Organization of activities for the development of fine motor skills and speech of the child

"A child's mind is at his fingertips"

V. A. Sukhomlinsky

The level of fine motor skills, that is, the accuracy and dexterity of movements made with the fingers and hands, directly affects the development of the child in general and his speech in particular. It depends on how coordinated the three main systems of the body are - nervous, bone and muscle.

The development of fine motor skills and speech goes in parallel

How and why fine motor skills affect child development

The development of a child’s fine motor skills helps increase his level of speech proficiency, creates a favorable emotional background, teaches him to concentrate and distribute attention correctly. This is the key to readiness for school and the formation of handwriting. All movements made by our fingers contribute to the development of important mental functions - memory, attention, thinking.

Fine motor skills and speech in humans develop in parallel: first we master subtle movements with our fingers, then we learn to pronounce words. In the future, the more dexterous our fingers become, the more speech reactions improve. From a biological point of view, this connection is due to the fact that the motor and speech centers in the brain are located next to each other. If we begin to stimulate the first one, the second one automatically begins to activate.

You need to start developing fine motor skills as early as possible. Children often experience stiffness of movements, lack of flexibility and smoothness in them, and impaired coordination and rhythm. Systematic work on improving motor skills leads to improved speech reactions. If classes on the development of fine motor skills are accompanied by memorization and repetition of poems, the child’s speech will become clearer, rhythmic and emotionally charged.

When to develop fine motor skills

Sukhomlinsky’s famous phrase that the origins of children’s abilities are at their fingertips is known to many. However, unfortunately, the childhood of modern children takes place in conditions that do not provide many incentives for improving the functioning of fine motor skills and physical activity in general.

Therefore, stimulation of fine motor skills should begin from a very early age. In Japan, for example, from the age of two, targeted training of the hands and fingers is carried out. And this is also fully consistent with the conclusion of scientists that it is at an early age that the child’s brain is “tuned” to mastering speech and the formation of higher mental functions. Special studies of children with speech disorders showed that in the vast majority of cases they also had deviations in motor development. Even in the absence of neurological symptoms, such children lag behind in both gross and fine motor skills. And if the first, as a rule, levels out by school age, then the insufficient development of the second remains noticeable even later.

It's never too late to start

There is a misconception that the effect of classes for the development of fine motor skills can only be obtained at a younger age. In fact - in any way. However, the older we get, the less we work on training important psychological processes. We not only do not strive to improve, but we rearrange the functions of our body towards lesser requirements. Therefore, it is believed that children, due to their age, are emotionally, intellectually, and mentally more plastic, which helps them achieve good results in a short time.

You can and should develop fine motor skills at any age.

Some general information about fine motor skills

Fine motor skills are the ability of a person to perform any precise actions using the fingers or toes.
The better the fine motor skills of the hands are developed, the more dexterous a person is considered. The development of motor skills begins in the very first days after birth, consisting of primitive grasping reflexes. Subsequently, over time, the child learns to do more and more complex manipulations with his hands, and by primary school age (7 years) he begins to develop the most precise skills - writing. This is why children are sent to school from this age.

Two systems play an important role in the development of fine motor skills:

• Central nervous system;
• Musculoskeletal.

If we talk about the central nervous system, motor skills are closely related to visual function; its development depends on the ability to concentrate and remember acquired skills.

Developing fine motor skills of the hands is important and necessary. A child's ability to study at school is judged by his abilities. It is also better to solve problems with precise movements in childhood, while the skeletal system still allows this. Insufficiently developed hand motor skills in childhood will lead to a person being clumsy in the future.

It has been proven that the hands have a close connection with the brain. The famous researcher Sukhomlinsky is the author of the phrase “the child’s mind is located at the tip of his fingers.” It is believed that with the help of fine motor skills you can relieve mental fatigue, and massage treatments of the thumb activate brain activity.

How to organize activities to develop fine motor skills

The choice of ways to develop fine motor skills depends on the age and individual characteristics of the child: each has its own qualities, each has its own level of development and its own initial sensory experience. The most important thing is that classes should be systematic; this will help to develop the necessary motor functions, as well as achieve organization and consistency in achieving quality results in early childhood.

At this age, the learning process is best organized in a playful way: classes should not cause boredom to the child, he should be fully involved in the process. The use of didactic games helps to combine the child’s cognitive and gaming activities.

Article:

In recent years, there has been a trend in our country towards an increase in the number of children with speech development disorders. These deviations are associated primarily with unfavorable environmental conditions and various infections. The problem of speech correction is relevant in our time. Considering that speech deviations occur at an early age, they need to be identified and corrected in a timely manner. The main achievements that determine the development of a child’s psyche in early childhood are: mastery of the body and speech, as well as the development of objective activity. Among the features of communication of a child of this age, one can highlight the fact that the child begins to enter the world of social relationships. This happens due to changes in forms of communication with adults. In objective activities, through communication with adults, a basis is created for assimilation of the meanings of words and associating them with images of objects and phenomena. The previously effective form of communication with adults (demonstration of actions, control of movements, expression of what is desired using gestures and facial expressions) is no longer sufficient. The child’s growing interest in objects, their properties and actions with them prompts him to constantly turn to adults. But he can address them only after mastering verbal communication. Everyone knows about the importance of developing fine motor skills and finger coordination. The famous researcher of children's speech M.M. Koltsova noted that the hand should be considered as an organ of speech. If the development of finger movements corresponds to age, then speech development is within normal limits [1, p. 206]. Fine motor skills are a set of coordinated actions of the nervous, muscular and skeletal systems, often in combination with the visual system in making small and precise movements of the hands and fingers and toes. The importance of fine motor skills is very great. It is directly related to the full development of speech, since the brain centers responsible for motor skills and speech are located nearby. That is why, in case of speech impairment, child psychologists recommend working with the child specifically on the development of motor skills of children’s fingers. The area of ​​fine motor skills includes many different movements: from primitive gestures, such as grasping objects, to very small movements, on which, for example, a person’s handwriting depends [3, p.267]. Fine motor skills can be developed in various ways, for example, playing with small objects, all kinds of exercises with elements of writing, massage of the hands and fingers, modeling and various finger games. During preschool childhood, the child practically masters speech. But, unfortunately, there are many reasons when his speech is not formed properly, and one of them: poorly developed fine motor skills. It is well known about the relationship between the development of speech and fine movements of the hands, or in other words, manual and speech motor skills. The hand, fingers, and palms are perhaps the main organs that set in motion the mechanism of a child’s mental activity. And the task of adults when preparing him for school is to help him develop fine motor skills, if this has not happened before [4, p.115]. Well-developed hands themselves bring many benefits to a person: having good control of your hands, you can do many useful and necessary things, and developed hand motor skills contribute to the development of speech, that is, “how the hands work, so the head works.” Development of fine motor skills of the fingers, training in conscious controlling the organs of the articulatory apparatus, producing an air stream, distinguishing sounds by ear are the main methods of forming the correct speech of a child, both in kindergarten and at home. Stiffness in finger movements in children who speak poorly indicates underdeveloped fine motor skills. Research results by N.S. Zhukova, M.M. Koltsova, E.M. Mastyukova, T.B. Filicheva confirms that training fine movements of the fingers stimulates speech development. Children with speech impairments rarely have confident coordination of finger movements. As a rule, they have motor clumsiness, imprecision of movements, difficulties in mastering the motor program and switching, synkinesis (cooperative movements of other parts of the body) [2, p. 286]. Back in the middle of the last century, it was found that the level of development of children’s speech directly depends on the formation of fine movements of the fingers. If the development of movements corresponds to age, then speech development is within normal limits. If the development of finger movements lags behind, then speech development is also delayed, although general motor skills may be higher than normal. MM. Koltsova proved that finger movements stimulate the development of the central nervous system and accelerate the development of a child’s speech. Thus, constant stimulation of the areas of the cerebral cortex responsible for fine motor skills is a necessary element in the system of speech therapy. And not as a separate element, but as a kind of structure in the correction system [5, p. 124]. All body movements and speech motor skills have common mechanisms, so the development of fine motor skills of the hands has a beneficial effect on the development of a child’s speech. In folklore, there are a lot of nursery rhymes that combine speech and hand movements. Apparently already in ancient times the interconnection of these processes was noticed. Children with speech disorders often experience motor deficits, including insufficient coordination of fine motor skills of the fingers. In such children, the development of finger movements seems to prepare the ground for the subsequent formation of speech. Even a normally developing child would benefit from a hand massage in the pre-speech period, and finger games accompanied by poetry will not only develop fine motor skills and speech, but also the ability to listen. The child will learn to understand the meaning of what he hears and grasp the rhythm of speech [1, p. 206]. Finger games are dramatizations of any rhymed stories or fairy tales using the fingers. Many games require the participation of both hands, which allows children to navigate the concepts of “right”, “left”, “up”, “down”, etc. The level of speech development of children is directly dependent on the degree of formation of fine movements of the fingers - movements that contribute to the development of attention, thinking, memory, visual and auditory perception, and speech. Therefore, work on developing fine motor skills should be carried out regularly. Only then can the greatest effect be achieved. Finger games give your fingers a good rest. In addition, they develop their dexterity and mobility, and funny rhymes help children relieve moral stress [1, p. 206]. Using finger games and exercises helps children:

• make a breakthrough in speech development - improve pronunciation and enrich vocabulary;
• prepare your hand for writing, which is especially important for children who will soon go to school;
• prevent the appearance of the so-called writer's cramp - a common problem for beginning schoolchildren;
• develop attention, patience, internal brake - the ability to restrain yourself exactly when it is necessary;
• stimulate imagination, show creativity;
• while playing, master the principles of geometry, both on the plane and in space;
• learn to control your body, feel confident in the system of “bodily coordinates”, which will prevent the occurrence of neuroses;
• feel the joy of mutual understanding without words, understand the possibilities of non-verbal communication;
• and if the child is a little left-handed person, then help him successfully adapt to the world of right-handed people.

Finger gymnastics, performed daily, promotes the development of fine motor skills, speech, basic mental processes, as well as communication. By the end of preschool age, the child's hands become more mobile and flexible, which contributes to the successful mastery of writing skills in the future.

LITERATURE

• Koltsova M.M., Motor activity and development of the child’s brain. - M., 1973. - 206 p.
• Krause E.N., Speech therapy. Saint Petersburg. CROWN print. 2003.- 286 p.
• Krupenchuk O.I., Developing fine motor skills. Litera Publishing House LLC. Saint Petersburg. 2002. - 267 p.
• Belaya A.E., Miryasova V.I. Finger games for the development of speech in preschoolers. LLC "AST Publishing House" 2000. - 115 p.
• Ruzina M.S., Country of finger games. Publishing House "Crystal". Saint Petersburg. 2000.- 124 p.

Follow your child's interests

Remember that all children need an individual approach, and not just those who, for whatever reason, stand out from the group. This is one of the most important principles of education and training. Any teacher and parent should try to take into account the interests of the child, so that correctional work allows achieving positive results on the one hand and realizing the diversified development of the individual on the other. This way we can form in the child those traits and qualities that will be valuable to him.

Activities should take into account the interests of the child

Passive gymnastics (massage)

It is better if an experienced professional shows you the massage technique, but you can master the simplest techniques yourself.

The massage is performed with one hand, the other holds the massaged hand. Session duration: 3 – 5 minutes; carried out several times a day.

Massage includes the following types of movements:

• Stroking - performed in different directions;
• Rubbing - differs from stroking with a greater force of pressure (the hand does not slide over the skin, but moves it);
• Vibration - applying frequent blows with the tips of half-bent fingers;
• Massage using a special ball - with the ball you need to make movements in a spiral from the center of the palm to the tips of the fingers; practical advice: you need to use a hard ball, that is, it should not be easily deformed (then the impact will be maximum);
• Flexion-extension of the fingers - the fingers are initially clenched into a fist, each in turn is extended and massaged from the side of the palm in a circular motion from the base to the tip.

We talk more about massage here.

What can you do with your child to develop fine motor skills?

Finger gymnastics

Preschoolers can easily be interested in two forms of finger exercises:

• Games in which finger movements depend on the plot of the story. In this case, it is important to follow the correct sequence: Show your baby the exercise.
• Let the child repeat the movements of his fingers, palms, and arms 1-2 times.
• Slowly play through the entire plot with him without words.
• Add words.

Working with massage balls and rollers, Su-Jok therapy

It could be:

• Self-massage, when the child performs actions with an object and pronounces words in accordance with the plot of the story, as is the case with finger games. Or recites a poem aimed at automating a specific sound.
• A game to get to know lexical and grammatical categories: “one-many”, “name the baby”, “name it affectionately”, etc. In this case, the adult rolls the ball to the child, naming the object (ball, cow, cat), the child catches the ball palms, rolls it back and answers in accordance with the task (balls, calf, pussy).
• Practicing the use of prepositions. For example, on instructions from an adult, a child will take the ball in his hands, hide it behind his back, place it near him, etc.

Games with small objects

It can be anything - beads, buttons, small toys, pebbles, counting sticks. They can be put in and out of the box one at a time; try to feel this object in a container filled with cereal; identify various objects by touch with eyes closed, etc.

Lacing games

During this game, the child will learn how to make various stitches (simple, criss-cross), thread laces through holes, tie bows, and string small objects. Equally important, he will then have to unlace it all, which can be even more difficult.

Embroidery

For young children, you can purchase special kits, which consist of plastic or cardboard blanks and a safe plastic needle. At an older age, a child can learn traditional embroidery.

Paper handling

Such tasks may include folding, cutting, applique, origami.

Working with a pencil

This can be regular drawing or using stencils, painting and filling in shapes, tracing them along the contour, filling them with shading.

Sand games

You can offer your child:

• Draw on the sand with your fingers.
• Pour from one palm or container to another.
• Dig holes, bury various objects in them, and then try to find them with your fingers.
• Make Easter cakes or build entire structures from wet sand, which can be additionally decorated with small pebbles, shells, etc.

Modeling

You can make various crafts from ordinary plasticine, clay, and salt dough. To begin with, these can be simple objects - balls, sausages, fruits, animals, etc. Then you can move on to plot modeling: its characters must be connected to each other by some kind of story, phenomenon, event.

Games with clothespins

The child can be given various tasks:

• Remove clothespins (“bugs”) from various surfaces and collect them in a jar.
• Use clothespins (“birds”) to pick up various objects (“worms”): knitting threads, elastic bands, etc.
• Make beads by stringing clothespins onto a string.

Massage of fingers

This can be a passive massage, which is performed by an adult and commented on with nursery rhymes (“Magpie-white-sided”, etc.). Or active, when the child takes turns kneading the pads and phalanges of his fingers, reciting rhymes.

Praise your child even for the smallest achievements

As you can see, the process of developing fine motor skills can be made fun for any child. Don’t forget to praise him even for small achievements, practice systematically - and the results will not keep you waiting.

Development of children's speech by activating fine and gross motor skills

Speech is not an innate ability; it is formed gradually, and its development depends on many reasons. One of the conditions for the normal development of sound pronunciation is the full functioning of the articulatory apparatus. The prevailing opinion that the sound pronunciation side of a child’s speech develops independently, without special influence and help from adults - as if the child himself gradually masters correct pronunciation - is deeply erroneous. But it is precisely this that is often the reason that the development of the sound side of speech, especially at an early age, occurs by itself, without due attention from parents and educators, and therefore a significant number of preschool children have one or another pronunciation defects.

Non-interference in the process of formation of children's speech almost always entails developmental delays.

It's no secret that there is now a steady increase in the number of children with speech disorders, underdevelopment of mental processes, and somatically weakened. Most of these children do not exhibit severe pathologies, but often their problems at first glance seem insoluble. It is worth noting that recently the number of various rehabilitation centers and correctional classes has been growing, but the existing methods of correction during the learning process in many cases have ceased to bring the expected results.

At the present stage of development of society, within the framework of updating the content of education and its humanization, the search for effective methods of correctional influence is relevant; the development of an integrated systematic approach to the correction of speech disorders and accompanying disorders of the mental and somatic development of the child is required.

Ideally, when overcoming various pathologies, both traditional, generally accepted methods and non-traditional ones are needed, which help to most fully and efficiently correct disorders, especially affecting conditions accompanying speech pathology. The basic ones, of course, are traditional pedagogical methods, but with the obligatory inclusion of non-traditional ones, which are distinguished by accessibility, simplicity, and effectiveness. A person-oriented approach to working with a child contributes to the choice of the most optimal, effective comprehensive methodology. The use of non-traditional methods in a comprehensive correctional and educational process improves a child’s memory and attention, increases performance, normalizes the state of the nervous system, eliminates stress, reduces fatigue, improves communication function, and, in the context of the functioning of the whole organism, improves the somatic state.

After a thorough study of the specialized literature, the main directions of work on speech development were identified:

1. development of the articulatory apparatus;
2. development of the respiratory system;
3. development of tactile (tactile) sensations;
4. relaxation;
5. development of fine motor skills;
6. development of coordination of movements (relationship of the motor analyzer with the auditory, visual, speech motor);
7. activation of brain activity.

Based on this, a set of measures was developed to more deeply influence the child’s speech function. This complex includes:

1. Articulation gymnastics.
2. Breathing exercises.
3. Exercises to develop tactile sensations.
4. Exercises to help relax muscles.
5. Exercises to develop manual praxis.
6. Finger and coordination games.
7. Massage (professor Auglin's technique).

It would seem that all these methods have been studied for a long time and are widely used in practice. What's new here? - you ask. But, as you know, everything new is a well-forgotten old, you just have to look at it from a different, unusual side. Pedagogical science does not stand still; all these methods are constantly being improved and developed.

The purpose of the created complex is the correction of speech disorders, speech development in general, which consists of a general strengthening effect on the non-speech and speech functional systems of the child.

Let's consider each method separately.

1. Articulation gymnastics.

Articulatory gymnastics is not aimed at developing a specific group of missing or improperly working muscles, but at a holistic motor complex.

Pronouncing speech sounds is a complex motor process. Since infancy, the child makes a lot of diverse articulatory and facial movements with the tongue, lips, jaw, accompanying these movements with 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 and 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 of the organs of the articulatory apparatus necessary for the correct pronunciation of sounds.

Usually, sets of articulation exercises are used to develop a certain static posture of the articulatory apparatus in the child. It is more rational to use differentiated articulatory gymnastics, the exercises of which are aimed at strengthening the work of certain muscle groups. But the fact is that this technique is used by speech therapists, and exclusively in an individual form. When working with a group or subgroup of children, this technique is irrational. In this case, the main emphasis is on the development of mobility of the speech organs.

The formation of any motor skill is acquired through training, so articulatory gymnastics must be carried out daily so that the skills developed in children are consolidated. It is better to perform the exercises 2-3 times a day for 3-5 minutes (can be performed in classes in the form of physical exercises and during play activities). No need to take more than 2-3 exercises at a time. Each exercise is performed 5-7 times, with static exercises performed for 10-15 seconds (holding an articulatory pose in one position).

When selecting exercises for articulatory gymnastics, you need to go from simple exercises to more complex ones. 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. 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, the child can use a small hand mirror (approximately 9x12 cm).

As a result of repeated gymnastic movements, their execution becomes clear, coordinated, and familiar to the child. Movements can be performed at any pace.

First, the adult talks about the upcoming exercise using game techniques, then demonstrates how to perform this exercise.

When children do the exercise, an adult supervises their performance.

The greatest effect from gymnastics occurs when it is performed in a playful way, emotionally.

In addition to generally accepted articulation exercises, you can use non-traditional exercises that are playful in nature and evoke positive emotions in children. In the process of performing gymnastics, it is important to remember to create a positive emotional mood in the child. You can’t tell him what he’s doing wrong, it’s better to encourage him.

2. Breathing exercises.

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.

Before carrying out breathing exercises, it is necessary to wipe off the dust in the room, ventilate it, and if there is a humidifier in the house, use it. Breathing exercises are not recommended after a heavy dinner or lunch. It is better that at least an hour elapses between classes and the last meal, and it is even better if classes are carried out on an empty stomach. It is recommended to perform the exercises in loose clothing that does not restrict movement.

3. Development of tactile (tactile) sensations.

As the tactile sensitivity of the fingers improves, the tactile sensitivity of the articulatory apparatus reflexively improves. The following exercises are used for this:

1. laying out a pattern using small objects (rice, peas, beans, buttons, pebbles, Marbles mosaics) along the contour, on a plasticine base;
2. making mosaics from plasticine balls;
3. determination by touch with eyes closed (which finger the teacher touches, determining the texture of the material, recognizing objects with the right and left hand, finding a given object among others;
4. searching for small objects in a dry finger pool made from various fillers.

4. Relaxation.

Relaxation exercises help the child to completely relax and release accumulated negative energy. In principle, any pose in which the muscles are as relaxed as possible and breathing is not difficult is relaxing. The most optimal positions are lying on your back and sitting in the “coachman” position.

5. Development of manual praxis.

The tips of your fingers are your “second brain.” The great German philosopher Kant wrote that the hand is the brain that has come out.

Numerous studies by specialists have confirmed that the level of speech development depends on the degree of formation of fine movements of the fingers.

A prognosis about the presence or absence of a child’s predisposition to speech pathology can be made quite early. It is believed that if at the age of seven months he can already pull out only the index finger from his fist, this indicates a good prognosis: the child is unlikely to have pathological speech.

Exercises to develop fine motor skills are well known and are actively used in practice.

1. exercises to develop a generalized visual image of an object (internal and external outlines of flat figures, shading them; finishing the second half of the picture, its details; drawing according to a model, etc.);
2. exercises to develop a generalized motor image of an object (weaving, lacing, tying knots, bows; imitation by gesture of various specific objects, actions);
3. exercises to develop muscle memory (unscrewing and screwing caps of different sizes and configurations; rotating a smooth and ribbed pencil between the fingers; laying out figures from counting sticks and string, laying out a well, playing an imaginary piano, etc.).

All these exercises not only increase the child’s potential energy level, but also enrich his knowledge about his own body, develop attention, volition, and are calming in nature.

The formation of any motor skill is acquired through training. These skills are strengthened systematically through daily repetitions (at least 2-3 times a day). As a result of repeated repetitions of actions, their implementation becomes clear, coordinated, and familiar to the child.

And, of course, we must not forget that the points and zones on the palms have a connection with different areas of the human brain, which means that nerve impulses from the fingers “disturb” the speech zones, thereby provoking them to active work.

6. Finger and coordination games.

Speech development directly depends on the level of development of general and fine motor skills. It has been proven by experts that the main causes of neuropsychic and somatic diseases of preschool children, including speech disorders, are intellectual overload and a decrease in motor activity, both in volume and intensity.

Modern children do not have the opportunity to demonstrate sufficient physical activity. It is increasingly limited by the created conditions:

• closed, oversaturated space of groups in kindergartens and apartments;
• restriction of physical activity during walks (reduction of playgrounds, large number of transport);
• demands (prohibitions) of adults (don’t climb, don’t run, you’ll get dirty, fall, etc.);
• the predominance of static pastime (watching TV programs, computer and board games, games with a construction set, doing visual arts, etc.);
• genetic inheritance (according to the latest statistics, only 10% of children are conditionally healthy).

The higher the child’s motor activity, the better his speech develops (not to be confused with hyperactivity, when a decrease in speech function occurs against the background of increased physical activity). The relationship between general and speech motor skills has been studied and confirmed by the research of many leading scientists, such as I.P. Pavlov, A.A. Leontyev, A.R. Luria. It has been scientifically proven that the mechanism for transmitting impulses from motor and speech motor receptors to the brain center arrives along the same nerve pathways. When a child masters motor skills and abilities, coordination of movements develops. The formation of movements occurs with the participation of speech. Precise, dynamic execution of exercises for the legs, torso, arms, and head prepares for the improvement of the movements of articular organs: lips, tongue, lower jaw, etc.

Coordination-movement and finger games are speech exercises for coordinating speech with movement. In essence, these games are “telling” poems using the arms, torso, head, legs; they invariably arouse keen interest in children, increase emotional tone and memory efficiency; contribute to the development of voluntary attention, general and fine motor skills, the development of coordination of movements, imagination, and figurative thinking.

7. Self-massage.

A modern child psychologist from Switzerland, Fritz R. Auglin, developed and put into practice a special massage, the positive results of which, according to the professor himself, are a consequence of the influence of external impulses on the cerebral cortex.

Children trained in self-massage, under the guidance of a teacher, perform it in the middle of the lesson, when they begin to get tired. The gaming form of massage and the elements of competition present in it are perceived by children as entertainment. They perform the exercises with great pleasure.

Strengthening cerebral circulation and metabolism as a result of massage improves the formation of many mental processes (memory, attention, etc.); causes general improvement, as it organizes and harmonizes all processes occurring in the whole organism.

All exercises are simple, publicly accessible, have no age restrictions or contraindications, and are carried out in a playful, interesting way for children.

I would like to note that most of the exercises were included in the system of criteria for assessing the effectiveness of the developed complex for the development of a child’s speech function.

Of course, work on the development of fine motor skills and coordination of gross motor movements should become an important part of the development of children's speech, the formation of self-care skills and preparation for writing. After all, the coordinated work of the small muscles of the fingers and the entire muscular system has a great influence on the development of the child’s speech, mental processes associated with the organization of information coming from the external environment, and also activates the cognitive and emotional sphere of the baby. Along with the development of fine motor skills, memory, attention, thinking, knowledge (knowledge, abilities, skills), as well as vocabulary are developed.