skillful combination of methods and techniques, diversity forms of work, systematicity, consistency, purposefulness and effectiveness of correctional and speech therapy interventions ensure favorable development articulatory motor skills, which serves as the basis for further full development of speech.
The main condition for the effectiveness of this work is the positive emotional background of the classes and the intrigue of the game. The child, carried away by the game, does not notice that he is being taught. This means that the development process articulatory motor skills will proceed more actively, faster.
Pantomime exercises find the greatest response among young children ( "Show how frogs smile", exercises in combination with movements ( "Phonetic rhythm", exercises based on picture material.
Exercise "Puppy"
Puppy smiles
Teeth on display.
I could do the same.
Here look. Now
Publications on the topic:
Formation of fine motor skills as the main stage in the development of a preschool child Fine motor skills and its importance in human life: Fine motor skills are a set of coordinated actions of the nervous, muscular and skeletal systems.
B] Speech is a means of influencing consciousness, developing a worldview, norms of behavior, forming tastes, and satisfying needs.
Formation of fine motor skills I will start my story from afar. When born, the brain doubles in size by seven months. And by the age of three it reaches the adult brain.
Articulation gymnastics complex Perform exercises while sitting in front of a mirror. Lesson time 5-7 minutes Basic complex of articulation gymnastics No. 11. "Frog". Smile.
Passport of the project “Development of speech of children of primary preschool age through the formation of fine motor skills of the hands.” Author of the project: higher education teacher.
Dear Colleagues! I would like to present to your attention a manual called “Manual Tongue” that is easy to make but quite effective in use.
Development of articulatory motor skills in preschool childrenSpeech sounds are formed as a result of a complex set of movements of the articulatory organs. Articulation is associated with the work of numerous muscles, including: chewing, swallowing, and facial muscles. The process of voice formation occurs with the participation of the respiratory organs (larynx, trachea, bronchi, lungs, diaphragm, intercostal muscles). For clear articulation, strong, elastic and mobile speech organs are needed - tongue, lips, palate. Achieving clear pronunciation of sounds, words, and phrases is possible only if there is sufficient mobility of the organs of the articulatory apparatus, their ability to rearrange and work in a coordinated manner.
Work on the development of the basic movements of the organs of the articulatory apparatus is carried out in the form articulatory gymnastics.
Articulation gymnastics – this is a set of special exercises aimed at strengthening the muscles of the articulatory apparatus, developing strength, mobility and differentiation of movements of the organs involved in the speech process.
The purpose of articulation gymnastics – development of full-fledged movements and certain positions of the organs of the articulatory apparatus necessary for the correct pronunciation of sounds.
Articulatory gymnastics is the basis for the formation of speech sounds - phonemes - and the correction of sound pronunciation disorders of any etiology and pathogenesis. It includes exercises for training the mobility of the organs of the articulatory apparatus, practicing certain positions of the lips, tongue, soft palate, necessary for the correct pronunciation of both all sounds and each sound of a particular group.
In order to choose the right exercises for articulatory gymnastics, you need to know what movements are characteristic of the various organs of the articulatory apparatus.
The most mobile speech organ is language . It consists of:
root of tongue- the base by which the tongue is attached to the hyoid bone;
dorsum of tongue, which distinguishes back, middle and front. Special mention should be made Tip of the tongue, which ends at the front of the tongue, and side edges the front and middle parts of the tongue, because The quality of sound pronunciation depends on their work.
Tip of the tongue Maybe:
drop behind the lower teeth (as when pronouncing whistling sounds)
rise by the upper teeth (as when pronouncing sounds [t], [d], [n])
press against the alveoli (as with the sound [l])
vibrate under the pressure of the exhaled stream (with the sound [R])
rise up without the participation of the tip of the tongue to the alveoli and form a gap with them (as with the sounds [s], [z], [ts]);
rise to the palate along with the tip of the tongue and form a gap with the hard palate (when pronouncing hissing sounds).
Back of tongue Maybe
rise and close with the palate (as with sounds [k], [g]);
form a gap with the palate (as with sounds [X]).
press against the inner surface of the molars and do not let the escaping stream of air pass into the side (as with sounds [s], [z], [c], [w], [f], [h], [sch], [r])
lower and pass a stream of air to the side (as with the sound [l]).
Mobility lips also plays a role in the formation of sounds. Lips can:
stretch out into a tube (as with the sound [y])
round (as with the sound [O])
expose the front upper and lower incisors (as with sounds [s], [z], [ts], [l], etc.)
move forward slightly (as when making a sound [w], [f])
close with the upper lip (as with sounds [p], [b], [m]);
form a gap approaching the upper teeth (as with sounds [v], [f]).
Soft sky can rise and fall. When the soft palate is lowered, the exhaled stream of air passes through the nose (this is how nasal sounds are formed [m], [m], [n], [n]). If the soft palate is raised. Either it presses against the back wall of the throat and closes the passage to the nose; the exhaled stream of air goes only through the mouth, and oral sounds are formed (all except [m], [m], [n], [n]).
Thus, when pronouncing various sounds, each organ involved in the speech process occupies a certain position
Articulation gymnastics must be carried out daily so that the skills developed in children are consolidated and become stronger. It is better to perform the exercises 3-4 times a day for 3-5 minutes. Children should not be offered more than 2-3 exercises at a time. Each exercise is performed 5-7 times.
It is better to carry out articulatory gymnastics before general morning exercises or before breakfast (lunch). After eating, speech gymnastics can cause a gag reflex. Articulation exercises can be included in classes on speech sound culture. At home, exercises can be done in the evening before bed.
The exercise should not lead the articulation organs to overwork. The first sign of fatigue is a decrease in the quality of movement, which is an indication for temporary cessation of this exercise.
When selecting exercises for articulatory gymnastics, you must follow a certain sequence, moving from simple exercises to more complex ones. It is better to spend them emotionally, in a playful way.
Of the two or three exercises performed, only one can be new; the second and third are given for repetition and consolidation. If a child does not perform an exercise well enough, new exercises should not be introduced; it is better to practice old material. To consolidate it, you can come up with new gaming techniques.
Articulation gymnastics is performed while sitting, since in this position the child has a straight back, the body is not tense, and the arms and legs are in a calm position. Children can sit at tables or in a semicircle in front of the teacher.
The child must clearly see the adult’s face, as well as his own face, in order to independently control the correctness of the exercises. Therefore, a child and an adult should be in front of a wall mirror during articulation gymnastics. The child can also use a small hand mirror (approximately 9x12 cm), but then the adult must be opposite the child, facing him. The teacher performs the exercise in front of the mirror together with the child, so the adult must be able to show correct articulation and feel the positions and movements of the organs of his articulatory apparatus without visual control, which requires a certain skill and is achieved through training.
Articulatory gymnastics should always begin with practicing the basic movements and positions of the lips and tongue, necessary for a clear, correct pronunciation of all sounds.
In any exercise, all movements of the organs of the articulatory apparatus are carried out sequentially, with pauses before each new movement, so that the adult can control the quality of performance, and the child can feel, realize, control and remember his actions.
At first, the exercises are performed at a slow pace. The teacher can adjust the tempo by hand tapping or counting out loud, gradually speeding it up. Then the pace of movements should become arbitrary - fast or slow.
An adult conducting articulatory gymnastics must monitor the quality of the movements performed by the child: accuracy of movement, smoothness, pace of execution, stability, transition from one movement to another. It is also important to ensure that the movements of each organ of articulation are performed symmetrically in relation to the right and left sides of the face. Otherwise, articulatory gymnastics does not achieve its goal.
If the child is unable to make a movement, help him (with a spatula, the handle of a teaspoon, or just a clean finger).
In order for the child to find the correct position of the tongue, for example, lick the upper lip, spread it with jam, chocolate or something else that your child likes. Approach the exercises creatively.
There are two types of articulation exercises:
static exercises – are aimed at ensuring that the child learns to hold an articulatory pose for 6-10 seconds.
dynamic exercises – represent a rhythmic repetition of movements 6-8 times and contribute to the development of mobility of the tongue and lips, their coordination and switchability.
Work on each exercise occurs in a certain sequence:
a story about the upcoming exercise using game techniques:
showing the exercise;
children performing the exercise in front of a mirror;
checking for correct execution and indicating errors;
performing the exercise without a mirror (based on your own kinesthetic sensations).
Regularly performing articulation exercises will help:
improve blood supply to articulatory organs and their innervation (nerve conduction);
improve the mobility of articulatory organs;
strengthen the muscular system of the tongue, lips, cheeks;
teach the child to maintain a certain articulatory position;
increase range of motion;
reduce spasticity (tension) of articulatory organs;
prepare the child’s speech apparatus for the correct pronunciation of sounds.
All articulatory gymnastics exercises are combined into complexes to develop certain groups of sounds or to practice the basic movements and positions necessary for a clear, correct pronunciation of all sounds.
Lip exercises
Smile– keeping your lips in a smile, teeth not visible.
Proboscis (Tube)– stretching the lips forward with a long tube.
Fence– lips in a smile, teeth closed in a natural bite and visible.
Bagel (Speaker, Beak)– the teeth are closed, the lips are rounded and slightly extended forward, the upper and lower incisors are visible.
Fence - Bagel. Smile – Proboscis. - alternating lip positions.
Rabbit. – teeth are closed. The upper lip is raised and exposes the upper incisors.
Exercises to develop lip mobility
Biting and scratching first the upper and then the lower lip with the teeth.
Smile – Tube– stretch your lips forward like a tube, then stretch your lips into a smile.
Piglet– move the lips extended like a tube left and right, rotate in a circle.
The fish are talking- clap your lips together (a dull sound is made).
With the thumb and index fingers of one hand, squeeze the upper lip by the nasolabial fold and with two fingers of the other hand the lower lip and stretch them up and down.
Pull your cheeks inward and then sharply open your mouth. It is necessary to ensure that when performing this exercise, the characteristic sound of a “kiss” is heard.
duck- stretch out your lips, squeeze them so that your thumbs are under the lower lip, and all the rest are on the upper lip, and pull your lips forward as much as possible, massaging them and trying to imitate the beak of a duck.
Disgruntled horse– the flow of exhaled air is easily and actively sent to the lips until they begin to vibrate. The result is a sound similar to the snorting of a horse.
The mouth is wide open, the lips are drawn inside the mouth, pressing tightly against the teeth.
puff out your cheeks strongly, holding air in your mouth with all your might,
holding a pencil (plastic tube) with your lips, draw a circle (square),
hold the gauze napkin with your lips - the adult tries to pull it out.
Exercises for lips and cheeks
Biting, patting and rubbing cheeks.
Well-fed hamster- inflate both cheeks, then inflate the cheeks one by one.
Hungry hamster– suck in your cheeks.
Mouth closed. Hitting the puffed-out cheeks with your fist, causing the air to come out with force and noise.
Static exercises for the tongue
Chicks– the mouth is wide open, the tongue lies calmly in the oral cavity.
Spatula– the mouth is open, a wide, relaxed tongue rests on the lower lip.
Cup– the mouth is wide open, the front and side edges of the wide tongue are raised, but do not touch the teeth.
Needle(Arrow. Sting) - the mouth is open, the narrow, tense tongue is pushed forward.
Gorka (Pussy is angry)– the mouth is open, the tip of the tongue rests on the lower incisors, the back of the tongue is raised up.
tube– the mouth is open, the lateral edges of the tongue are curved upward.
Fungus– the mouth is open, the tongue is sucked to the roof of the mouth.
Dynamic exercises for the tongue .
Clock (Pendulum)– the mouth is slightly open, the lips are stretched into a smile, the tip of the narrow tongue is alternately reaching, at the teacher’s count, to the corners of the mouth.
Snake– the mouth is wide open, the narrow tongue is strongly pushed forward and retracted deep into the mouth.
Swing– the mouth is open, with a tense tongue reaching towards the nose and chin, or towards the upper and lower incisors.
Football (Hide the candy)– the mouth is closed, with a tense tongue resting on one or the other cheek.
Teeth cleaning– mouth closed, move the tongue in a circular motion between the lips and teeth.
Coil– the mouth is open, the tip of the tongue rests on the lower incisors, the lateral edges are pressed against the upper molars, the wide tongue rolls forward and retracts deep into the mouth.
horse– suck your tongue to the roof of your mouth, click your tongue, click slowly and forcefully, pull the hyoid ligament.
Harmonic– the mouth is open, suck the tongue to the palate, without lifting the tongue from the palate, strongly pull the lower jaw down.
Painter– the mouth is open, with the wide tip of the tongue, like a brush, we move from the upper incisors to the soft palate.
Delicious jam– the mouth is open, lick the upper lip with a wide tongue and move the tongue deep into the mouth.
Let's lick your lips– mouth slightly open, lick first the upper, then the lower lip in a circle.
Exercises to develop mobility of the lower jaw
Cowardly chick- open and close your mouth wide, so that the corners of your lips stretch out. The jaw drops approximately the width of two fingers. The tongue – the “chick” – sits in the nest and does not protrude. The exercise is performed rhythmically.
Sharks– on the count of “one” the jaw lowers, on “two” - the jaw moves to the right (mouth open), on the count of “three” - the jaw is lowered into place, on “four” - the jaw moves to the left, on “five” - the jaw is lowered, at “six” - the jaw moves forward, at “seven” - the chin is in its usual comfortable position, the lips are closed. You need to do the exercise slowly and carefully, avoiding sudden movements.
Imitation of chewing with a closed and open mouth.
Monkey– the jaw drops down with the tongue stretching to the chin as much as possible.
Angry lion– the jaw drops down with the maximum extension of the tongue towards the chin and the mental pronunciation of the sounds a or e on a firm attack, more difficult - with a whispered pronunciation of these sounds.
Strongman– mouth open; imagine that there is a weight hanging on your chin that needs to be lifted up, while raising your chin and straining the muscles underneath it. Gradually close your mouth; relax.
Place your hands on the table, fold your palms one on top of the other, rest your chin on your palms. Opening your mouth, press your chin onto your resisting palms. Relax.
Lower the jaw down while overcoming resistance (the adult holds his hand under the child’s jaw).
Open your mouth with your head tilted back, overcoming the resistance of an adult’s hand lying on the back of the child’s head.
Teasers– open your mouth wide and often and say: pa-pa-pa.
Silently, slowly (with one exhalation) pronounce the vowel sounds:
I-I-I-I-I-I-I-I-I-I-I-I-I(the distance between the teeth is two fingers);
o-o-o-o-o-o-o-o-o-o-o-o-o
yo-yo-yo-yo-yo-yo-yo-yo-yo-yo-yo-yo(the distance between the teeth is one finger);
and-i-i-i-i-i-i-i-i-i-i-i(mouth slightly open).
Pronounce the vowel sounds with your voice:
I-I-I-I-I-I-I-I-I-I-I-I-I
o-o-o-o-o-o-o-o-o-o-o-o-o
yo-yo-yo-yo-yo-yo-yo-yo-yo-yo-yo-yo
and-i-i-i-i-i-i-i-i-i-i-i
Pronounce several vowel sounds together and in a drawn-out manner on one exhalation:
a-a-a-a-a-e-e-e-e
a-a-a-a-i-i-i-i-i
i-i-i-i-a-a-a-a-a
o-o-o-o-o-i-i-i-i-i
a-a-a-a-a-i-i-i-i-i-o-o-o-o-o
i-i-i-i-i-e-e-e-e-a-a-a-a-a
a-a-a-a-a-i-i-i-i-e-e-e-e-o-o-o-o-o-o etc.
Make sure that when pronouncing sounds, the mouth opening is sufficiently full.
Say proverbs, sayings, and tongue twisters that are rich in vowel sounds that require a wide opening of the mouth.
Two of a Kind.
I found a scythe on a stone.
Know the edge, don't fall.
Like the fisherman, like the fish.
There is no water under the lying stone flows.
The snake has a bite, the hedgehog has a hedgehog.
While performing the exercises, make sure that the lower jaw drops freely downwards; at first, pronounce vowel sounds with a little emphasis.
Training the muscles of the pharynx and soft palate
Yawn with your mouth open and closed.
Cough voluntarily.
Cough with your tongue hanging out.
Imitate gargling with your head thrown back.
Swallow water in small portions (20 - 30 sips).
Puff out your cheeks with your nose pinched.
Slowly pronounce the sounds k, g, t, d.
Imitate:
I moan
mooing,
I whistle.
Throw your head back while overcoming resistance. The adult holds his hand on the back of the child's head.
Throw back and lower your head while pressing firmly with your chin on the fists of both hands.
Push your tongue towards your chin and pull it into your mouth against resistance. The adult tries to keep the child's tongue out of the mouth.
Pronounce vowel sounds a, uh, and, oh, y on a solid attack.
Say, holding the tip of your tongue with your fingers, and-a. Sound [And] separated from sound [A] pause.
Inflate rubber toys, blow soap bubbles.
[R]
Whose teeth are cleaner??
Description: Open your mouth wide and use the tip of your tongue to “brush” the inside of your upper teeth, moving your tongue from side to side.
Attention!
lips in a smile, upper and lower teeth visible.
Make sure that the tip of the tongue does not protrude or bend inward, but is located at the roots of the upper teeth.
the lower jaw is motionless; Only the language works.
Painter
Description: smile, open your mouth and “stroke” the roof of your mouth with the tip of your tongue, moving your tongue back and forth.
Attention!
lips and lower jaw should be motionless.
make sure that the tip of the tongue reaches the inner surface of the upper teeth as it moves forward and does not protrude from the mouth.
Who will kick the ball further?
Description: smile, place the wide front edge of the tongue on the lower lip and, as if pronouncing a sound for a long time [f], blow the cotton wool onto the opposite edge of the table.
Attention!
You can’t puff out your cheeks.
make sure your child makes a sound [f], not sound [x], i.e. so that the air stream is narrow and not diffuse.
Delicious jam
Description:
Attention!
Turkey
Description: bl-bl(like a turkey babbling).
Attention!
Make sure that the tongue moves back and forth, and not from side to side.
Drummers
Description: smile, open your mouth and tap the tip of your tongue on the upper alveoli, repeatedly and clearly pronouncing a sound reminiscent of the English sound [d]. First the sound [ d] pronounce slowly, gradually increase the tempo.
Attention!
the mouth should be open all the time, lips in a smile, lower jaw motionless; Only the language works.
make sure the sound [d] had the character of a clear blow, was not squishy.
the tip of the tongue should not curl up.
sound [d] you need to pronounce it so that you can feel the exhaled air stream; To do this, you need to bring a piece of cotton wool to your mouth. if the exercise is performed correctly, it will deviate.
A set of exercises to develop the correct pronunciation of sounds [l]
Punish a naughty tongue
Description: five-five-five.…Keep your wide tongue in a calm position, with your mouth open, counting from one to five to ten.
Attention!
Delicious jam
Description: open your mouth slightly and lick your upper lip with the wide front edge of your tongue, moving your tongue from top to bottom, but not from side to side.
Attention!
make sure that only the tongue works, and the lower jaw does not help, does not “pull” the tongue upward - it must be motionless (you can hold it with your finger).
the tongue should be wide, its lateral edges touching the corners of the mouth.
The steamboat is humming
Description: open your mouth slightly and pronounce the sound for a long time [s](like a steamboat humming).
Attention!
make sure that the tip of the tongue is lowered and located in the depths of the mouth, and the back is raised to the sky.
Turkey
Description: open your mouth slightly, put your tongue on your upper lip and move the wide front edge of your tongue along your upper lip back and forth, trying not to lift your tongue from your lip - as if stroking it. First make slow movements, then speed up the tempo and add your voice until you can hear bl-bl(like a turkey swamping).
Attention!
Make sure that the tongue is wide and does not narrow.
so that the tongue moves back and forth, and not from side to side.
The tongue should “lick” the upper lip, and not be thrown forward.
Swing
Description: smile, show your teeth, open your mouth slightly, put your wide tongue behind your lower teeth (from the inside) and hold in this position for a count of one to five. So alternately change the position of the tongue 4-6 times.
Attention!
make sure that only the tongue works, and the lower jaw and lips remain motionless.
horse
Description: smile, show your teeth, open your mouth slightly and click the tip of your tongue (like a horse clicking its hooves).
Attention!
The exercise is first performed at a slow pace, then faster.
the lower jaw should not move; Only the language works.
Make sure that the tip of the tongue does not turn inward, i.e. so that the child clicks his tongue rather than smacking.
The horse rides quietly
Description: the child should make the same movements with his tongue as in the previous exercise, only silently.
Attention!
Make sure that the lower jaw and lips are motionless: only the tongue performs the exercise.
the tip of the tongue should not bend inward.
the tip of the tongue rests on the palate behind the upper teeth, rather than protruding from the mouth.
The breeze is blowing
Description: smile, open your mouth slightly, bite the tip of your tongue with your front teeth and blow. Check the presence and direction of the air stream with a cotton swab.
Attention!
make sure that the air does not come out in the middle, but from the corners of the mouth.
A set of exercises to develop correct pronunciation
hissing sounds ([w], [zh], [sch], [h])
Punish a naughty tongue
Description: open your mouth slightly, calmly place your tongue on your lower lip and, smacking it with your lips, pronounce sounds five-five-five... Keep your wide tongue in a calm position, with your mouth open, counting from one to five to ten.
Attention!
The lower lip should not be tucked in or pulled over the lower teeth.
the tongue should be wide, its edges touching the corners of the mouth.
you need to pat your tongue with your lips several times in one exhalation; Make sure that the child does not hold back the exhaled air.
Make the tongue wide
Description: smile, open your mouth slightly, place the wide front edge of your tongue on your lower lip. Hold it in this position for a count of one to five to ten.
Attention!
Do not stretch your lips into a strong smile so that there is no tension.
Make sure that your lower lip does not curl up.
Do not stick your tongue out too far; it should only cover your lower lip.
the lateral edges of the tongue should touch the corners of the mouth.
Glue some candy
Description: place the wide tip of your tongue on your lower lip. Place a thin piece of toffee on the very edge of your tongue and glue a piece of candy to the roof of your mouth behind your upper teeth.
Attention!
make sure that only the tongue works, the lower jaw must be motionless.
open your mouth no wider than 1.5-2 cm.
if the lower jaw is involved in the movement, you can place the child’s clean index finger on the side between the molars (then he will not close the mouth).
The exercise must be performed at a slow pace.
Fungus
Description: smile, show your teeth, open your mouth slightly and, pressing your wide tongue with its entire plane to the palate, open your mouth wide. (The tongue will resemble a thin mushroom cap, and the stretched hyoid ligament will resemble its stem.)
Attention!
Make sure your lips are in a smiling position.
The side edges of the tongue should be pressed equally tightly - neither half should fall down.
When repeating the exercise, you need to open your mouth wider.
Who will kick the ball further?
Description: smile, place the wide front edge of the tongue on the lower lip and, as if pronouncing the sound [f] for a long time, blow the cotton wool onto the opposite edge of the table.
Attention!
The lower lip should not be pulled over the lower teeth.
You can’t puff out your cheeks.
Make sure that the child pronounces the sound [f], and not the sound [x], i.e. so that the air stream is narrow and not diffuse.
Delicious jam
Description: open your mouth slightly and lick your upper lip with the wide front edge of your tongue, moving your tongue from top to bottom, but not from side to side.
Attention!
make sure that only the tongue works, and the lower jaw does not help, does not “pull” the tongue upward - it must be motionless (you can hold it with your finger).
the tongue should be wide, its lateral edges touching the corners of the mouth.
if the exercise does not work, you need to return to the exercise “punish a naughty tongue”; as soon as the tongue becomes spread out, you need to lift it up and wrap it over the upper lip.
Harmonic
Description: smile, open your mouth slightly, stick your tongue to the roof of your mouth and, without lowering your tongue, close and open your mouth (just as the bellows of an accordion stretch, so does the hyoid frenulum stretch). The lips are in a smiling position. When repeating the exercise, you should try to open your mouth wider and wider and keep your tongue in the upper position longer.
Attention!
Make sure that your lips remain motionless when you open your mouth.
open and close your mouth, holding it in each position for a count of three to ten.
Make sure that when you open your mouth, one side of the tongue does not sag.
Focus
Description: smile, open your mouth slightly, place the wide front edge of the tongue on the upper lip so that its side edges are pressed and there is a groove in the middle of the tongue, and blow off the cotton wool placed on the tip of the nose. The air should go in the middle of the tongue, then the fleece will fly up.
Attention!
make sure that the lower jaw is motionless.
the lateral edges of the tongue should be pressed against the upper lip; a gap is formed in the middle into which an air stream flows; If this doesn't work, you can hold your tongue slightly.
The lower lip should not curl up or pull over the lower teeth.
MINISTRY OF EDUCATION AND SCIENCE OF THE CHELYABINSK REGION STATE EDUCATIONAL INSTITUTION
SECONDARY VOCATIONAL EDUCATION (SSUS)
CHELYABINSK STATE PEDAGOGICAL COLLEGE No. 2
Course work
Development of speech motor skills in children of the sixth year of life using articulatory gymnastics
Maksimova Tatyana Kimovna
CHELYABINSK 2010
Introduction
Conclusion on Chapter I
2.3 Analysis of experimental work (control stage of the experiment)
Conclusion on Chapter II
Conclusion
Bibliography
Application
Introduction
Speech plays an important function in human life. It is a means of communication, a means of exchanging thoughts between people. Without this, people would not be able to organize joint activities and achieve mutual understanding.
Speech education in children of preschool and primary school age, including the ability to clearly pronounce sounds and distinguish them, master the articulatory apparatus, correctly construct sentences and coherent statements, is a necessary condition for the full development of the individual.
For the development of the sound side of speech, the development of moving muscles of articulatory motor skills is of great importance: lips, tongue, lower jaw, soft palate. To correctly pronounce a sound, a child needs to reproduce an articulatory structure consisting of a complex set of movements, while articulation, phonation and breathing must be sufficiently coordinated in their work, and speech movement must be correlated with the corresponding auditory sensations. Physiologists I.M. Sechenov, I.P. Pavlov, N.A. Bernstein attached great importance to the muscle sensations that arise during articulation. Currently, the number of people with one or another speech disorder is increasing. The main means for the development of speech motor skills is articulatory gymnastics. Articulatory gymnastics is a system of exercises aimed at developing full-fledged movements and certain positions of the organs of the articulatory apparatus necessary for the correct pronunciation of sounds.
Raising “pure” speech in children is a serious task facing parents, speech therapists, educators and teachers.
Based on the analysis of psychological and pedagogical literature and experience in the preschool education system, a research problem was formulated, which is determined by the contradictions between society’s need for correct sound pronunciation, on the one hand, and existing traditions in preschool pedagogy for the development of speech motor skills, on the other hand.
The relevance of the problem served as the basis for choosing the research topic “Development of speech motor skills in children of the sixth year of life by means of articulatory gymnastics”
The purpose of the study is to determine the effect of a complex of articulatory gymnastics aimed at the development of speech motor skills in children of the sixth year of life.
The object of the study is the process of development of speech motor skills in children of the sixth year of life.
The subject of the study is articulatory gymnastics as a means of developing speech motor skills in children of the sixth year of life.
The hypothesis of the study is the assumption that the development of speech motor skills in children of the sixth year of life through articulatory gymnastics, in a preschool educational institution, will become more effective if:
· Systematically implement a complex of articulatory gymnastics aimed at developing speech motor skills, including the introduction of individual lessons and ensuring the development of articulatory motor skills of preschoolers at all stages of the educational process in a preschool institution;
· To form the conviction of all subjects of the educational process of the need to use a complex of articulatory gymnastics for the development of speech motor skills.
In accordance with the goal and hypothesis, the following tasks are set in the work:
1. To study the state of the problem, the development of complexly coordinated articulatory movements, in the conditions of a preschool educational institution, in the theory and practice of pedagogy.
2. Concretize the basic concepts of the study: “speech motor skills”, “articulatory gymnastics”, “articulation”.
3. Create, justify and experimentally test the effectiveness of a complex of articulatory gymnastics for the development of speech motor skills in children of the sixth year of life.
4. Determine the interaction in the work of all subjects of the educational process.
To solve the research problem and verify the correctness of the hypothesis put forward, the following methods of pedagogical research were used: observation, conversation, experiment.
The experimental work took place in three stages:
At the first stage, which took place from November 2009 to January 2010, the state of the problem in the theory and practice of pedagogy was determined, diagnostic methods were developed and studied to determine the level of development of speech motor skills in older preschoolers.
At the second stage, which was carried out from January to April 10, 2010, the level of development of speech motor skills was identified in children of the sixth year of life in the experimental and control groups from among the children of the MDOU kindergarten of II category No. 28 in Korkino, and the developed complex of articulation gymnastics was implemented.
The purpose of the third stage of the pilot work, which was carried out in April 2010, was to conduct a control stage of the experiment; collect, systematize, analyze and summarize the results of experimental work.
The practical significance of the study lies in the development of recommendations for the development of speech motor skills by means of articulatory gymnastics, which is addressed to educators and parents of children of senior preschool age.
The work consists of an introduction, two chapters, a conclusion, a list of references, and an appendix.
Chapter I. Theoretical foundations for the development of speech motor skills in children of the sixth year of life by means of articulatory gymnastics
1.1 The state of the problem of development of speech motor skills in children of the sixth year of life in the theory and practice of pedagogy
The full development of speech is a necessary condition for the harmonious development of the individual.
Speech is an activity that is carried out with the coordinated functioning of the brain and other parts of the nervous system. The auditory, visual, motor and kinesthetic analyzers take part in the implementation of the speech function.
To correctly pronounce a sound, a child needs to reproduce an articulatory structure consisting of a complex set of movements, while articulation, phonation and breathing must be sufficiently coordinated in their work, and speech movements must be correlated with the corresponding auditory sensations.
ON THE. Bernstein developed a theory of movement organization and classified speech as the highest level of movement organization. ON THE. Bernstein identified the stages of performing a voluntary movement, which must be taken into account when corrective work with various forms of speech pathology, characterized by a violation of voluntary motor acts. At the initial stage, the situation is perceived and assessed by the individual involved in this situation. At the second stage, a motor task and an image of what should be are outlined. The motor task gradually becomes more difficult. As the movement progresses, the central nervous system makes corrections so that the assigned motor task and the model (standard) of the future movement coincide. At the third stage, programming of the solution to the defined problem occurs, i.e. the individual himself outlines the goal and content and adequate means with the help of which he can solve a motor problem. At the fourth stage, the actual execution of movements is carried out: a person overcomes all excess degrees of movement, transforms it into a controlled system and performs the desired purposeful movement. This is possible if the individual has mastered the coordination of movements. Violation of one of the components of coordination (accuracy, proportionality, smoothness) leads to disruption of movement in the peripheral part of the speech apparatus.
The child acquires speech in a certain sequence as the neuromuscular system matures. He is born with organs of articulation ready to function, but a fairly long period passes before he can master the phonetics of his native language.
For the development of the sound side of speech, the development of moving muscles of articulatory motor skills is of great importance: lips, tongue, lower jaw, soft palate.
Articulation [lat. articulare to speak articulately] - the activity of the speech organs (lips, tongue, soft palate, vocal folds) necessary for pronouncing individual speech sounds and their complexes.
An articulatory complex is a set of speech movements necessary for a given sound or a given complex unit of expression.
The problem of the development of articulatory motor skills for the purpose of speech development and the prevention of sound pronunciation disorders was dealt with by: M.F. Fomicheva, N.L. Krylova, T.A. Tkachenko, E.F. Rau, O.V. Pravdina, R.E. Levina, G.A. Kashe and others.
The articulatory region consists of the tongue, lips, lower jaw, soft palate, uvulus, teeth, alveoli and hard palate. The most mobile speech organ is the tongue. It consists of the root of the tongue and the back, in which the posterior, middle and anterior parts are distinguished.
The lower jaw can move down and up, changing the opening of the mouth, which is especially important when forming vowel sounds.
When the soft palate is lowered, the inhaled air stream passes through the nose; This is how nasal sounds are formed. If the soft palate is raised, it presses against the back wall of the pharynx and forms a high-quality velopharyngeal seal, that is, it closes the passage to the nose; then the inhaled air stream goes only through the mouth, and forms oral sounds.
The development of articulatory motor skills in preschoolers is a complex pedagogical process, as it is carried out through special, repeatedly repeated exercises. For accurate perception, understanding and assimilation of each exercise, sufficiency, well-formed visual and auditory perception, attention, memory, the ability to concentrate the will, perseverance, and well-developed performance are required.
Thus, in our study, the development of speech motor skills in older preschool children is a process aimed at strengthening the muscles of the articulatory apparatus, developing strength, mobility and differentiation of movements of the organs involved in the speech process.
1.2 Features of the development of speech motor skills in older preschoolers
The development of the articulatory apparatus begins from birth, but is at the reflex level. The child has a reflex cry and sounds, and due to this, the orbicularis oris muscle tenses and stretches, the soft palate rises and falls. When humming and laughter appear, the back and middle parts of the back of the tongue become active. Thus, by the first year of life, the child develops closures of the organs of articulation.
By the age of one and a half years, it becomes possible to alternate positions (bow - gap). The child is able to pronounce labiolabial, lingual-posterior palatal and lingual-dental sounds. By the end of the second year of life, the child’s articulatory apparatus is ready for simple movements.
After three years, the child can raise the tip of the tongue upward and strain the back of the tongue, this allows whistling and hissing to appear.
By the age of 4-4.5 years, a sonorant vibrant appears in the child’s speech - the sound “r”. This is a sound of late ontogenesis; it requires a clear separation of the tip of the tongue, its ability to become thin. By the age of five, the ability to vibrate the tip of the tongue appears.
Thus, the articulatory base in ontogenesis is gradually formed by the age of five.
A child of the sixth year of life improves coherent, monologue speech. He can, without the help of an adult, convey the content of a short fairy tale, story, cartoon, or describe certain events that he witnessed. At this age, the child is already able to independently reveal the content of the picture if it depicts objects that are familiar to him. But when composing a story based on a picture, he often concentrates his attention mainly on the main details, and often omits the secondary, less important ones.
In the process of rich speech practice, the child also masters the basic grammatical patterns of the language by the time he enters school. He constructs sentences correctly and competently expresses his thoughts within the scope of concepts accessible to him. The first sentences of a preschool child are characterized by simplified grammatical structures. These are simple, uncommon sentences, consisting only of a subject and a predicate, and sometimes only of one word with which it expresses an entire situation. Most often he uses words denoting objects and actions. Somewhat later, common sentences appear in his speech, containing, in addition to the subject and predicate, definitions and circumstances. Along with the forms of direct cases, the child also uses forms of indirect cases. The grammatical constructions of sentences also become more complex, subordinate constructions with conjunctions appear because, if, when, etc. All this indicates that the child’s thinking processes are becoming more complex, which is expressed in speech. During this period, he develops dialogical speech, which is often expressed in conversation with himself during the game.
Thus, we can say that the foundation of a child’s speech development is laid in the preschool period, therefore speech at this age should be the subject of special care from adults.
At school age, speech deficiencies often interfere with successful learning. Children of 6 years of age, and even more so of 7 years of age, entering school, usually pronounce all sounds correctly. However, in some children of this age, and sometimes even older ones, pronunciation is still unformed, and then parents should pay special attention to this, without waiting for the child to naturally overcome the speech deficiency. Correct and clear pronunciation of words by a child is necessary so that his speech is understandable to the people around him. At the same time, incorrect pronunciation can interfere with the child’s understanding of the speech of others. In somatically weakened children, there are difficulties in switching from one articulation to another, a decrease and deterioration in the quality of articulatory movement, a decrease in the time of fixation of the articulatory form, and a decrease in the quality of movements performed.
Motor insufficiency of the organs of articulation and motor skills of the hands manifests itself most clearly when performing complex motor acts that require precise control of movements, precise work of various muscle groups, and correct spatio-temporal organization of movement.
Any speech disorder, to one degree or another, can affect the child’s activities and behavior. The task of teachers is to help the child overcome the disorder. And the sooner a defect is identified, the more effective and successful the work to overcome it will be.
1.3 Methods of pedagogical influence in the system of correctional work on the development of speech motor skills in older preschoolers
Pedagogical influence is carried out using a variety of methods: verbal, visual and practical.
Verbal methods include story and conversation. A story is a form of teaching in which the presentation is descriptive. It is usually used to give the child an idea of some phenomenon or object. With the help of a story, the child gets an idea of beautiful and correct speech. The story should encourage the child to further communicate. In classes with preschoolers, it is recommended to accompany the story with illustrations. Before the story, a preliminary conversation is usually held, and after the story, a final conversation, which involves the exchange of impressions.
Depending on the goals and objectives, conversations can be preliminary, final and generalizing. During the preliminary conversation, children’s ideas and knowledge about something are revealed. A final conversation is held to consolidate the acquired skills and abilities. In addition to these verbal methods, verbal techniques are also used: explanations, showing a sample and explaining. Explanation and clarification are used in conjunction with visual and practical methods, when the teacher shows and at the same time explains exercises and tasks.
Visual methods include observation, looking at paintings and drawings, watching films and videos, listening to disks and tape recordings.
There are certain requirements for visual methods: they must be clearly visible, they must be tailored taking into account the age and individual characteristics of the child, their display must be accompanied by the correct speech of the teacher and correspond to the assigned tasks.
Visual methods are used at different stages of pedagogical work.
When listening and playing tape recordings and discs, it is necessary to accompany them with a conversation or explanation given by the teacher. Filmstrips and films are used to automate sounds or to develop coherent speech and are also accompanied by an explanation from the teacher.
Hands-on methods include exercises, games and simulations.
The exercise consists of numerous repetitions of various tasks. They are successfully used to eliminate speech disorders, since when performing exercises the child uses acquired skills in practice. Exercises should be performed systematically. Exercises can be imitative-performing, creative and constructive.
When performing the first type of exercise, the child repeats them after the teacher, who shows him a sample exercise. Such exercises are widely used in speech therapy practice. The teacher first shows the child the correct execution and asks the child to repeat it. Gradually, the speech therapist no longer shows the exercises, but only names them, and the child repeats.
Constructive exercises are widely used in the correction of optical dysgraphia, when a child puts together letters from individual elements.
When using exercises of a creative nature, the child uses already formed and acquired skills for new types of exercises (for example, the child must himself come up with words with some sound, etc.). Various speech exercises are successfully used, in which the child repeats syllables, words or sentences after the speech therapist. Such exercises are widely used in correcting sound pronunciation.
Another type of practical methods are various games, where the leading role usually belongs to the teacher. He selects games depending on the goals and objectives, distributes roles and organizes the children’s activities. During the game, some imaginary situation is reproduced, which is played out by the children and the teacher (for example, “At the clinic,” “At school,” etc.).
The game may include musical, movement and creative elements.
Modeling is the creation of various models and their subsequent use in correctional work. Graphic modeling is especially widely used, which is used in the correction of written speech disorders.
The main means of developing speech motor skills is articulatory gymnastics.
In speech therapy practice, there are different approaches to the classification of articulatory gymnastics. The first approach classifies articulatory gymnastics according to the child’s activity when performing it:
a) Passive articulatory gymnastics.
This type of gymnastics assumes that it is not the child himself who activates the articulatory movable organs of articulation, but the teacher. Passive gymnastics is used for cerebral palsy, dysarthria, motor alalia, motor aphasia, because with these disorders, the articulatory muscles have limited capabilities for voluntary movements. The purpose of this gymnastics is to stimulate kinesthetic sensations from the movements of active organs of articulation.
b) Passive-active articulatory gymnastics is carried out on an unconditional reflex basis. Active movements of the movable organs of articulation are caused by a food stimulus.
c) Active articulatory gymnastics
The goal of gymnastics is to develop complete, accurate, smooth movements and certain positions of the organs of the articulatory apparatus, the ability to combine simple movements and complex ones necessary for the correct pronunciation of sounds. The exercises are performed by the child himself according to the model.
The second approach classifies articulatory gymnastics according to its focus on different muscle groups: exercises for the muscles of the shoulder girdle; exercises for neck muscles; gymnastics of the masticatory-articulatory muscles; exercises to stimulate movements of the lower jaw; gymnastics of the muscles of the pharynx and pharynx; exercises to activate the muscles of the soft palate; tongue exercises; gymnastics for lips and cheeks.
The third approach classifies articulatory gymnastics according to its focus on the formation of articulatory structures of various phonetic groups (sounds of late ontogenesis): for whistling sounds; for sonorant sounds “l” and “l”; for sonorant sounds “r” and “ry”.
Methodology for performing articulation gymnastics
Classes are conducted according to the following scheme: first, rough, diffuse movements and exercises of organs are developed. As the child masters them, they move on to developing more differentiated movements in the same area. Inhibition of incorrect movements is achieved by using visual control, as well as introducing rhythm into the work: individual movements are limited to a certain duration and are interrupted by pauses of the same duration according to the beat beat out by the hand.
The principle for selecting articulation exercises each time will be the nature of the pronunciation defect and the appropriateness of the recommended movements for the correct pronunciation of a given sound. You need to practice only the movements that need correction, and only those necessary for the sound being developed. Exercises should be targeted: it is not their quantity that is important, what is important is the correct selection of exercises and the quality of execution.
When selecting material for articulatory gymnastics, it is necessary to follow a certain sequence - go from simple exercises to more complex ones. Gymnastics should be done more emotionally, in a playful way.
The dosage of the number of repetitions of the same exercise should be strictly individual both for each child and for each given period of work with him. In the first classes, sometimes you have to limit yourself to performing exercises twice due to increased exhaustion of the exercised muscle. In the future, increase the number of repetitions to 15-20, and, subject to short breaks, even more.
Articulatory gymnastics is usually performed while sitting, since in this position the child’s back is straight, the body is not tense, and the arms and legs are in a calm state. Children must be placed so that they can all see the teacher’s face. The face should be well lit and the lips should be brightly colored.
The teacher must monitor the quality of the movements performed by each child, otherwise articulatory gymnastics does not achieve its goal.
The work is organized as follows.
1. The teacher talks about the upcoming exercise using game techniques.
2. The teacher demonstrates the execution of the exercise.
3. Each child performs the exercise in turn, and the teacher checks the correct execution.
4. All children perform the exercise at the same time.
A prerequisite for success is the creation of favorable conditions. It is necessary to involve the child in an active process, create an appropriate emotional mood, arouse keen interest, a positive attitude towards classes, and the desire to perform the exercises correctly. Depending on the type of violation, on the tasks and goals of the classes, the teacher selects the exercises necessary for the work.
Conclusion on Chapter I
As a result of the analysis of psychological and pedagogical literature, we clarified the basic concepts of the study:
1. Speech is an activity that is carried out with the coordinated functioning of the brain and other parts of the nervous system. The auditory, visual, motor and kinesthetic analyzers take part in the implementation of the speech function.
2. Articulation [lat. articulare to speak articulately] - the activity of the speech organs (lips, tongue, soft palate, vocal folds) necessary for pronouncing individual speech sounds and their complexes.
3. Articulatory complex - a set of speech movements necessary for a given sound or a given complex unit of expression.
4. We considered methods of speech therapy aimed at developing complexly coordinated articulatory movements in preschoolers. It was determined that the main means is articulatory gymnastics. We determined the goals, methods and possibilities of articulatory gymnastics in the development of innervation of the muscles of the speech apparatus in children of senior preschool age. This will be discussed in detail in §2.2. second chapter.
Chapter II. Experimental work on the development of speech motor skills in children of the sixth year of life using articulatory gymnastics
2.1 Study of the development of speech motor skills in older preschoolers (ascertaining stage of the experiment)
Experimental work was carried out on the basis of category II preschool educational institution No. 28 in the senior group. The group is attended by 19 children, 8 of them have speech disorders and attend speech therapist classes at the speech therapy center; they made up the experimental group. The control group also included 8 children from a parallel age group. To assess the state of articulatory and facial motor skills of children, diagnostic methods recommended by L.V. are used. Lopatina, G.V. Dedyukhina, E.F. Arkhipova. This diagnosis was provided to us by the speech therapist at the speech center. When studying the functions of the organs of articulation, an analysis is carried out according to the following positions:
State of muscle tone (hypertonicity, hypotonicity, dystonia);
The ability to carry out involuntary and voluntary movements (kinetic, kinesthetic dyspraxia, apraxia);
The quality of articulatory and facial movements (accuracy, rhythm, amplitude, strength of muscle contraction, time of fixation of the articulatory pattern, number of correctly performed movements, switchability from one movement to another, etc.);
The examination program for articulatory and facial motor skills includes:
Examination of kinesthetic oral (articulatory) praxis;
Kinetic oral praxis examination;
Examination of dynamic coordination of articulatory movements;
Examination of facial muscles;
Examination of the muscle tone of the tongue and the presence of pathological symptoms.
We correlated the results of the examination with the results of the examination of the speech therapist.
We entered the diagnostic results into a specially developed protocol No. 1 (tables No. 1, No. 2). The assessment was carried out according to the point level (Appendix II).
Table No. 1.
The content of the work | Experimental group | |||||||
A1 | A2 | A3 | A4 | A5 | A6 | A7 | A8 | |
3 | 3 | 3 | 2 | 4 | 3 | 4 | 2 | |
4 | 4 | 3 | 3 | 3 | 3 | 3 | 3 | |
3 | 2 | 4 | 2 | 3 | 4 | 4 | 2 | |
4 | 3 | 3 | 2 | 4 | 3 | 3 | 2 | |
4 | 3 | 4 | 3 | 4 | 3 | 4 | 3 | |
Final grade: | 3,6 | 3 | 3,4 | 2,4 | 3,6 | 3,2 | 3,4 | 2,4 |
Protocol for assessing the state of complexly coordinated articulatory movements in children 6 years of age at the stage of ascertaining experiment No. 1
Table No. 2
The content of the work | Control group | |||||||
B1 | B2 | B3 | B4 | B5 | B6 | B7 | B8 | |
1. Examination of kinesthetic oral (articulatory) praxis | 3 | 3 | 4 | 4 | 3 | 3 | 4 | 3 |
2. Examination of kinetic oral praxis | 3 | 3 | 4 | 4 | 3 | 3 | 4 | 2 |
3. Examination of dynamic coordination of articulatory movements | 3 | 2 | 3 | 4 | 2 | 3 | 3 | 2 |
4. Examination of facial muscles | 4 | 3 | 4 | 4 | 4 | 4 | 4 | 3 |
5. Examination of the muscle tone of the tongue and the presence of pathological symptoms | 3 | 2 | 3 | 4 | 3 | 3 | 3 | 2 |
Final grade: | 3,2 | 2,6 | 3,6 | 4 | 3 | 3,8 | 3,6 | 2,4 |
Based on the proposed scoring system, we have developed a diagram of the levels of development of articulatory motor skills (Table No. 3), which show the number of children with high, average and low scores according to the corresponding diagnostic technique.
Table No. 3
Quantitative indicators of the levels of development of articulatory motor skills in children of the control and experimental groups are clearly presented in diagrams (Fig. 1, 2.).
Our analysis of the results of the ascertaining experiment showed that the level of formation of complexly coordinated articulatory movements in 25% of children in the experimental group is at a low level, in 50% at an average level, and in 25% at a high level. In the control group, 50% of children have a high level of development of complexly coordinated articulatory movements, 37.5% have an average level and 12.5% have a low level.
For children in the experimental group, the arithmetic mean is 3.1 points, which corresponds to the average level of development of complexly coordinated movements, and for children in the control group, the arithmetic mean is 3.4 points, which also corresponds to the average level of development of complexly coordinated articulatory movements.
These indicators indicate that complexly coordinated articulatory movements in children of the 6th year of life are not sufficiently formed (Fig. 1, 2), both in the control and experimental groups, and correctional pedagogical work using speech therapy methods is required.
2.2 Implementation of a set of methods of pedagogical influence for the development of speech motor skills in older preschoolers (formative stage of the experiment)
The formative experiment took place from December 2009 to April 2010. Achieving effectiveness in correctional and developmental work is possible through the interaction of all participants in the pedagogical process and, in particular, the teacher and speech therapist. The activities of teachers have much in common and are aimed at solving educational, educational and correctional problems. The speech therapist determines the general and specific tasks of children’s speech development, together with the teacher, outlines the volume and content of all speech work. In this case, he acts as a specialist. The joint level of training of educators still requires very careful, constant consultation from a speech therapist.
The speech therapist developed a set of exercises for the development of speech motor skills:
1. For the lower jaw: “Big Gate”, “Cowardly Chick”, “Sharks”, “Monkey”
2. For lips: “Smile”, “Proboscis” (“Tube”), “Fence”, “Donut” (“Speaker”), “Rabbit”
3. For the tongue: “Chicks”, “Spatula”, “Calyx”, “Needle” (“Arrow”, “Sting”), “Gorka” (“Pussy is angry”), “Tube”, “Mushroom”
And only after this, gradually, complexly coordinated articulatory movements for the moving muscles of articulation begin to be practiced:
1. Dynamic exercises for the language: “Clock” (“Pendulum”), “Snake”, “Swing”, “Football” (“Hide the Candy”) “Brush your teeth”, “Reel”, “Horse”, “Accordion”, “Painter”, “Delicious jam”, “Let’s lick our lips”,
2. Exercises for developing lip mobility: biting and scratching first the upper and then the lower lip with teeth, “Smile - Tube”, “Piglet”, “Fishes are talking”, “Duck”, “Dissatisfied horse”,
3. Exercises for lips and cheeks: biting, patting and rubbing the cheeks, “Fed Hamster”, “Hungry Hamster”, “Burst the Ball”.
4. Training the muscles of the pharynx and soft palate:
· Yawn with your mouth open and closed. Yawn with a wide opening of the mouth and noisy intake of air.
· Cough voluntarily. It is good to clear your throat with your mouth wide open, clenching your fists forcefully.
· Cough with your tongue hanging out.
· Imitate gargling with your head thrown back. Gargle with a heavy liquid (jelly, juice with pulp, kefir).
· Swallow water in small portions (20 - 30 sips). Swallow drops of water or juice.
· Puff out your cheeks with your nose pinched.
· Slowly pronounce the sounds k, g, t, d.
· Imitate: - moaning, - mooing, - whistling.
· Throw back your head against resistance. The adult holds his hand on the back of the child's head. Lower your head overcoming resistance. The adult holds his hand on the child's forehead. Throw back and lower your head while pressing firmly with your chin on the fists of both hands.
· Push your tongue toward your chin and pull it into your mouth against resistance. The adult tries to keep the child's tongue out of the mouth.
· Pronounce the vowel sounds a, e, i, o, u on a firm attack.
· Pronounce, holding the tip of the protruding tongue with your fingers, i-a. The sound "i" is separated from the sound "a" by a pause.
· Inflate rubber toys, blow soap bubbles.
Interaction of all subjects of the correctional educational process for the development of complexly coordinated articulatory movements in children of senior preschool age
Thus, the formative experiment consisted of three stages (Table No. 4.):
1. The first stage is training. The children were offered simple static articulation exercises, before which the children were asked to perform speech therapy self-massage;
2. The second stage is the main one. Children practiced performing exercises requiring simple dynamics and coordination of movements;
3. The third stage is the final one. Children developed accuracy, coordination, tempo, rhythm, and endurance of the articulatory apparatus.
At the beginning of the work, we clarified children’s ideas about the articulatory apparatus. Then, using all the methods of speech therapy: showing, explaining, demonstrating sound profiles, mediated pictures, they accompanied the exercise with rhymes, learned new exercises with the children and corrected and improved familiar ones.
The children were given the name of the exercise and a mediated picture to remember the exercise. The exercise was accompanied by verbal instructions. For example:
"Let's brush our teeth."
Goal: learn to hold the tip of the tongue behind the lower teeth, develop the ability to control the tongue, precision of movements.
The mouth is open. Lips in a smile. Use the wide tip of your tongue to stroke your lower teeth, moving your tongue up and down. Make sure that the tongue does not narrow, stops at the upper edge of the teeth and does not go beyond it, the lips are in a smiling position, and the lower jaw does not move.
We coordinated the experimental work with the teacher and speech therapist of the group, i.e. carried out close cooperation and interaction.
When conducting a formative experiment, we noticed that the children’s speech became clearer and more understandable.
To increase children’s motivation for this activity, we have developed a methodological guide “Development of speech motor skills in older preschoolers,” which contains a set of simple and complexly coordinated articulation exercises, interesting rhymed speech accompaniment of articulation exercises, photographs of exercises and illustrative material. This manual was successfully used in our work not only by us, but also by a speech therapist and teacher, and was also studied with interest by parents.
The use of a variety of systematized, specially selected methods of speech therapy increased children's interest in the work on developing articulatory motor skills and made this activity more exciting and vibrant. This, in turn, increased the level of development of articulatory motor skills in preschoolers, as evidenced by the results of the control experiment presented in paragraph 2.3.
2.3 Analysis of the results of experimental work (control experiment)
The control experiment took place in April 2010 using the diagnostic technique we presented in detail in paragraph 2.1. We presented the results of the examination in protocol No. 2 (tables No. 5, 6) and diagrams (Fig. No. 4, 5).
Table No. 5.
The content of the work | Experimental group | |||||||
A1 | A2 | A3 | A4 | A5 | A6 | A7 | A8 | |
1. Examination of kinesthetic oral (articulatory) praxis | 3 | 4 | 3 | 3 | 4 | 4 | 4 | 2 |
2. Examination of kinetic oral praxis | 4 | 3 | 4 | 3 | 4 | 3 | 4 | 3 |
3. Examination of dynamic coordination of articulatory movements | 3 | 3 | 4 | 3 | 4 | 4 | 4 | 3 |
4. Examination of facial muscles | 4 | 4 | 4 | 3 | 4 | 3 | 3 | 2 |
5. Examination of the muscle tone of the tongue and the presence of pathological symptoms | 4 | 3 | 4 | 3 | 4 | 3 | 4 | 3 |
Final grade: | 3,6 | 3,4 | 3,8 | 3 | 4 | 3,4 | 3,8 | 2,6 |
Protocol for assessing the state of development of speech motor skills in older preschoolers at the control stage of experiment No. 2
Table No. 6.
The content of the work | Control group | |||||||
B1 | B2 | B3 | B4 | B5 | B6 | B7 | B8 | |
Examination of kinesthetic oral (articulatory) praxis | 4 | 3 | 4 | 4 | 3 | 4 | 4 | 4 |
Kinetic survey oral praxis |
3 | 3 | 4 | 4 | 3 | 4 | 4 | 3 |
Examination of dynamic coordination of articulatory movements | 3 | 3 | 3 | 4 | 3 | 3 | 4 | 3 |
Examination of facial muscles | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 3 |
Muscle tone examination pathological symptoms |
4 | 3 | 4 | 4 | 3 | 3 | 4 | 3 |
Final grade: | 3,6 | 3,2 | 3,8 | 4 | 3,2 | 3,6 | 4 | 3,2 |
Criteria for the levels of development of articulatory motor skills in preschool children
Table No. 7
These diagrams show that in children of the experimental group, the high level of development of articulatory motor skills increased from 25% to 50%, and the low level decreased to 0%. The indicators in the control group also increased: the high level was in 50% of children, and became 62.5%; the low level was in 12.5% of children, and at the end of the year it decreased to 0%.
Comparative histogram of the development of complexly coordinated articulatory motor skills in children of the control and experimental groups in the ascertaining and control experiments of the experiment
Experimental Control
For children in the experimental group, the arithmetic mean was 3.1 points, and at the end of the experiment the score increased to 3.45, i.e. by 0.35 points, which corresponds to the average level of development of speech motor skills. For children in the control group, the arithmetic mean was 3.4 points, by the end of the experiment it became 3.6 points, i.e. increased by 0.2 points, which corresponds to a high level of development of complexly coordinated articulatory movements.
The comparative histogram clearly demonstrates the results of the experiment and shows that the level of development of articulatory motor skills in the experimental group increased by 0.35 points, and in the control group by 0.2.
Conclusion on Chapter II
The ascertaining experiment, which took place in January 2010, showed that the level of development of speech motor skills in children of the control and experimental groups is at an average level and requires special corrective action.
At the stage of the formative experiment, we implemented a set of measures aimed at developing articulatory motor skills, which took into account the traditional approach to this work and the interests of children of this age, practically introduced into the work the author’s methodological and didactic manuals developed by us, which significantly increased the efficiency of the work.
The control experiment took place at the end of April 2010 in the form of diagnostic tests using verbal instructions, a sample, and a demonstration.
Observations of children's articulatory motor skills during a control experiment showed that in children in the experimental group, mobility, endurance, and accuracy of movements of active articulation muscles increased significantly. In addition, the presented set of exercises aroused the children’s interest in this work and made numerous repetitions not monotonous and boring, but exciting and varied.
Having processed the results of the experiment, we saw that in the children of the experimental group, the high level of development of articulatory motor skills increased from 25% to 50%, and the low level decreased from 25% to 0%.
Conclusion
In Chapter I of this educational and research work, we clarified the basic concepts of the study “speech”, “articulation”, “articulation complex” (§ 1.1.).
We considered methods of speech therapy aimed at developing articulatory motor skills in preschoolers. We determined the goals, methods and possibilities of articulatory gymnastics in the development of innervation of the muscles of the speech apparatus in children of senior preschool age (§ 1.3.).
Experimental work, which was carried out from November 2009 to April 2010, showed that the level of development of speech motor skills in children in the control and experimental groups was at an average level and required special corrective action (§2.1.).
At the stage of the formative experiment, we implemented a set of activities aimed at developing articulatory motor skills, which took into account the traditional approach to this work and the interests of children of this age. The result of the formative experiment was the following developments:
Methodical manual “Development of speech motor skills in children of senior preschool age”, which contains a set of simple and complexly coordinated articulation exercises, interesting rhymed speech accompaniment of articulation exercises, photographs of exercises and illustrative material;
This manual was successfully used in our work not only by us, but also by a speech therapist and a teacher, and was also studied with interest by parents (§2.2.).
The control experiment (§2.3.) took place at the end of April 2010 in the form of diagnostic tests using verbal instructions, a sample, a demonstration and showed that the level of development of articulatory motor skills in the experimental group increased by 0.35 points, and in the control group by 0 ,2, which confirms the correctness of our hypothesis.
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APPLICATION
Examination of the state of articulatory and facial motor skills
Kinaesthetic Oral Praxis Assessment
Examination procedure.
The child is asked to complete this or that task according to verbal instructions, using a mirror and without it.
1. Instructions: “repeat the sounds and tell me in what position your lips are when pronouncing...”
2. Instructions: “Make the sound - t - and tell me where the tip of the tongue is, at the top or bottom?”
3. Instructions: “Say – si-, -su-, and tell me how the position of your lips changes?”
4. Instructions: “Pronounce the sounds - i-, -sh-, and tell me, when pronouncing which sound, the tip of the tongue is lowered, and when pronouncing which is raised?”
Kinetic Oral Praxis Test
Examination procedure.
The exercises are performed sitting in front of a mirror. The child is asked to perform one or another exercise in response to the speech therapist. The sequence of performing all the exercises is: “fence” - “window” - “bridge” - “sail” - “shovel”, “delicious jam”, etc.
In order to evaluate the performance of an articulation exercise, the child is asked to hold the articulation organs in the desired position for 5–7 seconds.
Open your mouth wide, raise the tip of your tongue up to the upper teeth - “sail”, fix this position, holding it for 5 - 7 seconds.
The tongue is a “shovel” - wide, spread out, lying motionless on the lower lip, the mouth is slightly open, fix this position, holding it for 5 - 7 seconds.
- “delicious jam” - the mouth is open, the wide tongue clasps the upper lip and then, with a slow movement from top to bottom, is removed into the oral cavity (hold for 5 - 7 seconds).
- “bridge” - the mouth is open, a wide flat tongue lies at the bottom of the mouth. The tip rests on the lower incisors (hold for 5-7 seconds).
- “window” - the mouth is open, the upper and lower teeth are visible (hold for 5 – 7 seconds)
Evaluated:
Accuracy of movements (exact execution, approximation, search for articulation, replacement of one movement with another);
Duration of holding the articulatory posture (sufficient, rapid exhaustion);
Symmetry;
The presence of synkinesis, hyperkinesis, salivation.
Criteria for evaluation:
4 points – correct execution of the movement with exact correspondence of all characteristics to those presented;
3 points – slow and intense execution, rapid exhaustion;
2 points – time for fixing the pose is limited to 1 – seconds;
1 point – execution with errors, long search for a pose, deviations;
0 points – failure to perform the movement.
Examination of dynamic coordination of articulatory movements
Examination procedure.
The exercises are performed sitting in front of a mirror. The child is asked to perform the movements in response to the speech therapist. The child is asked to perform the exercises 4 to 5 times.
1. Instructions: “Look carefully in the mirror and repeat the movements after the speech therapist”:
- “swing” - lift the tip of the tongue by the upper incisors, then lower it by the lower incisors. Repeat this exercise 4 – 5 times.
2. Instructions: “Look carefully in the mirror and repeat the movements after the speech therapist”:
- “pendulum” - alternately touch the protruding tip of your tongue to the right, then to the left corner of your lips. Repeat this movement 4 – 5 times.
3. Instructions: “Look carefully in the mirror and repeat the movements after the speech therapist”:
Raise the tip of your tongue to the upper lip, lower it to the lower lip, alternately touch the protruding tip of the tongue to the right, then to the left corner of the lips. Repeat 4 – 5 times.
4. Instructions: “Look carefully in the mirror and repeat the movements after the speech therapist”:
Stick your tongue forward while lifting its tip upward. Repeat 4 – 5 times.
5. Instructions: “Look carefully in the mirror and repeat the movements after the speech therapist”:
Simultaneously move the lower jaw and protruding tongue to the right, then to the left. Repeat 4 – 5 times.
Evaluated:
· Sequence of movements;
· Ability to switch from one movement to another;
· Inertia of movement, perseveration.
Criteria for evaluation:
4 points – relatively accurate execution of movements, all movements are coordinated;
3 points – slow and tense execution of switching from one movement to another;
2 points – the number of correctly performed movements is limited to two to three;
1 point – execution with errors, long search for a pose, replacement of one movement with another, synkinesis, salivation, hyperkinesis;
0 points – failure to perform movements.
Examination of facial muscles
Examination procedure. Exercises are performed in front of a mirror. . The child is asked to perform the movements in response to the speech therapist. It is carried out according to the sample, then according to verbal instructions.
1. Instructions: “Look carefully in the mirror and repeat the movements after the speech therapist”:
Frown your eyebrows
2. Instructions: “Look carefully in the mirror and repeat the movements after the speech therapist”:
Raise your eyebrows
3. Instructions: “Look carefully in the mirror and repeat the movements after the speech therapist”:
Wrinkle your forehead
4. Instructions: “Look carefully in the mirror and repeat the movements after the speech therapist”:
Puff out your cheeks one by one
5. Instructions: “Look carefully in the mirror and repeat the movements after the speech therapist”:
Pull in your cheeks
Criteria for evaluation:
4 points – accurate completion of tasks, absence of disturbances in muscle tone, facial muscles and other pathological symptoms;
3 points – inaccurate execution of some movements, slight impairment of the tone of facial muscles;
2 points – isolated movements are impaired, isolated pathological symptoms,
1 point – difficulty performing movements, moderately severe disturbance of muscle tone of facial muscles (hypertonicity, hypotonia, dystonia), smoothness of nasolabial folds, synkinesis;
0 points – grossly expressed pathology of muscle tone of facial muscles, hypomimia.
Examination of the muscle tone of the tongue and the presence of pathological symptoms
Examination procedure: the child is asked to repeat the movements in front of the mirror behind the speech therapist.
1. Instructions: “Look carefully in the mirror and repeat the movements after the speech therapist”:
- “shovel” - the tongue is wide, spread out, lying motionless on the lower lip.
2. Instructions: “Look carefully in the mirror and repeat the movements after the speech therapist”:
- “bridge” - from the “window” position, the tongue rests on the lower incisors, the tongue is wide, flat, and lies quietly in the oral cavity.
3. Instructions: “Look carefully in the mirror and repeat the movements after the speech therapist”:
- “pendulum” - alternately reach the tip of the tongue to the right, then to the left corner of the mouth.
Criteria for evaluation:
4 points – accurate execution of movements, absence of violations of the muscle tone of the tongue, pathological symptoms;
3 points – inaccurate completion of tasks, slight violation of tongue tone (hypertonicity, hypotonia, dystonia);
2 points - difficulty performing exercises, moderately severe disturbance of the muscle tone of the tongue, salivation, which increases with functional load, deviation of the tongue;
1 point – grossly expressed violation of the muscle tone of the tongue, severe pathological symptoms (constant salivation, hyperkinesis, blue tip of the tongue, deviation);
0 points – does not complete the task.
Articulation gymnastics
Speech sounds are formed as a result of a complex set of movements of the articulatory organs - kinema. The development of one or another kineme opens up the possibility of mastering those speech sounds that could not be pronounced due to its absence. We correctly pronounce various sounds, both in isolation and in the speech stream, thanks to strength, good mobility and differentiated work of the organs of the articulatory apparatus. Thus, producing speech sounds is a complex motor skill.
Already from infancy, the child makes a lot of diverse articulatory and facial movements with the tongue, lips, jaw, accompanying these movements with diffuse sounds (mumbling, babbling). Such movements are the first stage in the development of a child’s speech; they play the role of gymnastics of the speech organs in natural conditions of life. The accuracy, strength and differentiation of these movements develop in the child gradually.
For clear articulation, strong, elastic and mobile speech organs are needed - tongue, lips, palate. Articulation is associated with the work of numerous muscles, including: chewing, swallowing, and facial muscles. The process of voice formation occurs with the participation of the respiratory organs (larynx, trachea, bronchi, lungs, diaphragm, intercostal muscles). Thus, when talking about special speech therapy gymnastics, one should keep in mind exercises of numerous organs and muscles of the face, oral cavity, shoulder girdle, and chest.
Articulatory gymnastics is the basis for the formation of speech sounds - phonemes - and the correction of sound pronunciation disorders of any etiology and pathogenesis; it includes exercises for training the mobility of the organs of the articulatory apparatus, practicing certain positions of the lips, tongue, soft palate, necessary for the correct pronunciation of both all sounds and each sound of a particular group.
The goal of articulatory gymnastics is to develop full-fledged movements and certain positions of the organs of the articulatory apparatus necessary for the correct pronunciation of sounds.
1. Articulation gymnastics should be carried out daily so that the skills developed in children are consolidated. It is better to perform the exercises 3-4 times a day for 3-5 minutes. Children should not be offered more than 2-3 exercises at a time.
2. Each exercise is performed 5-7 times.
3. Static exercises are performed for 10-15 seconds (holding the articulatory pose in one position).
4. When selecting exercises for articulatory gymnastics, you must follow a certain sequence, moving from simple exercises to more complex ones. It is better to spend them emotionally, in a playful way.
5. Of the two or three exercises performed, only one can be new; the second and third are given for repetition and consolidation. If a child does not perform an exercise well enough, new exercises should not be introduced; it is better to practice old material. To consolidate it, you can come up with new gaming techniques.
6. Articulation gymnastics is performed while sitting, since in this position the child has a straight back, the body is not tense, and the arms and legs are in a calm position.
7. The child must clearly see the adult’s face, as well as his own face, in order to independently control the correctness of the exercises. Therefore, a child and an adult should be in front of a wall mirror during articulation gymnastics. The child can also use a small hand mirror (approximately 9x12 cm), but then the adult must be opposite the child, facing him.
8. It’s better to start gymnastics with lip exercises.
Organization of articulation gymnastics
1. An adult talks about the upcoming exercise using game techniques.
2. An adult demonstrates the exercise.
3. The child does the exercise, and the adult controls the execution.
An adult conducting articulatory gymnastics must monitor the quality of the movements performed by the child: accuracy of movement, smoothness, pace of execution, stability, transition from one movement to another. It is also important to ensure that the movements of each organ of articulation are performed symmetrically in relation to the right and left sides of the face. Otherwise, articulatory gymnastics does not achieve its goal.
4. If the child is unable to do some movement, help him (with a spatula, the handle of a teaspoon, or just a clean finger).
5. In order for the child to find the correct position of the tongue, for example, lick the upper lip, spread it with jam, chocolate or something else that your child likes. Approach the exercises creatively.
At first, when children perform exercises, tension in the movements of the organs of the articulatory apparatus is observed. Gradually the tension disappears, movements become relaxed and at the same time coordinated.
The system of exercises for the development of articulatory motor skills should include both static exercises and exercises aimed at developing dynamic coordination of speech movements.
Lip exercises
1. Smile. Keeping your lips in a smile. The teeth are not visible.
2. Proboscis (Tube). Pulling the lips forward with a long tube.
3. Fence. The lips are in a smile, the teeth are closed in a natural bite and are visible.
4. Bagel (Speaker). The teeth are closed. The lips are rounded and slightly extended forward. The upper and lower incisors are visible.
5. Fence - Bagel. Smile - Proboscis. Alternating lip positions.
6. Rabbit. The teeth are closed. The upper lip is raised and exposes the upper incisors.
Exercises to develop lip mobility
1. Biting and scratching first the upper and then the lower lip with your teeth.
2. Smile - Tube. Pull your lips forward with a tube, then stretch your lips into a smile.
3. Piglet. Move your lips extended like a tube left and right, and rotate them in a circle.
4. The fish talk. Clap your lips together (make a dull sound).
5. Squeeze the upper lip by the nasolabial fold with the thumb and index fingers of one hand and the lower lip with two fingers of the other hand and stretch them up and down.
6. Pull your cheeks firmly inward, and then sharply open your mouth. It is necessary to ensure that when performing this exercise, the characteristic sound of a “kiss” is heard.
7. Duck. Stretch your lips, squeeze them so that your thumbs are under the lower lip, and all the rest are on the upper lip, and pull your lips forward as much as possible, massaging them and trying to imitate the beak of a duck.
8. Dissatisfied horse. The flow of exhaled air is easily and actively sent to the lips until they begin to vibrate. The result is a sound similar to the snorting of a horse.
9. The mouth is wide open, the lips are drawn inside the mouth, pressing tightly against the teeth.
If the lips are very weak: - puff out your cheeks strongly, holding the air in your mouth with all your might, - holding a pencil (plastic tube) with your lips, draw a circle (square), - hold a gauze napkin with your lips - the adult tries to pull it out.
Exercises for lips and cheeks
1. Biting, patting and rubbing cheeks.
2. Well-fed hamster. Inflate both cheeks, then inflate the cheeks alternately.
3. Hungry hamster. Pull in your cheeks.
4. Pop the balloon. Mouth closed. Hitting the puffed-out cheeks with your fist, causing the air to come out with force and noise.
Static exercises for the tongue
1. Chicks. The mouth is wide open, the tongue lies quietly in the oral cavity.
2. Spatula. The mouth is open, a wide, relaxed tongue rests on the lower lip.
3. Calyx. The mouth is wide open. The anterior and lateral edges of the wide tongue are raised, but do not touch the teeth.
4. Needle (Arrow. Sting). The mouth is open. The narrow, tense tongue is pushed forward.
5. Gorka (Pussy is angry). The mouth is open. The tip of the tongue rests on the lower incisors, the back of the tongue is raised up.
6. Tube. The mouth is open. The lateral edges of the tongue are curved upward.
7. Fungus. The mouth is open. Suck your tongue to the roof of your mouth.
Dynamic exercises for the tongue
1. Clock (Pendulum). The mouth is slightly open. The lips are stretched into a smile. With the tip of the narrow tongue, alternately reach at the teacher’s count to the corners of the mouth.
2. Snake. The mouth is wide open. Push the narrow tongue forward and move it deep into the mouth.
3. Swing. The mouth is open. With a tense tongue, reach for the nose and chin, or the upper and lower incisors.
4. Football (Hide the candy). Mouth closed. With a tense tongue, rest on one or the other cheek.
5. Brushing your teeth. Mouth closed. Move your tongue in a circular motion between your lips and teeth.
6. Coil. The mouth is open. The tip of the tongue rests on the lower incisors, the lateral edges are pressed against the upper molars. The wide tongue rolls forward and retracts into the depths of the mouth.
7. Horse. Suck your tongue to the roof of your mouth and click your tongue. Click slowly and firmly, pulling the hyoid ligament.
8. Accordion. The mouth is open. Suck your tongue to the roof of your mouth. Without lifting your tongue from the roof of your mouth, strongly pull down your lower jaw.
9. Painter. The mouth is open. Using the wide tip of the tongue, like a brush, we move from the upper incisors to the soft palate.
10. Delicious jam. The mouth is open. Using a wide tongue, lick your upper lip and move your tongue deep into your mouth.
11. Let's lick our lips. The mouth is slightly open. Lick first the upper, then the lower lip in a circle.
Exercises to develop mobility of the lower jaw
1. Cowardly little bird. Open and close your mouth wide, so that the corners of your lips extend. The jaw drops approximately the width of two fingers. The “chick” tongue sits in the nest and does not protrude. The exercise is performed rhythmically.
2. Sharks. On the count of “one” the jaw lowers, on “two” - the jaw moves to the right (mouth open), on the count of “three” - the jaw is lowered into place, on “four” - the jaw moves to the left, on “five” - the jaw is lowered, on “six” - the jaw moves forward, “seven” - the chin is in its usual comfortable position, the lips are closed. You need to do the exercise slowly and carefully, avoiding sudden movements.
3. Imitation of chewing with a closed and open mouth.
4. Monkey. The jaw drops down with the tongue extending to the chin as much as possible.
5. Angry lion. The jaw drops down with the maximum extension of the tongue towards the chin and the mental pronunciation of the sounds a or e on a firm attack, more difficult - with a whispered pronunciation of these sounds.
6. Strongman. The mouth is open. Imagine that there is a weight hanging on your chin that needs to be lifted up, while raising your chin and straining the muscles underneath it. Gradually close your mouth. Relax.
7. Place your hands on the table, fold your palms one on top of the other, rest your chin on your palms. Opening your mouth, press your chin onto your resisting palms. Relax.
8. Lower the jaw down while overcoming resistance (the adult holds his hand under the child’s jaw).
9. Open the mouth with the head tilted back, overcoming the resistance of the adult’s hand lying on the back of the child’s head.
10. Teasing. Open your mouth wide and often and say: pa-pa-pa.
11. Silently, lingeringly (on one exhalation), say vowels:aaayaya(the distance between the teeth in two fingers); oooooo(the distance between the teeth is one finger); iiiiiiiii (mouth slightly open).
13. Partly and lingeringly say several vowels on one exhalation: aaaaaeeeeeeaaaaaaaaaaaayayayaiaiioooooioeaeaaaaaaaaaaaeoeoeooooooooooooooooooooooooooooooooooooooooooooooooooooooh
Make sure that when pronouncing sounds, the mouth opening is sufficiently full.
14. Say proverbs, sayings, tongue twisters that are rich in vowel sounds that require a wide opening of the mouth.
Small, but smart. Two of a Kind. I found a scythe on a stone. Know the edge, don't fall. Like the fisherman, like the fish. A rolling stone gathers no moss. The snake has a bite, the hedgehog has a hedgehog.
While performing the exercises, make sure that the lower jaw drops freely downwards; at first, pronounce vowel sounds with a little emphasis.
Training the muscles of the pharynx and soft palate
1. Yawn with your mouth open and closed. Yawn with a wide opening of the mouth and noisy intake of air.
2. Cough voluntarily. It is good to clear your throat with your mouth wide open, clenching your fists forcefully. Cough with your tongue hanging out.
3. Imitate gargling with your head thrown back. Gargle with a heavy liquid (jelly, juice with pulp, kefir).
4. Swallow water in small portions (20 - 30 sips). Swallow drops of water or juice.
5. Puff out your cheeks with your nose pinched.
6. Slowly pronounce the sounds k, g, t, d.
7. Imitate: - moaning, - mooing, - whistling.
8. Throw your head back while overcoming resistance. The adult holds his hand on the back of the child's head. Lower your head overcoming resistance. The adult holds his hand on the child's forehead. Throw back and lower your head while pressing firmly with your chin on the fists of both hands.
9. Pull your tongue towards your chin and pull it into your mouth against resistance. The adult tries to keep the child's tongue out of the mouth.
10. Pronounce the vowel sounds a, e, i, o, u on a firm attack.
11. Say, holding the tip of the protruding tongue with your fingers, i-a. The sound "i" is separated from the sound "a" by a pause.
12. Inflate rubber toys and blow soap bubbles.
Exercises for the upper respiratory tract
Fun forest trip
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A cheerful bee brought honey to the children. Zzzz! Zzzz! She sat on our elbow, Zzzz! Zzzz! Flew onto my toes. Zzzz! Zzzz! (direct sound and sight according to the text) | ||||
The donkey scared the bee: Y-ah! Y-ah-ah! Y-ah-ah! He shouted to the whole forest: Y-ah-ah! Y-ah-ah! Y-ah-ah! (strengthening laryngeal ligaments, preventing snoring) | |||||
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Geese are flying across the sky, geese are buzzing to the donkey: G-oo-oo! G-u-u! G-u-u! G-u-u! G-u-u! G-u-u! G-u-u! G-u-u! (slow walking, raise your wing arms while inhaling, lower with a sound) |
Tired? You need to rest, sit down and yawn sweetly. (children sit on the carpet and yawn several times, thereby stimulating the laryngeal-pharyngeal apparatus and brain activity)
A set of exercises to develop the correct pronunciation of the sound P
1. Whose teeth are cleaner? Goal: to develop upward tongue movement and language proficiency. Description: open your mouth wide and use the tip of your tongue to “brush” the inside of your upper teeth, moving your tongue from side to side. Attention! 1. Lips in a smile, upper and lower teeth visible. 2. Make sure that the tip of the tongue does not protrude or bend inward, but is located at the roots of the upper teeth. 3. The lower jaw is motionless; Only the language works.
2. Painter Purpose: to practice the upward movement of the tongue and its mobility. Description: smile, open your mouth and “stroke” the roof of your mouth with the tip of your tongue, moving your tongue back and forth. Attention! 1. Lips and lower jaw should be motionless. 2. Make sure that the tip of the tongue reaches the inner surface of the upper teeth as it moves forward and does not protrude from the mouth.
3. Who will kick the ball further? Goal: to produce a smooth, long-lasting, continuous air stream running in the middle of the tongue. Description: smile, place the wide front edge of the tongue on the lower lip and, as if pronouncing the sound “f” for a long time, blow the cotton wool onto the opposite edge of the table. Attention! 1. The lower lip should not be pulled over the lower teeth. 2. You can’t puff out your cheeks. 3. Make sure that the child pronounces the sound “f” and not the sound “x”, i.e. so that the air stream is narrow and not diffuse.
4. Delicious jam. Goal: to develop an upward movement of the wide front part of the tongue and a position of the tongue close to the shape of a cup, which it takes when pronouncing hissing sounds. Description: open your mouth slightly and lick your upper lip with the wide front edge of your tongue, moving your tongue from top to bottom, but not from side to side. Attention! 1. Make sure that only the tongue works, and the lower jaw does not help, does not “pull” the tongue upward - it must be motionless (you can hold it with your finger). 2. The tongue should be wide, its lateral edges touching the corners of the mouth.
5. Turkey. Goal: to develop the upward movement of the tongue, the mobility of its front part. Description: open your mouth slightly, place your tongue on the upper lip and move the wide front edge of the tongue along the upper lip back and forth, trying not to lift the tongue from the lip - as if stroking it. First, make slow movements, then speed up the pace and add your voice until you hear bl-bl (like a turkey babbling). Attention! 1. Make sure that the tongue is wide and does not narrow. 2. Make sure that the tongue moves back and forth, and not from side to side. 3. The tongue should “lick” the upper lip, and not be thrown forward.
6. Drummers. Goal: strengthen the muscles of the tip of the tongue, develop the ability to lift the tongue upward and the ability to make the tip of the tongue tense. Description: smile, open your mouth and tap the tip of your tongue on the upper alveoli, repeatedly and clearly pronouncing a sound reminiscent of the English sound “d”. First, pronounce the sound “d” slowly, gradually increase the tempo. Attention! 1. The mouth should be open all the time, lips in a smile, lower jaw motionless; Only the language works. 2. Make sure that the sound “d” has the character of a clear blow and is not squelching. 3. The tip of the tongue should not turn under. 4. The sound “d” must be pronounced so that the exhaled air stream is felt. To do this, you need to bring a piece of cotton wool to your mouth. If the exercise is performed correctly, it will deviate.
A set of exercises to develop the correct pronunciation of the sound L
1. Punish a naughty tongue. Goal: to develop the ability to relax the muscles of the tongue and keep it wide and spread out. Description: open your mouth slightly, calmly place your tongue on your lower lip and, smacking it with your lips, pronounce the sounds five-five-five... Keep your wide tongue in a calm position, with your mouth open, counting from one to five to ten. Attention! 1. The lower lip should not be tucked in or pulled over the lower teeth. 2. The tongue should be wide, its edges touching the corners of the mouth. 3. You need to pat your tongue with your lips several times in one exhalation. Make sure that the child does not hold back the exhaled air. You can check the implementation like this: bring the cotton wool to the child’s mouth; if he does the exercise correctly, it will deviate. At the same time, this exercise promotes the development of a directed air stream.
2. Delicious jam. Goal: to develop an upward movement of the wide front part of the tongue and a position of the tongue close to the shape of the cup. Description: open your mouth slightly and lick your upper lip with the wide front edge of your tongue, moving your tongue from top to bottom, but not from side to side. Attention! 1. Make sure that only the tongue works, and the lower jaw does not help, does not “pull” the tongue upward - it should be motionless (you can hold it with your finger). 2. The tongue should be wide, its lateral edges touching the corners of the mouth. 3. If the exercise does not work out, you need to return to the exercise “Punish a naughty tongue.” As soon as the tongue becomes spread out, you need to lift it up and wrap it over the upper lip.
3. The steamer is humming. Goal: to develop the upward movement of the back of the tongue. Description: open your mouth slightly and pronounce the sound “y” for a long time (like the hum of a steamship). Attention! Make sure that the tip of the tongue is lowered and located in the depths of the mouth, and the back is raised towards the sky.
4. Turkey. Goal: to develop the upward movement of the tongue, the mobility of its front part. Description: open your mouth slightly, place your tongue on the upper lip and move the wide front edge of the tongue along the upper lip back and forth, trying not to lift the tongue from the lip - as if stroking it. First, make slow movements, then speed up the pace and add your voice until you hear bl-bl (like a turkey bobbing). Attention! 1. Make sure that the tongue is wide and does not narrow. 2. So that the tongue moves back and forth, and not from side to side. 3. The tongue should “lick” the upper lip, and not be thrown forward.
5. Swing. Goal: to develop the ability to quickly change the position of the tongue, which is necessary when combining the sound l with the vowels a, y, o, u. Description: smile, show your teeth, open your mouth slightly, put your wide tongue behind your lower teeth (from the inside) and hold in this position for a count of one to five. So alternately change the position of the tongue 4-6 times. Attention! Make sure that only the tongue works, and the lower jaw and lips remain motionless.
6. Horse. Goal: strengthen the muscles of the tongue and develop upward movement of the tongue. Description: smile, show teeth, open your mouth slightly and click the tip of your tongue (like a horse clicking its hooves). Attention! 1. The exercise is first performed at a slow pace, then faster. 2. The lower jaw should not move; Only the language works. 3. Make sure that the tip of the tongue does not turn inward, i.e. so that the child clicks his tongue rather than smacking.
7. The horse rides quietly. Goal: to develop an upward movement of the tongue and help the child determine the place of the tongue when pronouncing the sound “l”. Description: the child must make the same tongue movements as in the previous exercise, only silently. Attention! 1. Make sure that the lower jaw and lips are motionless: only the tongue performs the exercise. 2. The tip of the tongue should not bend inward. 3. The tip of the tongue rests on the roof of the mouth behind the upper teeth, and does not protrude from the mouth.
8. The breeze is blowing. Purpose: to produce an air stream that exits along the edges of the tongue. Description: smile, open your mouth slightly, bite the tip of your tongue with your front teeth and blow. Check the presence and direction of the air stream with a cotton swab. Attention! Make sure that the air does not come out in the middle, but from the corners of the mouth.
A set of exercises to develop the correct pronunciation of hissing sounds (sh, zh, sch, h)
1. Punish a naughty tongue. Goal: to develop the ability, by relaxing the muscles of the tongue, to hold it wide and spread out. Description: open your mouth slightly, calmly place your tongue on your lower lip and, smacking it with your lips, pronounce the sounds five-five-five... Keep your wide tongue in a calm position, with your mouth open, counting from one to five to ten. Attention! 1. The lower lip should not be tucked in or pulled over the lower teeth. 2. The tongue should be wide, its edges touching the corners of the mouth. 3. You need to pat your tongue with your lips several times in one exhalation. Make sure that the child does not hold back the exhaled air. You can check the implementation like this: bring the cotton wool to the child’s mouth; if he does the exercise correctly, it will deviate. At the same time, this exercise promotes the development of a directed air stream.
2. Make the language broad. Goal: to develop the ability to hold the tongue in a calm, relaxed position. Description: smile, open your mouth slightly, place the wide front edge of your tongue on your lower lip. Hold it in this position for a count of one to five to ten. Attention! 1. Do not stretch your lips into a strong smile so that there is no tension. 2. Make sure that the lower lip does not curl up. 3. Do not stick your tongue out too far; it should only cover your lower lip. 4. The lateral edges of the tongue should touch the corners of the mouth.
3. Glue on some candy. Goal: strengthen the muscles of the tongue and practice lifting the tongue upward. Description: Place the wide tip of your tongue on your lower lip. Place a thin piece of toffee on the very edge of your tongue and glue a piece of candy to the roof of your mouth behind your upper teeth. Attention! 1. Make sure that only the tongue works; the lower jaw must be motionless. 2. Open your mouth no wider than 1.5-2 cm. 3. If the lower jaw is involved in the movement, you can place the child’s clean index finger on the side between the molars (then it will not close the mouth). 4. The exercise must be performed at a slow pace.
4. Fungus. Goal: to develop an upward lift of the tongue, stretching the hyoid ligament (frenulum). Description: smile, show teeth, open your mouth slightly and, pressing your wide tongue with its entire plane to the palate, open your mouth wide. (The tongue will resemble a thin mushroom cap, and the stretched hyoid ligament will resemble its stem.) Attention! 1. Make sure your lips are in a smiling position. 2. The side edges of the tongue should be pressed equally tightly - neither half should fall down. 3. When repeating the exercise, you need to open your mouth wider.
5. Who will kick the ball further? Goal: to produce a smooth, long-lasting, continuous air stream running in the middle of the tongue. Description: smile, place the wide front edge of the tongue on the lower lip and, as if pronouncing the sound f for a long time, blow the cotton wool onto the opposite edge of the table. Attention! 1. The lower lip should not be pulled over the lower teeth. 2. You can’t puff out your cheeks. 3. Make sure that the child pronounces the sound f and not the sound x, i.e. so that the air stream is narrow and not diffuse.
6. Delicious jam. Goal: to develop an upward movement of the wide front part of the tongue and a position of the tongue close to the shape of a cup, which it takes when pronouncing hissing sounds. Description: open your mouth slightly and lick your upper lip with the wide front edge of your tongue, moving your tongue from top to bottom, but not from side to side. Attention! 1. Make sure that only the tongue works, and the lower jaw does not help, does not “pull” the tongue upward - it should be motionless (you can hold it with your finger). 2. The tongue should be wide, its lateral edges touching the corners of the mouth. 3. If the exercise does not work out, you need to return to the exercise “Punish a naughty tongue.” As soon as the tongue becomes spread out, you need to lift it up and wrap it over the upper lip.
7. Accordion. Goal: strengthen the muscles of the tongue, stretch the hypoglossal ligament (frenulum). Description: smile, open your mouth slightly, stick your tongue to the roof of your mouth and, without lowering your tongue, close and open your mouth (just as the bellows of an accordion stretch, so does the hyoid frenulum stretch). The lips are in a smiling position. When repeating the exercise, you should try to open your mouth wider and wider and keep your tongue in the upper position longer. Attention! 1. Make sure that when you open your mouth, your lips are motionless. 2. Open and close your mouth, holding it in each position for a count of three to ten. 3. Make sure that when you open your mouth, one side of the tongue does not sag.
8. Focus. Goal: to develop the ability to lift the tongue upward, the ability to shape the tongue into a ladle and direct the air stream in the middle of the tongue. Description: smile, open your mouth slightly, place the wide front edge of the tongue on the upper lip so that its side edges are pressed and there is a groove in the middle of the tongue, and blow off the cotton wool placed on the tip of the nose. The air should go in the middle of the tongue, then the fleece will fly up. Attention! 1. Make sure that the lower jaw is motionless. 2. The lateral edges of the tongue should be pressed against the upper lip; a gap is formed in the middle into which an air stream flows. If this doesn't work, you can hold your tongue slightly. 3. The lower lip should not be tucked in or pulled over the lower teeth.
Non-traditional exercises to improve articulatory motor skills
In addition to standard articulation exercises, I offer non-traditional exercises that are playful in nature and evoke positive emotions in children.
Exercises with a ball
The diameter of the ball is 2-3 cm, the length of the rope is 60 cm, the rope is threaded through a through hole in the ball and tied in a knot.
1. Move the ball along the rope stretched horizontally on the fingers of both hands with your tongue to the right and left.
2. Move the ball up along a vertically stretched rope (the ball falls down randomly).
3. Push the ball up and down with your tongue, the rope is stretched horizontally.
4. Tongue - “cup”, goal: to catch the ball in the “cup”.
5. Catch the ball with your lips, push it out with force, “spitting” it out.
6. Catch the ball with your lips. Close your lips as much as possible and roll the ball from cheek to cheek.
7. Tell tongue twisters with a ball in your mouth, holding a string with your hands.
Note. While working, the adult holds the rope in his hand. After each lesson, rinse the ball and string thoroughly with warm water and baby soap and dry with a napkin. The ball must be strictly individual.
Exercises with a spoon
1. Hold a teaspoon in your fist and place it to the corner of your mouth, push your tongue into the concave side of the spoon to the left and right, turning the hand with the spoon accordingly.
2. Push the spoon up and down into the concave part.
3. The same, but push the spoon into the convex part.
4. Tongue - “spatula”. Tap the convex part of a teaspoon on your tongue.
5. Apply pressure with the edge of the spoon onto the relaxed tongue.
6. Press the spoon tightly against the lips in front of the lips, folded into a tube, with the convex side and make circular movements clockwise and counterclockwise.
7. Stretch your lips into a smile. Use the convex part of a teaspoon to make circular movements around your lips clockwise and counterclockwise.
8. Take a teaspoon in your right and left hand and make light patting movements on your cheeks from bottom to top and top to bottom.
9. Circular movements with teaspoons on the cheeks (from nose to ears and back).
10. Patting teaspoons on the cheeks with both hands simultaneously from the corners of the mouth stretched in a smile to the temples and back.
Tongue exercises with water
"Don't spill the water"
1. The tongue in the shape of a deep “bucket” with a small amount of water (water can be replaced with juice, tea, compote) is strongly protruded forward from the wide open mouth. Hold for 10 - 15 seconds. Repeat 10 - 15 times.
2. The “tongue-bucket” with liquid smoothly moves alternately to the corners of the mouth, holding the liquid without closing the mouth or pulling back into the mouth. Performed 10 times.
3. The “bucket tongue” filled with liquid moves smoothly back and forth. The mouth is wide open. Performed 10 - 15 times.
Exercises for lips and tongue and jaws with a bandage
Disposable bandage, strictly individual, dimensions: length 25-30 cm, width 4-5 cm.
1. The lips, closed and stretched into a smile, tightly compress the bandage. An adult tries to pull out the bandage, overcoming the resistance of the lip muscles. Performs within 10 - 15 seconds.
2. Performed by analogy with exercise 1, but the bandage is clamped with the lips in the left and then in the right corners of the mouth alternately. Performed 10 times.
3. The bandage, held between the lips in the right corner of the mouth, is moved without the help of hands to the left corner, then, conversely, from the left to the right, etc. Performed 10 times.
4. Unlike exercise 1, the bandage is bitten, clamped tightly not with the lips, but with the front teeth and held for 10-15 seconds, the clamp is loosened for a few seconds. Clamping - relaxation alternate 10 - 15 times.
5. The bandage is bitten and clamped not by the incisors, but by the molars, alternately with the left and then with the right. Performed 10 times.
6. The bandage tightly presses the tongue, raised upward in the shape of a wide bucket or “spatula” (pancake), to the entire surface of the upper lip. At the same time, the mouth is wide open. The adult, as in exercise 1, tries to pull out the bandage, overcoming resistance. Hold this position for 10-15 seconds. Repeated up to 10 times.
7. Unlike exercise 6, the bandage is pressed with a “bucket tongue” (“spatula”, “pancake”) not to the entire surface of the upper lip, but to the left and then to the right corner of the mouth alternately. Performed in the same way as exercises 1, 6.
8. The bandage is pressed firmly against the entire surface of the lower lip with a wide, soft tongue in the shape of a “scapula” (“pancake”).
Exercises for developing breathing in children with speech disorders
Proper breathing is very important for speech development, since the respiratory system is the energy base for the speech system. Breathing affects sound pronunciation, articulation and voice development. Breathing exercises help develop diaphragmatic breathing, as well as the duration, strength and correct distribution of exhalation. You can use exercises in which the respiratory muscles work with special tension, and even some of the exercises of Buddhist gymnastics, which contribute to the development of not only the respiratory organs, but also the functioning of the cardiovascular system.
Regular breathing exercises help to develop correct speech breathing with an extended, gradual exhalation, which allows you to obtain a supply of air for pronouncing segments of different lengths.
1. Before performing breathing exercises, you need to wipe off the dust in the room, ventilate it; if there is a humidifier in the house, use it.
4. It is necessary to ensure that the muscles of the arms, neck, and chest do not strain during exercises.
Breathing exercises
1. Snow. The child is invited to blow on cotton wool, small pieces of paper, and fluff, and thereby turn an ordinary room into a snow-covered forest. The child's lips should be rounded and slightly extended forward. It is advisable not to puff out your cheeks when performing this exercise.
2. Ships. Fill a basin with water and teach your child to blow on light objects in the basin, for example, boats. You can have a competition to see whose boat has sailed farthest. It is very good for these purposes to use plastic eggs from Kinder Surprises or packaging from shoe covers dispensed by automatic machines.
3. Football. Build a goal from a construction set or other material, take a ping-pong ball or any other light ball. And play football with your child. The child must blow on the ball, trying to drive it into the goal. You can take two balls and play the game "Who is faster".
4. Glug-glug. Take two transparent plastic cups. Pour a lot of water into one, almost to the brim, and pour a little into the other. Invite your child to play "glug-glug" using cocktail straws. To do this, you need to blow weakly through a straw into a glass with a lot of water, and you can blow strongly into a glass with little water. The child’s task is to play “Bul-Bulki” in such a way as not to spill water. Be sure to draw your child’s attention to the words: weak, strong, much, little. This game can also be used to reinforce color knowledge. To do this, take multi-colored cups and tubes and invite the child to blow into a green cup through a green tube, etc.
5. Magic bubbles. Invite your child to play with soap bubbles. He can blow soap bubbles himself, but if he can’t blow or doesn’t want to practice, then you blow the bubbles, directing them at the child. This encourages the baby to blow on the bubbles to prevent them from hitting him.
6. Dudochka. Invite the child to stick his narrow tongue forward, lightly touching the glass bottle with the tip of his tongue (any glass bottle for medicines, vitamins, iodine, perfume will do; the neck of the bottle should not be wide). Blow air onto the tip of your tongue so that the bubble whistles like a pipe.
7. Harmonica. Invite your child to become a musician, let him play the harmonica. At the same time, your task is not to teach him to play, therefore, do not pay attention to the melody. It is important that the child inhales air through the harmonica and exhales into it.
8. Flower shop. Invite your child to take a deep, slow breath through his nose, smelling an imaginary flower, to choose the most fragrant flower for his grandmother or mother. You can use various scented sachets for this game, but they should not have strong odors, should not be dusty and should not be brought too close to the nose.
9. Candle. Buy large colorful candles and play with them. You light candles and ask the child to blow on a blue candle, then on a yellow candle, etc. You need to blow slowly, the inhalation should not be noisy, and you cannot puff out your cheeks. First, you can bring the candle closer to the child, then gradually remove it.
10. Mowers. This exercise can be performed to the sounds of a march: on the weak beat of the melody, inhale and “move the scythe” to the side, on the strong beat, exhale and “swing the scythe.”
Complexes of traditional and variable games (standard games are marked in black, variable games are marked in blue)
The first stage is the formation of non-speech breathing (the formation of long exhalation in children from 2 to 4 years old)
1. Game “Sultan” (the sultan is easy to make from bright foil or New Year’s tinsel, tying it to a pencil).
Task: encourage the child to voluntarily exhale.
The adult invites the child to blow on the plume with him, drawing the child’s attention to how beautifully the stripes fly away.
2. Game “Ball”
Task:
An adult invites the child to blow on a light ping-pong ball that is in a bowl of water.
3. Game “Feather”
Task: form a voluntary oral exhalation.
The child blows a feather and a light cotton ball from the palm of an adult.
4. Game “Curtain”
Task: form a voluntary oral exhalation.
A child blows on a fringe made of tissue paper.
5. Game “Kulisk”.
Task:
Equipment: colored feathers strung on threads, secured
on a frame in the form of scenes; a set of small toys (table theater scenes, photographs, surprise) located behind the “Backstage”.
The adult encourages the child to find out what is behind the scenes, provoking a prolonged oral exhalation.
6. Game “Breeze”
Task: teach prolonged oral exhalation.
An adult invites the child to blow on a dandelion flower, a twig with leaves, or on leaves cut out of tissue paper, like a breeze, accompanying the child’s actions with a poetic text:
A very hot day. Blow-blow, our little breeze. Breeze, breeze, Blow-blow, our breeze.
7. Game “Butterfly Fly”
Task: teach prolonged oral exhalation.
An adult shows the child a butterfly cut out of colored paper, secured in the center with a thread, and blows on it. The butterfly flies. The game can be accompanied by poetic text:
The butterfly flew, fluttered over (Vovochka). (Vova) is not afraid - the Butterfly sits down.
The adult “plants” the butterfly on the child’s hand, encouraging the child to blow on it.
8. Game “Hot tea”
Task: teach the child to exhale continuously through the mouth.
An adult invites the child to blow on the hot tea (soup) in a saucer (plate) so that it cools down faster.
(The cup is cut out of colored cardboard, steam is represented by tissue paper and attached to the cup with a spring).
The child blows “steam”. If it blows correctly, the “steam” deviates from the cup.
The demonstration of the action is accompanied by the words: “I’ll take some air and blow some tea.”
9. Game “Boat”
Task: form a long nasal exhalation.
An adult offers to blow on a light paper or plastic boat in a basin of water.
10. Exercise “Push the ball into the goal”
Task:
Using a “ball” made of paper or made of cotton wool (foil, colored paper), the child and the adult alternately blow on it, rolling it across the table.
11. Game “Blow out the candle”
Task: form a long, targeted oral exhalation.
There is a lit candle on the table in front of the child (use candles to decorate the cake). The adult offers to blow on the candle so that it goes out.
12. Game “Volleyball”
Task: form a long, targeted oral exhalation.
Equipment: balloon.
An adult and a child stand opposite each other. The adult blows on the ball, which flies to the child, and the child, in turn, also blows on the ball (the ball flies from the adult to the child and vice versa).
13. Game “Whose locomotive is buzzing louder”
Task: teach long and targeted exhalation (without puffing out your cheeks).
To play the game you need several small bottles with a small neck for medicine or perfume. The adult brings the bubble to his lips and blows into it so that a whistle is heard, then invites the child to do the same - blow into each bubble in turn (without puffing out his cheeks).
Complication: the child is asked to determine which of the 2-3 presented bubbles hummed (whistled) louder.
14. Game “Let’s warm our hands”
Task: form a targeted warm stream of exhaled air.
The adult invites the child to warm his mother’s hands. It is necessary to pay attention to the position of the lips (mouth wide open).
Complication: “warm our hands” while simultaneously pronouncing the vowel sounds “A, U, O” for a long time.
15. Game “Bunny”
Task: distinguishing between cold and warm streams of exhaled air.
An adult reads a poetic text:
“It’s cold for the bunny to sit
We need to warm our little paws. (blows a warm stream of air onto the child’s cupped hands).
The bunny burned his paw.
Blow on it, my friend. (blows on the child’s hands using a cold stream of air).
Then the child is invited to blow as well.
16. Game “Fragrance boxes”
Task: form a nasal inhalation.
To play the game, you need to prepare two identical sets of boxes with different fillings (spruce or pine needles, spices, orange peels...).
The adult offers to smell each box from the first set and examine its contents, then closes the boxes with a light cloth or gauze.
17. Game “Guess by smell”
Task: form a nasal inhalation.
Equipment: six Kinder Surprise boxes with many holes made in them: 2 boxes filled with orange peels, 2 boxes filled with dried mint leaves, 2 boxes filled with bags of vanilla sugar.
A. “Paired boxes”: the child sequentially sniffs each box from his set and selects one with a similar smell from the adult’s set.
B. “Put it in order”: the adult’s boxes are placed in a certain order, the baby smells them and tries to put his set in the same order. Suggested instructions: “Place the mint box first, then the orange box, then the vanilla box.”
Complication: by increasing the number of boxes.
18. Game “Bubbles”
Task: create the prerequisites for a combined type of breathing (nasal inhalation, oral exhalation).
This is done using a glass half filled with water and a cocktail straw. An adult shows the child how to blow bubbles using a straw (inhale through your nose, exhale through your mouth, holding the straw between your lips). The child learns to control the force of exhalation (with a strong exhalation, water is swept out of the glass; with a weak exhalation, bubbles do not form on the surface).
19. Game “Moths”
Task: to form the prerequisites for a combined type of breathing (nasal inhalation, oral exhalation), learn to regulate the force of the air stream.
A cord with paper moths of different colors (or sizes) tied to it is attached at the child’s eye level. An adult reads a poetic text, inviting the child to blow on a moth of a certain color or size.
On the green meadow Moths fly.
The red moth flew up...etc.
20. Game “Balloons”
Task: to form the prerequisites for targeted combined breathing, to learn to regulate the force of the air stream.
The child is asked to blow on a balloon that is at the level of the child's face. Blow on the ball so that it flies to the bear, doll, bunny.
21. Exercise “Tube”
Task: to form the prerequisites for combined breathing, to learn to regulate the force of the air stream.
The child blows through a tube rolled up from thick paper (or through a cocktail straw) onto a piece of cotton wool or a feather lying on the table.
22. Playing the musical instrument “Dudochka”
Task: create the prerequisites for combined breathing, stimulate the muscles of the larynx.
It is carried out in the form of learning to play the pipe with a preliminary demonstration of nasal inhalation and active oral exhalation at a slow pace.
23. Game “Soap Bubbles”
Task:
The adult introduces the child to the method of operating the toy and encourages him to blow soap bubbles through the ring.
24. Game “Droplet”
Task: create the prerequisites for combined breathing, activate targeted oral exhalation.
Equipment: cocktail straw, watercolor paints, sheet of paper.
An adult drips paint onto a sheet of paper and invites the child to blow on it through a straw, the droplet “runs” and leaves a mark behind it.
25. Game “My Garden” or “Quiet Breeze”
Task: learn to control the force of the air stream.
An adult gives a sample of a long oral exhalation, accompanying the demonstration with a couplet: “Blow more quietly, breeze. Blow more quietly on my fish tank.” To control the force of the air stream, you can use a “flower field” (springs with paper flowers are screwed into green cardboard). The flowers sway from the air stream.
26. Exercise “The little flame is dancing”
Task: learn to control the force of oral exhalation (nasal inhalation).
The adult gives a sample of a long, gentle oral exhalation (in front of a burning candle), then encourages the child to do the same.
27. Exercise “Ball in a basket”
Task: learn to control the force of oral exhalation (nasal inhalation).
An adult gives a sample of a long, gentle oral exhalation.
The ball is made of cotton wool or food foil. The basket is made from? parts of a large Kinder Surprise box with a cocktail straw inserted into it. The child blows through a straw, trying to keep the ball in the basket with the air stream.
The second stage is the formation of non-speech breathing (the formation of a diaphragmatic-relaxation type of breathing in children from the age of 4, since it is at this age that the body “ripes” for self-regulation and self-control). Application of the logotherapeutic method of biofeedback.
A game with which it is possible to form diaphragmatic breathing without using the biofeedback method (but the time required to establish this type of breathing will increase significantly).
1. Game “Rock the toy”
Task: form diaphragmatic breathing.
Place the child on his back and place a light soft toy on his stomach. When you inhale through your nose, your stomach protrudes, which means the toy standing on it rises. When exhaling through the mouth, the stomach retracts and the toy lowers.
Then variations are practiced while sitting, then standing.
The third stage is the formation of speech breathing.
1. Exercises: “Guess who called”
Task: formation of prolonged phonation exhalation.
Equipment: pictures of animals (or toys).
The adult discusses with the children in advance which sound belongs to which object. Children close their eyes, one child, while exhaling smoothly, pronounces a sound corresponding to an object for a long time, and the rest of the children guess which object “called” them.
2. Game “Who has the longest sound (syllable)?”
Task: formation of speech exhalation.
Children pronounce a sound (syllable) with one exhalation.
3. Games “Name the pictures”
“Repeat the words”
Task: formation of speech exhalation.
Equipment: 5 subject pictures.
A. An adult lays out 3-5 pictures in front of the child and asks them to name them in one exhale.
B. An adult lays out 3-5 pictures in front of the child and asks them to name them in one exhalation, then removes them and asks the child to name the pictures from memory in one exhalation.
B. An adult names 3-5 words and asks the child to repeat the words on one exhale.
4. “Repeat the sentence” games
“Repeat the proverb (saying)”
Task:
An adult pronounces a sentence, a proverb (saying), a child in one breath.
5. Games “My funny ringing ball”
“Who will say more without a break”
Task: formation of smooth continuous speech.
The child recites any poem or story and at the end of each phrase hits the ball on the floor.
Conditions for games and breathing exercises
· Do not practice in a dusty, unventilated or damp room.
· Do not exercise after meals (only after 1.5 – 2 hours)
· Conduct classes in loose clothing that does not restrict movement.
· Do not overwork; if you feel unwell, postpone classes.
· Dose the amount and pace of exercises.
Correctly formed diaphragmatic breathing, which is the basis for the formation of speech breathing, will allow us to move on to its development in the future.
Speech breathing is considered incorrect if the following errors are detected:
· Lifting the chest up and drawing in the abdomen while inhaling;
· Inhale too much;
· Increased breathing;
· Shortened exhalation;
· Inability to add air unnoticed by others;
· Incorrect posture.
Literature
1. E. Krause "Speech therapy massage and articulation gymnastics. Practical guide" Publisher: Korona-Print
2. Anishchenkova E.S. "Articulatory gymnastics for the development of speech of preschoolers" Publisher: AST
3. "Tra-la-la for the tongue. Articulation gymnastics. For children 2-4 years old" Publisher: Karapuz Year of publication: 2003
4. Kostygina V. "Boo-Boo-Boo. Articulation gymnastics (2-4 years)" Publisher: Karapuz Year of publication: 2007
5. Pozhilenko E.A. "Articulatory gymnastics: methodological recommendations for the development of motor skills, breathing and voice in children..." Publisher: Karo Year of publication: 2006
6. Almazova E.S. Speech therapy work on voice restoration in children. - M, 2005.
7. Miklyaeva N.V., Polozova O.A., Rodinova Yu.N. Phonetic and speech therapy rhythms in preschool educational institutions. - M., 2006.
8. Non-traditional exercises to improve articulatory motor skills are published in the books “Clap-top” and “Clap-top-2”. Authors Konovalenko S.V. and Konovalenko V.V., Gnom Publishing House.