Presentation “Breathing gymnastics” (5-7 years; .docx)
Breathing is one of the life support functions of humans. The process of physiological breathing is normally carried out rhythmically, the depth of breathing corresponds to the body's needs for oxygen. Inhalation is a more active phase of breathing than exhalation. When you inhale, the muscles of the diaphragm contract, pushing the abdominal organs away from your stomach. Thus increasing the volume of the chest, which helps fill the lungs with air. When you exhale, the diaphragm muscle relaxes. Together with the intercostal muscles, which raise and lower the chest, the diaphragm rises upward and compresses the lungs. The diaphragm is involved in breathing, being the main driving force in ensuring it.
There are three types of breathing:
- Upper costal
, in which only the upper part of the chest and lungs are affected and, therefore, only a minimal amount of air enters the lungs. With this method of breathing, it is impossible to achieve a long exhalation and continuous pronunciation even in a short phrase. The upper costal type of breathing is accompanied by a strong rise of the chest and tension of the neck muscles. This type of breathing is undesirable for children, as it will interfere with the correct formation of speech breathing and will certainly have a negative impact on working on their voice. This type of breathing can even be noted visually (by raising the chest).
- Chest,
in which most of the chest and lungs are affected.
- Diaphragmatic-costal
(inferior diaphragmatic or thoraco-abdominal), which is considered to be the deepest, most powerful, the lungs can absorb more air and achieve maximum benefit with minimal effort.
The diaphragm is a large dividing muscle that separates the chest from the abdominal cavity. When the diaphragm moves, it presses on the abdominal organs, causing the stomach to protrude (during inhalation) and press in, causing the lungs to expel air (during exhalation). The chest should not rise. With any type of breathing, the diaphragm is necessarily involved, but the proportion of its participation is different.
Breathing during speech, or so-called speech breathing, compared with physiological breathing in a calm state, has significant differences due to the special requirements for the respiratory act during speech.
Normally, before speaking, a quick and deeper breath is taken than at rest. During speech development, a specific “speech” breathing mechanism is developed, and therefore, specific “speech” movements of the diaphragm are also developed. During oral speech, the diaphragm repeatedly produces finely differentiated oscillatory movements that ensure speech breathing and sound pronunciation.
The development of speech breathing in a child begins parallel to the development of speech. Already at the age of 3–6 months, the respiratory system is being prepared for the implementation of vocal reactions, i.e. At the early stage of speech ontogenesis, there is a diffuse development of the coordination of the phonatory respiratory mechanisms that underlie oral speech.
In preschool age, children simultaneously develop coherent speech and speech breathing during the process of speech development. In healthy children aged 4–6 years who do not have speech pathology, thoraco-abdominal and speech breathing are in the stage of intensive formation. In children without speech pathology, by the age of five, a mainly abdominal type of breathing is observed, although often (after running, during excitement, in a conversation with an adult, etc.) they can breathe with their entire chest, even raising their shoulders. Simple speech tasks are realized by them against the background of a formed speech exhalation. In the process of one speech exhalation, they pronounce simple three to four word phrases with commonly used vocabulary. Poetic texts with short lines are pronounced by children of older preschool age, usually using speech breathing.
Complicating the speech task for children aged 5–6 years in the form of four-, five- and six-word phrases with new vocabulary leads to impaired speech breathing. Complicating the content of an utterance, both semantically and lexico-grammatically, destroys speech exhalation: additional breaths appear, breath holds, i.e. the utterance is interrupted and, accordingly, does not have intonation completeness.
The physiological breathing of children with speech disorders has its own characteristics. It is, as a rule, superficial, of the upper costal type, its rhythm is not stable enough, and is easily disrupted by physical and emotional stress. The lung volume in such children is significantly lower than the age norm.
In the process of speaking, they experience breath holding, convulsive contractions of the muscles of the diaphragm and chest, and additional inhalation.
In addition to the possibility of convulsive activity in the muscles of the respiratory apparatus and impaired speech exhalation, such children have an insufficient volume of inhaled air before the start of speech, as well as a shortened and irrationally used speech exhalation. The pronunciation of individual words occurs in different phases of breathing - both during inhalation and exhalation.
In a preschool institution, special attention should be paid to breathing exercises. Correct speech breathing is the basis for normal sound pronunciation and speech in general. Some sounds require an energetic, strong exhalation, a strong air stream.
During classes, you must comply with the following requirements:
- perform exercises every day for 3-6 minutes, depending on the age of the children;
- carry out exercises in a well-ventilated room or with an open window;
- exercise before meals;
- exercise in loose clothing that does not restrict movement;
- dose the amount and pace of exercises;
- inhale air through the mouth and nose, exhale through the mouth;
- inhale lightly and briefly, and exhale long and sparingly;
- during speech breathing, do not strain the muscles in the neck, arms, abdomen, chest; do not raise your shoulders when inhaling and lower them when exhaling;
- after exhaling, before inhaling again, stop for 2-3 seconds.
Initially, breathing exercises are aimed only at coordinating oral and nasal breathing with the active participation of the diaphragm. These are silent breathing exercises. There are many options for exercises for coordinating nasal and oral inhalation and exhalation, all of them come down to the system of F.A. Ippolitova. Sequence of work:
- inhalation is carried out through the nose, exhalation is the same through the nose;
- inhale through the mouth, exhale through the nose;
- inhale through the nose, exhale through the mouth;
- inhalation is through the mouth, exhalation is also through the mouth.
In addition to differentiating nasal and oral exhalation, exercises are added to inflate and produce a targeted air stream. All these exercises are aimed at teaching the child to control his inhalation and exhalation. They ultimately come down to natural breathing when speaking - inhale through the nose, exhale through the mouth.
Exercises to develop diaphragmatic breathing form the skill of phonation breathing. Gradually, silent breathing exercises turn into phonation exercises, i.e. As they exhale, children learn to pronounce certain sounds. For example, inhale through your nose, then calmly say: o___x___ or a____x____, releasing the air through your mouth.
Then the phonation exercises gradually become more complex. On one exhalation you need to pronounce a sound with and without stopping: s_s_s_s____. Or, on one exhalation, pronounce a combination of consonants: ks___, f__s__sh__.
Breathing exercises are performed both with and without music. They are combined with hand
: up-down, up-to the sides, up-to the waist;
torso
: turns right - left, bends to the sides, forward;
head
: tilts to the shoulders, on the chest, circular turns.
As the skill of phonation breathing is consolidated, correct speech breathing is also formed, which in turn ensures normal voice formation. By pronouncing vowel and consonant sounds while exhaling for a long time, work begins on the strength and pitch of the voice. And at the same time, the elements of words are being worked out, which is a prerequisite for pure pronunciation of sounds.
Stages of work on the development of respiratory function and speech breathing in preschoolers:
Stage I. Preparation for the development of the thoraco-abdominal type of breathing using traditional methods.
Goal: development of sensations of movement of the respiratory organs, mainly the diaphragm and the anterior wall of the abdomen, which corresponds to the thoraco-abdominal type of breathing.
Exercises:
- for a child in a lying position, a light toy is placed on his stomach in the diaphragm area;
- child in a supine position. Places your palm on the diaphragm area;
- a child in a sitting position places his palm on the diaphragm area;
- a child in a standing position places his palm on the diaphragm area.
Stage II. Development of the thoraco-abdominal type of breathing with the inclusion of elements of breathing exercises by A.N. Strelnikova.
Goal: further development of contractile activity of the diaphragmatic muscle. As well as the development of coordination relationships between two functions: breathing and movements of the torso or limbs.
Exercises:
- teaching children to perform double “quick breaths” through the nose in a standing position, as well as in combination with movements of the head and arms;
- development of the thoraco-abdominal type of breathing during walking;
- further training of abdominal breathing and increasing lung volume in the process of increasing the complexity of the physical load.
Stage III. Development of phonation exhalation
Goal: development of phonation (voiced) exhalation.
Exercises:
- performing a mouth breath while raising your arms up and singing the vowel sound A (O, U, I, E) as you exhale while slowly returning the arms to their original position;
- performing oral inhalation and singing vowel sounds while exhaling, changing the strength of the voice;
- performing oral inhalation and singing vowel sounds while exhaling, changing the pitch of the voice;
- performing oral inhalation and singing vowel sounds with different intonations while exhaling.
Stage IV. Development of speech breathing
Goal: development of one’s own speech breathing.
Exercises:
- performing oral inhalation and, as you exhale, chanting a syllable;
- inhaling through the mouth and, as you exhale, chanting a two-syllable word (syllable by syllable).
- inhaling through the mouth and, as you exhale, chanting a three-syllable word (syllable by syllable).
- inhaling through the mouth and, as you exhale, chanting a phrase consisting of two/three words;
- chanting poetic phrases.
V stage. Development of speech breathing in the process of pronouncing prose text
Goal: training speech breathing in the process of pronouncing a prose text.
Exercises:
- pronouncing two to three phrases of text according to the scheme;
- independent pronunciation of the text when presented with picture or object material (fruits, vegetables, etc.).
Thus, preschoolers with speech pathology first of all need to develop lung capacity, and in middle and older preschool age to form a thoraco-abdominal type of breathing. Approximation of these indicators to the norm will allow us to move on to the development of speech breathing in the future, since the thoraco-abdominal type of breathing is the basis for the formation of such a complex psychophysiological function as speech breathing.
Bibliography:
- Vlasova T.M., Pfafenrodt A.N. Phonetic rhythm in school and kindergarten. - M.: Educational literature, 1997.
- Belyakova L.I., Goncharova N.N., Shishkova T.G. Methodology for the development of speech breathing in preschool children with speech disorders / Ed. L.I.Belyakova. – M.: Knigolyub, 2004.
- Kochetkova I.N. Paradoxical gymnastics by Strelnikova. – M., 1989.
- Semenova N. Breathing exercises according to Strelnikova. – St. Petersburg, 2002.
- Mukhina A.Ya. Speech motor rhythm. – M.: AST, 2009.
Game exercises
The goal of the following exercises for preschoolers is to breathe deeply. This should ventilate the lungs well and help avoid colds. Just keep in mind that you need fresh air, since breathing exercises in closed, unventilated rooms can only lead to the spread of infection among children.
- Small and big. Stand on tiptoes while inhaling, stretch your arms up, show how the child has grown. Then the baby shows how small he is - exhaling air, squats, hugs his knees with his hands and says “uh.”
- Steam locomotive - children walk around the room, moving their elbows, saying “chug-chug.” When accelerating, speak louder and faster.
- Swan geese. Slowly walk around the room, imagining that your hands are wings that you need to flap like birds. The wings rise as you inhale and fall as you exhale with the sound “goo-oo.”
- Stork - stand straight, spread your arms to the sides, raise one leg at the knee in front. As you exhale, stand straight, hands at your sides, with the sound “sh-sh-sh”.
- Lumberjack - stand up straight, legs slightly apart, preferably slightly wider than shoulder-width apart. Inhaling, fold your arms, imitating a hatchet and lift them up, while exhaling, cut through the space between your legs with the sound “bang”.
- Mill - stand straight, arms straight above your head. Begin to rotate your arms without bending them, saying “zh-r-r” as you exhale. Gradually speed up and speak louder.
- Skater - feet slightly wider than shoulder width, hands clasped behind back, lean forward. Bend your right and left legs with the sound “cr-r”, as if a speed skater is participating in a race.
- Angry hedgehog - feet shoulder-width apart. You need to imitate the hedgehog curling up into a ball - bend down lower and hug your chest with your hands, lowering your head as you exhale, pronounce the sound “pf-f” (the hedgehog is angry), repeat a second time with the sound “fr-r” (the hedgehog is happy).
- Frog - legs together, crouch a little, inhale and jump forward, croak like a frog when landing.
- Wandering in the forest - while inhaling, turn in one direction, while exhaling - in the other with the sound “ay”. You can place your palms on your cheeks, imitating a call for help.
- The bee is having fun. The child should imagine that a bee has landed on his nose, exhaling and saying “z-z-z-z” while looking at the nose. The purpose of the exercise is to concentrate attention and breathing, since the sound also needs to be concentrated at the tip of the nose.
- Dwarf and giant. You need to sit on a flat surface with your legs folded and your feet together. Press your knees to the floor and place your hands on them. Having drawn more air into your chest, straighten your shoulders and raise your head up, while exhaling, tilt your head closer to your feet, pressing against them as much as possible.
