Consistency of speech movements. Abstract pedagogical conditions for working on the coordination of movements and speech in music classes for preschool children with a general lack of

Equipment: Object pictures, posters with words, diagrams, tables.

Program content:

To teach children to distinguish the sound Ts in syllables, words, sentences. Achieve correct pronunciation in syllables and phrases.
- to consolidate the concept of "always a solid sound."
- improve the skills of analysis and synthesis.
- activate mental activity, develop memory, attention, perception, self-control skills.
- expand the vocabulary on the topic "Circus".
- to develop communication skills and correct behavior.

Methods and techniques:

Visual modeling method, self-control method.

Lesson plan:

Organizing time.
Logopedic massage.
Definition of the topic of the lesson.
Breathing exercises.
Sound characteristic.
phonetic exercises. Speech gymnastics.
Determination of the place of sound Ts in words.
The development of visual gnosis.
Phonemic dictation.
Work with proposals.
Fizkultminutka.
Working with cards.
Summary of the lesson.

Lesson progress:

1. Organizational moment:
Guys, look, are you ready for class? Is everything in its place?

2. Speech therapy massage:

In order to correctly pronounce all sounds, we must prepare our articulatory apparatus for work. And speech therapy massage will help us with this.
Let's warm up our hands first.
Finger massage:

"I WILL RUNN MY HANDS"
I rub my hands hard
I twist each finger
(rubbing hands and fingers)
I say hello to him
And I'll start pulling.
I will then wash my hands
(rub palm on palm)
I'll put my finger in my finger
I'll lock them up
(fingers to lock)
I will release my fingers
(unhook fingers and touch them)
Let them run like bunnies

Now we have warm hands and we can start massaging the face.
Massage:
- forehead massage: from the middle of the forehead to the temples; from the middle of the eyebrows to the scalp;
- massage of the cheeks: from the temples to the corners of the mouth; from the corners of the mouth to the temples; from the corners of the eyes to the temples;
- massage of the chin: from the wings of the nose to the chin; from the middle of the chin to the ears;
- neck massage.

3. Definition of the topic of the lesson:

Today we have an unusual activity. Before we get down to it, let's solve a riddle that will show us the name of the place where the guys love to go with their parents.
Mystery:
"Stuntmen in the arena,
Clowns, jugglers,
colorful rays,
Loud laughter cheerful.

Where is it all happening? (at the circus). Today we will talk about the circus. Tell me, who meets us at the circus? Who do we love and wait for? (list). That's right, the exit of the clown. But before handing out invitations, one condition must be met, to determine what sound the word "circus" begins with? (from the sound C). Well done. Now we can start the lesson (Give out invitations).
Since the word "circus" begins with the sound Ts, today we will talk about the sound and the letter Ts.

4. Breathing exercises:

Strongmen and gymnasts work in the circus. They are all very strong and know how to breathe properly. We can also do breathing exercises that will help us pronounce sounds correctly.

Exercise "Sound C"
I.p. arms raised above the head, fists clenched. The pronunciation of the sound begins with the sound T, with a sharp movement of the hand to lower down and unclench the fists at the level of the diaphragm, the movement turns into an energetic pressing with open palms of the “pump” type with the pronunciation of the sound C. Further, the movement is reduced to shaking hands (“Squirt”). Then there is a short movement of "Squirt" at the level of the lips.

What kind of sound do we get? What sound do we hear? (sound C).

5. Sound characteristic:

You and I already know how to draw up diagrams, distinguish between voiced and deaf sounds, we know how to distinguish between softness and hardness. Let's remember what we know about the sound Ts?
The sound C is consonant, deaf (we define the “neck work” with the palm), always solid (draw up a diagram on the board using cards).

6. Phonetic exercises. Speech gymnastics.
We can also play with sound.
Phonetic exercises:
- “grasshopper chirps”: CCCCCCCCCCCC……
- "The girl asks the children not to make noise": Tssssssssssssss! Quiet! Do not make noise! (sound is pronounced abruptly)

And in order to pronounce the sound Ts beautifully and correctly, we will do speech gymnastics.
Speech gymnastics:
“A circus performer knows how to prance, train animals and birds” (read from a poster).

7. Determining the place of sound in words:

Guys, listen to the story about the circus.
Reading the story "Circus":
“At the center of the circus is the arena. Trapezes and rings hang above it. Acrobats tumble on the rings, tightrope walkers walk along the ropes. Clowns amuse the audience in the arena. They joke, the audience laughs. Beautiful horses rush about in the arena, and brave riders ride them. The circus has a menagerie."

Name all the words with the sound Ts (circus, trapeze, rings, tightrope walkers, rider, menagerie). You must determine. Where is the sound located: at the beginning, middle or end of the word? Put the diagram and the blue circle in front of you. Independently determine the place of the sound in your diagram. (children determine the location of the sound on the diagram, after-check).

8. Development of visual gnosis:
Children, what does the letter C look like? (demonstration picture). Listen to poems about the letter C:
- The letter C is a hook at the bottom,
Exactly with a faucet barrel.
- This is the letter C
With a claw at the end.
Claw - scratch,
Like a cat paw.

How many elements does the letter C consist of? (from 3 elements).
Do not confuse it with other letters.

9. Phonemic dictation:
Open your notebooks. Sign the number. Put a dot on the next line. Now we will write a phonemic dictation with you. I will dictate sound combinations to you, and you will write down only consonants for me.
Atsu, ise, isa, utsu, itsu, esu, isu, etsu, otsy, wasps, axes.

Check yourself again, find mistakes (read, check).
Swap notebooks. Be teachers for a while. Rate your friends.

10. Work with offers:

While we were writing the dictation, I accidentally mixed up all the cards and now I don’t know which card fits the scheme. Let's correctly decompose the schemes into sentences (work at the blackboard).

11. Physical education minute:
"Merry Circus"
"A fun circus is visiting us
Juggler throws balls
("throw balls")
And the clown makes the audience laugh
(teasing)
Makes big and small laugh.
(show hands "more-less")
Here is an acrobat on a tightrope
He spread his arms to the sides.
(spread arms out to sides)
The strong man tries to lift
Steel weights are new.
(raise weights)
Horse riders
Joyfully rushing in circles
(show how they jump)
And we eat ice cream
("Eating ice cream")
And we clap to the song.
(clapping).

12. Work with cards.

Task: Insert missing letters instead of dots. Work in a notebook.
What letter is missing? Letter C.

13. Summing up:

What did you like about the lesson?
Well done guys, good job. And I have prepared a gift for each of you - a balloon.

Speech is an activity that is carried out with the coordinated functioning of the brain and other parts of the nervous system. Auditory, visual, motor and kinesthetic analyzers take part in the implementation of the speech function.

For the correct pronunciation of a sound, a child needs to reproduce an articulatory pattern, consisting of a complex set of movements, while articulation, phonation and breathing must be sufficiently coordinated in their work, and speech movements should be correlated with the corresponding auditory sensations. In order for the child to understand the meaning of the word, it is necessary to merge auditory, visual and tactile sensations into a single image of the object. THEM. Sechenov noted: "... every sensation is by nature mixed ... a muscular sensation is necessarily mixed with it, which is stronger than others."

Physiologists attached great importance muscle sensations that occur during articulation. So, I.P. Pavlov noted: "Speech is, first of all, muscle sensations that go from the speech organs to the cerebral cortex." The development of sound pronunciation is associated with the improvement of the work of the peripheral speech apparatus. In a healthy child, mastery of the sound system of the language occurs simultaneously with the development of general motor skills and differentiated hand movements. MM. Koltsova experimentally proved that when training subtle movements of the fingers, speech not only develops more intensively, but also turns out to be more perfect. The relationship between times

fluency of speech and the formation of general, fine and articulatory motor skills are emphasized by many researchers. Thus, the development locomotive apparatus is a factor stimulating the development of speech, and it plays a leading role in the formation of neuropsychic processes in children.

ON THE. Bernstein developed the theory of movement organization and referred speech to the highest level of movement organization. Bernstein defined stages of voluntary movement, which must be taken into account when corrective work with various forms speech pathology, characterized by a violation of arbitrary motor acts. On the initial stage the perception and evaluation of the situation by the individual included in the this situation. On the second stage a motor task and an image of what should be are outlined. The motor task is gradually becoming more difficult. In the course of the movement, the central nervous system carries out a correction so that the set motor task and the model (standard) of the future movement coincide. On the third stage there is a programming of the solution of a defined problem, i.e. the individual himself outlines the goal and content of the movements and adequate means by which he can solve the motor task. On the fourth stage the actual execution of movements is carried out: a person overcomes all excessive degrees of movement, turns it into a controlled system and performs the necessary purposeful movement. This is possible if the individual has mastered the coordination of movements. Violation of one of the components of coordination (accuracy, proportionality, smoothness) leads to a violation of movement.

Motor coordination develops gradually through experience and exercise, as it is a complex sensorimotor act that begins with an afferent flow and ends with an adequate central response.

L.V. Fomina examined children in various children's institutions and found that the level of speech development is always in direct proportion to the degree of development of fine finger movements.

Neurologist and psychiatrist V.M. Bekhterev wrote that the function of hand movement is always closely connected with the function of speech, and the development of the first contributes to the development of the second. Koltsova with the staff of the Research Institute of Physiology of Children and Adolescents of the USSR Academy of Sciences established:

& about a third of the entire area of the motor projection of the brain is occupied by the projection of the hand, which is located next to the projection of the speech motor zone;

& work on the movements of the fingers really stimulates the maturation of the central nervous system, which is manifested, in particular, in accelerating the development of the child's speech.

Pavlov's statement that "speech is, first of all, muscle sensations that go from the speech organs to the cerebral cortex" is confirmed by many researchers of children's speech. Therefore, when studying the problem of how to stimulate the development of a child's speech, the idea arose of using muscle sensations from the speech apparatus. Looking at the "map" of the brain, we see that the motor speech area is located very close to the motor area, and the motor projection area is occupied by the projection of the hand, located very close to the motor speech area. The size of the projection of the hand and its proximity to the motor speech zone led many scientists to the idea that training the fine movements of the fingers will have big influence on the development of active speech of the child.

In neuropathology and defectology, there have long been observations that spoke of a close connection between the speech function and the motor function of the hand. Thus, it was known that in case of injury or hemorrhage in the speech motor area in the left hemisphere, a person loses

not only speech is affected, but also subtle movements of the fingers of the right hand, even when the very area of the motor projection of the fingers is not affected.

The motor analyzer of a person reaches a very high perfection: such subtle and precise motor acts as writing, drawing, playing musical instruments, speech, etc. are available to a person, requiring differentiated reactions of many muscle groups. The structural and functional features of the motor analyzer, which consist in the fact that it has extremely rich connections with all the structures of the central nervous system and takes part in their activity, give reason to assume a particular importance of the motor analyzer in the development of brain activity.

Locomotor functions develop in a child by the beginning of the second year of life. At the age of 1-2 years, clumsiness and instability of movements are noted, caused by insufficient differentiation of movements and the absence of the necessary regulation of tone. In children of this age, expressive and defensive movements are being established and everyday movements begin to appear, which are still extremely inaccurate; there are a lot of syn-kinesias.

Children 3-7 years old are distinguished by mobility and grace, they have a well-developed ability to move and expressive movements; however, motor richness occurs only with free movements. If the child is asked to make precise movements, he immediately begins to get tired, distracted and tends to evade the task. The inability to be precise depends on the underdevelopment of the cortical mechanisms and on the lack of development of movement formulas. The apparent motor indefatigability of the child is connected with the fact that he does not produce productive working movements that require overcoming resistance and precision, and, consequently, a large expenditure of energy.

Fine motor skills are motor activities that are determined by coordinated work.

small muscles of the hand and eye. It needs to be mastered, because. fine motor skills help the child to explore, compare, classify the things around him and thus allow him to better understand the world in which he lives. Fine motor skills help the child to independently serve themselves, express themselves through creativity - play, plasticity, help to increase the child's self-esteem. They make it easier for him to participate in games and (at school age) in work, that is, they provide an opportunity to gain social experience.

In the studies of psychopathologists, much attention is paid to the question of whether the development of the child's motor skills is a consequence of the natural maturation of the corresponding structures, or is it the result of learning. In early works, the main role in this process was assigned to the maturation factor. More recent research has already raised the question that both maturation and learning are factors that are equally necessary for the formation of a child's motor skills. With regard to the first factors, maturation will naturally be decisive, while with respect to conditioned reflex motor acts, learning will be the determining factor.

Bernstein believes that the essence of the development of motor skills in ontogeny lies not in the biologically determined maturation of morphological substrates, but in the accumulation of individual human experience on the basis of these substrates and with their help.

Observations show that imitation plays an important role in mastering hand movements. There are three types of imitative reactions:

& repetition of own movements;

& repetition of familiar adult movements;

& repetition of new movements.

The history of a child's writing begins much earlier than the moment when the teacher puts a pencil in his hands for the first time and shows him how to write letters.

Drawing, according to L. S. Vygotsky, "is a kind of graphic speech, a graphic story about something." Special studies have shown that there is a kind of critical moment when simple pencil scratching and meaningless scribbles begin to signify something.

At 1 - 1.5 years old, the baby holds the pencil tightly in the palm of his hand, which greatly limits movement. At this age, he is not yet trying to portray something specific, he simply gets joy from the process itself.

At 2-3 years old, the child, as a rule, holds the pencil from above, holding it in the palm of his hand, the movements are still spontaneous, almost not limited.

From about the age of three, the lines become more defined, less scattered, and do not repeat meaninglessly. Coordination increases when performing vertical movements, but imitation movements are still poorly performed. The ovals are uneven, but there are already a lot of them in the drawings: a person, the sun, wheels, etc.

At 3.5-4 years old, the child already knows how to hold a pencil and manipulate it quite freely. By this age, motor coordination and visual-spatial perception are improving, and this allows children to copy well. They can convey the proportions of figures, limit the length of lines and draw them relatively parallel.

At 5 years old, horizontal and vertical strokes are well performed. The child is already able to limit the length of the stroke, the lines become smoother, clearer, and this helps The right way holding a pen.

Drawings of five-year-old children show their ability to perform vertical, horizontal and cyclic movements. They are trying to write letters.

At 6 years old, children copy the simplest geometric shapes well, observing their size and proportions. The strokes become more clear and even, the ovals are complete. In fact, at this age, children up to

feet any graphic movements, any strokes and lines, and regular drawing classes improve movements, train visual memory and spatial perception, creating the basis for successful learning to write (M.M. Bezrukikh).

The child's ability to draw and copy is necessary element determining a child's readiness for school. Therefore, an important parameter of school maturity is the level of development of the motor skills of the hand of the leading hand, which determines the speed and ease of formation of the writing skill. The process of mastering the skill of writing has a multicomponent psychophysiological structure: it includes visual and auditory analysis, articulation and preservation of the visual-motor image of each graphic element (letter), as well as the most complex mechanisms for coordinating the regulation of movements. The motor composition of writing is very complex and differs in originality at each stage of mastering the skill.

ON THE. Bernstein notes that the act of cursive writing in the formed form includes a number of factors: the general tonic background of the writing hand and the entire working posture, the vibrational innervation of the muscles of the forearm, wrist and fingers, which is very rhythmic and monotonous; the implementation of the roundness of the movement and its temporary rhythmic pattern; implementation of the descriptive side of the letter (the contours of the letters and what constitutes an essential part of the handwriting). In the act of writing, there are certainly elements of adjusting to space: a skilled grip and holding of the writing instrument, the realization of the movement of the pen tip along the surface of the paper along real or imaginary lines.

Writing is a complex coordinated skill that requires hard work small muscles of the hand, the whole arm, proper coordination of body movements. The fact is that the complexly coordinated movements of the child are, first of all, voluntary movements, i.e. Movements that have a purpose; movements that are planned, controlled and evaluated; move-

niya, the parameters of which can change under changing conditions of activity. The execution of such movements is ensured by the integral (joint) activity of various brain structures, and a violation of this activity can be the basis for movement disorders, difficulties in their formation and control. In addition, in children 6-7 years old, the small muscles of the hand are still poorly developed, the ossification of the bones of the wrist and phalanges of the fingers is not completed, the nervous regulation is imperfect, and this makes it difficult to form and perform movements. The formation of these functions is completed by 10-13 years.

One more factor of difficulties in the formation of finely coordinated actions cannot be ruled out. Motor awkwardness in performing manipulative actions, difficulties in mastering them, failures and frequent dissatisfaction of adults force the child to avoid performing actions that are difficult; sculpt, design "not interesting, do not want to."

Graphic movements deserve special attention. Dislike for drawing is one of the indicators of impaired development of finely coordinated movements. Drawing, like writing, is an instrumental action, it is more complicated than just moving a hand: after all, the necessary movements of the tip of a drawing pencil are possible only if the movements of the fingers, hand, arm, torso are coordinated, if the child can control them, control them. At the same time, the age of 6-7 years is sensitive for the development of the hand. At this age, organizing various activities, systematically applying training exercises, you can achieve good results in the development of hand motor skills.

EAT. Mastyukova described age features development of fine motor skills of the hands and hand-eye coordination.

Remember how once your baby listened to your voice, froze for a moment, and then began to “answer”. And not only with lips and tongue. He waved his arms, jerked his legs, he was all movement, he reached out to you, as if he was absorbing your words with his whole body. And the whole body helped him "talk"!

Yes, yes, this is exactly the case: arms and legs move - and certain areas of the brain come into motion (activate!) (physical movement will cause an increase in the excitability of the motor area of the brain, ”psychologists will say).

In young children, movement and speech are directly related: the freedom of movement / action of the baby is also freedom speech development.

Advice: Maybe it will seem strange to someone, but it is true: his speech development also depends on what the baby eats. When a child chews food, he uses the same muscles as during articulation. So - make sure that the child's menu contains not only pureed food, but also one that needs to be chewed.

So,

For the normal development of speech, the child needs freedom of movement and movement. And that's why.

From the outside world, the baby diligently catches information. It is supplied to the brain by analyzers - the sense organs (sight, hearing, smell, etc.).

Information is food for our psyche, without it the human consciousness starves, and this hunger is no easier to bear than natural, physical, and maybe much stronger.

To restrict a child in freedom of movement is to block the flow of information, turning it from a wide river into a thin stream. Such an “overlap” does not affect immediately - we usually grab our heads at the moment when a person goes to school.

And this is where the lack of sensations and impressions will manifest itself, affecting the pace of development of thinking, memory, imagination and, of course, speech (including writing).

This is the first.

More firmly in the memory of babies are fixed immediate sensations and impressions, and this becomes a solid basis for the development of speech (our second signaling system). Even in a year of ten months, the little one hardly connects the object and the word, if only he sees it. The word (the name of the object) will sink into his memory much faster and hold on tighter if the baby can manipulate / play with this very object. Why? because Thinking small child - visual - actionable .

This means that the baby perceives everything new (and everything is new for him!) through sensations and perception: he needs to touch, feel, (touch works), smell (use smell), find out what “this thing” tastes like, look and listen ... And only then (at his own, childish level) will he figure out what's what.

Children's "disassembly" is not at all like ours. We focus on vision and hearing mainly, and the child on all his analyzers (sense organs). Have you noticed how a child looks at something that interests him? he moves his fingers and even toes - he seems to “feel” the object with his gaze. And if we do not take these features into account, the pace of development of the baby slows down, including the development of speech, alas.

To freedom!

In order for the intellect to develop well, the baby must, as psychologists say, "build patterns of his own actions", such as sucking, grasping, "hitting" - this is how he initially establishes contact with the outside world. But even then, at an early age, such an acquaintance with the world - through one's sensations, feelings and actions - remains the most important.

Here's an example for you.

By the year (or a little earlier), the onomatopoeic stage begins in babies. We can say that this is the eve - real words will appear very soon. So, onomatopoeia in babies who sat a lot in the arena (wherever you move, there is a barrier everywhere!), And on the street they carried more in a stroller (not giving them the opportunity to move on their own) usually begins later than in babies who have freedom of movement!

The brain of a child is so cleverly arranged that it knows how to derive great benefit from any experience gained.

Our task is to give him the opportunity to get this experience. Preferably on your own. That is - without limiting the initiative of a curious baby (but carefully directing it in the right direction).

By restricting the movement of the child, we deprive him of independence.

Someone, let alone parents, experienced it on their own skin: how many times they caught a fleeing baby, how many times they slowed down when they were eager to do something, to do it their own way! Here hangs a curtain, my mother pulled it; the baby is also a twitch. He pulled, she swayed, admired - pulled harder, now both tulle and curtains swayed, the little one begins to pull continuously with force, he enjoys, he is delighted with the result ....

Experiments like this lead the child to a wonderful discovery: “I can act on my own, it’s interesting to act on my own!”. Of course, these are just the first sprouts of independence, and in some ways they are inconvenient for us, and the baby needs an eye and an eye ... But how important it is: not limiting the children's initiative (but directing it in the right direction), the very desire for independence - support.

Mom complains that her daughter doesn’t even do her homework without her mother’s “push” ... But why be surprised? There was a little baby, we were responsible for her (controlled, instructed, etc., etc.), but she went to first grade: “daughter, now you have to answer for yourself” - this does not happen. Responsibility is growing slowly... And it begins with the fact that we help a little person, supporting his desire for independence. We don't extinguish.

It's not hard to pay off

How? probably like this - taking away from little man"pieces" of independence:

diligently perform for the child everything that he is capable of, will be able to do himself; predict his requests / desires (and do not let those work hard, declaring them yourself). With such uncomplicated and useful (from our point of view) actions, we deprive the child of the opportunity to think - to act on his own.

After all, what is independence of the baby ?

Certainly not in sitting quietly and digging through toys. And in what he learned, actively and actively, the world, learns the necessary actions with objects, gets to know them, recognize their “names”, act on their own, accumulate their own experience ...

Is it because so often daughters - sons are capricious and rebellious, is it not because of this that problems arise, including with the ability to speak within the time frame destined by nature?

The whims of children are very often connected precisely with what they are trying (so, with noise and squealing) to explain to us: adults, dear, you are mistaken! This method is uncomfortable for us, but what to do if they still don’t know how to tell otherwise and - if it doesn’t reach us in any way ?!

Now add the first and second. And the conclusion is: the more movement and reasonable freedom, the better speech develops.

Give the child!

Freedom of movement and movement.

How often during walks you see a sad sight: they roll and roll a child in a stroller. He tries to get out - to get out, and to him: "Where are you, sit down." It’s so convenient for adults: it won’t get dirty, it won’t fall ... And what about the baby? Depriving our wards of the freedom of movement, we at the same time (unwittingly) deprive them of something more important - the cheerful rhythm of development that is inherent in them.

Do not keep the child in the playpen, pull it out of the stroller and let it freely explore the world. Gain knowledge and experience and make mistakes, and learn to correct your mistakes. Just be there and correctly name what he is carefully looking at, what he reaches for and what he touches, what he listens to, what interested him. * Footnote. * Footnote. How to give the baby freedom and at the same time protect him from dangers, we tell in the book “Child safety from a diaper to a passport. How to teach properly"

Test for speech readiness

This test will help you determine the overall speech readiness - how ready the baby is for verbal communication. Place the child opposite, say: “let's play,” and extend your hand to him with your open palm up. Wait until he is interested in your palm. Then slowly clench it into a fist. And - start raising your fingers up, one at a time. Raise and say:

One, two, three, four, five (

Raise a little - ( Raise one finger for each count

It turns out a palm. ( clap your palm with spread fingers on .......

One, two, three, four, five

Drop a little ( consecutively, bend your fingers one at a time)

Where is the palm? No palm.

Fingers clenched into a fist

And silent. (twist, show how the fingers are tightly clenched)

Let's open a little consecutively, one at a time, raise your fingers)

It turns out a palm.

However, you can do it without sentences, but it’s more interesting with sentences - children love the rhythm of phrases.

Invite your child to repeat the same after you.

He repeats and you watch. See how the baby's fingers work.

Result:

If the baby’s fingers unbend and bend only with the whole company (that is, together, and not one at a time), if they are completely “sluggish” and / or very tense, it is really difficult for the baby to speak. Why is it difficult for him and how to overcome this difficulty - we will tell about this now.

If the baby does this business (flexion - extension of the fingers separately) well, he is ready for "speaking". The child's speech will develop successfully.

"Talking" fingers

Our ability to speak consists, as it were, of two halves: sensory speech (understanding what they say) and motor speech (when the person himself pronounces the sounds of speech). Completely different parts of the brain are responsible for both. The sensory speech zone is located in the left temporal region of the brain, the motor zone is in the left frontal region. It is very important that these zones live and act in harmony with each other. So, it turns out that they act more in concert when the baby moves his fingers!

We train

Active finger training should begin no later than 10 months.

The principle is simple:

a) finger movements should be quite energetic;

b) all fingers are involved in the movement. c) compression, relaxation and tension alternate.

Encourage your baby to take small objects with two fingers and - be sure! - actively work with all fingers.

What is good for children's fingers ?

Tearing paper, stretching and squeezing something (a rubber toy, for example), crumpling / rolling a plasticine ball, playing with liners, sorting out beads, stringing pyramid rings, arranging a mosaic (large) into cells. (etc.)

From a year and a half, more complex exercises are carried out with the baby to develop "finger" motor skills. Tie - untie the knot, unfasten the buttons, play with lacing.

The stores sell a lot of suitable children's toys - sand sets, hollow cubes that can be put into one another (liners), nesting dolls, pyramids, and more. But you can easily make a lot of useful and educational toys for your baby without much effort.

The role of movement in the formation of speech functions in preschoolers with ONR.

Among the tasks facing the preschool educational institution, important place prepares children for school. Physical and speech development are the two main lines of preparing a child for school. According to scientists, they are closely related and, when improved, complement and reinforce each other.

Children with speech pathology are characterized by a violation of the general and fine motor skills, coordination of movements. Breathing in such children is superficial, clavicular. Some children are hyperactive, others are passive, lethargic, which is due to weakness of the nervous system, paresis of the muscles that innervate breathing, organs of articulation, facial expressions, general and fine motor skills.

However, if you help the child in time, using all methods of development, activation of speech, these problems can be solved. It is necessary to take care of the timely development of the child's speech from the first weeks of his life: to develop hearing, attention, talk, play with him, develop his 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 the studies of many leading scientists, such as I. P. Pavlov, A. A. Leontiev, A. R. Luria. When a child masters motor skills and abilities, coordination of movements develops.

The formation of movements occurs with the participation of speech. Precise, dynamic performance of exercises for the legs, trunk, arms, head prepares the improvement of the movements of the articulatory organs: lips, tongue, lower jaw, etc.

For example, the dependence of the development of children's speech on the degree of formation of fine motor skills of the fingers has been experimentally proven. If the development of the movements of the fingers lags behind, the development of speech is also delayed, although the general motor skills remain normal or may be higher than the age norm. Therefore, there is every reason to consider the hand as a "organ of speech" the same as the articulatory apparatus. From this point of view, the motor projection area of the hand can be considered another speech area of the brain. Based on the experiments and examination of a large number of children, the following pattern was revealed: if the development of finger movements corresponds to age, then speech development is within the normal range. This fact should be used in work with children and where the development of speech occurs in a timely manner, and especially where there is a lag, a delay in the development of the motor side of speech. It is recommended to stimulate the speech development of children by training the movements of the fingers ...

For the successful correction of speech disorders, the efforts of a speech therapist are not enough; here it is necessary to combine the elements of speech training with the development of children's motor abilities. In this he is helped by educators, a music director and a physical education instructor.

The purpose of their joint work is the development of psychophysical abilities, expressive, coherent speech, emotional and personal sphere, articulatory apparatus, voice, prosodic side of speech, sensorimotor capabilities.

In our kindergarten we usespecial exercises and generally accepted methods of physical education. These lessons include different types exercises: physical education minutes, logorhythmic and game exercises, elements of improvisation,finger gymnastics,exercises to distinguish between sounds, tempo, rhythm of music (movement to music, dances, march),outdoor games that are aligned with specific topics in pronunciation and literacy. We memorize texts with children, and then clearly pronounce them, accompanying them with all kinds of movements.The rhythm of speech, especially poetry, sayings, proverbs, contributes to the improvement of dynamic coordination, general and fine motor skills, and facilitates the process of memorization. With the help of poetic rhythmic speech, the correct rate of speech, the rhythm of breathing are developed, speech hearing, speech and motor memory develop.

Children enjoy learning poems and sets of exercises for them,they tell and show all this at home, ask their parents to perform the movements with them. When performing such exercises, automation of sounds occurs, intonation and expressiveness of the voice develop, as well as facial expressions, plasticity of movements, accuracy and coordination of both general and fine motor skills. itespecially important for children with a speech impediment.

In the process of correctional work, we pay great attention to the development of fine motor skills. So, outside school hours, you can invite children to put together mosaics, puzzles, figures from matches or counting sticks, train in untying and tying shoelaces, collect scattered buttons or small objects, pencils of different sizes. Children can be offered work in notebooks to develop writing skills, recommended for children with speech disorders.

Thus, thanks to such an integrated approach, high efficiency and stability of results are achieved in corrective work with speech pathologists. In children with speech disorders, the state of health as a whole improves significantly, motor activity increases, sound pronunciation is corrected, literacy and expressiveness of speech increase and develops phonemic perception.

Stutterers of all age groups have certain features in the state of motor functions.

Currently, a sufficient number of facts have been accumulated, indicating a difference in the state of motor functions in different clinical forms of stuttering. This applies to the state of muscle tone, general and fine motor skills, dynamic and static coordination, oral praxis, musical and rhythmic abilities, etc.

In this regard, the normalization of the state of motor functions of stutterers includes the solution of the following tasks:

1. Development of general, fine and articulatory motor skills.

2. Development of a sense of the tempo-rhythm of speech and non-speech movements.

Considering the different state of motor skills in neurotic and neurosis-like forms of stuttering, the duration and intensity of classes are differentiated.

So, for stutterers with a neurotic form of stuttering, regardless of age, the main attention is paid to cultivating the accuracy of movements, the ability to switch active attention to the quality of the execution of movements and, mainly, to the completeness of movements, i.e. to bring the movements to the end in accordance with the instructions.

For stutterers of this group, exercises can be varied in form, rhythm and tempo. Despite a good level of development of fine motor skills of the fingers and articulatory motor skills, the movements of stutterers of this group are characterized by exhaustion, so training exercises should not be long in time. Stutterers of this group can start training movements under musical accompaniment already at the first stages of corrective work.

With a neurosis-like form of stuttering, special attention in the process of working on the motor sphere is drawn to the following points:

Motor exercises should be decomposed into their components and performed according to the model;

Training of coordination and switchability of movements should be long-term with a gradual complication of tasks;

The assimilation of the exercises is facilitated by the verbal commentary of the speech therapist accompanying them;

The terms of assimilation of motor exercises significantly increase in comparison with stutterers of another group.

With a neurosis-like form of stuttering, special attention is paid to the normalization of speech articulation due to the need to develop their sound-producing side of speech. This is of particular importance for children. preschool age.

An important component of corrective work with stutterers is the tempo-rhythmic combination of articulatory and general motor skills, which is achieved by special exercises to music. Such classes are held in the process of speech therapy rhythm.

Speech therapy rhythm is a necessary component in complex rehabilitation work.

Speech therapy rhythm includes a variety of motor exercises in the following sequence:

1) rhythmic warm-up

The purpose of the rhythmic warm-up is to develop rhythmic movements to the music, in the process of which coordinated movements of the arms and legs are refined and developed, the ability to change the pace and rhythm of movement is formed. Rhythmic warm-up is also used to organize children, create a “mood” for a certain type of activity.

2) exercises that regulate muscle tone

The purpose of this type of exercise is to reduce muscle tension, redistribute muscle tension, and develop plasticity of movements. Special exercises for muscle tension and relaxation are used: squeezing and unclenching the hands, transferring body weight from one side to the other (pendulum), etc.

3) exercises to develop a sense of tempo and rhythm

The purpose of these exercises is to rhythmize movements from the simplest to the most complex - articulatory. Walking, clapping and tapping to different musical tempos and rhythms are used, and then singing syllables and words to given rhythms.

4) exercises for the development of coordination of speech with movement

Rhythmization of the motor functions of the body contributes to the rhythmization of speech movements, so the main purpose of these exercises is rhythmization 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.

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

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.

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 of a 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 fairly short phrases; they should contain simple vocabulary and not include words with consonant combinations.

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 of the types of such exercises is the “syllable 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.

Question.8. and 9.

Psycholinguistic analysis of stuttering speech

Psycholinguistic studies of stutterers concern mainly oral contextual speech. This is due to the fact that convulsive speech stutters are most pronounced in a monologue, compared with other types of oral speech.

Monologue speech takes great place in the practice of communication, manifesting itself in a variety of forms.

It is known that a common and characteristic feature of monologue speech is a consistent, coherent, purposeful presentation of thoughts by one person. Thanks to intra-speech planning, the monologue is characterized as a well-organized logically, syntactically and semantic structure. This is due to an adequate set of lexical flows, syntactic constructions and grammatically correct construction of statements in the form of complete sentences, which together should reflect the speaker's intention.

The process of internal programming of the utterance is directly woven into the process of speech production and has a leading character. Research recent years show that the speaker's intention is reflected not only in the choice of appropriate lexico-grammatical and syntactic constructions, but it is a fundamental factor in intonational division. Because of this, intonational articulation cannot be considered the result of only voice modulations, which reflect the semantic structure of the utterance. It arises in the process of the current formation of the idea and its verbalization.

Intonational articulation is closely related to the rhythm of the motor realization of the utterance.

Monologue speech is formed gradually in the process of speech ontogenesis. The transition of the child to complicated forms speech communication associated with the difficulties of planning the utterance scheme, the choice of verbal means, their independent construction.

In this period of speech development, the formulation of an utterance may be accompanied by emotional stress, which in a child is expressed in “rapid breathing, speech intermittency, long pauses before using a new turn of speech” (R.E. Levina, 1975, p. 9).

Stuttering children do not represent a homogeneous group in terms of the level of speech development. Among them there are children with both high and low levels of speech development. At the same time, both those and others have difficulty in finding the right word, speech formulation of thoughts, verbosity, and a tendency to lengthy reasoning.

In the neurotic form of stuttering, preschool children have a complete set of lexical means and an adequate grammatical construction of an utterance. They are good at programming their utterance and its constituent parts. The sequence of transmission of the semantic structure of the message is not violated in them. At the same time, such children use a significant number of words that are inadequate to the context. That is, in children with a neurotic form of stuttering, a certain discrepancy is found between the level of development language tools and the ability to use them in different situations communication.

It is assumed that the mechanism of difficulties in using adequate vocabulary by children with a neurotic form of stuttering is due to the fact that their speech activity always occurs against the background of a special emotional state.

Comparison with the norm shows that the level of development of monologue speech in terms of "choice of lexemes" in stuttering children of 6-7 years old in most cases corresponds to the level of development of monologue speech of children of 4-5 years old in the norm.

In the neurosis-like form of stuttering, the programming of a coherent message and the design of a semantic program by means of the language present the same difficulty. The children of this group cannot fully and consistently convey the semantic program of the text. There are restrictions on the volume of vocabulary, and children find it difficult to actively use it in independent coherent statements. The sentences are structurally incomplete, and the way the sentences are connected to each other is of the same type.

In addition to these indicators, with a neurosis-like form of stuttering, there are violations of the phonemic perception of the sound-producing side of speech. These characteristics allow us to consider that in the neurosis-like form of stuttering there is an underdevelopment of speech or its elements. It is assumed that in children with a neurosis-like form of stuttering, the mechanism of difficulties in updating words is associated with a lack of lexical means, and a violation of monologue speech is a consequence, first of all, of a lack of language ability.

Both in the neurotic form and in the neurosis-like form of stuttering, children do not notice and do not correct their mistakes, which indicates a decrease in control over the semantic side of the statement.

At school age, there are also children with high and low levels of speech development among stutterers. Nevertheless, in general, in stuttering schoolchildren with both neurotic and neurosis-like forms of speech pathology, the vocabulary of oral statements is characterized by poverty, inaccuracy of lexical meanings, repetition of the same words and expressions. In monologue speech, simple prepositional constructions are mainly used, in which objects are listed, it is noted a large number of perseverations and emboli. Often statements consist of some nouns, pronouns and adverbs are mainly used from other parts of speech. The absence of logical stresses, intonation inexpressiveness of speech are noted.

At the same time, in the neurotic form of stuttering, the semantic organization of contextual speech does not suffer. These children learn the school curriculum quite well, being successful in all subjects. With a neurosis-like form of stuttering, phenomena of underdevelopment of speech are noted, expressed to varying degrees. These students, as a rule, have difficulty mastering the curriculum of a general education school.

Certain tendencies in the organization of monologue statements in stuttering children become more pronounced in adults. So, if stuttering children have only the originality of planning a monologue statement, then adult stuttering reveals its disorganization.

Monologue speech in neurotic and neurosis-like forms of stuttering has much in common. First of all, it is that stutterers prefer to use high-frequency words, use a large number of formulaic words and phrases that are most familiar to them. In statements, stutterers repeatedly repeat the same words, which makes their speech verbose on the one hand, and on the other hand, depleted in content and lexically.

In some cases, with severe stuttering, grammatical relationships in the text of the utterance are destroyed, and the meaning is conveyed using extralinguistic means. Quite often, in separate phrases of contextual speech, a semantically significant word is omitted or there are semantic “excesses”.

The statement as a whole is characterized by amorphous structure and vagueness, frequent deviations from the main topic. At the same time, for all stutterers, the meaning of the statement as a whole is preserved.

In adult stutterers, speech as a whole is impoverished intonation, when pronouncing phrases, intonations of completion are often absent, and the syntagmatic stress of intraphrasal unity is also violated.

All these phenomena in the neurosis-like form of stuttering are expressed more roughly. Particularly affected by this form of stuttering is the grammatical structuring and intonation of the utterance.

A feature of the speech of adults with a neurotic form of stuttering is the presence of "replicas", which, unlike the main non-fluent speech, are not interrupted by convulsions. These “remarks”, as a rule, concern the speaker's self-assessment of the quality of his own speech or his condition. The manner of pronouncing these lines is usually different from the rest of the speech. The replies are uttered in a quieter, muffled, as if intimate voice, at a faster pace, and sometimes with an embarrassed smile, which characterizes these “remarks” as comments on one's own statement. In these cases, convulsive speech addressed to the interlocutor is interrupted by speech addressed “to oneself”, which proceeds smoothly.

Stuttering mechanism.

Comparison of clinical, psychological, psycholinguistic and physiological data from studies of stutterers allows us to better understand the pathogenetic mechanisms of this complex speech disorder. Evolutionary stuttering or developmental stuttering usually occurs at the age when a child's phrasal or monologue speech is intensively formed. In different clinical forms, the onset of stuttering is associated with different causes.

The first cause and condition for the appearance of a neurotic form of stuttering are pathogenic emotional factors. external environment. Acute or chronic mental trauma experienced by a child is directly related to the appearance of "speech" convulsions. This indicates the paramount importance of hyperactivation of the emotional structures of the brain in this form of stuttering.

At the same time, we note that there is hardly a person who in childhood would not have experienced a state of fright or had not been in a situation of psychological stress. family relations. Almost every child in his experience has mental stress, i.e. the emotional structures of his brain experience periods of intense excitement. However, in practice it is known that the hyperactivation of emotiogenic structures does not always end with the subsequent development of pathological reactions in the child and, moreover, stuttering. Often, mental stress in preschool children causes only neurotic reactions. general(sleep disturbance, loss of appetite, irritability, tearfulness, etc.).

The phenomenon of convulsive stammering is not strictly specific only to people suffering from stuttering. Often and normally, there are single speech stutters of a convulsive nature at moments of high emotional stress.

With normal maturation of the brain already in childhood, regulatory inhibitory processes develop in the central nervous system, strong enough to suppress excessive excitation of the emotional structures of the brain, block the spread of this excitation and prevent the formation of a focus of congestive pathological activity in these parts of the central nervous system.

The state of the child's nervous system, which may later develop a neurotic form of stuttering, is characterized by a special emotional reactivity. Such children are characterized by increased impressionability, timidity, anxiety, sleep disturbances, appetite disorders, emotional vulnerability, etc. This indicates congenital or early acquired deviations from the norm in the state of the nervous system, a special state of the emotional structures of the brain, which is mainly associated with a low level of adaptive capabilities of the organism. Due to these characteristics of the central nervous system in such children, under the influence of mental stress, a focus of congestive pathological activity in the emotional structures of the brain can form.

Speech disorder, which began after a psychic trauma, corresponds to the psychomotor level of the pathological response characteristic of young children. For the appearance of stuttering, additional conditions are necessary. Such conditions are: “predisposition” (vulnerability) of specific speech structures to the appearance of pathological reactions.

Such a “predisposition” is connected mainly with the innate features of the speech structures of the brain. (The fact that genetic factors play a large role in stuttering has been known for a long time.) The nature of the development of speech before the appearance of speech pathology in children with a neurotic form of stuttering indicates that their speech function may be especially vulnerable: the speech of such children develops early, already by the age of 1.5-2 years, a significant amount of vocabulary, complex speech structures appear. At the same time, the articulatory mechanisms that provide the basic level of expressive speech and, consequently, the internal consistency of all subsystems of the speech-motor analyzer remain functionally immature.

A sharp advance in the development of speech at the lexico-grammatical level and a discrepancy to this level of articulatory (motor) provision indicate dysontogenesis of speech mechanisms in children with a neurotic form of stuttering.

Stuttering in such children appears in the hypersensitive phases of speech development, mainly during the period of intensive formation of phrasal speech, since it is the period of the most intensive development of any functional system of the body that is especially vulnerable to pathogenic factors.

Violation of the motor speech act, once having arisen, tends to fix pathological relationships. An important mechanism for maintaining and aggravating pathological motor reactions (convulsive speech stammers), in addition to the focus of increased excitation in the emotiogenic brain structures, is the flow of propreceptive impulses from the speech muscles involved in abnormal activity (reverse afferentation in the functional system of the motor speech act).

Thus, the pathogenetic mechanisms that contribute to the emergence of a neurotic form of stuttering are complex and cannot be reduced to the mental trauma experienced by the child.

The very fact of the appearance of convulsive speech stutters in children indicates the emergence of a pathological functional system of speech.

In some children who have undergone mental stress with the subsequent appearance of convulsive speech stutters, the protective (compensatory) mechanisms of the central nervous system are quite strong and developed.

The pathologically increased excitation of the emotional structures of the brain of such children and the emerging pathological system of speech are suppressed by the inhibitory influences of the central nervous system. In these cases, stuttering is observed as an episode, or there is a spontaneous regenerative course of stuttering. In other cases, timely adequate corrective actions contribute to the normalization of speech.

Some children have a low level of compensatory abilities of the brain. In these cases, a pathological functional system of speech is quickly formed. The new pathological functional system begins to suppress the normal functional speech system, which until then had been developing in the child so seemingly successfully.

The generator of pathologically increased excitation in the emotional structures of the brain and the emerging pathological speech system disrupt the normal adaptive forms of restructuring of the nervous system. This leads to the development of a pathological process and further disintegration of the activity of the brain as a whole, which manifests itself in the chronification of stuttering.

Any increase in emotional arousal (wrong behavior of parents, overload of the child with impressions, etc.) worsens the state of the central nervous system, contributes to the “fixing” of the pathological functional system of speech.

In the neurotic form of stuttering, the generator of pathological excitation in the emotional structures of the brain begins to combine various structures of the central nervous system (the stage of formation of a pathological determinant), including speech, into a complex pathological functional system and determine the nature of its activity.

At the first time of the formation of a pathological functional speech system in a neurotic form of stuttering, convulsive stuttering can be relatively rare, since the pathological determinant in the early stages of the development of a nervous breakdown increases its activity only under the action of specific stimuli, which are repeated fright and situations that cause a state of emotional stress.

The formation of a new pathological speech system in stuttering children against the background of an already developed functional speech system creates special conditions for the mutual influence and functioning of each of them.

So, the normal functional speech system does not stop in its development: sound pronunciation and phonemic perception continue to form, the vocabulary is enriched, clarified and complicated. grammatical categories, speech communication in stuttering preschool children practically differs little in intensity from the norm. At the same time, the presence of stuttering negatively affects the formation of monologue speech in older preschool age. Children with a neurotic form of stuttering use the lexical and grammatical material at their disposal worse in oral monologue speech, the planning of monologue speech begins to develop distortedly, with age this tendency becomes pronounced.

Electrophysiological studies of the speech muscles, respiration, and other indicators of the functional system of speech indicate that the motor speech activity of the muscles and the coordinating relationships between speech respiration and articulation in neurotic stuttering in preschoolers are fundamentally similar to the norm. This indicates the presence of a normal program of action in the functional system of speech in stuttering children of this clinical group.

At the same time, these indicators are more unstable than normal, and are easily violated with the complication of the speech task. All these phenomena can be interpreted as a negative effect of the pathological speech system on the normal speech system.

The pathological speech system with the end result - stuttering - also experiences an inhibitory effect on the part of the normal functional speech system: during periods of strengthening of the protective mechanisms of the brain and, as a result, a decrease in the activity of the pathological determinant (activity of the emotional structures of the brain), the speech of stuttering becomes smooth.

The coexistence of two speech systems - pathological and normal - in the neurotic form of stuttering is clearly seen even with a severe degree of this speech pathology. Against the background of speech distorted by speech convulsions and a pathological choice of lexical means, there are short periods fluent speech at any age and for any duration of stuttering.

Adolescents with a neurotic form of stuttering (11-12 years old) develop logophobia, i.e. secondary neurotic pathological reaction. They reduce the quantity and quality of communication. The presence of a speech defect becomes a traumatic circumstance for stutterers. This indicates a further aggravation of the pathological process and the appearance of secondary psychological determinants that begin to determine the nature of the overall clinical picture of stuttering.

Logophobia begins to dominate, and convulsive speech hesitations seem to fade into the background. Even a mental representation of the situation of verbal communication causes pronounced vegetative disorders in such persons. The pronunciation at such moments (i.e., in the absence of a real speech situation) of words that are indifferent in meaning is characterized by pathological deviations in many physiological parameters (pulse, respiration, galvanic skin reaction, background and contractile activity of the speech muscles).

In adults suffering from a neurotic form of stuttering, even the background (i.e., those who are at rest) characteristics of physiological parameters change significantly. They show a violation of the stability of the regulatory systems of the brain, a decrease in cortical inhibitory influences due to the pathological activity of the emotional structures of the brain.

It can be considered that under the influence of the pathological program of the speech functional system, stable changes occur in the relationship between the cerebral cortex and emotional structures, which is one of the mechanisms for the generalization of the pathological process. In adult stutterers, often secondary determinants associated with the fear of speech can play the role of a dominant (Dominant is the working principle of the nervous system, which consists in the fact that it is active in this moment the functional structure of the central nervous system causes conjugated inhibition of other structures and, thus, dominates them in intersystem relations (N.A. Ukhtomsky, 1950)), which is clinically expressed by a strong fear of speech with a relatively mild degree of stuttering. These features of the relationship between the pathological speech system proper, the normal speech system, and the pathological psychological response system largely explain the significant difficulties in the rehabilitation of adult stutterers. Corrective pedagogical influences, aimed only at removing convulsive speech stutters, in adults turn out to be ineffective or effective only for a short time. Similarly, “one-time” removal of stuttering with the help of suggestive influences are also ineffective.

The reduction of the pathological system of psychological response first of all requires the creation of new strong foci in the emotional structures of the brain. This is possible with strong emotional arousal, associated mainly with non-verbal activities (which is effectively used in the methods of V.M. Shklovsky, L.3. Arutyunyan, Yu.B. Nekrasova). In the future, a long-term correctional-pedagogical and psychotherapeutic work is needed to educate the personality, the nature of its emotional response.

Inhibition of emotional speech determinants is a very difficult task. However, the use of a specialized autogenic training, carrying out a restorative speech therapy work, aimed at the regulation of speech motor mechanisms (speech therapy classes, logorhythm, singing, etc.), as well as processes associated with the generation of speech, contribute to the successful rehabilitation of stutterers.

The absence of a pathological determinant associated with the psychological response to a speech defect in preschool stutterers makes it possible to focus mainly on speech therapy work. It should be directed to the development of motor speech stereotypy, coordinating relationships between articulation and breathing, speech breathing, as well as the formation of the process of internal speech planning of speech utterance.

Different kinds psychotherapy, a period of silence, adequately used in children at the beginning of corrective action, can reduce the strength of the determinant in the emotional structures of the brain.

Another clinical form of stuttering - neurosis-like - with the similarity of convulsive speech stutters, has a different clinical picture.

Stuttering of this form appears in children in the age range of 3-4 years. It arises, as it were, gradually, for no apparent reason, and is not immediately detected by the parents.

Carriers of this speech pathology have a history of signs of an abnormal course of the pre- or perinatal period of life. Both in childhood and in adulthood, neurologically and electrophysiologically, mild residual phenomena of early diffuse organic brain damage are diagnosed. Stutterers of this group are characterized by a certain delay in the development of the motor functions of the body, as well as their qualitative differences compared to the age norm: coordinating disorders, a low level of development of a sense of rhythm and tempo, hyperkinesis various types. The behavior of stutterers of this group is often characterized by motor disinhibition, they show a lack of active attention, some memory loss, etc.

Speech ontogenesis before the onset of stuttering in children with a neurosis-like form differs significantly from children with an asvrotic form of stuttering. This applies both to the rate of speech development and to its qualitative characteristics. Voice reactions - cooing, babbling words are little intoned, the voice has a slightly husky tone.

Words appear after 1.5 years, phrasal speech - after 3-3.5 years. Sound pronunciation has multiple violations. For the first time, convulsive hesitation begins to be noted by others in direct connection with the development of phrasal speech.

Expressed at first weakly, as the phrasal speech is formed, they acquire a stable character, accompanied by violent movements.

Electrophysiological studies of various indicators of the state of the nervous system reveal in this group of stutterers, in addition to diffuse, zonal changes in cortical biorhythms and disturbances in the organization of muscle bioelectrical activity.

These data, as well as the features of motility, indicate the presence of pathological activity of the subcortical motor (striopallida) structures of the brain and the weakening of regulatory influences from its higher departments. There is reason to believe that the generator of pathological excitation in a neurosis-like form of stuttering is formed as a result of an organic lesion of mainly subcortical motor structures and a violation of cortical regulatory influences, also, apparently, of an organic nature.

It is clear that in the population there are a large number of children with a clinically established diagnosis of an organic lesion of the central nervous system, including the motor systems of the brain (for example, with dysarthria) and who do not suffer from stuttering. First of all, not all children develop a focus of pathologically increased excitation in the brain structures related to the regulation of the background and contractile activity of the speech muscles, i.e. striopallidar structures. In addition, it is known that the compensatory mechanisms of the brain can suppress pathological focal activity for a long time (sometimes for a lifetime).

It is important to note that the neurosis-like form of stuttering appears in the process of forming phrasal speech. At this stage of speech development, new, much more complex coordinating regulations are needed to implement a detailed statement, which in these children are functionally weakened.

Before the appearance of a phrase, in word-by-word speech in children with a neurosis-like form of stuttering, speech is not intelligible enough, with “blurred” sound pronunciation, however, those around do not notice convulsive hesitation. This indicates that word-by-word speech and an elementary phrase, even in the presence of low level The development of speech articulations is provided by sufficiently effective regulatory mechanisms that create internal consistency of all systems of the speech-motor analyzer at this stage of speech ontogenesis.

The significance of the regulatory mechanisms of the brain in the course of the motor speech act is clearly manifested when the requirements for their functionality are increased in the process of speech therapy work. This is evidenced by numerous observations of the speech of adults and children at the exit from aphasia and alalia. In cases where the rate of introduction of new words into speech is high and ahead of the automation of speech movements, convulsive hesitation may appear. Similar phenomena occur in the correction of dysarthria: fast paced input into speech of sounds normalized in isolated sound can also provoke the appearance of discoordinated convulsive contractions of the muscles of the articulatory organs. As a rule, however, in these cases, a pathological functional system of speech is not formed with the end result in the form of stuttering. Appeared in the course of intensive corrective action and, therefore, having a largely “artificial” nature, convulsive hesitation in these cases is further compensated by the nervous system the faster, the better the regulatory mechanisms of the nervous system are, and the more adequate the correctional and pedagogical assistance will be. .

In contrast to “transient” convulsive hesitation, when “exiting” from alalia, aphasia, dysarthria, when evolutionary stuttering occurs, a pathological functional system of speech is quickly formed.

The presence of a pathological determinant in the subcortical structures of the brain is not enough for the appearance of a neurosis-like form of stuttering. Additional conditions are the decompensation of the regulatory mechanisms of the brain in connection with the active development of phrasal speech.

The choice of an organ - a target - in the form of a speech system suggests the presence in children with neurosis-like stuttering of endogenous disorders in the actual speech zones of the cerebral cortex. This is also evidenced by the speech ontogenesis of children with a neurosis-like form of stuttering: both verbal and phrasal speech appear with some delay compared to the norm.

It is possible to imagine the following pathogenetic blocks of this system: - a pathological determinant associated with hyperactivity of the striopallidar structures of the brain and a decrease in regulatory influences from the higher parts of the brain; - central intermediate links of the speech motor system and speech zones of the cerebral cortex; - central efferent links that regulate the highest level of coordination of “speech” movements.

It is known that reverse afferentations come from all components of the functional system of speech. Normally, they contribute to the formation of normal speech. In the pathological system of speech, they are ineffective due to the insufficiency of the controlling influences of the brain.

Due to the plastic properties of the central nervous system, which fix only existing connections in the “memory”, as well as due to the constant activity of pathological connections within the speech system itself, the latter become more and more strengthened with the age of the child, and speech is increasingly disturbed by convulsive hesitation.

Since the integrative inhibitory control of the brain also turns out to be insufficient in children with a neurosis-like form of stuttering, the pathological program of the speech functional system is not spontaneously suppressed. In this regard, the neurosis-like form of stuttering usually does not have a spontaneous regressive course if the child does not receive speech therapy.

With age, in the absence of timely adequate therapeutic and pedagogical influences, stuttering becomes more and more resistant. Speech as a whole develops pathologically. In older preschool age, children with a neurosis-like form of stuttering show unformed basic levels of speech, monologue speech is characterized by a violation of both the semantic organization of the utterance and the operations of its structural and linguistic design.

In adults who stutter, these phenomena are pronounced. Speech is disorganized not only at the psychomotor level, but also at the highest mental levels of internal speech programming.

The pathological speech system with a neurosis-like form of stuttering becomes, over time, the core of a pathological stable state.

At the age of 16-18, a mental reaction to a speech defect and the associated secondary determinant with a focus of hyperactive excitation in the emotional structures of the brain is formed. Following this, the formation of logophobia is often possible, as a rule, expressed unsharply. This entails a change in behavior, a decrease in speech activity. Stutterers of this group are characterized by difficulties in adapting to external conditions, associated to a large extent with affective instability, a tendency to dysphoria, rigidity of thinking, impaired memory, and attention.

Corrective pedagogical techniques that contribute to the development of regulatory inhibitory mechanisms of mental activity (attention, memory, thinking, etc.), along with the formation of normal speech kinesthesia and the language ability of the child as a whole, are highly effective in the initial period of stuttering. Speech therapy classes should be aimed at the gradual formation of the basic level of speech and the tempo-rhythmic organization of the speech flow. Attracting the active attention of a stutterer to the process of articulation and auditory evaluation of oral speech stimulates the formation of control from the higher parts of the brain. This ensures the formation of normalized speech kinesthesias in long-term memory. In a number of cases, in children with a neurosis-like form of stuttering, the adequately organized introduction of sounds corresponding to the language norm into speech, in itself, entails the disintegration of the pathological system and the gradual formation of a new one.

Given the above pathogenetic mechanisms of neurosis-like stuttering, it becomes clear why psychotherapeutic interventions such as hypnosis and autogenic training are usually ineffective.

Briefly summing up the above, we can conclude that a fairly convincing clinical, physiological, psychological and pedagogical experience in the study of stuttering has been accumulated, which indicates the presence of at least two different pathogenetic mechanisms of stuttering. At the same time, the similarity of neuropathological syndromes that develop in people with neurotic and neurosis-like forms of stuttering in the form of convulsive contractions of the muscles of the speech apparatus in the process of speech communication means the fundamental uniformity of the structural and functional organization of the pathological speech system in brain lesions of different localization.

The primary lesion of the nervous system (in the neurotic form of stuttering - emotional structures of the brain, in neurosis-like - motor structures) and the weakness of its regulatory mechanisms create conditions for the onset of stuttering only in the presence of endogenous changes in the proper speech sections of the central nervous system.

The more branched and strong the pathological system of speech is, the more the integrative function of the brain is disturbed and its activity as a whole is disorganized.

The presence of these general patterns in the development of the pathological process in the nervous system, leading to stuttering, affects the clinical, physiological, and psychological and pedagogical characteristics of individuals who are carriers of this speech pathology. Significant differences in many diagnostic indicators of neurotic and neurosis-like forms of stuttering that are present in children are largely erased by adulthood in the chronic course of stuttering. Some tendencies barely noticed in childhood, for example, a violation of the development of contextual speech, in adults become pronounced, up to a violation of the semantic side and the lexical and grammatical formulation of the statement, communication disorders at the emotional, cognitive and behavioral levels.

When developing rehabilitation measures, one should take into account the nature of the primary lesion of the nervous system in neurotic and neurosis-like forms of stuttering due to the fact that the determinant of the pathological system is the formation most resistant to corrective influences.

In the neurotic form of stuttering, therapeutic interventions should be aimed at reducing the excitability of the emotional structures of the brain, which can be achieved using a combination of medications and various psychotherapeutic techniques, from stress therapy, hypnosis to autogenic training. Speech therapy classes against this background are much more effective.

Stutterers with a neurosis-like form of a speech defect need long-term correctional and pedagogical influences that contribute to the development of regulatory functions of the brain (stimulation of attention, memory and other mental processes), in a special drug treatment aimed at reducing the consequences of early organic brain damage. Speech therapy sessions should be regular for a significant amount of time.

Given that the end result of the pathological system is a violation of the rhythm of the flow of a speech psychomotor act, the complex of therapeutic and psychological-pedagogical influences necessarily includes methods aimed at the rhythmization of movements. Classes to music with rhythmic movements of the arms, legs, torso, and later the combination of these movements with singing, melodic declamation, reading poetic and prose texts have a normalizing effect on the course of a speech act.

Of particular importance in this case is the automation of the movement of the fingers of the dominant hand in the rhythm of the structure of verbal constructions of varying degrees of complexity (L.3. Harutyunyan).