Exercises regulating the muscle tone of the logorhythm. Logorhythmics is a system of exercises, tasks, games based on a combination. Faculty of Special Education
These exercises allow children to master their muscles, learn to control their movements. The content of this section includes the assimilation of the concepts of "strong", "weak" as concepts of relatively greater or lesser strength of muscular tension. The concepts of "strong" and "weak" correspond in the sounding process to the terms "loud" (forte) and "quiet" (piano). Preschoolers and younger students get acquainted with the loud and quiet sound of a musical instrument, first in a standing position or sitting near it and performing, for example, soft movements with the flags below - for a quiet sound and stronger swings above their heads - for a loud sound; in addition to flags, you can use a drum, a tambourine, a hoop, a ribbon. Then the exercises become more difficult. Children perform tasks with objects in the process of walking, running, jumping. So, for a strong sound, the children go in a circle, waving flags, for a quiet sound, they stop, hide them behind their backs. The difference in sound can also be indicated by the nature of the step: children go to a loud sound on their entire foot, to a quiet one - on their toes. Finally, one sound is offered for the movements of the legs, the other for the hands, with a change in the strength of the sound. Exercises with different constructions teach children to work in a team. Can be offered to children the following exercises:
1. Children sit in a circle on the floor in Turkish. On loud music, they strike the palms of their hands on the floor, on quiet music they make light claps in front of them.
2. Standing in a circle with tambourines in their left hand, the children hit the tambourine with their right hand to loud music. To quiet music, they take a tambourine in their right hand and shake it lightly.
3. To loud music, children go in a circle, to quiet music they circle in one place on their toes, to loud music they go in a circle, waving flags, to quiet music they stop and go down on one knee, etc.
In the work of educating the ability to regulate muscle tone general developmental and corrective exercises can be distinguished.
General developmental exercises are diverse. In addition to a comprehensive effect on the body with the help of these exercises, you can selectively affect different muscles back, abdomen, shoulder girdle and legs. By the nature of their performance, they are divided into exercises with objects (flags, balls, ribbons, etc.) and without objects. In exercises with objects, the strength of movements, dexterity, clarity, speed of reaction, eye are developed. Special attention should be given to exercises with balls. Balls of all sizes are used: large (when pushing a suspended ball), medium (when rolling and catching the ball), small (when making throws, when passing along a row and carrying the ball). 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 a motor skill.
Corrective exercises are used to strengthen the muscles of the feet and torso, to develop the function of balance, the formation correct posture. Exercises in the prone position: pulling up on your hands, climbing gymnastic wall, climbing over benches, climbing between the slats of a stair pyramid or tower, strengthen the muscles of the back and shoulder girdle, and influence the formation of correct posture.
The sense of balance develops in the process of walking, running, jumping, throwing and other exercises. For the development of balance, it is useful to include exercises to reduce the support area (rope path, board), with a change in height (inclined board, bench), mobility of the support (rocking bridge), location in space (horizontal, oblique). These exercises are performed to calm, moderate music, with pronounced accents indicating the beginning and end of the movement. As special means of training the balance function, the following are used: circling in place, stepping over followed by squatting on a sound signal, as well as stopping while walking and running on a sound signal, bouncing on the spot with turns, stepping over objects (cubes, sticks, slats, rope ).
To eliminate imbalance, consultation with a physiotherapy doctor and a neuropathologist is necessary for correct selection and performing exercises, as well as auxiliary corrective means.
For each child, the most appropriate postures for classes, hygiene procedures are selected, which are modified as motor abilities develop.
Exercise examples.
Rotation of the hands upwards (3-5 seconds) - tension of the muscles of the hands and upper shoulder girdle, followed by lowering the hands down - relaxation. Repeat 2-3 times.
Stomping your feet, hands behind your back - muscles are tense (5-8 seconds), hands are lowered, i.p. main stance, muscles relaxed.
Light and heavy hands. (Music: Hungarian folk melody.)
Children stand in columns. I.p. main stance, hands behind the back. The first part of the music and its repetition: bars 1-2 - smoothly raising the arms forward to shoulder level and lowering the arms down and behind the back; measures 3-4, 5-6, 7-8 - repetition of movements 1-2 measures.
The second part of the music and its repetition: bars 9-10 - a strong swing of the arms back and forth, to shoulder level. The knees are slightly springy, the hands are clenched into fists; bars 13-16 – the arms are smoothly raised and lowered down and behind the back, as in the first part of the music. Strengthening and weakening of the musical sound corresponds to the strengthening and weakening of muscle tension.
Toning exercises
Toning exercises consist of children performing relaxing movements.
1. Wave your arms like a bird with wings.
2. Wave your arms like a butterfly with wings.
3. Wave your arms over your head, as if saying goodbye.
4. Wave your relaxed hands near the floor, imitating the wind.
5. Drop relaxed hands from hand position to the sides.
6. Shake with relaxed hands, as if shaking off water droplets.
7. Tilt your head forward, backward, right, left.
8. Slowly rotate your arms above your head.
9. Slowly swing your relaxed arms.
10. Slowly, smoothly swing your arms from right to left, simulating grass mowing.
A huge place in the motor activity of an autistic child belongs to the motor stereotypes described above. There is an assumption about the secondary nature of a number of manifestations of early motor failure in early childhood autism. Obviously, in addition to the weakness of tone, lack of coordination of movements, both the primary weakness of impulses for a certain, primarily communicative, activity, and affective disorders, primarily fears, matter. Numerous motor stereotypes are autostimulatory in nature.
Signs of pathology of the position of the body lying on the stomach:
the head lies down, the child cannot raise it;
shoulders are raised up and forward;
the spine is curved, one half of the pelvis is raised;
legs at the hips and knees are bent and pressed one to the other.
Signs of pathology of the position of the body lying on the back:
the head is thrown back, rests on the litter;
shoulders are raised and forward;
hands rest on the floor, hands clenched into fists and turned inward;
the spine may be arched and twisted;
legs are bent and pressed one to the other.
Signs of a kneeling body position pathology:
due to lack of upright and balance skills;
the spine is arched due to muscle hypotension;
spine arched due to deformity lower extremities;
the spine is arched due to insufficient motivation to straighten the body.
To eliminate violations, it is necessary to consult with a physiotherapy doctor and a neuropathologist for the correct execution of exercises, as well as the selection of auxiliary corrective agents.
For each child, the most appropriate postures for classes, hygiene procedures are selected, which are modified as motor abilities develop.
To stimulate development motor functions stimuli such as stroking limbs are used; the use of surfaces covered with various types of matter that enhance tactile sensations. It is possible to use various types of massage, special exercises with resistance, exercises in water with allowable changes in its temperature.
Development of facial expressions, articulatory apparatus, breathing
All children with RDA have impaired pronunciation O one or several groups of consonant sounds, therefore, at the preliminary stage of correcting sound pronunciation, a certain place is given to the development of facial movements and movements of the lips and tongue. Initially, children are offered exercises to develop facial muscles. This is due to the fact that there is a weak tone facial muscles, facial expressions expressionless. In the future, work is underway on the development of movements of the lips and tongue. Children are offered articulation exercises for static and dynamic coordination of movements in an entertaining form (Appendix 6).
Work at the initial stages of normalizing the motor skills of the face and speech apparatus is aimed at ensuring that the child calmly reacts to touching his face. To do this, work begins with the areas most distant from the mouth area. The sequence of exercises is developed together with a speech therapist, taking into account the individual characteristics of the child.
In games, songs, poems, it is important to provoke the child to imitate the action, facial expressions, and speech of an adult. Even if this imitation is at first completely mechanical, the child learns the form of the adult's reaction. Mastering the plasticity, intonation, facial expressions of an adult, adopting their speech patterns, the child gradually develops his own ways of responding, becomes more independent in contact.
Normalization of breathing is of great importance for children with early lesions of the central nervous system(CNS), in the genesis of which is cerebral hypoxia. For premature babies due to imperfection in them respiratory system and frequently ill children, this is especially important. A gymnastics complex for each child is selected together with a pediatrician and an exercise therapy doctor.
Articulation gymnastics helps to reduce the deficit in the need for communication, which largely depends on the severity of RDA. Exercises are often carried out individually, sometimes with a small (2-3 people) group, taking into account the age and developmental level of children. The group may include children with similar manifestations of RDA.
During classes, encourage the child to do the following exercises:
inflate cotton balls, paper sultans;
blow soap bubbles, inflate balloons;
form soap suds with straws, tubes;
blow out the candles;
inhale essential oils, vapors that are not hazardous to health;
dosed use an inhaler for the nose and mouth.
When performing exercises, it is recommended to use small forms of folklore, conversations with a child. Movements are recommended to be accompanied by appeals to the child by name. The touch must be careful. The comb should be "soft". Use diminutive nouns during execution.
For the development of the organs of articulation, use the exercises available for the child to perform: stick out the tongue, lick the lips, puff out the cheeks, etc.
main goal facial exercises is to stretch the muscles of the face so that they become more elastic. These exercises help reduce muscle tension in the face, neck and shoulders, which is typical for children with hypertensive speech patterns. They are recommended for use with children during the first 3-5 minutes of a voice therapy session.
Before starting the exercises, the child should take a comfortable, relatively relaxed position, looking in the mirror. The exercise can be performed both standing and sitting.
1. Raise your eyebrows as high as possible and lower them as low as possible. Repeat these movements five times, gradually increasing their speed.
2. Open your mouth as wide as possible, keep it open for 5-7 seconds and slowly close. Repeat five times.
3. Rotational chewing movements with closed lips, first 5 seconds clockwise, then 5 seconds counterclockwise.
4. Open your eyes as wide as possible, raise them to the ceiling and lower them to the floor five times without moving your head.
5. Keep your head straight and move your eyes to the right and left, holding them in these positions for 3-4 seconds. Repeat five times.
6. Turn your head to the right, fixing your eyes on some object in the room. Then, without changing the position of the head, look in the mirror at the reflection of your eyes and, continuing to follow your eyes, turn your head back. Do the same, turning your head to the left.
Variants of exercises with children, which are carried out in order to form adequate reactions to touching the face and mouth of the child by adults, encourage him to control the movements of the organs of the articulatory apparatus, breathe correctly, take care of his face, and study the facial expressions of his face.
1. Take the child in your arms, talk to him, sing a song, tell a nursery rhyme, smile.
2. Massage face light stroking movements.
3. Touch your face with your fingertips.
4. Comb your hair.
5. Wash it in front of a mirror with warm water.
6. Wipe the child's face with a cotton swab moistened with warm water, baby lotion.
These exercises allow trainees to master their muscles, learn to control their movements. The content of this section includes the assimilation of the concepts of "strong", "weak" as concepts of relatively greater or lesser strength of muscular tension. Preschoolers and younger schoolchildren get acquainted with the loud and quiet sound of a musical instrument, first in a standing or sitting position near it, and perform soft movements with the flags down - for a quiet sound and stronger waves with the flags above themselves - with a loud sound. Instead of flags, you can use a drum, a tambourine, a hoop, a ribbon. Then the exercise becomes more difficult. Children perform tasks with objects in the process of walking, running, jumping. For example, with a strong sound of the instrument, children walk in a circle, waving flags, with a quiet one, they stop and hide them behind their backs.
Different sounds can also be indicated by steps: children go to loud sounds on full feet, to quiet ones - on toes. Finally, one sound is proposed for the legs, the other for the hands, associated with a change in the strength of the sound. Exercises with different constructions are given. This teaches children to work in a team.
Exercises proposed by Z.E. Punina.
1) Children sit in a circle on the floor in Turkish. To loud music, they strike the floor with their palms, to quiet music they make light claps in front of them.
2) Children stand in a circle with tambourines in their left hand, to loud music they hit the tambourine with their right hand, to quiet music they take the tambourine in their right hand and shake it lightly.
3) Children walk in a circle to loud music, to quiet music they move around on their toes, to loud music they walk in a circle, waving flags, to quiet music they stop and go down on one knee, etc.
4) For loud music, children go in pairs in a circle, for quiet music, the pairs are separated and go one after another. When the loud music resumes, they again converge in pairs.
5) Children are divided into groups of 3-4 people. They disperse to their homes (corners of the hall). Everyone has a stick representing a horse. To loud music, children ride horses one after another in a circle, to quiet music - they go to their homes. With the resumption of loud music - they again jump in a circle.
Faculty of Special Education
Department of speech therapy
Relaxation exercises used in phonopedic work
Methodological materials prepared according to dissertation materials
for the academic degree of Master of Pedagogical Sciences
by specialty 1–03 03 01 Speech therapy
Tsappas Ioannis Andrea
(Supervisor - Candidate of Pedagogical Sciences, Associate Professor Bal N. N.)
Minsk, 2007.
Development of skills of muscle relaxation and normalization of muscle tone.
On initial stage phonopedic work is carried out relaxation exercises to relieve the general tension and tension of the muscles involved in the process of voice formation. They are aimed at normalizing muscle tone, which underlies optimal phonation. The voice sounds better if, during phonation, the activity of the synergist and antagonist muscles is carefully balanced, which avoids both hyper- and hypotension of the muscles. The tense position of the head, stiffness of the facial muscles affect the position of the larynx and thus impede the process of free sound formation.
Students must learn to achieve full bodily relaxation, regulate the tone of your own body, consciously get rid of excessive tension. For this, tasks are used to perceive tension in the body and regulate tone. All persons with voice disorders are recommended exercises aimed at conscious relaxation of the muscles involved in voice formation, reducing the tension of the articulatory muscles.
Used for training poses : sitting or reclining in a chair with a high back, with the back resting on the back of the chair, legs slightly apart at the knees, hands along the hips on the seat of the chair with palms down or on the hips, eyes closed. “Coachman pose on a droshky”: sitting on a chair closer to the edge, legs apart at the knees and at right angles, hands on hips, hands hanging down, head slightly forward, back rounded, eyes closed. The student concentrates on the named muscle group and perceives various sensations in the phase of tension and relaxation. According to a conditional signal (for example, stop), he strains the named muscle group as much as possible or weakens the tension, the tension should be held for 5 - 7 seconds, for - "stop" no more than 5 seconds. The relaxation phase should last about 30 seconds. The teacher-speech therapist verbally supports the process both in the phase of tension and in the phase of relaxation.
Tension and relaxation exercises for each muscle group:
- Arms and hands:
Squeeze one hand into a fist - relax.
Squeeze the other hand into a fist - relax.
Clench both hands into a fist - relax.
Bend both hands in the tray and strain - relax.
stretch your arms and put pressure on your forearms - relax.
- Face, neck, shoulders and top part back:
Wrinkle your forehead - relax.
Wrinkle your nose and close your eyes tightly - relax.
Clench your teeth, open your mouth wide - relax.
To press the tongue to the sky - relax.
Squeeze your lips - relax.
Press the chin to the chest - relax.
Raise your shoulders - relax.
- Chest, abdomen and Bottom part back:
Take a deep breath, hold your breath for a moment - relax and exhale.
Stretch your stomach - relax.
Draw in the stomach - relax.
- Legs:
Tighten your hips - relax.
Squeeze your feet and fingers down - relax.
Pull your feet up - relax. Enjoy relaxation.
Return from a state of relaxation: counting in reverse order from 4 to 1, at this time the student must move the feet and legs first. Then the hands and arms, finally the head and neck and open the eyes.
For the muscles involved in voice production, the following set of relaxation exercises is applied (the tension should be held for 5–7 seconds, for “stops” - no more than 5 seconds; the relaxation phase should last about 30 seconds):
Tightly clench your jaw, then open your mouth, relax;
Show teeth, as if smiling, make a grimace, relax;
Rest your tongue against your teeth, pull your tongue back as far as possible, relax;
Tighten and round your lips, pronouncing "o", relax;
Imagination exercises:
Relax your speech muscles and imagine that you are: counting loudly; consider quietly; rewrite the alphabet.
Keeping your speech muscles relaxed, imagine that you: say your name out loud three times; say your name quietly three times; say your address out loud three times; say your address quietly three times; say the name of your city out loud three times; Say the name of your city quietly three times.
After performing each of the exercises with the use of imagination, it was necessary to tell in which muscles the tension was honored. Exercises should be repeated until muscle tension disappears, both during vocalization and imaginary pronunciation.
Individuals with vocal cord nodules and chronic laryngitis enjoy a firm vocal attack. With a solid voice attack, there is excessive tension in the muscles of the vocal apparatus. Therefore, it is proposed relaxation exercises for the perception of excessive tension. This allows you to consciously get rid of it in the future. These tasks must be performed twice with a 5-second break.
1. Slightly tighten the muscles of the neck for 5-10 seconds, concentrating on the feeling of this tension.
2. Wrinkle the forehead, raise the eyebrows for 5-10 seconds, concentrating on the feeling of tension in the forehead.
3. Frown strongly for 5-10 seconds, concentrating on the feeling of tension between the eyes.
4. Close the eyelids tightly for 5-10 seconds, concentrating on the feeling of tension in them.
5. Clench your teeth for 5-10 seconds. Pay attention to how the tension spreads from the jaw to the temples.
6. Smile broadly and show teeth for 5 seconds. Pay attention to the tension in the cheeks.
7. Draw in your lips with a pipe and blow for 10 s. Pay attention to the tension in the lips.
8. Press the tongue against the front lower teeth for 10 seconds, paying attention to the tension in the tongue.
9. Pull the tongue back for 10 s. Tension should arise in the tongue, at the bottom of the mouth and neck.
10. Slowly, carefully and carefully pronounce the letters of the alphabet from A to G with tension in the tongue, lips, jaws, throat, chest. Note that when relaxed, the tension disappears.
11. Again pronounce the letters of the alphabet from A to Z, but casually and in an undertone. Note that tension occurs in the same areas, but to a much lesser extent.
Attention must be paid to muscular systems, not involved in specific exercises, remained relaxed.
Relaxation of the articulatory apparatus carried out against the background of general preliminary relaxation. The purpose of these exercises is the conscious relaxation of the muscles involved in voice formation, the elimination of tension in the articulatory muscles. In the process of doing the exercises, it is necessary to ensure that the external muscles of the larynx are as relaxed as possible, since the main work must be done internal muscles larynx. An approximate set of exercises for articulatory muscles:
- For tongue, cheeks, lips:
Slightly parted lips round and stretch forward, then stretch them. Change of pace.
Alternate loosely closed lips and a tense, stretched mouth. The exercise is performed slowly at first, then the pace increases.
Squeeze your lips, fix the position for a moment, then release the tension.
"Trembling lips." Lips, corners of the mouth are not tense. As you exhale, bring your lips to "trembling".
From the inside, smooth out the tongue, with strong pressure, cheeks and lips.
Use a well-known exercise to increase the mobility of the tongue.
- For jaw muscles:
Lips relaxed, mouth open. Massage the jaw joints with your fingertips, relax the muscles with small circular movements.
Massage your cheeks with your hands, descending from the temples.
Relax the lower jaw, the mouth is ajar, the tongue is relaxed.
Open your mouth, move the lower jaw and move it to the right - to the left, forward - backward.
The lower jaw makes circular movements, first horizontally, then vertically.
With the mouth closed, “examine” the oral cavity with the tip of the tongue.
Touch the tip of the tongue to the teeth, first with the mouth open, then closed.
Try to put a relaxed tongue on the "bottom" of the mouth, while the mouth is ajar.
Use a mirror to control movement. Each exercise is performed 4-5 times.
Face massage:
Starting position - sitting freely on a stool, feet shoulder-width apart. Pull the muscles of the face through grimaces, relax the face.
Put the middle and index fingers, folded in the letter "V", on the lips and stroke the mouth.
Place the chin between the folded "V" fingers: fingertips touch in the center.
With a slight pressure, stroke the lower jaw with your fingers from both sides along the direction of the ears.
Place your fingertips on the bridge of your nose and massage on both sides from cheeks to ears.
Put the fingers folded in the letter "V" over the eyes: the tips of the fingers do not touch each other. Massage with a slight pressure of whiskey.
Starting from the forehead, along the head and up to the back of the head, massage these areas with your hand. Rest.
The development of sensitivity and the ability to relieve tension helps to achieve a balanced muscle tone, which prepares for breathing and vocal exercises.
Reducing muscle tension as a result of such exercises helps to improve the timbre of the voice and is a necessary basis for further training of the vocal apparatus.
Literature
1. Adulov N.A. Guide to the production of singing and conversational voice. - Lipetsk, 1996. - 367p.
2. Anikeeva Z.I. Violation and restoration of the voice of vocalists. - Chisinau: Shtintsa, 1985. - 174 p.
Logorhythmic exercises in the work of a speech therapist.
Today we will touch on the topic, logarithmic exercises. By itself, the methodology for conducting such classes is not new, but speech therapists do not use it much in their work, because. do not know the basics of logorhythmics.
Speech therapy rhythm is a kind of means of influencing speech therapy children to overcome sound speech disorders.
object logorhythmics is the structure of a speech defect and a violation of sound pronunciation in persons with speech pathology.
Subject- diverse violations of psychomotor, sensory functions and the system of movements in combination with music and words.
Target- overcoming speech disorders through the development and correction of non-speech and speech mental functions.
Tasks- health-improving, educational (cognitive), educational, correctional.
In logorhythmic education, two main links can be distinguished:
Development, education and correction of non-speech processes in people with speech pathology;
Development of speech and correction of speech disorders.
The development, education and correction of non-speech processes begins with the distinction of individual sounds of children's musical instruments, muses. toys and ends with the subsequent holistic conscious perception of the pitch, rhythm, dynamic richness of music.
The second link of the logorhythmic influence is the development of speech and the correction of speech disorders. This link includes:
Education and development of the pace and rhythm of breathing (especially in stutterers, people with tachilalia, bradilalia, stumbling, with rhinolalia, with dysarthria);
Development of oral praxis (especially in persons with dyslalia, rhinolalia, dysarthria, alalia, aphasia, stuttering);
Development of speech prosody in stutterers, children with dysarthria, rhinolalia, etc.);
Development of phonemic perception;
Education of the pace and rhythm of speech;
means speech therapy rhythms are:
Exercises that regulate muscle tone;
Exercises that activate attention;
Speech exercises without musical accompaniment; etc.
Carrying out logarithmic classes requires some methodological explanations:
In the program of training and education of speech therapy children, logorhythmic classes are not presented. Therefore, it is better to carry them out as an element group lesson, or 2 times a week with the whole group of children in the afternoon.
Classes are 30 to 35 minutes long, depending on the age group.
The material is selected taking into account the motor and speech capabilities of children.
Exercises are selected differentially, depending on the level of development of children's motor skills.
In the subgroup for children with an average level of motor skills, more attention is paid to coordination and expressiveness of movements, plasticity and flexibility, motor endurance; for children with low motor skills - accuracy, clarity, consistency.
The load during classes must be distributed evenly and take into account the capabilities of each child.
The most favorable for classes is their conduct by one specialist - a speech therapist who owns an instrument or uses a tape recorder, but interaction of two specialists is possible - a speech therapist and a music worker. The presence of a group teacher is mandatory.
You should wear soft shoes and loose clothing that does not restrict movement.
Now let's take a closer look at an example diagram of a logarithmic lesson.
Tasks:
Develop statistical and dynamic coordination of movements, muscle tone.
Achieve precise switching movements.
Build motor memory.
Develop a sense of rhythm.
Course of the lesson (includes).
Introductory part.
Exercises on different kinds walking and running.
Exercises for the development of speech breathing.
Main part.
Exercises for the development of muscle tone.
Exercises for the development of statistical and dynamic coordination of movements.
Exercises to develop a sense of rhythm.
Exercises for the development of facial expressions and fine motor skills.
Exercises for the development of switchability of movements.
Final part.
Muscle relaxation exercises.
Breathing exercises.
We have examined the theoretical aspects of logarithmics, and now we will take a closer look at the exercises and games that are used in logarithmic classes.
Exercise "Fly".
To see a fly sitting on the right knee, peer into it, catch it, feel it in the fist, raise the fist to the ear. Listen to the call of a fly. Sing on the exhale, imitating her: "z-z-z-z." Release the fly, open your palm, follow its flight with your eyes, inhale again.
At the same time, connect the second on stressed syllables on both hands, etc. alternately with the first finger. To the words “fainted” relax the hands, drop them:
On the parquet in eight pairs of flies danced,
They saw a spider - they fainted.
Exercise "Poplar Fluff".
Early summer, hot day. There is poplar fluff all around. To see the fluff, peer into it, sit down, collect a little fluff with soft raking movements of the fingers. With light finger movements, transfer the fluff from one hand to the other, blow on it, catch it again and pronounce the verse:
Snow in summer! Just laugh!
Snow is flying around the city
Why doesn't he melt?
Exercises that regulate muscle tone allow those involved to master their muscles, learn to control their movements. Here, children learn such concepts as "strongly, weakly." Preschoolers and younger students get acquainted with the loud and quiet sound of a musical instrument.
Exercise 1. To loud music, children walk in a circle, to quiet music they move around on their toes, to loud music they walk in a circle, waving flags, to quiet music they stop and drop to one knee.
Exercise 2. For loud music, children walk in pairs in a circle, for quiet music, the pairs are separated and go one after another. When the loud music resumes, they again converge in pairs.
Exercise 3 Everyone listens to music with contrasting parts in terms of sound strength. After listening, the trainees conduct, making strong waves with their hands when the music is loud and weak when it is quiet.
Exercise 4 Rotation of the hands at the top (3-5 seconds) - straining the muscles of the arms and upper shoulder girdle, followed by lowering the arms down - relaxation.
mindfulness exercises they bring up a quick and accurate reaction to visual and auditory stimuli, develop all types of memory: visual, auditory, motor. The word, music, gesture help to educate attention. At a logarithmic lesson, one or two exercises are usually carried out to activate attention.
Exercise 1. Children stand in two lines opposite each other and at the same time, to the music of D. Kabalevsky “Clowns”, at the beginning of each measure, perform two opposite movements. One line squats and straightens with a rise on the toes, the other, on the contrary, straightens with a rise on the toes and squats.
Exercise 2. Children walk in a chain in different directions. At an unexpected accent in the music, the leader of the chain drops to one knee. The rest keep moving. On the next accent, the person in front gets down on one knee. This continues until all the children are down on one knee. On the next accent, the first one gets up and walks between the children, gradually (on accents) collecting them in a chain.
Exercise 3"Beetles" Children stand freely throughout the playground. At the signal of the teacher, they run in all directions: "Beetles fly." Then, on a signal, they stop, quickly lie down on their backs and dangle their legs and arms in the air: “The beetles fell on their backs and cannot roll over.” At the signal of the teacher, they quickly get up.
Speech exercises without musical accompaniment good for children with stuttering. These assignments can be used for morning exercises teacher, or physical education during speech therapy classes, with pronunciation of poetic lines, both with movement and without them.
Exercise 1.Speech exercises with simultaneous performance of actions.
The children stand with their arms outstretched. They make circles with their hands and say:
The wing is spinning fast
The mill grinds grain,
And from ground flour
Bake us pies.
Children throw the ball from neighbor to neighbor to the right or left:
All day long I fly
All day long I'm jumping
I can't jump anymore
Ah, I'm about to fall.
Exercise 2.Separate execution speech exercises and action.
Children make jumps with their feet apart and together under the text pronounced by the teacher:
Legs together, legs apart
Legs straight, legs sideways
Legs here and legs there
What a noise and what a din!
Children squat down with their heads down and arms around their knees, then gradually straighten up, stand on their toes and stretch as far as possible up, raising their hands. Text teacher says:
First I'll be small
I'll get on my knees.
Then I will grow up
I'll reach for the lamp.
We have considered the general means of logarithmic rhythm.
Exercises and games for the correction of dyslalia .
Game for the development of phonemic hearing "Bumblebees and beetles".
Children go in a circle to a calm melody, the melody changes, and "bumblebees" with "bugs" "fly" to the clearing. At the signal of the speech therapist “shh” - the “bumblebees” stop and quickly wave their “paws” on the spot, the “Beetles” continue to fly. At the signal “zh-zh”, the “bugs” stop and wave their “paws”, and the “bumblebees” fly around them. The command change is repeated several times. To the resuming music, "bumblebees" and "bugs" fly away from the clearing.
Development game articulatory motility"Horses".
Children stand in a column. They are horses. The music is playing, everyone is following each other. At the accent in the music, the children click their tongues, imitating the clatter of hooves. The music stops. The horses stop. At the suggestion of a speech therapist: "Whose horse is better at clattering its hooves" - two children go towards each other and click their tongues. The rest are listening.
Game for the development of speech breathing.
Children actively and rhythmically bring their fingertips together right hand 2,3,4,5 with thumb. Fingers touch each other at the very nails. During the exercise, rhythmically pronounce the text:
Chickens, geese, yes turkeys
Ate a swan
parsley pecked,
Run for water. (the same with the left hand, then with both).
Game for the development of phonemic hearing "Who is attentive?".
Children walk in a circle to the music, the speech therapist names the sounds, the children select the desired sound with a clap, the necessary syllable with two clap, squat on the correctly highlighted word.
Exercises and games for the correction of rhinolalia.
The purpose of such exercises: to develop facial expressions, general motor skills, mobility of the palatine curtain, speech motor skills, overcoming the nasal tone of speech.
1. Exercises with imitation of coughing, yawning, swallowing, playing with singing (the lyrics are full of vowel sounds).
2. When singing vowel sounds, nasalization of the voice is removed.
3. The game "Train". Children imitate the sound of the wheels of a steam locomotive, the operation of levers - arms bent in elbow joints; then they show how the wheels are checked, how the train went, how it let off steam, a long whistle.
4. The game "Geese". Children show how geese flap their wings, peck, hiss, cackle, fly, etc.
5. The game "Airplanes". Children imitate checking fuel pumps, pronounce s-s-s, motors - prr, Airplanes flew, landed and leave. (children sit on chairs). And etc.
We have examined the main stages and techniques of logorhythmics for children with speech impairment.
Exercises that regulate muscle tone.
Exercises that regulate muscle tone and develop basic psychomotor qualities are an integral part of every rhythm class.
Exercises that regulate muscle tone are very important for the child to master control over his own movements, maintaining balance at rest and movement. In addition, the optimization of muscle tone is closely related to the formation of the ability to relax in preschoolers, which affects the general psychosomatic state of the child: for some children, this helps to relieve tension, promotes muscle and emotional liberation, and the removal of "clamps"; other children helps to concentrate, relieve excitement.
LANTERNS
Target. To form the ability to regulate the tone of the muscles of the hands.
Description. At the command of the adult “Evening”, the children-lanterns from a standing position raise their tense arms to the sides (hands in fists) and hold them in this position for several seconds until the command “Morning”, at which the children lower their relaxed arms down along the body.
CAM - PALM
Target.
Op and san and e. The children are standing, their hands are down. At the command of an adult, they clench their hands into a fist and feel tension, and then, at the command of an adult, open their fist and relax the hand.
LOCK
Target. To form the ability to regulate muscle tone in the hands.
Description. Children sit in Turkish on the carpet, hands held in front of them. At the command of the adult “The lock is closed”, the children squeeze their hands with force, at the command “The lock is opened”, they calmly lower their hands to their knees.
GULLIVER VISIT LILLIPUTS
Target. To form the ability to regulate the tone of the muscles of the legs.
BARBELL
Target.
Description. Lean forward, imagine that you are lifting a heavy barbell, first slowly pulling it to your chest, and then lifting it above your head. Exercise to spend 10-15 seconds. “Throw the barbell” - leaning forward, while the arms hang freely.
RALLY
Target. To form the ability to regulate the muscle tone of the arms, legs, torso.
Description. Sit straight on the end of a chair. After the command “we drive a racing car”, stretch your legs forward, slightly raising them, stretch your arms and clench into fists - “hold firmly on the steering wheel”, the body is slightly tilted back. Focus on the tension of the muscles of the whole body. After 10-15 seconds, relax, sit straight, put your hands on your knees, lower your head slightly, pay attention to a pleasant feeling of relaxation.
ICICLE
Target. To form the ability to regulate the muscle tone of the arms, legs, torso.
Description. From squatting position slowly rise up, imagining that the icicle is “growing”, raise your hands up and, standing on your toes, try to stretch as much as possible, straining your whole body - the icicle has “grown”. After the command “The sun warmed up, and the icicle began to melt,” slowly lower your hands, relaxing your whole body, go down, sit on the floor, and then lie down, completely relaxed - “the icicle melted and turned into a puddle.” Pay attention to the pleasant feeling of relaxation.
roly-poly
Target. To form the ability to regulate the tone of the muscles of the neck.
Description. In the sitting position, drop the head on the right shoulder, then on the left shoulder, twist, and then drop forward. The exercise is performed for 10-15 seconds. At the end of the exercise, pay attention to the pleasant sensations of relaxation that occur when the muscles of the neck relax.
DON'T KNOW
Target. To form the ability to regulate the tone of the muscles of the neck and upper shoulder girdle.
Description. Raise your shoulders as high as possible, and then freely lower them down.
FLOWER
Target. Develop the ability to regulate tone muscles neck, upper shoulder girdle, arms, legs, torso.
Description. Stretch up, raising your arms and straining the muscles of the whole body, depicting how "the flower grows and reaches for the sun." Then successively drop the hands, depicting that “the sun hid and the flower head drooped”, relax the forearms, bending the arms at the elbows - “the stalk broke”, and, relieving tension from the muscles of the back, neck and upper shoulder girdle, passively lean forward, bending knees - "the flower withered."
DOLL TIRED
Target. To form the ability to regulate the tone of the muscles of the neck, arms, legs, torso.
Description. Yawning deeply, stretch, raising your arms up and rising on your toes, relax with an exhalation, lower your arms, tilting your head forward.
A more successful mastering by children of exercises that regulate muscle tone will be facilitated by their performance in front of a mirror. This condition is of particular importance in the formation of the skills of tension and relaxation of the muscles of mimic muscles in preschoolers. Children can do the following exercises.
INFLATE A BALL
Target.
Description. Inflate your cheeks and press on them with your hands, feel the resistance, and then blow off your cheeks.
WE WERE SURPRISED
Target. To form the ability to regulate the tone of the muscles of the forehead.
Description. Raise the brow ridges, feeling tension in the forehead.
STRONG RAMS
Target. To form the ability to regulate the tone of mimic muscles.
Description. Frown your forehead like butting sheep that have not shared the narrow bridge. Draw the children's attention to the feeling of tension in the forehead.
CRYBABY
Target. To form the ability to regulate the tone of the muscles of the eyelids.
Description. Close your eyes, tightly closing your eyelids, feel the tension in them.
TIGER CUB
Target. To form the ability to regulate the tone of the muscles of the cheeks.
Description. Bare your teeth, squeezing them with force, stretch your lips in a wide smile (teeth are visible).
THE SUN IS TEASING
Target. To form the ability to regulate the tone of the muscles of the tongue.
Description. Stick out your tongue, feeling the tension in it.
When performing all these exercises, the tension phase should not exceed 5-10 seconds.
