Musical Logorhythm Program for the Middle - Senior Dhow Group. Algorithm for enrolling children in a dod according to the program

V last years the problem of speech development in preschool children is becoming very urgent. There is a constant increase in the number of children with speech disorders. The reasons for the growth of speech pathology in children are quite diverse: poor environmental conditions, unbalanced nutrition, pedagogical unpreparedness of parents, an increase in the birth rate of children with pathology of the central nervous system, informational neuropsychic overload (replacement of live communication with a child with television, the Internet.).

Observing children with speech disorders, it becomes obvious that in addition to speech disorders, children have a whole complex of non-speech disorders. Among them are neurotic manifestations: moodiness, fears, mood swings, impressionability, anxiety, increased irritability, increased fatigue, and behavioral difficulties. There are pathological movements, synkinesis, a variety of movements associated with speech. Difficulties in actions with small objects are found, as well as changes in the state of mimic motor skills, impaired coordination of speech with movement.

In non-speech mental functions, there is a violation of auditory perception, attention, auditory memory, voluntary attention, a decrease in the speed of mental operations, underdevelopment of abstract-logical thinking.

In the physiological aspect, physiological respiration is disturbed, children are physically poorly developed, weakened, prone to frequent colds. Lethargy and decreased muscle tone are noted.

For preschoolers with general speech underdevelopment, insufficient formation of basic motor skills and abilities, general motor awkwardness, and disturbances in optical-spatial gnosis are characteristic. Their movements are not rhythmically organized, motor exhaustion is increased, motor memory and attention are reduced.

Speech development is closely related to the child's motor activity. The relationship between general and speech motility has been studied and confirmed by researchers I.P. Pavlova, A.A. Leontyev, A.R. Luria. Accurate, 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.

One of the universal basic human abilities is the rhythmic ability. According to the famous teacher E. Jacques-Dalcroze, "Space and time are filled with matter, subject to the laws of eternal rhythm."

Everything in our body is subject to rhythm - be it the heart, lungs or brain activity. The development of rhythm is closely related to the formation of spatio-temporal relationships. The motor rhythm influences the formation of speech mechanisms.

For children with speech disorders in kindergarten, the requirements provided for by the model general educational program of preschool education often turn out to be impracticable.

In modern speech therapy, the principle of complex corrective action on children with speech disorders is a priority. At the same time, it is assumed that preschool age is the period most favorable for the development and formation of speech in children. The further education of the child at school depends on how effectively the work is carried out during the preschool period.

Teachers need to look for new, more effective and interesting forms of speech correction for children.

Physical education and music lessons do not solve correctional tasks for the development of psychomotor skills in children with speech disorders. The most effective means of developing the mental and motor spheres of these children are speech therapy rhythmics, which is based on the use of the connection between words, music and movement.

The inclusion of speech therapy rhythmics classes in the complex of measures to overcome the general underdevelopment of speech of various origins in preschoolers opens up additional opportunities for their successful development and training.

Logorhythmics is a powerful auxiliary tool for effective joint work of a speech therapist and a music director in correcting various speech disorders of preschoolers. Logorhythmic classes are aimed at all-round development child, improving his speech, mastering motor skills, the ability to navigate in the world around him, understanding the meaning of the proposed tasks, the ability to overcome difficulties, to express oneself creatively. Logorhythmic classes not only correct children's speech problems, but also normalize non-speech symptoms in parallel.

Logorhythmics influences the general tone, motility, mood, promotes the training of the mobility of the nervous centers of the central nervous system and the activation of the cerebral cortex (V.A. Gilyarovsky); develops attention, its concentration, volume, stability, distribution and memory, visual, auditory, motor, (E.V. Chayanova, E.V. Konorova); the rhythm has a beneficial effect on various deviations in the psychophysical sphere of children with speech disorders (V.A.Griner, N.S.Samoilenko, N.A. Vlasova, Yu.A. Florenskaya).

In preschool institutions in which there are no specialized groups for pupils with OHP, children with general speech underdevelopment attend classes at a speech therapy center. Many of them need to be created special conditions, which should take into account the whole range of measures to correct the speech function of children with OHP.

Thus, it became necessary to create special conditions for children with disabilities. (Federal State Educational Standard, clause 3.2.7. "For correctional work with children with disabilities mastering the Program together with other children in groups of combined orientation, conditions must be created in accordance with the list and plan for the implementation of individually oriented correctional measures that ensure the satisfaction of special educational needs of children with disabilities "), namely in the organization of additional education for children in the conditions of circle activities for children of senior preschool age with a general underdevelopment of speech" Logorhythm in magic socks ".

The implementation of this program will allow children with general speech underdevelopment in a complex to overcome speech disorders, normalize non-speech mental functions, correct the motor sphere, form optical-spatial gnosis, and then socialize at school.

List of abbreviations used:

Preschool- preschool educational institution;

MBDOU CRR- municipal budgetary preschool educational institution child development center;

SanPiN-sanitary rules and regulations (San PiN 2.4.1.3049-13 "Sanitary and epidemiological requirements for the device, maintenance and organization of the mode of operation of preschool educational organizations" (as amended on April 4, 2014);

FSES- federal state educational standard;

FSES DO- federal state educational standard for preschool education (Order No. 1155 of October 17, 2013);

KhMAO- Khanty-Mansiysk Autonomous Okrug;

OHR- general speech underdevelopment;

OOP- basic educational program;

DOD- additional educational activities

TPMPK- territorial psychological, medical and pedagogical commission;

I... TARGET SECTIONEXPLANATORY NOTE

GOAL AND OBJECTIVES OF THE PROGRAM IMPLEMENTATION

The program of additional education "Logorhythmics in magic socks" was developed for children of senior preschool age in accordance with the OOP MBDOU CRR - kindergarten number 20 "Fairy Tale", in accordance with the introduction of the Federal State Educational Standard

The program of the circle "Magic Socks" "is based on the research of teachers G. A. Volkova, V. A. Griner, M. Yu. Kartushina, A. E. Voronova, who deal with issues of preschool logo rhythm.

This program was developed in accordance with the following regulatory documents:

• Constitution of the Russian Federation, Articles 43, 72.
• UN Convention on the Rights of the Child (1989)
• the federal law RF dated December 29, 2012. No. 273 FZ "On education in Russian Federation»
• Resolution of the Chief State Sanitary Doctor of the Russian Federation of 05/15/2013. No. 26 "On approval of SanPiN 2.4.1.3049-13"
• Order of the Ministry of Education and Science of the Russian Federation of 10/17/2013. No. 1155 "On the approval of the federal state educational standard for preschool education."
• Order of the Ministry of Education and Science of the Russian Federation of 08/30/2013. No. 1014 "On approval of the Procedure for organizing and carrying out educational activities for basic general educational programs - educational programs for preschool education."
• Charter MBDOU.

Program type- correctional and developmental. The program is focused primarily on working with children with general speech underdevelopment.

Purpose of the program

Tasks:

PRINCIPLES AND APPROACHES TO FORMATION OF THE PROGRAM

The program is based on general didactic and specific principles.
General didactic principles:

The principle of systematicity Consistency and gradualness consists in the continuity, regularity, and planned nature of the correctional process.

Healthy dynamic motor stereotypes are formed only with multiple systematic repetitions. For effective repetition, it is necessary to combine what has been learned with the new, so that the repetition process is variable in nature: changes in the exercise, conditions of performance, a variety of techniques, differences in the content of classes.

The principle of consciousness and activity relies on the child's conscious and active attitude to his activities. The independent, active activity of the child depends on the arising interest in the proposed task, his conscious perception, understanding of the goal and method of implementation. The activity of preschool children in logo-rhythmic classes is stimulated by the teacher's emotionality, the imagery of music, various games or game rules and exercises.

The principle of visibility is carried out by the teacher's impeccable practical demonstration of movement - direct visual visibility, designed for a specific representation of movement, correct movement sensation and the desire to reproduce. This is immediate visibility.

The principle of accessibility and individualization provides for taking into account the age characteristics and capabilities of children with speech disorders.

One of the conditions for accessibility is the continuity and gradualness in the complication of motor, speech and musical assignments... A prerequisite for observing the principle of individualization is a preliminary examination of the child and clarification of his potential.

The principle of gradually increasing requirements determines the formulation of more and more difficult new tasks for the student: motor, musical, verbal. The transition to new, more complex exercises should occur gradually, as the emerging skills are consolidated.

Specific principles:

Development principle assumes the development of: the personality of the child; the pathological non-speech and speech processes itself; intact functional systems and those changes that occur in the body, motor sphere and speech of children.

The principle of all-round impact determines the overall effect on the body. Acting as a nonspecific therapy, rhythmic and logorhythmic means increase the overall fitness of the body, improve the general neuroreflex regulation mechanisms, creating new relationships between the functional systems of the body.

Workaround principle correction of deficiencies in speech development - the principle of reliance on intact analyzers, on their interaction.

Etiopathogenetic principle explains the differentiated construction of logorhythmic activities depending on the cause and pathogenesis of speech disorder.

The principle of accounting for symptoms determines the physical capabilities of children with general speech underdevelopment: weakness, the presence of paresis.

The principle of complexity involves the connection of speech therapy rhythmics with other medical, psychological and pedagogical influences and the main types of musical activity (listening to music, singing, musical rhythmic movements, holidays and entertainment, dancing, playing musical instruments, including children's instruments).

General didactic and specific principles are interconnected and determine the unity of upbringing, development and correction of functional systems of people with speech disorders.

The principles outlined above integrate modern scientific views on the foundations of the organization of developmental education, and provide a solution to the problems of intellectual and personal development. The organization of the correctional process is based on an individual and activity-based approach.

Novelty of the program is to create conditions for the correction of speech disorders in children with OHP students in general education groups of senior preschool age through the organization of circle activities. And also in new approaches to structuring the thematic plan and content of work, expanding the diversity of the base of games used and in the harmonious combination of traditional means of child development with information and computer technologies (multimedia presentations, using Internet resources), which make it possible to optimize the correctional and developmental process, to make his interesting children, thereby increasing his effectiveness.

The practical significance of the program is:

• in the introduction into practice of a system of circle work with children of senior preschool age with OHP aimed at overcoming speech disorders;
• in working out the content of additional educational activities;
• in the selection and testing of modern educational technologies, various forms, methods and techniques of additional educational activities, a set of tasks and exercises aimed at correcting the speech of children with OHP of senior preschool age, through the organization of logorhythmic classes.

CHARACTERISTICS OF THE CHILD CONTINGENT

The program is designed for correctional education of children with normal hearing and intelligence, who have general speech underdevelopment.

The main contingent of older preschoolers has a general underdevelopment of speech at various levels.

General speech underdevelopment in children with normal hearing and primary preserved intelligence is a speech anomaly, in which the formation of all components of the speech system suffers: sound pronunciation, sound analysis skills, vocabulary, grammatical structure, coherent speech.

At the second level of speech development the rudiments of common speech are observed in children. They have phrasal speech. At this level, the phrase remains phonetically and grammatically distorted. The vocabulary is more varied. In the spontaneous speech of children, various lexico-grammatical categories of words are already noted: nouns, verbs, adjectives, adverbs, pronouns, some prepositions and conjunctions. Children can answer picture questions related to the family, familiar phenomena of the world around them, but they do not know many words for animals and their cubs, body parts, clothes, furniture, professions, etc.

The sharply expressed agrammatism remains characteristic: mixing of case forms; lack of coordination of verbs with nouns; mistakes in the use of the number and gender of nouns, verbs; violation of the agreement of adjectives and numerals with nouns; difficulties in use prepositional constructions(often prepositions are omitted altogether). The understanding of the addressed speech remains incomplete, since many grammatical forms are not sufficiently distinguished by children.

The third level of speech development characterized by the emergence of detailed everyday speech without gross lexico-grammatical and phonetic deviations. Against this background, there is an inaccurate knowledge and use of many words and an insufficiently complete formation of a number of grammatical forms and categories of the language. In the active vocabulary, nouns and verbs prevail, there are not enough words denoting qualities, signs, actions, states of objects, word formation suffers, the selection of single-root words is difficult. The grammatical structure is characterized by errors in the use of prepositions: in, on, under, to, from under, because of, between, etc., in the coordination of various parts of speech, in the construction of sentences.

The pronunciation of children does not correspond to the age norm: they do not distinguish close sounds by ear and in pronunciation, distort the syllable structure and sound filling of words.

A coherent speech utterance of children is characterized by a lack of clarity, sequence of presentation, it reflects the external side of the phenomena and does not take into account their essential features, cause-and-effect relationships.

The syllable structure is characterized by the predominance of elysias, and mainly in the reduction of sounds, and only in isolated cases - omissions of syllables. Paraphasias are also noted, more often - permutations of sounds, less often syllables; insignificant percentage - perseveration and addition of syllables and sounds.

In a conversation, when composing a story, simple common sentences predominate, complex constructions are almost never used. Difficulties are present in the planning of their utterances and the selection of appropriate language means.

Children with general speech underdevelopment differ from their normally developing peers by the peculiarities of mental processes, namely, the formation of sensory and motor functions, optical-spatial representations is delayed. . They are characterized by instability of attention, its insufficient switchability and volume; all types of memory suffer: auditory, visual, motor; decreased verbal memory and memorization productivity; lag in the development of verbal-logical thinking. They are distinguished by quick fatigue, distraction, increased exhaustion, which leads to the appearance of various kinds of errors.

Many children with general speech underdevelopment have motor disorders of the articulatory apparatus: a change muscle tone in the speech muscles, difficulties in fine articulatory differentiations, limited ability of voluntary movements.

Violation of fine motor skills of the hands is closely associated with speech disorders: insufficient coordination of the fingers, slowness and awkwardness of movements, stuck in one position.

These deviations in the development of children suffering from speech anomalies are not spontaneously overcome. They require specially organized work to correct them.

These violations can clearly manifest themselves when children enter school, they will slow down the process of learning for children and cause writing and reading disorders.

This program can help ensure a smooth transition of a child to school.

PLANNED PROGRAM DEVELOPMENT RESULTS

Solving the problems made it possible to predict the following result of mastering the program in the form targets:

• The child has a sufficient vocabulary on lexical topics.
• The child knows how to rhythmically perform movements in accordance with words, expressively conveying a given character, an image.
• The child has developed voice modulations, fluency and intonational expressiveness of speech, correct speech and physiological breathing, knows how to take breathing correctly while singing.
• The child has sufficient mobility of the articulatory apparatus. Pronounces all sounds of the native language correctly.
• The child is able to correctly perform articulations of sounds separately and in syllable rows, to differentiate vowels, paired consonants in syllable rows, words, and phrases.
• The child is able to perform health-improving exercises to improve posture, breathing and finger exercises, self-massage of the face and body, psycho-gymnastic studies for tension and relaxation of body muscles, for overcoming motor automatism.
• The child knows how to navigate in space, move in a given direction, rebuild into columns and ranks, perform different kinds walking and running.
• The child coordinates movements in small muscle groups of the fingers and hands, quickly responds to changes in movements.
• The child respects the culture and traditions of the peoples of Russia, native land, the work of people.
• The child is initiative, independent in various types of speech and musical activity.

PSYCHOLOGICAL AND PEDAGOGICAL DIAGNOSTICS

The implementation of this program involves the diagnosis of the child's individual development by a speech therapist teacher in close cooperation with a psychologist, music director, physical education instructor and group teachers.

Diagnostics is carried out at the beginning of the school year in order to study, in addition to traditional speech development, the state of children's auditory attention, perception and reproduction of rhythm, the ability to navigate in space, general and manual motor skills, and speech motor skills.

A second study takes place at the end of the school year in order to trace the dynamics of changes in the state of non-speech mental functions of children and speech development in the process of logorhythmic classes.

Diagnostics is carried out in the form of examination, tests, observation of the activity of children.

Diagnostics of non-speech mental functions
(after N. V. Serebryakova, L. S. Solomakhe)

Criteria:

Auditory attention .

1. Differentiation of sounding toys ("Show what kind of toy sounded: tambourine, rattle, pipe, harmonica"). 1 point for each guessed toy.

2. Determination of the direction of the sound source (musical toy) - in front, behind, on the right, on the left. 1 point for each guessed direction.

Perception and reproduction of rhythm.

1st element: - - .. -

2nd element: - .. - -

3rd element: - - …

4th element: … - -

1 point for each correct reproduction.

Orientation in space.

1. Show the left eye with the right hand, the right ear with the left hand.

1 point for correct execution.

2. Show objects that are on the right, left, top, bottom, front, back.

1 point for each correctly indicated direction.

General motor skills.

Invite the children to perform several familiar dance movements, first as shown by the teacher, then according to verbal instructions. Observing the children, identify and rate on a 5-point scale:

• strength of movements,
• accuracy of movements,
• pace of movement
• coordination of movements,
• switching from one movement to another.

The state of fine motor skills.

1. Accuracy of movements. Children are invited to show figures with their fingers - a goat, a basket, a cat. 1 point for 1 correctly executed figure.

2. The pace of movement. Children are invited to play the finger game "Orange". Score from 1 to 3 points.

3. Synchronization of movements of the right and left hand. Children play the finger game "We salt and salt the cabbage." Score from 1 to 3 points.

4. Switching from one movement to another.

• "Playing the piano" (fingers 1 - 5, 2 - 4, 5 - 1, 4 - 2, 1 - 2 - 3 - 4 - 5, 5 - 4 - 3 - 2 - 1). 1 point for each correctly performed exercise.
• Reciprocal test “Fist - palm - rib (right, then left hand). 1 point each.
• Alternation of movements: right hand - palm, left hand - fist, then - vice versa. 1 point each.

The maximum number for four tasks is 21 points.

The results are entered into a pivot table « Results of diagnostics of non-speech mental functions ”. (Appendix No. 1)

Diagnostic results can be used to solve the following educational tasks:

1. In order to build an individual educational trajectory for each child;
2. Building a system of work in accordance with the current situation of the group's development;
3. For the selection of methods, techniques and technologies.

II... CONTENT SECTION

MAIN DIRECTIONS, TECHNOLOGIES, CONTENT, FORMS AND METHODS OF ADDITIONAL EDUCATIONAL ACTIVITIES

The implementation of the program "Logorithmics in magic socks" is carried out in two directions

DEVELOPMENT OF NON-SPEECH PROCESSES	CORRECTION OF SPEECH DISTURBANCES
Improvement of general motor skills, coordination of movements,
Regulation of muscle tone;	Developing a moderate tempo and rhythm of speech
Development of perception - auditory attention	Formation of intonation expressiveness;
Education of imitation, activity, initiative, independence, collectivism,	Development of oral praxis (articulatory and facial motor skills);
Optical-spatial representations	Develop coordination of speech with movement;
Visual orientation to the interlocutor,	Educating the correct sound pronunciation
Feelings of tempo and rhythm of movements, music	Formation of phonemic hearing
Auditory memory	Vocabulary activation
Education of strong-willed qualities (courage, perseverance, determination, endurance)	Development of grammatical correctness of speech

For the development of creative potential, effective correction of various speech and non-speech disorders in children with OHP, pedagogical technologies, both traditional and innovative, are combined.

Traditional technologies include:

• Introductory walking and orientation in space. Children learn orientation in space and in a team, in the right-left-hand direction of movement, in turns, in marching with their backs, backward, to the center, etc.

The following types of walking are used in the classroom:

• walking on a path marked with two ropes;
• walking in a "flock", that is, together, in a group;
• walking in a group (under a drum) to the opposite wall of the hall;
• walking along the rope in a circle one after another: this prepares the children to walk in a column one at a time;
• walking one after another, holding the rope with the hand: children stand behind each other, each has a rope in the left hand, the teacher (then the child) leads the children in a circle to the sound of a drum, the movement can be accompanied by the pronunciation of a sound oo-oo-oo;
• walking one after another along the rope sideways with side steps. Children walk in small steps of 3-4 m, noticeably raising their legs, their arms are freely lowered;
• walking one after another with passing steps over 5-6 cubes and slats of a ladder laid on the floor (2-3 laps);
• walking up an inclined board, dismounting (2 times), etc.

Then different types of walking are combined not only with music, but also with the word.

• Dynamic exercises for the regulation of muscle tone develop the ability to relax and strain muscle groups. Thanks to these exercises, children have better control over their bodies, their movements become accurate and dexterous. The content of this section includes the assimilation of the concepts "strong", "weak" as concepts of a relatively greater or lesser strength of muscular tension. The concepts "strong" and "weak" correspond in the sounding process to the terms "loud" - forte and "quiet" - piano. Preschoolers get acquainted with the loud and quiet sound of a musical instrument, first in a standing or sitting position near it and performing, for example, soft movements with flags below - for a quiet sound and stronger waves of them above their head - for a loud sound; in addition to flags, you can use a drum, tambourine, hoop, tape. Then the exercises get harder.

In the work on the education of the ability to regulate muscle tone, general developmental ones can be distinguished (in these movements tension and relaxation alternate, excessive tension is removed from the muscles when the exercise has already been mastered at the level of motor skill); and corrective exercises (to strengthen the muscles, feet and trunk, to develop the function of balance, to form correct posture).

• Articulation exercises and exercises for the development of facial expressions useful at any age, as clear articulation is the basis of good diction. They contribute to the normalization of the activity of the peripheral parts of the speech apparatus. Articulation exercises for children with pronunciation disorders are a must. They prepare the child's articulatory apparatus for sound production (this is the task of a speech therapist). Clear sensations from the organs of the articulatory apparatus are the basis for mastering the writing skill. Work on articulation allows you to clarify the correct pronunciation of sounds, develops the mobility of the tongue, jaws, lips, and strengthens the muscles of the pharynx.
• Breathing exercises corrects speech breathing disorders, helps to develop diaphragmatic breathing, as well as the duration, strength and correct distribution of exhalation. In logorhythmic classes, the following are used:

1. exercises for the development of diaphragmatic-abdominal breathing,
2. development of prolonged speech exhalation,
3. training of the coordinated work of the respiratory, vocal and articulatory systems.

• Phonopedic and Wellness Throat Exercises develop the basic qualities of the voice - strength and pitch, strengthen the vocal apparatus. In the cold season, these exercises are performed daily to prevent colds. In the classroom, phonopedic exercises according to V. Emelyanov are used, not only developing the vocal cords, but developing the singing skills of preschoolers.
• Exercises to develop attention (switchability, stability, distribution) and memory develop all types of memory: visual, auditory, motor. The attention of children is intensified, the ability to quickly respond to a change in activity.
• Pure phrases are required at every lesson. With their help, sounds are automated, the language is trained to perform correct movements, a clear, rhythmic pronunciation of phonemes and syllables is being worked out. Children develop phonemic hearing and auditory attention.
• Speech games can be presented in various forms: rhythmic declaration without musical accompaniment, playing with sound, playing with sounding gestures and playing music on children's musical instruments, theatrical studies, dialogue games, etc. The use of the simplest verse text (Russian folk songs, nursery rhymes, jokes, counting rhymes , teasers) promotes quick memorization of the game and facilitates the performance of logo-rhythmic tasks.
• Rhythmic games and counting exercises develop a sense of rhythm, tempo, meter (accentuation of a strong beat), which allows the child to better navigate in the rhythmic basis of words and phrases.
• Singing songs and vocalizations, chants develops memory, attention, thinking, emotional responsiveness and ear for music; strengthens the child's vocal apparatus, contributes to the automation of vowel sounds. The development of singing abilities in children with speech disorders is aimed not only at the formation of their artistic culture, but also at the correction of voice, articulation, breathing.
• Finger games and fairy tales and other exercises for the development of fine motor skills. Science has long known that the development of finger mobility is directly related to speech development. Therefore, by developing fine motor skills of the fingers, we contribute to the speedy speech development. Finger games and fairy tales, as in music lessons, are often performed to music - the texts are sung, or the music sounds in the background. It is very useful to use sculpting of simple figures, origami, laying out simple mosaic patterns while pronouncing the text of the game.
• Elementary playing music on children's musical instruments develops fine motor skills, a sense of rhythm, meter, tempo, improves attention, memory, as well as other mental processes accompanying the performance of a piece of music. In addition to well-known musical instruments, in the classroom, you can make and play home-made instruments together with children - “noisemakers” made of boxes and plastic bottles filled with various cereals, “bells” made of metal tubes, “knockers” made of wooden sticks and pieces of bamboo fishing rod, “crackers »From crumpled paper and cellophane.
• Theatrical sketches. Very often, children with speech disorders have low-expressive facial expressions, gestures. The muscles of the face, arms, and the whole body can be flaccid or stiff. Mimic and pantomimic sketches develop mimic and articulatory motor skills (mobility of lips and cheeks), plasticity and expressiveness of children's movements, their creative imagination and imagination. This strengthens in preschoolers a sense of self-confidence, the ability to more accurately control their body, expressively convey mood and image in movement, enrich them with new emotional experiences.
• Communication games form in children the ability to see in another person his dignity; contribute to the deepening of awareness of the sphere of communication; teach the ability to cooperate. Such games are often held in a general circle.
• Exercises to develop creative initiative. These exercises include conducting, free movement improvisations to music, movement performances of songs, movement-music exercises in which improvisation and creativity are highlighted. Word-creation exercises are also included in this group.
• Outdoor games, round dances, physical minutes train children in the coordination of words and movements, develop attention, memory, speed of reaction to changes in movements. These games foster a sense of teamwork, empathy, responsibility, teach children to follow the rules of the game.
• Final Exercises.(relaxation exercises to relieve emotional and physical stress). The purpose of these exercises is to calm the students down, to divert their attention to other activities. The final exercises can be carried out in various forms: it can be an ordinary marching to music, rebuilding, listening to music with the subsequent determination of the nature of the work, etc.

Innovative technologies:

• Game massage technology Play massage is used to relieve excessive muscle tone, fatigue, mental stress.
• Mmethod of early musical development Catherine and Sergei Zheleznov,
• "Brain gymnastics" is simple and enjoyable movements and exercises that help learners of all ages to discover the possibilities that lie in our bodies. Brain gymnastics exercises provide an opportunity to use those parts of the brain that were not previously involved in training, and to solve the problem of failure
• Montessori technology of working in a circle... Welcome and farewell rituals.
• Technology of speech motor rhythm and phonetic rhythm(vowel pronunciation)
• Using computer presentations, video films, and other technical means,
• Using elements of massage, self-massage- (massage mats)
• Using gymnastics for the eyes(prevention of fatigue)
• Modeling for the development of spatial praxis and gnosis(building schemes, rebuildings, models, plans)

However, not all of the listed types of work can be included in one lesson, some exercises can be repeated (fixed) or used in other classes (music, physical education, speech therapy, etc.)

The basic principle of building all the listed types of work is a close connection between movement and music; inclusion of speech material.

The word can be entered in the most various forms: these are the texts of songs, round dances, dramatizations with singing, performances on a given theme, commands of the leader in outdoor games, instructions from the presenter (director) of the script, etc. rhythm in poetic form, while maintaining the principle of rhythm in movements.

Means of speech therapy rhythmics can be presented as a system of gradually becoming more complicated rhythmic, logorhythmic and musical-rhythmic exercises and tasks that underlie the independent motor, musical and speech activity of children with speech pathology.

FORMS, METHODS OF PROGRAM IMPLEMENTATION

The additional education program "Log rhythmics in magic socks" is based on age-appropriate forms and methods of working with older preschool children.

In this educational process, a group form of work is used.

The basis of all forms and methods of teaching in speech therapy rhythm is the method of motor and speech load regulation chosen by the teacher, its combination with rest and other types of activities in the correctional and educational process (speech therapy, psychotherapeutic, educational, etc.).

Motor load is expressed in the number and saturation of tasks, the intensive performance of which has a positive effect on the physical condition of children with OHP.

Tasks accompanied by speech affect the dynamics of mental functions manifested in a person's mental activity, concentration of attention and perception during the explanation and presentation of tasks, comprehension of motor and speech tasks, the accuracy of the response to them, etc. The correct ratio of time spent on the expenditure of mental and physical strength of those involved and the rest following this should be observed when conducting logorhythmic classes.

In the correctional process, in logo-rhythmic classes, visual, verbal and practical methods are used.

Visual methods- provide brightness of sensory perception and motor sensations:

1. visual-visual: showing the teacher a model of movement, imitation of the models of the surrounding life, the use of visual cues when overcoming space, the use of visual aids- films, pictures, etc .;
2. tactile-muscular: the inclusion of various aids in motor activity. For example, a collar-arc for stepping over when walking, the help of a teacher who clarifies the position of individual parts of the body;
3. visual-auditory: instrumental music, song, poems, etc.

Verbal methods- help to comprehend the task:

1. a short description and explanation of the new moves;
2. an explanation accompanying the motion display;
3. an indication required when reproducing a movement;
4. a conversation preceding the introduction of new exercises, outdoor games;
5. questions to test awareness of actions;
6. commands, orders and signals (as commands, you can use rhymes, game ideas, etc.);
7. figurative storytelling in order to develop the expressiveness of movements and transformation into a play image;
8. verbal instruction, with its help, traces of previous impressions are revived in new combinations and combinations, an opportunity arises to form new temporary connections, to form new knowledge and skills.

Practical methods- provide an effective check of the correctness of the perception of movement on their own muscular-motor sensations.

The play method, which is close to the leading activities of children, is the most emotionally effective.

The competitive method is used to improve the already developed motor skills. The education of collectivism is especially important. Competition can be successfully used as an educational tool that contributes to the improvement of motor skills, the upbringing of moral and volitional personality traits.

The structure of additional educational activities under the program "Logorhythm in magic socks" is presented in Appendix No. 2.

INTERACTION WITH TEACHERS

This program is based on the idea of ​​complex psychological and pedagogical support of children with general speech underdevelopment, which implies the interaction of a speech therapist teacher with a music director, teacher-psychologist, physical education instructor, educators.

In order to increase the effectiveness of the program, the following forms of work with teachers are being implemented:

• speech at the pedagogical council "The role of logorhythmics in the correction of speech disorders";
• psychological and pedagogical workshops, consultations "Logorhythmic games and exercises in regime moments", "Games-dialogues, as a means of logarithmics in theatrical activities", "Logorhythm is movement, movement is great";
• production of memos, booklets "Logorhythmic exercises without musical accompaniment"; "Games with speech accompaniment", "Games-dialogues";
• joint implementation of integrated correctional classes.

MODEL OF COMPREHENSIVE PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF CHILDREN

MODEL "FORMS OF JOINT ACTIVITY OF TEACHERS"INTERACTION WITH PARENTS

For the implementation of the additional education program "Logorhythm in Magic Socks", close cooperation with the parents of the pupils is necessary, which is aimed at involving the family in the correctional process.

In the work in this area, various forms of cooperation are used:

INTERACTION WITH SOCIETY

The additional education program "Logorithmics in magic socks" provides for interaction with TPMPK.

The enrollment of children for additional educational activities under the program "Logorhythm in magic socks" is presented in the algorithm.

ALGORITHM OF ADMISSION OF CHILDREN TO PEDIGREE BY THE PROGRAM

DESIGNING OF THE EDUCATIONAL PROCESSSCOPE AND IMPLEMENTATION OF THE PROGRAM

The program of additional education for senior preschoolers with ONR "Logorhythm in magic socks" is designed for one year of study. The maximum study load is 32 lessons. The duration of additional educational activities and their number are regulated by the norms of SANPiN 2.4.1.3049-13 for children 5-6 years old in the senior group - 1 lesson per week no more than 25 minutes.

In order to implement the Federal State Educational Standard, the educational load is calculated for 9 months. Logorhythmic classes are conducted by a speech therapist together with a music director once a week in the afternoon.

Classes are designed based on lexical topics. The content of motor and speech material varies depending on the level of formation of motor and speech skills.

Each lesson represents a thematic and playful integrity. In the plot of the lessons, stories, poems and fairy tales are used, which are selected in accordance with the age of the children and allow solving correctional problems in a playful way.

The lesson is conducted by a small group of children, but in order to improve familiar movements, the teacher distributes the students into small groups, offering to act independently; stimulates a creative search, offering tasks: to change the exercise in connection with the changed nature of the music, to carry out an outdoor game with changed rules, to make up versions of games, to come up with new ones.

The song and dance repertoire is learned during music lessons. The teacher can use pure words and finger games in other activities. A necessary point is visual material - illustrations, elements of costumes, toys, pictures for flannelegraph, etc. In the preparation and conduct of logorhythmic classes, a close relationship of preschool teachers is necessary: ​​a music director, speech therapist, educator, psychologist. The organizer of the classes can be a music director, a speech therapist teacher.

In the approximate thematic planning of additional educational activities of the "Logorhythm in Magic Socks" circle, the terms, themes, program content of additional educational activities, and forms of work with children are spelled out. (Appendix No. 3).

SAMPLE EDUCATIONAL AND THEMATIC PLANADDITIONAL EDUCATIONAL ACTIVITIES"LOGORITHMIC IN MAGIC SOCKS"

Month	Lesson number	Theme	Number of GCDs	GCD time, min	Time of all
September		Diagnostics
		Autumn fair (garden-vegetable garden).
		"Where did the bread come from?"
		Domestic animals, birds.
		My city, my country.
		Professions and tools.
		A week of good deeds.
		Early winter.
		Birthday of the Khanty-Mansi Autonomous Okrug. The peoples of the north. Motherland.
		Wintering birds.
		HOLIDAY
		Christmas tales. Winter. Winter fun and entertainment.
		Winter. As animals also hibernate.
		Tales of A.S. Pushkin
		Folk art
		Week of games and toys.
		Book a week
		Sport. I will grow up healthy!
		My planet.
		I am an inhabitant of planet Earth.
		Spring. Arrival of birds. Agricultural work.
		Victory Day
		Diagnostics
TOTAL PER YEAR				800 minutes - 13 h 20 min.

III... ORGANIZATIONAL SECTIONMATERIAL AND TECHNICAL SUPPORT

On January 1, 2014, the federal state educational standard of preschool education entered into force (order of the Ministry of Education and Science of the Russian Federation of October 17, 2013 No. 1155 "On approval of the federal state educational standard for preschool education"), where special attention is paid to material and technical support, the creation of a developing educational Wednesday.

The implementation of the additional education program "Logorhythm in magic socks" requires the organization of a developing subject-spatial environment for solving the assigned tasks. Namely, in the diversity of the base of the games used and in the harmonious combination of traditional means of child development with information and computer technologies (multimedia presentations, the use of Internet resources).

The implementation of the program assumes the presence of a spacious room for constant physical activity of children, therefore, the space is created dynamic in accordance with the goals and objectives of each lesson.

Conditions for the implementation of the program

Environment Requirements:

• It is recommended to conduct logorhythmic lessons in the music hall.
• A mirror, a piano, a music center, a TV set, a DVD player, a set of audio and video recordings for watching and listening to rhythmic exercises are required.
• Visibility: masks, costumes of animals, birds; Kids toys; tables with warehouses and texts of short songs, illustrations for children's songs.
• Instrument toys with sound of indeterminate height: tambourines, rattles, wooden spoons.
• Toy-instruments that make sounds of only one pitch: pipes, pipes.
• Toys-instruments with diatonic and chromatic scales: metallophones, bells.
• Balls (latex, Su-Jok, massage), jump ropes, hoops, ribbons, polyhedral sticks.

Logorhythmic classes can be conducted by teachers with special speech therapy or music education.

Center for correctional and developmental work:

• Play space for the implementation of the correctional and developmental process;
• Carpet;
• Easel;
• Tables and chairs;
• Musical instrument (piano, synthesizer)

Technical means:

• The presence of a laptop;
• Projector;
• Music Center;
• A printer;
• Scanner.
• Musical works.

Visual didactic and demonstration material:

• Forms with assignments by topic;
• Pictures-pictograms, pictures with emotions of children, animals;
• Pictures on lexical topics and literary works;
• Articulatory, respiratory, phonopedic and finger exercises;
• Schemes plans, models.

Game and sports equipment:

• Puppets.
• Animal costumes;
• Musical instruments;
• Sports equipment: rope, hoops, soft construction set, mat, individual rugs;
• Breathing development,
• Rhythmic sticks,
• Massage balls "Su-Jok"

Software and methodological support of the program

The program "Logorithmics" is based on the main provisions of the programs and teaching aids:

on speech therapy:

• Program and guidelines "Education and training of preschool children with general speech underdevelopment" Filicheva and G.V. Chirkina;
• "The system of correctional work" N. V. Nishcheva;
• Toolkit"Articulation gymnastics in verses and pictures" T. A. Kulikovskaya.

by logorithmics:

• Volkova G.A. Speech therapy rhythm - M., Enlightenment, 1985
• Methodological manuals on logarithmics M.Yu. Kartushina, M.Yu. Gogoleva, E. V. Kuznetsova, E. A. Alyabyeva, N. V. Miklyaeva
• Voronova A.E. Logorhythmics for children 5-7 years old. Classes and exercises. M. "TS SPHERE", 2006.

for the improvement of children:

• Methodical manuals "Strelnikovskaya breathing exercises for children" by MN Shchetinin;
• “Psycho-gymnastics by M. I. Chistyakova,
• "ABC of physical culture minutes" by V. I. Kovalko.

PERSONNEL CONDITIONS FOR THE PROGRAM IMPLEMENTATION

The program requires qualified teaching staff. The qualification level of teaching staff must correspond to the qualified characteristics of the relevant position.

Teacher speech therapist: higher professional education in the field of speech therapy without presenting requirements for work experience.

Musical director: higher or secondary vocational education in the direction of training "Education and Pedagogy", Professional knowledge of the technique of playing a musical instrument without requiring any length of service.

Educator-psychologist: higher or secondary vocational education in the direction of training "Pedagogy and Psychology" without presenting requirements for work experience, or higher or secondary vocational and additional vocational education in the direction of training "Pedagogy and Psychology" without presenting requirements for work experience.

Educator: higher and secondary vocational education in the direction of training "Education and Pedagogy" without presenting requirements for work experience, or higher vocational education or secondary and additional vocational education in the direction of training "Education and Pedagogy" without presenting requirements for work experience.

Physical education instructor: higher or secondary vocational education in the field of physical education and sports or higher or secondary vocational education and additional vocational education in the field of physical education and sports without presentation of work experience.

BIBLIOGRAPHY

1. Federal Law "On Education in the Russian Federation." - M .: Omega-L., 2014.-134 p.
2. From birth to school. An approximate general educational program of preschool education (pilot version) / Ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva. - 3rd ed., Rev. and add. - M .: MOSAIKA-SINTEZ, 2014.-368 p.
3. Alyabyeva, E.A. Logorhythmic exercises without musical accompaniment: Methodological guide. - M .: TC Sphere, 2006 .-- 64 p.
4. Babushkina, R.L. Kislyakova O.M., Speech therapy rhythm: Methodology for working with preschoolers suffering from general speech underdevelopment / Ed. G.A. Volkova. - SPb .: KARO, 2005. - (Correctional pedagogy)
5. Volkova, G.A. Speech therapy rhythmics: A textbook for students of pedagogical institutes in the specialty 031800 - Logopaedy; 032000 - Correctional pedagogy and special psychology (preschool) .- SPb.: "Petersburg-XXI", 1997.
6. Voronova, A.E. Logorhythmics for children 5-7 years old. Classes and exercises. M. "TS SPHERE", 2006.
7. Gavrisheva, LB Nishcheva N.V., Speech therapy chants. Musical finger gymnastics and outdoor games. SPB .: "CHILDHOOD-PRESS", 2005.
8. Gogoleva, M. Yu. Logo rhythm in kindergarten. Senior preparatory group. - M .: Academy of Development. - 2006 - 120 p.
9. Kartushina, M. Yu. Logorhythmic classes in kindergarten. - M., Sphere, 2005.
10. Klezovich, O.V. Musical games and exercises for the development and correction of children's speech: A guide for defectologists, music leaders and educators - M.,. Avershev, 2004.
11. Kolodnitsky, G.A. Music games, rhythm exercises and dances for children. Study guide for educators and teachers. M .: Publishing house "Gnom-Press", 1997 - 64 p.
12. Krupa-Shusharina, S.V. Speech therapy songs for preschool children / Rostov n / a: Phoenix, 2010, - 99 p.
13. Kulikovskaya, T.A. Articulatory gymnastics in verses and pictures. A guide for speech therapists, educators and parents. - M .: "Publishing house Gnome and D", 2005, -
14. Lopukhina, I.S. Speech therapy - rhythm, speech, movement: A guide for speech therapists and parents. - SPb .: "Delta" - 1997.
15. Miklyaeva, N.V. Polozova O.A., Radionova Yu.N., Phonetic and speech therapy rhythmics in preschool educational institutions: a guide for educators and speech therapists.- 2nd ed. - M .: Ayris-press, 2005, - 112 p.
16. Nishcheva, N.V. The system of correctional work in speech therapy group for children with general speech underdevelopment. - SPb: CHILDHOOD - PRESS, 2003 .-- 528 p.
17. Ovchinnikova, T.S. Logorhythmic chants. SPb .: "KARO", 2009.
18. The system of musical and health-improving work in kindergarten: classes, games, exercises / author-comp. O. V. Arsenevskaya. - Volgograd: Teacher, 2011 .-- 204 p.
19. Taran, R.T. Logorhythmic classes in the work system of a speech therapist of a preschool educational institution. SPB .: "CHILDHOOD-PRESS", 2011.
20. Chistyakova, M.I. Psycho-gymnastics. M .: Publishing house: Education, Vlados, - 1995.
21. Shashkina, G.R. Speech therapy rhythm for preschoolers with speech disorders: Textbook for students. higher. ped. study. institutions / - M .: Publishing Center "Academy", 2005. - 192 p.
22. Shchetinin, M.N. Strelnikovskaya breathing exercises for children / M. N. Shchetinin. - M .: Iris-press. - 2007

IV... BRIEF PRESENTATIONADDITIONAL EDUCATION PROGRAMSFOR SENIOR PRESCHOOL AGEWITH GENERAL SPEECH UNDER DEVELOPMENT"LOGORITHMIC IN MAGIC SOCKS"

The additional education program "Logorithmics in magic socks" was developed for older preschool children with general speech underdevelopment.

Purpose of the program- organization of a correctional space in a preschool educational institution, which ensures overcoming speech disorders by developing the child's motor sphere in combination with words and music through a system of logorhythmic lessons.

Tasks:

• develop in children coordinated movements of the arms and legs while walking and running;
• to form the correct posture, the ability to navigate in space, imitation movements;
• develop visual and auditory attention; learn to switch attention, including a change in movement;
• to learn to distinguish the tempo of melodies, to distinguish the sense of rhythm, to sing accordingly with the sound of the music;
• develop physiological respiration, articulation apparatus, facial expressions;
• develop the power of voice and expressiveness of speech and singing;
• develop fine motor skills, accuracy of movements;
• form the correct articulation of sounds;
• develop creativity and initiative.

The program includes: an educational-thematic plan of additional educational activities and approximate thematic planning of additional educational activities of the "Logorhythmics in magic socks" circle.

Logorhythmic classes are conducted by a speech therapist together with a music director once a week in the afternoon.

Classes are designed based on lexical topics.

For the implementation of the additional education program "Logorhythm in Magic Socks", close cooperation with the parents of the pupils is necessary, which is aimed at involving the family in the correctional process. In the work in this area, various forms of cooperation are used:

• game workshop "Speech-rhythm-movement", with the aim of parents mastering practical exercises and ways to diversify the game activity of preschoolers with OHP by means of logorhythmic exercises;
• poster information "From movement to speech", "Logorhythmic exercises without musical accompaniment" is the goal of pedagogical education;
• brochures, reminders "How to play logo-rhythmic games at home";
• involving parents in creating attributes for games and exercises;
• information page on the official website of the preschool educational institution "Speech therapist Tips";
• open wrap-up events for parents.

ANNEXES

Appendix No. 1

The results of diagnostics of non-speech mental functions (in points)

	Surname, name of the child	Auditory attention		Perception and reproduction of rhythm		Orientation in space		General motor condition		Fine motor condition
		September		September		September		September		September

Appendix No. 2

The structure of additional educational activities

1. Introductory part makes up about 10% of the time of the entire lesson. Provides a greeting, the teacher's announcement of the topic of the upcoming lesson and a rhythmic warm-up. The task of the rhythmic warm-up is to prepare the child's body for the upcoming motor and speech load. The warm-up includes various types of movement exercises accompanied by music; walking of a calm nature, vigorous walking, marching and running with a change in direction with rearrangements, as well as with a change in the types of movements.
2. Main part makes up 70-80% of the time of the lesson. Depending on the speech therapy diagnosis of children and on the stage of correctional work, it includes various types of musical, motor and speech exercises.
3. Final part short in time (about 10-15%). Any logorhythmic lesson ends, as a rule, with exercises to restore breathing, relaxation, various types of calm walking and light jogging. The results of the lesson are summed up. Children, answering the teacher's questions, once again name the topic of the lesson passed, consolidate the knowledge gained on it in the form of new words, expressions or information about the world around them. In conclusion, the teacher evaluates the work of children in class.

Appendix No. 3

Approximate thematic planning of additional educational activities of the "Funny Socks" circle

Month	A week	Topic of the week	Class	Development of speech processes	Development of non-speech functions
September		Diagnostics
		Autumn fair (garden-vegetable garden).	"Chipolino and his friends"	Formation of correct physiological and speech breathing. Development of a deep breath "Know the fruit, vegetable" Securing the articulation of the sound [A] Development of the muscles of the cheeks: simulation exercise "Fatties-Skinny" Phonopedic game "Echo"	Strengthen the ability of children to simple constructions Visual gymnastics "Fruit Riddle" The assimilation of the concepts "strong - weak", as concepts of relatively greater or lesser strength of muscular tension. Strengthening the ability of children to determine spatial relationships. Fix adverbs in speech: above, below.
		Early autumn (trees, mushrooms, berries, flowers).	"Visiting Lesovichka"	Strengthening the respiratory muscles. Development of a smooth, long exhalation, directed air jet "Autumn Leaves" Securing the articulation of the sound [U]. Play "Echo" AU - quietly, loudly. Practicing the pronunciation of whistling sounds "The wind whistles"	Teach children to identify spatial relationships. Fix adverbs in speech: left, right, about, next. Visual gymnastics "By the berries" Strengthen the ability to walk with coordinated movements of the arms and legs.
October		"Where did the bread come from?"	"Festival of the loaf"	Formation of the correct tempo of speech "Melite grain mill" Develop the ability to make the tongue wide and keep it relaxed. "Pancake" Fixing the pronunciation of the sound [О] Development of prosody - Staging the dialogue "Little Kitty-Murysonka"	Learn how to properly perform self-massage of the face. Coordination of speech and movement - exercise "Porridge" The game "Lozhkari" is to teach you to highlight an unexpected accent in the music and give a response with a blow to the spoons.
		Autumn (man, clothes, hats, shoes).	"Autumn Walk"	Developing the Right Air Jet: Blow the Button Game. Practicing the correct articulation of the sound [T-D] "Hammers" Speech therapy chant "Boots" Game for coordination of speech and movement "Slipper" Development of phonemic hearing - negotiating pure phrases. Development of intonational expressiveness in the dialogue "Shoemaker"	Strengthen the ability to run with coordinated movements of the arms and legs. Development of orientation in the body scheme: above - below, in front - behind, on the right - Development of neck muscles: simulation exercise "Button" (raising and lowering the head with strong pressure of the chin on the fists). Continue to teach to highlight unexpected accent with the punch "Shoemakers"
		Domestic animals, birds.	"Trip to Prostokvashino"	Articulation exercises "The cat is angry", "The cat lapping", "Turkey" Phonopedic exercise "Cockerel" Speech therapy chant "Cow" Work on the clarity of diction. Exercise - a game for the development of speech breathing "Chickens, geese"	Learn to change movement in accordance with musical phrases Visual gymnastics "Donkey" The game for the development of creativity and upbringing of endurance "Goose" Exercise for the development of spatial relationships "Hen and chickens" - movement
		Late autumn (generalizations). Migratory birds, preparation of animals, plants for winter.	"Why does the bear sleep in winter?"	Respiration development according to the scheme. (nose-nose, nose-mouth, -mouth-nose, mouth-mouth). Theatricalization of the fairy tale "Three Bears" - reproduction of the pitch of sounds, intonation	Learn to move smoothly from a moderate pace of movement to a fast, to a slow one. "Exercise for the development of coordination, general motor skills" We are going to the forest on skis " Regulation of muscle tone "Trees in the snow"
		Animals of cold and hot countries.	"Where did the sparrow eat?"	Pure speech with massage "Kangaroo" Exercise for the development of facial expressions and onomatopoeia - speech therapy song "Zoo" Articulatory gymnastics "Monkeys"	Brain gymnastics "Elephant" Speech therapy chant "Beasts" Palchikova gymnastics "Two monkeys" Exercise to convey the nature of the movement by pantomime "Who walks how" Self-massage of the body "Turtle"
November		My city, my country. Unity Day.	"1,2,3,4,5 - we are going for a walk in Khanty-Mansiysk"	To develop the mobility of the tongue, to help stretch the hyoid ligament - bridle - "On a horse" Communication game "Hello friend"	Exercises on the development of coordination "We are skiing into the forest", Visual gymnastics "Northern Lights" Brain gymnastics "Lazy Eights" Dance "Round dance of friendship" Finger gymnastics "We walked around the city"
		Professions and tools.	"What Crafts Smell About"	Articulating exercises "Painters" "Whose steamer buzzes longer?" - development of a prolonged exhalation with the pronunciation of the vowel Ы. Speech therapy song "Cook"	Rhythmic game "Hammers" Game for the development of spatial orientations "Needle and thread" Improvement of optical-spatial orientations "Rugulators" (cross movements)
		A week of good deeds. (16.11. - International Day for Tolerance)	"The Needlewoman and the Sloth"	Develop the ability to lift the lateral edges of the tongue. "Cup" Formation of a long, smooth exhalation "Storm in a glass", "Blizzard in a well" Securing the articulation of the U sound Phonopedic exercise "Needlewoman"	Development of the rhythm and tempo of the movement "Beat the feather bed" Development of coordination and switchability of "Click-click" movements Finger self-massage "Spindle"
		My family (home, furniture, electrical appliances).	"-House Kuzya and Fixies"	To monitor the observance of the unity and adequacy of speech, facial expressions, pantomimes, gestures - expressive speech means in the game and in the role-playing behavior of children. Singing from the cartoon "Fixies" - "TV, refrigerator"	The development of facial muscles: imitation exercises - we portray a kind mother, an old grandfather, an angry dad, a sad daughter, etc.; Visual gymnastics "Our House" Finger gymnastics "Family" Development of visual and auditory memory in didactic games"Who is there?", "Who hid?"
December		Early winter.	"Travel with a magic snowflake"	Clarification of the pronunciation of vowel sounds Phonopedic exercise "Whistling blizzards" Development of linguistic flair "Tell me a word" Development of oral praxis - imitation games "Frozen"	Development of auditory attention " Visual gymnastics "Snowflakes are falling" Develop a sense of rhythm "Mostok" Finger gymnastics "You and I made snowballs" Consolidation of the ability to rebuild according to a visual signal.
		Birthday of the Khanty-Mansi Autonomous Okrug. The peoples of the north. Motherland.	"It's fun to walk together"	Development of facial expressions "Mood" Formation of a rhythmic pattern in pronouncing onomatopoeia "Ku-ku" Simulation games "On skis" clarification of the pronunciation of sibilant sounds. Pronunciation of catchwords with sound [Ш] Phonopedic exercise "Let's scare the bear"	Visual gymnastics "Snow-snowball" Communicative dance-game "Cheerful children" Exercise to develop a sense of rhythm and fine motor skills "Lumberjack" Development of attention and orientation in space "Homeless cuckoo" "Jumping over sledges" Relaxation and muscle tension game "Frozen and Warmed"
		Fairy tales for the New Year. Wintering birds.	"Bird's pantry"	Speech therapy chant "Crow", "Sparrow" Formation of the tempo organization of the statement "Woodpecker" - pronouncing at a different pace. Crow breathing exercise	Brain gymnastics "Owl" Phonopedic exercise "Blizzard" Exercise for the development of the rhythm "Sparrows, sparrows" Game "Winter Dance" Finger gymnastics "Sing along, sing along" Exercise for the development of auditory attention "Magpie"
		Winter, Christmas tree. (Vacation week)	"Letter from Santa Claus"	Develop a reaction to intonation and facial expressions corresponding to intonation. To monitor the observance of the unity and adequacy of speech, facial expressions, pantomimes, gestures - expressive speech means in the game and in the role-playing behavior of children.	Speech game with movement "Snowman" Development of fine motor skills Su-Jok "New Year" Rhythmic game "Frost" Game for the development of general motor skills "Wind northern" Dance "Lavata" coordination of movements, development of general motor skills. Relaxation exercise "Magic Dream"
January		HOLIDAY
		Christmas tales. Winter. Winter fun and entertainment. (Vacation week)	"Wow, wow, - the sleigh is going at full speed!"	Continue the formation of speech exhalation - pronouncing interjections as you exhale. Exercise on onomatopoeia "Sledging" Phonopedic exercise "On skates" practicing the pronunciation of whistling sounds, phrase-mongering with sound [S]	Exercise for the development of coordination "Winter" Formation of the rhythmic pattern "Snowballs" Dance composition "Guests have come to us" Round dance games development of coordination of movements and spatial orientation.
		Winter. How animals and birds hibernate.	"Winter"	Development of speech breathing "Who is knocking" Pronunciation of onomatopoeia as you exhale. Speech therapy chant "Feeder" Staging of the fairy tale "Teremok" Exercise for relaxation and muscle tension of articulation "Nuts"	Exercise for the development of general motor skills "About the Bear" Finger tale "Mitten" Su Jok "" Bear in a den " Development of a sense of rhythm and reproduction of rhythmic patterns "Fox and Hares" Movement exercise with speech "Forest dwellers" Exercise for the regulation of muscle tone "Loosen up - relaxed"
		A week of science, knowledge and discovery for preschoolers.	"Obvious-incredible"	Development of speech breathing "Counting from 1 to 5 and back" on exhalation " Speech therapy game with the element of massage "Stiffening" Staging of the poem "Liar" by D. Harms.	Communication game "Gate" Development of motor skills and coordination "Wrap the cord on a stick" Improving general motor skills - different types of walking and running. "Clap, slap" - a fun logo
February		Construction (architecture in the city, construction professions).	"I would go to the builders - let them teach me!"	Phonopedic game "Building a house" Overcoming solid vowel attack. Singing vowels with raising and lowering the voice - exercise "Floors," Ladder ". Articulatory gymnastics "Painters"	Spectator gymnastics "Our House" The song "We were born in the city") Finger game "Sand House" Rhythmic game "Hammer" Exercise for the development of general and fine motor skills "Teremok"
		Tales of A.S. Pushkin	"Visiting a fairy tale"	Exercise for the development of speech breathing "Tempest" Reading a line from a fairy tale as you exhale. Work on the tempo and rhythm of speech. Pronouncing the riddle of the goldfish with simultaneous slamming. Speech exercise "Cockerel" Phonopedic exercise "Spikelet"	Development of independence, initiative and expressiveness in the choice of roles for staging familiar fairy tales, excerpts Development of auditory attention "What is wrong" Exercise for coordination of speech and movement "By the Sea" Development of auditory attention - listening - lullaby from the opera "The Tale of Tsar Saltan" N. Rimsky-Korsakov
		Defender of the Fatherland Day. Military professions.	"Three heroes"	Playing a stressed syllable - (ta-TA, TA-ta) "Drummer" Pronunciation with sounds [T-Tb] Gymnastics for the muscles of the tongue "Machine gun", "Tank".	Playing for the development of rhythm (on m / instruments) "Morse code. Radio operator "(Rhythmic echo) Development of the muscles of the neck: simulation exercise "Siren howls" (head turns). Coordination of movements of arms and legs, work on the amplitude of movements "March of Soldiers"
		The forest is our wealth. Animals of our forests.	"Masha and the Bear invite you to visit"	Development of the articulation apparatus and facial expressions "Masha artist" Scene joke "The Fox and the Wolf" - to continue teaching to convey the character of the character with the help of intonation. Speech therapy song "Wolf Howl" Formation of a long speech exhalation - counting up to five, air intake - counting down "	Development of spatial coordination - to strengthen the ability to crawl, climb, crawl, climb. Visual gymnastics "Once in the woods" Coordination of speech with the "Bear" movement Development of a sense of rhythm "What does Masha want?" Play body massage "Bunny"
March		International Women's Day. Women's professions.		Education of intonation expressiveness of speech - Game "Learn by intonation". Development of the tempo of speech "On a visit to Fedosya" Work on the tempo and rhythm of speech. Reading the poem "March" accompanied by a metallophone	Exercise for the development of creative independence "Professions of mothers" - pantomime Finger game "Mommy" Development of general motor skills and coordination of movements "Mom's helpers"
		Folk art (folklore, Russian folk toys, dishes). (07-13.03 - Pancake Week 2016)	"Speech gatherings"	Phonopedic exercise "Kettle" Speech therapy chant "Plate" Speech game with musical instruments "Kitchen Orchestra" Work on the tempo and rhythm of speech, coordination of speech with movement - exercise "Helpers". Development of intonational expressiveness and prosody - dialogue "You are already aunt, Arina" The development of speech breathing when pronouncing tongue twisters.	Exercise for the development of creative imagination, general speech skills "Teapot" Finger gymnastics "Dishes" Development of spatial coordination - Exercise for the development of auditory attention, a sense of rhythm in playing on spoons "Ecossaise"
		Week of games and toys.	"Merry carousel"	Developing the power of exhalation "Start the turntable" Education of whispering speech while pronouncing nursery rhymes. Formation of the tempo organization of the statement "Speak a tongue twister at a different pace" Imitation game "Dudochka" (high-low) Popevka "Swing"	Visual exercise "Yula" Improving the ability to distinguish between deceleration, acceleration musical tempo while performing exercises for building a "circle" - the game "Carousel" A game to develop a sense of rhythm and motor skills "Music Cubes" Exercises regulating muscle tone "Rag dolls, clockwork bunny, soldiers"
		Early spring. The awakening of nature.	"How we were looking for spring"	Speech therapy chant "Snowdrop" Exercise for the development of a directed weak air stream "Launching the boats" Clarification of the pronunciation of the consonant [Л] Phonopedic exercise "In the forest in spring" Expressive riddles on the topic Education of intonation expressiveness - pronouncing the sentence "Spring has come" with different intonation.	Communicative game "Get together kids" Visual gymnastics "Icicle" Finger Su-Jok "Well, you are such a prickly hedgehog" Musical study "Icicle" - regulation of muscle tone. "Springs-jumping" - funny logo-rhythm - differentiation of movements.
		Knizhkina week. Library. (02.04. - International Children's Book Day)	"Theater workshop"	Continue working on the clarity of diction, the intonation coloring of speech in joke scenes, dialogue games. Development of timbre coloring and pitch. Reading Chukovsky's fairy tale "Confusion" (children pronounce only onomatopoeia ).	Improving the ability to perform a variety of figurative-game movements - pantomime "Where we were, we will not say" Exercise for the development of auditory attention - Visual gymnastics "Theater wings"
		I will grow up healthy! (07.04 - World Health Day)	"Fun exercise"	The development of a smooth speech exhalation - pronouncing on exhalation interjections from 1 to 5. Speech therapy song "Glasses for Lenochka" "Our kids are healthy" - the formation of the emotional coloring of the speech utterance.	Visual gymnastics "Be healthy!" Finger gymnastics "Here's a big funny fat man" Wellness self-massage of the face "Transformation". Development of facial muscles and auditory attention "We know how to smile, we know how to be upset" Exercise for attention and coordination "stomp and clap"
		My planet.	"Get ready kids - it's time for us to fly into space!"	Phonopedic exercise "Rocket" Clarification of the pronunciation of the consonant [R] simulation game "Start the engine". Pronouncing clean phrases with sound [R] Exercise for coordination of speech with movement "Flight"	Musical and rhythmic composition "Magic Flower" - rebuilding, Outdoor game "Stars" Visual gymnastics "Rocket"
		I am an inhabitant of planet Earth. (22.04. - International Earth Day)	"Travel with a droplet"	Speech therapy chant "Walk" Phonopedic exercise "Globe" Russian folk call "Sun" rhythmic organization of the statement, the development of intonational expressiveness	A game to improve children's ability to distinguish between deceleration and acceleration of musical tempo "Drops" Musical study "Flower" regulation of muscle tone "Round dance of friendship" - the development of spatial orientations and coordination of speeches with movement.
		Spring. Arrival of birds. Agricultural work (human labor in spring).	"Spring cleaning"	The development of speech breathing is the pronunciation of a couplet on one exhalation. Exercise for the development of diction, performing the song "Cap-cap" Pronunciation of pure phrases for the differentiation of sounds [P-Pb]	Professional gymnastics "Lark" Development of visual attention "Spot the Difference" Rhythmic game - foot massage "We make house for the birds" Improving the expressiveness of movements To the poem "Well, spring, how are you?"
		Victory Day.	"At the parade"	Phonopedic exercise "Salute" Articulatory gymnastics "Parade" Speech game "Drummer" singling out musical phrases with speaking the appropriate syllables [ta-ta-ta, yes-yes-yes] observing the rhythmic pattern.	Playing for the development of rhythm (on m / instruments) "Morse code. Radio operator "(Rhythmic echo) Finger gymnastics" Aty-baty "Exercise for the development of coordination" Airplane " Performing a song without words with changing syllables - developing auditory attention and musical meter
		Spring. Seasons (generalization). Seasonal changes.	"Birthday of Tsokotukha Fly"	Pronunciation of pure phrases with all sounds. Phonopedic exercise "Bells woke up". Reenactment of an excerpt from the fairy tale "Mukho-Tsokotukha" - fostering initiative, creative activity.	Movement exercise "Ants" with a change of direction. Finger play with caterpillar massage Coordination of speech with the movement "Bees and Bears" The game for the development of muscle tone "Moths"
		Diagnostics

« LOGORITHMICS ON

MUSIC LESSONS "

Perhaps the best, the most joyous

what is in life is a beautiful speech

and free movement to music.

And the child can be taught this.

A .. And .. Burenina.

Modern life poses new problems for musical education in kindergarten. They are generated by a new socio-cultural situation: poor physical health, trouble within families and a lack of communication with adults, environmental disasters, excessive pollution of the city with noises harmful to the health of children, which have a destructive effect on the psyche of children, and much more. Analyzing the process of music education in kindergarten, we noticed that every year the number of children with complex speech disorders is increasing, for the elimination of which the complex influence of teachers, speech therapists and music leaders of preschool institutions is required. Based on this, it was decided to adapt the logo rhythm model to the traditional program.preschool education "From birth to school" edited by N.E. Veraksy, T. S. Komarova, M. A. Vasilyeva,thus complementing its content.

Logorhythmics is a system of musical-motor, speech-motor, musical-speech tasks and exercises, it is based on the use of the connection between words, music and movement.

Music, movement and word in logo rhythm are combined in different ways. But whatever the proportion of music and words, music and movement, etc., in the exercises incomplex, they form and streamline the child's motor sphere, hisactivities that have a positive effect on the personality.It is important that the child has these processes normalized.unconsciously, naturally.

Music is a powerful tool in solving correctional, educational, developmental problems. The organization of consistent, systematic work in music lessons in kindergarten on solving the problems of music education in combination with the solution of correctional, is in our timeactual problem.

The introduction of new pedagogical and health-saving technologies in the process of music education in kindergarten is one of the main goals of our work.

The child's speech is formed gradually, by the age of 5, the child must master not only the clear pronunciation of all sounds, but also cope with simple rhythmic structures of speech. Disadvantages of rhythmic development are corrected, therefore, it is possible to introduce elements of logo rhythmics into classes starting from middle preschool age. In music lessons, we use a differentiated approach to the means of logo rhythmics. We have chosen complex musical and rhythmic tasks and exercises, since the awareness of the expressive meaning musical rhythm It hasgreat developmental effect.

Timely mastering of correct, pure speech contributes to the formation of self-confidence in the child, the development of thinking, and communicative qualities.

Musical - rhythmic ear is formed, nfirst of all, musically - rhythmmental movements, therefore in our work we pay great attention to the issue of the development of motor skills of preschoolers by means of logo rhythmics.

The structure of logorhythmic lessons for preschoolers contains logo and speech-motor games for the development of all types of motor skills in children. Game massage and finger gymnastics help to relieve excessive muscle tone and develop fine manual motor skills. Gymnastics allows you to feel and develop certain muscle groups necessary for the development of coordination and spatial orientation.

Achieving emotional liberation, openness occurs through an emotional warm-up. Emotional volitional training is primarily aimed at developing empathy and communication skills.

Considering the age and psychological and pedagogical characteristics of preschoolers, I came to the conclusion that children with general speech underdevelopment and healthy children have differences in learning.

Children with OHP lag behind healthy children in terms of physical indicators. They have a poorly formed movement control system, therefore, speed, accuracy, coordination of movements and the technique of their implementation suffer. In basic and dance movements, children with general speech underdevelopment suffer from rhythm and the ability to maintain a given tempo. These children are low-emotional and insecure, shy and withdrawn, which affects the expressiveness and plasticity of their performing activities.

The accessibility of logo rhythmics, a fascinating game form, interesting in content musical and speech material create a positive emotional mood in a musical lesson and stimulate the need of children for communication, developing not only basic musical and rhythmic skills, but disorders of general motor skills and speech underdevelopment of children.

I would like to note that the differentiated use of logo rhythmic elements in music lessons in kindergarten develops musicality in preschoolers, ensures the formation of the motor sphere as a whole, and also increases the effectiveness of the corrective effect on their perception of the rhythmic structure of speech.

Currently, the problem of development, education and upbringing of preschool children is becoming especially significant. According to statistics, only 10% of newborns are born completely healthy. The rest of the children have various microorganic lesions or severe pathology. A separate category is made up of developmental anomalies, accompanied by speech impairment, which also entails developmental delays. Children with speech underdevelopment should be helped in time, correct pronunciation defects by the beginning of school. Defects are not corrected by themselves. But under favorable learning conditions, children are capable of self-correction.

Logorhythmic classes are aimed at correcting general and small movements, developing coordination "speech - movement", expanding the vocabulary in children, contribute to the improvement of psychophysical functions, the development of emotionality, communication skills.

The fundamental principle of conducting classes is the interconnection of speech, music and movement. It is music that is the organizing and guiding principle. The perception of speech and music is carried out by a single analyzing system, therefore, the deficiencies of the speech perception system can be compensated for with the help of musical perception. The purpose of the lessons is to overcome speech disorders in children by developing and correcting the motor sphere in combination with words and movement.

In the classroom, the basic pedagogical principles are observed - sequence, gradual complication and repetition of the material, the rhythmic structure of the word is worked out, and the clear pronunciation of sounds accessible by age, the children's vocabulary is enriched.

Practice has shown that regular inclusion of logo rhythmic elements in music lessons contributes to the rapid development of speech and musicality, forms a positive emotional attitude, and teaches communication with peers.

A necessary condition in the development of motor, auditory and speech skills is the repeated repetition of the studied material in order to create a situation of success in the classroom.

Music, word and movement are three pillars on which the harmonious mental, intellectual and musical development of a child is based.

tasks :

an increase in the amount of memory;

Mastering motor skills, learning poems and songs with movements, finger games takes place without excessive didactics, unobtrusively, in a playful way. Be sure to include communication games or dances in the classes. Tactile contact, carried out in dance, further contributes to the development of friendly relations between children and thereby normalization of the social climate in the children's group.

Using the means of logo rhythmics in music lessons helps to solve purely musical problems:

Development of rhythmic hearing;

Development of timbre hearing;

Development of auditory attention;

Development of motor skills of the articulatory apparatus;

Formation of correct breathing;

Formation of correct singing skills.

As you know, the leading activity of preschool children is a game, therefore, all logo rhythm classes must be organized using game techniques. For example, include surprises in the classroom that are necessary to keep the children interested. Children can come to "come to life" bibabo toys and puppets for finger theater. In logo rhythm classes, you can use various objects - balls, ribbons, flags, sticks, homemade musical instruments, as well as a variety of sounding toys. Performing exercises with objects requires even greater concentration of attention from children, which has a beneficial effect on the result of work.

Good results can only be achieved when specialists work together. The musical director combines music, speech and movement, and the teacher (speech therapist) continues this work in speech classes and in the play activities of children.

Singing - includes exercises and speech therapy chants for training the peripheral parts of the speech apparatus (respiratory, articulatory, voice-forming), as well as exercises for the development of coordination of singing with movement.

Playing noise instruments - promotes the development of rhythmic hearing and fine motor skills. Finger training stimulates the development of certain areas of the brain, which, in turn, affects the development of speech, mental activity, logical thinking, memory, visual and auditory perception of the child, forms his perseverance and ability to concentrate. And the development of the muscle strength of the fingers of the leading hand and the coordination of movements of both hands are necessary for mastering the skills of writing.

Musical rhythmic movements - involve exercises, games with objects that contribute to the development of coordination of movements, orientation in space.

The main focus of the elements of rhythmoplastics in music lessons is the psychological liberation of the child through the development of his own body as an expressive "musical" instrument.

Rhythmic movements and dances bring children a lot of joy and delight. Does not have of particular importance and the age of the children. Toddlers especially love rhythmic movements to music, besides, they still do not have a feeling of shyness, like older children.

Dances, rhythmic movements are the physiological need of a child's developing organism. They mobilize physical strength, develop grace, coordination of movements, musicality, strengthen and develop muscles, improve breathing, actively affect blood circulation, and contribute to the production of many substances necessary for the child's body.

Rhythmic and smooth movements increase blood flow to the lungs - they are more saturated with oxygen. The heart works more rhythmically, actively supplying blood to all organs, delivering oxygen, nutrients and more fully taking away harmful metabolic products. The load on the abdominal muscles normalizes the functioning of the intestines and stomach. Movement promotes sleep better than any sleeping pill.

The speed of reaction, coordination of movements, conscious mastery of dance, rhythmic movements are also important for the mental development of children. In music lessons, the child is engaged in rhythmoplasty in a team, and this contributes to the development of organization, discipline, responsibility, mutual assistance, attentive attitude to others, and independence in children.

Music is very important in rhythmoplastics classes. Correctly selected music is the success of educational activities. Music regulates movements and gives a clear idea of ​​the relationship between time, space and movement, affects the emotions of children, creating a certain mood in them, and at the same time affects the expressiveness of children's movements.

Round dances - suggest familiarity with the round dance step, contribute to the development of coordination of voice and movements.

Finger games - The fingertips are the second brain. In human life, the hand plays important role throughout his life. Touching something with a hand, a person immediately knows what kind of thing it is. The work of the fingers is really infinitely varied and important for every person. You can touch, take, stroke, pinch with your fingers. It is impossible to list all the verbs that describe everything that can be done with our hands and fingers.

Systematic exercises for training finger movements, along with a stimulating effect on the development of speech, are a powerful means of increasing the performance of the brain. The formation of the child's verbal speech begins when the movements of the fingers reach sufficient accuracy. The development of digital motor skills sets the stage for the subsequent formation of speech. Since there is a close relationship and interdependence of speech and motor activity, in the presence of a speech defect in a child, special attention should be paid to training his fingers.

Thus, the formation and improvement of fine motor skills of the hand and fingers plays the role of a stimulus for the development of the central nervous system, all mental processes, and in particular speech. Exercises with younger preschoolers must be performed at a slow pace from 3 to 5 times, first with one hand, then with the other, and finally with two hands together. The instructions to the child should be calm, friendly and clear.

In music lessons, finger games are often performed to music - like tunes, songs, accompanied by illustrations, finger or shadow theater. A special place is occupied by “finger fairy tales” - familiar to preschoolers - “Rukavichka”, “Teremok”, “Kolobok” and others, which are played with the help of finger theater.

Regular inclusion of musical finger games and fairy tales in the course of the lesson: stimulates the action of the speech zones of the cerebral cortex of children; improves attention and memory; forms associative-figurative thinking; makes it easier for future schoolchildren to master writing skills.

Logorhythmic classes today may be of interest to many, since they are integrated in their essence, and this factor is so important in the framework of the implementation of modern federal state educational standards requirements for the structure of the main general education program preschool education.

In the pedagogical aspect, rhythm (from the Greekrhytmikos- related to rhythm, uniform) is a system of physicalexercises, built on the connection of movements with music.

Rhythm is an integral part of the physical and artisticupbringing, especially in childhood. It contributes to the harmonious physical development of children, the development of musicalleg hearing, musical memory, expressiveness of movements;introduces children to music, dances, songs, teaches in movementsexpress the character and tempo of a piece of music. On busytiyah rhythm uses running, jumping, playing exercises, elements of rhythmic gymnastics, dance and imitation movements.

The sense of rhythm is basically motor, active duringgenus, always accompanied by motor reactions. The essencemotor reactions is that the perception of rhythm causes a variety of kinesthetic sensations. These are muscle contractions of the tongue, muscles of the head, jaws, toes; tighternausea arising in the larynx, head, chest and limbs;rudimentary contractions of the head and respiratory muscles and,finally, the simultaneous stimulation of antagonist muscles, callingwhich changes the phases of tension and relaxation without changingthe spatial position of the organ.

The most active motor reactions are manifested when perceivingtii accent. In this case, movements can be real and imaginary.

Valid movementexpressed aspartial and complete.Rudimentarymovementarise afterthe result of the innervation of the vocal cords and auxiliary parts of thethe salmon apparatus, as well as the muscles of the fingers, lips and other muscles.Fullmovementexpressed externally: tapping with the foot,shaking his head, waving his hand.

Both rudimentary and full movements are unconscious.solid: a person, not noticing, beats the beat with his foot or hand.

Imaginary movements do not manifest outwardly, listeningpresents them mentally.J.-Dalcroze argued that every rhythm is movement and inour entire body is involved in the formation and development of a sense of rhythm.He believed that there could be no rhythm without bodily sensations,perceivedthe rhythm is musical. Music always expresses emotionnal content, and the rhythm is one of the expressivemeans of music. Therefore, the musical rhythm is alsothe expression of some emotional content. It has both a motor and an emotional nature, since it is based on the perception of the expressiveness of music. Outside of music, the feeling is musicalrhythm can neither awaken nor develop.

Associated with the concept of musical rhythm is the concept of rhythmicthe senses.Musical-rhythmic feeling characterized asthe ability to actively experience (reflect in movement) music andas a result of this, to subtly feel the emotional exponentthe temporal course of the musical movement.

On the basis of the development of musical-rhythmic feeling,musical and rhythmic education. Its content ispurposeful personality formation by influencingher music and rhythm in order to educate cognitive, strong-willed andemotional spheres of personality.

Thanks to a variety of topics musical works, musical games, round dances, etc., the cognitive abilities of children are developed. Musical and rhythmic exercises are consideredrush as volitional manifestations, as the child acts,deliberately fulfilling the tasks assigned to him. Games,dances require a timely response to an external stimulus, timely switching from one movement to another, skillsbrake it quickly and accurately.

Musical and rhythmic movements make children and adults
to experience what is expressed in music. Emotional responsiveness
ness is different. In early preschool age, it is expressed
in involuntary movements: in children, facial expressions change, involuntary
arms, legs, torso move freely; older emo
nationalresponsiveness manifests itself through arbitrary
movements during the game. The content of the musical and rhythmic
upbringing are song, play, labor rhythmized
process, holiday.

Musical - rhythmic movements are a synthetic type of activity, therefore, any program based on movements to music will develop both ear for music and motor abilities, as well as those mental processes that underlie them.

Since we are talking about the development of children in the process of musical and rhythmic movements and the content of the work is related to the specifics of this type of activity, let us consider in more detail its features.
Firstly, rhythm is a synthetic type of activity based on music, and movements express a musical image and concretize the main means musical expressiveness.
In addition to the unity of the artistic image, mood and character of the performance, music and movement are also closely interconnected by the fact that these are temporary forms of art, while the movement flowing in space, as it were, makes the flow of time visible, tangible. Music and movement thus have many parameters in common, which include:
all temporal characteristics (beginning and end of sound, tempo, rhythm;
dynamics (the louder the music, the greater the range of motion;
the form of the work and the compositional structure of the motor composition.
In this regard, I set myself the following tasks of teaching and educating children.

1. Development of musicality:

development of the ability to perceive music, that is, to feel its mood and character, to understand its content;

development of special musical abilities: ear for music,
sense of rhythm;

development of musical horizons and cognitive interest in the art of sounds;

development of musical memory.

2. Development of motor qualities and skills.

development of dexterity, accuracy, coordination of movements;

development of flexibility and plasticity;

education of endurance, development of strength;

formation of correct posture, beautiful gait;

development of the ability to navigate in space;

enrichment of motor experience with various types of movements.
3. Development of creativity:
development of creative imagination and fantasy;

development of the ability for improvisation: in movement, in visual
activities, in the word.

4. Development and training of mental processes:

development emotional sphere and the ability to express emotions in facial expressions and
pantomime;
training the mobility of nervous processes;

development of perception, attention, will, memory, thinking.

5. Development of moral and communicative personality traits:

fostering the ability to empathize with other people and animals;
developing the ability to behave in a group while driving, the formation of a sense of tact and cultural habits in the process of group communication with friends and adults.
The basis for musical and rhythmic compositions is made up of simple, but at the same time various movements (imitation, dance,
general developmental, etc.), allowing you to express different in nature
emotional states, plots, images and moods of musical
works.
1. "Teddy bear" muses. V. Krivtsov.

Tasks: development of a sense of rhythm, expressiveness of movements, imagination.
2. "March" muses. G. Sviridova.

Tasks: development of coordination of movements of arms and legs in the process of walking,
development of rhythmic hearing (sense of a strong beat), dexterity and accuracy of movements.

3. "Birds and the Crow" music A. Kravtsovich.

Tasks: development of musicality, expressiveness of movements, the ability to improvise, imagination and fantasy.
4. "Autumn Park" muses. E. Dogi "Waltz".

Tasks: development of musicality. Plasticity and expressiveness of hand movements.

5. "Dance of the Month and the Stars" Composition on the play by Paul Mauriat "Stars in Your Eyes".

Tasks: development of musicality, plasticity, softness of movements, figurative thinking, memory and attention.

Form start

End of form

6. "Poultry yard", Song "Ki - ko - ko" performed by Pipo Franco
Tasks: development of a sense of rhythm, coordination of movements, imagination,
the ability to improvise.

When starting to learn dance with children suffering from speech impairments, I try to select material in accordance with the age, motor and mental development of children. Musical accompaniment is of great importance.

The works used for musical-rhythmic movements must have a number of features:

Music should be artistic, bright, evoking an emotional response in children;

Accessibility of the content of the musical work. The work should be close and understandable to preschoolers, their life experience.

The motoriness of sound (physiological effect, prompting action). This property is clearly expressed in dance melodies, modern songs (V. Shainsky, B. Savelyeva, etc.);

The volume of a piece of music (2-3 min.)

Accessibility for motor interpretation according to age-related capabilities. Determining the availability of movements is associated with the analysis of the following parameters:

1.coordination complexity;

2. volume of movements;

3. switchability of movements;

4. the intensity of the load.

I start to learn the dance

1.with listening to a piece of music, clarifying its character and style;

2. learning individual movements included in the dance;

3. learning the whole composition.

To make children understand and feel the form of movements, I try to expressly and clearly show them to children. Verbal explanations are also important. They should be short, descriptive and specific. The demonstration of musical and rhythmic movements is necessary throughout the entire process of working on it. Children should see the artistic embodiment of the musical and motor image - this awakens the imagination. Sometimes I show the movements to the whole group performed by one or two successful children. The child more easily grasps and understands movement, its connection with music, when it is performed by a peer. This technique teaches you to see and appreciate good performance. It is also necessary to maintain the interest of children, constantly introducing entertaining elements into the task, awaken the imagination, and arouse creative imagination.

The methodology of teaching children with OHP musical and rhythmic movements has a number of features:

1. Teaching a child to move with music should be in the nature of a game;

2. in working with children, it is good to use a variety of aids and toys, actions with which are interesting for children;

3.Each lesson with children should contain something new, so that the children's interest does not dry out, their attention does not get tired;

4. an attentive attitude to each child, knowledge of his temperament, peace of mind, the needs of childhood is necessary;

5. Communication with children should take place in an atmosphere of joy, and this is the most important thing, since joy is the most powerful and most beneficial effect on a child. Of all the feelings, joy best affects the life of a child, the development of his abilities. In an atmosphere of joy, a child's shower can most easily open towards beauty.

Why - LOGORITHMICS?

Modern science has proven the phylogenetic relationship between the development of movements and the formation of pronunciation. The ease acquired by children when performing rhythmic movements has a positive effect on the motor properties of the speech organs (V.A.Griner). Research by Professor M. M Koltsova showed that the level of speech development is in direct proportion to the degree of development of fine movements of the fingers.

Music is of great importance in logo-rhythmic classes. The influence of music on the mental and physical state of a person was known even in antiquity. Scientists of Ancient Greece, such as Pythagoras, Aristotle, Plato, and others, drew the attention of contemporaries to the healing possibilities of music, which, in their opinion, established proportional order and harmony in the human body.

Studies of the mechanism of the effect of music on a person, conducted by scientists V.M.Bekhterev, I.M.Dogel, I.R. improve metabolism. The sound of pleasant melodies contributes to the emergence of positive emotional arousal, which in turn develops attention and tones the central nervous system.

In preschool years, producing calm and fluent speech is difficult and music leadership is critical. The ease with which the child perceives music, and the immediacy of these perceptions, as well as his ability to quickly instinctively cognize its content, and the simplest means of expression facilitate the task of correcting speech. In the classroom, music is not easy

accompanies movement and speech, but is its guiding principle. The content of music, shades, its tempo and other means of musical speech can be used to streamline the nature and pace of movement, especially needed by children suffering from tempo speech disorders, often correlating with the erratic, restless nature of movements.

The importance of rhythmic and logorhythmic influence on preschool children has been emphasized by many researchers. V.M. Bekhterev singled out such goals of rhythmic education as identifying rhythmic reflexes and visual balancing in the activity of the child's nervous system, the ability to adapt the child's body to respond to certain stimuli, both auditory, and the regulation of incorrect and unnecessary movements.

Professor V.A. Gilyarovsky believed that speech therapy rhythmics affects the general tone, motility, mood, it contributes to training the mobility of the nervous processes of the central nervous system. According to E.V. Chayanova, E.V. Konorova speech therapy rhythm develops attention, memory. And V.A. Griner and German researchers K. Kohler and K. Schwabe pointed out that speech therapy rhythm can be used as music therapy. V.A. Griner, N.S. Samoilenko, N.A. Vlasova, D.S. Ozeretskovsky, Yu.A. Florenskaya wrote about the importance of logorhythmics for correcting children's speech. They emphasized that speech therapy rhythmics affects the physical, intellectual and aesthetic education of the child. The first understanding of logo rhythm is based on the use of the connection between words, music and movement.

The organization of special logo-rhythmic and musical-movement classes contributes to the development and correction of the motor sphere, sensory abilities of children with speech disorders, helps to eliminate speech disorders and ultimately social rehabilitation child.

G.A. Volkova, through many years of research, proved that speech therapy rhythm is closely related to the method of musical education, since music has an effect on improving the quality of movement performance (expressiveness, rhythm, clarity, coordination, smoothness, fusion), that the emotional coloring of movements with music contributes to them freedom and ease. She noticed that movements with musical accompaniment have a positive effect on the development of hearing, attention, memory, bring up temporal orientation, i.e. the ability to put their movements in time, in accordance with the various metro-rhythmic patterns of a piece of music. A certain rhythmic pulsation, with which the movements of children are associated, causes a coordinated reaction of the entire child's body (respiratory, cardiac, muscular activity), as well as an emotionally positive state of the psyche, which contributes to the overall health of the body. If music has a beneficial effect on the emotional-volitional sphere, then the more effective its influence is when it is used as the basis of a specialized motor system aimed at regulating the movement, speech and behavior of children.

Speech therapy rhythm is developing and enriched with all the new knowledge obtained through the study of various functional systems of children with speech pathology, their development in the presence of one or another violation. Consequently, speech therapy rhythm, knowing the patterns of development and disorders of the human motor systems, their connections with the development and disorders of the speech-hearing and speech-motor systems, contributes to the improvement of all correctional, educational and restorative work with children with speech defects.

The development of movements in combination with words and music is a holistic educational and correctional process. Logorhythmic education of children is directly related to moral education, the formation of moral feelings and consciousness, with the development of moral and volitional qualities: benevolence and mutual assistance, purposefulness, forms a wealth of aesthetic feeling in children.

There are two main links in logo-rhythmic education. The first is the development, education and correction of non-speech processes in children with speech pathology, namely: auditory attention, auditory memory, optical-spatial representations, coordination of movements, feelings of tempo and rhythm in movement, education and re-education of personality, character.

The second is the development of speech and the correction of speech disorders: the upbringing of the pace and rhythm of breathing and the correction of speech disorders depending on the mechanisms, symptoms of the disorder and methods of its elimination.

The content of the first link of logo-rhythmic education includes the development of perception, auditory attention and auditory memory, which starts from distinguishing individual sounds of musical children's instruments, musical toys to the subsequent holistic conscious perception of musical works, to differentiated perception of the pitch, rhythm, dynamics of music. To clarify and develop the intonational-auditory experience of a child, it is necessary to determine the general mood of a musical work, its genre. For this purpose, you can perform, for example, pieces by PI Tchaikovsky from the children's album "New Doll", etc. and then no accompaniment.

Among children of primary preschool age, there are few children with a high level of development of the complex of musicality, because the leading components of musicality are: ear for music (rhythmic, harmonic, melodic), creative imagination, emotionality, a sense of the whole.

As studies show, the perceiving rhythmic hearing is practically well developed in all children, but the reproductive hearing is rather weak. Creative imagination is developed in 80% of children. It is characterized by freedom, courage in choosing a topic, a desire to create, there are practically no images of imitation. The types of creative activities of children are very diverse: drawing, composing fairy tales, songs, games, etc. Consequently, in children, the figurative type of perception and the creative type of imagination prevail.

Classes in speech therapy rhythmics provide ample opportunities for the development of optical-spatial representations and skills, visual orientation to the speaker. In motor-musical exercises, the organizing factor of the flow of movement in time is music, which also determines the spatial framework of the movement. Movement-spatial exercises are the end result of children's creativity. The main elements in movement-spatial exercises are speech with its natural rhythm, dance movements and gestures. They pay special attention to the rhythm of speech, accent, and expression of the melody. The simplest motor-spatial scheme is a one-part musical scheme, which is a closed whole: a verse of a poem, a saying, etc.

Speech therapy rhythmics contributes to the development of coordination of general movements, fine voluntary motor skills and facial expressions. The development of coordination of movements involves the child's mastering of motor skills and motor skills. They improve when using music, which affects the quality of performance, improves the expressiveness of movement, rhythm, clarity, smoothness, and cohesion. The emotional coloring of movements due to the perception of music gives them energy or softness, greater scope or restraint, and the creation of certain images with the help of music and movements contributes to the development of facial expressions and pantomime.

The relationship of music, words and movement as the basis for the musical development of children

Understanding, logo rhythmics is based on the use of the connection of words, music and movement. Logorhythm is a system of movements combined with music and words. Speech therapy exercises strengthen the musculoskeletal system in children with speech disorders, develop breathing, and educate the correct posture. With the help of logorhythmics, children with speech pathology acquire theoretical knowledge in the field of metro-rhythm, musical culture, musical perception and impressionability.

The educational tasks of these activities are varied. This is the musical development of children - the development of a sense of rhythm, the ability to feel rhythmic expressiveness in music, movements and speech. As well as fostering the ability to perceive musical images and the ability to move rhythmically, expressively in accordance with this image, that is, the upbringing of the ability to reincarnate, to show their artistic and creative abilities.

Consequently, music is a means of aesthetic, moral, mental education of a person. She teaches you to perceive, feel and understand the beautiful, notice the good and the bad, and act creatively on your own.

For a long time, music has been recognized as an important means of forming the personal qualities of a person, his spiritual world. Modern scientific research shows that musical development has an irreplaceable effect on overall development: the emotional sphere is formed, thinking is improved, the child becomes sensitive to beauty in art and in life. Music is a means of activating the mental abilities of children, since its perception requires attention , observation, ingenuity. Children listen to the sound, compare sounds similar and different, note the characteristic semantic features of artistic images, learn to understand the structure of the work. A conversation about the music you listened to teaches you to make the first generalizations and comparisons.

M.Ya.Basov, N.A. Vetlugina, A.V. Keneman and others wrote about the influence of music on children, about its significance in aesthetic, mental, and physical education. Musical influence on preschool children is manifested in the improvement of the child's personality, his functional systems. Speech therapy rhythmics helps to destroy the "ground" on which a speech disorder has arisen, and contributes to the normalization of speech and general motor function.

Means of speech therapy rhythmics can be presented as a system of gradually becoming more complicated rhythmic, logorhythmic and musical-rhythmic exercises and tasks that underlie the independent motor, musical and speech activity of children with speech pathology.

Means of speech therapy rhythmics are: walking and marching in various directions; exercises for the development of breathing, voice and articulation; exercises that regulate muscle tone; exercises that activate attention; counting exercises that form a sense of time signature; rhythmic exercises; singing; exercises in playing instruments; independent activity with speech disorders; play activity; exercises for the development of creative initiative.

The basic principle of building all the listed types of work is the close connection of movement with music and the inclusion of speech material. The word is introduced in a wide variety of forms: these are the lyrics of songs, round dances, dramatization with singing, performances on a given theme, commands of the driver in outdoor games. The introduction of the word makes it possible to create a whole series of exercises, guided not by a musical rhythm, but by a rhythm in a poetic form, which allows maintaining the principle of rhythm in movements.

Walking and marching are introductory exercises. From the very beginning of the lesson, the introductory exercises set up a varied tempo of movement and speech, therefore, the attention of children is directed to the leading role of music. Walking is included in every activity. It is a natural form of movement and at the same time quite difficult to coordinate. Children with speech disorders often have a lack of coordination of movements while walking. Introductory exercises should teach children the skills of walking in a circle alone and in pairs, the ability to maintain equal distances between walking, as well as build ranks, rulers, columns, etc. These tasks teach you to navigate in space, in turns, in marching with your back to the center, etc.

From the very beginning, and this is extremely important, the introductory exercises should set up a varied tempo of movement and speech and direct the child's attention to the leading role of music. In this regard, the exceptional ability of children to instinctively perceive the content and form of music should be used.

Exercises for the development of breathing contribute to the development of correct diaphragmatic breathing, the duration of exhalation, its strength and gradualness, they can be combined with movements of the arms, trunk, head. For example, to pull a dull sound for a long time, while performing certain movements. Then the voiceless sound is replaced by vowel sounds, isolated and in various combinations with consonants. Further, on exhalation, words, phrases are pronounced.

With the pronunciation of vowels and consonants on the exhale, work on the voice begins. It is necessary to educate the strength, pitch, duration of sounding and expressiveness of the voice, which is determined by its timbre. Voice training exercises are conducted with or without musical accompaniment. The strength of the voice is brought up in the pronunciation of vowels louder or softer, with a corresponding increase or decrease in the musical accompaniment. The duration of the sound of the expressiveness of the voice depends on the duration of the exhalation. To educate the expressiveness of the voice, it is useful to conduct melodic reclamation: reading a poem with interrogative, exclamation, incentive and other intonation to the appropriate music.

Breathing, vocal and articulatory exercises contribute to the development of clear diction. At first, under rhythmic music or the teacher's score, the vowels are indicated by mute articulation, then they are pronounced in a whisper and loudly. Then syllables and words with consonants n, t, k, f, s, w are pronounced in a whisper, and quatrains, proverbs, sayings with a change in stress and tempo of speech are loudly pronounced. Breathing, vocal and articulation exercises are included in outdoor games, dramatization games, slow-paced walking, claps, counting, and singing exercises. Singing vocalizations is also useful - melodies without words: y, o, a, and. Then scales are sung, and another type of coherent singing is introduced - sounding a voice with a sound sliding from note to note up or down - this develops its flexibility and pitch.

Singing and pronunciation of interjections that express emotions: joy, pain, anger, fear, etc. are included in the training of breathing, voice and articulation. Then interjections are included in verses with different colors of sound: minor or major, with appropriate music. Singing is a complex process of sound production, in which the coordination of hearing and voice is important. Singing is a technique that regulates breathing, develops the lungs and expands the chest, and helps to develop fluent, full-bodied speech. Singing and moving around with music has a positive effect on children with speech impairments of all kinds. The organic element of the song is the word. Music and words develop a sense of organization.

For the development of correct sound formation and singing breathing, a melody with short and long musical phrases is convenient. Songs must be selected at a slow to medium tempo, with a fusion sound. The lyrics of songs should contain many vowels and voiced consonants, since voiceless consonants interrupt the vocal line, interfere with the correct sound formation, and make it difficult to learn the correct singing diction. To select songs, you need: age-appropriateness, correctional orientation, meaningfulness of the song, simplicity and memorability of the melody, logical arrangement of the text in relation to percussion sounds, simplicity of the accompaniment, the ability to stage the lyrics of the song. The more diverse the songs are in their content, the richer the child's stock of musical perceptions will be.

Speech exercises without musical accompaniment were first proposed by V.A. Griner for working with stuttering. These tasks can be used when conducting morning exercises or physical education, with pronouncing verse lines, both with and without movements. It is about pronouncing words in poetic form, both without movements, and in accordance with movements. Rhythmized word in combination with movement makes speech easier for a child with speech pathologies. To conduct the lesson, it is necessary to specially select the material, guided by the different corrective orientation of logorhythmic lessons:

Speech material to normalize the tempo and rhythm of stuttering; for vocabulary development in children with general speech underdevelopment; to automate sound pronunciation in children with dysarthria, etc.;

Poems are selected so that it is possible to correlate the movements of the arms, legs, body with the rhythm of speech;

The length of a line of poetry should be medium, otherwise it is difficult to pick up the movement;

The predominance of verbal vocabulary in the poem, so that it is easier to accompany the text with movements;

The poem must have a storyline or characters in order to exclude mechanical movements; - poems are selected taking into account age, speech and motor capabilities.

Counting exercises are used to organize behavior when performing tasks, especially complex structures. The sounding rhythm serves as a means of education and development in children with speech disorders of the sense of rhythm in movement and its inclusion in speech. Rhythm helps you connect words, music and movement in specific, complex exercises.

The feeling of a developed rhythm (based on the education of a musical rhythm) is of great importance in the ontogenesis of speech. A child, starting to speak, first of all, assimilates the rhythmic outline of a word, understanding its meaning, but not yet being able to pronounce it correctly. For example, instead of the word hammer - "motolok", etc. In the logorhythmic effect on children with speech disorders, it is necessary to take into account the data of ontogenesis in the formation of musical rhythm and the feeling of rhythm in general. Children are offered the most accessible combinations of quarters, eighths and half notes, and no more than one pair of eighths in the rhythmic pattern. At the same time, they develop the ability to differentiate simple various rhythms and consciously subordinate their movements to such simple rhythms. Then the movements that reflect the rhythm are automated. Automated movement eliminates tension in the locomotor system, creates energy savings, develops ease of movement and thereby increases the quality of performance. It is advisable to give children different rhythms in the form of games, dramatization, imitations of the movements of birds, animals, labor processes, in the form of constructions, etc. The content and forms of dramatization must correspond to the age, general development and motor abilities of children. At a younger preschool age, rhythms are formed light movements, and in older preschool age children are offered large quantity rhythmic patterns, which are designed in the images of animals, birds, in different constructions, when working with objects. Rhythmic games with children are based on two principles:

Reflective order and disorder, that is, a rapid transition from unorganized, free movement to an organized, pre-planned;

- "third extra", which creates the possibility of various constructions and changes in the course of the game.

Rhythmic exercises always include speech. Work on speech is carried out in a complex way: on sound, facial expressions, gestures. Speech material can be conditionally divided into three groups:

Movement with word and gesture. Children in different actions, positions, relationships actively express the thought proposed in the text, for example, children, brushing off a wasp, say in unison: “Here is a wasp! There is a wasp!

Ay, I'm afraid! Ay, I'm afraid! " With the last words, the children jump up and run away.

2. Calling the action by a group of participants or by one participant in the exercise. The exercises are used in accordance with the speech and movement abilities of the children. These exercises are important for the collective rhythm. For example, the game “We went to the meadow” (Words by V. Kuklovskaya, translated from Ukrainian by T. Volgina, music by A. Filipenko).

3. Dialogues: on interaction, in which only one of the participants speaks, and the second acts in silence; verbal communication is carried out by both participants or two groups.

Some exercises are conducted in the form of a dialogue expressing an appeal, request or prohibition for one of the participants, the second silently performs or does not perform the action. In other exercises, both sides speak: two participants or groups. An example of the game, "Magpie, magpie" (Russian folk song, arranged by V. Agofonnikov. Author M. Medvedev).

In speech therapy rhythm in the classroom, playing on children's instruments is used. Musical toys and children's instruments play a special role, as they involve the child in the field of music, help develop his creative abilities.

In logorhythmic lessons, bells sounding differently in height are used to develop pitch hearing, and children will learn which bell sings higher, which one is lower. A metallophone placed obliquely can become a “musical ladder: children learn to distinguish the direction of the scale, the distance between sounds. To develop a rhythmic feeling, instruments of the percussion group are used or any instruments that have a sound of only one specific pitch. For example, the game "musical echo": one child comes up with his own rhythmic pattern, and the other exactly repeats it. For the development of timbre hearing, it is useful to compare the sound of not only different instruments, but also similar in timbre and character of sound, for example, baby and tambourine. For the development of dynamic hearing, all instruments are used, on which children can arbitrarily amplify or weaken the sound depending on the playing situation (games like "cold - hot").

Playing musical instruments - toys contributes to the development of hand movements, for example, with a hammer on a metallophone; the development of breathing while playing clarinets, pipes; development of voice, articulation when singing songs, singing; development of hearing in the selection of familiar songs, jokes, counting rhymes for performance on musical instruments; to normalize the prosodic side of speech when improvising rhythmic and melodic tunes, when playing in an ensemble, observing the general dynamics, tempo, timely entry into the game and the end of the game.

Musical independent activity is also very important for speech therapy rhythm, as it contributes to the development of coordination of hearing, voice and movement, tonal and rhythmic feeling; fostering love for music and singing; enriching the emotional life of children. Musical independent activity is closely related to musical play. Children on their own initiative sing, lead round dances, perform dances, select melodies on children's musical instruments. In music lessons, children learn songs, dances, dances, and then the acquired knowledge is transferred into independent activity.

The musical activity of children is manifested in children's matinees, in performances in puppet theater, in holidays and entertainment, in individual lessons. Children's matinees are peculiar

report on the implementation of correctional and speech therapy and educational work. In addition to musical independent activity, logo rhythm exercises are used to develop creative initiative. Such exercises include conducting, free movement improvisations to music, movement performances of songs, movement-musical exercises, in which improvisation and creativity are highlighted.

Since play is the leading type of activity in preschool children, it is used in combination with various rhythmic, logorhythmic, musical and rhythmic complexes.

In logo-rhythmic classes, it is useful to use games-dramatization of poetic, prosaic texts on a variety of topics and plots. With movements, pantomime, facial expressions, expressive speech, the players convey the content of the game and images.

And in conclusion, exercises are carried out, the purpose of which is to calm down the children who are engaged, to switch their attention to other activities. Physical and mental stress should be kept to a minimum. The final exercises can be carried out in various forms: it can be an ordinary marching to music, rebuilding, listening to music with the subsequent determination of the nature of the piece, for example "Playing with horses" by P. Tchaikovsky or "Little waltz" by A. Lyadov; or listening to music, followed by a story about the images and ideas that she prompted. That is, one should give music that is understandable to a child and without a song text and without a name gives rise to certain images and ideas in his mind.

The combination of music, movement and word in the logo is different. But whatever the share of music and words, music and movement in the exercises, as a whole, they form and streamline the child's motor sphere, his activities, and have a positive effect on the personality. Coordinated, targeted and frugal movements give the child a sense of satisfaction. The rhythm is perceived by many organs of perception - kinetic sensations, tactile, visual, auditory. These strong incentives create additional motivation to correct speech. It is also important that in childhood the normalization of the child's motor sphere and the correction of speech disorders are carried out unconsciously, unobtrusively and naturally. Performing rhythmic exercises against the background of positive emotional arousal contributes to the education of correct speech, since speech is reproduced from the desire to communicate, to participate in the game, etc.

The system of logorhythmic means varies in the classroom depending on the speech disorder, the state of the child's motor sphere, on the correctional tasks of each stage of speech therapy work, the goals and objectives of the logorhythmic lesson.

Thus, with the help of logo-rhythmics, the general and speech-motor functions of children are brought up. Methodological techniques vary depending on speech impairment, but boil down to one thing: the maximum use of musical and motor rhythm in order to improve speech melody, speech rhythm, prosody and pantomimic speech. Logorhythmic work is aimed not only at eliminating speech and motor disorders of the child, but also contributes to the musical development of children.

The fundamental principle of conducting classes is the interconnection of speech, music and movement. It is music that is the organizing and guiding principle. The perception of speech and music is carried out by a single analyzing system, therefore, the deficiencies of the speech perception system can be compensated for with the help of musical perception. The purpose of the lessons is to overcome speech disorders in preschool children by developing and correcting the motor sphere in combination with word and movement.

On the logo-rhythmic classes, the following are solvedtasks :

activation of higher mental activity through the development of auditory and visual attention;

development of auditory and visual perception;

an increase in the amount of memory;

development of motor and articulatory praxis;

development of motor kinesthesias;

development of self-spatial orientation and hand-eye coordination;

the formation of motor skills;

development of musical, pitch, timbre, dynamic hearing;

development of speech motor skills to form the articulatory base of sounds, tempo and rhythm of speech;

development of correct breathing and singing range of the voice;

development of a sense of rhythm and development of auditory attention.

Logorhythmic lessons are based on lexical topics. The plot uses stories and tales of Russian and foreign writers, Russian folk tales, which correspond to the age of children and allows you to solve correctional problems in a playful way. Multiple repetition of the studied material contributes to the development of motor, auditory, speech and singing skills. The content of the lessons changes as the stage-by-stage complication of the speech material increases. The game structure of classes creates a friendly, emotionally saturated atmosphere of joint creativity of children and adults, encourages each child to take an active part in the educational process, maintains cognitive interest and attention, and activates speech. The result of the work is the better assimilation of knowledge and the formation of skills and abilities in children. In the classroom, in addition to speech problems, ethical problems are also solved, great attention is paid to the development of aesthetic taste.

Logorhythmic activities include the followingthe elements :

speech therapy (articulatory) gymnastics - a set of exercises to strengthen the muscles of the organs of the articulatory apparatus;

finger gymnastics for the development of fine motor skills, since speech is formed under the influence of impulses coming from the hands;

exercises to music for the development of general motor skills, corresponding to the age characteristics of children, for musculoskeletal and coordination training;

vocal-articulation exercises for the development of singing skills and breathing with and without musical accompaniment;

phonopedic exercises to strengthen the larynx and instill speech breathing;

songs and poems, accompanied by hand movements, for the development of fluency and expressiveness of speech, speech hearing and speech memory, coordination training;

musical rhythmic games with musical instruments that develop a sense of rhythm;

musical games that contribute to the development of speech, attention, the ability to navigate in space;

exercises for the development of facial muscles for the development of the emotional sphere, imagination and associative-figurative thinking;

communicative games and dances for the development of the dynamic side of communication, empathy, emotionality and expressiveness of non-verbal means of communication, positive self-awareness;

exercises for the development of word creation, expansion of the active vocabulary of children.

The structure of a lesson may not always include all of the listed elements. The sequence of corrective work on sounds can be varied in accordance with the nature of the disorder in children and the goals of the lesson. The dosage of repetitions of the same exercise is determined taking into account the nature and severity of the speech impairment. Mastering motor skills, learning poems and songs with movements, finger games takes place without excessive didactics, unobtrusively, in a playful way. Be sure to include communication games or dances in the classes. The tactile contact carried out in the dance contributes even more to the development of friendly relations between children and thus to the normalization of the social climate in the children's group.

To achieve positive results, a close connection in the work of preschool teachers is desirable. The teacher can use pure words, finger games, dynamic pauses in other classes. The song and dance repertoire is learned during music lessons. A necessary point is visual material - illustrations, elements of costumes, toys, pictures for flannelograph, etc. Repeated use of visual material on lexical topics helps to move images - representations into images-concepts, which is very important for the subsequent stages of learning. The main principle achieving efficiency in work - an individual approach to each child, taking into account his age, psychophysiological and speech capabilities.

On preparatory stage I usually use development exercises:

General speaking skills - breathing, voice. These are various chants.

Exercises for the formation of a sense of rhythm, tempo and memory (motor, visual and auditory) are various musical rhythmic exercises and training;

Exercises contributing to the formation of phonemic perception (to distinguish between noise, and then musical sounds);

Outdoor games with a variety of didactic tasks (the formation of motor skills, emotional and volitional qualities, as well as the expansion of vocabulary and the consolidation of certain grammatical structures in the speech of children)

All these types of tasks are combined with exercises for the development of general and fine motor skills, orientation in space, coordination of movements and regulation of muscle tone.

PRINCIPLES

The principle of integrity, complexity of pedagogical processes. Logorhythmic classes are planned, conducted and analyzed by the music director, the group educator. The issues of including health-preserving technologies in the course of classes are resolved jointly with the medical workers of the kindergarten.

The principle of consistency. Each of the corrective directions of logo rhythmics is implemented in the process of step-by-step work.

The principle of repetition of skills and abilities. As a result of multiple repetitions, dynamic stereotypes are developed.

The principle of active learning. In logo rhythm classes, active forms and methods of teaching are used - games, active listening, creative tasks, improvisation, performing health exercises in movement to music.

The principle of effectiveness. Obtaining a positive result of the development and correction of speech, improvement of each child.

Carrying out conditions:

Classes are held once a week after cognitive and speech therapy;

Duration - 35 minutes;

Logorhythmic lessons are based on lexical topics.

Speech material is not learned;

All exercises are done by imitation;

An atmosphere of joy and benevolence should reign in the lesson.

The main principle of work on logo rhythm is the simultaneous activation of all types of memory: auditory, visual, motor. The integral goal of logo rhythm is to educate children in musical and aesthetic ideas, to develop their musical abilities and inclinations; and also - ideas about the aesthetic beauty of native speech.

The manual contains several types of plot-game activities that will cause positive emotions for most children, and the teacher will be helped to direct the energy of children in the right direction. A creative approach to the lesson encourages children to perform various forms of work in the classroom with logo rhythm (and not only), and thereby allows them to most effectively develop: the speech of children, correct speech defects, develop motor skills, a sense of rhythm, pace, etc. greater organization of children, conducting associative connections, and arouses their interest in the subject.

The duration of one lesson is 20-30 minutes, and it is difficult to fit into its framework many types of work on logo rhythmics. In this regard, a special plan for the lesson was developed, where the emotional and physical load is evenly distributed, all the necessary forms of work are concentrated, a convenient dynamics of the course of the lesson is built and a logical frame is implemented.

CONTENT OF LOGORITHMIC LESSONS

Logorhythmic lesson includes the following types of exercises:

Introductory walking and orientation in space.

Dynamic exercises for the regulation of muscle tone develop the ability to relax and strain muscle groups. Thanks to these exercises, children have better control over their bodies, their movements become accurate and dexterous.

Articulation exercises useful at any age, as clear articulation is the basis of good diction. Articulation exercises for children with pronunciation disorders are a must. They prepare the child's articulatory apparatus for sound production (this is the task of a speech therapist). Clear sensations from the organs of the articulatory apparatus are the basis for mastering the writing skill. Work on articulation allows you to clarify the correct pronunciation of sounds, develops the mobility of the tongue, jaws, lips, and strengthens the muscles of the pharynx.

Breathing exercises corrects speech breathing disorders, helps to develop diaphragmatic breathing, as well as the duration, strength and correct distribution of exhalation. In logorhythmic classes, together with a speech therapist of a preschool educational institution and on the recommendation of a pediatrician, the following are used:

exercises for the development of diaphragmatic-abdominal breathing,

development of prolonged speech exhalation,

training of the coordinated work of the respiratory, vocal and articulatory systems.

Phonopedic and Wellness Throat Exercises develop the basic qualities of the voice - strength and pitch, strengthen the vocal apparatus. In the cold season, these exercises are performed daily to prevent colds. In the classroom, phonopedic exercises according to V. Emelyanov are used, not only developing the vocal cords, but developing the singing skills of preschoolers.

Exercises to develop attention and memory develop all types of memory: visual, auditory, motor. The attention of children is intensified, the ability to quickly respond to a change in activity.

Pure phrases are required at every lesson. With their help, sounds are automated, the language is trained to perform the correct movements, a clear, rhythmic pronunciation of phonemes and syllables is practiced. Children develop phonemic hearing and auditory attention.

Speech games can be presented in various forms: rhythmic declaration without musical accompaniment, playing with sound, playing with sounding gestures and playing music on children's musical instruments, theatrical studies, dialogue games, etc. The use of the simplest verse text (Russian folk songs, nursery rhymes, jokes, counting rhymes , teasers) promotes quick memorization of the game and facilitates the performance of logo-rhythmic tasks.

Rhythmic Games develop a sense of rhythm, tempo, meter (accentuation of a strong beat), which allows the child to better navigate in the rhythmic basis of words and phrases.

Singing songs and vocalizations develops memory, attention, thinking, emotional responsiveness and ear for music; strengthens the child's vocal apparatus, contributes to the automation of vowel sounds. The development of singing abilities in children with speech disorders is aimed not only at the formation of their artistic culture, but also at the correction of voice, articulation, breathing.

Finger games and fairy tales. Science has long known that the development of finger mobility is directly related to speech development. Therefore, by developing fine motor skills of the fingers, we contribute to the speedy speech development. Finger games and fairy tales, as in music lessons, are often performed to music - the texts are sung, or the music sounds in the background. It is very useful to use sculpting of simple figures, origami, laying out simple mosaic patterns while pronouncing the text of the game.

Elementary playing music on children's musical instruments develops fine motor skills, a sense of rhythm, meter, tempo, improves attention, memory, as well as other mental processes accompanying the performance of a piece of music. In addition to well-known musical instruments, in the classroom, you can make and play home-made instruments together with children - “noisemakers” made of boxes and plastic bottles filled with various cereals, “bells” made of metal tubes, “knockers” made of wooden sticks and pieces of bamboo fishing rod, “crackers »From crumpled paper and cellophane.

Theatrical sketches. Very often, children with speech disorders have low-expressive facial expressions, gestures. The muscles of the face, arms, and the whole body can be flaccid or stiff. Mimic and pantomimic sketches develop mimic and articulatory motor skills (mobility of lips and cheeks), plasticity and expressiveness of children's movements, their creative imagination and imagination. This strengthens in preschoolers a sense of self-confidence, the ability to more accurately control their body, expressively convey mood and image in movement, enrich them with new emotional experiences.

Communication games form in children the ability to see in another person his dignity; contribute to the deepening of awareness of the sphere of communication; teach the ability to cooperate. Such games are often held in a general circle.

Outdoor games, round dances, physical minutes train children in the coordination of words and movements, develop attention, memory, speed of reaction to changes in movements. These games foster a sense of teamwork, empathy, responsibility, teach children to follow the rules of the game.

The structure of the lesson.

I. Musical and rhythmicmovement, rebuilding, games for attention, a set of general developmental exercises (GED), breathing exercises.

II. Games for the development of phonemic hearing, articulatory, fine motor skills, facial expressions.

III. Orchestra, singing, playing, dancing.

IV. Listening - relaxation. / Appendix 1 /

Musical rhythmic movements - one of the forms of correcting violations of the syllabic structure.

Develop attention, spatial orientation, coordination of movements, a sense of rhythm, speech and auditory memory, help to develop the correct rhythm of breathing

For example: alternating walking on toes, in a half-squat:

“Skyscrapers - huts ”(theme“ City ”);

“Bushes, shrubs "(theme" Trees ");

“Animals, their cubs ”(topic“ Pets ”).

Breathing exercises: help the development of diaphragmatic breathing, increase lung capacity, duration and strength of exhalation.

For example: Goose (theme “Poultry”)

Inhale through the mouth, exhale through the mouth. On exhalation, pronouncing the sound "Sh-Sh-Sh"

Articulation gymnastics: promotes the development of the necessary articulatory structures and develops the ability to hold, switch articulatory postures.

For example: Wild animals (theme “Wild animals prepare for winter”)

“Bunny ". Raise only the upper lip, exposing the upper teeth.

“Angry wolf ”. Bite the lower lip with the upper lip.

“The hedgehog snorts. " Lip vibration.

“The calf sucks milk and smacks. ” Suck the upper lip under the lower lip with a sharp ejection when opening the mouth (smacking). (E.A. Pozhilenko)

Exercises for the development of fine motor skills.

Scientists have established a direct relationship between the development of a child's speech and the coordination of movements of the fingers. Developing fingers - we develop speech!

For example: Long beaks (Migratory birds theme)

The exercise can be done with clothespins.

I have never seen beaks longer,

Than the beaks of a stork and a crane.

(O.I. Krupenchuk)

Rhythmic squeezing and unclenching of clothespins in the right and left hands.

Games for the development of phonemic hearing.

Phonemic hearing is a subtle systematized hearing, the ability to recognize and distinguish the sounds that make up a word. Without a developed phonemic hearing, the correct pronunciation of sounds is impossible.

For example: do you recognize the bird? (theme "Wintering birds")

Clap your hands when you hear the correct name for the wintering birds:

Bullfinch bullfinch

War raven raven

Gruhal Klukhay

Mimic exercises: contribute to the development of mobility of the facial muscles; develop the ability to express an emotional state using non-verbal means of communication.

For example: in Africa (theme “Animals of hot countries”):

Monkeys are antics.

Angry tiger.

Frightened jerboa.

(E.A. Pozhilenko)

Noise Instruments Orchestra: includes auditory, visual, kinesthetic analyzers in the work, develops a sense of rhythm, fine motor skills of the hands.

To maintain interest in the performance of musical works, we use a variety of children's instrument orchestras:

Orchestra "Shurshalochki" (sheets of corrugated paper, "salutes" from cut strips of cellophane, boxes from kinder - surprises)

“Spoons ”(spoons of different sizes)

“Kalinka-Malinka ”(the tools are made of plastic ice cream cups in the shape of berries)

“Bells ”(we use bells and bells for fishing tackle)

“Hooves ”(wooden chocks with grooves in the middle, large walnut shells).

Singing: trains the peripheral parts of the speech apparatus: respiratory, articulatory, voice-forming. We accompany the songs with hand movements, for the development of fluency and expressiveness of speech, speech hearing and speech memory, coordination training. To attract inactive and shy children, we bring in masks, costume elements, attributes, toys and stage performances.

For example: The song "Turtle" Muses. I. Ponomareva staged with toys - turtles (lexical theme "Animals of hot countries").

The song "There was a fox" Muses. I. Ponomareva is performed by children with dolls with a movable mouth (lexical theme “Wild animals”).

Dancing: develop a sense of rhythm, coordination of movements, orientation in space, teach to correlate their movements with the tempo, rhythm of the music. Dances are performed by children only when shown by an adult and in accordance with the lexical topic.

For example, the theme “Space”, the dance “Earth in the window”; theme “Wild Animals”, dance “Hedgehog in the Fog”.

Games: develop memory, attention, fluency, coordination of movements, orientation in space, empathy, positive self-awareness.

Outdoor games (topic "Parts of the body")

Russian folk game "Dudar"

Leading - the drummer stands in the center of the circle. (summary of the lesson from ds50.ru) Children walk around him in fractional steps and sing:

Fool, fool, fool,
Old, old, old lady.
Well, it's in the deck, well, it's in the raw,
Well, its rotten!
Fool, fool, what hurts?

Driving - head! (back, leg, etc.)

Children walk in circles holding their heads.

The game is repeated until the fool says:

“Nothing hurts!",then everyone scatters, and he catches up.

Games with elements of art therapy (theme "Winter")

Game: "Winter fun" Muses. S. A. Korotaeva.

To the music, children move freely, imitating one of the winter fun, and when they hear a stop in the music, they freeze.

Communication games (theme "Pets")

Game: "Bingo"

Children in pairs walk in a circle and sing:

Our shaggy gray dog ​​sits by the window,
Our shaggy gray dog ​​is looking out of the window,
B - I - N - G - O, B - I - N - G - O,
B - I - N - G - O, Bingo call him.

They say:

B

AND- shake hands, exchange in pairs in a circle

N- shake hands, exchange in pairs in a circle

G- shake hands, exchange in pairs in a circle

OOO!-hug each other .

Stopping games (theme "Family")

Russian folk game "Like Uncle Trifon's"

The driver stands facing the children, everyone is singing:

Like Uncle Tryphon had seven children,
There were seven children, there were seven sons,
With ears like this, with noses like that
With such eyes, with such hair
With such teeth, with such hands.
They did not drink, they did not eat, they did it all at once!

The driver shows a pose, everyone must repeat and freeze.

The one who repeats more accurately becomes the driver.

Listening - relaxation: activates and develops auditory attention, fosters the ability to control breathing, manage muscle tone; returns children to a calm state. The experience of conducting logorhythmics shows that such a construction of correctional work allows to achieve sustained attention of children throughout the lesson, increases the effectiveness in the assimilation of practical material. With the help of an accurate dosage of such auditory stimuli as tempo, rhythm, dynamics of music and words, logorhythm provides corrective direction of speech and musical development of preschoolers.The system for presenting program tasks, methods, means for introducing children to logo rhythmics has been worked out taking into account age characteristics and methodological requirements in direct educational activities. The classes include those with a health-improving orientation (general developmental exercises, exercises for the prevention of flat feet, work on singing breathing and the development of a singing voice, the simplest massage techniques, gymnastics for the eyes). Also included are finger music and speech games or finger massage. Each lesson in logortmics includes relaxation exercises with music (helping children to relieve tension, nervous stress), catchphrases, speech or music games, exercises to develop a sense of rhythm or attention.

Dear colleagues, educators, speech therapists, music directors! I strongly advise you to use the means of logo rhythmics in your practice and the result will not be long in coming!

Innovative focus :

Logorhythmic classes of the program include health-preserving technologies (optimal duration of educational activity, frequent changes in children's activities, breathing exercises, physical activity), which not only has a beneficial effect on the entire body of the child, but also contributes to the most effective increase in the level of sound pronunciation, mastering the structure of the word, expanding vocabulary, development of auditory attention and sense of rhythm in preschool children. And also the innovative focus lies in the active participation of the music director in preventive and corrective work aimed at developing the speech of children.

Bibliography.

"Let's play, dance" G.P. Fedorov St. Petersburg, Publishing house "Aksident" 1997.

Logorhythm "O. A. Novikovskaya St. Petersburg" Crown print "2005.

"Rhythmic plastics for preschoolers" A.I.Burenin St. Petersburg. 1994 year.

"Music games, rhythmic exercises and dances for children" Study guide for educators and teachers. Moscow 1997.

M.Yu. Kartushina "Logorhythmic lessons in kindergarten".

The speech of children develops better under the condition of high motor activity of the child. On the other hand, the formation of movements occurs with the participation of speech. Speech is one of the main elements in movement-spatial exercises. The rhythm of speech, especially the rhythm of poetry, sayings, proverbs, contributes to the development of coordination, general and fine voluntary motor skills. With the help of poetic rhythmic speech, the correct tempo of speech, breathing rhythm is developed, speech hearing, speech memory are developed.

Currently, there is a shortage of sensory education of children, when it is considered much more important to teach a child 3-4 years old to read and write than aesthetic canons. From a neuropsychological point of view, the trend of early stimulation of the functions of reading, writing, counting impoverishes the right-hemispheric neuropsychic potential of the child, which is so necessary for his harmonious development and, most importantly, leads to losses that are irreplaceable in the future.

The peculiarity of the method lies in the fact that speech material is included in motor tasks, on the quality of which speech therapy rhythm is intended to work, music not only accompanies the movement, but is its guiding principle.

The relevance of logo rhythm lies in the fact that most parents are focused on the early development of the child's intelligence, in particular, on learning to read. The practice of recent years, marked by an explosion in the popularity of early developmental methods, shows that the development of the centers of the brain responsible for reading, writing, and counting "distracts" it from other necessary nuances of the psychomotor development of the right hemisphere of the brain, and these losses are almost impossible to replenish in the future. And it is the logo rhythm that helps the baby to develop harmoniously, gradually and in accordance with age.

What is logo rhythmics?

This is a system of motor exercises in which various movements are combined with the pronunciation of a special speech material. This is a form of active therapy, overcoming speech and related disorders through the development and correction of non-speech and speech mental functions and, ultimately, the adaptation of a person to the conditions of the external and internal environment. The musculoskeletal system is strengthened, breathing, motor, sensory functions, a sense of balance, posture, gait, and grace of movement develop.

At the beginning of the school year, children of the 2nd junior group were monitored for mastering the basic general education program.

According to the results, it can be seen that the "Development of free communication with adults and children" is at an average level (57, 5%).

In order to study the willingness of parents to cooperate, the ability to take responsibility, competence in the development of speech, a questionnaire survey of parents "Speech development of the child" was conducted. Based on the results, we can conclude: parents strive for interaction between the family and the preschool educational institution, they often take responsibility upon themselves, but there are also parents who believe that the development and upbringing of children should be dealt with more in a kindergarten.

Almost all parents noted their work on improving speech, cited as an example a large variety of methods and techniques. But, despite this, there is a desire to learn new ways.

The entire system of work is aimed at solving the goal - the prevention and overcoming of speech disorders, through the development and correction of the motor sphere, under the influence of words, rhythm and music.

Logorhythm is a form of active therapy, includes health-preserving technologies, and serves as the most emotional link in the formation of correct speech. Based on the connection between music, movement and speech, logo-rhythmic games and exercises allow solving various problems:

Development of auditory and visual attention;

Development of phonemic hearing;

Development of the spatial organization of movements;

Development of general and fine motor skills, facial expressions;

Development of physiological and phonation respiration;

Formation of the articulatory base of sounds;

Development of a sense of rhythm;

Development of switchability from one field of activity to another

Development of communication skills.

To implement the goals and objectives of logo rhythmics, software and methodological support was selected (photo).

When forming the correct speech of younger preschoolers by means of logo rhythmics, the following methods and techniques are used:

Visual methods provide vividness of sensory perception and movement sensations. Each method has a whole range of different techniques, which are united by the generality of the problem and a single approach to its solution. In the process of teaching motor actions, methodological techniques are selected taking into account the degree of mastering of motor material, the general development of children, their physical condition, age characteristics.

So, when teaching movement, various techniques are used:

a) visual-visual - showing by the teacher a sample of movement or individual motor elements; imitation of the models of the surrounding life; the use of visual reference points when overcoming space, visual aids (photographs, television programs, etc.);

b) tactile-muscular - the inclusion of various benefits in motor activity. For example, when walking, arches are placed on the path: in order to step over them, you need to raise your leg high.

c) visual-auditory - sound regulation of movements. The best aural visualization is instrumental music or song. For the regulation of movements, folk jokes, poems in the form of two or four lines, the sounds of a tambourine, etc. can serve.

Verbal methods are addressed to the minds of children, help to comprehend the task and perform motor exercises.

With the verbal method, techniques are used:

1) a short explanation of the new movements based on the existing life experience children;

2) an explanation accompanying a specific demonstration of the movement or clarifying its elements;

3) an indication that is necessary when reproducing a movement shown by a teacher or when children independently perform exercises;

4) conversation when introducing new exercises and outdoor games, when it is required to clarify motor actions, clarify the plot of outdoor games, etc.;

5) questions to children before performing a movement in order to understand the sequence of actions, to check his ideas about the images of a plot-based outdoor game, game actions, etc.;

6) commands, orders and signals that require different intonation and dynamics from the teacher. As commands, signals, you can use rhymes, game beginnings;

7) a figurative plot story, which serves to develop the expressiveness of movements and better transformation into a play image. A plot story in 1, 5 - 2 minutes evokes a recreational imagination, promotes visual perception of the entire situation, stimulates emotional reproduction;

8) verbal instruction, with the help of which the traces of previous impressions are revived in new combinations and combinations, it becomes possible, with the help of verbal instructions and explanations, to form new temporary connections, to form new knowledge and skills.

The formation of motor skills in a child depends on the degree of his awareness of the content and structure of the exercise.

Practical methods provide an effective test of the correctness of the perception of movement on musculo-motor sensations. Play and competitive methods are varieties.

There are two main areas of work with children in logo rhythm:

improvement of general motor skills, coordination of movements, orientation in space; regulation of muscle tone;

development of a sense of musical tempo and rhythm, singing abilities; activation of all types of attention and memory.

2nd direction - development of children's speech and correction of their speech disorders. This work includes:

development of a moderate tempo of speech and its intonational expressiveness;

development of articulatory and facial motor skills;

coordination of speech with movement;

education of correct sound pronunciation and the formation of phonemic hearing.

All types of logorhythmic games and exercises are offered to children in combination with a rhythmic basis:

to the music,

at the expense,

verbal and poetic accompaniment.

Forms of work with children:

group,

subgroup

individual.

When conducting logo-rhythmic games and exercises, various types of activities are included:

finger games or finger massage;

poems accompanied by movements

exercises that regulate muscle tone;

speech exercises without musical accompaniment;

pure phrases;

speech and music games;

exercises for the development of ear for music;

different types of walking and running with music

rhythmic exercises, singing;

exercises in playing musical instruments;

outdoor games, dramatization;

mimic exercises;

relaxation exercises with music.

Subject-developing environment

An important condition for the organization of logo-rhythmic games and exercises is ORS.

Illustrations and reproductions.

Small sculptural forms.

Didactic material.

Game attributes.

Musical instruments.

Audio - video materials.

Live toys (teachers or children dressed in appropriate costumes).

Card files of games and exercises.

Calendar - thematic plan of logo rhythmics in the second junior group

a thematic plan for the use of logo rhythmics for the academic year for the 2nd junior group. (see presentation)

Logorhythmic games and exercises in regime moments

1. Morning exercises with speech onomatopoeia.

2. Pronouncing nursery rhymes, sentences, pure phrases during regime processes - washing, dressing for a walk, preparing for GCD.

3. Dynamic pauses between GCD.

4. Physical culture subject forms of GCD using speech material.

5. Logorhythmic physical education during the educational process.

6. Invigorating gymnastics with onomatopoeia.

7. Outdoor games with recitative and movements.

8. Logorhythmic leisure.

In November, the children were re-monitored how children master the main general education program of the Public Association "Communication". According to the results, it can be seen that the level of Development of free communication with adults and children and the Development of components oral speech, practical mastery of speech norms increased by 10%, which shows a positive dynamics of the level of speech development of children

Conclusion

Under the influence of the regular inclusion of logo-rhythmic games and exercises in children, there is a positive restructuring of the speech-motor, cardiovascular, respiratory, motor, sensory and other systems, as well as the upbringing of emotional and volitional personality traits.

Therefore, it is important to include them in various activities, which contributes to the development of all components of oral speech in younger preschoolers.

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Logorhythmics as a means of correcting speech disorders in preschoolers using musical rhythmic movements

Touching upon any issue related to childhood problems, we all, without exception, wish to see our children healthy, happy, smiling, able to communicate with the people around them. In modern society, one of the urgent problems is the health of the younger generation, which is associated with an increase in the number of children with various severe speech disorders, as well as intellectual retardation.

Children with speech pathology are characterized by a violation of general and fine motor skills, their breathing is often shallow. Some children are hyperactive, others are passive, due to the weakness of the nervous system. Along with this, the majority of children with speech disorders have attention deficit; memory, working capacity are reduced. Indeed, most often children with deviations in speech development fall into a speech therapy group, mainly in front of the school, in best case after 5 years. As a result, the most significant age for speech development is missed (a sensitive period that lasts up to 3-4 years. on the topic "Logorhythmics as a means of prevention and correction of speech disorders in a preschooler."

The purpose of my work was: Overcoming speech disorders in preschool children by means of synthesizing music, movement and words.

Since everything around us lives according to the laws of rhythm: the change of seasons, day and night, heart rate and much more is subject to a certain rhythm. Therefore, from the very early childhood it is recommended to engage in the development of a sense of rhythm in a form accessible to preschoolers - rhythmic exercises and games.

LOGORITHMIKA is a system of exercises, tasks, games based on a combination of music and movement, word and movement, music, word and movement, aimed at solving correctional, educational and health problems.

The inclusion of speech therapy rhythmics classes in the complex of measures to overcome the general underdevelopment of speech of various origins in preschoolers opens up additional opportunities for their successful development and training.

I set myself tasks such as:

formation of correct breathing;

developing the ability to navigate in space;

development of clear coordinated movements in conjunction with speech;

development and correction of musical rhythmic movements.

In specialized preschool institutions for children with speech disorders, a number of techniques are used to solve correctional problems. These are psycho-gymnastics, game therapy, music therapy, ethnotherapy, art therapy, etc. Sometimes they offer the same exercises and games, but with an emphasis on different tasks.

The main form of work is an individual approach to each child, taking into account his age, psychophysiological and speech capabilities.

Working with children in speech therapy groups, I have a unique opportunity to see the features of preschool children who have speech disorders or symptoms that should be considered. I believe that the use of logo rhythmics in the system of correctional work and prevention of speech disorders will increase the level of speech development of preschoolers. Having familiarized myself with the methodological literature on logorhythmics, I began to work.

To solve the problems, I carried out the following tasks.

Task 1: the goal was to identify the presence of developed timbre hearing, auditory attention in children. It was suggested to listen to the instrument "lullaby" music in different registers: high, medium and low.

Task 2: the purpose of which was to reveal in children the presence of developed melodic hearing, voice range, developed diction, and auditory attention. The children were asked to perform the melodic line of several tunes, "Goroshina" (music by V. Karaseva, "The fox walked through the forest" (b. N. P.).

Task 3: was intended to determine the presence and development of a sense of rhythm in children. Children were asked to repeat a given rhythmic pattern with claps, clap the rhythmic pattern of the "Ladushki" song.

2/4! !! /! !! /! !! ! /! !! /

La - dush - ki la - dush - ki, wherever at the ba - bush - ki.

Task 4: the goal was to identify the child's presence of musical memory based on previously passed musical material. The children were asked what kind of songs they learned in the classroom. It was suggested to listen to the fragments of "And I am in the meadow", "In the field there was a birch", "On a green meadow", to learn and sing the melody of any song.

Task 5: set the goal to determine the presence of motor skills in children, freedom of movement. The children were asked to perform several dance movements to music of a cheerful and flowing nature.

Task 6: the goal was to identify the presence of creative skills in children, the ability to compose a melody and a rhythmic pattern for a given text. It was proposed to finish composing the ending of the song "Rain" with a voice.

! !! ! /! !! /! !! /! !! /

Doge - wild, rain - dik poo - shche, yes - dim those - run - shi, yes -

Requirements for conducting logo-rhythmic classes were determined, guidelines for educators were developed:

Start each speech development lesson with articulatory gymnastics.

Include logorhythmic games and exercises in physical education minutes as a means of preventing speech disorders in a preschooler.

Introduce a set of exercises for the development of breathing and voice in preschoolers.

Comparing the results over a number of years, I came to the conclusion that the level of the pronunciation side of speech in children is falling every year. Therefore, logorhythmic classes should be introduced into the system of preventive measures to overcome speech disorders as early as possible.

In the field of musical perception, I developed a system of classes by type of activity, which consisted of tasks for the development of auditory attention, melodic, pitch, timbre hearing, a sense of rhythm, musical memory, musical movement, creative skills in singing, movement, composition. Classes were conducted in the form of games, exercises, that is, activities accessible and understandable for children.

When teaching improvisation in various types of musical activity, the most effective techniques were:

direct presentation of the teacher;

explanations;

illustration;

analysis of the product of children's activities;

discussion and evaluation by their children.

All types of musical activities (song, rhythmic, dance-plastic, play) were used in interconnection and integration

Pre-song "Mishutka"

Musical Echo (rhythm development game)

Dynamics discrimination games according to Karl Orff

"METAL SOUNDS" Lesson based on the principles of Karl Orff.

In my work I use the RHYTHMIC MOSAIC program. It is accessible and interesting for children of different ages and with different abilities. Rhythmic mosaic helps to strengthen physical and mental health, harmonious development of the body. The basis for rhythmic compositions is made up of simple, varied movements that allow expressing various emotional states, images, and plot of different nature.

Musical and rhythmic composition "Teddy bear"

Musical and rhythmic composition "Grandma Yozhka"

After analyzing the results obtained, I came to the conclusion that the correctional work carried out throughout the year, including logo rhythmics in music lessons, in individual work with children led to an improvement in the quality of children's communication, the formation of joint activity skills, the development of emotional and personal activities. The exercises used made it possible to train various muscle groups and thereby improved the coordination of movements. The music accompanying the exercises improved the plasticity of the movements, gave them softness and expressiveness. The child learned to distinguish its dynamic shades, to determine the pace, rhythm. Thus, the child has a correction and improved motor skills, which is extremely important for the successful correction of speech disorders.

The exercises I proposed were tested in classes with children with general speech underdevelopment. Their motor "tricks" and tics were eliminated, motor disinhibition, uncertainty and stiffness in movements, fear of speech disappeared. Positive tactile and emotional contact was established between the children, and communication skills were developed. No less important was the fact that preschoolers' emotional stability increased, as well as positive self-esteem, a positive attitude towards their body, acceptance of themselves as they were.

According to my many years of observations, I can say with confidence that if children are not rushed, do not achieve and do not wait for a quick result, then this very result suddenly appears, surprising not only the parents, but also the teacher himself. Often, for example, children who do not sing, one might say, do not open their mouths, one fine day they begin to sing immediately completely cleanly. And the children, whose attention it was impossible to attract to themselves, who, it seems, did not even look in your direction, everyone, it turns out, remembers a year later and suggests words that others have forgotten. And those who moved in such a way that without tears you will not look, and you already did not expect anything from them, again suddenly, in the most unexpected this moment, become the most graceful and expressive!

So, patience is the most valuable property of a teacher.

Have you heard of such a concept as “ logo rhythm"? How it is useful for preschoolers? No?

Then I'll tell you.

Logorhythmics are special exercise games for children with speech disorders.

These exercises are based on RHYTHM. Those. logo-rhythmic games are performed by the child synchronously with the poetic text, and it is desirable that they be performed to music.

My son has been visiting a speech therapist for the second year. And in some classes, a speech therapist uses this technique. The kids really like it.

Why are logorhythmic games good?

They help to improve the child's orientation in space, improve the sense of rhythm, general and fine motor skills, the development of auditory attention and phonemic hearing. And children also learn to communicate in a group, thereby improving communication skills.

I suggest you watch (and then play with the children) master class "Logorhythmics and dance sketches" for preschoolers (for children 3-6 years old) by L. N. Bogomazova (Omsk).

Still interesting:

Home> For student> 1 course> Logorhythmics for preschoolers Consultation for educators?

Logo for preschoolers

Consultation for educators

In recent years, the problem of speech development in preschool children has become very urgent. There is a constant increase in the number of children with speech disorders. Unfortunately, for a number of reasons, not every child can get the help of a speech therapist on time.

The purpose of the work is to help children with minor speech impairments, which can be provided in an ordinary kindergarten.

In our work, we relied on the data of scientific research and practical developments of medical and pedagogical workers.

Modern science has proven the phylogenetic relationship between the development of movements and the formation of pronunciation. The ease acquired by children when performing rhythmic movements has a positive effect on the motor properties of the speech organs (V.A.Griner). Research by Professor M. M. Koltsova showed that the level of speech development is in direct proportion to the degree of development of fine movements of the fingers.

Music is of great importance in logo-rhythmic classes. The influence of music on the mental and physical state of a person was known even in antiquity. Scientists of Ancient Greece, such as Pythagoras, Aristotle, Plato and others, drew the attention of contemporaries to the healing possibilities of music, which, in their opinion, established proportional order and harmony in the human body.

Researches of the mechanism of influence of music on a person, conducted by scientists V.M.Bekhterev. I. M. Dogel, I. R. Tarkhanova and others showed that positive emotions caused by music increase the tone of the cerebral cortex, stimulate respiration, blood circulation, and improve metabolism. The sound of pleasant melodies contributes to the emergence of positive emotional arousal, which in turn enhances attention and tones the central nervous system.

Swiss teacher, composer and public figure Emile Jacques-Dalcroze proved the possibility of translating musical rhythm into plastic movements human body, since the rhythm of music is closely related to motor skills, muscle reactivity of a person.

In the 30s. XX century healing rhythm found application in correctional institutions. In the system of rhythmic influence on people with speech pathology, the word takes the leading place, therefore, in practice it appeared special direction correctional work - speech therapy rhythm (G.

A. Volkova, O. A. Krupenchuk, I. Lopukhina). This is one of the forms of kinesitherapy aimed at overcoming speech disorders by developing, educating and correcting the motor sphere in combination with words and music. To correct speech disorders, especially when working with hearing impaired children, phonetic rhythm is used (T.

M. Vlasova. A.I. Pfafenrodt), which is a system of motor exercises in which various movements are combined with the pronunciation of a certain speech material (phrases, words, syllables, sounds), aimed at the formation of phonetically correct speech.

For children with speech disorders, training with the help of musical rhythm of observation, development of a sense of rhythm and tempo, mental abilities, fantasy, verbal and non-verbal communication skills, education of volitional qualities, endurance, development of general fine and articulatory motor skills are most important.

Logorhythm has become one of the main methodological means of our work, the tasks of which are the development of a sense of rhythm through movement through the formation of auditory attention and improvement of children's speech through the education of the rhythm of speech.

Logo rhythmics is a system of exercises, tasks, games based on a combination of music, movement, words, aimed at solving correctional, educational and health problems.

The purpose of the technology. Overcoming speech disorders in preschool children by means of synthesizing music, movement and words.

Classification characteristics of pedagogical technology:

The philosophical basis is dialectical materialism, scientism:

The leading factor in mental development is bio- and psychogenic technology;

Assimilation concepts - neurolinguistic and developmental;

The nature of the content and structure - teaching technology;

Organizational forms - group training and differentiated approach;

Approach to a child - a person-centered technology of cooperation;

The direction of modernization of the existing traditional system is based on the revitalization and intensification of the activities of children:

Methodologicallysky base of use logo rhythmiki

v educational process Preschool

1. The position of PK Anokhin on the connection of higher mental processes with their sensory basis in the early stages of human development.

2. The position of psychophysiology on speech processes as a complex system of sensorimotor coordination.

There are five levels of organimotions:

level A - the rubro-spinal level of the central nervous system. providing unconscious regulation of body musculature tone using proprioception, static endurance and coordination;

level B - thalamo-pallidary, providing the correction of integral movement, coordination of its constituent parts, expressive movements, pantomime, plastic;

level C - pyramidal striatal, providing coordination of the motor act with the external space with the leading role of visual afferentation, movement of a target nature, which has begun, horses:

level D - cortical, providing afferentation based on the semantic side of action with an object, topological qualitative characteristics of the spatial field (top, bottom, between, above, then, before), awareness of the right and left sides of the body:

level E - the highest cortical level of symbolic coordination and psychological organization of movement, realizing understanding of someone else's and own speech, musical and choreographic performance based on figurative thinking.

Pedagogical principles logorhythmic work in a preschool educational institution

1. The principle of a proactive approach, which consists in the early identification of children with functional and organic disabilities in development and development

2. The principle of developing learning, meaning that learning should lead the development of the child (according to L. S. Vygotsky).

3. The principle of systematicity, providing for the planned, continuity and regularity of the correction process.

4. The principle of the multifunctional approach, which implies the simultaneous solution of several correctional tasks in one logo-rhythmic lesson.

5. Etiopathogenetic principle, meaning the differentiated construction of logorhythmic classes depending on the speech defect.

6. The principle of gradual complication of the material, which provides for a gradual transition from simpler tasks to more complex ones as you master and consolidate formative skills.

7. The principle of visibility, meaning the close relationship of all analytic systems of the body in order to enrich the auditory, visual and motor images of children.

8. The principle of accessibility, taking into account the age and physiological characteristics of children and the nature of speech disorders.

9. The principle of the consciousness and activity of children, which consists in the fact that the teacher must use the methods of activating the cognitive abilities of children in his work.

10. The principle of success, implying that the child receives tasks that he is able to successfully complete.

The content of the work

The basis of the program is weekly logorhythmic classes, joint activities of a teacher with children during the day.

Features of classes logo rhythmics according to the author's technology

Logorhythmic classes are conducted with the first junior group, which makes it possible for the early detection and correction of speech disorders.

Classes are varied. The teacher can replace any part of the lesson, include pure phrases or articulatory gymnastics exercises that correspond to the child's speech impediment. So, in song repertoire you can include familiar songs, it is possible to change the playing material, use familiar poems, etc.

Logorhythmic classes are not strictly timed. When conducting a lesson, you need to take into account the well-being of children, their emotional state. If necessary, the lesson can be shortened.

Various types of musical and speech activities are closely interwoven into the structure of logo-rhythmic classes, subordinate to one goal - the formation of correct sound pronunciation.

The most important role in the lesson is played by music as an integral basis of the entire course. With the help of music, developed, dosed emotional training is carried out, which leads to an improvement in the psychological and physiological state of the child's body.

Particular attention is paid to the development of a sense of rhythm in the classroom with the help of plastics, sounding gestures, speech games, the use of rhythm patterns, playing children's musical instruments with melo- and rhythmodeclamation.

One of the features of the program is the use of small forms folklore(nursery rhymes, sentences, exclamations, jokes) for health breaks, which contributes to the upbringing of children in national traditions... In the construction of many lessons, plots of Russian folk tales were used.

All lessons have a plot basis. Cycles of 36 lessons have been developed for each age group in accordance with the psychological characteristics of children. For each age group published by the publishing house "TC Sphere" "Summaries of logorhythmic classes for children 2-3 (3-4, 4-5, 5-6, 6-7) years old."

Features of the organization of classes

The author uses a complex-thematic method in combination with visualization and game techniques at the basis of the methodology of such classes. The planning used the principle of concentric building up of material in all sections of the lexical topics studied annually (seasons, harvests, New Year's holiday, wintering birds, etc.). The basis of the classes is very diverse.

In the classroom, a fairy tale plot, an imaginary journey, the inclusion of characters, elements of folklore, plot-didactic games, etc. can be used. Subject-thematic organization of classes and variety in presentation teaching material contribute to the spontaneous development of coherent speech, maintaining a positive emotional state of children, interest and attention, which helps to achieve high results in learning.

The development of children is carried out through speech and musical activity in the main areas.

1. Development of sensory and motor functions.

2. Formation of the basis of articulatory movements.

3. Development of facial muscles.

4. Development of intellectual functions (thinking, memory, imagination, attention, perception, orientation in space).

5. Development of the emotional-volitional sphere and play activities.

6. Formation of traits harmonious personality(friendship, respect, kindness, self-criticism, etc.).

The sequence of familiarization with sounds can be in accordance with the recommendations of G.A. Kasche (1985) or vary depending on the specific case.

Logorhythmic work during the day

The effectiveness of work to improve the pronunciation of children is possible only with the joint activities of all preschool teachers in this direction.

Consider the possibilities of including logo rhythmics in life in kindergarten.

2. Pronouncing nursery rhymes, sentences, pure phrases during regime processes - washing, dressing for a walk, preparing for classes.

3. Speech games before meals.

6. Physical culture theatrical exercises using speech material.

10. Logorhythmic leisure.

Long-term work on this technology has shown: logo rhythmics contributes to the development of speech and cognitive processes in preschool children, which is expressed in correcting speech defects, increasing the vocabulary of preschoolers, as well as improving attention and memory. The greatest effect is possible with an integrated approach.

Literature

Dalcroze J.E. Rhythm. Its educational value for life and art. Six lectures. Per. N. Gnesina. 2nd ed. SPb., 1914.

Nishcheva I.V. The system of correctional work in a speech therapy group for children with OHP. SPb., 2001. "

Franio G. S, Lifits I. V. Methodical manual on rhythm. M., 1995.

See also:

Material aplik.ru

Consultation for educators

In recent years, the problem of the development of speech in preschool children has become very urgent. There is a constant increase in the number of children with speech disorders. Unfortunately, for a number of reasons, not every child can get the help of a speech therapist on time.

The purpose of the work is to help children with minor speech impairments, which can be provided in a regular kindergarten.

In our work, we relied on the data of scientific research and practical developments of medical and pedagogical workers.

Modern science has proved the phylogenetic relationship between the development of movements and the formation of pronunciation. The ease acquired by children when performing rhythmic movements has a positive effect on the motor properties of the speech organs (V.A.Griner). Research by Professor M. M. Koltsova showed that the level of speech development is in direct proportion to the degree of development of fine movements of the fingers.

Music is of great importance in logo-rhythmic classes. The influence of music on the mental and physical state of a person was known even in antiquity. Scientists of Ancient Greece, such as Pythagoras, Aristotle, Plato, and others, drew the attention of contemporaries to the healing powers of music, which, in their opinion, established proportional order and harmony in the human body.

Researches of the mechanism of influence of music on a person, carried out by scientists V.M. Bekhterev. I.M.Dogel, I.R.Tarkhanova and others showed that positive emotions evoked by music increase the tone of the cerebral cortex, stimulate respiration, blood circulation, and improve metabolism. The sound of pleasant melodies contributes to the emergence of positive emotional arousal, which in turn enhances attention and tones the central nervous system.

The Swiss teacher, composer and public figure Emile Jacques-Dalcroze proved the possibility of translating the musical rhythm into the plastic movements of the human body, since the rhythm of music is closely related to the motor skills and muscular reactivity of a person.

In the 30s. XX century therapeutic rhythm has found application in correctional institutions. In the system of rhythmic influence on people with speech pathology, the leading place is taken by the word, therefore, a special direction of corrective work has appeared in practice - speech therapy rhythmics (G.

A. Volkova, O. A. Krupenchuk, I. Lopukhina). This is one of the forms of kinesitherapy aimed at overcoming speech disorders by developing, educating and correcting the motor sphere in combination with words and music. To correct speech disorders, especially when working with hearing impaired children, phonetic rhythm is used (T.

M. Vlasov. A.I. Pfafenrodt), which is a system of motor exercises, in which various movements are combined with the pronunciation of a certain speech material (phrases, words, syllables, sounds), aimed at the formation of phonetically correct speech.

In modern preschool institutions, teachers successfully use the method of the German teacher and musician Karl Orff, which consists in the synthesis of words, music and movement.

For children with speech impairments, the most important are training with the help of musical rhythmics of observation, development of a sense of rhythm and tempo, thinking abilities, fantasy, verbal and non-verbal communication skills, education of volitional qualities, endurance, development of general fine and articulatory mo toriki.

One of the main methodological means of our work has become logorhythm, the tasks of which are the development of a sense of rhythm through movement through the formation of auditory attention and improvement of the speech of children through the education of the rhythm of speech.

Logorhythmics is a system of exercises, tasks, games based on a combination of music, movement, words, aimed at solving correctional, educational and health problems.

The purpose of the technology. Overcoming speech disorders in children up to school age by means of synthesis of music, movement and words.

Classification characteristics of pedagogical technology:

By the level of application - special subject;

The philosophical basis is dialectical materialism, scientism:

The leading factor in mental development is bio- and psychogenic technology;

Assimilation concepts - neurolinguistic and developmental;

Orientation to personal structures - the formation of an activity-practical sphere;

The nature of the content and structure - teaching technology;

Organizational forms - group training and differentiated approach;

Approach to a child - a person-centered technology of cooperation;

The dominant method is play;

The direction of modernization of the existing traditional system is based on the activation and intensification of the activities of children:

Methodological basis for using logo rhythmics

in the educational process of the preschool educational institution

1. The position of PK Anokhin on the connection of higher mental processes with their sensory basis in the early stages of human development.

2. The position of psychophysiology on speech processes as the most complex system of sensorimotor coordination.

3. Position of L. S. Vygotsky on the leading role of education and upbringing in mental development child.

4. The theory of level organization of movements by NA Bernshtein.

There are five levels of movement organization:

level A - the rubro-spinal level of the central nervous system. providing unconscious regulation of body musculature tone with the help of proprioception, static endurance and coordination;

level B - thalamo-pallidary, providing correction of integral movement, coordination of its constituent parts, expressive movements, pantomime, plastic;

level C - pyramidal-striatal, ensuring the coordination of the motor act with the external space, with the leading role of visual afferentation, movement of a target nature, which has begun, horses:

level D - cortical, providing afferentation based on the semantic side of action with an object, topological qualitative characteristics of the spatial field (top, bottom, between, above, then, before), awareness of the right and left sides of the body:

level E - the highest cortical level of symbolic coordination and psychological organization of movement, realizing understanding of someone else's and own speech, musical and choreographic performance based on figurative thinking.

Pedagogical principles of logo-rhythmic work in a preschool educational institution

1. The principle of the anticipatory approach, which consists in the early identification of children with functional and organic deviations in development and development

necessary remedial training.

2. The principle of developing learning, meaning that learning should lead the development of the child (according to L. S. Vygotsky).

3. The principle of systematicity, which provides for the planned, continuity and regularity of the correctional process.

4. The principle of the multifunctional approach, which implies the simultaneous solution of several correctional tasks in one logorhythmic lesson.

5. Etiopathogenetic principle, meaning the differentiated construction of logorhythmic lessons depending on the speech defect.

6. The principle of gradual complication of the material, which provides for a gradual transition from simpler tasks to more complex ones as the formation skills are mastered and consolidated.

7. The principle of visibility, meaning the close interconnection of all analytic systems of the body in order to enrich the auditory, visual and motor images of children.

8. The principle of accessibility, taking into account the age and physiological characteristics of children and the nature of speech disorders.

9. The principle of the consciousness and activity of children, which consists in the fact that the teacher should use in his work the methods of activating the cognitive abilities of children.

10. The principle of success, meaning that the child receives tasks that he is able to successfully complete.

Logorhythmic classes are recommended for working with children of all age groups in kindergarten. They can be done by a music director, educator and / or speech therapist.

The basis of the program is weekly logorhythmic classes, joint activities of the teacher with children during the day.

Logorhythmic classes are conducted with the first junior group, which makes it possible for the early detection and correction of speech impairments.

Classes are varied. The teacher can replace any part of the lesson, include in it catchphrases or exercises of articulatory gymnastics, corresponding to the speech impediment of children. So, familiar songs can be included in the song repertoire, it is possible to change the playing material, use familiar poems, etc.

Logorhythmic activities are not strictly regulated by time. When conducting a lesson, you need to take into account the well-being of children, their emotional state. If necessary, the lesson can be shortened.

Various types of musical and speech activities are closely interwoven into the structure of logorhythmic classes, subordinate to one goal - the formation of correct sound pronunciation.

The most important role in the lesson is played by music as an integral basis of the entire course. With the help of music, developed, dosed emotional training is carried out, which leads to an improvement in the psychological and physiological state of the child's body.

Particular attention is paid to the development of a sense of rhythm in the classroom with the help of plastics, sounding gestures, speech games, the use of rhythm patterns, playing children's musical instruments with melo- and rhythm-declarations.

One of the features of the program is the use of small forms of folklore (nursery rhymes, sentences, chants, jokes) for health breaks, which contributes to the upbringing of children in national traditions. In the construction of many lessons, plots of Russian folk tales were used.

All lessons have a plot basis. Cycles of 36 lessons have been developed for each age group in accordance with the psychological characteristics of children. For each age group published by the publishing house "TC Sphere" "Summaries of logorhythmic classes for children 2-3 (3-4, 4-5, 5-6, 6-7) years old".

Features of the organization of classes

The methodology of such exercises is based on a complex thematic method combined with visualization and game techniques. In planning, the principle of concentric expansion of material was used for all sections of lexical topics studied annually (season, harvest, New Year's holiday, wintering birds, etc.). The basis of the classes is very varied.

In the classroom, a fairy tale plot, an imaginary journey, the inclusion of characters, elements of folklore, plot-didactic games, etc. can be used. The thematic organization of classes and the variety in the presentation of educational material contribute to the spontaneous development of coherent speech, maintaining a positive emotional state of children, interest and attention, which helps to achieve high results in learning.

The development of children is carried out through speech and musical activity in the main directions.

1. Development of sensory and motor functions.

2. Formation of the basis of articulation movements.

3. Development of facial muscle latura.

4. Development of intellectual functions (thinking, memory, imagination, attention, perception, orientation in space).

5. Development of emotionally in the left sphere and play activity.

6. Formation of traits of a harmonious personality (friendship, respect, kindness, self-criticism, etc.).

The sequence of familiarization with sounds can correspond to the recommendations of GA Kashe (1985) or vary depending on the specific case.

Logorhythmic work throughout the day

The effectiveness of work to improve the pronunciation of children is possible only with the joint activity of all preschool teachers in this direction.

Let's consider the possibilities of including logo rhythmics in the life activity in kindergarten.

1. Morning exercises with chants and onomatopoeia.

2. Pronouncing nursery rhymes, sentences, pure phrases during regime processes - washing, dressing for a walk, preparing for classes.

3. Speech games before meals.

4. Logorhythmic pauses in the classroom.

5. Dynamic pauses between classes.

6. Physical culture theatrical activities with the use of speech material.

7. Invigorating gymnastics with onomatopoeia.

8. Outdoor games with singing (for a walk).

9. Games of low mobility (in a group).

10. Logorhythmic leisure.

Long-term work on this technology has shown: logo rhythmics contributes to the development of speech and cognitive processes in preschool children, which is expressed in the correction of speech defects, an increase in the vocabulary of preschoolers, as well as in the improvement of attention and memory. The greatest effect is possible with an integrated approach.

Literature

1. Vlasova T.M., Pfafenrodt A.N. Phonetic rhythm. M., 1997.
2. Dalcroze J.E. Rhythm. Its educational value for life and art. Six lectures. Per. N. Gnesina. 2nd ed. SPb., 1914.
3. Miklyaeva N.V., Polozova O.A., Rodionova Yu. N. Phonetic and speech therapy rhythm in preschool educational institutions. M., 2004.
4. Nishcheva I.V. The system of correctional work in a speech therapy group for children with OHP. SPb., 2001. "
5. Pozhilenko E.A. Magic world sounds and words. M., 1999.
6. Sirotyuk A.L. Teaching children taking into account psychophysiology. M. 2000.
7. Franio G. S, Lifits I. V. Methodical guide to rhythm. M., 1995.
8. Kartushina M. Yu. Logorhythmics in kindergarten. M., 1999.

The main goal of raising a child at home and in kindergarten is his all-round development. He must move well, speak correctly, master hygiene skills, develop creatively, learn about the world around him, learn to overcome difficulties. Logorhythmics for children is a universal exercise containing movement exercises aimed at strengthening muscle tone, exercises for the development of articulation and speech breathing.

What is it

The study of the positive impact of rhythmic movements on speech together with the pronunciation of words, correct breathing Volkova G.A., Shashkina G.R., Ekaterina Zheleznova studied in Russia. From their point of view, logo rhythm is a complex system of motor exercises aimed at eliminating speech anomalies in preschoolers and developing motor skills.

Differently defined what logo rhythm is, V.A. Gilyarovskiy, N.A. Vlasova. In the middle of the 20th century, they were studying the causes and methods of correcting logoneuroses. The main attention was paid to the word as a way of solving speech disorders. Rhythm and movement were relegated to a secondary role. But they noted the usefulness of speech therapy rhythm for intellectual, aesthetic development.

In other words, logo rhythm is an activity that includes marching to rhythmic music, walking and running. At the same time with physical activity the task is to control breathing, pronounce phrases, sing in a certain intonation, loudly or quietly, etc. Classes are held in an entertaining way, in a group or individually.

Targets and goals

The main goal of speech therapy rhythmics for preschoolers is the correction and prevention of speech disorders by improving motor skills. Logo rhythm also has other related goals - health improvement, physical and spiritual education.

A lesson with elements of logo rhythm sets the following tasks for the teacher:

• Respiration development
• Correction of speech disorders
• Learning to control movements, speech, the work of the organs of articulation, breathing
• Improving coordination
• Development of all types of memory, attention, orientation in space
• Cultivating a sense of rhythm
• Consolidation of spatial concepts
• Introduction to spiritual values ​​(music)
• Learning to sing, pronunciation tongue twisters
• Broadening your horizons
• Increase your vocabulary

Correction of speech disorders

Correction of speech using speech therapy rhythmics involves solving the following tasks:

1. Development of speech processes, their correction
2. Creation of motivation for speech activity
3. Stimulation of phonemic activity
4. Dictionary activation
5. Development of oral praxis
6. Development
7. Development of visual, auditory memory
8. Learning the rules of breathing during phonation and without it.

Complexes for children 2-3 years old

Logorhythmics for kids involves the creation of special sets of exercises and entertaining activities. Games, exercises are performed according to the method of imitation.

Animals

• Helps to get acquainted with the world of animals, birds. Classes are reading poetry, imitating walking movements, animal sounds.
• Babies can walk like a bear, flap their wings like a swan, a sparrow, walk like a duck, etc.
• Onomatopoeia is a must. The teacher asks: "How does a goose cry when it flies?" Pupils should wave their hands and answer: "HA-HA!"
• To help the speech therapist, educator, parents are used birds.
• You can use the story with a bear and a bump:

A clubfoot bear walks through the forest,
He collects the cones and puts them in his pocket ...

Children, together with the teacher, walk, howl like a bear, collect cones.

Vegetables and fruits

• They expand knowledge about the world around them, the flowers of fruits, introduce them to their names.
• The following exercises are used for the lesson:

Salt the cabbage.
A poem is read:

We cut the cabbage, we cut it,
We chop cabbage, chop ...

Kids make body movements with their hands, depicting a knife, a hatchet.

We salt cabbage, salt,
We are squeezing cabbage, squeezing.

And rub the carrots.

They depict how they interfere, salt, squeeze a chopped vegetable.

• We go to the vegetable garden

Complex for children 3-4 years old

Logorhythmics in kindergarten for children from 3 years old may include the following complexes:

You need to knead the fingers of both hands, make locks, depict boats, household items, etc. At the same time, verses are recited on various topics:

• Who sings how?

The cat sings a song:
Meow! Meow! (children petting an imaginary cat).

The clock is singing:
Teak! So! (handles represent ticking arrows).

The piglet grunts:
Oink! Oink! (fingers make a patch - a circle).

The felling in the river does not sing:
Mmmmm! Mmmm! (purse their lips, cover their mouth with their hands), etc.

• Mushrooms

Children stand in a row, go through the forest to look for.
Massage the fingers without stopping to walk. The teacher counts by creating a rhythm.

Top-top - five steps (children step to the rhythm of the poem),
And there are five mushrooms in the basket (we count the fingers on the handles),
Amanita - red (knead the index finger),
He's very dangerous.
And the second chanterelle (touch the next finger),
Red pigtail.
Pink ear (touching the ears)
The third mushroom is a wave.
And the fourth mushroom is morel (we pull the ring finger),
A bearded old man.
Well, what about the fifth mushroom?
White! (put the handles in a lock, play with your fingers).

• Singing

Music lessons are used. Children are learning. It is not necessary to sing songs, you can hum along individual sounds, imitate animals, while doing physical exercises at the same time.

• Outdoor games to music

Logorhythmic exercises are performed with musical accompaniment. Words, movements are assimilated, attention, memory develops. You can use balls by passing them to each other in a circle, chairs, toys to hide and quickly find, etc. Logorhythmics tasks for children 3-4 years old can be slightly complicated and used for games with an older, preparatory group.

Complex for children 5-6 years old

It is better if the children themselves come up with movements for the poem read by the teacher:

We will go to the forest today (children are walking),
Who climbed the tree? (head up)
Ku-ku? Ku-ku? (put hands to lips, repeat words)
I will find you anyway

• Physical warm-up

Physical education to music. The verse form of commands is used, Children gradually memorize it, pronounce it themselves.

The mouse was running fast (we move one after another, slowly),
The mouse wagged its tail (we repeat the movements of the animal),
And dropped the testicle (tilting down - lifting up),
Look, oh, I broke it (shake our head, put our palms to our cheeks).

Logorhythmics in a preschool educational institution is used in any class: physical education, speech therapy, music. Teachers should pay attention to the pronunciation of auxiliary verses, words by children, to the correct breathing of babies during exercise.

• Form the workload of the lesson according to the age and developmental level of preschoolers
• Have a lesson in the afternoon
• Change your class topic every week
• When choosing material, rely on vocabulary topics
• Use plots of fairy tales, cartoons for speech, musical exercises
• Exercise every day
• Accurately and easily demonstrate to children movements of hands, body, lips during phonation. Keep track of the quality of assignments.

To solve the speech problem of children, it is not necessary to wait for help from a preschool education institution, work with your child at home. Logorhythmic technique is easy for any parent to learn.

Fedorova Ekaterina

speech therapist-defectologist

Municipal budgetary preschool institution

Kindergarten number 3

Immediate educational activities Music

"Travel to a musical country" with elements of logo rhythmics.

Prepared by the music director

S.V. Morozova

Target:

Development of children's communication skills by means of musical activity.

Tasks:

1. To develop speech in children in musical activity: preparing the articulatory apparatus for correct pronunciation, developing coordination of speech with movement, activating the speech of children through various types of musical activity.
2. Develop free communication with children: sociability, initiative, independence, friendliness, creativity.

Methods and techniques:

1. Method of mental search: think, listen, express.
2. Speech therapy exercises: phonopedic, language exercises, motor exercises.
3. Method of questions, play and imaginary situations.
4. The use of information and communication technologies.

The course of the lesson.

Communication game "Hello!"

Children walk around the hall in the loose room, after the end of the music they find themselves a mate, say hello.

Hello Friend! (handshake)

How are you doing? (Slap each other on the shoulder)

Where have you been? (Teasing the ear)

I missed. (Cross their arms over their chest)

You came. (Spread their arms to the sides)

Good. (Hugs).

Guys, today I suggest you take a trip to a country that is not on the map or on the globe. This is a very interesting country - a musical one. Do you want to go there? (Children's answer). In this country we will sing, play musical instruments, dance. And to get there, you have to circle beautifully and say the following words: "Turn around, turn around, find yourself in a magical country!"

So we ended up in magic land... See what a wonderful clearing here. Let's sit on it. This clearing is called “Guess”. Listen to what kind of music is playing? What is it called? Who wrote it? ("October" PI Tchaikovsky "). What did you imagine when the music was playing? (Answers of children).

And an autumn leaf flew to us. He will help us to play and come up with different words about the nature of this music. (Children characterize music).

Motor exercise "Walk in the woods".

Let's go for a walk in the forest, Children are marching.

Let's walk merrily.

Let's go along the path They walk like a snake.

Friend by friend in single file.

They got up on their toes. Run on their toes.

And they ran to the forest.

Raise our legs higher, walk with a high stride.

We do not step on bumps.

And marching along the path again.

We walk merrily.

Here we are. And this clearing is called "Come on." Mushrooms have grown in the clearing. (ICT). (Children slap a rhythmic pattern on children's musical instruments).

Guys, what is needed for mushrooms to grow in the forest? (Showers). What kind of rain do you have? (Strong, mushroom, showers, etc.) Remember, when the rain begins to drizzle, we do not even notice it at first. But then the drops begin to drip more often, and his unpretentious song is already heard. Take wooden sticks - we will depict how the rain is dripping. The poem "Rain" by M. Novikova.

Drop one, drop two, drop slowly at first.

Slowly, slowly, this song began.

But the rain began to fall harder, and it dripped more merrily:

Drip-drop, drop-drop, drop-drop, drop!

The downpour is pouring down like a bucket!

Downpour, downpour, downpour, downpour,

It's time for you to stop!

The drops are dripping less and less, the song of the rain sounds more and more quiet. So the last drop fell from the roof, the rain is over.

Guys, what other musical instruments are suitable for playing the rain? Choose your musical instruments yourself. (Children accompany "In the rain we sing" by S. Slonimsky)

Here is the clearing. And it is called "Song". What are we going to do here? (To sing songs). But first we need to prepare our tongue.

Exercise for the tongue.

There was a tongue in the mouth. In the morning he woke up, turned over from side to side. I wanted the tongue to go for a walk. First, the tongue wanted to see what the weather was like outside. He knocked on one cheek - there is no window there; he knocked on the other - there is also no window. And then the lips parted, smiled, and the tongue looked out the window. He looked first one way, then the other. Nice weather, you can go for a walk. The tongue jumped up the ladder, counted all the planks by the fence (the tongue will stroke the upper teeth first, then the lower ones), got on the train and went into the forest (say "chu-chi ..."). I wonder what the tongue saw in the forest?

Phonopedic exercise "Before the rain"

Mournful wind drives Children do crescendo and diminuendo on

A flock of clouds to the edge of heaven. sound (y).

The broken spruce groans, They make a short-bass sound (a) on the bundles.

The dark forest whispers dully. They say "nama - nama" quietly and for a long time.

On the pockmarked and variegated stream, They pronounce short sounds "a".

A leaf flies behind a leaf,

A chill sets in over the stream, dry and sharp. The sound "y".

Twilight falls on everything; diminuendo to the sound "y"

Swooped in from all sides, Pronounce "kar" in different

With a scream in the air the registers are spinning.

A flock of jackdaws and crows. N. Nekrasov.

We have prepared our tongue well. And what song we will sing - riddles will tell us.

1. Rushing without looking back, only heels sparkle.

What the spirit is, rushes, the tail is shorter than the ear.

Guess who it is? (Bunny).

1. Who lives in a deaf forest

Clumsy, clubfoot.

In the summer he eats raspberries, honey,

And in winter he sucks his paw. (Bear).

1. Near the forest at the edge,
   Decorating the dark forest
   Grew up motley like Parsley,
   Poisonous ... fly agaric
2. Summer, autumn, winter
   He walks along the forest path.
   Sweeps the trail with a tail.
   And what is her name, who knows? (Fox)

Staging "Fly agaric"

Together with a fast breeze we will find the next clearing.

And this clearing is dancing. Invite boys girls to dance.

Dance "Good Beetle"

Game "The goat walked through the woods."

We had fun playing, but it's time for us to return to kindergarten.

Spin, spin. Find yourself in kindergarten!

Did you enjoy the trip? What did you like? (Answers of children).