Using kinesiology tools in speech therapy to eliminate dyslexia

Using kinesiology tools in speech therapy to eliminate dyslexia

Reading plays a big role in the process of mastering various knowledge. Errors made when reading are considered quite common among children of primary school age. A student suffering from reading impairments does not always correctly understand the tasks read in class, which entails persistent academic failure.

Studying the research of domestic authors who devoted their work to the study of reading in children, the following names should be highlighted: M.E. Khvattsev, R.E. Levina, A.N. Kornev, R.I. Lalaeva et al. Reading disorders have a negative impact on all learning as a whole, on the mental and speech development of the child.

Timely identification of these defects, a clear definition of their pathogenesis in each individual case, and the delimitation of dyslexia from reading disorders of another nature is very necessary for selecting a system of speech therapy work with children.

Traditional, generally accepted pedagogical methods of correction are not always effective.

In case of dysontogenetic (impaired) development of a child, it is necessary to eliminate the defect with the help of neuropsychological corrective measures.

One of the components of such work may be kinesiological correction .

Kinesiology is the science of developing mental abilities and physical health through certain motor exercises (L.F. Vasilyeva).

MAGAZINE Preschooler.RF

Author:

Ukhanova L.N. MBDOU "Kindergarten No. 3 of compensatory type" Sosnogorsk

Special exercises in working with children with speech disorders kinesiology, kinesiology exercise, kinesiology training, complex movements, speech development

The name "kinesiology" comes from the Greek word "kinesis" (kinesis), which means "movement" and "logos" (logos) - "science" Kinesiology is the science of developing mental abilities and physical health through certain motor exercises.

The most favorable period for intellectual and speech development is the age of up to 10 years, when the cerebral cortex is not yet fully formed. Kinesiological exercises are a set of movements that allow you to activate interhemispheric interaction.

“A child’s mind is at his fingertips” V.A. Sukhomlinsky Speech activity develops under the influence of impulses coming from the fingers. The work of scientists has proven the influence of hand manipulation on the functions of higher nervous activity and speech development. Consequently, developmental work should be directed from movement to thinking, and not vice versa.

The main goal of kinesiology:

Development of interhemispheric interaction, promoting the activation of mental activity.

The objectives are:

• Development of interhemispheric specialization and interhemispheric interaction, synchronization of the hemispheres
• Development of fine motor skills
• Development of abilities
• Development of the VPF
• Development of speech activity
• Prevention of violations of oral and written speech.

The benefits of kinesiological exercises: increase stress resistance improve mental activity, attention and memory synchronize the work of the hemispheres form spatial representations develop speech, as well as fine and gross motor skills reduce fatigue increase the ability to voluntary control harmonize the work of the brain facilitate the process of reading and writing Kinesiological exercises make it possible to use those areas of the brain that were not previously involved in learning, and solve the problem of failure.

For the effectiveness of correctional and developmental work, it is necessary to take into account certain conditions: classes are held daily, without absences, classes are held in a friendly environment; children are required to accurately perform movements and techniques; exercises are carried out standing or sitting at a table; the algorithm for conducting any lesson should include a set of exercises that activate the work of different hemispheres and developing their interactions All exercises must be performed together with the children, gradually complicating and increasing the time and complexity. The duration of a set of exercises can be from 5-10 to 20-35 minutes a day, depending on age.

The exercises are carried out according to a specially developed complex, which includes:

• Stretch marks
• Breathing exercises
• Oculomotor exercises
• Bodily exercises
• Exercises to develop fine motor skills
• Relaxation exercises
• Massage of fingers and ears

In the work of a speech therapist teacher, special importance is given to working with the hands, since kinesiological training of finger movements is the most important factor stimulating the child’s speech development, helping to improve articulatory motor skills, preparing the hand for writing and, which is especially important from a neuropsychological point of view, is powerful a drug that increases the performance of the cerebral cortex

Kinesiological exercises

Ring. Alternately and as quickly as possible, move your fingers, connecting the index finger, middle finger, etc. in a ring with the thumb. The test is performed in direct (from the index finger to the little finger) and in the reverse (from the little finger to the index finger) order. At the beginning, the exercise is performed with each hand separately, then together.

Fist-rib-palm. Three positions of the hand on the plane of the table successively replace each other. Palm on a plane, clenched into a fist, palm with an edge on the plane of the table, straightened palm on the plane of the table. Performed first with the right hand, then with the left, then with both hands together. The number of repetitions is 8-10 times. When mastering the program or if you have difficulty performing it, help yourself with commands ( “fist-rib-palm” ), saying them out loud or to yourself.

Ear-nose. With your left hand, grab the tip of your nose, and with your right hand, grab the opposite ear. At the same time, release your ear and nose, clap your hands, change the position of your hands “exactly the opposite .

Regular performance of kinesiological exercises helps to activate interhemispheric interaction and synchronize the work of the hemispheres. It has a positive effect on the correction of learning, the development of intelligence, improves the physical health and social adaptation of children, reduces fatigue, increases the ability for voluntary control, and most importantly helps to correct deficiencies in the speech development of preschool children. This approach allows us to fill our daily communication with preschoolers with new games that carry the most important correctional and developmental meaning.

Bibliography

1. Sirotyuk A.L. Correction of the development of intelligence in preschool children. –M: Sfera shopping center, 2001.
2. Lyubimova V. “Kinesiology or the natural wisdom of the body” , “Nevsky Prospekt” , St. Petersburg, 2005.
3. Dennison P, Dennison G “Mind Gymnastics Program” . lane CM. Masgutova, Moscow, 1997.

How kinesiology is used in speech therapy

Modern kinesiological techniques are aimed at activating various parts of the cerebral cortex, which makes it possible to develop a person’s abilities or correct problems in various areas of the psyche.

The age of up to 10 years is a favorable period for intellectual development, since the cerebral cortex is not yet fully formed. R.E. Levina in her works emphasizes that speech activity is formed and functions in close connection with the entire psyche of the child, with its various processes that occur in the sensory, intellectual, affective-volitional spheres.

Discovering the connections between speech disorders and other aspects of mental activity helps to find optimal ways to influence the mental processes that are involved in the formation of speech disorders. Many mental processes will be formed due to the development of finger motor skills.

In the research works of I.M. Sechenova, P.N. Anokhina, A.R. Luria, V.M. Bekhtereva, A.N. Leontiev, the influence of hand manipulations and fine motor skills on the functions of higher nervous activity and speech development was proven. Consequently, the direction of developmental work should be from movement to thinking, and not vice versa.

A.L. Sirotyuk points out that under the influence of kinesiological exercises (motor, breathing exercises, stretching, finger exercises, etc.) positive structural changes occur in the body. At the same time, the changes will be more significant if there are intense loads (but optimal for these conditions).

Success in children's education depends on the timely development of interhemispheric interaction and the selection of individual methods that take into account the individual profile of the functional asymmetry of the hemispheres.

Functional asymmetry of the hemispheres is a property of the brain that reflects the difference in the distribution of neuropsychic functions between its right and left hemispheres.

Psychophysiology identifies 32 types of functional organization of the brain. A.R. Luria identified three main types of brain organization:

1. - left-hemisphere type - determines the tendency to abstraction and generalization, the verbal and logical nature of cognitive processes. The left hemisphere is responsible for writing, counting, analytical ability, abstract, conceptual, two-dimensional thinking. Information that enters the left hemisphere is processed quite slowly.
2. - right-hemisphere type - determines the tendency to creativity, the concrete-figurative nature of cognitive processes. The right hemisphere of the brain operates with images of real objects, is responsible for orientation in space and easily perceives spatial relationships.
3. - equihemispheric type - the absence of pronounced dominance of one of the hemispheres implies their synchronous activity in the choice of thinking strategies. In addition, there is a hypothesis of effective interaction between the right and left hemispheres as the physiological basis of general talent.

The basis for the development of intelligence is integrated interhemispheric interaction, which serves to transmit information from one hemisphere to the other.

Recently, the number of children with various developmental defects, learning and adaptation difficulties has increased. It is necessary to carry out comprehensive psychocorrectional work to eliminate the disorders that children have, prevent the development of pathological conditions, and strengthen mental health.

One of the constituent elements of such work is kinesiological correction. Using this method in work allows you to improve a child’s memory, attention, speech, spatial concepts, fine and gross motor skills, reduces fatigue, and increases the ability for voluntary control.

The use of kinesiological training in speech therapy classes helps improve handwriting, increase performance, and activate intellectual and cognitive processes.

Students with specific reading and writing errors are characterized by pronounced uneven development of individual sensorimotor and intellectual functions. Difficulties in learning in such children arise due to the fact that certain functions have not matured, there is disharmony in brain maturation and disruption of interhemispheric interaction.

It should be noted that difficulties in learning to read and write among students are associated with a violation of optimal interhemispheric interaction. At the beginning of the school year, first-graders show a functional advantage of the right hemisphere over the left. At the end of the first year of study, the left hemisphere becomes the main hemisphere. Under these developmental conditions, learning to read and write occurs without difficulty.

Dyslexia and dysgraphia occur in children when they begin learning with the left hemisphere dominant in terms of activity level. Because of this, the pace of reading slows down sharply, but minor errors are allowed.

The same thing happens to those students who did not experience a change in the activity of their hemispheres by the end of the year. In this case, there are many errors when reading, but the reading pace is relatively high.

Normally, the hemisphere leading in activity should change from right to left within a year.

The need for such a reversal of interhemispheric balance is due to the fact that at the initial stage of mastering literacy and graphic symbols, the functionally greatest load falls on the brain systems responsible for the perceptual processing of visual-spatial information (mastering graphemes).

By the end of the first year of study, these difficulties become less important: the linguistic operations necessary for encoding word combinations and phrases come to the fore in importance. In this case, differential correction of dyslexia is necessary through selective development of the left or right hemisphere.

Kinesiological training develops attention, memory, and spatial concepts. The exercises are aimed at eliminating pathological synkinesis, overcoming maladaptation in the learning process, and harmonizing the functioning of the brain.

Kinesiological exercises in the work of speech therapists; methodological development in speech therapy

Kinesiological exercises in the work of a speech therapist.

Prepared by Gogichaeva A. T. Teacher-speech therapist

Mozdok 2018

Explanatory note

The development of a child's brain begins in utero and continues actively after birth. According to research by physiologists, the right hemisphere of the brain - humanitarian, imaginative, creative - is responsible for the body, coordination of movements, spatial visual and kinesthetic perception. The left hemisphere of the brain - mathematical, symbolic, speech, logical, analytical - is responsible for the perception of auditory information, setting goals and building programs. The unity of the brain consists of the activity of two hemispheres, closely interconnected by a system of nerve fibers (corpus callosum). The corpus callosum (interhemispheric connections) is located between the hemispheres of the brain in the parietal-occipital part and consists of two hundred million nerve fibers. It is necessary to coordinate the work of the brain and transmit information from one hemisphere to the other. Violation of the corpus callosum distorts the cognitive activity of children. If conduction through the corpus callosum is disrupted, the leading hemisphere takes on a greater load, and the other is blocked. Both hemispheres begin to work without communication. Spatial orientation, adequate emotional response, coordination of visual and auditory perception with the work of the writing hand are impaired. A child in this state cannot read and write, perceiving information by ear or eyes. A significant part of the cerebral cortex of the human brain is occupied by cells associated with the activities of the hand, especially the thumb, which in humans is opposed to all other fingers.

Difficulties in mastering certain school subjects are the most common cause of school maladjustment. Among them, reading and writing disorders come first. According to sociologists, several tens of percent of children cannot master school skills due to their mental health. At the same time, for 2-10% of public school students, dyslexia becomes an obstacle to learning. Persistent impairments in written speech can occur in children with normal intelligence, intact oral speech, full-fledged vision and hearing, who have immaturity of some private mental processes, which may show almost nothing in everyday life, but create serious obstacles in mastering writing or reading . The misfortune of such children is that both parents and many teachers are completely unaware of this range of problems. Let's talk about this category of disorders in more detail.

Symptoms and psychological mechanisms of writing and reading disorders.

When we talk about dyslexia, we mean conditions the main manifestation of which is a persistent selective inability to master the skill of reading, despite a sufficient level of intellectual and speech development for this, the absence of disorders of the auditory and visual analyzers and optimal learning conditions. The core disorder in this case is a persistent inability to master syllable fusion and automated reading of whole words, which is often accompanied by insufficient reading comprehension. The disorder is based on violations of specific cerebral processes, which generally constitute the main functional basis of reading skills. Dyslexia syndrome includes, in addition to the above main symptom, the phenomena of emotional-volitional immaturity, the symptom complex of successive insufficiency, cerebrasthenic disorders, specific disorders of attention and memory, etc.

Dysgraphia should be called a persistent inability to master writing skills according to the rules of graphics (i.e., guided by the phonetic principle of writing), despite a sufficient level of intellectual and speech development and the absence of severe visual and hearing impairments.

In relation to younger schoolchildren, it is more accurate to speak not about persistent inability, but about difficulties in mastering written language.

An analysis of the literature on this topic allows us to establish a number of reasons that arise simultaneously or sequentially.

Reading and writing disorders have the same etiology and similar mechanisms.

The history of children with dyslexia and dysgraphia indicates the presence of a number of pathological factors affecting the prenatal, natal and postnatal periods. A certain place in the etiology of dyslexia and dysgraphia is given to hereditary factors that create an unfavorable background that predisposes to the occurrence of reading and writing disorders.

In Russian literature, the concept of R.E. Levina is widespread, interpreting reading and writing disorders as a manifestation of a systemic speech disorder, as a reflection of the underdevelopment of oral speech in all its links

Reading and writing disorders may be caused by a delay in the formation of certain functional systems important for the development of written speech, due to harmful factors that acted during different periods of the child’s development.

In addition, dyslexia and dysgraphia occur with organic speech disorders. (A.R. Luria, S.M. Blinkov, S.S. Lyapidevsky, M.E. Khvattsev). Some researchers note a hereditary predisposition to dyslexia (B. Hallgren, M. Rudinesko, etc.), when the qualitative immaturity of individual brain structures involved in the organization of written speech is transmitted. Even I. Ginshelwood (1917) drew attention to the presence of repeated cases of dyslexia in the same families. Later, many authors confirmed the presence of so-called “familial” dyslexia.

It can be assumed that the discovered difficulties in the dynamic and kinetic organization of movements are one of the reasons that complicate the acquisition of grapho-motor skills in primary school.

Thus, reading and writing disorders occur with significant originality both in the speech development of children and in the formation of a number of non-speech functions (the process of lateralization, spatial and temporal orientation, motor functions of the hand). These functions are either delayed in their development or have distorted development.

When entering school, a child must not only have a certain level of development of cognitive processes, but also have age-appropriate motor development. The main reason for difficulties in academic work is a partial lag in cognitive and motor functions. In children 7-8 years old, the type of joint work of both hemispheres of the brain necessary for educational activities has not fully developed. (B.G. Ananyev)

Kinesiology is the science of developing mental abilities and physical health through certain motor exercises.

The origins of kinesiology as a science should be sought in almost all known philosophical systems of antiquity and progressive trends of modern times. Thus, the ancient Chinese philosophical system of Confucius (circa 2700 BC) demonstrated the role of certain movements in promoting health and developing the mind. Ancient Indian yoga contained similar elements, the main goal of which was to acquire higher psychophysical abilities. The most skilled physician in Greece, Hippocrates, born in 460 AD, also used kinesiotherapy. Asklepiades, who lived more than 2000 years ago, was considered the founder of scientific kinesiology in Ancient Greece. The secret of Cleopatra's beauty and youth was that throughout her life she used kinesiological exercises, through which she kept her brain active. It is known that the aging of the body begins with the aging of the brain. By keeping the brain young, we prevent the entire body from aging.

Modern kinesiological techniques are aimed at activating various parts of the cerebral cortex, which makes it possible to develop a person’s abilities or correct problems in various areas of the psyche. Kinesiology considers the human brain as a computer, which already contains information about all functional connections in the body. The brain accumulates information and is able to solve any problem related to the regulation of body functions. In progressive schools around the world, school schedules include a daily lesson - kinesiology.

The most favorable period for intellectual development is the age of up to 10 years, when the cerebral cortex is not yet fully formed. With intellectual development, it is possible to use kinesiological exercises. The success of children's education depends on the timely development of interhemispheric interaction and the selection of individual methods that take into account the individual profile of the functional asymmetry of the hemispheres.

Of particular importance are exercises that use simultaneous different types of hand movements. Unlike symmetrical and conjugate movements, the regulation of which mainly occurs at the level of the spinal cord, heterogeneous movements require a higher level of regulation. The implementation and automation of movements of this type requires the creation of fundamentally new neurosensory networks. The reserve capabilities of the child’s brain functioning are expanded.

In children with a number of speech disorders, general motor insufficiency expressed to varying degrees is observed, as well as deviations in the development of finger movements. Employees of the Institute of Physiology of Children and Adolescents of the Academy of Pedagogical Sciences have established that the level of development of children's speech is directly dependent on the degree of formation of fine movements of the fingers.

The main requirement for qualifying use of special kinesiological complexes is the accurate execution of movements and techniques. Kinesiology classes provide both immediate and cumulative (accumulating) effects to improve mental performance and optimize intellectual processes.

Research by scientists at the Institute of Physiology of Children and Adolescents of the Academy of Pedagogical Sciences (M.M. Koltsova, E.I. Isenina, L.V. Antakova-Fomina) confirmed the connection between speech and finger motor skills. The level of development of children's speech is directly dependent on the degree of formation of fine hand movements.

The literature of recent years describes methods of work on the development of fine motor skills in children with delayed speech development (N.S. Zhukova, E.M. Mastyukova, T.B. Filicheva), with motor alalia (N.I. Kuzmina, V.I. .Rozhdestvenskaya), with dysarthria (L.V. Lopatina, N.V. Serebryakova), with stuttering (L.I. Belyakova, N.A. Rychkova). All authors confirm the fact that training fine movements of the fingers is stimulating for the overall development of the child and, especially, for the development of speech.

M.M. Koltsova came to the conclusion that “the morphological and functional formation of speech areas occurs under the influence of kinesthetic impulses from the hands.” She especially emphasizes that “the influence of proprioceptive impulses from the muscles of the hand is so significant only in childhood, while the speech motor area is being formed.” Great importance must be attached to this fact when working with children and in cases of timely speech development, as well as in cases where speech development is impaired.

Systematic exercises for training finger movements, along with a stimulating effect on speech development, are, according to M.M. Koltsova, “a powerful means of increasing the performance of the brain.” The formation of a child’s verbal speech begins when the movements of the fingers reach sufficient accuracy. The development of finger motor skills prepares the ground for the subsequent formation of speech. Since there is a close relationship between speech and motor activity, if a child has a speech defect, special attention must be paid to training his fingers.

The results of the study by L.V. Antakova-Fomina show that the level of speech development in children is always directly dependent on the degree of development of fine movements of the fingers, but does not always coincide with the level of development of general motor skills. Imperfect fine motor coordination of the hands and fingers makes it difficult to master writing and a number of other educational and work skills.

Currently, the number of children with minimal brain dysfunctions, which are manifested by speech and thinking disorders, and changes in the quality of the psyche, is growing. Disturbances in the functional asymmetry of the cerebral cortex and interhemispheric interaction play a certain role in their occurrence.

The contribution of social environmental factors to the formation of dyslexia and dysgraphia is great. These include: the volume and level of requirements, age at which literacy begins, methods and pace of learning. In the vast majority of children, dyslexia and dysgraphia could be prevented by choosing the optimal learning method for them (analytical-synthetic or visual) pace of learning. The discrepancy between the child’s individual cognitive style, the functional asymmetry of the hemispheres and the proposed method of mastering the skill is a little-studied link in the formation of dyslexia and dysgraphia.

Kinesiological exercises improve attention and memory, form spatial concepts. The classes are aimed at overcoming pathological synkinesis, eliminating maladaptation in the learning process, and harmonizing the functioning of the brain. All exercises must be performed together with the children, gradually complicating them and increasing the time and complexity.

The following ethical principles are used as basic principles in kinesiology:

1. Nonviolence.
2. Reaching compromises.
3. Voluntary consent
4. Giving help.
5. Goodwill.
6. The right to choose.
7. Safety check.

Kinesiological gymnastics includes:

1. Breathing exercises improve the rhythm of the body, develop self-control and volition. The only rhythm that a person can arbitrarily control is the rhythm of breathing and movement. Neuropsychological correction is based on automation and rhythmization of the child’s body through basic multi-level techniques. Disturbances in the rhythm of the body (electrical activity of the brain, breathing, heartbeat, intestinal motility, pulsation of blood vessels, etc.) certainly lead to disruption of the child’s mental development. The ability to voluntarily control breathing develops self-control over behavior. Breathing exercises are especially effective for correcting children with attention deficit hyperactivity disorder.

It is best to start practicing breathing exercises from the exhalation stage, after which, after waiting for a natural pause in the breathing cycle and waiting for the moment when the desire to inhale appears, take a deep breath through your mouth or nose so that there is a pleasant, light, tension-free feeling of inhalation. You need to be careful to keep your diaphragm moving and your shoulders to remain calm, although the upper chest will certainly move as you inhale deeply. At the stage of mastering deep breathing, the child is also asked to place his hand on the area of ​​​​movement of the diaphragm, feeling how the hand rises up as you inhale, and drops down as you exhale.

Breathing (its various stages) can be combined with a variety of eye and tongue exercises. An effective technique is to connect the visual and sensory systems to breathing exercises (“inflating” colored balls in the stomach, “inhaling” sunlight and golden energy, etc.).

2. Oculomotor exercises allow you to expand the field of vision and improve perception. Unidirectional and multidirectional movements of the eyes and tongue develop interhemispheric interaction and increase the energy level of the body. It is known that multidirectional eye movements activate the learning process. The fact is that many cranial nerves coming from the medulla oblongata, including trigeminal, facial, abducens, oculomotor and trochlear, connect to the eye. They activate the movement of the eyeball in all directions, contract or relax the pupil muscles to regulate the vibrations of the retina, and change the shape of the lens to see near and far. In a 3D environment, the eyes are constantly moving, collecting sensory information and constructing complex patterns of images necessary for learning. The brain combines them with other sensory information to build a visual perceptual system. Three-dimensional visual perception is a prerequisite for successful learning. Unfortunately, in educational activities, two-dimensional space is most often used (book, table, notebook, computer, etc.), which significantly reduces the quality of learning.

3. Corrective movements of the body and fingers ensure the development of interhemispheric interaction, the removal of synkinesis and muscle tension. In addition, the development of “feeling” of one’s body contributes to the enrichment and differentiation of sensory information from the body itself (additional afferentation of the body). It is known that the center of fine motor coordination is the frontal lobe of the brain, which is also responsible for internal speech and self-control. As a result, children feel and become more aware of their body, their feelings and experiences, and can more adequately express them.

4. Corrective work should include various types of massages (additional afferentation of the body). Massage of the fingers and ears is especially effective. Experts count 148 points located on the ear, which correspond to various parts of the body. The points on the top of the ear correspond to the legs, and on the lobe to the head

Developmental kinesiology program for children of primary school age with disabilities.

Goals:

• development of fine and gross motor skills;
• coordination of movements;
• synchronization of the work of the cerebral hemispheres;
• development of memory, attention, speech.

Duration of classes – 10-15 minutes.

Frequency – daily.

Class time: morning, afternoon.

Each complex takes 4 weeks to complete.

Complex No. 1

1. Ring. Alternately and as quickly as possible, move your fingers, connecting the index finger, middle finger, etc. in a ring with the thumb. the test is performed in direct (from the index finger to the little finger) and in the reverse (from the little finger to the index finger) order. First, the exercise is performed with each hand separately, then together.
2. Fist-rib-palm. The child is shown three positions of the hand on the plane of the table, successively replacing each other. Palm on a plane, palm clenched into a fist, palm with an edge on the plane of the table, straightened palm on the plane of the table. the child performs the test together with the teacher, then from memory for 8-10 repetitions of the motor program. The test is performed first with the right hand, then with the left, then with both hands together. When mastering the program or in case of difficulties, the teacher invites the child to help himself with commands (“fist-rib-palm”), pronounced out loud or silently.
3. Lezginka. Fold your left hand into a fist, put your thumb to the side, turn your fist with your fingers towards you. With your right hand, straight palm in a horizontal position, touch the little finger of your left. After this, simultaneously change the position of your right and left hands for 6-8 position changes. Achieve high speed of position changes.
4. Mirror drawing. Place a blank sheet of paper on the table. Take a pencil or felt-tip pen in both hands. Start drawing mirror-symmetrical designs and letters with both hands at the same time. As you complete this task, feel your eyes and hands relax. When the activity of both hemispheres is synchronized, the efficiency of the entire brain will noticeably increase.
5. Ear-nose. With your left hand, grab the tip of your nose, and with your right hand, grab the opposite ear. At the same time, release your ear and nose, clap your hands, change the position of your hands “exactly the opposite.”
6. Snake. Cross your arms with your palms facing each other, clasp your fingers, and turn your arms toward you. Move the finger that the presenter points to. The finger must move accurately and clearly, without allowing synkenization. You can't touch your finger. All fingers of both hands should participate in the exercise sequentially.

Complex No. 2

1. Ear massage. Massage your earlobes, then your entire ear. At the end
2. exercises, rub your ears with your hands.
3. Cross movements. Perform cross-coordinated movements simultaneously with your right arm and left leg (forward, sideways, backward). Then do the same with your left hand and right foot.
4. Shaking your head. Breathe deeply. Straighten your shoulders, close your eyes, lower your head forward and slowly rock your head from side to side.
5. Horizontal figure eight. Draw the number 8 in the air in a horizontal plane three times, first with one hand, then with the other hand, then with both hands together.
6. Symmetrical drawings. Draw mirror-symmetrical drawings in the air with both hands at the same time (you can write the multiplication table, words, etc.).
7. Bear wiggles. Swing from side to side, imitating a bear. Then connect your hands. Come up with a plot.
8. Twisting pose. Sit sideways on a chair. Feet together, press your thigh to the back. Hold the right side of the backrest with your right hand, and the left side with your left. Slowly, as you exhale, rotate your upper torso so that your chest is against the back of the chair. Stay in this position for 5-10 seconds. Do the same on the other side.
9. Breathing exercises. Perform rhythmic breathing: inhale twice as long as exhale.

Complex No. 3

1. Tap the table with a relaxed hand of your right and then your left hand.
2. right hand on the rib, bend your fingers into a fist, straighten, place your hand on your palm. Do the same with your left hand.
3. Call. Leaning on the table with your palms, bend your elbows halfway. Shake the brushes one at a time.
4. House. Connect the end phalanges of the straightened fingers. Using the fingers of your right hand, press firmly onto the fingers of your left, then vice versa. Practice these movements for each pair of fingers separately.
5. Tap each finger of your right hand on the table to count “one, one-two, one-two-three, etc.”
6. Fix the forearm of your right hand on the table. Using your index and middle fingers, take a pencil from the table and lift it up and down. Do the same with your left hand.
7. Roll out a small lump of plasticine on the board, alternately with the fingers of your right hand, then with your left.
8. Rotate the pencil first between the fingers of your right hand, then your left (between the thumb and index; ring and little fingers; then in the opposite direction).
9. Fix your forearm on the table. Take the matches from the box on the table with the fingers of your right hand and place them side by side without moving your hand. Then put them back in the box. Do the same with your left hand.

Complex No. 4

1. Sit cross-legged on the floor and place your hands on your diaphragm. Raising your hands up, inhale, lowering your hands - exhale.
2. Snowman. Standing. Imagine that you are a newly made snowman. The body should be as tense as frozen snow. Spring came, the sun warmed up and the snowman began to melt. First, the head “melts” and hangs, then the shoulders drop, the arms relax, etc. At the end of the exercise, fall to the floor and lie like a puddle of water.
3. While sitting, bend your elbows, clench and unclench your hands, gradually speeding up the pace. Perform until your hands are as tired as possible. Then relax your hands and shake.
4. Free eye movements from side to side, rotation.
5. Faces. Perform various facial movements: puff out your cheeks, push out your tongue, stretch out your lips, open your mouth wide.
6. Stroking the face: place your palms on your forehead, and as you exhale, move them with light pressure down to your chin. As you inhale, move your hands from the forehead through the crown to the back of the head, from the back of the head to the neck.
7. Extend your arms in front of you, bend your hands up and down. Then rotate both hands clockwise and counterclockwise (first unidirectionally, then multidirectionally), bring and spread the fingers of both hands. Try opening and closing your mouth wide at the same time as you move your hands.
8. Make slow tilts of your head to your shoulders and “nodding” movements back and forth. Then make circular movements with your head in one direction, then in the other.
9. Make circular movements with your shoulders back and forth and shrug them.
10. Pick up a ball or toy. At the leader's command, lift it up, right, left, down.

Complex No. 5

1. Holding your breath. Take a deep breath and hold your breath for as long as possible. You can introduce an element of competition in a group.
2. Tree. Squatting. Hide your head in your knees, clasp your knees with your hands. This is a seed that gradually germinates and turns into a tree. Slowly rise to your feet, then straighten your torso and stretch your arms up. Tighten your body and pull it up. The wind blew: swing your body, imitating a tree.
3. Inside Outside. Lying on your back. Close your eyes, listen to the sounds around you (the noise of traffic outside the window, the breathing of others, etc.). Shift your attention to your body and listen to it (your own breathing, heartbeat, feeling your body posture, etc.). Shift your attention to external noises and internal sensations several times.
4. Follow the outline of an imaginary figure (circle, triangle, square) or number with your eyes.
5. Move your jaw in different directions.
6. Self-massage of the ears: pinch the earlobe with your thumb and forefinger, knead the earlobe from the bottom up and back. Pull your ears down, to the sides and up.
7. Try rolling nuts or balls first in each palm and then between your fingers.
8. Exercises in pairs: stand opposite each other, touch your partner’s palms with your palms. Make movements similar to a bicycle.
9. Standing on all fours, imitate a cat pulling up: while inhaling, bend your back, raising your head up; As you exhale, arch your back, lowering your head.
10. Jump at the leader's command forward, backward, right, left a certain number of times.

Complex No. 6

1. While standing, lower your arms, take a quick breath, pulling your hands to your armpits, palms up. Then, exhaling slowly, lower your arms along your body, palms down.
2. Flight. Standing. Make several strong swings of your arms, spreading them to the sides. Close your eyes and imagine that you are flying, flapping your wings.
3. While running around the room, wave your arms and shout loudly. On command, stop and relax. Can be performed sitting or lying on the floor, swinging your arms and legs.
4. Lying on your back. At arm's length in front of your eyes, randomly move some bright object. Follow the object with your eyes without moving your head.
5. Practice tongue movements such as clicking, clicking, and whistling. Then follow the sequence: two clicks, two clatters, two whistles, etc.
6. With your right hand, massage your left arm from elbow to wrist and back. Then from shoulder to elbow and back. Do the same movement with the other hand.
7. Press your palm against the surface of the table. First, in order, and then randomly, raise your fingers one at a time and name them.
8. Get on all fours and crawl without touching objects placed on the floor. Place your hands crosswise. Combine the movements of the tongue with the movements of the hands: first the tongue moves behind the hand, then in the opposite direction.
9. Sitting on the floor, stretch your legs out in front of you. Move the toes of both feet, slowly bending and straightening them, first together, then alternately. Add synchronized movements with your hands.
10. Treasure. There is a toy or candy hidden in the room. Find it, focusing on the leader’s commands, for example: “Take two steps forward, one to the right and forward.”

Complex No. 7

1. Breathe through only one nostril (first the left, then the right).
2. Egg. Sit on the floor, pull your knees to your stomach, clasp them with your arms, and hide your head in your knees. Rock from side to side, trying to relax.
3. Boat. Lie on your back with your arms extended. On command, simultaneously raise your straight legs, arms and head. Hold the pose for as long as possible. Then do this exercise while lying on your stomach.
4. Joint movements of the eyes and tongue. With your tongue and eyes extended out of your mouth, make joint movements from side to side, rotating them in a circle, along the trajectory of a lying figure eight. First, unidirectional movements are practiced, then multidirectional ones.
5. Gymnastics for the tongue. Movements in different directions, arching the tongue, clenching and unclenching the tongue, curling into a tube.
6. Clap your palms several times until the fingers of both hands touch. Then clap with your fists, oriented with the back surface first up and then down.
7. Close your eyes. Try to identify a small object that will be handed to you (key, button, paperclip, etc.). With your other hand, draw it on the paper (wave it in the air).
8. Lying on the floor, touch your elbow (hand) to your knee, slightly raising your shoulders and bending your leg. Perform unilateral movements first, then cross movements.
9. Lying on your back, raise your legs together and write patterns, numbers, letters in the air with them.
10. Exercises in pairs: stand facing each other. One of the partners performs movements with their arms or legs, the other must mirror them.

A necessary condition for any correctional process is a system of punishments and rewards, which is developed by the whole group at the beginning of classes. Punishment can be elimination from the game to the “bench”, deprivation of the role of leader, etc. Various prizes, the choice of favorite music to accompany classes, a leading role in the game, etc. can serve as incentives. When corrective work, it is also necessary to take into account that children with disabilities cannot obey group rules for a long time, get tired quickly, and do not know how to listen and follow instructions. It is recommended to start working with them with individual lessons, gradually including them in group activities. In addition, each child requires an individual strategy and tactics of interaction.

Bibliography:

1. Dennison P.I., Dennison G.I. Educational kinesthetics for children: A basic guide to Educational Kinesiology for parents and teachers raising children of different ages: Trans. from English M.: Ascension, 1998.
2. Sazonov V.F., Kirillova L.P., Mosunov O.P. Kinesiological gymnastics against stress: Educational and methodological manual / RGPU. – Ryazan, 2000.
3. Sazonov V.F. Kinesiology for stress relief. (Introduction to psycho-oriented kinesiology). Ryazan State University, 2010.
4. Sirotyuk A.L. Teaching children taking into account psychophysiology: A practical guide for teachers and parents. M.: TC Sfera, 2001.
5. Whiteside D., Stokes G. One brain. Correction of dyslexic learning disabilities and brain integration. M.: Dialog-MSU, 1996.
6. https://iemcko.narod.ru/2513.html
7. https://kineziolog.bodhy.ru

Kinesiological exercises in speech therapy classes

Of the large variety of exercises in speech therapy classes, it is advisable to include the following, provided for various stages of the lesson.

To start the lesson:

Oculomotor exercises

Expand the field of vision, improve perception. Unidirectional and multidirectional movements of the eyes and tongue develop interhemispheric interactions and increase the energy level of the body, activate the brain structures that control thinking, speech and behavior, and activate the correction process.

1. Movements in four directions and diagonals. The exercise is performed at a slow pace (from 3 to 7 seconds) with fixation in extreme positions.

2. Movements in four directions and diagonals with breathing. During the deep inhalation phase, make a movement with your eyes, then, holding it in the extreme position during the breath-holding phase, return to the starting position with a passive exhalation.

3. Movements of the eyes in four directions involving the movement of the tongue (eyes and tongue to the right—inhale, pause, to the starting position—exhale, etc.).

Movement exercises

Allows you to develop fine motor skills.

The more the small muscles of the body are involved in the exercises, the better the nerve pathways between the frontal parts of the brain and other parts are activated, interhemispheric interaction develops, and involuntary movements (syncenesis) are removed.

1. Making “rings”

2. Connection of “rings”;

3. Alternate contact of the fingertips of two palms;

4. When pressing your palms together, alternately spread and connect pairs of fingers;

5. Exercise “Frame” (The thumb of the left hand is connected to the index finger of the right hand, the thumb of the right hand is connected to the index finger of the left hand. Then the palm is rotated in the opposite direction and the thumb of the left hand is connected to the middle finger of the right hand. I alternate fingers, we “move” to the little finger);

6. Exercise “Fist-rib-palm”;

7. Passing the ball from one palm to the other (the forearm of one hand stands still, and the other hand reaches towards it).

8. Lezginka. The left hand is folded into a fist, the thumb is set to the side, the fist is turned with the fingers towards itself so that the thumb points to the left. The right hand touches the little finger of the left hand with outstretched fingers, the palm faces down. After this, the position of the right and left hands changes simultaneously for 6-8 changes of positions, the tempo increasing each time.

Breathing exercises

Allows you to develop the rhythm of the body, self-control and arbitrariness.

1. Diver. Stand up, take a deep breath, hold your breath and close your nose with your fingers. Sit down, as if diving into the water. The count goes to five and stand up, open your nose and exhale.

2. Cams. Make a fist with your fingers, bending your thumbs inward. As you exhale, clench your fist with force. Then, relax the effort and take a breath. Repeat several times with your eyes closed.

3. Candle. Performed while sitting on a chair. You need to imagine that there is a large candle. You need to take a deep breath and blow out the candle with one exhalation. Then imagine 5 small candles. Take a deep breath and blow out these candles with small portions of air.

For the middle of the lesson

Cross movements

Helps activate the vestibular apparatus and frontal lobes of the brain.

1. Ear-nose. With your left hand, grab the tip of your nose, and with your right hand, grab the opposite ear. Simultaneously release your ear, nose and clap your hands. Change the position of your hands.

2. Mill. The arm and opposite leg rotate in a circular motion, first forward, then back, simultaneously with the rotation of the eyes to the right, left, up, down. Execution time is one to two minutes.

3. Cross marching. Walk slowly, alternately touching your right and left hand to the opposite knee.

For the end of the lesson

Bodily relaxation

Helps reduce skeletal muscle tone.

1. Fire and Ice. The command “fire” is to make intense body movements, the command “ice” is to freeze, strongly tensing the muscles. Repeat several times.

2. Pick an apple. Performed while standing. Imagine that an apple tree is growing. There is a large ripe apple hanging over your head, you need to get it out. Stand on your toes, take a sharp breath and stretch with your right hand. Having picked an apple, exhaling, we put it in a basket that stands on the ground, and bend down. We do the same for the left hand.

3. Rag doll and soldier. Stand up like a soldier, tense your muscles, freeze in your pose and don’t move. Then bend forward and spread your arms so that they dangle like rags. You need to become soft and mobile, like a rag doll. Now stand again like a soldier and tense your muscles. Repeat several times alternating between the soldier and the rag doll.

The most effective is the emotionally pleasant activity of the child, so kinesiological exercises must be carried out in a friendly environment.

If speech therapy work is systematic and painstaking, the result of the classes will be more productive.

The classes include games and exercises, both individual and group. Each time the exercises become more complicated, the volume of tasks increases, and the pace of completing tasks increases. Expansion of the zone of proximal development entails a transition to the zone of actual development.

The following must be taken into account: the implementation of standard educational activities can be interrupted by kinesiological exercises, while it is not advisable to interrupt creative activities.

Kinesiological exercises are recommended to be used before starting work when students face a mental load that requires the disclosure of intellectual potential and elements of creativity. This can be explained by the fact that creative activities associated with the work of the right hemisphere and holistic perception must be performed with complete immersion in the problem.

Activities associated with logic, signs, that is, with the work of the left hemisphere, can be interrupted by special training.

Article:

It’s no secret that the psychophysical health of pupils has been deteriorating lately: the number of children with various developmental disorders, learning difficulties, difficulties in adaptation, memory, attention and thinking is increasing.
They are characterized by a violation of general and fine motor skills, weak neuromuscular regulation of breathing processes, voice guidance, articulation, instability of the nervous system (emotional excitability, excessive disinhibition or lethargy, instability and increased exhaustion of nervous processes, attention deficit, low performance) against the background of residual manifestations organic damage to the central nervous system. Modern preschoolers experience significant mental overload. Children experience the harmful effects of physical inactivity. According to Russian educational and health authorities, the state of mental and physical health of children already at the preschool stage is deteriorating compared to previous generations of their peers, so the problem of preserving and strengthening the health of children is becoming global.

The school places demands on children's spontaneous attention in terms of the ability to act without distractions, follow instructions and control the results obtained. Recently, teachers have noted that first-graders often experience serious difficulties in mastering the skill of writing: the hand quickly gets tired, the working line is lost, and letters cannot be written correctly. The child does not fit into the general pace of work. In addition, the number of children of preschool and primary school age with mental retardation and attention deficit disorder, usually combined with hyperactivity, is increasing. In this regard, in recent years, health-saving practices have been widely used in speech therapy.

In children with speech impairments, as a rule, other disorders are observed - in the field of mental functions, emotional-volitional sphere, motor and other spheres, which indicates a varying degree of disturbances on the part of the central nervous system as a whole. In many cases, immaturity of certain brain functions, disharmony of its maturation, and disruption of interhemispheric interaction are revealed. The unity of the brain’s work consists of the activity of its two hemispheres, closely interconnected by a system of nerve fibers. The development of interhemispheric interaction is the basis for the development of intelligence.

To overcome their existing disorders, prevent the development of pathological conditions, and strengthen mental health, it is necessary to carry out comprehensive psychocorrectional work. One of the constituent elements of such work is kinesiological correction.

Kinesiology is the science of developing mental abilities and physical health through certain motor exercises. Modern kinesiological techniques are aimed at activating various parts of the cerebral cortex, which makes it possible to develop a person’s abilities or correct problems in various areas of the psyche. Kinesiology considers the human brain as a computer, which already contains information about all functional connections in the body. The use of this method makes it possible to improve a child’s memory, attention, speech, spatial concepts, fine and gross motor skills, reduce fatigue, and increase the ability of voluntary control. The use of kinesiological exercises in speech therapy classes helps to increase performance and activate intellectual and cognitive processes.

Kinesiological exercises synchronize the work of the hemispheres, improve mental activity, help improve memory and attention, and facilitate the process of reading and writing. As a result, the level of emotional well-being increases, visual-motor coordination improves, and spatial orientation is formed.

The existing experience of our educational institution shows that comprehensive, meaningful correctional and health work using health-saving technologies is effective and contributes to:

— improving communication skills;

- increasing speech activity;

-development of melodic-intonation and prosodic aspects of speech;

-development of mental processes;

-increasing performance and endurance;

— improvement of general and fine motor skills, motor skills;

-activation of cognitive processes.

Kinesiological techniques that we used in speech therapy practice:

• articulation exercises;

• breathing exercises;

• conjugate gymnastics (simultaneous work of fine motor skills of the fingers and articulatory organs);

• exercises aimed at developing gross and fine motor skills.

The use of kinesiological exercises in the activities of a speech therapist becomes a promising means of correctional and developmental work with children. Against the background of comprehensive correctional assistance, kinesiological exercises, without requiring much effort, optimize the process of correction of speech and intellectual activity and contribute to the improvement of the child’s entire body. In addition, alternative methods and techniques help organize classes more interesting and varied.

Exercises used in work

"Ear - Nose"

With your left hand, grab the tip of your nose, and with your right hand, grab the opposite ear. At the same time, release your ear and nose, clap your hands, change the position of your hands “exactly the opposite.”

"Fist - rib - palm"

Show three positions of the hand on the plane of the table, successively replacing each other. The palm is on a plane, the palm is clenched into a fist, the palm is edge-on on the plane of the table. First with the fist hand, then with the left hand, then with both hands.

"Bike"

The exercise is performed in pairs. Starting position: stand opposite each other, touch your partner’s palms with your palms. Perform movements similar to those performed by the legs when riding a bicycle, with tension. 8 movements + pause. Performed 3 times.

"Ring"

Alternately and as quickly as possible, move your fingers, connecting the index finger, middle finger, etc. in a ring with the thumb. The tests are performed in the forward (from the index finger to the little finger) and in the reverse (from the little finger to the index finger) order. First, the exercise is performed with each hand separately, then together. The stage of pronunciation skills is followed by the stage of automation, the transformation of skills into strong skills, which is achieved as a result of kinesiological exercises and speech practice. While performing the movements of kinesiological exercises, children pronounce the given sound in isolation, in syllables, words, phrases, poems and nursery rhymes.

The “Ring” exercise can be performed by pronouncing a practiced sound (syllable, word). Alternately move your fingers, connecting the thumb and successively the index, middle, ring and little fingers into a ring, while pronouncing the sound “Ш”. At the stage of automating the sound “Ш” in syllables, we pronounce the syllable “sha” (“sho”, “shu”, then words, phrases, poems and nursery rhymes).

"Frog"

Place your hands on the table. One hand is clenched into a fist, the other lies on the table, palm down. Take turns changing the position of your hands. Combine with moving the tongue left and right. 8-10 reps.

"Lezginka"

The left hand is folded into a fist, the thumb is set to the side, the fist is turned with the fingers towards itself so that the thumb points to the left. The right hand touches the little finger of the left hand with outstretched fingers, the palm faces down. After this, the position of the right and left hands simultaneously changes for 6-8 changes of positions at an accelerating pace.

Used sources:

1. Arshavsky V.V. Interhemispheric asymmetry in the system of search activity. —Vladivostok, 1988.

2. Bragina N. N., Dobrokhotova T. A. Functional asymmetries of man. —M., 1981.

3. Gilevich I.M., Zabara E.A., Ippolitova M.V. et al. Children with developmental disabilities. —M., 1997.

4. Sirotyuk A. L. Correction of the development of intelligence of preschoolers. – M: Sphere shopping center, 2001.

5. Shanina G. E. Exercises of a special kinesiological complex to restore interhemispheric interaction in children and adolescents: Textbook. —M., 1999.

Scientific article on the topic “KINESITHERAPY IN CORRECTIONAL WORK WITH CHILDREN WITH SPEECH IMPAIRMENTS”

KINESITHERAPY IN CORRECTIONAL WORK WITH CHILDREN WITH SPEECH IMPAIRMENTS

A.V. Vendina

Scientific supervisor: O.M. Faletrova

Candidate of Pedagogical Sciences, Associate Professor

Yaroslavl Pedagogical University named after. K.D. Ushinsky

Yaroslavl

At the present stage of development of society, research shows that the most common manifestations of developmental disorders at primary school age are speech disorders. The psychological and pedagogical characteristics of children with speech impediments are presented in detail in the works of R. E. Levina, T. B. Filicheva, G. V. Chirkina, O. E. Gribova. Research by these scientists has shown that children with speech impairments are a special category of children with developmental problems who have preserved hearing and intelligence, but have significant speech impairments that affect the formation of certain aspects of the psyche. This category of children has the following characteristics: neurotic symptoms, behavioral problems, speech negativism, impaired ability to receive and process information. All these features that characterize developmental disorders of children in this group require targeted correctional work. Therefore, the search for new effective methods, techniques and methods for correcting speech disorders has not lost its relevance.

Currently, innovative technologies are increasingly used in special pedagogy. Many modern researchers, including E.A. Medvedeva, I.Yu. Levchenko, L.N. Komissarova, T.A. Dobrovolskaya, contact card therapy ,

“representing a set of psycho-corrective techniques that belonged both to a specific type of art and are also a technology of preventive, therapeutic and corrective use.”

All art therapy techniques are inextricably linked with music, because music is the most powerful means of speech correction. Music and speech are the most important forms of human communication. In terms of its vital significance, human speech is multifunctional. It is primarily a means of communication, a means of thinking, a carrier of memory and information. The quality of speech and voice characteristics give us an idea of ​​the personality of the speaker. When characterizing speech, the same concepts are used as in music - harmony, euphony, the same characteristics of acoustic means of expression are used - tempo, timbre, intonation, timbre and others.

Musical intonation (medieval Latin intonatio, from intono - I recite, sing the first words) is a multi-valued concept that expresses the sound embodiment of musical thought, which is interpreted as a manifestation of human consciousness. Speech intonation is a complex supersegmental phenomenon of phonetics, capable of uniting and separating segments (speech units) in meaning, conveying an emotional and expressive component. Both musical intonation and speech are similar in the main thing - in conveying the emotional component of thought, which means they are able to complement each other and enrich human communication. Therefore, in the formation of intonation components, it is logical to apply the musical heritage, to use music and its expressive means - pitch, modal, rhythmic organization, as musical stimulation (a certain event that, influencing a sensory receptor or receptor cell, causes their activity) in influencing the human organism.

Musical stimulation is a set of motor and vocal exercises aimed at the harmonious development of speech, through relaxation of the body and the development of correct phonation stereotypes. The sound components common to music and speech are symbolism, rhythm, intonation basis, as well as acoustic parameters: pitch, strength, timbre, duration, dynamics. Music, like speech, carries the main load - information. Music rises above conceptual language because it is only a reflection of ideas about objects and phenomena of the surrounding reality. Music consists entirely of rhythms. Rhythm is the form and way of existence of the world as a whole; all life is a chain of rhythmic sequences. Rhythm is also a universal property that organizes and disciplines the beginning of any language system. Speech, like music, is built on a rhythmic foundation, therefore, to correct speech disorders in children, we use the possibilities of kinesitherapy.

Kinesitherapy is a movement therapy that enhances the overall reactivity of the body and increases its stability. The goal of kinesitherapy is the correction of speech disorders through the use of various types of musical and motor activities. Kinesitherapy includes four main sections: finger gymnastics, corrective (speech therapy) rhythm, dance, psycho-gymnasics. The greatest effect of kinesitherapy in relation to children with speech disorders is manifested if it is carried out in combination with music. The correctional basis of these types of music-movement therapy is built on the unity of music and movements, on the active, purposeful motor activity of the child accompanied by music. (Medvedeva E.A.)

Let's look at each of these sections. The first section is finger gymnastics. Its goal is to develop fine motor skills in schoolchildren with speech impairments. According to Koltsova M.M. speech areas of the brain are formed under the influence of impulses coming from the fingers. Improving manual motor skills contributes to the activation of motor speech areas of the brain and, as a result, the development of motor speech function.

Finger gymnastics includes various types of exercises to develop dexterity, accuracy, coordination, and synchronization of finger movements. Finger gymnastics helps children rest, relax, strengthens the muscles of the fingers and palms, which in turn helps in drawing, and later in writing, actively develops memory and speech. Finger games create a favorable emotional background, teach you to listen and understand the meaning of speech, and increase the child’s speech activity. In such classes, it is recommended to combine special poetry with music. There is a collection of musical exercises of finger gymnastics for children of primary school age, developed by L.A. Yartova, including such exercises as “Hide and Seek”, “Rain”, “Playing the piano”, “Clapping your hands”.

The next section of kinesitherapy is speech therapy rhythm. Understanding logorhythmics is based on the use of the connection between words, music and movement. Logorhythmics is a system of movements combined with music and words. Speech therapy rhythm classes strengthen the musculoskeletal system in children with speech disorders, develop breathing, and develop correct posture. Violations are corrected through rhythm. Logorhythmics material consists of: small folklore forms, dances, games - skits, musical and speech games with special speech therapy exercises. With their help, the child successfully develops speech and communicative functions of speech, and his vocabulary is enriched.

The third section of kinesitherapy is called psychogymnastics. The goal of psycho-gymnastics is to teach children the elements of techniques for expressing emotions through facial expressions, gestures, and movements. Psycho-gymnastics includes a set of exercises, games, sketches, with the help of which the correction of psycho-emotional and motor disorders in children is carried out. Psycho-gymnastic exercises are offered for children to perform at the end of kinesitherapy classes. The choice of exercise and corresponding music in terms of tempo and character in such classes is selected in accordance with the emotional state of the children: after moving exercises, etudes aimed at relaxation are used, and vice versa, the moderate tempo of the previous tasks requires a bright ending.

The last section of kinesitherapy presents phonetic rhythms. Phonetic rhythmics is a system of speech-motor exercises aimed at developing natural speech with pronounced intonation and a rhythmic basis in children with hearing impairment. In the process of vocal and speech work in music classes, it is effective to use chants, singing vocalises, simple melodies with any vowel sound, singing the syllables “mi - me - ma - mo - mu” on one sound, singing descending major triads on the vowels “and - a – y, e – o – a.” Their simple melody allows you to pay attention not only to the intonation accuracy of performance, but also to the correct and expressive pronunciation of sounds. The means of phonetic rhythm include special poses, movements, exercises for the development of gross and fine motor skills, articulatory movements, breathing exercises, subject to tempos and rhythms. Phonetic rhythms are used in working with children with speech impairments and intact hearing. Having built the body of the child being trained in a certain way, the sound is formed correctly, resonates and acquires flight. Phonetic rhythm includes the movements of children, which are accompanied by the pronunciation of sounds and syllables. Work is carried out on three main elements of sound pronunciation: tension, intensity, time. The characteristics of sound also depend on the quality of muscle participation in movement. Intensity determines the dynamics of speech - those efforts in the articulatory apparatus that occur when pronouncing one or another sound. Time determines the speed of movement or speaking. From the very beginning of phonetic rhythm classes, children should be taught to consciously regulate movements when performing exercises that accompany the pronunciation of sounds and syllables with these sounds. All movements, in the early stages of training, and repetitions are performed by students synchronously with the speech therapist. Having mastered the basics of the method, the child practices reflected sound reproduction at a given pace, after which the movements are gradually removed and only the sound is left. The use of phonetic rhythms (a combination of a system of motor exercises with pronouncing or singing speech material) in speech therapy practice plays a significant role in the formation of pronunciation and automation of speech sounds, eliminates pronunciation defects, corrects the rhythmic and intonation side of speech, and develops the naturalness of movements.

Thus, we can conclude that at the psychophysiological level there is a clear interdependence in the development of speech, music and movements. Musical movements are a means of correcting speech disorders.

1. Zhiganova, K.S. Faletrova, O.M. Music therapy in education [Text]: method. rec. / O.M. Faletrova. – Yaroslavl: YaGPU, 2011. – 35 p.

2. Kiseleva, M.V. Art therapy in working with children [Text]: textbook. – St. Petersburg, 2006. 3. Faletrova, O.M. Music as a means of psychological and pedagogical correction [Text]: educational method. allowance. – Yaroslavl: YaGPU, 2008. – 147 p.

4. Medvedeva E.A., Levchenko I.Yu., Komissarova L.N., Dobrovolskaya T.A. Art pedagogy and art therapy in special education: textbook. for students and higher ped. textbook establishments. - M.: Academia, 2001.