Health-saving technologies in speech therapy practice

“Health-saving technologies in speech therapy practice”

“Health-saving technologies in speech therapy practice”

Introduction

I would like to talk about health-saving technologies in more detail, since I love this topic and have studied it quite well. Since 2015, I have been working at the Municipal Budgetary Educational Institution “Elementary School - Kindergarten No. 76” in Tyumen as a teacher-speech therapist and since then I have been actively using health-saving technologies and am satisfied with the result of the correctional work.

I work with children with various speech pathologies. Every year the number of children with severe speech disorders, dysarthria, motor and sensory alalia, and stuttering increases.

In recent years, a steady trend has emerged towards a significant decline in health indicators and the rate of development of preschool children, which is due to the deterioration of socio-economic and environmental conditions. In this regard, at present, pedagogical technologies that, in addition to the pedagogical effect, involve preserving the health of children are becoming increasingly in demand.

The tendency towards deterioration in the speech of preschool children, a decrease in the level of communication skills (A.G. Arushanova, O.S. Ushakova, T.A. Tkachenko, Yu.V. Fillipova, L.M. Shipitsyna) - all this determines the need increasing knowledge about the importance of correctional and developmental work and the development of children’s speech. Speech therapy work involves the correction of not only speech disorders, but also the personality of children as a whole. Among pupils with problems in speech development, there is a high percentage of those who have problems with the development of gross and fine motor skills, memory, attention, and often thinking. Accordingly, there is a need to carry out comprehensive health-improving and correctional work with these children, which includes muscle relaxation, breathing exercises, articulation exercises, finger exercises, exercises for the development of higher mental functions (attention, memory, thinking), physical education, exercises for the prevention of vision, logorhythmics.

The authors of correctional methods assign a significant role to the development of physiological and speech breathing, which is impaired in children with these speech pathologies (L. S. Volkova, K. P. Buteyko, V. I. Seliverstov, M. E. Khvattsev, A. G. Ippolitova , 3. A. Repina, and others).

In this regard, issue of introducing health-saving technologies into practice, i.e. such an organization of the educational process in which high-quality training, development and upbringing of children occurs without compromising their health and contributes to its strengthening. New stimuli serve to create a favorable emotional background, contribute to the inclusion of intact mental functions in work and the activation of impaired mental functions.

Based on the above, I set myself the following goal: to identify effective ways to use health-saving technologies, optimize the process of speech correction and ensure the improvement, maintenance and enrichment of children’s health.

To achieve this goal in the process of correctional and developmental education, I identify and solve the following tasks :

— Introduction and adaptation of technology to the conditions of working with children at a speech therapy center in accordance with individual and age characteristics;

— Protecting the nervous system, relieving mental and nervous tension;

— Formation of oral praxis;

— Improving general, fine motor skills and visual-spatial gnosis;

— Increasing the reserves of the respiratory system;

— Involve parents in solving the problem of creating a healthy lifestyle;

— Identification, generalization and dissemination of pedagogical experience for teachers of preschool educational institutions;

— Preparation of publications for printing on the topic of the use of health-saving technologies in the educational space of preschool educational institutions and the family.

The use of health-saving technologies in my work has become a promising means of correctional and developmental work with children with speech impairments. These methods of work are among the effective means of correction, increasingly used in special pedagogy and helping to achieve the greatest possible success in overcoming not only speech difficulties, but also the general health of preschool children.

Health technologies should be introduced into the educational process of kindergartens in a health-preserving and health-developing environment.

I present to your attention my experience of working on this topic.

The first thing that can be highlighted is the different types of gymnastics:

articulation, breathing, eye gymnastics.

Articulatory gymnastics is a set of special exercises aimed at strengthening the muscles of the articulatory apparatus, developing strength, mobility and differentiation of movements of the organs involved in the speech process.

Regular practice will help:

- improve blood supply to articulatory organs and their innervation (nerve conduction); — improve the mobility of articulatory organs; — strengthen the muscular system of the tongue, lips, cheeks; - reduce spasticity (tension) of the articulatory organs.

The goal of articulatory gymnastics is to develop correct, complete movements and certain positions of the articulatory organs necessary for the correct pronunciation of sounds, and to combine simple movements into complex ones.

Exercises for articulatory gymnastics cannot be selected arbitrarily. It is necessary to provide for those articulatory structures that need to be formed. Articulatory gymnastics includes exercises for training the mobility and switchability of organs, practicing certain positions of the lips, tongue, correct pronunciation of all sounds, and for each sound of a particular group.

Breathing exercises are exercises that promote the development of speech breathing and the formation of a long, directed exhalation.

Breathing exercises are aimed at strengthening the skills of diaphragmatic - speech breathing (it is considered the most correct type of breathing). Work is underway to develop strength, smoothness, and duration of exhalation. In addition to its health value, developing proper breathing is necessary for further work on correcting sound pronunciation. Breathing affects sound pronunciation, articulation and voice development. In addition, breathing exercises have a complex therapeutic effect on the child’s body.

Visual gymnastics

Special exercises for the eyes help prevent visual impairment, develop eye mobility, restore binocular vision, relieve eye fatigue, relax the visual system, have a positive effect on the circulation of blood and intraocular fluid in the organ of vision, train accommodative muscles, strengthen the extraocular muscles, activate and restoration of vision in case of strabismus and amblyopia, and also creates a positive emotional background, which helps to improve the performance of children and enhance their cognitive activity. I also use visual gymnastics exercises as a component of general relaxation.

I use a technique such as playing with cereals (semolina, pearl barley, legumes, seeds). This game relieves the child’s emotional sphere and creates an emotionally joyful mood. I also use them as a simulator for the development of fine motor skills, in the process of automation and differentiation of sounds.

Corrective technologies include: logorhythmics, exercises for the development of fine motor skills, finger games, physical education minutes.

Logorhythmics is a widely known and effective technology. As a result of the use of logorhythmic exercises, the expressiveness of movements, rhythm, clarity, smoothness, and unity improves. This is a system of motor exercises in which movements of the arms, legs, head, and body are combined with the pronunciation of speech material. All exercises are aimed at normalizing speech breathing, developing the ability to change the strength and pitch of the voice, correct pronunciation of sounds and their combinations, and the ability to regulate the tempo of speech.

Development of fine motor skills of the fingers.

During correctional classes, I pay special attention to the development of fine motor skills of the fingers, since this type of activity promotes mental and speech development, the development of basic elementary skills, and the formation of graphic skills.

Body movements and speech motor skills have common mechanisms, so the development of fine motor skills of the hands directly affects the development of speech. This is why finger gymnastics has a strong place in my classes with children.

Children with speech delay have poor coordination of fine motor skills of their fingers. And as a result, dysgraphia (writing impairment) may develop. The development of finger movements will, as it were, prepare the platform for the further development of speech. I combine exercises to develop fine motor skills with actual speech exercises.

I stimulate active points located on the fingers using various devices (balls, massage balls, walnuts, prickly rollers). Manual finger massage is also effective.

Physical education minutes.

Wellness breaks - I spend physical exercises in a playful way in the middle of the lesson.

They are aimed at normalizing muscle tone, correcting incorrect postures, memorizing a series of motor acts, and developing speed of reaction to verbal instructions.

Technologies for teaching a healthy lifestyle include: speech therapy massage, self-massage,

massage of biologically active zones.

Speech therapy massage is a set of techniques of mechanical, dosed influence in the form of friction, pressure, vibration, carried out directly on the surface of the human body, both with hands and with special devices.

I mainly use the following types of speech therapy massage:

1. I use differentiated speech therapy massage to alleviate the manifestations of innervation disorders of the muscles of the speech apparatus. To normalize muscle tone, increase the volume and amplitude of articulatory movements, and reduce salivation.

1. Massage of the lingual muscles, used for spasticity of the tongue (increased tone) - a relaxing massage. If there is hypotonia of the tongue, I do a stimulating one.

The goal is to strengthen muscle tone.

Massage is carried out in different ways:

— acupressure – a local effect in a relaxing or stimulating manner on biologically active points (zones).

— probe massage, I use speech therapy probes and spatulas.

With systematic massage, the function of the receptors of the pathways improves, and the reflex connections of the cerebral cortex with the muscles and blood vessels are strengthened.

I also use:

• massage and self-massage of the face;
• massage and self-massage of hands and fingers;
• auricular massage (massage of the ears);

It is impossible to solve all correctional problems without involving preschool employees and parents.

A workshop was held for teachers

for parents : “Articulation gymnastics”, “Breathing gymnastics”, etc. Individual and group consultations were conducted.

On my website on the social network of educators, as well as on the website “NSH-DS No. 76,” I periodically post materials on my work.

The effectiveness of teaching experience.

Testing of the use of health-saving technologies in correctional and developmental work with pupils with general speech impairment took place from 2020 to 2020, on pupils of senior preschool age.

Experience on this topic has shown that the use of the listed FTAs, as well as the creation of the most diverse and interesting speech environment for the child, invariably leads to increased efficiency of correctional work, preservation and development of the child’s physical and mental health (contributes to solving the problems of the harmonious development of preschoolers more effectively and in a short time, activates mental processes and shapes the child’s personality as a whole).

Thus, as a result of using health-saving technologies in speech therapy classes: learning ability increases, attention and perception improve; children learn to see, hear, reason; behavior is corrected and psychological difficulties are overcome; emotional stress and anxiety are relieved; speech activity increases; oculomotor muscles develop and eye fatigue is relieved; general and fine motor skills develop; motor skills are formed; correct speech breathing and articulatory praxis are formed; correct, meaningful reading is formed, interest in the process of reading and writing is awakened; The ability to transfer acquired skills when studying subject material develops.

Correctional work in speech therapy classes is aimed not only at preventing and eliminating speech deficiencies, but also at developing mental processes, which helps prepare children for mastering school programs in the Russian language and reading.

The level of success in correcting sound pronunciation over the past 2 years ranges from 80 to 90%.

Conclusion

The use of health-saving technologies in my work has become a promising means of correctional and developmental work with children with speech impairments. These methods of work are among the effective means of correction, increasingly used in special pedagogy and helping to achieve the greatest possible success in overcoming not only speech difficulties, but also the general health of preschool children. Against the backdrop of comprehensive speech therapy care, health-saving technologies optimize the process of correcting children’s speech and make it possible to organize speech therapy classes in a more interesting and varied way.

Pronouncing sounds is the result of the coordinated work of the whole organism, and not just the articulatory organs.

Thus, we can conclude that the use of health-saving technologies in educational activities contributes not only to the preservation and strengthening of the health of children with problems in speech development, but also to the improvement of the adaptive and compensatory capabilities of the child’s body.

The plans are to continue working on this topic, comprehensively influencing the child for further dynamics of speech development, and to introduce musical influence technologies, aromatherapy, and color therapy into practice. Taking into account the recommendations of parents.

Literature:

1. Budennaya T.V. "Speech therapy gymnastics." – St. Petersburg, 2003.
2. Gavryuchina L.V. “Health-saving technologies in preschool educational institutions.” – M.: TC Sfera, 2006
3. Gomzyak O.S. “An integrated approach to overcoming ODD in preschool children.” – M., 2009
4. Kuznetsova S.V., E.V. Kotova, T.A. Romanov “System of working with narrow specialists of preschool educational institutions.” – M.: Sfera shopping center, 2008.
5. Kartushina M.Yu. “Logorhythmic activities in kindergarten.” - M., 2004.
6. Malgavko N.V. “Health-saving technologies in working with children with special needs” - Journal “Speech therapist”, 2012- No. 1.
7. Nishcheva N. V. “A system of correctional work in a speech therapy group for children with general speech underdevelopment.” – St. Petersburg, 2003
8. Pozhilenko E.A. “Articulation gymnastics. Methodological recommendations for the development of motor skills, breathing and voice in preschool children.” – St. Petersburg, KARO, 2007.
9. Panferova I.V. “Health-saving technologies in speech therapy practice.” - Magazine "Speech therapist", 2011 - No. 2.
10. Panferova I.V., L.N. Filippova “Continuity in the work of a speech therapist and other specialists” Magazine “Speech therapist”, 2007- No. 4.

11. Stepanova O.A. “Organization of speech therapy work in a preschool educational institution

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Health-saving technologies in the work of a preschool teacher-speech therapist

Health-saving technologies

in the work of a speech therapist at a preschool educational institution

Teacher-speech therapist MBDOU No. 144

Ulyanovsk

HER. Khrustaleva

The current state of society, the highest rates of its development, place ever new, higher demands on a person and his health. In the process of correctional work of a speech therapist, the social and pedagogical significance of preserving the health of children increases. Therefore, one of the (most important) tasks of speech therapy work is the creation of a correctional educational system that would not only preserve the child’s health, but also “increase” it.

Health-saving technologies influence the formation of a harmonious, creative personality and prepare him for self-realization in life, based on value guidelines, such as health. That is why these technologies are a necessary aspect (component) of complex rehabilitation of children with speech pathology.

The goal of health-saving technologies in preschool education is to ensure a high level of real health for a kindergarten pupil and the education of valeological culture as the totality of a child’s conscious attitude to health and human life, knowledge about health and the ability to protect, maintain and preserve it, valeological competence, allowing a preschooler to independently and effectively solve problems of a healthy lifestyle and safe behavior, tasks related to the provision of basic medical, psychological self-help and assistance.

1. Technologies for preserving and stimulating health: stretching, rhythmoplasty, dynamic pauses, outdoor and sports games, relaxation, gymnastics: finger, eye, breathing, invigorating, corrective, orthopedic.

2. Technologies for teaching a healthy lifestyle: physical education, problem-based games (game training and game therapy), communicative games, classes from the “Health” series, self-massage, acupressure self-massage, biofeedback (BF).

3. Corrective technologies: art therapy, musical influence technologies, fairy tale therapy, color influence technologies, kinesitherapy, tactile-kinesthetic stimulation, behavior correction technologies, psycho-gymnastics, phonetic and speech therapy rhythms.

The use of health-saving technologies in speech therapy classes:

• Helps increase speech activity;
• Develops speech skills;
• Relieves tension, restores performance;
• Activates cognitive interest;
• Improves concentration, reduces difficulties switching from one type of activity to another.

Health-saving technologies are an integral part of speech therapy correction work. The work actively uses both traditional and non-traditional methods: articulatory gymnastics, finger gymnastics, massage and self-massage, Su-Jok therapy, bioenergoplasty, kinesiological exercises, breathing exercises, elements of logorhythmics and phonerhythmics, tactile-kinesthetic stimulation.

There is no doubt that the methods listed above are components of health-saving technologies.

Thanks to the use of health-saving technologies, children experience:

• improvement of memory, attention, thinking
• increasing the ability for voluntary control
• improvement of general emotional state
• increased performance and self-confidence
• motor functions are stimulated
• reduces fatigue
• spatial understanding improves
• the respiratory and articulatory apparatus develops
• speech function is stimulated
• the somatic condition improves.

And today, dear colleagues, I would like to introduce you more closely to the above methods. I will be glad if you use these methods in your work.

An integral and very important part of speech therapy work is articulatory gymnastics.

It is very productive to use it in combination with bioenergoplastics.

Bioenergoplasty –

connection of movements of the articulatory apparatus with movements of the hand. Bioenergoplastics includes three concepts: bio - man, energy - strength, plastic - movement. Bioenergoplasty is aimed at joint movements of the hands and the articulatory apparatus, which helps to activate the natural distribution of bioenergy in the body. Thanks to exercises to develop bioenergoplasty, the child’s blood circulation improves, while the facial muscles are strengthened, fine motor skills of the hands and, accordingly, speech develop.

Articulation exercises with functional load (Arkhipova E.F.)

Functional load is expressed in exaggerated, precise performance of all tasks, with the maximum amplitude of movements of the organs of articulation.

Exercise 1. “Fence”.

Target:

prepare articulation for whistling sounds, activate the lips.

Guidelines:

in front of the mirror, we ask the child to stretch his lips as much as possible (smile), show the upper

and lower teeth. The upper teeth should be opposite the lower teeth. It is necessary to check that there is a distance between them (1 mm). Make sure that the child does not wrinkle his nose. Hold for a count of 5.

Exercise 2. “Window”.

Target:

be able to hold the mouth open while simultaneously showing the upper and lower teeth.

Guidelines:

From the “Fence” position, slowly open your mouth. The teeth should be visible. Hold for a count of 5.

Exercise 3. “Tube”.

Goal: to develop lip activity and mobility.

Methodical recommendations: from the “Fence” position, stretch your lips forward, close them tightly so that there is no hole in the center. The orbicularis muscle gathers into wrinkles.

It is necessary to check that the lower jaw does not drop. Control with your hand. Hold for a count of 5.

Exercise 4. “Bridge”.

Target:

develop a lower tongue position in preparation for producing whistling sounds. The tip of the tongue rests on the lower incisors.

Guidelines:

From the “Fence” position, perform the “Window” exercise. Place the tongue flat behind the lower incisors. Hold for a count of 5.

Exercise 5. “Shovel”.

Target:

develop a wide and calm position of the tongue, which is necessary for preparing hissing sounds.

Guidelines:

consistently perform the exercises “Fence” - “Window” - “Bridge”. From the “Bridge” tongue position, push the tongue onto the lower lip. The tongue should be calm and broad. The lower lip should not curl up, the upper lip should expose the teeth. Hold for a count of 5. Tongue on lip.

Exercise 6. “The shovel digs.”

Target:

prepare articulation for hissing sounds. Performing “Cup” articulation.

Guidelines:

From the “Shovel” position, lift the wide tip of the tongue slightly up. The upper teeth should be visible. Make sure that the tongue does not retract into the oral cavity when lifting. Perform the exercise at a slow pace 3 - 4 times. The tip of the tongue curls upward.

Exercise 7. “Sail”.

Target:

preparing the upper rise of the tongue for the sounds [r], [l].

Guidelines:

From the “Bridge” position, the wide tongue rises to the upper incisors and rests on the alveoli. Make sure that the tongue does not sag, but is tense and wide, the hyoid ligament is determined. Hold for a count of 5. The tongue is raised up.

Exercise 8. “Swing”.

Target:

differentiate the lower and upper position of the tongue, which is necessary for differentiating whistling and hissing sounds.

Guidelines:

from the “Sail” position go to the “Bridge” exercise. Alternate 5-6 times at the pace set by the speech therapist.

Exercise 9. “Delicious jam.”

Target:

form: the upper rise of the tongue in the shape of a “Cup”, holding the tongue on the upper lip and performing a licking movement from top to bottom.

Guidelines:

From the “Shovel digs” position, raise your wide tongue to the upper lip and perform licking movements from top to bottom 2-3 times at a slow pace. Movement of the tongue from top to bottom along the upper lip.

Exercise 10. “Warm wind.”

Target:

causing hissing sounds by imitation.

Guidelines:

From the “Tasty jam” position, move your tongue behind your upper teeth and form a gap with the alveoli. Place your hand near the chin and ask the child to blow on a wide tongue. Stretch your lips into a smile. Your hand should feel a warm air stream. Use your brush to feel a warm stream of air.

Exercise 11. “Painter”.

Target:

stretch the hyoid ligament for the sounds [r], [l], and to pronounce hissing sounds, find the place where the gap of the tongue forms in the shape of a cup near the hard palate.

Guidelines:

advance from the “Sail” position

tongue across the palate in the anterior-posterior direction 3-4 times. The jaw should remain motionless (controlled by hand). The tongue moves back and forth across the palate.

Exercise 12. “The horse clatters.”

Target:

develop subtle differentiated movements with the tip of the tongue for the sound [r].

Guidelines:

from the “Sail” position with your mouth wide open, click your tongue. The jaw is motionless. (Hold with your hand. Perform 5-6 times.) Tongue behind the upper teeth. The hand holds the chin to prevent it from moving while snapping.

Exercise 13. “Hammer”.

Target:

preparation of articulation for the sound [r] and vibration of the tip of the tongue.

Guidelines:

from the “Sail” position, tap your tongue and pronounce the sound [d]. Make sure that the tip of your tongue does not fall down or stick out of your mouth. Note: if a guttural sound is corrected, then the sound [t] is pronounced. Make sure that there is no nasal tint, the voice does not strain, and the lower jaw does not rise. Knock with the sound [d, t] 5-6 times. The tip of the tongue knocks at the top of the alveoli with the sound [d] or [t].

Exercise 14. “Woodpecker.”

Target:

generate vibration of the tip of the tongue for the sound [r].

Guidelines:

From the “Sail” and “Hammer” positions, pronounce the sound [d] at an accelerated pace. A series of tongue strikes on the alveoli resembles the knock of a woodpecker: “D - ddd”, “D - ddd” (one strike and several strikes at a fast pace). 3-5 such series are performed.

Exercise 15. “Machine gun.”

Target:

fix the vibration of the tip of the tongue for the sound [r].

Guidelines:

from the “Sail” position, perform the “Woodpecker” exercise and add an air stream, like a push of air: “D - ddd” + push of a strong air stream.
A vibration of the tongue occurs - “drr”. Perform intensively 5 times. The tongue at the top knocks on the alveoli with the sounds “D - DDD”.
After saying “D-ddd”, blow hard on your tongue.

Breathing exercises

provides great opportunities for protecting children's health. It is believed that proper breathing saves a person from many diseases and prevents their occurrence. Proper breathing stimulates the functioning of the heart, brain and nervous system. Exhaling slowly helps you relax, calm down, and cope with anxiety and irritability.

Exercises:

“Focus” - blow into the tube so that the ball is kept in the air as long as possible,

“Roll the ball” - blow on the ball so that it rolls only along the blue holes

“Spitting” - tear off a piece of cotton pad, place it on your lower lip and purposefully blow it off, as if you were spitting. With this exercise we form a targeted air stream necessary for pronouncing all groups of sounds of late genesis (whistling, hissing and sonorants)

Finger gymnastics.

Systematic exercises for training finger movements, along with a stimulating effect on speech development, are a powerful means of increasing brain performance. The formation of a child’s verbal speech begins when the movements of the fingers reach sufficient accuracy. The development of finger motor skills prepares the ground for the subsequent formation of speech. Since there is a close relationship and interdependence of speech and motor activity, if a child has a speech defect, special attention must be paid to training his fingers. Positively affects the development of intelligence. Thus, the role of stimulus for the development of the central nervous system, all mental processes, and in particular speech, is played by the formation and improvement of fine motor skills of the hand and fingers.

Exercises:

- “Rubber bands” - the child, guided by sample cards, puts multi-colored rubber bands on his fingers one by one. It is necessary to observe the sequence of putting on and the color of the elastic bands.

— “Winders” — are used for effective training of fine motor skills of the fingers. During the game, dexterity, coordination and speed of movements are improved.

- “Finger and syllable paths” - we go along the paths and automate the sound in isolation and in syllables, train the strength and pitch of the voice.

— “Tops” — we develop fine motor skills and automate isolated sound.

— Finger simulator “Elephant Stomp” - we play, going through paths and pronouncing syllables, performing various “elephant” movements: “The elephant can walk, run, sit, stand on its hind legs, on its front legs, raise its trunk up, nod its head.” During these actions, you can automate the sound of syllables and words and practice grammatical categories, for example, “The elephant sees five apples... etc.”

- “Tube” - we stretch the tube, use it to “talk” through it, play games like “remember-repeat”, pronounce syllable chains, chains of words. In this case, you can listen to your speech to control the sound. Then at the end of the games we collect the tube. Can be used as a telephone handset to control your own pronunciation.

— “Curly paper clips” — we develop fine motor skills, while automating sound and learning to coordinate nouns. and numbers.

- “Frogs - jumping” - press the frog alternately with each finger of the right and left hand. Strengthen the muscles of all fingers.

Tactile-kinesthetic stimulation.

With normal development, the child masters the sound side of speech simultaneously with the development of general motor skills and differentiated hand movements. Systematic exercises that train the movements of the fingers are a powerful means of increasing the performance of the cerebral cortex, one of the manifestations of this is improving the child’s speech. This necessitates the need to simultaneously develop the functional capabilities of the fingers when working on articulation. In order to enhance kinesthesia, some researchers suggest using finger movements on special simulators to increase the effect of speech therapy work. Rubber or plastic mats with a needle surface, massage balls and other devices can be used as such simulators.

Exercises:

- “Finger rugs” - we walk along the paths with regular steps, then with side steps, then with the index and middle, index and ring, index and little fingers, then the same options with the thumb and other fingers while simultaneously pronouncing syllables with an automated sound. Can also be used to differentiate sounds by alternating oppositional sounds, syllables or words.

- “Rings” - pronounce syllables or words with sound and squeeze the rings. Can be used for automation and differentiation of sounds.

- “Hedgehogs” - we also use it to practice and distinguish sounds. You can also give pictures with sounds to hedgehogs.

Su-Jok therapy

is a highly effective, universal, affordable and absolutely safe method of self-improvement and self-healing by influencing active points located on the hands and feet with special massage balls, the use of which in combination with exercises for correcting sound pronunciation and developing lexical and grammatical categories helps improve physical and mental performance of children, creates a functional basis for a relatively quick transition to a higher level of motor muscle activity and the opportunity for optimal targeted speech work with the child, exerting a stimulating effect on speech development.

Exercises:

- “Prickly hedgehog” - massage of the fingertips, possibly with pronunciation of syllables.

- “Springs” - we put a spring on each finger of both hands in turn, coming up with words with a given sound.

- “Bumps” - spin the ball and make bumps. We differentiate sounds by going through bumps (in syllables and words).

Kinesiological exercises

is a set of movements that allow you to activate interhemispheric interaction:

• develop the corpus callosum,

• increase stress resistance,

• improve mental activity,

• help improve memory and attention,

• facilitate the process of reading and writing,

• improve both the mood and well-being of the person performing them.

Exercises:

- “Rings” - Alternately and as quickly as possible, move your fingers, connecting the index finger, middle finger, etc. in a ring with the thumb. The test is performed in forward and reverse (from the little finger to the index finger) order. First, the exercise is performed with each hand separately, then with both hands at once in one direction, then in different directions.

- “Chain” - we connect the thumb to each finger in turn, forming chains. First we move to the little finger, then to the index finger.

- “One - four” - with each hand in turn we show one finger - the thumb, the other - four - we hide the thumb under four fingers, and on command we change the position of the fingers. We perform one with one hand first, then with both.

- “Rectangle” - form a rectangle with the thumbs and index fingers of both hands. And each time we change the sides of the rectangle, then the fingers of the right hand from below, then the left.

Logorhythmics

is a system of musical-motor, speech-motor and musical-speech games and exercises carried out for the purpose of speech therapy correction. To automate sounds, you can use Ovchinnikova’s chants and Zheleznovs’ speech therapy songs. For example,

Shi-shi-shi-shi - how good candy is

Sho-sho-sho-sho - wash your hands well

Shu-shu-shu-shu - I’ll invite you to the table

Sha-sha-sha-sha - we’ll eat slowly

I also actively use “Articulatory aerobics” - performing articulatory and facial gymnastics to rhythmic music.

We use phonerhythmic exercises to practice clear articulation of vowel sounds. We sing vowels to music while simultaneously moving our hands to rhythmic music. Then, to develop the syllabic structure, you can use singing syllables of both the same and different types of structure, also accompanied by music accompanied by hand movements.

The variability of the use of various methods and techniques in the work of a speech therapist teacher for the development of children’s speech has a positive effect on speech development, children’s performance increases, and the quality of the educational process as a whole improves.

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