Date added: 11 January 2012 at 23:07
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In the classroom, work is systematically carried out to develop children's oral speech: in the process of verbalizing game situations, verbal explanation of exercises, in the course of learning texts, songs (clarification of difficult words, working out their rhythmic structure, clarity of pronunciation of sounds). Work is underway to enrich the dictionary, grammatical generalizations are being formed; forms of speech gradually become more complex.

It is very important what methods and techniques, and how are used in music lessons. In the classroom, visual, verbal and practical methods are used.

Visual methods include visual-auditory, visual-visual and tactile-muscular visualization.

So, visual-auditory techniques include:

• performance of a piece of music by a music director, educator, child;
• use of musical instruments as visual aids.

Of the visual-visual techniques, it is advisable to use the following:

• demonstration by the teacher of various methods of using musical and rhythmic movements;
• showing reception by children who have mastered it well;
• comparative display.

And, finally, speaking of tactile-muscular visualization, we can mean the individual work of the teacher in the classroom and in everyday life.

Verbal methods used in the classroom include:

• explanations;
• instructions;
• questions.

The practical method, or method of exercises, is associated with repeated repetition of difficult places or the entire exercise as a whole.

Thus, when selecting methods and techniques, it is necessary to take into account the individual and age characteristics of a child with general underdevelopment of speech.

In the program of education and upbringing of children with general underdevelopment of speech, conducting music lessons with elements of logorhythmics is desirable. Classes are recommended to be held 2 times a week with the entire group of children in the morning. The duration of the lesson is from 20 to 25 minutes, in accordance with the age norm. The material is selected taking into account the motor and speech capabilities of children.

1.3. Musical-speech and speech-motor means of musical education.

The main musical-speech and speech-motor means of musical education are the development of fine motor skills, the development of general motor skills and the development of articulatory motor skills.

“The higher the motor activity of the child, the better his speech develops.” The relationship between general and speech motility has been studied and confirmed by studies of prominent scientists. Correction of speech skills in children with general underdevelopment of speech begins with the formation of motor skills, basic and general developmental movements. Until the age of 3, a child must learn how to properly run, walk, jump, crawl, act with various objects, control hands, fingers, perform movements in accordance with the accompanying text, control muscle tension, organize movements in accordance with the rhythm of the sounds of toys, claps accompanying movements. In the process of movement, the child naturally, without stress, assimilates a colossal amount of information about the world around him. Muscular joy is the basis for the possibility of perceiving and processing this information. In progress speech development the baby develops impressive speech, the active vocabulary expands, the grammatical forms of words are formed.

Thus, a purposeful, systematic course of motor exercises, games, tasks in combination with the text accompanying these movements is a powerful, natural means of correct speech and movements.

“It is known that the level of speech development is directly dependent on the degree of formation of fine finger movements.” Fingers endowed big amount receptors that send impulses to the central nervous system. Speech is improved under the influence of kinetic impulses from the hands, more precisely from the fingers. Usually a child with a high level of development of fine motor skills is able to reason logically, he has sufficiently developed memory, attention, coherent speech.

“A developed brain and a developed hand are quite natural, with modern image life". But this should not plunge teachers and parents into a panic: the weak hand of a preschooler can and should be developed. The inaccuracy of motor acts manifests itself mainly when performing tasks for dynamic coordination of movements, also when performing movements at a fast pace, and especially when switching movements at high speed. When performing tasks for dynamic coordination of movements, stiffness and disproportion of movements are noted. part the dynamic praxis and the kinesthetic basis of the motor act are not sufficiently formed in children, the majority have spatial praxis. The above listed violations of fine motor skills in children with general underdevelopment of speech make it difficult to master manipulative activity and need timely correction. Correctional work should be built taking into account the fact that the violation of fine motor skills in preschool children with general underdevelopment of speech is systemic in nature and covers almost all parts of the motor act. In the practice of speech therapy work for this category of children, the development of fine motor skills is included in the system of classes. Classes are carried out in the form of games, dynamic pauses, it is desirable to diversify them, to introduce a competitive element. Work on the development of fine motor skills of the fingers can be carried out by a speech therapist in the system of remedial classes and by a music director in music classes. When carrying out this work, it is necessary to remember the main condition for the success of this activity - the child should be interested! He must have a positive motivation for practicing finger motor skills with and without objects.

One of the indicators of a child's speech development is the formed sound pronunciation skills. To do this, the baby needs to learn how to control the organs of the articulatory apparatus, be able to "hear" himself and others. An important part of corrective work with children with general underdevelopment of speech is games and exercises aimed at improving the movements of the organs of the articulatory apparatus, relieving muscle tension in these organs, and developing the ability to feel and control their movements. Through articulation exercises, we form the correct corrected kinemas necessary for the articulation of a particular sound. Training of articulation organs, especially with children with general underdevelopment of speech, is carried out in a playful way. The movements of the organs of the articulatory apparatus should be relaxed, rhythmic, and precise. It is also very important to carry out articulation gymnastics, it helps to teach children with limited speech abilities the correct pronunciation of sounds. Speech sounds are formed as a result of a complex set of movements of the articulatory apparatus. Effective development of speech is impossible without the development of fine motor skills of the hands.

Thus, the pronunciation of speech sounds is a complex motor skill. To improve the quality of sound production in children with general speech underdevelopment, special gymnastic complexes have been created.

1.4. The role of rhythmic and tempo exercises in work on the coordination of speech and movements

An important aspect of influencing the development of coordination of speech and movement is the development of a sense of rhythm and tempo in movement. Man has an innate, natural tendency to implement rhythm and tempo. Already Small child can move according to the rhythm and tempo of the music. According to scientists, when perceiving musical rhythm and tempo, children have such movements as snapping fingers, stomping, hitting their hips with their hands as the most natural means of expressing expression. The child, organizing these natural movements with the help of rhythm and tempo, improves their motor coordination.

Rhythm is a combination in time of strong, accentuated parts of the movement, performed with the greatest muscle tension, and then the movement continues for some time by inertia, passively. Rhythm, as you know, organizes human motor activity. Performing rhythmic exercises contributes to self-regulation and development of movements. Rhythm regulates not only movements, but also the word, it also controls the tempo and dynamic features of speech. A variety of rhythmic exercises form in children with general underdevelopment of speech the ability to develop coordination of movements with speech.

For the correct reproduction of rhythms in movement and pronunciation, it is necessary that the rhythm transmitted by movement corresponds to the phrase. Of the rhythmic exercises, the most difficult is the perception and reproduction of the rhythms of poems or short texts. The ability to differentiate various rhythms and consciously subordinate one's movements to them contributes to their automation, which eliminates tension and has a positive effect on speech.

The rate of speech also plays an important role in the development of coordination of movements and speech. The pace is the frequency of repetition of cycles of movements or the number of movements per unit of time, or the pronunciation of words per second. For example, the pace of walking is 120-140 steps per minute, and for colloquial speech, the pronunciation of 5-6 words per second is typical. The rate of movement depends on the mass of the moving part of the body. Within the normal range, slow, medium and fast pace are distinguished. With a change in tempo, the entire structure of the movement often changes. Each person has his own individual pace of movement, which in cases of pathology can change. Various tempo exercises with syllabic material are learned on movements such as walking, jumping, waving arms, when phrases, words, combinations, counting rhymes, tongue twisters are used, then the nature of the movements becomes more diverse. Correction of the tempo of movements helps to formulate the correct speech tempo, and the normal tempo of pronunciation has a beneficial effect on the coordination of speech with movement. So, the development of a sense of tempo and rhythm reaches its perfection in musical-rhythmic compositions.

Thus, various speech disorders are quickly and easily overcome with the help of music lessons that use logarithmic exercises. The higher the motor activity of the child, the better his speech develops. The relationship between general and speech motility has been studied and confirmed by studies of prominent scientists. Correction of speech skills in children with general underdevelopment of speech begins with the formation of motor skills, basic and general developmental movements, rhythmic and tempo exercises, which have a positive effect on the development of coordination of speech with movement.

The work should be carried out with the help of special games and exercises conducted in the classroom in the form of dynamic pauses and outside the classroom in the form of individual and subgroup work. Also, the work should be carried out individually for all three levels of development. For children with a high level, select a more complicated system of logarithmic exercises with more difficult chants and movements. And for children with low level development to select simple games and exercises with easy chants and movements. To increase the volume of exercises for the reproduction of rhythmic patterns, for the development of general speech motor skills.

Chapter 2. The system of work on the coordination of movements and speech.

2.1. Analysis of the model of logarithmic exercises by E.P. Propisnova.

Inadequate speech negatively affects the development of the motor sphere, in which the most significant shortcomings are observed on the part of corrective abilities. Correctional and pedagogical work in specialized preschool institutions speech therapy direction is associated with the timely correction of speech defects and the development of word coordination with movement. In the practice of speech therapy work in preschool institutions, there is a speech therapy rhythm, the basis of which is logo-rhythmic exercises. Therefore, E.P. Propisnova developed a model of a system of logarithmic exercises (Appendix 1).

Its goal is to develop the coordination of speech and movements in music classes, as well as to overcome speech disorders through development and correction in children with impaired motor and mental processes.

The system of logarithmic exercises includes: exercises that are used in logarithmic classes (Appendix 2); exercises used in music lessons; exercises used in other classes and logarithmic exercises outside of class.

The basic components of this system are movement, word and music.

The basis for a child to master motor actions are movements that ensure the effective formation of skills and abilities, the development of the musculoskeletal system, and the physical qualities of body functions.

The first component of the system is movement. It consists of:

1. Movements that develop general motor skills (the main types of movements: walking, running, jumping, climbing, throwing, maintaining balance). Exercises are included in the main part of the lesson and are selected in accordance with the requirements of the "Program of education and training in kindergarten". In order to ensure the harmonious physical development of children during the year, approximately the same number of exercises for each type of movement is provided.

2. Movements that contribute to the development of fine motor coordination of movements and the creation of a functional basis for the formation of a child's speech. Finger gymnastics exercises are performed in harmony with the music and are aimed at developing manual skills of fine motor skills and coordination of hand movements. At the first stage of familiarization with the complex, finger exercises are performed in a static position. As the movements are mastered, children are encouraged to combine them with other motor actions that are not difficult in coordination (walking, elementary movements of the arms and legs). It is more expedient to perform finger exercises in the introductory or main part of the lesson. The higher the motor and coordinating activity of the hand is developed, the better speech develops and the less difficulties the child will have to experience when he learns to write.

Description

The aim of the study is to develop pedagogical conditions that contribute to effective work on the coordination of movements and speech. The following work tasks follow from the goal:
study and analyze the literature on this issue;
to study and analyze the system of logarithmic exercises by E.P. Propisnova.
to develop a system of logarithmic exercises that contribute to the development of coordination of movements and speech;
highlight pedagogical conditions, contributing to more effective development coordination of movements and speech.

Abstract on the topic: Pedagogical conditions for working on the coordination of movements and speech in music classes for children preschool age with general underdevelopment of speech.

Introduction

Speech plays a great and very important role in the development of a preschool child. And speech is the ability to speak, speaking. The problem of violation of the coordination of speech and motor functions, namely, general, fine, articulatory motor skills, is due to the need to revise the techniques generally accepted in speech therapy, as well as the pedagogical conditions necessary in music classes to work on the coordination of speech and movements. Movement is movement, direction.
And what is musical education in kindergarten? This is an organized pedagogical process aimed at educating musical culture, developing the musical abilities of children in order to educate the creative personality of the child.
Analyzing psychological and pedagogical sources, we can conclude that this topic is especially relevant today, since there is a constant increase in the number of children with speech disorders, as well as the fact that the coordination of movement and speech is a preparatory stage for mastering written speech and writing. .
In the pedagogical literature, it can be traced that in music classes there is a training in the coordination of movement and speech, the development of general, fine, articulatory motor skills, the development of tempo and rhythm, movements and verse. A very important aspect of influencing the development of coordination of movement and speech is the sense of rhythm and tempo. Rhythm and tempo organizes not only the motor activity of a person, but at the same time controls the tempo and dynamic features of speech. A variety of rhythmic exercises form in children with ONR the ability to develop coordination of movement and speech. Who are children with OHP? OHP is a form of speech anomaly, in which a child with normal hearing and primary intelligence has unformed all components of the speech system: phonetics, vocabulary, grammar. The higher the motor activity of the child, the better his speech develops. And inferior speech negatively affects the development of the motor sphere, in which the most significant shortcomings are observed from the side of coordination, so the topic remains relevant.
In the psychological literature, it can be traced that speech is a specific manifestation of mental activity. Since speech is a function of the brain, the study of its mechanism is associated with an understanding of issues related to the functioning of the brain. Many analyzers take part in the process of speech communication, but 2 of them play the leading role: speech-motor and speech-auditory.
In modern literature, a phylogenetic relationship has been proven between the development of movements and the formation of pronunciation. The ease acquired by children when performing rhythmic movements has a positive effect on the motor properties of the speech organs (V.A. Griner). Kartushina Marina Yurievna is working on this problem. She created a collection of abstracts of logorhythmic classes. Research by Professor M.M. Koltseva showed that the level of speech development is directly dependent on the degree of development of fine finger movements.
The relationship between general and speech motility has been studied and confirmed by many researchers of prominent scientists. The mention of the correctional and developmental impact of music is rooted in ancient times. The most prominent scientists Pythagoras, Aristotle, Plato pointed to the therapeutic and preventive effects of music. Plato's judgments related to music therapy are known. In his opinion, rhythms and modes affect thought, making it conform to them. In 1913, the musical-rhythmic direction, developed by the Swiss teacher, musician Jacques Dalcroze, was widely introduced into the system of musical education. The formative beginning of rhythm was determined by the combination of rhythm, music and movements. In the 1960s, the Polish logarithmist Aurelia Rosenthal made an attempt to introduce elements of rhythmoplasty into musical education. Aurelia Rosenthal's program includes rhythmic exercises by Jacques Dalcroze, which contribute to the development of movements to music in the classroom.
This problem has also attracted the attention of Russian researchers. Studies of the mechanism of the influence of music on a person, conducted by V.M. Bekhterev, I.M. Dogel, I.R. Tarkhanova and others, showed that positive emotions caused by music increase the tone of the cerebral cortex, stimulate breathing, blood circulation, improve metabolism. In 1958 the work of Vera Alesandrovna Griner "Speech therapy rhythm" for preschoolers is being republished. In 1976 Galina Anatolyevna Volkova presented a variety of speech therapy material that can be used in various rehabilitation methods, and in 1985 “Speech therapy rhythmics” was published; she proposed a method of training for various forms of speech impairment. At the same time, as practice and the results of the studies obtained by E.A. Medvedeva, N.N. Kychneva, M.F. Fomicheva, G.R. Shashkina, violations of speech and motor functions are detected in the diagnostic examination of preschoolers with speech disorders using tests by L.A. Quint modified by N.I. Ozeretsky-Gelnits. The practice of using logarithmic exercises in music lessons shows a positive trend in speech correction in children with different levels of OHP. And logarithmic exercises are exercises based on a combination of music, words, movements, aimed at solving correctional, educational and health problems.
An analysis of existing practice indicates that this problem has not been sufficiently developed. And therefore, the degree of development of the problem requires a deeper study of it. This topic remains especially relevant today. And from this it follows that the object of the study is music lessons, and, accordingly, the subject is logarithmic exercises and their role in the system of work on the coordination of movements and speech. The aim of the study is to develop pedagogical conditions that contribute to effective work on the coordination of movements and speech. The following work tasks follow from the goal:

study and analyze the literature on this issue;
to study and analyze the system of logarithmic exercises by E.P. Propisnova.
develop a system of logarithmic exercises that contribute to the development of coordination of movements and speech;
identify pedagogical conditions that contribute to a more effective development of coordination of movements and speech.

Chapter 1. The role of musical education in the development of speech and movements

1.1. The value of musical education in the development of the child

1.2. Music lessons.

Rhythmic workout.
Some of the types of musical-rhythmic exercises:

exercises for the development of the main aspects of attention;

exercises that regulate muscle tone;
exercises for the development of coordination of movements; exercises for coordination of speech with movement.

Listening to music (1 piece)

Singing (2-3 songs).
Exercises for the development of fine movements of the fingers.
Exercises for the development of speech and facial movements.
Dance, dance.
A game.
The final walk under the march of a calm nature.

performance of a piece of music by a music director, educator, child;
use of musical instruments as visual aids.

The development of speech is closely related to the state of our motor functions. Children with speech disorders have significant deviations in speech and psycho motor development.

In preschoolers with general speech underdevelopment of the third level, basic motor skills and abilities are not sufficiently formed, general motor awkwardness, optical-spatial gnosis disorders, motor memory and attention are reduced. In this category of children with a dysarthria component, static and dynamic coordination of movements, their switchability, tempo, rhythm, and breathing are disturbed. These features are characteristic of the entire motor sphere: general, fine, articulatory, mimic. Interpersonal interaction of children is difficult, serious problems in their development and education.

Coordination mechanisms play a huge role in motor development. The development of the functional capabilities of all organs and systems is closely related to the formation of coordination of movements. ON THE. Bernstein defined motor coordination as " special group physiological mechanisms that create a continuous, organized, cyclical interaction between the receptor and effector processes.

The program of any motor act is based on the sensory image of the movement being performed. According to the teachings of I.P. Pavlov, cortical analysis and synthesis of kinesthetic stimuli entering the nervous system from working muscles play a decisive role in the occurrence of voluntary movements.

Speech movements are also realized on the basis of their sensory image, violations in the reproduction of which lead to violations of the program of the corresponding motor act. This, in turn, entails a disorder in the control of this voluntary movement, discoordination of this motor act, which is expressed in violations of the motor composition of speech movements.

Thus, impaired coordination of movements is the main sign of difficulty in learning the speech process. It is easier to master speech for a child who has better developed motor skills. . (G.R. Shashkin). Consequently, developmental and corrective work with such children should be aimed at improving techniques for the development of the motor sphere and its influence on the speech process.

According to the results of the ascertaining experiment, it was determined that in children with general underdevelopment of speech of the III level and with pseudobulbar dysarthria:

underdevelopment of general and fine motor skills;

unformed movements of the organs of the articulatory apparatus and, as a result, a violation of sound pronunciation;

The presence of salivation, synkenesia, hyperkinesis;

underdevelopment of mimic muscles;

Violation of the prosodic components of speech:

o diaphragmatic and speech breathing;

o pace and rhythm of speech;

underdevelopment of phonemic hearing and perception;

insufficient development of lexical and grammatical components of speech; connected speech.

The corrective work carried out to achieve this goal is as follows:

a) The development of non-verbal functions of children, since it is known from the results of the survey that all children have impaired general, fine, articulatory motor skills. In this regard, it is necessary to carry out corrective work in order to develop them. These exercises were chosen for the content of corrective work because these exercises contribute to the formation and development of various motor areas, including dynamic and static organization of movements, the development of general motor skills (static and dynamic organization of body movements), starting with the normalization of muscle tone, removal of muscle tension (with spastic dysarthria, the tone is increased); since it is known from the results of the survey that it is impaired in all children. Improvement of all types of movements, as well as the development of motor memory and switchability of movements, in addition, it is necessary to pay attention to the formation of the tempo of movements.

Speech outdoor games with improvisation of movements, where the rhythm of the poetic line should be coordinated with the movements of the arms, legs, torso. Detailed description exercises are presented in application number 2. For example: the game "Parts of the body" (children name and show the named parts of the body and face). Purpose: Development of coordination of movements.

Step back the tongue twister (for each step - a word).

Goal: Development of rhythmic and expressive speech.

Rhymes under the ball (for each hit of the ball - a word)

Purpose: Development of rhythmic coordination of movements and speech.

For the development of facial expressiveness, exercises aimed at relieving tension in the speech motor apparatus were used:

Self-massage of the face;

Mimic gymnastics.

To develop the mobility of the organs of articulation, they practiced exercises to train the lower jaw, lips, and tongue. During the gymnastics, salivation is being fought, which is the result of paresis of the lower jaw. Additional exercises are carried out for the lower jaw, lips. It is necessary to teach a child with closed lips to suck saliva, swallow saliva with his head thrown back and in a normal position. Before performing any articulation exercise, the speech therapist reminds the child to swallow saliva, blots the mouth and inside the mouth with a napkin. These exercises were chosen because they contribute to the development of the mobility of the organs of articulation. These exercises were carried out simultaneously with hand movements in the form of rhymes.

Exercises spatula - developing the ability to keep the tongue in a calm, relaxed position.

kitty- formation of the skill of raising and lowering the tongue.

painter - development of mobility of the tongue in the upper position.

ball rolling - strengthening the lateral muscles of the tongue.

cup - the formation of the ability to hold a wide tongue in the upper position.

needle- the formation of the ability to make the tongue narrow, straining its muscles.

sail- stretching the hyoid ligament, developing the ability to relax the muscles of the tongue in an elevated position.

hide and seek- activation of the root of the tongue.

swing - development of mobility of the tip of the tongue.

In the surveyed preschoolers, sound pronunciation disorders are polymorphic, because they suffer consonants whistling, hissing, iotated, and sonorous sounds are absent.

The formation of consonant phonemes provides for: clarification of articulation with respect to preserved sounds, which allows organizing the child's orientation in the sound composition of the word; correction of defective sounds; differentiation of specific mixed sounds.

To form the correct articulation pattern of sound, the following articulation exercises are used (according to E.S. Anishchenkova):

Working on the breath, did the exercises recommended by A.N. Strelnikova, where a sharp breath through the nose (with an absolutely passive exhalation) enhances internal tissue respiration and increases the absorption of oxygen by tissues. This has a positive effect on the function of the neuro-regulatory mechanisms that control breathing, the “Palms” exercise.

Breathing exercises with a distinction between nasal and oral exhalation, the exercise "Nose - Mouth".

Breathing exercises aimed at the formation of a long and strong exhaled air stream.

Development of fine motor skills involves work on the coordination of finger movements.

The following exercises were used:

Hand massage and self-massage

Finger games, where finger movements are accompanied by a poetic text;

A variety of objective activities (buttoning and unbuttoning buttons, lacing on frames, playing with walnuts, building blocks, corks, sorting grains, etc.) also contributed to the development of fine motor skills.

Formation of the correct sound pronunciation. The second part of the lesson is also built on the structure of pseudobulbar dysarthria, taking into account the level of general underdevelopment of speech, individual and psychological features who came to the lesson of the child (children). Those categories are formed that are not sufficiently developed in a particular child. Work is underway on:

Sound corrections:

o staging,

o automation,

o differentiation of sounds;

Development of phonemic processes;

Formation of lexical and grammatical categories.

Materials for individual speech therapy classes on the formulation, automation and differentiation of sounds were developed for a long time and carefully, taking into account various lexical topics studied during one calendar week, age, psychological and individual characteristics dysarthric children. Defects in sound pronunciation in children are identical and always several preschoolers were at the same stages of speech therapy.

Each literacy lesson is devoted to the sound (s) and the letter, is subject to a certain lexical topic. More details are provided in application number 3. The use of various game techniques, variety didactic material keep the interest of the children throughout the lesson. Physical pauses also reflect lexical themes. A certain topic and exercises for the development of general, fine, facial, articulatory motor skills, breathing, voice, facial muscles are worked out within one calendar week on individual and frontal exercises speech pathologist teacher. The dynamics of assimilation of new material by children is quite high. Knowledge acquired by preschoolers speech therapy classes, are fixed by educators and parents. Next week, a new lexical topic is being studied, and all the work of a speech therapist is based on it.

Conducting classes on staging, automation and differentiation of disturbed sounds.

1) Preparatory stage: preparation of the speech-auditory and speech-motor analyzers for the correct perception and reproduction of the desired sound. Work is being carried out in several areas:

Formation of precise movements of the organs of the articulatory apparatus and directed air jet, i.e. preparation of speech and respiratory apparatus for further work.

The development of phonemic processes for further stages in the work on sounds. This contributes to the development of speech-motor and speech-auditory analyzers, the formation of skills in the analysis and synthesis of words, and faster and more efficient work in the production and automation of disturbed sounds.

2) Sound production: You want to get the isolated sound to sound right. It is carried out on the basis of skills formed on preparatory stage. Here, the primary production of sound is carried out (the correct articulatory and acoustic image of sound is explained, the selection of sound among other sounds, syllables, words).

3) Audio automation: carried out in order to correctly pronounce the sound in phrasal speech. Gradual, consistent introduction of the delivered sound into syllables, words, sentences and into independent speech child.

4) Sound differentiation: teach children to distinguish between mixed sounds and use them correctly in their own speech. Gradual, consistent differentiation of mixed sounds according to motor and acoustic features, first isolated, then in syllables, words, sentences, tongue twisters, poems, stories and independent speech.

"Say the opposite."

The speech therapist throws the ball to the children in turn, pronouncing syllables of various structures with the sound C and Sh. The child who catches the ball throws it back, changing the sound in the syllable: sa - sha, su - shu, asu - ashu, aso - asho.

Articulation exercises for a group of whistling sounds:

- "push the ball into the goal"

- "to punish a naughty tongue"

-"spatula"

-"brush your teeth"- teach children to move the tip of the tongue from side to side.

Articulation exercises for a group of hissing sounds:

- "to punish a naughty tongue"- development of the ability, having relaxed the tongue, to keep it wide, flattened.

-"spatula"- developing the ability to keep the tongue in a calm, relaxed position.

-"fungus"- to work out the rise of the tongue up, stretching the hyoid frenulum.

-"delicious jam"

-"harmonic"- strengthening the muscles of the tongue, stretching the hyoid frenulum.

Articulation exercises for a group of sonors:

- "to punish a naughty tongue"- development of the ability, having relaxed the tongue, to keep it wide, flattened.

-"delicious jam"- develop the movement of the wide front of the tongue upward and the position of the tongue, close to the shape of the cup.

- "push the ball into the goal"- development of a long, directed air jet.

-"painter" - working out the movements of the tongue up and its mobility.

-"horse"- strengthening the muscles of the tongue and the development of lifting the tongue up.

C) carrying out the consolidation of the skill of pure pronunciation in everyday speech.

At first, the pace of speech slows down; gradually it normalizes, and the patient's attention is directed to the expressiveness of speech. Constant monitoring of the child's speech is first carried out by a speech therapist, and then by parents and persons surrounding the child at home and at school. Periodically, a speech therapist advises the child.

It is worth noting the importance and necessity of the participation of parents in the corrective action, since at home it is they who must carry out the necessary corrective work. At first, they should control only the material worked out with the speech therapist and memorized by the child (according to the notebook), gradually they are involved in monitoring the child's everyday speech. Later, special time is allocated for talking with the child or memorizing any texts. So gradually, parents move on to systematic monitoring of the child's speech.

- Development of phonemic hearing functions. Learning to distinguish and highlight the necessary sounds in syllables, words, sentences, in speech in general; determining the place, quantity, sequence of sounds and syllables in a word. Clap your hands

Target. Finding sound in words perceived by ear.

Where is the sound?

Target. Finding the place of a sound in a word.

Development and improvement of the lexical and grammatical structure of speech. Perhaps with the formation of the ability to understand sentences, grammatical constructions; expansion, consolidation, clarification and activation of the dictionary; activation of the use of prepositional constructions, word-formation skills, inflection, making sentences and stories.

"furniture"

Target. Expand the stock of nouns in children's active vocabulary.

Store story.

Target. To consolidate the assimilation by children of the connection of words in a sentence.

Make an offer.

Target. Teach children to make simple sentences.

Lotto "One-Many"

Target. Improving the lexical and grammatical structure of speech (education plural nouns).

Regular classes allowed:

Develop general motor skills and fine finger movements;

Develop the ability to control your organs of articulation;

To form the skill of correct speech breathing;

Improve diction, clear pronunciation of sounds;

Train the skill to actively use facial muscles;

Reduce motor activity, disinhibition of children;

Increase efficiency, speech activity.

Movements and speech become more correct, expressive, emotional. Children become sociable, liberated, well prepared for school.

Rhythmization of the motor functions of the body contributes to the rhythmization of speech movements, so the main goal of these exercises is the rhythmization of oral speech. To do this, motor exercises are used to music with simultaneous pronunciation aloud of gradually becoming more complex speech tasks. At first, an average musical tempo-rhythm is used, which will allow stutterers to combine movements with the pronunciation of syllables, words, phrases, poetic, and later prose texts.

Example:

To the music, stutterers pronounce the poetic text, while accompanying the words with the appropriate movements.

Gradually, the tempo-rhythm becomes more complicated and changes. For stutterers with a neurosis-like form speech pathology connection of speech with movements and music is difficult task and requires a long period of study. Stutterers with a neurotic form of stuttering quickly learn these exercises.

5)singing

The purpose of singing is to correct the tempo of speech and normalize speech breathing. For this, rhythmic and melodic songs are selected. Gradually, in the process of work, songs with more complex tempo-rhythmic characteristics are selected.

6)a game

At the end of a logorhythmic lesson, preschool children, as a rule, play a game, the purpose of which is to consolidate the skills acquired in the classroom (see Appendix No. 6).

A special task of corrective work with stutterers is the development sense of rhythm. Rhythmic ability is a means of spatio-temporal organization of movements. The sense of rhythm is basically motor in nature. The ontogeny of the sense of rhythm is closely connected with the process of the formation of motor skills in children, visual-motor coordination, and later with the formation of speech rhythm. Speech rhythm performs an important function in the formation of a motor stereotype of speech. In the process of speech development, rhythm becomes the “skeleton” of the word and plays an important role in the process of assimilation of lexemes and their recognition during perception.

Stutterers have violations of speech rhythms of different levels: syllable-by-syllable, word-by-word and syntagmatic. When teaching stutterers the rhythmization of oral speech, it is necessary to carefully select the speech material.

At the first stages of work, when selecting poetic texts, it is necessary to take into account that poems must be with a stable rhythm, i.e. uniform distribution of stressed syllables in a stanza; consist of enough short phrases; they should contain simple vocabulary and not include words with consonant combinations.

The size of the verse is selected in the following sequence: trochee - iambic - dactyl.

Rhythmic pattern of chorea:

2. Yamb:

We're going, we're going, we're going

To distant lands

good neighbors,

Happy friends.

We are warmed by the sun

We all live together

And a song about it

We don't stop singing (With Mikhalkov)

Rhythmic pattern of iambic:

3. Dactyl:

Rhythmic dactyl pattern:

The most difficult to assimilate are verses like dolnikov, in which the correspondence of syntactic articulation in a line is violated, as well as verses complicated by a confluence of consonants and an abundance of little-used words.

In addition to training the rhythm of articulation on poetic texts, in order to establish smooth speech, various types of exercises are used to develop rhythmic articulations in combination with hand movement. One such exercise is "Posyllabic rhythm" or tenning.

This exercise is carried out as follows:

The pronunciation of each syllable of the text is accompanied by beating the rhythm with the open palm of the leading hand on a hard surface. Each stroke of the palm falls on a vowel. At first, the training of the syllable rhythm is carried out at a slow pace. As you master the skill, the pace of speech accelerates.

The skill of syllable rhythm at the first stage is developed on a poetic text (trochee, iambic) and the material of tongue twisters.

As a result of such rhythmization, syllables are aligned in terms of sound duration, i.e. the reduction of vowel sounds (pre-stressed and stressed), characteristic of the Russian language, is removed. There is a danger that, against the background of a rigid syllable rhythm, speech may acquire a monotonous “robot-like” character, which causes a negative reaction of the stutterer. Therefore, it is very important that training in the formation of rhythmic speech takes place simultaneously with active work on the formation of the intonation design of the utterance. Gradually, hand movements become the pacemaker of speech articulations. Therefore, when teaching stutterers to tapping, they pay attention to the fact that hand movements do not stop during a speech pause. This allows stutterers to easily enter into speech after a pause.

With the assimilation of syllable-meter speech, hand movements are used less and less and, finally, are removed. However, speech with unreduced pronunciation of vowels is trained by stutterers for a long time.

Oral speech with unreduced pronunciation of unstressed vowels is called complete style of pronunciation.

The full style of pronunciation contributes to the selection of the rhythmic structure of the word in the articulatory program, aligns all syllables according to the time of pronunciation,

which in general is the basis for rhythmization speech process and the formation of fluent speech.

One of the types of exercises aimed at developing the rhythmization of speech articulations is verbal rhythm.

Main characteristic This technique for establishing fluent speech is the movement of the whole hand in combination with the pronunciation of each word of the phrase. In this case, the hand moves for each word from itself and towards itself (along the trajectory of the figure eight) continuously in the process of pronouncing the phrase. A special intensive movement of the hand is carried out on the stressed syllable of the word. The speed and rhythm of hand movement is selected individually - from sharp at an average pace to smooth at a slow pace.

With the neurotic form of stuttering, the rhythmization of speech is quickly absorbed. Their rhythmic speech under the influence of exercises quickly becomes intoned. There is a danger that the rapid achievement of a positive effect leads to the cessation of this group of stuttering training in rhythmic speech.

At the same time, speech rhythmization, like any motor skill, especially in adults, needs long-term automation.

With a neurosis-like form of stuttering, the assimilation of rhythm is extremely difficult. First, you need to choose an individual tempo-rhythm in which the stutterer would feel comfortable enough. Then gradual, individual training of rhythmic hand movements is necessary.

The next stage of the training is the joint training of rhythmic hand movements and speech. The intonation-melodic design of rhythmic speech in stutterers of this group is also extremely difficult and requires careful and lengthy training.

In a number of methods for establishing smooth speech in stutterers, various methods of speech rhythmization are offered (L.I. Bogomolova, 1977; L.Z. Andronova, 1990; V.M. Shklovsky, 1994).

In a number of techniques, the first stage of establishing rhythmic speech is accompanied by a significant slowdown in its pace to one syllable per second (L.3. Andronova, 1990).

In order for the tempo-rhythmic organization of the speech of stutterers to be automated and stable, the tempo-rhythm must be selected individually, causing the patient to feel comfortable. Only under these conditions is it possible to continue independent work stutterer to automate a new speech skill.

Topic: “Correctional work on the formation

prosodic side of speech in preschoolers

with an erased form of dysarthria"

Introduction

The importance of the prosodic side of speech has been emphasized by many researchers. So, V.M. Bekhterev singled out the following goals of prosodic education: to identify rhythmic reflexes, to accustom the child's body to respond to certain stimuli, to establish a balance in activity nervous system child, to moderate overly excited and liberate inhibited children, to regulate incorrect and unnecessary movements.

V.A. Gilyarovsky wrote that prosodic exercises affect the general speech tone, motor skills, mood, contribute to the training of the mobility of the nervous processes of the central nervous system, and the activation of the cortex.

E.V. Chayanova, E.V. Konrov believed that the system of prosodic tasks contributes to the development of attention (its concentration, proper distribution, increase in volume, stability), memory (visual, auditory, motor, logical, complex).

German researchers K. Kohler and K. Schwabe pointed to the psychotherapeutic aspect of prosodic skills.

V.A. wrote about the significance of the prosodic side of speech. Engraver, N.S. Samoilenko, N.A. Vlasova, D.S. Ozoretskovsky, Yu.A. Florenskaya. They emphasized the general pedagogical influence of prosody on various painful deviations in the prosodic sphere of a person, as well as the fact that prosody affects the physical, moral, intellectual and aesthetic education of a child.

If the issues of overcoming sound-producing disorders in the erased form of dysarthria are presented in sufficient volume in the studies of psychologists and speech pathologists, then the methods of overcoming prosodic disorders have not been studied enough. In this paper, the problem of the formation of the prosodic side of speech in preschool children with an erased form of dysarthria is raised.

Due to this the relevance of the work consists in determining the tactics of working on the prosodic side of speech in preschool children with an erased form of dysarthria, in developing directions and forms of organizing work on this problem in children of this group, in eliminating the existing features of prosodic.

The purpose of the work is the study of the prosodic side of speech in preschoolers with an erased form of dysarthria, the normalization of the main prosodic components of speech in preschoolers with an erased form of dysarthria through special corrective exercises and the development of guidelines for preschool teachers on the formation of prosody.

In accordance with the goal, the following tasks.

To study the literature on the development of the prosodic aspect of speech in normal ontogeny.

To study the prosodic side of the speech of preschool children with an erased form of dysarthria.

Develop a research methodology.

IN pilot study identify features and determine the level of formation of the state of prosody in preschoolers with an erased form of dysarthria.

To substantiate and determine the content, methods and principles of the development of prosody in preschool children with an erased form of dysarthria.

Hypothesiswork:

When correcting an erased form of dysarthria, work on the prosodic side of speech occupies an important place, because. is a link in a single system of speech activity. Forming a prosodic element, we improve other components of the speech of preschoolers with an erased form of dysarthria and their speech in general.

Object of work are the psychophysiological characteristics of preschool children with an erased form of dysarthria.

subject of work is the state of prosody in preschool children with an erased form of dysarthria.

The work used:

Analysis and generalization of special literature on the problem of work;

Documentation analysis ( medical records, speech cards, certificates from a neurologist);

Experiment;

Quality and quantitative analysis experiment results.

Theoretical significance of the work is determined by the further development of the experience of correctional work on the normalization of the prosodic side of speech as a component speech system generally.

The practical significance of the work consists in the developed methodology and system of correctional and developmental classes on the formation of prosody in preschoolers with an erased form of dysarthria, as well as methodological recommendations for teachers of preschool institutions on the formation of prosody. Under the influence of specially organized classes in preschoolers with an erased form of dysarthria, the prosodic component of prosodic normalization is observed.

Definition of the basic concepts of the prosodic side of speech

The basic concepts of the prosodic side of speech are presented in Figure 1.1.

Prosodic side of speech

rhyme

speech breathing

Intonation

stress

Melodika

Rice. 1.1. Basic concepts of the prosodic side of speech

Human speech, rich in various intonation characteristics, is considered expressive.

Prosody- a complex set of elements, including melody, rhythm, intensity, tempo, timbre and logical stress, which serves at the sentence level to express various syntactic meanings and categories, as well as expression and emotions.

Intensity of pronunciation- the degree of strengthening or weakening of exhalation, voice, tempo and articulation when pronouncing speech sounds, that is, the strength or weakness of pronunciation when articulating sounds, especially vowels.

Diction- clear, intelligible expressive pronunciation of words.

Pause- a sign that interrupts the sound for a certain period of time (in speech, music).

Intonation- a melodic turn that has an expressive meaning.

rhyme- symmetrical arrangement of sounds.

stress- accent, the allocation of certain units in speech with the help of phonetic means.

facial expressions- (Greek) art through gestures, postures and various facial expressions (min) to depict thoughts and feelings; it is the language of instinct and body movements, which are an echo of a certain mood, affect, and mental work in general.

Melody of speech- a set of tonal means characteristic of a given language; pitch modulation when pronouncing a phrase.

Rhythm of speech- the orderliness of the sound, verbal and syntactic composition of speech, determined by its semantic task.

Speech rate- the speed of the flow of speech in time, its acceleration or deceleration, which determines the degree of its articulatory and auditory tension.

speech breathing- breathing during speech.

Speech breathing directly accompanies the process of generating speech, being the basis of voice formation, the formation of sounds, melodics.

Speech breathing differs from normal breathing:

Faster inhalation and slower exhalation;

Significant increase in tidal volume;

Predominantly oral type of breathing;

logical stress- intonation means; highlighting a word in a sentence with intonation; words are pronounced more articulately, for a long time, loudly.

Characteristics of the state of prosody in preschool children with an erased form of dysarthria

In logopedic literature, dysarthria is defined as a violation of not only sound pronunciation, but also the prosodic side of speech, which is due to organic insufficiency of innervation. speech apparatus. Studying various scientific sources, we are faced with the fact that the same violation is considered by different authors under the terms:

- "dysarthria syndrome" (Volkova L.S.);

- "dysarthria component" (Mastyukova E.M.);

- "erased form of dysarthria" (Lopatina L.V.).

For uniformity, the term "erased form of dysarthria" is used in the work.

With an erased form of dysarthria, which is the degree of severity of dysarthria, along with defects in sound pronunciation, there are violations of the prosodic components of speech (and, in particular, the rhythmic-intonational structure of the utterance), which are closely related to the phonetic characteristics of sound units. The speech of preschool children with an erased form of dysarthria is characterized as incomprehensible, intonationally inexpressive, monotonous.

An erased form of dysarthria can be observed in children without obvious movement disorders, who have undergone mild asphyxia, birth trauma, or have a history of the influence of other not pronounced adverse effects during fetal development or during childbirth. In these cases, erased forms of dysarthria are combined with other signs of minimal dysfunction (Mastyukova E.M.). Violation of articulatory motility, sound pronunciation in dysarthria occurs as a result of damage to various brain structures necessary to control the motor mechanism of speech. In children with an erased form of dysarthria, a weak tone of the facial muscles is observed, facial expressions are inexpressive (sluggish or tense). In addition, there are adaptive changes in facial expressions and articulation. There is a significant intensity of chest breathing compared to abdominal breathing. They have impaired speech breathing and the associated fusion of speech, changes take place in the prosody of the utterance. The loss of sonority and strength of the voice is associated with a decrease in the muscle tone of the vocal apparatus, a change in the mode of operation of the vocal cords.

Children do not know how to change the strength and pitch of their voices, they do not clearly reproduce sounds and their combinations in isolation, in syllables, in words, in phrases and phrases, they incorrectly reproduce speech material at a given pace. They have impaired perception and reproduction of various rhythms. Children do not use intonational means in their speech.

Children with an erased form of dysarthria in their clinical and psychological characteristics represent an extremely heterogeneous group. At the same time, there is no relationship between the severity of the defect and the severity of pathological abnormalities in children with intact intelligence. Children with an erased form of dysarthria lag behind their peers in accuracy and dexterity of movements. They tend to lack coordination.

Studying corrective techniques, we can conclude that with children with an erased form of dysarthria, it is necessary to purposefully work on the development of all elements of prosodic, articulatory and facial motor skills, and speech breathing.

Correctional work aimed at the development of prosodic components of speech in preschool children with an erased form of dysarthria

According to the results of a diagnostic study during 2005-2009. from September to May together with educators speech therapy groups complex special classes with children diagnosed with "erased form of dysarthria".

Goals:

Harmonious development of the child's personality;

Development of coordination of speech and movement;

Elimination of speech disorders and, above all, normalization of the prosodic organization of speech.

Tasks:

Develop articulation and facial movements;

Develop fine motor skills;

Develop speech breathing;

Teach children to rhythmically perform the tasks of teachers;

Develop auditory attention, visual control over the exercise;

Teach children to choose a rhyming word;

Develop the ability to use intonation, pause;

Learn how to use accent correctly.

Along with modern linguistic ideas about intonation, when developing a methodology for speech therapy, the features of the intonation structure of sentences in the speech of children with an erased form of dysarthria, which are manifested in a violation of the processes of perception and reproduction of intonational structures, are also taken into account.

Any statement, regardless of its duration, is phonetically framed as a whole. A sound tool that helps to formulate a statement is intonation.

The methodology of speech therapy work on the formation of the intonation side of speech is based on modern linguistic ideas about intonation, as well as the features of the intonation structure of sentences in the speech of children with an erased form of dysarthria.

For the development of a clear, rhythmic, expressive speech of children, exercises from the methods of Lopatinov L.V. were used in the work. and Serebryakova N.V. "Speech therapy work with children with an erased form of dysarthria", in which movements are accompanied by a poetic text, singing vowel sounds, syllables. The proposed material was compiled taking into account the age characteristics of preschoolers on expressive material and equipment that increases interest and encourages the child's interest in active and cognitive, creative and playful activities - the main activity of children of this age. At the same time, they achieved ease of performing exercises.

Work on the formation of prosody in preschoolers should go through all the activities of children in kindergarten, should be carried out in all classes: speech therapist, educators, music director, physical education classes. In this case, consistency in the work of all preschool teachers is necessary.

Correctional work on the development of prosodic components of speech includes verbal and non-verbal trainings.

non-verbal training.

1. Work on the formation of fine motor skills.

Purpose: to form subtle movements of the fingers.

1.1. Finger games with speech accompaniment.

The work on the formation of fine movements of the fingers in children should be carried out independently, devoting 3-5 minutes to it daily.

For example, the exercises "Finger-boy", "About magpie", "Squirrel", "This finger".

When conducting these games, it is necessary to take into account the speech capabilities of children. In this regard, at the first acquaintance with the game, it is necessary to read the text of the poem in full and perform the appropriate finger movements. Words and expressions unfamiliar to children are explained in detail.

1.2. Finger games without speech accompaniment.

For example, the following exercises.

They "greet" first the thumb with the thumb, then the index finger with the index finger, etc.

Raise the fingers of both hands towards you with the back side, making movements up and down - "The bird is flying."

Point the ends of the fingers forward, press the hands with palms to each other - "Boat".

2. Work on the rhythm (method of Rychkova N.A.).

Purpose: to develop a sense and perception of rhythm.

It is carried out in two directions: perception and reproduction of various rhythmic structures.

Exercise 1. Children are invited to listen to a series of beats, first simple, then accented. After the presentation of rhythmic structures, it is determined how many and what beats were heard. To do this, children are invited to show cards with the corresponding rhythmic patterns recorded on them:

ta-ta ta-ta-ta

I - I I - I - I.

Exercise 2. Heard beats are tapped by children by imitation (without relying on visual perception), are recorded with conventional signs, are independently reproduced according to the presented card.

3. Work on the development of facial expressions.

Purpose: to teach to express emotions with the help of facial expressions.

Facial expressions are primarily a reflection of emotions. The same can be said about gestures.

We will read to the children a good literary text with a pronounced emotional dynamics of what is happening. Very convenient for this work of K.I. Chukovsky. Children should smile expressively or even laugh at "Confusion" when "ducks meowed" and "cats grunted." They should at least frown (and some will cry) when the spider "flies in the corner of the rein."

Exercise in front of a mirror.

"Surprises" - raise your eyebrows.

"Amazing" - raise your eyebrows, open your mouth.

"Smiles" - smile, showing teeth, and with your mouth closed.

Note: if the child cannot perform these exercises, we resort to the method of "passive actions": with cleanly washed hands we will help him raise his eyebrows, open his mouth, etc., then he will help himself with his hands.

"Frowns" - furrow your eyebrows.

"Serdilki" - frown your eyebrows, puff out your cheeks.

"Sorrowful" - frown your eyebrows, lower the tips of your mouth down.

verbal training.

1. Logarithmic minutes.

Purpose: to teach to correlate movements with music and with words.

Logorhythmic minutes can be used at any stage of speech therapy work - at the level of sound, word, phrase, text of varying degrees of complexity. They fit well as physical breaks in the middle of a class. Practically for any lexical topic, you can choose the appropriate logorhythm, so that it will only continue the single game plot of the lesson. Logorhythmic classes are generally very loved by children.

For example, charging.

A - hands up to the sides.

Oh, put your hands together.

And spread your arms out to the sides.

U - hands forward, back, together.

Let's get warm.

Let's play a little

We clap our hands:

Clap-clap-clap.

We will also warm the legs -

We'll sink faster:

Top-top-top.

2. Slow verses.

(Thumb and forefinger slowly tap on the table to the rhythm of the text).

Si-dyat in those no boy-chish-ka with a book,

Chi-ta-et tale-ku in warehouses.

The sound of str-ko-zy over the boy-chish-koy,

Ko-zel sha-ga-et by color.

Boring rain.

(Slowly tap your fingers on the table, depicting drops).

The wall of glass goes

Nasty rain, boring.

And it pours, and it pours, and it pours, and it pours

Nasty rain, boring.

3. Rhyme selection.

Purpose: To teach children to choose a rhyme for a word.

Reading a poem without speaking the last word, children must choose a rhyming word from a number of similar ones in meaning:

Sparrow, what are you waiting for?

No breadcrumbs... (Eat? Eat? Squeeze?)

I got on a horse

And I'm holding my hands

Look at me.

I went to... (Grandfather? Mom? Lesha?)

little bull,

Red barrel.

He steps with his feet.

Head ... (Shaking? Twisting? Shaking?)

A stick lay in the dust.

I felt sorry for her

I took a stick and she

Turned into... (Horse? Steed? Horse?)

A poem is read, the children finish the whole phrase, choosing it from a number of similar in meaning:

Our elder sister

Knitting... (Until late at night? Since the very morning? All day long?)

I'm early this morning

Washed ... (Cold water? And brushed his teeth? From the tap?)

I have in my pocket

Poppies... (And forget-me-nots? Yes, daisies? And bluebells?)

The speech therapist gives supporting words, the children try to come up with a poem themselves:

Tire, car, punctured, driving. (A car was driving.

punctured tire).

Feet, boots, put on, warm. (Put on your feet

warm boots).

The locomotive, wagons, buzzed, drove, and. (The locomotive hummed

And he brought wagons).

4. Work on a pause saturated with speechcontent.

Purpose: to develop a sense of rhythm.

Pause is one of the most important and most complex elements of prosody. The ability to maintain a pause of the required duration, not to start a speech utterance even a second earlier or later, is evidence of a person’s internal rhythm organized in the most subtle way.

Children march and say the text, then continue to march, saying the text to themselves.

Children sing a song, stop at a musical signal and sing the end of the verse to themselves, listening to the music continuing.

The children count and stomp: one-two-three-four-five, then stop counting aloud and stomping, continuing to count to ten silently at the same pace.

Exercise "Sickness" (imitation of motion sickness of a doll):

6. Work on intonation.

Based on linguistic ideas about intonation, in the learning process, work is carried out on the main components of intonation, on phrasal stress, melody, tempo, pause, timbre and voice power. In the learning process, work is carried out on the main components of intonation: on phrasal stress, melody, tempo, pause, timbre, voice power. Given that intonation, being included in the structure of a linguistic sign, strengthens and clarifies its meaning, in the process of speech therapy work on the intonational structure, the fundamental point is to rely on the semantics of the linguistic sign as a whole.

With the help of correct intonation, you can make speech more emotionally expressive. Intoning exercises should begin with listening to fairy tales, poems, and other literary texts, read very expressively, with correctly placed accents, emphasizing the meaning of the phrase, in a well-modulated voice, so that each hero of the story has his own recognizable voice.

Discs with fairy tales and poems read by professional actors have proven themselves very well in this sense. After repeatedly listening to such a record, we ask the children to retell the text, imitating the voices of the actors.

Taking into account the varying degrees of complexity of the processes of perception, reproduction, differentiation of intonation structures for children with erased dysarthria, a certain sequence of speech therapy influence is proposed. The formation of intonational expressiveness of speech is carried out in the direction from a generalized representation to intonation expressiveness to differentiated assimilation of various intonation structures, from the distinction of types of intonation in impressive speech to mastery of intonational expressiveness in expressive speech, from the assimilation of means of intonation design on the material of vowels to their mastery. -niyu on more complex speech material, from the distinction and assimilation of narrative to interrogative and exclamatory intonation.

Speech therapy work on the formation of intonational expressiveness of speech is carried out in stages.

Stage 1- formation of an idea of ​​intonational expressiveness in impressive speech.

Tasks stage: show children that human speech has a variety of intonations, which is achieved by changes in pitch, strength, timbre, voice modulation, that intonation gives speech an emotional coloring, helps to express feelings; introduce children to various types intonation and means of their designation, as well as teach them to distinguish between various intonation structures in impressive speech.

In connection with the identified tasks of the first stage, work on the formation of ideas about intonational expressiveness in impressive speech is carried out in the following sequence.

1.1. Formation general ideas about the expressiveness of speech. For this purpose, the same story is read to the children twice, the first time - without the intonational design of the text, the second - expressively, with intonational design. Then it turns out which reading you liked best and why; it is explained that the voice can be changed when reading, that the voice can convey a question, joy, surprise, request, order, etc.

1.2. Acquaintance with narrative intonation, means of its expression and ways of designation.

In the process of getting acquainted with narrative intonation, children are presented with a sentence pronounced with narrative intonation, and it is determined what is expressed in it (asked or reported about something). Further, the sound means of expression are specified (“When we communicate something, we speak calmly, without changing our voice”). Maintaining the same pitch of voice throughout the entire declarative sentence is accompanied by the movement of the hand in a horizontal direction and is indicated graphically (see Appendix No. 11). Then the children are invited to come up with sentences that can be said calmly without changing their voice, they are introduced to the sign (dot), with which such sentences are indicated when writing. After getting acquainted with the sign, declarative sentences stand out from the text when children raise a card with a dot. Subsequently, it is proposed to lay out as many chips as there are declarative sentences in the speech material.

1.3. Acquaintance with interrogative intonation, means of its expression and ways of designation.

It is carried out in a similar way. At the same time, the attention of children is fixed on the fact that at the end interrogative sentence the voice rises. This rise in voice is also accompanied by a corresponding movement of the hand and is indicated graphically (see Appendix No. 11).

1.4. Acquaintance with exclamatory intonation, means of its expression and ways of designation.

It is carried out in the process of looking at pictures, the content of which can be correlated with interjections (such as: Oh! Ah! Wow! Hooray!), Conducting a conversation on the content of each of them. Then it is explained to the children that an entire sentence can also be pronounced with an exclamation, it is clarified that when it is pronounced, the voice either rises sharply or first rises and then decreases slightly. The change in voice during the reproduction of an exclamatory construction is accompanied by the corresponding movement of the hand and is indicated graphically (see Appendix No. 6). The work on the perception of exclamatory sentences in the future is carried out in the same way as the work on the perception of declarative and interrogative sentences.

1.5. Differentiation of intonation structures of sentences in impressive speech.

It is carried out after clarifying and comparing the expression and ways of designating various intonational structures when determining the intonation type of a sentence in the presented texts.

Stage 2- formation of intonational expressiveness in expressive speech.

Stage tasks: the formation of various intonational structures in expressive speech, their subsequent differentiation in expressive speech.

As preparatory exercises to form intonation expressiveness in expressive speech, exercises are used aimed at developing the strength and height of the voice, and gradually expanding the range of the voice, developing its flexibility and modulation (see Appendix No. 12).

The formation of intonational expressiveness in expressive speech is carried out in the following areas:

1.1. Work on the intonational expressiveness of the narrative sentence.

A. Work on the rhythm of the word.

Since in sentences that make up a single whole - syn-tagma, as in a word, one can single out pre-stressed-stressed or pre-stressed-stressed-stressed parts, then work on the rhythm of the word aims to teach the design of different parts of the word with respect to stress using appropriate means (changes in voice pitch, vowel length). Mastering the rhythm of a word serves as a prerequisite for further work on the design of the intonation structure of a sentence and is carried out taking into account the phonetic complexity of the speech material in the following sequence: the pronunciation of monosyllabic words (simple, with a confluence of consonants, in the structure of uncommon sentences); pronunciation of words of different syllabic structure with different vowels in different positions in relation to the stressed syllable of the word; pronunciation of a group of words without pauses in the structure of word combinations and sentences with various combinations at the place of stress.

B. Development of an intonational construction expressing completeness in a declarative sentence.

The main objectives of this section of the work are: development of syntagmatic stress, highlighting semantically complete syntagmas in speech; selection and movement of the intonational center in the structure of the narrative sentence. This work is carried out in the following sequence: working out the construction with the intonation center at the end of the sentence and working out the construction with the movement of the intonational center to a non-final position.

1.2. Work on the intonational expressiveness of the interrogative sentence.

It is carried out in the following sequence.

A. Working out the intonation of an interrogative sentence without an interrogative word (in the process of a sharp increase in tone in words of different syllabic structures and with different places of stress in the word).

Stress is one of the latest formed, easily broken and difficult to correct elements of speech.

Exercises to determine the slogo-rhythmic structure of a word.

The speech therapist taps out the rhythm of names, the children who heard
your name: Alyosha. Kate. Oleg, Max, Seryozha ...

The speech therapist puts several toys or pictures in front of the children, taps out the names of these objects, emphasizing the stressed syllable exaggeratedly, the children find the desired object:

Chicken, table, pencil, bow, glasses, squirrel, etc.

Tapping schemes of various syllabic and rhythmic structures.

Two-syllable words: xx - xx.

Name the picture. Slap the syllables. The stressed syllable is a loud clap. unstressed - not loud.

The same stomp, tap.

Pick up words, pictures, toys or objects for the given schemes:

Fisherman - FISH, Tuesday - the second, said - a fairy tale, sailor - the sea, tables - a table ...

Trisyllabic words:

Write diagrams for words.

Pick up words, pictures, objects or toys for the diagrams:

Xxx xxx xxx

Horse, poplar, magpie, pies, milk, garden, stairs.

Graphical proposal record:

Lesha walks xx xx xx

The cat loves milk x xx xxx

Graphic text entry:

The horse nibbled on the grass. X xX xX

The grass was juicy xX xX Xxx

The horse drank water. X X Xx

These mountains are high. A herd is grazing on the mountainside.

We know the rivers of our region. A path runs along the river.

The machine and the machine handle lay on the table.

The sun has set behind the village.

There is a padlock on the door to the castle.

B. Working out the intonation of an interrogative sentence with an interrogative word (when highlighting an interrogative word in a sentence, carried out in parallel with fixing the ability to change the place of the intonational center within the proposed structure). After working out interrogative intonation in special exercises, it is consolidated in verse, first in conjunction with a speech therapist, then by imitation and independently.

1.3. Work on the intonational expressiveness of the exclamatory sentence.

A. The development of exclamatory intonation on the material of interjections is carried out when practicing the expression of various emotional states with the help of interjections on the material of pictures and poems, upon presentation of which children only pronounce with the required intonation only interjections corresponding to the emotional content of pictures and poems.

B. Practicing an intonation structure expressing an appeal, a demand, an exclamation.

It is carried out in the process of conjugated pronunciation, repetition and independent pronunciation of the corresponding speech samples.

IN. Consolidation of exclamatory intonation.

Differentiation of the intonation structure of sentences in expressive speech.

It is carried out on the material of counting rhymes, dialogues, dramatization games, fairy tales played out by roles, while imitating the voices, intonations of the characters.

Fairy tales-operas: singing the words of characteristic characters, for example, in the fairy tale "Teremok" The mouse sings high: "Who lives in the little house?" The bear sings low.

Thus, the formation of intonational expressiveness in expressive speech is carried out in the direction from the assimilation of means of intonation design on the material of words (of various syllabic structures) to their assimilation on more complex sound design material, from mastering certain types of intonation structures to their differentiated reproduction in expressive speech. speech.

Conclusion

The aim of the work was to study the prosodic side of speech in preschool children with an erased form of dysarthria, to normalize the main prosodic components of speech in preschool children with an erased form of dysarthria through special corrective exercises and to develop guidelines for preschool teachers on the formation of prosodic.

Bekhterev V.M., Gilyarovsky V.A., Griner V.A., Samoilenko I.G. were among the first who became interested in the problem of prosody. They already substantiated the need for a multilateral impact on the speech of a child with speech disorders.

It is well known that thanks to speech, people get ample opportunities to communicate with each other. Any delay or violation of speech in the course of the development of the child is reflected in his activity. In the course of the experiments, the entire course of changes in the main prosodic elements was traced and the main regularity was noted that children with an erased form of dysarthria do not master the intonation components of speech. The results of the ascertaining experiment showed that the majority of children with an erased form of dysarthria have insufficiently developed fine and articulatory motor skills, facial expressions. The greatest difficulty for these children was caused by the tasks of holding a pause, the inability to use intonation and stress was revealed.

The purpose of the formative experiment: to improve the development of fine, articulatory, mimic motor skills, to form the ability to use the main components of prosody, such as tempo, rhythm, melody, pause, intonation in speech therapy, educational, musical classes. In order to determine how effective the system of the proposed exercises for the formation of prosodic was, whether it had an impact on the initial level of speech development, a control experiment was conducted with the same stages and diagnostic methods as in the ascertaining experiment.

The results of the control experiment showed that after the systematic work on the formation of the main components of prosody, the speech of children with an erased form of dysarthria became more expressive, intonation-colored. There is an improvement in the lexical and phonetic-phonemic system of speech.

Thus, the data showed that it is necessary to pay due attention to exercises, games, dramatizations for the development of a sense of tempo, rhythm, melody and intonation.

All the data obtained in the course of the experiments, the analysis of these data showed that classes on the formation of prosodic in children with an erased form of dysarthria normalize the main components of the prosodic side of speech and make speech expressive, emotionally colored and contribute to the solution of corrective tasks, which has been experimentally proven.

Found in preschool children with an erased form of dysarthria different levels violations of prosody make it possible to carry out a differentiated and individual approach to children in the learning process, selectively influence and improve the prosodic side of children's speech.

This allows us to state that the hypothesis has been proven.

Based on the results of the work, guidelines for teachers on the formation of intonational expressiveness of speech in children with an erased form of dysarthria.

The proposed methodological recommendations can be used to optimize correctional work in the conditions of special preschool institutions and families, with children with an erased form of dysarthria, for students of defectological faculties pedagogical universities, in advanced training courses for teaching staff.