MAGAZINE Preschooler.RF
The relationship between the music director and the speech therapist for the purpose of correcting the speech of pupils- Arykova E.A., music director
- Antonova E.A., teacher
Recently, the problem of development, training and education of preschool children has become especially significant. The number of children with various speech disorders has increased significantly. Without delving into the causes of the problem, it should be noted that speech disorders, to varying degrees, affect the formation of the personality of children and affect their physical and mental development.
Psychologists and linguists believe that in early childhood the rate of speech development is much higher than in later years of life. Speech serves as a means of communication and self-regulation of behavior.
The successful development of speech in preschool age is crucial, and the child’s adaptation to school depends on it. It is known that children with oral speech disorders when entering school experience certain difficulties in mastering writing and reading.
When working with children who have speech impairments, close interaction between the speech therapist and the music director is necessary.
The purpose of this interaction is to overcome speech disorders by developing the child’s motor sphere in combination with words and music.
Everything around us lives according to the laws of rhythm. The change of seasons, day and night, heart rate and much more are subject to a certain rhythm. Any rhythmic movements activate the human brain. Therefore, from early childhood it is recommended to develop a sense of rhythm in a form accessible to preschoolers - rhythmic exercises and games.
The close relationship between a speech therapist and a music director occupies a special place in the system of a comprehensive method of correctional work with preschoolers and serves the purpose of normalizing motor functions and speech, including breathing, voice, rhythm, tempo and melodic-intonation aspects of speech.
In my work, I use a technique (logorhythmics) based on the connection between words, music and movement and include finger, speech, musical-motor and communicative games in my classes. The relationships between these components are varied, with one of them predominant.
In the system of correctional work with preschool children, two directions can be distinguished: influence on non-speech and speech processes.
A music lesson includes the following elements:
Songs and poems accompanied by hand movements. Development of fine motor skills, fluency and expressiveness of speech, speech hearing and speech memory.
Musical and musical-rhythmic games with musical instruments. Development of speech, attention, ability to navigate in space.
Development of a sense of rhythm.
Speech therapy (articulation)
gymnastics, vocal-articulation exercises. Strengthening the muscles of the organs of articulation, developing their mobility.
Development of singing abilities.
Exercises to develop facial muscles. Communication games and dances.
Development of the emotional sphere, associative-figurative thinking, expressiveness of non-verbal means of communication, positive self-awareness.
Exercises for the development of general motor skills, appropriate for age. Development of muscle-motor and coordination spheres.
An exercise to develop word creativity. Expanding the active supply of children.
I do not always include all of the listed elements in the structure of the lesson. The sequence of correctional work varies in accordance with the lexical topic, with material from the folder of the relationship between the speech therapist and music. leader, with the nature of speech disorders, individual and age characteristics of children.
Children perform movements to musical accompaniment with a clearly defined rhythm, and the speech therapist monitors the accuracy of their execution. The amplitude and tempo of the exercises are consistent with the dynamics of the music.
During music classes, I also conduct outdoor games and speech motor exercises together with a speech therapist, accompanied by music. The main task of these games is the rhythmic performance of the poetic text, coordinated with the movements.
We learn the exercises in stages: first the movements, then the text, then all together. Mastering motor skills, learning poems and songs with movements, finger games takes place without unnecessary didactics, unobtrusively, in a playful way.
When working on breathing, I pay special attention to the development of long, uniform exhalation in children. Singing develops well the duration of exhalation and the melodic-intonation side of speech. And here, too, close interaction between the music director and the speech therapist is necessary. We select emotionally expressive, imaginative songs with accessible lyrics, the phrases of which should be short.
I think the most important thing is the coordinated work of all these components. Only then will speech be beautiful, sonorous and expressive. Therefore, during the classes, not only the technique of breathing, voice, tempo is practiced, but also their interrelation, their coherence. In classes, the connection of speech with music and movement, in addition to the development of the child’s muscular system and voice data, allows the development of children’s emotions and increases the child’s interest in classes, awakens his thoughts and imagination.
One of the necessary conditions for obtaining good results is the interaction of all teachers. The song and dance repertoire is learned in music classes. The teacher and speech therapist reinforce dynamic pauses in their classes.
As a result of the close relationship between the speech therapist and the music director, the following tasks are realized: clarification of articulation, expansion of vocabulary, development of auditory attention and motor memory, improvement of gross and fine motor skills, development of clear, coordinated movements in conjunction with speech, development of melodic-intonation and prosodic components, creativity and imagination.
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"Let's sing a song together"
Tasks:
Correctional and educational:
— improving the grammatical structure of speech;
- development of phonemic and phonetic hearing and perception.
Correctional and developmental:
- development of visual attention, speech hearing, sense of rhyme;
— development of articulatory and fine motor skills;
— development of coordination of speech with movement;
- development of creative imagination, fantasy, memory and logical thinking.
Correctional and educational:
— nurturing love for the Motherland and respect for nature;
— consolidation of moral and aesthetic feelings in communication with nature;
— fostering a positive attitude towards participation in the lesson.
Attributes and equipment: piano; chairs arranged in a semicircle (according to the number of participants); bags - “clouds”; plume; “bag of good mood” with sweets.
Article:
Speech function is one of the most important mental functions of a person. In the process of speech development, higher forms of cognitive activity and the ability for conceptual thinking are formed.
The meaning of words in itself is a generalization and, in this regard, represents not only a unit of speech, but also a unit of thinking. In recent years, unfortunately, there has been an increase in the number of children with speech disorders.
Speech communication creates the necessary conditions for the development of various forms of activity and participation in collective work. A child’s mastery of speech contributes to awareness, planning and regulation of his behavior.
Speech disorders, to one degree or another, negatively affect the entire mental development of the child and affect his activities and behavior.
In our kindergarten, in the speech therapy group , there are children with speech disorders such as general underdevelopment of speech at various levels. Children with speech pathology are characterized by impaired gross and fine motor skills, and breathing is often shallow. Some are overly active, others are passive, which is due to the weakness of the nervous system. Aggression and excessive disinhibition are possible. Fatigue is often increased, attention deficit is observed, memory and performance are reduced.
to achieve positive results with such children only by creating a unified correctional and educational environment for preschool educational institutions. An integrated approach to speech correction ensures integrated connections between specialists working with children in the speech therapy group .
At the beginning of the school year, when checking the musical abilities of children in the speech therapy group, a general pattern is noted - children do not sing, but speak, cannot cope with singing sounds, pronouncing the endings of words, poorly remember the lyrics of songs, their names, names of musical works , do not sufficiently coordinate movements with the music , singing, in a word, they find it difficult to convey the rhythmic pattern. The listed characteristics of children determine the specifics of musical activity .
The main form of musical activity in preschool educational institutions is music classes , during which systematic, targeted and comprehensive education and formation of the musical and creative abilities of each child are carried out.
The specificity of musical work with children in speech therapy groups involves the use of elements of logorhythmics in each music lesson .
In the specialized literature, logorhythmics is considered as a system of musical-motor , speech-motor and musical-speech games and exercises carried out for the purpose of speech therapy correction (Volkova G. A. Logopedic rhythm . - M.: Prosveshchenie, 1985). Thus, speech development is formed through words, movement and music .
Logorhythmic activity includes the following elements:
1. Articulation gymnastics
- these are special exercises that set the human speech apparatus in motion
Objectives of articulatory gymnastics in music classes :
* develop children's singing abilities
* form articulation of various sounds.
* consolidate the articulatory patterns of these sounds in syllables, words, phrases.
* develop children's diction by training the mobility of tongue and lip movements
*teach children to correctly place accents when singing words and phrases
* develop a sense of rhythm.
Articulation exercises can be silent or with the participation of the voice. In music classes, these exercises are carried out by counting, with clapping, to music , and also in combination with breathing and vocal exercises. Articulation gymnastics should not be tiring. Playing with the tongue and lips does not exceed 1-2 minutes before singing.
2. Finger gymnastics
Finger games and fairy tales, which are performed as songs or recited to music an important place in music . The melody is selected taking into account the age of the children, but is always simple and easy to remember. Finger games are accompanied by a display of bright illustrations, toys, and finger theater heroes. Games develop the child’s speech and motor skills, increase the coordination abilities of the fingers, combine finger plasticity with expressive melodic and speech intonation, and form figurative and associative thinking. The texts for these games should be simple - short poems, Russian folk songs, nursery rhymes, counting rhymes, short fairy tales.
3. Breathing exercises
- various exercises to develop breathing.
The main objectives of breathing exercises in music classes are :
* strengthening the physiological breathing of children
* formation of correct speech breathing (short inhalation - long exhalation)
* training the strength of inhalation and exhalation.
* development of prolonged exhalation.
Working on breathing precedes singing songs. A feature of breathing work is a gradual and individual increase in load. Some of the exercises are performed with a count, and some with music . When learning an exercise, the teacher first shows it in full, accompanying the demonstration with an explanation, then offers to repeat the exercise with him, controlling the movement of each child and directing the movements of the arms, head and torso. First, individual vowel sounds are used as speech material, then syllables, words and phrases. As you perform exercises to develop speech breathing, the duration of speech exhalation increases.
4. Speech games
Speech games are one of the forms of creative work with children not only in speech development, but also in musical education .
Speech games and exercises in music classes are accompanied by movements and sounding gestures (claps, stomps, clicks, slaps). musical instruments , including homemade ones, plays an important role Texts selected for speech games should be simple, age-appropriate, and easy to remember. These are examples of oral folk art - songs. Jokes, counting rhymes, teasers, lullabies. The simplicity of the selected text will allow you to spend more time not on memorizing it, but on developing rhythm, diction and other tasks of the speech exercise. And supporting the text with music or movement contributes to better memorization and more emotional reproduction. Gesticulation, plasticity, facial expressions in a speech game turn it into a theatrical scene, allowing children to improvise and reveal their creative and acting potential.
One of the types of speech games used in music classes is rhythmic declamation. This is a rhythmic pronunciation of text against the background of playing music . The main rule of rhythmic declamation: every word, every syllable, sound is reproduced meaningfully, with the performer’s sincere attitude towards the sounding speech.
5. Communication games and dances.
Dancing and games with simple movements, including elements of non-verbal communication, changing partners, game tasks in pairs, subgroups , groups , tactile contact carried out along the way. Communicative games and dancing contribute to the development of friendly relationships between children , normalize the social climate in the children's group , and contribute to the development of a positive sense of self.
As a result of practical work, the following structure of a music lesson with children in a speech therapy group (school preparatory group ) has developed:
The total duration of the lesson is 30 minutes.
1. Quiet entrance.
2. Valeological song - chant (creating a positive attitude, preparing the voice for singing)
3. Musical-rhythmic movements (introductory exercises are used that give a setting for a varied tempo of movement with the help of music , exercises aimed at training attention, memory, coordination of movements, adjusting muscle tone)
4. Active listening to music (listening to music with movements to the music )
5. Finger gymnastics
6. Musical and didactic game
7. Articulation gymnastics, breathing exercises
8. Singing, song creativity
9. Musical and rhythmic movements (rhythm, communicative dances, round dances)
10. Speech/ musical/movement /communicative games.
Speech material in music classes is not learned beforehand, but is taught by imitation. During speech exercises, it is advisable for children to stand with the teacher in a circle or sit in a semicircle. This arrangement allows children to clearly see the teacher , move and pronounce speech material synchronously with him. The song and dance repertoire is learned during musical activities . A necessary element is visual material - illustrations, costume elements, toys, pictures, handouts.
The main principle of achieving effectiveness in the work of a music director with children in speech therapy groups is an individual approach to each child, taking into account his age, speech and psychophysiological capabilities.
