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FEDERAL AGENCY FOR EDUCATION

STATE EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION

"URAL STATE PEDAGOGICAL UNIVERSITY"

INSTITUTE OF SPECIAL EDUCATION

DEPARTMENT OF PSYCHOPATHOLOGY AND LOGOPEDICS

Formation of the motor sphere in the system of correction of phonetic and phonemic underdevelopment of speech in children with mild pseudobulbar dysarthria

Course work

specialty 050715 "Speech therapy"

performed by a third-year student,

302 groups of correspondence department

Luchnikova Ludmila Olegovna

scientific adviser

A.V. Kostyuk

Yekaterinburg - 2013

Introduction

CHAPTER 1. Current state problems of studying and formation of the motor sphere in children with dysarthria

1.1 Definition of the main concepts of the topic

1.2 Ontogeny of the development of motor function in normal children

1.3 Relationship of speech development with the development of motor functions

1.4 Clinical, psychological and pedagogical characteristics of children with mild pseudobulbar dysarthria

Conclusions for chapter 1

CHAPTER 2. Violation of the motor sphere in children with dysarthria

2.1 Organization and methodology for studying the motor sphere and the phonetic side in children with dysarthria

2.2 Features of the development of the motor sphere in children with dysarthria

2.3 Violation of the phonetic side in children with dysarthria

2.4 Mechanism of motor impairment in children with pseudobulbar dysarthria

CHAPTER 3. Logopedic work on the formation of the motor sphere in preschool children with dysarthria

3.1 Theoretical justification and principles of speech therapy work on the formation of the motor sphere in children with dysarthria

3.2.1 Formation of the motor basis of movement

3.2.2 Formation of the kinesthetic basis of movement

3.2.3 Formation of the kinetic basis of movement

Literature

INTRODUCTION

During the first years of a child's life, his brain does a huge amount of work in terms of complexity and volume. At this time, the child gets acquainted with the objective world around him, masters speech, learns to communicate with people. It would hardly be an exaggeration to say that a very important role in mastering speech belongs to the motor analyzer.

In childhood, the connection between the body and the psyche is very close. All the experiences of the baby are immediately reflected in his well-being, appearance. Moreover, mind and body develop inseparably from each other. The movement, at first, very simple, and then more and more complex, gives the child the opportunity to explore the world, communicate with others, and, therefore, learn and comprehend.

But at the same time, any developmental disorder in childhood also affects the motor sphere. Movement as a complex, multi-layered system is, on the one hand, a “mirror” of the child’s state, and a “window” through which we can influence his development, on the other hand.

The motor system affects the entire organism as a whole, but the influence of proprioceptive afferentation on brain activity is especially great. Both the forms and the ways of this influence are very diverse.

THEM. Sechenov was the first to point out the fact that all stimuli are of a mixed nature: an irritant that is adequate for the eye, ear, skin, etc. is necessarily mixed with a “muscular feeling”.

One can watch without listening, or listen without looking; one can smell without hearing or seeing, but one cannot look, listen, smell, or touch without moving. pseudobulbar dysarthria motor speech therapy

Speech arises in the presence of certain biological prerequisites, and above all, the normal maturation and functioning of the central nervous system. Speech is, first of all, the result of the coordinated activity of many areas of the brain. Articulatory organs only carry out orders coming from the brain. MM. Koltsova in the book "The child learns to speak" emphasizes the importance of development fine motor skills hands for the development of the child's speech. The development of fine motor skills of the hands is of great importance for the general physical and mental development child throughout early childhood. It is the small muscles of the hands, like the higher parts of the brain, that provide the work of thought and the function of speech.

Speech disorders in children are diverse in their manifestations. A common speech disorder among preschool children is pseudobulbar dysarthria, which tends to increase significantly. Dysarthria is based on organic disorders of the central nervous system. In children, clumsiness of motor skills is noted, which is most clearly manifested when performing complex motor acts that require precise control of movements, the precise work of various muscle groups, and the correct spatio-temporal organization of movements. Both articulatory and general motor skills of the child are disturbed. In this regard, articulatory positions are created in a distorted, approximate form.

In the cerebral cortex, the speech area is located next to the motor area, so the work on the formation and improvement of voluntary motor skills is considered as a necessary component of a complex system of correctional and pedagogical influence. The more attention is paid to this issue, the more effectively and quickly a positive result will be achieved.

Therefore, the aim of the work is to correct the oral speech of preschoolers with the help of games and exercises aimed at developing voluntary motor skills (general, fine motor skills of fingers, facial expressions and articulation).

Hypothesis: timely diagnosis of fine motor disorders will allow you to correctly build work to overcome phonetic and phonemic underdevelopment of speech in preschoolers with mild pseudobulbar dysarthria.

Based on the purpose of the work, tasks follow.

To study and analyze the accumulated experience in the study of general, fine and articulatory motor skills in the scientific and methodological literature

Conduct a survey of general, fine and articulatory motor skills and correlate the level of underdevelopment of the motor sphere with defects in sound pronunciation

Determine the direction corrective work.

Object: the formation of motor functions in children with phonetic and phonemic underdevelopment of speech, a mild degree of pseudobulbar dysarthria.

Subject: the formation of fine motor skills as the basis for the development of speech in children with a mild degree of pseudobulbar dysarthria.

CHAPTER 1

1.1 ABOUTbasic definitionintopical concepts

Speech is a complex functional system, which is based on the use of the sign system of the language in the process of communication. The most complex system of language is the product of a long socio-historical development and is assimilated by a child in a relatively short time.

The speech functional system is based on the activity of many cerebral structures of the brain, each of which performs a specific operation. speech activity.

The structural-systemic organization of the integration of brain functions involves a multilevel interaction of vertically organized (subcortical-cortical) and horizontal (intercortical) systems. Despite the fact that each functional system has its own program of development and functioning, the brain in all periods of life works as a whole. This integrativity is determined by the close interaction and interconnections both between sections of the cerebral cortex (horizontal systems) and the interconnections of the cortex with the underlying brain formations and, above all, the subcortical parts of the brain (vertical systems). The connection of speech activity with brain structures is based on the modern ideas of A.R. Luria. Dynamic localization of brain functions implies a holistic and at the same time differentiated involvement of the brain in any of the forms of its activity. [Volkova]

Various parts of the cerebral cortex are involved in the implementation of speech. These departments include, first of all, the cortical speech zones located in the dominant hemisphere. These are auditory, motor and visual areas. In the temporal lobe of the left hemisphere, perception and differentiation of auditory stimuli take place, and a complex process of speech understanding is carried out in it; the motor area (lower frontal gyrus of the left hemisphere) carries out the program of speech utterance, i.e. actually motor speech; in the visual area (occipital lobe) there is a perception and recognition of graphic images necessary for written speech.

A necessary condition for the organization of voluntary movement (motor speech) is the apparatus of the frontal lobes of the brain. With the help of these devices, the creation, preservation, implementation of the program of action and constant control over its course are carried out.

The second condition for performing a voluntary movement is the preservation of its kinesthetic afferentation. Kinesthetic sensations are sensations of the position of parts of one's own body and the muscular efforts produced during and outside of movement. This type of sensation occurs as a result of irritation of special receptor formations (proprioreceptors) located in muscles, tendons, joints and ligaments. They provide information about the movement and position of the body in space.

The role of kinesthetic sensations in mental activity was highlighted by I.M. Sechenov, who believed that the muscular sense is not only a regulator of movement, but also the psychophysiological basis of spatial vision, time perception, objective judgments and conclusions, abstract verbal thinking.

Kinesthetic sensations are closely related to the work of receptors located on the surface of the body and perceiving stimuli from the external environment: taste, pain, temperature, visual. This is especially pronounced in the sense of touch, which is a combination of kinesthetic and skin sensations, in which important role visual, auditory, vestibular analyzers, etc. play. Muscular-motor sensitivity also contributes to the correct orientation in space.

Underdevelopment of kinesthetic sensitivity causes an increase in motor insufficiency when performing particularly complex movements, which require movement control, precise dosing of muscle efforts, accuracy, spatio-temporal organization of movements, that is, sensorimotor coordination.

The cortical apparatuses of kinesthetic analysis and synthesis are the postcentral parts of the brain. With underdevelopment or damage to the lower parts of the post-central region of the cortex of the left hemisphere, kinesthetic apraxia occurs. In these cases, there are no paralysis, paresis, muscle strength is sufficient. The kinesthetic afferentation of the motor act suffers, the movements become undifferentiated. Violation of the organization of movements of the speech apparatus, facial muscles is manifested in the inability to find the positions of the lips and tongue necessary to pronounce the desired sounds.

The third condition for successful voluntary movement is fast and smooth switching from one motor position to another. The cortical apparatuses of kinesthetic analysis are the lower sections of the premotor region of the left dominant hemisphere. Underdevelopment or damage to the premotor areas of the cerebral cortex is manifested in the inertia of motor stereotypes, in motor perseverations of the hand, articulatory apparatus, and in speech.

The fourth condition for the organization of voluntary movement is the preservation of the parieto-occipital regions of the cerebral cortex. With the help of these devices, visual-spatial afferentation of movement is carried out. [Z.A. Repina]

Auditory, visual, motor and kinesthetic analyzers take part in the implementation of the speech function. The extrapyramidal system also takes part in the implementation of the motor mechanisms of speech. The strio-pallidar system is involved in the preparation of a motor and speech act and its correction in the process of execution, regulates the tone of the speech muscles, and provides emotional expressiveness of speech; The cerebellum is involved in coordinating the rhythm, rate of speech, and tone of the speech muscles.

Thus, for normal speech activity, the coordinated functioning of the entire brain is necessary. With the defeat of various parts of the nervous system, a variety of speech disorders can occur; the nature of these disorders depends on the location and time of the lesion.

Sound speech is carried out due to the influence of three physiological functions: respiration, voice formation, articulation. These functions originate in certain organs of our body: lungs, diaphragm, larynx with vocal folds, and articulatory apparatus. Active organs of articulation take part in the formation of sounds: lips, tongue, lower jaw, soft palate; vocal apparatus: larynx with vocal folds and pharynx; fixed organs of articulation: hard palate, teeth, upper jaw.

All organs involved in speech are innervated by twelve pairs of cranial nerves. The motor centers in the cerebral cortex are connected to the nuclei in the brain stem regions by corticonuclear pathways. The speech act is reflex in nature. Speech reflexes are associated with the activity of the entire cerebral cortex and constitute the second signaling system.

All movements of the lips and tongue are determined by the work of the motor analyzer. Its function is the perception, analysis and synthesis of stimuli that go to the cortex from the movements of the organs of speech. In the motor speech zone, a complex and subtle differentiation of speech movements occurs, the organization of their sequence. [Arkhipova]

Currently, the most common speech disease among preschool children is pseudobulbar dysarthria. At the heart of speech disorders in pseudobulbar dysarthria are organic lesions of the pathways of the cranial nerves.

All forms of dysarthria are characterized by disorders of general and articulatory motility, characterized mainly by insufficiently fine coordination of speech muscles and insufficient manipulative finger activity. This is due to the fact that speech, being a part of general motor skills, is formed on the basis of the combined maturation of the speech-motor functional system. The main signs of dysarthria are defects in sound pronunciation and voice, combined with speech disorders, primarily articulatory motility and speech breathing. Depending on the type of disturbance, all defects in sound pronunciation in dysarthria are divided into anthropophonic (sound distortion) and phonological (lack of sound, replacement, undifferentiated pronunciation, mixing).

For all forms of dysarthria, articulatory motility disorders are characteristic, which manifest themselves in a number of ways. Violations of muscle tone, the nature of which depends primarily on the localization of brain damage. The following forms are distinguished in the articulatory muscles: spasticity of the articulatory muscles - a constant increase in tone in the muscles of the tongue, lips, in the facial and cervical muscles. With a pronounced increase in muscle tone, the tongue is tense, pulled back, its back is curved, raised up, the tip of the tongue is not expressed. The tense back of the tongue, raised to the hard palate, helps soften consonant sounds. Therefore, a feature of articulation with spasticity of the muscles of the tongue is palatalization (this is the softening of consonants resulting from the raising of the middle back of the tongue to the hard palate.), which can contribute to phonemic underdevelopment.

A decrease in muscle tone speaks of dysarthria of the paretic type. At the same time, the tongue is thin, flattened in the oral cavity, the lips are flaccid, there is no possibility of their complete closure. Because of this, the mouth is usually half open, hypersalivation is pronounced. Feature of articulation - nasalization.

Violations of muscle tone in the articulatory muscles with dysarthria can also manifest themselves in the form of dystonia (changing the nature of muscle tone): at rest, there is a low muscle tone in the articulatory apparatus, when trying to speak, it increases sharply.

1.2 Ontogeny of the development of motor functions in children is normal

The development of motor functions in the ontogenesis of a child occurs very slowly - over many months and years. All movements first appear as innate, and only in the course of the development of the child do they acquire a conditioned reflex character, i.e. are brought into connection with stimuli with which they were previously associated, or new combinations of several movements are developed. From the first days of life, the child has an innate grasping reflex, which by the end of the 1st month becomes weaker and gradually fades away; at the age of about 4 months, the child begins to reach for a bright object and grasps it - now the same grasping movement is the result of learning, i.e. acquires a conditioned reflex character. At the age of 8-9 months, the child has a further complication of the grasping reflex: he captures a large object with his entire palm and fingers, and a small one - only with his fingers, i.e. movements of various muscles are combined depending on the size of the object to be grasped.

It is interesting that both simple movements and some complexly coordinated motor acts are innate, this includes not only many complex innate nutritional and defensive reactions (sucking, swallowing, sneezing, etc.) - locomotions of walking, swimming in the early stages child development are found to be congenital. In the first weeks of life, a swaddled baby makes stepping movements, and if you put him in water on his tummy, then swimming. Around the age of three months, the innate walking and swimming movements "disappear", and as developed, they can only be obtained at an older age. Congenital include quite complex facial reactions of children, also based on coordinated movements of several muscle groups: from the first days of life, babies give adequate facial reactions to various taste stimuli, at the age of 2 to 6 months they have a pronounced imitation of the facial expressions of adults. At the 7th month, the unconditioned reflex imitation of facial expressions fades away, and as a developed reaction, it is noted in children only at the age of about two years.

Among other motor functions, the movement of the fingers of the hand is of particular importance, because. have a huge impact on the development of the higher nervous activity of the child. V.M. Bekhterev wrote that hand movements have always been closely connected with speech and contributed to its development.

The first motor function of the hand is grasping. Like other motor acts, grasping is first revealed as an innate reflex (the Robinson grasping reflex). At 4-5 months, the grasping of an object acquires a developed, i.e. conditioned reflex, character and is performed with the imposition of all fingers and palms on the object - the so-called "monkey grasping". Only at the 9th month the child begins to take the object with his fingers, and at the 11-12th month the first attempts to use the objects for their intended purpose appear: drink from a cup, scoop up porridge with a spoon, comb hair, etc. [M.M. Koltsova].

In the development of each neuropsychiatric function, critical periods arise when it becomes, as it were, a priority, the most significant for the brain. For the development of such a function, a rapid mobilization of the body's reserves is necessary, at the expense of previously formed functional systems, which are less protected, less compensated. In this regard, the most important feature of critical periods of development is not only the development of a priority function, but also, as a rule, some decompensation of other functions.

In each age period, it is necessary to determine not only the priority developing function, but also “weak spots” - those functions whose development rate is temporarily reduced, which reveal a temporary insufficiency of their compensation and are the most vulnerable to adverse environmental influences.

Differentiation of psychoneurological functions begins in early childhood. First, basic functions are distinguished and developed, primarily perception, then more complex ones. Perception, intensively developing, as if moves forward to the center of consciousness and becomes the dominant mental process. Moreover, the perception itself is not sufficiently differentiated, it is merged with emotions. The remaining functions remain on the periphery of consciousness, they depend on the dominant function. The period when the function dominates is the period of its most intensive, optimal development. Perception dominates in early childhood, memory dominates in preschool, and thinking dominates in primary school.

The motor function can be conditionally divided into two relatively independent functions, which have their own developmental features:

1. Gross motor skills, i.e. motor skills of the trunk and limbs, which includes the processes of verticalization, balance, support and walking;

2. Fine motor skills of the hands.

The newborn has chaotic impulsive movements of the limbs, which gradually become more free and purposeful. In the first 3 months of life, the development of motor skills is manifested mainly in line with the "revitalization complex". By 2 months, the child masters the ability to raise and hold his head. From about 2-3 months, the development of hand movements begins in the direction of a visible object, then grabbing and holding it. From this time on, the child begins to feel objects.

By about 5-6 months, hand movements are improved: the child can accurately direct his hand to an object, take it. Based on these movements, subject-manipulative activity develops. At the age of 3 to 7 months, the child masters the movements, on the basis of which rollover is mastered, and then crawling. From the 8th month, the child gradually learns to sit, sit and lie down, as well as get up, stand and lower himself, holding on to the support with his hands. By one year, the child walks independently.

At early preschool age, the coordination of hand movements is improved, in connection with which the independence of the child is significantly increased: he learns to dress, undress, wash, etc., subject activity becomes more complicated. The child can throw the ball at the target, catch it. Walking, climbing are improved, the child learns to run, jump, perform simple rhythmic and dance movements to the music. At preschool age, various sports skills become possible: cycling, swimming, skiing, skating. Visual activity becomes available: modeling, drawing, appliqué.

At 4 years old, a child can balance on one leg for up to 5 seconds, jump 20 centimeters in length and jump on two legs and one right leg.

By the age of five, a child has the elements of a step that are characteristic of an adult, which is due to the improvement of the mechanisms for controlling the functions of walking - the distribution of muscle loads, the pace of movements, and speed. Further formation of dominance allows a child of this age to jump separately on the right and left legs. Fine motor skills of the hand develop and, at the same time, step automatism is finally dissociated, the functions of the hand are “liberated” from the influence of the legs. By the age of five, a child can simultaneously perform two types of movements - running and throwing a ball.

Speech development

Speech development goes through three stages. I period - preverbal - falls on the first year of life and includes the stages of cooing, babbling. In the course of preverbal communication with others, prerequisites are formed speech development. The condition that ensures the mastery of speech is the formation of selective susceptibility to the speech of others - the preferential selection of it among other sounds, as well as a finer differentiation of speech influences compared to other sounds. There is a sensitivity to the phonemic characteristics of sounding speech. The preverbal stage of development ends with the child's mastering the understanding of the simplest statements of an adult, the emergence of passive speech.

II period - the transition of the child to active speech. It usually occurs in the second year of life. The child begins to pronounce the first words and simple phrases, phonemic hearing develops. Of great importance for the timely mastery of speech by the child and for the normal pace of its development at the first and second stages are the conditions of communication with adults: emotional contact between an adult and a child, cooperation between them and saturation of communication with speech elements.

III period - improvement of speech as the leading means of communication. It more and more accurately reflects the intentions of the speaker, more accurately conveys the content and general context of the reflected events. There is an expansion of the dictionary, the complication of grammatical structures, the pronunciation becomes clearer. But the lexical and grammatical richness of speech in children depends on the conditions of their communication with other people. They learn from audible speech only what is necessary and sufficient for the communicative tasks facing them. [Skvortsov]

Table compiled on the basis of the results of studies conducted at the STC PNI.

The development of general motor skills and speech of a child from birth to 5 years is normal
Child's age	Gross motor skills	fine motor skills	Impressive speech	expressive speech
	All unconditioned reflexes are evoked, symmetrical	Fingers clenched into a fist, single, rare "athetoid" finger movements
	Tries to tear his head off the surface on which he lies, but cannot hold it, drops it and turns to the side Tries to lift head while lying on stomach
1,5 months	Raises the head by 45 degrees, lying on the stomach, holds it for 10-20 seconds, while the legs are tense
	In the position on the stomach, they hold the head, while the arms under the chest are bent at the elbow joints, actively moves the legs Holds head upright (for a short time)	Opens the cam		Spontaneously pronounces individual sounds, reflectively hums
	Lying down, can lean on forearms (several minutes)	Holds the toy put into the brush, pulls it into the mouth
	Raises arms above horizontal level more often	Sometimes grasps an object with the hand
	Foot support appears	Reaches for a toy, grabs it		Active cooing
	Actively raises head from supine position Flips over to the side	Grabs the toy with two fingers, brings it to the mouth, throws it
	Sits with support, keeping head steady	Begins to grab small objects	In response to speech addressed to the child, a response vocal activity occurs.	Actively spontaneously melodious hums with chains of sounds
	Strong foothold when standing with support	Shifts a toy from hand to hand		Babble is manifested by short sounds (vowels in combination with labial consonants)
	Lying on his stomach, the child can extend one arm Sitting in a passive posture		Responds to his own name	Active undifferentiated babble
	Rolls over from back to stomach			Various active babbling (anterior-lingual, posterior-lingual, etc.), autoecholalia
	Rolls from belly to back Crawling without engaging the pelvic girdle	Actively manipulates objects	Understands verbal commands with gesture reinforcement
	Synchronized crawling Independently squats from a prone position, through the side		Begins to select parts of the face of a doll and an adult by word	Double sound combinations like "ba-ba" appear
	Protective extension of the arms forward and to the sides, allowing you to maintain balance Stands in a pose on his knees	Uses thumb to grip Knocks with a toy on a toy	Visually differentiates named familiar objects
	Sits down independently from any positions and sits confidently	Starts purposefully manipulating a pyramid of 2-3 rings (removes, discards)	Understands verbal commands without gesture reinforcement
	Moves on his knees on his own	Tries to put dice on dice	On request, finds familiar objects located in an unusual place	Imitating an adult, learns new syllables
	Stands at a support, gets up on his own	Picks up small objects with index and thumb	Shows confidently parts of the face of a doll and an adult Begins to recognize objects in one-object pictures	Calls people and objects syllables
	Worth it on its own Walks with support	Tries to string rings on the pyramid rod	At the direction of an adult, performs actions with toys Understands the word "no"
	Walks alone	Can flip the pages of a cardboard book Lowers small objects into a narrow opening	Executes many commands as requested	Speaks about 5 words (mother, grandmother, grandfather, etc.)
	Walks for a long time, turns	Turns 2-3 pages at the same time	Shows multiple body parts	Associates syllables with a specific subject Expresses desires through speech (appearance of verbs)
	Steps over obstacles	Draws doodles, strokes tearing paper	Shows all parts of the body	Speaks about 10 words (mostly titles)
	Tries to run Goes up and down the stairs with side steps, holding on to the railing	Turns one page at a time	Shows all objects in everyday life	Two word sentences
	Stands up and squats independently Bends over and picks up objects from the floor	Hand preference is formed Repeats vertical and round lines as shown	Shows a lot of pictures	Makes sentences of 3-4 words
	Standing on one leg without support Climbs, descends stairs, alternating legs (with support) Can ride a tricycle	holding a pencil correctly	Can answer a question based on a story in one word Executes about 10 instructions consisting of one action	Asks questions with the words “who?”, “Where?”, “Where?” (word order is not always correct) Easily repeats phrases
	Jumping on two legs	Copies a circle Unbuttons buttons		Tries to use plural, past tense Uses negative particles "not", "neither" 3.6 uses adjectives and pronouns Asks questions "when?", "what's inside?", "why?" Able to communicate with an adult Uses complex sentences
	Able to roll forward Jumping on one leg	Copies a square (fuzzy, with folded corners) Cutting paper with scissors	Can answer abstract questions, eg. "does the sun shine at night"	Uses polite requests Uses future tense Uses the definition of space: "on", "under", "behind"
	Performs two types of movements at the same time	Copies triangle Correctly draws a square	There is an understanding of the abstract concepts of "friendship", "truth", "deception", etc.	There is a combination of simple sentences into complex ones. The emergence of divisive questions Can describe his feelings Begins to use the abstract concepts of "happiness", "love", "hope", "lie"

1.3 The relationship of speech development with the development of motor functions

All scientists who have studied the activity of the child's brain, the psyche of children, note the great stimulating effect of the functions of the hand.

An outstanding Russian educator of the 18th century N.I. As early as 1782, Novikov argued that "the natural impulse to act on things" in children is the main means not only for gaining knowledge about these things, but for everything from mental development.

Neurologist and psychiatrist V.M. Bekhterev wrote that hand movements have always been closely connected with speech and contributed to its development.

The English psychologist D. Selly also attached great importance to the "creative work of the hands" for the development of thinking and speech in children.

The movements of the fingers of people improved from generation to generation, as people performed more and more subtle and complex work with their hands. In this regard, there was an increase in the area of ​​the motor projection of the hand in the human brain. So, the development of the functions of the hand and speech in people went in parallel.

Physiologists attached great importance to the muscular sensations that arise during articulation. The development of sound pronunciation is associated with the improvement of the work of the peripheral speech apparatus. In healthy children, mastery of the sound system of the language occurs simultaneously with the development of motor and differentiated hand movements.

The motor speech area is located very close to the motor area, and the area of ​​the motor projection is occupied by the projection of the hand, located very close to the speech motor area. The magnitude of the projection of the hand and its proximity to the motor speech zone led many scientists to the idea that the training of the fingers will have a great influence on the development of the child's active speech.

The movements of the fingers historically, in the course of the development of mankind, turned out to be closely related to the speech function. First, the child develops subtle movements of the fingers, then the articulation of syllables appears, all subsequent improvement of speech reactions is directly dependent on the degree of training of the movements of the fingers.

The articulation of sounds, the so-called "motor speech", consists in the coordination of movements of the tongue, lips, oral cavity, larynx, and respiratory movements. The motor projection of the organs of speech is located in the lower part of the anterior central gyrus, while the process of coordination of movements is carried out in Broca's motor speech area, located in the lower part of the frontal gyrus. In the motor projection of various parts of the body in the precentral gyrus, more than 1/3 of the area is occupied by the projection of the hand. In addition, the projection of hand movements and speech zones are located in close proximity. It was the magnitude of the projection of the hand and its proximity to the motor speech zone that led scientists to the idea that training fine finger movements should have a greater impact on the development of active speech in children than training general motor skills.

Throughout early childhood, this dependence clearly stands out - as the fine movements of the fingers improve, the speech function develops. Of particular importance is the period when the opposition of the thumb to others begins - from that time on, the movements of the remaining fingers become freer.

Research by scientists from the Institute of Physiology of Children and Adolescents of the APN (M.M. Koltsova, E.I. Isenina, L.V. Antakova-Fomina and others) confirmed and substantiated the relationship between speech and finger motor skills. In an electrophysiological study conducted by T.P. Khrizman and M.I. Zvonareva, it was found that when a child makes rhythmic movements with his fingers, the coordinated activity of the frontal and temporal parts of the brain sharply increases in him. If a child makes rhythmic movements (extension and flexion) with the fingers of his right hand, then in the left hemisphere of the brain he has an increase in coordinated electrical oscillations precisely in the frontal and temporal zones. The movements of the fingers of the left hand caused the same activation in the right hemisphere.

L.A. Panashchenko, children in the first weeks of life were observed in the orphanage. Biocurrents of the brain were recorded in six-week-old babies, then the right hand was trained in some of these children, and the left in others. The training consisted of massaging the hand and passive flexion and extension of the fingers. A month and two months after the start of such training, the biocurrents of the brain were re-recorded and the degree of stability in the appearance of high-frequency waves was calculated by mathematical methods (which is an indicator of the maturation of the cerebral cortex). It turned out that after a month of training, high-frequency rhythms began to be observed in the area of ​​motor projections, and after two months - in the future speech zone, in the hemisphere opposite to the trained arm!

The described data of electrophysiological studies directly indicate that the speech areas are formed under the influence of impulses coming from the fingers. [Koltsova]

1.4 Clinical, psychological and pedagogical characteristics of children with a mild degree of pseudobulbar dihartria

In children with a mild degree of pseudobulbar dysarthria, pronounced paralysis and paresis are not observed, but their motor skills are characterized by general awkwardness, lack of coordination, they are helpless in self-service skills, lag behind their peers in dexterity and accuracy of movements, their hand readiness for writing develops with a delay, therefore for a long time there is no interest in drawing and other types of manual activities.

Emotional-volitional disorders are manifested in the form of increased emotional excitability and exhaustion of the nervous system. In the first year of life, such children are restless, cry a lot, require constant attention. They have sleep disturbances, appetite, predisposition to regurgitation and vomiting, diathesis, gastrointestinal disorders. They do not adapt well to changing weather conditions.

At preschool and school age, children with dysarthria are restless, prone to irritability, mood swings, fussiness, often show rudeness, disobedience. Motor restlessness increases with fatigue. Others are shy, inhibited in a new environment, adapt poorly to it, and avoid difficulties. [L.S. Volkov]

ABOUTgeneral motor skills.

Children with erased dysarthria are motor awkward, the range of active movements is limited, the muscles quickly get tired during functional loads. They stand unsteadily on one leg with one leg, cannot jump on one leg, walk along the “bridge”. They imitate poorly when imitating movements: how a soldier walks, how a bird flies, how bread is cut, etc. Motor failure is especially noticeable in physical education and music classes, where children lag behind in tempo, rhythm of movements, and also when switching movements.

Mfine motor skills.

Children learn self-service skills late and with difficulty: they cannot fasten buttons, untie a scarf, etc. in drawing classes, they do not hold a pencil well, their hands are tense. A lot of people don't like to draw. Particularly noticeable motor awkwardness of the hands in the classroom for applications and with plasticine. In the works on the application, there are also difficulties in the spatial arrangement of elements. Violation of fine differentiated hand movements is manifested when performing finger gymnastics tests. Children find it difficult or simply cannot perform imitation movements without outside help, for example: “lock”, “rings” and other finger gymnastics exercises. In origami classes, they experience great difficulties and cannot perform the simplest movements, because. both spatial orientation and subtle differentiated hand movements are required. Many children under 5-6 years old are not interested in games with the designer, they do not know how to play with small toys, they do not collect puzzles.

Features of the articulatory apparatus

In children with pseudobulbar dysarthria, pathological features in the articulation apparatus are revealed. It is possible to decrease, increase or change the nature (dystonia) of muscle tone.

With reduced muscle tone, muscle paresis is said. Pareticity of the organs of articulation is manifested in the following: the face is hypomimic, the muscles of the face are flaccid on palpation, because the lower jaw is not fixed in an elevated state due to the lethargy of the masticatory muscles; lips are flaccid, their corners are lowered; during speech, the lips remain sluggish and the necessary labialization of sounds is not produced, which worsens the prosodic side of speech.

The tongue with paretic symptoms is thin at the bottom of the oral cavity, sluggish, the tip of the tongue is not very active. With functional loads (articulation exercises), muscle weakness increases.

With increased muscle tone, speaking of spastic symptoms. Spasticity of the muscles of the organs of articulation is manifested in the following: the face is amimic, the muscles of the face are hard and tense on palpation. The lips of such a child are constantly in a half-smile: the upper lip is pressed against the gums, during speech, the lips do not take part in the articulation of sounds. Many children who have similar symptoms cannot perform the tube exercise. The tongue is tense, raised up in a hillock, to the hard palate.

Features of sound pronunciation

In her works, E.F. Arkhipova writes that a child with a mild degree of pseudobulbar dysarthria reveals: mixing, distortion of sounds, replacement, and absence of sounds. In addition to impaired sound pronunciation, the prosodic side of speech is also impaired in children. All this affects speech intelligibility, intelligibility and expressiveness of speech.

Phonetic and prosodic disorders in erased dysarthria are due to paresis or spasticity of individual muscles of the articulatory, vocal and respiratory sections of the speech apparatus. The variability and mosaic nature of these disorders cause a variety of phonetic and prosodic disorders:

interdental pronunciation of the anterior lingual in combination with the throat [r];

lateral pronunciation of whistling, hissing and affricates;

softening defect: due to the spasticity of the tip of the tongue and the tendency to its more anterior articulation;

Whistling sigmatisms: are formed when hissing due to the paresis of the tip of the tongue are formed in the lower position of the tongue;

hissing sigmatisms: can be explained by spasticity of the tongue, when the tongue is thickened and tense;

voicing defects: they should be considered as a partial voice disorder, phonation disorders and other phonetic disorders [Arkhipova]

In many studies devoted to the study of the problem of the erased form of dysarthria, it is noted that phonemic perception disorders are common in children of this category. [V.A. Kisileva].

Phonetic - phonemic underdevelopment of speech

Phonetic and phonemic underdevelopment is a violation of the processes of formation of the pronunciation system of the native language in children with various speech disorders due to defects in the perception and pronunciation of phonemes.

R.E. Levin and V.K. Orfinskaya, on the basis of a psychological study of children's speech, came to the conclusion that phonemic perception is essential for the full assimilation of the sound side of speech. It was found that in children with a combination of impaired pronunciation and perception of phonemes, there is an incompleteness of the processes of formation of articulation and perception of sounds that differ in subtle acoustic and articulatory features. The state of phonemic development of children affects the mastery of sound analysis.

Secondary underdevelopment of phonemic perception is also observed in violations of speech kinesthesia that occur with anatomical and motor defects of the speech organs. In these cases, the normal auditory-pronunciation interaction, which is one of the most important mechanisms for the development of pronunciation, is disrupted. The low cognitive activity of the child during the period of speech formation, weakened voluntary attention, is also important.

With a primary violation of phonemic perception, the prerequisites for mastering sound analysis and the level of formation of sound analysis skills are lower than with a secondary one.

The most common form of disturbance is distorted pronunciation of sounds, in which some similarity of sound with the normative sound is preserved. Usually, in this case, the perception of hearing and differentiation with close sounds does not suffer.

This form of impairment, such as the absence of sound or replacement by articulation close ones, creates conditions for the mixing of the corresponding phonemes and complications in acquiring literacy.

When mixing close sounds, the child develops articulations, but the process of phoneme formation is not yet completed. In such cases, it is difficult to distinguish between close sounds from several phonetic groups, and the corresponding letters are mixed.

In the phonetic-phonemic development of children, several conditions are revealed:

Insufficient discrimination and difficulty in analyzing only sounds that are disturbed in pronunciation. The rest of the sound composition of the word and the syllabic structure are analyzed correctly. This is the easiest degree of phonetic - phonemic underdevelopment;

Insufficient discrimination of a large number of sounds from several phonetic groups with their well-formed articulation in oral speech. In these cases, sound analysis is violated more severely;

With deep phonemic underdevelopment, the child “does not hear” the sounds in the word, does not distinguish between the relationship between sound elements, is not able to distinguish them from the composition of the word and determine the sequence.

The low level of proper phonemic perception is most clearly expressed in the following:

fuzzy distinction by ear of phonemes in one's own and someone else's speech (primarily deaf - voiced, whistling - hissing, hard - soft, etc.);

· unpreparedness for elementary forms of sound analysis and synthesis;

difficulty in analyzing the sound composition of speech. [Volkova]

Outputsonfirstchapter:

1. An analysis of the literature has shown that for normal speech activity, the coordinated functioning of the entire brain is necessary. Great importance in the development of speech function.

2. Pseudobulbar dysarthria is a common disease among preschool children.

3. It is noted in the literature that in children with dysarthria there are violations of articulatory, general, fine motor skills. Children with pseudobulbar dysarthria have a late development of motor functions.

CHAPTER 2MOTOR DISORDERS IN CHILDREN WITH DYSARTRIA

2.1 Organization and methodology for the study of the motor sphere and phoneticeside in children with dysarthria

Examination of children was carried out on the basis of general education kindergarten No. 49 in Polevskoy. Speech therapy examination was carried out with children of the senior group of the general education kindergarten. The group consists of 5 children 5-6 years old.

Speech therapy examination was carried out using methodological recommendations edited by Trubnikova, as well as the examination methodology proposed by V.A. Kisileva. Recommendations for conducting a speech therapy examination are based on a general systematic approach, which is based on the idea of ​​speech as a complex functional system, the structural components of which are in close interaction. A comprehensive comprehensive examination of the features of the development of speech, mental functions, the motor sphere, the activity of various analyzer systems will make it possible to give an objective assessment of the existing shortcomings in speech development and outline the best ways to correct them.

At the preparatory stage, medical documentation was studied, a conversation was held with parents and educators.

At the next stage, a survey of general, fine, articulatory motility and mimic muscles was carried out. The state of sound pronunciation, phonemic hearing, vocabulary and grammar was studied. All proposed tests are performed by showing, then by verbal instructions. The recommendations propose a rating system, taking into account the nature, severity and number of errors made. The scores are determined on the basis of a scale: 4 points - high level, 3 points - average, 2 points - below average, 1 point - low level

A general motor test was carried out:

Static coordination of movements

Samples were also conducted to examine fine motor skills:

kinesthetic praxis

· Dynamic praxis

Investigation of motor coordination

When examining articulatory motility, the child was offered the following tasks:

Maintaining a static posture

Tasks for the examination of kinesthetic praxis

Dynamic coordination of movements

Examination of mimic muscles

Examination of the pronunciation of sounds

Examination of the syllabic structure

Phonemic hearing test

2.2 Features of the development of the motor sphere in children with dysarthria

E.F. Arkhipova, studying the anamnestic data of young children, notes a delay in locomotor functions: motor awkwardness when walking, increased exhaustion when performing certain movements, inability to jump, step over stairs, grab and hold the ball.

There is a late appearance of the finger grip of small objects, a long-term preservation of the tendency to capture small objects with the whole brush. In the anamnesis, there are difficulties in mastering self-care skills, dislike for drawing; many children do not know how to hold a pencil correctly for a long time.

L.V. Lopatina notes that in children with an erased form of dysarthria, both statics and dynamics of movements are disturbed. Among the movements that reflect the state of static coordination, the most difficult to perform are voluntary movements, which manifests itself either in some stiffness of movements, the impossibility of performing more complex movements, or in motor restlessness, in the presence of hyperkinesis, in the difficulty or impossibility of finding and maintaining a given position, in the presence of synkinesis. Among the movements that reflect the state of dynamic coordination, tasks associated with switching movements are difficult to perform. Switching movements is often difficult, with a long search for the desired position, incomplete, slow pace, with the appearance of accompanying movements, with a violation of lightness and smoothness. Even more difficult is the possibility of simultaneous execution of movements. [Lopatina L.V.] In the study of the motor skills of children with pseudobulbar dysarthria, Lopatina, tests proposed by N.I. Ozeretsky, E.Ya. Bondarevsky, M.V. Silver.

A test for static coordination of movements shows that static disorders are manifested in significant difficulty (and sometimes impossibility) of maintaining balance, in tremor of the limbs. When holding a pose, children often sway, trying to maintain balance, lower their raised leg, touching the floor with it, and rise on their toes.

Test for dynamic coordination of movements. Performing a dynamic test shows that in more than a third of cases, children throw the ball at the target not from the extended shoulder, but from below. At the same time, at the moment of throwing with one hand, the other is tense and brought to the body. The performance of tasks for the study of dynamic coordination of movements is characterized by insufficiently coordinated activity of various muscle groups, "jerking", awkwardness of the movements performed.

Test for the study of the speed of movements. The performance of the task to study the speed of movement shows that more than half of the children find it difficult to sit on the floor and stand up without the help of their hands. Basically, the task is performed in slow motion. Children are able to sit on the floor without the help of hands, but cannot rise without this help. They rely on either one or both hands. The nature of the children's performance of the task confirms the insufficient formation of dynamic coordination of movements and motor maneuverability, which was found during the performance of other tests.

...

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Introduction

motor dysarthria motor skills preschooler

At present, the issue of finding new means and methods for the development of the motor sphere of children with erased dysarthria is acute, since deviations in the development of the motor sphere in this category of children create certain difficulties in educational activities, especially adversely affect the mastery of writing, drawing and manual labor skills.

It is a well-known fact that one of the most important functions of the psyche, which ensures the cognitive activity of the child, is performed by motor skills. It is a holistic mechanism for the development of the child's psyche, combining emotions, thinking and movements into a single whole, which are conscious and purposeful. According to M.O Gurevich, N.I. Ozeretsky, motor skills determine the need for its preparation in preschool children, since it is she who carries out the mental regulation of the educational, cognitive and speech activity of the child. MM. Koltsova

Given the complexity of diagnosing erased dysarthria, the relationship between the state of speech and the motor sphere of the child should be taken into account. In the latter case, we mean not only the degree of formation of articulatory motor skills, but also the level of development of fine differentiated motor skills of the hands and fingers.

The urgency of the problem is associated with an increase in the number of children with such a violation and parents' requests for diagnostic and correctional materials. This problem is interdisciplinary, since it is studied by a number of sciences: speech therapy, psychology, neuropsychology, psycholinguistics, etc.

Due to the relevance of the research topic, the goal is to develop speech therapy technology for the correction of motor disorders in preschool children with erased dysarthria.

To successfully achieve this goal, it was necessary to solve the following tasks:

To analyze the psychological and pedagogical literature on the problem of dysarthria and motor development of children;

To select methods for the study of motor functions in preschool children with erased dysarthria;

To analyze in a comparative experimental study the state of motor skills in children with erased dysarthria and in children with normal development;

To determine the directions and methods of work with preschool children on the development of the motor sphere and implement them in remedial education.

Object of study: the motor sphere in preschool children with erased dysarthria.

Subject of study: the process of correction of the motor sphere in preschool children with erased dysarthria.

Research hypothesis: we assumed that motor development in preschool children with erased dysarthria has qualitative features compared to the norm, and special methods overcoming anomalies of the motor sphere increase the efficiency of corrective work.

The following methods were used in the course of the study: analysis of psychological and pedagogical literature on the research problem, ascertaining, forming and control experiments, free and directed observation, qualitative and quantitative analysis of experimental data.

Theoretical significance of the work: information about children with general underdevelopment of speech and children with movement disorders has been supplemented.

The practical significance of the work lies in the fact that the recommended techniques can be used in the work of speech therapists, educators and

parents.

The structure of the work is represented by an introduction, three chapters, a conclusion, a list of references with 50 sources. Graduation work is illustrated: tables, diagrams. The total volume is 53 typewritten pages.

The introduction reveals the problem and relevance of the study, defines the goal, objectives, object, subject, hypothesis, considers research methods, their theoretical and practical significance.

The first chapter "Theoretical Foundations of the Problem of Motor Function Disorders" presents a theoretical analysis of the psychological and pedagogical literature on the research problem.

The second chapter "State of motor praxis in preschool children (comparative experimental study)" presents the material of a comparative study of the motor sphere in children with normal speech development and in children with erased dysarthria.

The third chapter "Directions and methods of development of the motor sphere in preschool children with erased dysarthria (experimental training)" contains methodical material on overcoming violations of motor praxis in children with erased dysarthria.

In the conclusion of the thesis, the results of a comparative study of preschoolers with erased dysarthria and children with normal speech, performed by the author, are summarized, and conclusions are formulated based on the learning outcomes.

Chapter I. Theoretical Foundations of the Problem of Motor Function Disorders

1 Ontogeny of motor development in children

The development of speech regulation of motor functions is the central problem of the physiology and psychology of human voluntary movements. It is only thanks to the word that these movements can acquire that deliberate and conscious character which distinguishes them qualitatively from the so-called voluntary movements of animals.

As components of actions, movements become a function of very complex mental processes - perception of the situation, comprehension of the action, anticipation of its results and dependent integral part directed at the object and the action conditioned by it [40]. “Just standing while maintaining a certain posture means also making certain movements.” M. Sechenov wrote that the whole variety of brain activity can be reduced to muscle movement. In turn, the brain is a substratum of mental activity, therefore, in the muscular action there is a reflection of mental activity. It is this definition that V.V. Nikandrov gives to psychomotor, designating this term as

"the objectification of all forms of psychic reflection through muscular action". Thus, psychomotor can be called the relationship of mental processes: cognitive, emotional, volitional with movement.

The internal mental process ends with a motor act that satisfies the need that has arisen. In the work of V. V. Nikandrov, this function of psychomotor is called praxeological, i.e. performing the action. The preparation and execution of any motor act is provided by a complex neurophysiological system - a motor analyzer. The motor analyzer, like all others, consists of three sections: receptor (nerve cells of muscles, ligaments, tendons), conductor and cortical (nerve cells in the cerebral cortex).

In addition, it is characterized by a hierarchical organization. The development of extensive material on this problem belongs to N. A. Bernshtein. The researcher comes to the conclusion that movements are regulated by five levels, and each level has a leading stream of nerve impulses and is responsible for its own set of movements. N. A. Bernstein introduces the following level names: rubro-spinal, thalamo-pallidar, pyramidal-strial, parietal-premotor, cortical or "symbolic".

Rubospinal or level A with an anatomical basis in the form of cells of the reticular formation of the spinal cord and brain with its nuclei, the cerebellum, the central part of the autonomic, parasympathetic and sympathetic nervous apparatus. The leading stream of nerve impulses is the proprioreceptor. This level provides unconscious regulation of body muscle tone, static endurance and coordination. T. S. Levy in an article on the levels of movements gives the following examples of the manifestation of level A: “firstly, involuntary trembling movements: shivering from cold, chattering of teeth from fear, shuddering, etc., secondly, movements associated with acceptance and maintaining a certain posture. A few more examples are presented in the manual by G. A. Volkova: “rolling balls with the palm of your hand, grasping an object, fanning”.

Talamo-pallidar or level B with an anatomical substrate - two pairs of subcortical nuclei: visual tubercles as centers of receiving impulses and pale bodies as transmitters. The leading afferentation is impulses from proprioreceptors with a predominance of sensations of speeds and positions, pressure, deep touch, touch, friction, pain, vibration and temperature. The level provides correction, coherence, expressiveness of a holistic movement. It is responsible for three coordination qualities: the ability to conduct finely coordinated movements of the whole body; time management;

"a tendency to stamps, to chased repetition of movements". Examples of the functioning of this level are: emotional and expressive movements, facial expressions, pantomime, plasticity.

Pyramidal striatal, it is also a spatial field, or level C. Its anatomical substrate is divided into two sublevels: extrapyramidal (striatum) and pyramidal (giant pyramidal field 4 of the cerebral cortex

exit cortical gate). The leading afferentation is a synthetic spatial field that combines all types of body reception: tactile, proprioceptive, vestibular, smell and touch, visual and auditory. This level coordinates the motor act with space with the participation of visual afferentation. Strial or C1 - the lower sublevel of the spatial field, related to the extrapyramidal system, evaluates the direction of movement and dosage of force (lacing, combing, flipping, tracking a moving finger, tracing a figure on paper). The pyramidal or C2-upper sublevel of the spatial field, related to the cortical levels, ensures accuracy (rolling a ball into a hole, threading a needle, drawing a circle).

Parieto-premotor - level D, its anatomical substrate are structures related to the cortex in the parietal-premotor regions. It almost exclusively belongs to man. Leading afferentation - ideas about the subject. The spatial field acquires new categories, such as: top, bottom, between, above, before, then. This is the level of subject actions, as it makes it possible to interact with objects according to their subject values. Examples of movements at this level: drinking from a cup, tying a tie, drawing a picture of a person or a house. Here the main backgrounds of speech and graphic coordinations are built.

Cortical - level E, the frontal lobes of the cerebral cortex act as an anatomical substrate. He is "responsible for the leaders in the semantic

regarding the coordination of speech and writing; motor chains united not by an object, but by a mnestic scheme, an abstract task or plan. It is the highest cortical level of building movements; carries out understanding of someone else's and one's own speech, the content of the problem being solved, written and oral expression of thoughts; musical, choreographic performance. Actions at this level are based on imaginative thinking.

Any motor act has a complex psychophysiological structure. An important role in the design of movement is played by the frontal cortical systems, which create the project of movement, and the parietal cortical fields, which are responsible for the semantic structure of the action and transmit signals for implementation. Then, thanks to the activity of the premotor fields of the cortex, the motor background is developed and activated. The premotor fields are functionally connected with the cortical system and the lower levels, in which background automatism appears. This ensures the formation of automatism or its "awakening" during repeated playback. The next stage is the execution of the movement, with preliminary correction, and in it the decisive role belongs to afferentation. Another important component of the implementation of a motor act is the anticipation of the result.

N. A. Bernshtein described "coordination of movements as overcoming excessive degrees of freedom of a moving organ", i.e. giving it control. Under the coordination of movements, V.V. Nikandrov determined a set of four indicators: accuracy, speed, strength, modality. In addition to these indicators, the movement has more complex parameters: tempo and rhythm.

“Rhythm is the degree of orderliness of movements, which consists in their alternation with a certain sequence and frequency,” wrote V. V. Nikandrov in his work. All characteristics of movements are subject to rhythmization: temporal - in the form of a certain frequency, spatial - in the form of repetition of trajectories, energy - in the form of repetitive force impulses. The rhythm of movements is the basis for developing the endurance of an individual and automating movements.

The ontogeny of the sense of rhythm is closely connected with the process of the formation of motor skills in children, visual-motor coordination, and later with the formation of speech rhythm.

V. P. Dudiev defines the rhythm of movements as “a property of a motor act that characterizes the proportionality, harmony of the alternation of successive elements and their combinations.” Another synonymous term found in the literature is non-speech rhythm, which denotes the formation of the rhythm of the motor sphere.

The motor sphere goes through certain stages in its development, depending on the anatomical and functional state of the nervous system. So by the age of 2-2.5 years, the anatomical maturation of the central nervous substrates is completed - this is the first stage. The second captures the period from 2 years to adolescence and even goes beyond it. It is a stage of functional maturation of the levels of organization of movements and is characterized by unevenness: in relation to some groups of movements, temporary deterioration can be observed.

The work of E. M. Mastyukova presents a detailed description of the motor development of a child from birth to 3 years, taking place in 6 stages. Let us dwell only on the important neoplasms of each stage: the formation of control over the position of the head and the possibility of its free orientation in space (0-4 months); mastering the initial function of sitting (4-6 months); mastering crawling (6-8 months); development of motor mechanisms necessary for getting up and maintaining a standing position (8-12 months); independent walking, but with the participation of hands to maintain body balance; improvement of independent walking with the release of hands for manipulative activity during movement (18-24 months); improvement of subtle movements that contribute to the development of subject-practical activity and its

the basis for the formation of ideas about the size, shape of objects, their position in space (24-30 months).

Thus, by the age of 2-3 years, psychomotor development reaches a high level. The child masters free movement (walking, running, jumping on two legs), some self-service skills, object-manipulative activity.

The work of this researcher is far from the only one in the field of studying the ontogenesis of motor skills. Let us turn to another periodization of motor activity, containing ideas about motor development from 1 year to 16 years, compiled by V.P. Dudyev and containing 5 stages. Again, let us dwell only on mentioning the key moments.

The development of movements in infancy is characterized by the appearance of unconditioned spinal reflexes (1.5-2 months), the establishment of a balance between the flexor and extensor muscles and holding an object in the hand, the appearance of humming during a slowdown in general movements (3 months), stabilization of muscle tone, development hand movements and general movements (3-6 months).

The appearance of babbling is noted at the age of 5-6 months. against the backdrop of an increasing need for rhythmic movements. The child accompanies serially organized movements (waves of the hand or bouncing) with the same pronunciation of syllables. L. I. Belyakova writes that “this rhythm is an archaic phase of the language”, which explains its early appearance in ontogeny. In addition, the researcher notes the role of this phenomenon in the development of psychomotor skills and the formation of speech articulations.

In the period of 6-9 months. the child appears to maintain balance, the body is completely straightened, the function of coups undergoes changes, and a stable sitting posture is formed. The emerging skills of turning over, holding the head, looking ahead are the basis for the formation of the crawling function. At first, only hands are involved in its implementation, crawling is performed on the stomach from the age of seven months.

age. Over time, it is carried out on all fours, thanks to the support reaction that has appeared. By 8-9 months. the child gains the ability to stand on straightened legs with support, and then independently near the support. At this stage, there is a further complication of the motor skills of the hand, differentiated movements of the fingers develop, and small objects are grasped with two fingers. In addition, the active development and mastery of babbling and gestures continues, they become a means of communication. At 9-12 months. crawling on all fours continues to improve, the body is mainly held in a horizontal position, the head is held high. At the end of the first year, the child learns to independently adopt a vertical posture, rough walking without support, normalizing after one to two months. Imitative reactions develop: pronunciation of syllables, reproduction of the melody of phrases.

The next block in the development of motor functions covers the period of early age. In the period from one to two years, balance continues to develop, gait becomes more stable, and overall motor activity increases. At the end of the stage, the child learns to walk up and down stairs, climb on a large object, play with the ball with his foot and hand, grab and throw toys, build a tower, use a spoon grabbed from above. Two to three years balance is improved when walking and standing, the child can walk with an object in one hand, use a spoon and fork, climb the stairs, taking alternating steps, catch and throw the ball. There is a formation of ideas about the scheme of the body.

In the motor development of a preschooler from three to six years old, the processes of honing motor skills predominate. Motor acts acquire accuracy, consistency due to game activity. But the coordination of movements is not yet perfect compared to older children. Due to improving articulatory motility, already by 4

years, most of the preschoolers master the normative sound pronunciation, expressive means of speech. But the regulation of behavior based on verbal instructions is not easily accessible to children at this age; it is formed by the age of 6. Serial organization of movements is also not available at 4 years, it mainly develops by 5 years. As a result, the ability to perceive rhythms improves from 4 to 6 years, and reproduction becomes available by 5-6 years. There is a slight improvement in the praxis of the posture of the hands during this period.

Motor development in primary school age from 7 to 11 years is significantly developed through classes physical education, manual labor. This contributes to the improvement of coordination of movements.

The final stage is considered motor development in adolescence. In the period from 11 to 16 years there are significant changes in the body of the child, due to puberty.

During puberty (11 - 12 to 14 - 15 years), the regulatory role of the frontal cortex is weakened. As a result, regressive changes occur in the mechanisms of regulation and organization of motor skills. There is a deterioration in the accuracy of movements, their spatio-temporal parameters are violated, the influence of training exercises weakens. Soon, such manifestations begin to fade and completely disappear. After 14-15 years, these phenomena become less noticeable and disappear, the regulation of complexly coordinated movements improves.

Thus, favorable motor development occurs in ontogeny under the condition of the anatomical and functional formation of the integral system of the analyzer, especially its central - brain part. No less important for motor development is the accumulated motor experience, which is acquired in the process of speech interaction. It is the word that plays an exceptional role in the implementation of voluntary movements (L. S. Vygotsky, A.R. Luria). The appearance of motor voluntariness is evidenced by the subordination of the movements of the child to the verbal instructions of an adult at the age of 3-4 years, then the audible word organizes the independent activity of the child, soon it passes into the internal plan, without losing its regulatory and corrective function (L.S. Vygotky). This is another confirmation of the close connection between the motor and speech systems.

First of all, speech is a product of the coordinated work of a large number of parts of the brain, and its motor implementation is only the result of brain activity.

It is accepted to distinguish two types of speech, depending on the predominant activity of certain parts of the brain. Allocate sensory speech, which provides understanding of the statements of others. The zone of this type of speech is the center of E. Wernicke, located in the posterior sections of the first temporal gyrus of the outer surface of the left hemisphere in right-handers.

The second type is motor speech, which provides the pronunciation of sounds by the person himself. Its center is P. Broca's zone, located in the posterior sections of the third lower frontal gyrus. Motor speech, first of all, is the result of brain activity, there is a selection of movements necessary for pronouncing certain sound combinations, their sequence is established, a program is drawn up according to which the muscles of the articulatory apparatus must act. For the pronunciation of speech sounds, the correct functioning of the departments of the peripheral speech apparatus is also necessary: ​​respiratory, phonatory, resonator.

The path from the brain to the speech muscles is only part of the mechanism of speech, its other component is the reverse afferentation, which goes from the muscles to the center and reports the position of all the organs involved in the articulation. This mechanism allows "to carry out a kind of

muscular control over the processes of articulation".

There is currently big number periodizations of speech development, differing in the criteria for distinguishing stages and their temporal characteristics. For example, A. N. Gvozdev, from a linguistic point of view, gives seven stages in the assimilation by children of the sound side of the language, the syllabic structure of words, parts of speech, sentences, which begin at the age of 1 year 3 months.

G.V. Chirkina, based on the research of A. A. Leontiev, identifies the following periods of speech development: preparatory (from the moment of birth - up to 1 year), pre-preschool (1 year - 3 years), preschool (3-7 years), school (7-17).

The period of "walking" is available to all children of one and a half, two months of age. At this stage, the connection of cooing with the formation of general motor skills is manifested. The child develops a “revitalization complex”, and the movements and vocal reactions included in it acquire the role of a communication tool. At this moment, the foundation of the second signaling system according to I.P. Pavlov is laid, based on kinesthetic-auditory connections. The child hears the sound and tries to reproduce it imitatively. During the roar of "cooing", as G.V. Chirkina writes, the child makes attempts to master the vowel sound [a], then the system of three vowels [a, i, y]. From one and a half to three months, the child reproduces the sounds: “ah-ah-bm-bm, blah, woo, boo.” During the period four months new sound combinations like "gn-agn, la-ala, rn" appear. The process of "cooing" is a game for the child with sounds and articulatory apparatus. The cooing stage then gradually turns into babbling.

The sound characteristic of babble and further speech directly depends on the formation of the articulatory base. The following stages have been identified: by the age of 1 - the appearance of the articulation organs' bows; by 1.5 years - the appearance of an alternation of a bow - a gap; after 3 years - the appearance of the possibility of lifting the tip of the tongue up and tension of the back of the tongue; by 5 years - vibration of the tip of the tongue. The articulation base is formed in ontogeny sequentially by the age of five.

G. V. Chirkina for the pre-preschool stage notes the following features: there is an expansion in the volume of babbling words, an increase in the active vocabulary of children, the appearance of the first sentences consisting of root words. In the course of the study, she obtained data on the vocabulary of children: a year and a half - 10-15 words, by the end of the second year - 30 words, by three years - about 100 words. During this period, there is a quantitative increase in the vocabulary of children, there is a gradual formation of grammatically grammatical categories. By the age of three, the child independently uses the easiest grammatical constructions.

At the end of the pre-preschool stage, the child actively uses the structure of a simple common sentence, using lighter grammatical categories of speech. At the age of three, anatomical maturation almost ends. speech areas brain.

The preschool stage is characterized as the period of the most intensive speech development of the child: the vocabulary expands, all parts of speech are actively used, word formation skills are gradually formed. During this period, the active vocabulary of the child consists of three, four words, used in accordance with their meanings. A child of five or six years old speaks quite extensively, in his speech

there is a logic of presentation, the appearance of elements of fantasy is noted. In the preschool period, the active formation of the phonetic side of speech is manifested, a linguistic instinct is formed, which ensures the confident use of all grammatical categories in independent statements. By the end of the preschool period, the child must master a detailed phrasal speech, phonetically, lexically and grammatically correct.

In previous years, it was assumed that the stages in the motor development of children reflect the process of maturation of the motor system. At present, the entire motor development of the child is considered according to the theory of dynamic systems: motor development involves many individual skills that are organized and, over time, reorganized to meet the requirements of certain tasks.

2 Clinical - pedagogical characteristics of children with erased

dysarthria

Dysarthria is a motor speech disorder that has insufficient innervation of the muscles of the speech apparatus, which leads to the occurrence of sound pronunciation and prosodic disorders associated with an organic lesion of a part of the central or peripheral nervous system.

For the first time, G. Gutsman noted the general characteristics of such disorders - "washing out", "fuzziness", and blurring of articulation. In the works of M.B. Eidinova and E.E. Pravdina-Vinarskaya described similar cases, which were noted as "violations of the articulatory apparatus of insufficient innervation." R.A. Belova-David identified two main types of disorders: the first is dyslalia associated with the functional nature of the disorders, and the second is dysarthria caused by an organic disorder of the central nervous system.

L. V. Melekhova, systematizing pronunciation disorders in children, singled out functional, mechanical and organic, or central, dyslalia. She also referred to organic dyslalia cases that she had previously referred to as "protracted" dyslalia. I.I. Panchenko also revealed mild disorders of the innervation of the articulatory apparatus in some children with dyslalia.

The term "erased" dysarthria was first proposed by O.A. Tokareva. She characterized its manifestations as mild manifestations of "pseudobulbar dysarthria". In her opinion, in such cases, most isolated sounds are pronounced correctly, but in the speech stream they are poorly automated and differentiated. She draws attention to the peculiarity of violations of articulatory movements, when, in the absence of restrictions in the movements of the tongue and lips, inaccuracy of movements and insufficiency of their strength are observed.

Later M.P. Davydova proposed a slightly modified definition of erased dysarthria: "violation of sound pronunciation caused by the selective inferiority of some motor functions of the speech-motor apparatus, as well as weakness and lethargy of the articulatory muscles, can be attributed to mild erased pseudobulbar dysarthria."

Another definition of such speech disorders is given by A.N. Kornev. He defines this disorder as selective, non-rough, but rather persistent violations of sound pronunciation, which are accompanied by mild, peculiar disorders of the innervation insufficiency of the articulatory organs. Kornev believes that this category of violations of the pronunciation side of speech occupies an intermediate position between dyslalia and dysarthria.

Dysarthria is observed in both adults and children, but has its own

specifics. In adulthood, clear localization of lesions is distinguished, since the nervous system is formed and less plastic, in contrast to child's body, capable of restoring a damaged area or moving a function into intact structures. Most often, this violation is observed in cerebral palsy,,. L. I. Belyakova identifies three forms of dysarthria: spastic-paretic, hyperkinetic and atonic-astatic, with certain manifestations. So, the first form of dysarthria occurs when the pyramidal tracts are damaged on both sides. In terms of manifestations, there is a similarity with pseudobulbar dysarthria in adults: sound pronunciation is disturbed, primarily complex sounds that require differentiated articulations; arbitrary movements become inaccessible, although reflex acts are preserved. The children of this are heterogeneous: some have increased muscle tone, which indicates a spastic variant of dysarthria, while others have high muscle tone combined with areas of reduced tone; a paretic variant, if increased tone is accompanied by violent movements, this is referred to as a hyperkinetic variant. In speech manifestations, features of sound pronunciation are noted: violations more often concern 1 group of sounds, more often their articulation is brought to the position of slots, vowels acquire a nasal shade in the sound. The pace of speech slows down, the voice becomes hoarse, creaky. These phenomena occur against the background of a delay in speech development. The second form is called hyperkinetic and occurs when the nuclei of the striopallidar system are damaged. Its manifestations are similar to adult subcortical, extrapyramidal dysarthria. Characterized by the presence of a changing tone, the inability to maintain a posture, a change in the sequence of muscle contractions. Difficulties arise in the speech sphere: automation of sounds in words of phonemic perception, understanding the meaning of words, smooth production of words, sentences due to lack of air in the clavicular type of breathing. Voice

sounds stifled, trembling is sometimes noted, an arbitrary change in its characteristics is not available. There is an instability of the tempo of speech, a tendency to acceleration, a sharp violation of the rhythmic component. This manifestation is similar to stuttering and requires careful work on differentiation. In general, speech development is close to the border of the age norm. The third form is called atonic-astatic, expressed with damage to the cerebellum and its pathways. There are hypotonic phenomena in the muscles, but without atrophy, articulatory discoordination. There are both voluntary and involuntary movements. Characteristic for this form of dysarthria is the general unevenness, scantiness of speech: the lack of correct rhythmization, fluctuations in the tempo of pronunciation and volume, the voice sometimes becomes trembling. In children, the perception and reproduction of intonation is sharply disturbed. Articulation disorders are irregular.

In general, children with dysarthria are characterized by: clumsiness of movements, insufficient development of fine motor skills, a lag in the formation of self-service skills, narrowing and limitation of the spatial field of activity. This leads to impaired attention, memory, fatigue, poor sensory experience , , .

From the foregoing, it follows that dysarthria is a speech disorder, including: defects in the sound and pronunciation side, underdevelopment of vocabulary and grammatical structure, prosodic component. But these deviations from the norm are not leading. The primary defect is associated with a violation of the motor sphere in its central section of the pathways.

Karelina I.B. proposed a new terminology, according to which erased dysarthria is interpreted as "minimal dysarthria disorders" - MDD.

The severity of these manifestations varies from minor (minimal) disorders to very severe. Lately among

in children of preschool age, the predominant degree of the disorder is erased dysarthria or “mildly expressed”, “dysarthric component”,

"minimal manifestations of dysarthria".

Motor praxis disorders in children with erased dysarthria The general motor sphere of children with erased dysarthria is characterized by slow, awkward, constrained and undifferentiated movements. Manifestations of general motor insufficiency in children with erased dysarthria are variable and qualitatively heterogeneous. Some children have motor awkwardness, inactivity, stiffness, slowness of all movements, sometimes with limited range of motion of one half of the body. Other children are hyperactive, restless, they have a fast pace of movements, a large number of unnecessary movements when performing voluntary and involuntary motor acts.

Most clearly, the insufficiency of general motor skills in preschoolers with an erased form of dysarthria manifests itself when performing complex motor acts that require precise control of movements, precise work of various muscle groups, and correct spatio-temporal organization of movements.

All these symptoms appear in a mild form. Children experience difficulties in dressing, shoes, run, jump, draw worse than their peers.

Children with erased dysarthria learn self-care skills late and with difficulty, since they are characterized by impaired manual motor skills, which manifest themselves mainly in impaired accuracy, speed and coordination of movements.

The hand motility insufficiency manifests itself most clearly when performing complex motor acts that require precise control of movement, precise work of various muscle groups.

Violation of fine differentiated hand movements

manifests itself when performing sample tests of finger gymnastics. Children find it difficult or simply cannot perform imitation movements without outside help, for example, “lock” - put the hands together, interlacing the fingers. Most children with erased dysarthria cope with tasks aimed at performing simultaneously organized movements. When performing, children make multiple mistakes, clenching both hands in fists at the same time or straightening it. The performance of tasks is characterized by dysmetria, which is expressed in the additional work of the forearm. In many children, movements are performed at different times.

When performing, children make multiple mistakes, while completing the task is characterized by dysmetria, the presence of unnecessary movements.

The study of motor functions shows that when performing a series of successive movements, in almost all children, a smooth transition from one movement to another is difficult, while perseverations and rearrangements are noted. Some preschoolers perform movements only when they are spoken. They reduce the number of elements of movement, often place the hand in a different plane, which indicates certain violations of optical-spatial coordination.

In children with erased dysarthria, pathological features in the articulatory apparatus are revealed.

Paresis of the muscles of the organs of articulation is manifested in the following: the face is hypomimic, the muscles of the face are flaccid on palpation, many children cannot stand the position of the closed mouth, because the lower jaw is not fixed in an elevated state due to the lethargy of the masticatory muscles; the lips are flaccid, their corners are lowered, during speech the lips remain flaccid and the necessary labilization of sounds is not produced, which worsens the prosodic side of speech. The tongue with paretic symptoms is thin, located at the bottom of the oral cavity, the flaccid tip of the tongue is inactive. With functional loads, muscle weakness increases.

Spasticity of the muscles of the organs of articulation is manifested in the following: the face is amimic, the muscles of the face are hard and tense on palpation. The lips of such a child are constantly in a half smile: the upper lip is pressed against the gums. During speech, the lips do not take part in the articulation of sounds. Many children who have such symptoms do not know how to perform “tube” articulation exercises, i.e. stretch the lips forward, etc. The tongue with spastic symptoms is often changed in shape: thick, without a pronounced tip, inactive.

Hyperkinesis with erased dysarthria manifests itself in the form of trembling, tremor of the tongue and vocal cords. Tremor of the tongue manifests itself during functional tests and loads. For example, to support a wide tongue on the lower lip at the expense of 5-10, the tongue cannot remain at rest, the tip of the tongue trembles and turns blue, and in some cases the tongue is extremely restless (waves roll along the tongue in the transverse or longitudinal direction). In this case, the child cannot keep the tongue out of the mouth. Hyperkinesis of the tongue is more often combined with increased muscle tone of the articulatory apparatus.

Apraxia with erased dysarthria manifests itself simultaneously in the impossibility of performing any voluntary movements by the organs of articulation. In the articulatory apparatus, apraxia manifests itself in the impossibility of performing certain movements or when switching from one movement to another. You can observe kinetic apraxia, when the child cannot smoothly move from one movement to another. Other children have kinesthetic apraxia, when the child makes chaotic movements, “feeling” for the desired articulatory position.

Deviations of the tongue from the median line also appear during articulation tests, during functional loads. It is combined with the asymmetry of the lips when smiling with the smoothness of the nasal fold.

Increased salivation (hypersalivation) is determined only during speech. Children do not cope with salivation, do not swallow saliva, while the pronunciation side of speech and prosody suffer.

Manifestations of violations of the articulatory apparatus: 1) Difficulties in switching from one position to another;

Narrowing and deterioration in the quality of articulatory movement;

In reducing the time of fixation of the articulatory form;

Decrease in the number of correctly performed movements.

All of the above violations of the motor sphere make it difficult for preschool children with erased dysarthria to adapt to school, and prevent full communication with peers and adults.

This determines the need for a more thorough study of the problem of motor skills in preschool children with erased dysarthria, as one of the most important factors in a child's readiness for school.

An analysis of the psychological and pedagogical literature on the problem of motor disorders in children with erased dysarthria allowed us to formulate the following conclusions:

Erased dysarthria is characterized by the presence of symptoms of a microorganic lesion of the central system: insufficient innervation of the speech organs - the head, articulatory and respiratory sections; violation of muscle tone of the articulatory and mimic muscles.

Among the motor functions, the movements of the fingers are of particular importance, since they have a huge impact on the development of the higher nervous activity of the child. The function of hand movement is always closely related to the function of speech, and the development of motor skills will contribute to the development of the pronunciation side of speech.

In children with erased dysarthria, both a violation of general motor skills and an insufficiency of fine differentiated movements of the hands and fingers are revealed.

Disturbances in the motor sphere in children with erased dysarthria have many features in their development, which are manifested in the following: active movement causes slowness, unevenness, tension, undifferentiation and exhaustion in the work of the paretic muscles.

Knowledge of the general patterns and stages of normal motor development helps to identify deviations in the development of motor functions, as well as the choice of adequate ways to correct them. A peculiar motor insufficiency with the lack of formation of finer purposeful differentiated movements, visual-motor coordination and manual praxis is a characteristic pattern of any abnormal development.

Chapter II. State of motor praxis in preschool children (comparative experimental study)

1 Organization and methods of studying the motor sphere in preschool children with erased dysarthria and in their peers with normal

speech development

The study was carried out in the period from 2015-2016. based on GBOU secondary school

No. 875 JV "Nadezhda" of the city of Moscow.

The work consisted of 3 stages: ascertaining, forming and

control experiments.

The pilot study involved 20 preschool children 4-5 years of age with primary intact hearing, vision and intellect. Of these, the experimental group (hereinafter referred to as the EG) consisted of 10 children with a speech therapy conclusion “general underdevelopment of speech (II,

III) level, minimal manifestations of dysarthria. The comparative group (hereinafter SG) included 10 children without speech disorders. Later, 7 children with erased dysarthria were trained from the experimental group for the formative experiment, and the 3 remaining children later formed the control group (CG).

At the ascertaining stage, work was carried out to study the motor sphere in preschoolers with erased dysarthria and in their peers with normal speech development.

The study was conducted individually, in their free time.

Anamnestic information was collected from the words of parents, during the analysis of medical and psychological and pedagogical documentation. Methods of work: conversation, free and purposeful observation, examination.

Motor functions were examined in children according to the traditional methods of N.I. Ozeretsky, E.Ya. Bondarevsky, M.V. Serebrovskaya, with our modifications.

I. Examination of gross motor skills

Purpose: observation of discoordination of movements and disorders of muscle tone.

Tasks aimed at studying dynamic coordination

Task 1. Jump forward on two legs. Task 2. March like a soldier.

Tasks aimed at studying static coordination

Tasks aimed at studying the orientation of the body in space

Purpose: observation of discoordination of movements.

Task 1. Raise your left hand, right hand. Touch your right ear, left ear. Show left leg, right leg.

Task 2. Show me my left hand, right hand. Show me my right ear, left ear. Show me my right leg, left leg..

Tasks aimed at studying the differentiation of spatial concepts (on a sheet of paper)

The child is offered a sheet of paper with the image of geometric shapes.

Task 1. Look at the picture. Show me what's in the center What's to the right of the square? What's to the left of the square? Show what is under the small triangle. What's between a circle and a big square? What are the shapes at the top of the picture? What are the figures at the bottom of the picture?

points - independently performs the task;

score - makes frequent mistakes without subsequent self-correction; 2 points - does not cope well, needs help;

score - does not complete the task.

Examination of fine motor skills

The state of fine motor skills was studied based on the results of performing tasks aimed at identifying the features of kinesthetic and dynamic praxis.

Tasks aimed at studying kinesthetic praxis

Task 1. Lower the right hand down. Squeeze all fingers except the thumb, and pull the thumb to the left.

Task 2. Squeeze both hands into fists. Stretch your thumbs up.

Task 3. Squeeze your right (left) hand into a fist and put the palm of your left (right) hand on it.

Task 4. Squeeze your right (left) hand into a fist, and lean the palm of your left (right) hand against it with an edge.

Tasks aimed at studying the optical-kinesthetic organization of movements (“praxis of posture”)

All exercises are preliminarily explained and shown by the experimenter.

Task 1. Watch what I'm doing. Fold the first and second fingers into a ring; now fold the middle and thumb into a ring. Try to stretch the second and third fingers forward; extend the second and fifth fingers, the brush is lowered.

Task 2. Watch what I'm doing. Clench your fist. Hit them on the table.

Now hit the table with your palm. Repeat at a fast pace.

Tasks aimed at studying constructive praxis

The experimenter offers the child pictures of different section configurations: from 2, 3 and 4 parts.

Task 1. Look carefully at the pictures and collect them in parts.

Tasks aimed at identifying synkinesis (friendly movements)

Task 1. Now we will play. Put your hands on the table. Close your eyes.

Raise your finger as soon as you feel that I touched it.

When performing this task, involuntary movements of other fingers are marked: unilateral, cross (on the second hand) and bilateral (on both hands). The quantitative analysis of the results was carried out taking into account the scoring system:

score - no involuntary movements were observed;

points - unilateral synkinesis when performing certain tasks;

points - unilateral synkinesis during the performance of each task; 1 point - accompanying movements are displayed on the second hand;

points - synkenesis on both hands.

Tasks aimed at studying the kinetic basis of movement

Task 1. Say hello with the thumb of your right hand to the rest

fingers. Do the same with the other hand.

Task 2. Slowly say hello to each finger on both hands.

Task 3. Clap with the fingertips of both hands, starting from the thumb.

Task 4. Connect your fingers. Starting with the thumb, touch all the rest.

Task 5. Squeeze your right hand into a fist, and straighten your left.

Now vice versa: we squeeze the left into a fist, and straighten the right.

Task 6. With the thumb and forefinger of both hands, take one stick from the table. Put them in a box.

Tasks aimed at studying spatial perception

The experimenter lays out a sheet of paper, a sample drawing and a pencil in front of the child.

Task 1. Draw on this piece of paper exactly the same picture as you see in the picture. Take your time, try to make your drawing look like this.

The quantitative analysis of the results was carried out taking into account the score

4 points - correct;

points - missing any detail;

points - individual elements of the picture are several times larger than the size of the original picture;

score - the wrong element of the picture is drawn;

points - wrong image of elements in the drawing space.

Tasks aimed at hand-eye coordination of movements (Graphic tests)

) Study of movement accuracy.

Task 1. Look at the picture. Connect the car with the house with a line, try not to move off the path.

) Study of graphic skills. Task 1. Draw a straight line.

Task 2. Draw a straight line from left to right. Task 3. Draw a straight line from top to bottom.

Task 4. Draw a line shorter than this; longer than this one. Task 5. Connect the dots.

The experimenter shows the child how to draw wavy and broken lines.

Task 1. Draw a square, a triangle, a circle. Task2. Take a ruler and draw a straight line.

) Switchability study

Task 1. Continue the fence pattern. Don't take your pencil off the paper.

The quantitative analysis of the results was carried out taking into account the scoring system:

points - there are no exits beyond the track, the pencil does not come off the paper;

points - there are no exits beyond the drawing, but the pencil comes off no more than 3 times;

points - there are no exits beyond the drawing, the pencil comes off no more than three times, there are involuntary movements;

score - no more than three exits beyond the drawing, a very weak line or, on the contrary, with a very strong pressure, there are involuntary movements;

points - the task is not completed ..

Material: sheet of paper, pencil.

Task 1. On a signal, start drawing vertical lines. Make sure that they do not go beyond the boundaries of the ruler.

After 10 seconds, a signal about the end of work is given; after 30 seconds, this task is done with the other hand.

Quantitative analysis of results:

points - a fast pace of the task, more than 20 lines are drawn with the right hand and 12 with the left;

points - a fast pace of the task with one hand, more than 20 lines are drawn;

points - a slow pace of the task, more than 16 lines are drawn with the right hand and 9 lines with the left (for left-handers, on the contrary), the boundaries of horizontal lines are violated, there is a change in the speed of movements;

score - slow pace of the task, in 20 seconds less than 16 lines were drawn with the right hand and 9 lines with the left (for left-handers, vice versa), multiple violations of the boundaries of horizontal lines, changes in the speed of movement;

points - less than 10 lines are drawn with the leading hand, numerous violations of the boundaries of horizontal lines and significant changes in the speed of movement.

Examination of articulatory motility

The state of articulatory motor skills was studied based on the results of performing tasks aimed at identifying the possibility of holding a posture, the features of kinesthetic and dynamic praxis.

Tasks aimed at studying the static posture

The proposed tasks were performed by the child following the experimenter, the time of holding the posture was 10 seconds.

Task 3. Repeat after me. Hold up to 10. (Lips in a smile, mouth open, tongue resting on the upper lip).

When performing the tasks, the following were recorded: the accuracy and time of holding the posture, the presence of salivation, the deviation of the lips and tongue, the presence of hyperkinesis, sweating, discoloration of the skin. The scoring system was used:

points - all tasks were carried out correctly, the time of holding the posture was 10 seconds;

points - tasks are performed correctly, the time of holding the posture is 6 - 7 seconds;

points - tasks 1 and 2 are completed, the time of holding posture 3 is 4 seconds, task 3 is not performed;

score - holding a static posture is impossible.

Tasks aimed at studying kinesthetic oral praxis

Purpose: monitoring the state of muscle tone and coordination of movement.

The child began to perform the proposed tasks after visual or kinesthetic presentation by the experimenter.

Task 1. Repeat after me. (Poses, as when pronouncing the sounds [and], [o], [y], [b], [c], but without voice accompaniment).

Task 2. Close your eyes. Your lips will now fold into the desired position.

Repeat what you felt.

When assessing the performance of tasks, the correctness of the transmitted posture, the pace and clarity of movements were taken into account. Point scoring system:

points - the poses are conveyed correctly, the movements are fast and clear;

points - poses are repeated correctly, but with a delay of 2 - 3 seconds, the clarity of movements is slightly impaired;

points - a long search for a pose is noted, assimilation of poses is possible, tasks are performed with a 4 second delay after the display;

score - the correct repetition of postures is impossible.

Tasks aimed at studying dynamic praxis

The child performed a series of movements according to the model proposed by the experimenter.

Task 1. Repeat after me. (Lips in a smile, teeth are visible, lips in a tube; lips in a smile, mouth open, tongue sticking out, tongue raised - lowered; lips in a smile, mouth open, tongue sticking out, tongue thin - thick).

Task 2. Repeat after me. (Lips in a smile, mouth open, tongue sticking out, tongue bitten by teeth, mouth closed; mouth open, tongue sticking out, tongue moving simultaneously with the lower jaw to the left - right, mouth closed; lips in a smile, mouth open, tongue moving along the inner surface of the upper - lower teeth).

When performing tasks, the following were recorded: the correctness of movements, their speed, clarity, switchability, the presence of salivation. For quantitative analysis of the obtained results, a scoring system was used:

points - all movements are performed correctly, quickly, clearly;

points - both tasks are completed, when performing task 2, the pace of movements is reduced, the clarity is slightly impaired, salivation is possible;

points - task 1 is completed, there is a sharp slowdown in the pace of movements, clarity is grossly impaired, the presence of salivation;

score - the impossibility of performing a series of movements.

Examination of mimic motor skills

Purpose: to monitor the state of muscle tone.

The tasks were performed by the child after listening to the instructions, if necessary - after the experimenter showed them.

Task 1. Show how surprised you are. Raise your eyebrows up. Task 2. Imagine a bright sun. Furrow your brows and forehead.

Task 3. Wink me with your right eye, left eye. Task 4. Squeeze your lips tightly. Put your lips in a tube.

When analyzing the results, the following were taken into account: the correct performance of tasks, the presence of smoothness of the nasolabial folds, the density of the closing of the lips. The quantitative analysis of the results was carried out taking into account the scoring system:

points - tasks are performed correctly, quickly, according to instructions;

points - tasks are performed according to instructions or a sample, there is a slight decrease in the pace and clarity of movements, a slight smoothing of the nasolabial folds is possible;

points - tasks are performed according to the model, the pace and clarity of movements are reduced, it is difficult or impossible to complete task 3, there is smoothness of the nasolabial folds and loose closure of the lips;

score - the task is impossible to complete.

Muscle tone and lip mobility

Task 1. Pull your lips forward with a tube, keep it counting for 5-10 seconds.

Task 2. Make a “tube”, and then a “fence”. I will count, and you continue to alternate.

Task 3. Raise upper lip. Drop your bottom lip. Repeat the movements several times.

Point scoring system:

points - the exact performance of tasks, the tone is normal, the lips are mobile; 3 points - inaccurate execution of movements, minor violation

tone of the labial muscles (hypertonicity, hypotension, dystonia);

points - the upper lip is tense, its mobility is limited;

score - difficulty in performing movements, a pronounced violation of the tone of the labial muscles, the lips are inactive;

points - non-fulfillment of tasks, roughly expressed pathology.

Muscular tone of the tongue

Task 1. Make the language wide. Put it on your lower lip. I'll count, and hold it for 10 seconds.

Task 2. Open your mouth wide. Dip your tongue behind your bottom teeth. Make your tongue wide. I will count, and you hold it for 10 seconds.

Task 3. Reach the tip of the tongue to the right, then to the left corner of the mouth. I'll count to 10 and you keep holding the pose.

Point scoring system:

points - precise execution of movements;

points - inaccurate performance of tasks, a slight violation of the tone of the tongue (hypertonicity, hypotension, dystonia);

points - difficulties in performing exercises, moderately pronounced violation of the muscle tone of the tongue, salivation, which increases with functional load, deviation of the tongue;

score - a roughly pronounced violation of the muscle tone of the tongue, severe pathological symptoms (constant salivation, hyperkinesis, blue tip of the tongue, deviation);

2.2 Features of general and fine motor skills in preschoolers with erased dysarthria

The results of the examination of general and fine motor skills showed in experimental group children insufficient formation of the kinesthetic and kinetic basis of the motor act. Noticeable disturbances in reciprocal coordination were revealed, which manifested themselves in the appearance of oral synkinesis, hypertonicity, and difficult regulation of the amplitude of movements.

In the process of performing tasks, the children of the experimental group experienced the greatest difficulties in performing simultaneous hand movements, a series of movements. There were violations of coordination of movements, dynamic coordination, switchability, accuracy. The indicators of general motor skills are close to the age norm, but there were difficulties in maintaining a static posture, spatial organization of movements, and following verbal instructions.

Features of articulatory and mimic motility in preschool children with erased dysarthria

In the state of articulatory motor skills, similar manifestations are noted as in the state of fine motor skills. With disturbed kinesthesia, kinetics are also disturbed.

The level of formation of articulatory motor skills in preschoolers of the experimental group can be classified as low. Whereas in preschoolers with normal speech development, a high level of formation was revealed.

The study revealed insufficient formation of both static and dynamic coordination of articulatory movements. The manifestation of articulatory insufficiency in preschool children with minimal manifestations of dysarthria is expressed in motor awkwardness, slowness of movements, inactivity, lethargy, increased tone of the tongue, the presence of synkinesis, salivation.

3 Results of the study of motor functions in preschool children with erased dysarthria

The purpose of the ascertaining stage: to conduct a survey of motor development in preschoolers with erased dysarthria and in their peers with normal speech development.

As can be seen from Figures 1, 2, 3, SH children develop in all studied areas within the high age norm (range from 75 to 100%). During the examination of general motor skills in children without speech disorders, a slight decrease in static coordination of movements was revealed, while the rest of the indicators are quite high, which indicates the absence of violations of general, fine and other types of motor skills.

Already at this stage of the analysis of the results of the fulfillment of the tasks of the SG and the EG children, a tangible difference becomes noticeable waiting for them.

Analysis of the obtained data on the state of static coordination of movements allows us to say that the manifestation of motor insufficiency in preschool children with erased dysarthria is expressed in a fast or slow pace of movements, the presence of synkinesis. Movements in children with erased dysarthria were not performed in full.

When performing tasks, preschoolers with erased dysarthria were much more worried than children in the comparative group, and this was reflected in the performance of the task - the more worried the child, the more violations he observed.

If we carry out a comparative analysis between children suffering from erased dysarthria and children with normal speech function, then it can be noted that the number of children who completed tasks for dynamic coordination in the process of performing sequentially organized movements without impairment is greater among children with normal speech function.

During the performance of tasks in some children with erased dysarthria,

one could observe haste, fussiness, distractions; in some children, tension increased, indecision was noted. They did not immediately get involved in the work, but then they showed haste.

Many children in the experimental group were able to complete the task in full on the second try. After the demonstration, they quickly turned away and tried to perform the movement themselves, and only then show the experimenter.

An analysis of task performance allows us to note the following: the time to complete tasks for the sequential execution of a series of movements shows that children with erased dysarthria perform them somewhat faster than children without speech pathology. During the performance of tasks in children with erased dysarthria, one can observe an acceleration of the pace of work, which affects the quality. In some children, with an increase in the pace of work, an increase in the overall tension can be noted. In children with normal speech, movements are more precise and smooth, so they perform somewhat better on tests.

When performing simultaneously organized movements, children's refusals from work and the termination of work were noted, possibly associated with significant difficulties experienced in the course of work.

When performing movements, both in children with erased dysarthria and preschool children without speech disorders, insufficiently coordinated activity was observed. various groups muscles, awkward movements.

Thus, as a result of an experimental study of the state of motor skills in children with erased dysarthria, in comparison with children of the same age in whom speech function is not impaired, it was revealed that the state of motor skills in children with minimal manifestations of dysarthria is characterized by peculiar deviations.

These changes were manifested mainly when performing tasks for both static and dynamic movements. All examined

For preschool children, it was revealed that tasks for static coordination of movements are difficult, tasks for dynamic coordination and simultaneity of movements are more difficult. However, in children with erased dysarthria, these difficulties are more pronounced and tasks are qualitatively performed worse.

In some children with erased dysarthria, during the performance of tasks, the general tension increased, they did not immediately join in the performance of the task, and in the process of activity, an acceleration of the pace of movements was noted. All this affected the quality of the work.

In children with erased dysarthria, synkinesis was more pronounced, which was observed during the performance of all sections of the study.

Based on the analysis of the results of the ascertaining experiment, the following conclusions can be formulated:

An experimental study on the detection of motor disorders in children with erased dysarthria showed that the motor development of preschoolers is significantly lower than in children with normal speech development.

In preschoolers with erased dysarthria, an average level of formation of general motor skills was revealed, which is characterized by motor awkwardness, incomplete range of motion, stiffness, slowness of all movements, a large number of unnecessary movements when performing voluntary and involuntary acts.

In these children, an average level of formation of fine motor skills was revealed. Manifestations of insufficiency of fine motor skills in children with erased dysarthria are expressed in motor awkwardness, impaired volume and tempo of movements.

A low level of formation of articulatory motility was also revealed. Typical for children is: insufficient formation of both static and dynamic coordination of articulatory movements, which is expressed in motor awkwardness, impaired

pace, volume and amplitude of movements, the presence of synkinesis, salivation.

The data obtained as a result of a comparative study of motor praxis in children with erased dysarthria and in children with normal speech made it possible to distinguish three groups of children according to the level of formation of the motor sphere:

A group of preschoolers with a high level of motor praxis formation: 10 children without speech disorders. These children are characterized by normal tone of movement, normal activity and full range of motion. They are characterized by a normal pace of movements, normal switchability of movements, and the absence of motor substitutions.

A group of preschoolers with an average level of motor praxis formation: 10 children with erased dysarthria. Children are characterized by an excessively intense tone of movements, their limited volume. They have difficulty switching from one movement to another, there is a violation of the pace of movements, there are numerous motor substitutions, accompanying movements.

Thus, in children with erased dysarthria, in contrast to children without speech disorders, we have identified the following features of the formation of motor skills: slowness of movements when forming a posture or excessive fussiness; difficulty maintaining a posture, impaired static coordination; violations of dynamic coordination and switchability; difficulties in the spatial organization of movement; difficulty following verbal instructions; shortcomings in the performance and retention of facial poses, sluggish or tense facial expressions; some facial poses are not available; decrease in volume, accuracy, strength of articulatory movements, excessive exhaustion; some articulation poses are not available; the presence of synkinesis and hypersalivation; difficulties in the formation of an articulation pattern and impaired switchability; language deviations; tension, stiffness of the movements of the fingers; violations of the pace of execution of movements, difficulties in the formation of a way of life from the fingers of both hands;

The results obtained in the experiment confirm the hypothesis put forward and indicate the need for corrective speech therapy work on the formation of motor skills in children 4-5 years old with erased dysarthria. Analysis of the survey data made it possible to develop guidelines for the formation of motor skills in children with minimal manifestations of dysarthria.

The results of an experimental study of the motor sphere of children are presented in Table 1.

Gross motor skillsChildren of EGChildren of SGDynamic coordination67.5%82.5%Static coordination62.5%90%Orientation of body position60%87.5%Spatial representations57.5%85.5%Fine motor skills of handsChildren of EGChildren of SGKinesthetic basis of hand movements50%85%"Praxis of posture »44%90%Constructive praxis37.5%92%Detection of synkenesis32.5%92%Kinetic basis of hand movements44.3%93.75%Spatial perception42.5%90%Graphic tests45%92.5%Movement speed32.5%92 , five %

Comparative analysis of the results of the study of motor skills in experimental and comparative groups of children

Comparative analysis of the level of development of general motor skills in EG and SG is shown in Figure 1.

A comparative analysis of the level of development of fine motor skills in EG and SG is shown in Figure 2.

The results of an experimental study of the motor sphere of children are presented in Table 2.

Articulation and Mimic MotilityChildren of EGChildren of SGKinesthetic oral praxis47.5%95%Dynamic coordination45%90%Mimic muscles42.5%95%

A comparative analysis of the level of development of articulatory and mimic motility in EG and SG is shown in Figure 3.

Chapter III. Directions and methods of development of the motor sphere in preschool children with erased dysarthria (experimental training)

1 Techniques for the development of motor functions in preschool children with erased dysarthria

The purpose of the formative study: to conduct corrective work to correct motor disorders in preschool children with erased dysarthria.

The main tasks of remedial education:

Formation of precise and coordinated movements in general and fine motor skills.

The development of full-fledged movements and certain positions of the organs of the articulatory apparatus, necessary for the correct pronunciation of sounds, the development of the ability to convey different feelings through facial expressions.

As part of the correctional and educational work, a speech therapist and a music worker in GBOU secondary school No. 875 SP "Nadezhda" of the city of Moscow actively used the means of logorhythms proposed by G.A. Volkova. They were actively used for correctional purposes, in music and physical education classes, and even in morning exercises.

Understanding the significance and importance of work on the development of motor skills in children with speech impairment, it is necessary to more actively include various exercises and games in classes with children for the development of all components of the child's motor sphere: general and articulatory motor skills, fine finger movements.

Tasks aimed at developing general and fine motor skills are presented in table No. 4. This material was selected taking into account the thematic planning of the teacher - speech therapist of the preschool educational institution.

To obtain good results, the interaction of the whole team and the constant activities of the parents of the children are necessary.

Topic: Vegetables Speech therapist's instructions Children's actions The hostess once came from the market, The hostess brought home from the market Potatoes, cabbage, carrots, peas, Parsley and beets. Oh! Here vegetables dispute brought on the table - Who is better, tastier and more necessary on earth. Potatoes? Cabbage? Carrot? Peas? Parsley or beets? Oh! The hostess, meanwhile, took a knife And with this knife she began to chop Potatoes, cabbage, carrots, peas, Parsley and beets. Oh! Covered with a lid, in a stuffy pot Boiled, boiled in boiling water Potatoes, cabbage, carrots, peas, Parsley and beets. Oh! And the vegetable soup turned out to be not bad! They “walk” with their fingers on the table Bend one finger per line Clap Alternate blows with fists and palms Bend fingers on both hands Clap. Knock the edge of each palm on the table Bend fingers Parsley and beets. Cotton. The palms are folded crosswise on the table. Fingers are bent. Cotton. They show how to eat soup. Our vegetables are ripe. It's time to harvest: Beets, carrots Potatoes, cabbage, Tomatoes and cucumbers. We collected vegetables, now we will take them home. We will wash them at home, peel them, cut them and cook soup, Stirring them with a spoon. We ate the soup, it’s time to continue doing it. “Pull out” and put in a pile “Dig up” potatoes, “cut off” cabbage “Pick from the bushes” Bend over and “pick up” vegetables Let’s cut and cook soup, Interfere with circular movements of the finger soup. Soup ate, it's time to continue to engage. Topic: Clothes. Shoes Masha put on a mitten: “Oh, where am I doing? I don’t have a finger, I’ve disappeared, I didn’t get into my little house. Masha took off her mitten: “Look, I found it! Looking, looking and finding, hello, finger, how do you live? ” Clench fingers into a fist Unclench all fingers except one Unbend the remaining bent finger Clench fingers into a fist. covered in dust. We need to save her and put her in order. Pour water into the basin, pour the Powder. We will soak all the clothes, Rub the stains thoroughly, Wash, rinse, Wring it out, shake it. And then easily and deftly We will hang everything on the ropes. In the meantime, the clothes are drying, We will jump, spin. Third, fourth - for water. And behind them trailed the fifth, Behind them ran the sixth. And the seventh lagged behind them, And the eighth was already tired. And the ninth caught up with everyone, And the tenth was frightened, Loudly - loudly squealed: “Pee-pee-pee!” - “Not food, we are here nearby, look! »Alternately bend the fingers of the hands Rhythmically bend and unbend the fingers of both hands The chicken came out for a walk, Pinch fresh grass, Pinch the grass with three fingers of both hands And behind it are the guys, Yellow chickens. -Ko-ko-ko! Stomp on the spot, hands on the belt “Pinch” the grass with three fingers of both hands Rhythmically sort through the fingers Do not go far! Row with your paws, look for grains! They ate a fat beetle, an earthworm, they drank a full trough of water. Chickens walk all day, They are not too lazy to bend down. The grains are not visible, the kids are offended. Forbidding movement of the index finger Spread their arms to the sides Narrow their hands Squeeze and unclench the fingers of both hands Topic: PetsA dog lives above our apartment. The dog barks and does not let sleep: Av-av-av. And above the dog the Cat lives, The cat meows And does not let sleep: Meow-meow. Well, the Mouse lives above the cat. The mouse sighs And does not let sleep: Pee-pee. At night, the evil rain knocks on the roof That's why the mouse doesn't sleep, And the cat doesn't sleep, And the dog doesn't sleep, They show the dog. And the whole house does not sleep. Show the house. Make a “dog” with your fingers Depict a cat with your fingers Depict a mouse Hit the table with your palms Depict a mouse Depict a cat Make a “dog” with your fingers Depict a dog Make a “house” above your head with brushes Topic: Wild animals Hares, Bear cubs, badgers, Frogs and a raccoon came to the meadow. To the green meadow Come and you, my friend! They bend their fingers into a fist in the rhythm of the nursery rhyme They count animals, bending the fingers on both hands Spread their arms to the sides

We spent articulation gymnastics focusing on facial expressions and expressiveness. Mirrors were used for visual representation, and assistance was provided to children if necessary. During the work, the sequence was observed from simple to complex. The tasks we proposed were carried out counting up to 10 seconds and repeated 3-4 times.

Tasks aimed at the development of masticatory-articulatory muscles

Lower and raise the lower jaw. 2. Open your mouth wide; shut your mouth. 3. Try to open your mouth and raise your hands at the same time; try lowering your arms and jaw too. 4. Close your mouth. Slowly turn your jaw to the right and left. Now do it quickly.

Tasks aimed at the development of mimic-articulatory muscles

Tasks aimed at developing the mobility of the lips and cheeks

Cheeks. 1. Inflate both cheeks. 2. Inflate your cheeks one by one. 3. Pull in your cheeks.

Lips. 1. Make lips proboscis. I'll count to 10, and you keep pulling your lips forward. 2. Make a grin like a tiger. Squeeze your teeth and lips tight. Now say [i], [s], [s], [m], [b]. 3. Alternate proboscis and grin. On the inhale with the proboscis we “drink the air”, and on the exhale we pronounce [and], [h], [s]. 4. Make a grin and show your teeth. Make a grin and close your jaws tightly. 5. Make a grin with an open mouth. Cover your teeth with your lips; mouth is open. 6. Let's blow out the candle; whistle: inflate a soap bubble. 7. Open your mouth wide and hide your teeth with your lips. 8. Squeeze your lips tightly; lift them to the nose, lower

down. 9. Close your lips tightly. Show lower teeth; upper teeth. 11. Close lips tightly. Raise the upper lip up, and lower the lower. Now lower the top one and raise the bottom one. 12. "Drive" the air between the cheeks. 13. Draw air under the upper lip, then under the lower lip 14. Press the upper lip under the lower one. Now open your mouth sharply (smack). Press the lower lip under the upper and sharply open your mouth. 15. Snort like a horse (lips vibrate). 16. Make sponges with a proboscis and turn them to the left, to the right; up down. 17. Close your mouth tightly. Push your lower lip to the right and left. The same movement of the upper lip. 18. Close the lips tightly and lift up to the nose; drop down. Breathe through your nose.

Tasks aimed at overcoming the general weakness of the lips

Puff out your cheeks, try your best not to let the air out 2. Holding the pencil with your lips, try to draw a circle 3. Hold the gauze napkin with your lips, and I will try to pull it out.

Tasks for static and dynamic language coordination

Stick your tongue out with a shovel: a) say five - five - five; b) blow strongly on the tongue; c) smile and stretch out vowel sounds 2. Stick your tongue out with a sting

We alternate: tongue with a shovel - tongue with a sting. 4. The tip of the tongue rests either on the upper or lower teeth. 5. Stick your tongue out of your mouth, and then pull it back into your mouth 6. Stick your tongue out of your mouth as far as possible. Turn the tip of the tongue to the right, to the left 7. Open your mouth. The tip of the tongue rests on the lower teeth. We pronounce [k], [g] 8. We suck the tongue to the palate, the mouth is closed. Open your mouth and try again to stick your tongue to the palate (“fungus”) 9. The mouth is closed. We stick the tongue to the palate, click the tongue (“horse”). Open your mouth and repeat this exercise (the jaw does not jump) 10. Stick out your tongue, lift it to your upper lip and slowly pull it back into your mouth ("delicious jam") 11. We suck the tongue to the palate, do not tear it off. Move the lower jaw up and down ("accordion")

We stick out the tongue with force between the teeth outward so that the upper

incisors scrape along the back of the tongue ("comb")

Tasks aimed at the development of the facial mimic area

The exercises were performed in the following order: 1. Fold your lips into a tube and relax them. 2. Stretch the corners of your mouth to the sides and relax them.

Blow the air out of the right corner. And now - the left. 4. Open your mouth, connect your lips into a proboscis and relax them. 5. Show your upper teeth. Show your bottom teeth.

Lick your upper lip. Now the bottom. 7. Puff out your cheeks and relax them. 8. Pull in your cheeks and relax them. 9. Draw air under the upper lip. Now under the lower lip. 10. "Drive" the air from one cheek to the other.

Tasks aimed at developing chewing muscles

The exercises were performed in the following sequence: 1. Open your mouth and close it. 2. Move the lower jaw forward. 3. Open your mouth and close. 4.Puff out your cheeks and relax them.5. Open your mouth and close. 6. Move your lower jaw to the side. 7. Open your mouth and close it. 8. Pull your cheeks in and relax them. 9. Bite your upper lip with your lower teeth and close your mouth in this position. 10. Open your mouth and slowly tilt your head back. Now close your mouth and slowly straighten your head.

At this, the formative stage of the experiment was completed.

2 Learning outcomes

The purpose of the control stage of the study: to study repeatedly motor functions in children of the experimental group after a specially organized corrective work.

The task of the control study: to compare the results of the survey of the experimental and control groups.

In the process of experimental work, the phenomenon of transferring motor skills acquired by children from the EG in organizational forms of work on the development of movements into independent activities was discovered. Children from the CG found it difficult to complete tasks and used help.

The individually differentiated work carried out had a positive impact on the content of independent activity of the children of the experimental group, on their behavior. There was a general balanced activity throughout the day, good mood, interest in various activities.

In the experimental group, the number of children with medium mobility increased, while the number of children with high and low mobility decreased. In the control group, the changes were insignificant.

Based on the above, we can formulate the following

1. Using the results of the ascertaining experiment, and comparing them with the results of the training phase of the study, one can judge the significance of the corrective measures carried out in the experimental group of children.

Analysis of the results of the study revealed a noticeable lag of children from the CG in comparison with children from the EG in all studied areas. If children normally have a high level, then children with minimal manifestations of dysarthria have an average level, and a low level in certain studied areas.

According to Table 5, comparative diagrams were constructed, on which we see that the indicator of motor sphere activation in children (EG) slightly increased both quantitatively and qualitatively. At the same time, the remaining indicators are quite low, which indicates the persistence of the violation.

General voluntary motor skillsChildren in CGChildren EG (trained) Dynamic coordination67.5%75%Static coordination62.5%70%Orientation of body position60%70%Spatial representations57.5%62.5%Fine motor skills of handsChildren in CGChildren EG (trained)Kinesthetic basis of hand movements50% 60% "Praxis of posture"44%51%Constructive praxis37.5%52%Detection of synkenesis32.5%45%Kinetic basis of hand movements44.3%53.75%Spatial perception42.5%52.75%Graphic tests45%53%Speed movements 32.5% 45% Kinesthetic oral praxis47.5% 58.75% Dynamic coordination 45% 57.5%

Comparative analysis of the results of studying the development of motor skills in the experimental and control groups of children

Comparative analysis of the level of development of general and fine motor skills in EG and CG is shown in Figure 4.

Comparative analysis of the level of development of fine motor skills in EG and CG is shown in Figure 5.

Comparative analysis of the level of development of articulatory and mimic motility in EG and CG is shown in Figure 6.

Conclusion

This paper presents an analysis of the pedagogical, physiological, psychological literature on the problem of identifying the features of the motor sphere in children of preschool age with erased. The literature review made it possible to clarify the relationship between the components of the motor sphere: general and fine motor skills with the components of the speech system: sensory and articulatory, respectively. With the help of literary sources, the regularities of the formation of the motor system were studied, the key stages in their development in ontogenesis were determined.

In the course of the analysis of the methodological literature, a methodology was selected according to the traditional methods of N.I. Ozeretsky, E.Ya. Bondarevsky, M.V. Serebrovskaya, with our modifications.

To identify the characteristics of children's motor skills, a stating experiment was carried out. The pilot study involved 20 preschool children 4-5 years of age with primary intact hearing, vision, intelligence. Of these, the experimental group consisted of 10 children with a speech therapy conclusion "general underdevelopment of speech II, III level, minimal manifestations of dysarthria." The control group included 10 children without speech disorders.

In the course of a comparative analysis of the data obtained, a noticeable lag in children with minimal manifestations of dysarthria was revealed in comparison with normally developing peers in all studied areas. If children normally have a high level, then children with minimal manifestations of dysarthria have an average level.

Thus, the study allows us to draw the following conclusions:

In children with erased dysarthria, the development of the kinesthetic basis of the hand is reduced and unilateral synkinesis is revealed;

When performing a finger test, a slow pace is observed, the simultaneous movement of several fingers, tension and the inability to keep them bent are noted;

When performing a task for the study of kinesic oral praxis, rapid exhaustion was observed;

Examination of mimic muscles revealed that tasks are performed slowly, tensely, with difficulty switching from one task to another;

When examining muscle tone and mobility of the lips, inaccurate movements were revealed during the task, due to the increased tone of the tongue in most cases.

Accounting for the results obtained made it possible to carry out remedial education, which was aimed at improving general, fine, articulatory and facial motor skills.

According to the results of experimental training, improvements in the motor sphere indicators in children from the EG were recorded, but no dynamics of motor development was observed in children from the CG.

Thus, our hypothesis was confirmed.

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Filicheva, T. B. Fundamentals of speech therapy: textbook. allowance for students ped. in-tov / T. B. Filicheva, N. A. Cheveleva, G. V. Chirkina. - M.: Education, 1989. - 223 p.

Khvattsev, M.E. Speech therapy: textbook. for ped. institutions. -- M, 1937

Chirkina, G. V. Fundamentals of speech therapy work with children: a textbook for speech therapists, kindergarten teachers, teachers primary school, students of pedagogical schools / GV Chirkina. - M.: ARKTI, 2003. - 240s.

COMMITTEE OF GENERAL AND VOCATIONAL EDUCATION OF THE LENINGRAD REGION

Autonomous educational institution

higher professional education

"LENINGRAD STATE UNIVERSITY named after A.S. PUSHKIN"

Faculty of defectology and social work

department of speech therapy

Course work

"Study of motor development of children of senior preschool age with erased dysarthria"

Specialty: 050715.65 - Speech therapy

Completed by: 4th year student of the correspondence department Levshina Anastasia

Checked by: Candidate of Pedagogical Sciences, Associate Professor E. A. Loginova

St. Petersburg

Introduction 2

Chapter 1. Theoretical foundations for studying the problem of the motor sphere in preschool children with erased dysarthria

1.1. Psychophysiology of movements and development of motor functions in ontogenesis 6

1.2. Clinical and pedagogical characteristics of children with erased dysarthria 12

1.3. The state of the problem of studying the motor sphere of children with erased dysarthria 19

Chapter 2

2.1. Purpose and objectives of the pilot study 24

2.2. Experimental study of the motor sphere of children of senior preschool age with erased dysarthria 25

Chapter 3. Features of psychomotor functions of children of primary school age with erased dysarthria 39

3.1. The state of general motor skills of children of primary school age with normal speech development and their peers with erased dysarthria 39

3.2. The state of fine motor skills of children of primary school age with normal speech development and their peers with erased dysarthria 44

3.3. The state of articulatory motility of children of primary school age with normal speech development and their peers with erased dysarthria 50

Conclusion 58

Literature 62

Introduction

One of the most important functions of the psyche, which ensures the cognitive activity of the child, as you know, is performed by motor skills. It is a holistic mechanism for the development of the child's psyche, combining emotions, thinking and movements into a single whole, which are conscious and purposeful. The high importance of motor skills determines the need for its training in preschool children, since it is she who carries out the mental regulation of the educational, cognitive and speech activity of the child (M.O. Gurevich M.O., N.I. Ozeretsky, 2009).

The development of a child's motor skills is a complex dialectical process in which the intensive maturation of the motor cortical zones determines the development of the child's psyche as a whole. Thus, the process of formation of voluntary movements in a child occurs by automating motor and orienting-exploratory actions based on the perception of images and words (N.A. Bernshtein, 1966), and the close connection of fine motor skills and speech development determines the speech regulation of movements in a complex extended voluntary activity. (A.R. Luria, 1957). The psychophysiological system that ensures the development of motor skills contributes to the child's adequate response to the environment and the formation of purposeful activities in accordance with this.

The development of the problem of studying the motor sphere in preschool children with erased dysarthria is relevant for the prevention of speech disorders, to identify their individual psychological characteristics.

Studies of the motor skills of children with erased dysarthria show (L.V. Lopatina, 1987 and others) that the pathology of motor functions is expressed in them to varying degrees: from insufficient coordination and mobility of the organs of speech articulation to impaired static and dynamic coordination of arms and legs.

The muscle tone of preschoolers is unstable, the movements are tense and disproportionate. There are violations of the coordination of movements of the arms, legs, fine motor skills of the hands, articulatory motor skills. The most pronounced violations are usually noted in mimic, articulatory and fine motor skills of the hands. Dynamic praxis suffers. Children have difficulty remembering the sequence of movements, with difficulty switching from one series of movements to another. Some preschoolers have difficulty reproducing and retaining the given tempo and rhythm in memory, and do not correct motor errors on their own.

All of the above violations of the motor sphere make it difficult for preschool children with erased dysarthria to adapt to school education, and prevent full communication with peers and adults.

This determines the need for a more thorough study of the problem of motor skills in preschool children with erased dysarthria, as one of the most important factors in a child's readiness for school.

aim This work is to study the state and characteristics of the violation of the motor sphere of preschool children with erased dysarthria.

Tasks research:

The study of literature on the research problem.

Determining the content of the methodology of the ascertaining experiment.

Comparative analysis of the obtained data in two groups of subjects.

An object research - the motor sphere of preschool children with erased dysarthria.

Subject research - the level of general, fine and articulatory motor skills in preschoolers with erased dysarthria.

Hypothesis studies - in preschoolers with erased dysarthria, there is an insufficient formation of motor functions, which is more manifested in articulatory and manual motor skills. The severity and nature of underdevelopment of motor skills in children is different, which suggests the need for a differentiated approach in the system of corrective action to overcome obliterated dysarthria in children.

Research methods:

Literature analysis

Selection of research methods

Research base: MBDOU "Kindergarten No. 7 "Crane".

Chapter 1

1.1. Psychophysiology of movements and development of motor functions in ontogenesis

The development of speech regulation of motor functions is the central problem of the physiology and psychology of human voluntary movements. It is only thanks to the word that these movements can acquire that deliberate and conscious character which distinguishes them qualitatively from the so-called voluntary movements of animals.

The doctrine of the motor analyzer is based on the concept of I.P. Pavlov about the dynamic localization of brain functions. According to this concept, the localization of functions does not imply fixed centers, but dynamic systems, the elements of which retain their strict differentiation, playing a highly specialized role in the unified activity of the brain.

In the works of A.R. Luria was shown the role of individual areas of the cerebral cortex in the implementation of motor acts. Postcentral, sensitive areas of the cerebral cortex provide kinesthetic, proprioceptive afferentation of a motor act, the correct addressing of motor impulses to the muscle periphery. The lower parietal regions of the cortex, the parieto-occipital regions control the spatial organization of movement. The premotor cortex regulates the temporal serial organization of movements and actions. The frontal regions provide the psycho-regulatory function of a motor act (comparison of a real movement with the original task, verbal regulation of movements).

The structural and functional features of the motor analyzer lie in the fact that it has extremely rich connections with all structures of the central nervous system and takes part in their activity, which gives reason to talk about its special significance in the development of the activity of the entire brain.

Research N.A. Bershtein showed that a motor act is determined by a motor task that is formed at different levels of motor regulation. Since a person makes movements that differ in the degree of arbitrariness, in participation in the motor act of speech, then the degree of control of these movements will be different. ON THE. Bernstein developed the theory of level organization of movements. It allows you to decompose a complex motor act into its constituent components and reveal the state of cerebral levels, their role in the regulation of movements and actions.

In his works, N.A. Bernstein described how movements are controlled. He singled out the cerebral levels of building movements, giving them conditional names according to the first letters of the Latin alphabet, taking into account the morphophysiological characteristics of the level. Each level of movement construction is characterized by morphophysiological localization, leading afferentation, specific properties of movements, the main and background role in motor acts of higher levels, pathological syndromes and dysfunction.

N.A. Bernshtein developed a theory of level organization of movements, including subcortical and cortical levels.

Motor development proceeds in close connection with psychomotor. The development of the concept of "psychomotor" is associated with the name of I.M. Sechenov. He was the first to note the most important role of muscle movement in the knowledge of the surrounding world. This also changed the idea that existed before about the executive function of the motor centers of the cortex, called psychomotor. Research by I.P. Sechenov played a decisive role in understanding psychomotor as the objectification in muscle movements of all forms of mental reflection; in the understanding of the motor apparatus, which performs an epistemological and praxeological function as an integrator of all human analyzer systems.

Motor control, carried out at the early stages of ontogeny exclusively by direct signaling, later on begins to be carried out with the continuously increasing participation of the verbal system. It appears both in the form of verbal instructions and demands of the surrounding people, and in the form of the intentions of the child himself, formulated with the help of external or internal speech. The significance of speech in the transformation of motor functions from involuntary, unconscious to arbitrary, consciously regulated has long been noted in the scientific literature. So, the outstanding domestic anatomist and teacher, the founder of the modern system of physical education P.F. Lesgaft back in the 80s. XIX century persistently pointed out the role of the word in the formation of the child's ability to consciously control their movements.

Research M.M. Koltsov and others made it possible to reveal some features of the development of the mechanism of the second signaling system and to understand the main stages of this process in ontogeny.

Researchers pointed to the connection between speech and motor and speech analyzers, the connection between pronunciation and the nature of movements. There is a correlation between the degree of development of fine motor skills of the hand and the level of speech development in children "... there is every reason to consider the hand as an organ of speech - the same as the articulatory apparatus, from this point of view, the projection of the hand, there is another speech area of ​​the brain" .

All human activity in the process of motor education is dependent on higher nervous activity and is determined both by the anatomical maturation of the central nervous substrates, their myelination, and by the functional maturation and adjustment of the work of coordination levels.

The natural ontogenesis of motor skills in general and fine motor skills in particular consists of two phases that are sharply different in time.

The first phase is the anatomical maturation of the central nervous substrates, which is delayed by the time of birth and ends by 2-2.5 years in relation to the myelination of the pathways.

The second phase, which sometimes passes far beyond the age of puberty, is the phase of functional maturation and the adjustment of the work of coordination levels. In this phase, the development of motor skills is not always directly progressive: at some moments and in relation to certain classes of movements (i.e., levels), temporary stops and even regressions can occur, creating complex fluctuations in proportions and balance between coordination levels.

In the first six months of a child's life, the mechanism of innervation of antagonist muscles gradually improves: on the 1st-2nd month, asynchronous, disordered activity of antagonist muscles is observed, and on the 5th-8th month their synchronous activity appears, but without signs of economical regulation.

Children are born with a number of ready-made motor reflexes that provide them with adaptation to a new environment for them: the “breast search” reflex, the sucking reflex, the stepping reflex, the grasping reflex, the tonic neck reflex, the Moro reflex.

By 4 months, some of these unconditioned reflexes disappear (such as the stepping reflex) or become conditioned reflexes.

In the first 3 months of life, the child performs active involuntary (so-called massive) movements. At the 6th month, the tone and coordination of the activity of the antagonist muscles become favorable for the implementation of voluntary movements.

At 4 months, a certain meaningfulness begins to appear in the infant's behavior, indicating the onset of a new stage in the development of psychomotor skills - the appearance of voluntary movements.

At about 4 months of age, babies can successfully reach for objects, although these attempts are still quite clumsy. But it is especially important that at the age of 4-5 months the child's hand begins to play the role of a manipulator organ. Visual-motor coordination develops, i.e., the implementation of motor actions under the control of vision.

All this becomes possible only with a certain level of regulation of visual function, which during the first months of a child's life develops independently of motor function. Well-defined, controlled by the occipital oculomotor center, automatic visual tracking of the object manifests itself from the 2nd month of life. At the age of 4-6 months, voluntary control of eye movements develops, which is associated with the functioning of the frontal oculomotor center. Arbitrary tracking, which ensures the receipt of spatial visual information by children of this age, is carried out by spasmodic eye movements (saccades) and only in the 2nd year of life does it turn into smooth tracking. At the age of 5-6 months, a single visual-motor system is formed, which provides the ability to control arbitrary movements in space.

The first elementary manipulations with objects are inaccurate and are accompanied by synkinesis. At the 5th month, the child can take the object with both hands. At the age of 4 to 6 months, voluntary regulation of eye movement also develops. This ensures the formation of a single oculomotor system in 5-6 months. At the age of 7-10 months, visual-motor coordination reaches a high development: the child can already open and close the lid of the box, put the ball into a hollow cube, and take out one object that attracted his attention with the help of another. However, games with objects in children under 10 months old are still purely manipulative in nature: objects are shifted from hand to hand, they are thrown, they are knocked, etc.

Starting from 10-12 months, a new qualitative leap begins in the psychomotor development of the child.

Firstly, by this time, the physiological basis of walking has already been sufficiently formed - the automatic stepping reflex, as well as the ability to maintain body balance, as a result of which the child begins to walk independently and without support.

Secondly, his games with objects acquire a functional character: the doll is rocked, the comb is “combed”, the car is rolled.

At the age of 12 months, fine motor skills become even more perfect - the child can take small objects and examine them, holding them between the thumb and forefinger.

However, it should be borne in mind that the individual scatter in the timing of children mastering certain movements, judging by the literature data, is quite high and can even be several months.

At 18 months, children can build a tower of two to four cubes, eat on their own and hold a spoon.

At the age of 2-3 years, the fine motor skills of children are already quite highly developed. They learn to throw the ball with both hands, pour water from one container to another, draw scribbles, undress on their own.

At preschool age, children can draw simple shapes and figures with a pencil, draw with paints, and build structures from cubes. They can dress and undress independently, if the clothes are simple enough, serve themselves at the table. They learn to catch the ball, which indicates the development of their hand-eye coordination (manual dexterity and the ability to extrapolate).

At this age, a new stage in the development of hand-eye coordination appears. At the age of 5, 30-50% of children already effectively use the mechanism of preliminary visual afferentation, which can be associated with an increase in the role of proprioceptive afferentation in the control of voluntary movements, which exercises current control over movements, and a decrease in the role of reverse visual afferentation. The latter remains the leading role only in the programming of movements.

At 5-6 years old, fine motor skills improve, so children can fasten and unfasten clothes, some learn to tie shoelaces.

In previous years, it was assumed that the stages in the motor development of children reflect the process of maturation of the motor system. Currently, the entire motor development of the child is considered according to the theory of dynamic systems: motor development involves many individual skills that are organized and reorganized over time to meet the requirements of specific tasks.

Introduction.

2 Psychological and pedagogical characteristics of preschool children with dysarthria.

3 The state of motor functions in a child of senior preschool age. Development of movements and actions of preschoolers

4 The state of motor functions in a child of senior preschool age with dysarthria

Chapter II. Experimental study of the state of motor functions in children with dysarthria

Conclusion

Bibliography

Applications

Introduction

In modern speech therapy, the issues of diagnosing dysarthria remain debatable. With this speech defect, general motor skills are disturbed, as well as other processes of motor implementation of speech activity: voice, facial expressions, melodic-intonational side of speech, as well as fine and articulatory motor skills.

The result of correcting speech defects largely depends on how sooner or later speech defects are detected, on when speech therapy work with a child suffering from a speech disorder is started. The works of Vinarskaya E.N., Gvozdev A.N., Arkhipova E.F. are devoted to the early speech development of the child and the problems of defectology. The absence of cooing, babbling and motor reactions in a child under 1 year of age require pedagogical correction by a defectologist, a speech therapist. Unfortunately, the problem of early speech therapy impact is not always understood by pediatricians, and parents who have children with developmental problems from 0 to 1 year old do not always seek help from a speech therapist or speech pathologist. But the early detection of dysarthritic disorders and, consequently, the early correctional work of a speech therapist will certainly give positive results in the dynamics of the child's speech development.

All of the above allows us to call the problem of speech disorders in children with dysarthria extremely relevant. Of undoubted interest is also pedagogical correctional work with children with dysarthria disorders.

The nature of these disorders remains insufficiently disclosed, as a result of which there is no single definition of this form of speech disorder. Some authors refer to dysarthria only those forms of speech pathology in which violations of the sound-producing side of speech are caused by paresis and paralysis of the articulatory muscles. Others interpret the concept of "dysarthria" more broadly and refer to it all disorders of articulation, phonation and speech breathing resulting from damage to various levels of the central nervous system (A. Mitronovich-Modrzeevska). Gutzman, defining dysarthria as a violation of articulation and highlighting central and peripheral dysarthria, also included violations of musical speech design and insufficient modulation of the voice as speech disorders of a dysarthric nature.

Dysarthria is a violation of the pronunciation side of speech, due to a lack of innervation of the speech apparatus. The term "dysarthria" is derived from the Greek words arthson - articulation and dys - disorder.

The choice of the term in modern speech therapy science is still debatable, since the existing terminological designations of this speech disorder still do not reflect the clinical and nosological independence of this group of speech disorders.

The object of the study is the manifestation of dysarthria in children.

The subject of the study is the study of the features of the symptoms of speech disorders in children of older preschool age with dysarthria.

The aim of the study was to study the features of general, fine and articulatory motor skills in children with dysarthria.

Research objectives:

To analyze the psychological and pedagogical literature on the characteristics of speech disorders in children;

Describe the psychology pedagogical features children with dysarthria;

Describe methods for identifying the features of speech disorders in older preschool children with dysarthria;

Analyze the received data.

Hypothesis:……………

The following groups of methods were used in the study:

) theoretical: literature analysis, modeling of general and particular research hypotheses, designing results and processes for achieving them at various stages of search work;

)empirical: diagnostic methods(conversations, peer review, observation, generalization of pedagogical experience).

Chapter I. Theoretical foundations of the problem of motor dysfunction in dysarthria.

1 Dysarthria as a speech disorder

Dysarthria is a violation of the pronunciation side of speech, resulting from an organic lesion of the central nervous system. The main distinguishing feature of dysarthria from other pronunciation disorders is that in this case it is not the pronunciation of individual sounds that suffers, but the entire pronunciation side of speech. At the same time, due to the restrictions on the mobility of the speech organs (soft palate, tongue, lips), articulation is difficult, but when it occurs in adulthood, as a rule, it is not accompanied by the disintegration of the speech system. In childhood, reading and writing, as well as the general development of speech, may be disturbed.

Violations of sound pronunciation in dysarthria manifest themselves to varying degrees and depend on the nature and severity of the damage to the nervous system. In mild cases, there are separate distortions of sounds, "blurred speech", in more severe cases, distortions, substitutions and omissions of sounds are observed, the tempo, expressiveness, modulation suffer, in general, the pronunciation becomes slurred.

The main signs of dysarthria are defects in sound pronunciation and voice, combined with speech disorders, primarily articulatory motility and speech breathing. With dysarthria, unlike dyslalia, the pronunciation of both consonants and vowels can be disturbed. Vowel disorders are classified according to rows and elevations, consonant disorders - according to the presence and absence of vibration of the vocal folds, the method and place of articulation, the presence or absence of an additional rise of the back of the tongue to the hard palate.

Depending on the type of disturbance, all defects in sound pronunciation in dysarthria are divided into: a) anthropophonic (sound distortion) and b) phonological (lack of sound, replacement, undifferentiated pronunciation, mixing).

With dysarthria, along with speech disorders, non-speech disorders are also distinguished. These are manifestations of bulbar and pseudobulbar syndromes in the form of disorders of sucking, swallowing, chewing, physiological breathing in combination with impaired general motor skills and especially fine differentiated motor skills of the fingers, disorders of the motor apparatus (dysarthria always accompanies cerebral palsy), impaired emotional and volitional sphere, impaired a number of mental functions (attention, memory, thinking), impaired cognitive activity, a kind of personality formation.

Dysarthric speech disorders are observed in various organic lesions of the brain, which in adults have a more pronounced focal character. In children, the frequency of dysarthria is primarily associated with the frequency of perinatal pathology (damage to the nervous system of the fetus and newborn). Most often, dysarthria is observed in cerebral palsy, according to various authors, from 65 to 85% (M. B. Eidinova and E. N. Pravdina-Vinarskaya; E. M. Mastyukova). There is a relationship between the severity and nature of the lesion of the motor sphere, the frequency and severity of dysarthria. In the most severe forms of cerebral palsy, when the upper and lower extremities are affected and the child practically remains immobilized (double hemiplegia), dysarthria are observed in almost all children. The relationship between the severity of the upper limb lesion and the lesion of the speech muscles was noted (E. M. Mastyukova).

Less pronounced forms of dysarthria can be observed in children without obvious movement disorders, who have undergone mild asphyxia or birth trauma, or who have a history of other mild adverse effects during prenatal development or during childbirth. In these cases, mild forms of dysarthria are combined with other signs of minimal cerebral dysfunction (L. T. Zhurba and E. M. Mastyukova). Often, dysarthria is also observed in the clinic of complicated oligophrenia, but data on its frequency are extremely contradictory.

Among the causes, damage to the nervous system in hemolytic disease, infectious diseases of the nervous system, craniocerebral injuries, less often - cerebrovascular accidents, brain tumors, malformations of the nervous system, as well as hereditary diseases of the nervous and neuromuscular systems are important.

Anatomical and physiological mechanisms.

The anatomical and functional relationship in the location and development of motor and speech zones and pathways determines the frequent combination of dysarthria with motor disorders of various nature and severity.

Violations of sound pronunciation in dysarthria occur as a result of damage to various brain structures necessary to control the motor mechanism of speech. These structures include:

peripheral motor nerves to the muscles of the speech apparatus (tongue, lips, cheeks, palate, lower jaw, pharynx, larynx, diaphragm, chest);

the nuclei of these peripheral motor nerves located in the brainstem;

nuclei located in the trunk and in the subcortical regions of the brain and carrying out elementary emotional unconditioned reflex speech reactions such as crying, laughter, screaming, individual emotionally expressive exclamations, etc.

The motor mechanism of speech is also provided by the following higher brain structures:

subcortical-cerebellar nuclei and pathways that regulate muscle tone and the sequence of muscle contractions of the speech muscles, coordination in the work of the articulatory, respiratory and vocal apparatus, as well as the emotional expressiveness of speech. When these structures are affected, individual manifestations of central paralysis (paresis) are observed with impaired muscle tone, and an increase in individual unconditioned reflexes.

conducting systems that ensure the conduction of impulses from the cerebral cortex to the structures of the underlying functional levels of the motor apparatus of speech. The defeat of these structures causes central paresis (paralysis) of the speech muscles with an increase in muscle tone in the muscles of the speech apparatus.

cortical parts of the brain, providing both a more differentiated innervation of the speech muscles, and the formation of speech praxis. With the defeat of these structures, various central motor speech disorders occur.

A feature of dysarthria in children is often its mixed nature with a combination of various clinical syndromes. This is due to the fact that when exposed to a harmful factor on developing brain damage is more often of a more widespread nature, and the fact that damage to some brain structures necessary for controlling the motor mechanism of speech can contribute to a delay in maturation and disrupt the functioning of others. This factor determines the frequent combination of dysarthria in children with other speech disorders (delayed speech development, general underdevelopment of speech, motor alalia, stuttering). In this process, the defeat of not only the actual motor link of the speech system, but also the violation of the kinesthetic perception of articulatory postures and movements is of certain importance.

With dysarthria, the clarity of kinesthetic sensations is often impaired and the child does not perceive the state of tension, or, conversely, the relaxation of the muscles of the speech apparatus, violent involuntary movements, or incorrect articulation patterns.

forms of dysarthria.

The classification is based on the principle of localization, syndromological approach, the degree of intelligibility of speech for others. The most common classification in Russian speech therapy was created taking into account the neurological approach based on the level of localization of the lesion of the motor apparatus of speech (O. V. Pravdiva).

There are the following forms of dysarthria: bulbar, pseudobulbar, extrapyramidal (or subcortical), cerebellar, cortical.

Cortical dysarthria is a group of motor speech disorders of various pathogenesis associated with focal lesions of the cerebral cortex. The first variant of cortical dysarthria is caused by a unilateral or more often bilateral lesion of the lower anterior central gyrus. In these cases, selective central paresis of the muscles of the articulatory apparatus (most often the tongue) occurs, the movement of the tip of the tongue upwards is difficult. With this variant, the pronunciation of anterior lingual sounds is disturbed. In the first variant of cortical dysarthria, among the anterior lingual sounds, the pronunciation of such consonants, which are formed with the tip of the tongue raised and slightly bent upwards (w, w, p), is primarily disturbed. With cortical dysarthria, the pronunciation of consonants can also be disturbed according to the way they are formed: stop, slot, and trembling. Most often - slotted (l).

A selective increase in muscle tone is characteristic, mainly in the muscles of the tip of the tongue, which further limits its fine differentiated movements. In milder cases, the tempo and smoothness of these movements are disturbed, which manifests itself in the slow pronunciation of front-lingual sounds and syllables with these sounds.

The second variant of cortical dysarthria is associated with insufficiency of kinesthetic praxis, which is observed with unilateral lesions of the cortex of the dominant hemisphere of the brain in the lower post-central sections of the cortex. In these cases, the pronunciation of consonants suffers, especially hissing and affricates. Articulation disorders are inconsistent and ambiguous. The search for the desired articulation mode at the moment of speech slows down its pace and breaks the smoothness. Difficulty in feeling and reproducing certain articulation modes is noted. The child finds it difficult to clearly localize a point touch to certain areas of the face, especially in the area of ​​​​the articulatory apparatus.

The third variant of cortical dysarthria is associated with insufficiency of dynamic kinetic praxis; this is observed with unilateral lesions of the cortex of the dominant hemisphere in the lower parts of the premotor areas of the cortex. In case of violations of kinetic praxis, it is difficult to pronounce complex affricates, there are replacements of fricative sounds with stops (h - e), omissions of sounds in confluences of consonants, sometimes with selective stunning of voiced stop consonants. Speech is tense, slow. Difficulties are noted when reproducing a series of successive movements on a task (by showing or by verbal instructions).

In the second and third variants of cortical dysarthria, the automation of sounds is especially difficult.

Pseudobulbar dysarthria occurs with bilateral damage to the motor cortical-nuclear pathways from the cerebral cortex to the nuclei of the cranial nerves of the trunk. Pseudobulbar dysarthria is characterized by an increase in muscle tone in the articulatory muscles by the type of spasticity. Less commonly, against the background of limiting the volume of voluntary movements, there is a slight increase in muscle tone in individual muscle groups or a decrease in muscle tone. In both forms, there is a limitation of active movements of the muscles of the articulatory apparatus, in severe cases - their almost complete absence.

In the absence or insufficiency of voluntary movements, the preservation of reflex automatic movements, increased pharyngeal, palatine reflexes are noted. There are synkinesis. The tongue with pseudobulbar dysarthria is tense, drawn back, its back is rounded and closes the entrance to the pharynx, the tip of the tongue is not expressed. Voluntary movements of the tongue are limited, the child can usually stick out the tongue from the oral cavity, he hardly keeps the protruding tongue in the midline; the tongue deviates to the side or falls on the lower lip, bending towards the chin. The lateral movements of the protruding tongue are characterized by a small amplitude, a slow pace, the tip remains passive and usually tense during all its movements. Particularly difficult in pseudobulbar dysarthria is the movement of the protruding tongue up with the bending of its tip towards the nose. When performing the movement, an increase in muscle tone, passivity of the tip of the tongue, as well as exhaustion of the movement are visible.

In all cases, with pseudobulbar dysarthria, the most complex and differentiated arbitrary articulatory movements are violated in the first place. Involuntary, reflex movements are usually preserved.

There are selective difficulties in the pronunciation of the most complex and differentiated by articulation patterns of sounds (r, l, w, w, c, h). The sound R loses its vibrating character, sonority, and is often replaced by a slotted sound. The sound L is characterized by the absence of a specific focus of formation, active deflection of the back of the tongue down, insufficient elevation of the edges of the tongue, and the absence or weakness of the closure of the tip with the hard palate. All this determines the sound of L as a flat-slit sound.

Thus, with pseudobulbar dysarthria, as well as with cortical, the pronunciation of the most difficult to articulate anterior lingual sounds is disturbed, but unlike the latter, the violation is more common, combined with a distortion of pronunciation and other groups of sounds, disturbances in breathing, voice, intonation- melodic side of speech, often - salivation.

Features of sound pronunciation in pseudobulbar dysarthria, in contrast to cortical dysarthria, are also largely determined by the mixing of a spastically tense tongue in the posterior part of the oral cavity, which distorts the sound of vowels, especially front vowels (i, e).

Bulbar dysarthria is a symptom complex of speech and motor disorders that develop as a result of damage to the nuclei or peripheral parts of the cranial nerves. With bulbar dysarthria, peripheral paresis of the speech muscles is observed. In children, unilateral selective lesions of the facial nerve most often occur in viral diseases or inflammation of the middle ear. In these cases, flaccid paralysis of the muscles of the lips, one cheek develops, which leads to disturbances and blurred articulation of labial sounds. With bilateral lesions, violations of sound pronunciation are most pronounced. The pronunciation of all labial sounds is grossly distorted by the type of their approximation to a single deaf fricative labial-labial sound. All occlusive consonants also approach fricative consonants, and the anterior lingual consonants approach a single deaf fricative sound, voiced consonants are stunned. These pronunciation disorders are accompanied by nasalization.

Extrapyramidal dysarthria. Violations of sound pronunciation in extrapyramidal dysarthria are determined by:

changes in muscle tone in the speech muscles;

the presence of violent movements (hyperkinesis);

disorders of propceptive afferentation from the speech muscles;

violations of the emotional-motor innervation.

The range of motion in the muscles of the articulatory apparatus with extrapyramidal dysarthria, in contrast to pseudobulbar, may be sufficient. The child experiences particular difficulties in maintaining and feeling the articulatory posture, which is associated with constantly changing muscle tone and violent movements. Therefore, with extrapyramidal dysarthria, kinesthetic dyspraxia is often observed. In a calm state, slight fluctuations in muscle tone (dystonia) or some decrease in it (hypotension) can be noted in the speech muscles; when trying to speak in a state of excitement, emotional stress, sharp increases in muscle tone and violent movements are observed. The tongue gathers in a lump, pulls up to the root, sharply strains. An increase in tone in the muscles of the vocal apparatus and in the respiratory muscles eliminates the arbitrary connection of the voice, and the child cannot utter a single sound.

With less pronounced violations of muscle tone, speech is blurry, slurred, voice with a nasal tinge, the prosodic side of speech, its intonational-melodic structure, tempo are sharply disturbed. Emotional nuances in speech are not expressed, speech is monotonous, monotonous, unmodulated. A feature of extrapyramidal dysarthria is the absence of stable and similar disturbances in sound pronunciation, as well as great difficulty in automating sounds.

Extrapyramidal dysarthria is often combined with hearing impairments of the type of sensorineural hearing loss, while hearing in high tones primarily suffers.

Cerebellar dysarthria. With this form of dysarthria, the cerebellum and its connections with other parts of the central nervous system, as well as the fronto-cerebellar pathways, are affected. Speech in cerebellar dysarthria is slow, jerky, with disturbed modulation of stress, attenuation of the voice towards the end of the phrase. There is a decreased tone in the muscles of the tongue and lips, the tongue is thin, flattened in the oral cavity, its mobility is limited, the pace of movements is slowed down, it is difficult to maintain articulation patterns and weakness of their sensations, the soft palate sags, chewing is weakened, facial expressions are sluggish. Tongue movements are inaccurate, with excessive or insufficient range of motion. Nasalization of most sounds is pronounced.

1.2 Psychological and pedagogical characteristics of preschool children with dysarthria

Children with speech disorders are children who have deviations in the development of speech with normal hearing and intact intelligence. Speech disorders are diverse, they can manifest themselves in violation of pronunciation, grammatical structure of speech, poverty of vocabulary, as well as in violation of the pace and fluency of speech. According to the degree of severity, speech disorders can be divided into those that are not an obstacle to learning in a public school, and severe disorders that require special training.

Children with dysarthria in their clinical, psychological and pedagogical characteristics represent an extremely heterogeneous group. At the same time, there is no relationship between the severity of the defect and the severity of psychopathological abnormalities. Dysarthria, including its most severe forms, can be observed in children with intact intelligence, and mild "erased" manifestations can be both in children with intact intelligence and in children with oligophrenia.

Children with dysarthria according to clinical and psychological characteristics can be conditionally divided into several groups depending on their general psychophysical development:

dysarthria in children with normal psychophysical development;

dysarthria in children with cerebral palsy;

dysarthria in children with oligophrenia;

dysarthria in children with hydrocephalus;

dysarthria in children with mental retardation;

dysarthria in children with minimal brain dysfunction. Along with the insufficiency of the sound-producing side of speech, they usually have mildly pronounced disturbances in attention, memory, intellectual activity, the emotional-volitional sphere, mild motor disorders and delayed formation of a number of higher cortical functions.

E.F. Sobotovich and A.F. Chernopolskaya distinguish four groups of children with dysarthria:

These are children with insufficiency of some motor functions of the articulatory apparatus: selective weakness, paresis of some muscles of the tongue. Asymmetric innervation of the tongue, weakness of the movements of one half of the tongue cause such violations of sound pronunciation as the lateral pronunciation of soft whistling sounds [s] and [s], affricates [ts], soft anterior lingual [t] and [d], posterior lingual [g], [k ], [x], lateral pronunciation of vowels [e], [i], [s].

A small part of the children in this group have phonemic underdevelopment associated with distorted pronunciation of sounds, in particular, underdevelopment of phonemic analysis skills and phonemic representations.

In children of this group, no pathological features of general and articulatory movements were revealed. During speech, lethargy of articulation, fuzzy diction, general blurring of speech are noted. The main difficulty for this group of children is the pronunciation of sounds that require muscle tension (sonor, affricates, consonants, especially explosives). So, the sounds [p], [l] are often skipped by children, replaced by slotted ones, or distorted (labial-labial lambdacism, in which the bow is replaced by labial-labial frication). Violation of articulatory motility is mainly noted in dynamic speech-motor processes. The general speech development of children is often age appropriate.

In children, the presence of all the necessary articulatory movements of the lips and tongue is noted, however, there are difficulties in finding the positions of the lips and especially the tongue according to instructions, by imitation, based on passive displacements, i.e. when performing voluntary movements and in mastering fine differentiated movements. A feature of pronunciation in children of this group is the replacement of sounds not only in place, but also in the way of formation, which is of a non-permanent nature. In this group, children have phonemic underdevelopment varying degrees expressiveness. The level of development of the lexical and grammatical structure of speech ranges from the norm to the pronounced OHP. Neurological symptoms are manifested in an increase in tendon reflexes on the one hand, increased or decreased tone on one or both sides.

This group consists of children with severe general motor insufficiency, the manifestations of which are varied. In children, inactivity, stiffness, slowness of movement, limited range of motion are found. In other cases, there are manifestations of hyperactivity, anxiety, a large number of unnecessary movements. These features are also manifested in the movements of the articulatory organs: lethargy, stiffness of movements, hyperkinesis, a large number of synkinesis when performing movements with the lower jaw, in the facial muscles, the inability to maintain a given position. Violations of sound pronunciation are manifested in the replacement, omissions, distortion of sounds. A neurological examination in children of this group revealed symptoms of an organic lesion of the central nervous system (deviation of the tongue, smoothness of the nasolabial folds, a decrease in the pharyngeal reflex, etc.). The level of development of phonemic analysis, phonemic representations, as well as the lexical and grammatical structure of speech varies from the norm to a significant OHP.

Even at an early age, developmental disorders can be detected. The most common first manifestation of dysarthria is the presence of pseudobulbar syndrome, the first signs of which can already be noted in the newborn. This is the weakness of a cry or its absence (aphonia), violations of sucking, swallowing, the absence or weakness of some congenital unconditioned reflexes (sucking, searching, proboscis). The cry in such children remains quiet for a long time, poorly modulated, often with a nasal tinge, sometimes in the form of separate sobs that are produced at the moment of inspiration. Children do not take the breast well, suck sluggishly, choke when sucking, turn blue, sometimes milk flows out of the nose. In severe cases, children in the first days of life do not breastfeed at all, they are fed through a tube, swallowing disorders are also noted. Breathing is superficial, often rapid and arrhythmic.

These disorders are combined with asymmetry of the face, leakage of milk from one corner of the mouth, sagging of the lower lip, which prevents the capture of the nipple or nipple.

As the child grows, the lack of intonational expressiveness of the cry and voice reactions becomes more and more apparent. The sounds of cooing, babbling are monotonous and appear at a later date. The child cannot chew, bite, chokes on solid food for a long time, cannot drink from a cup. Congenital unconditioned reflexes, which were suppressed during the neonatal period, manifest themselves to a large extent, making it difficult for the development of voluntary articulatory motor skills.

As the child grows in the diagnosis of dysarthria, speech symptoms become increasingly important: persistent defects in pronunciation, insufficiency of voluntary articulatory movements, vocal reactions, incorrect position of the tongue in the oral cavity, its violent movements, impaired voice formation and speech breathing, delayed development of speech.

Movement disorders usually manifest themselves in the later stages of the formation of motor functions, especially such as the development of the ability to sit down on their own, crawl with alternate simultaneous extension of the arm and the opposite leg and with a slight turn of the head and eyes in the direction of the forward arm, walk, grab objects with the fingertips and manipulate them.

Emotional-volitional disorders are manifested in the form of increased emotional excitability and exhaustion of the nervous system. In the first year of life, such children are restless, cry a lot, require constant attention. They have sleep disturbances, appetite, predisposition to regurgitation and vomiting, diathesis, gastrointestinal disorders. They do not adapt well to changing weather conditions. At preschool and school age, they are motorally restless, prone to irritability, mood swings, fussiness, often show rudeness, disobedience. Motor restlessness increases with fatigue, some are prone to hysteroid-type reactions: they throw themselves on the floor and scream, achieving what they want. Others are shy, inhibited in a new environment, avoid difficulties, and do not adapt well to changing situations.

Despite the fact that children do not have pronounced paralysis and paresis, their motor skills are characterized by general awkwardness, lack of coordination, they are awkward in self-service skills, they lag behind their peers in dexterity and accuracy of movements, they have a delay in developing hand readiness for writing, therefore, for a long time there is no interest in drawing and other types of manual activities, poor handwriting is noted at school age. Disorders of intellectual activity are expressed in the form of low mental performance, memory and attention disorders.

1.3 The state of motor functions in a child of senior preschool age

Development of movements and actions of preschoolers.

Preschool age - a period of diverse manifestation motor activity child. In early childhood, the formation of new movements occurs in the process of assimilation of objective actions and is a by-product of the child's practical activity, in the center of which is the object and mastering it.

Arising in preschool age role-playing game, drawing, modeling, various types of construction, elementary forms of labor represent the new context in which the individual movements and actions of the child are included and developed. New types of activities make higher demands on the individual movements that the child already owns, and cause the need to master new movements.

The activity carried out independently by the child requires from him more perfect movements, greater accuracy and coordination of them. Therefore, at preschool age, the child faces the task of mastering new movements. The prerequisites for changing the nature of the assimilation of movements arise already at the end of early childhood.

Thus, at preschool age, the restructuring of the movements and actions of the child consists in the fact that they begin to be practically performed, controlled and regulated by the child himself on the basis of the idea of ​​the upcoming action and the conditions for its implementation.

From the very moment of birth, the child begins to move. Gradually, all movements are improved, more complicated. At 5-6 months, the child tries to sit up, touches his knees with his hands, rolls from his back to his side, begins to lean on outstretched arms, etc. Already by the age of 1, the child masters the skills of crawling and is already starting to get up, holding on to something. In the second year of life, he manipulates objects, gets up and walks independently, climbs stairs. Fine motor skills of the hands appear: the child lowers the object into a small hole. At 2-3 years old, he goes down the stairs with a side step, steps over an obstacle. Builds a tower of 4 cubes, pours liquid from one vessel to another. At 3 years old, he stands on one leg for 2-3 seconds, stands on tiptoe, kicks the ball with his foot in a big way. Rolls out plasticine, tries to cut paper with scissors. By the age of 4-5, all these skills become more complex, consolidated and automated.

At the senior preschool age (5-7 years), children have access to mastering complex types of movements and methods of their implementation, as well as improving some elements of the execution technique. They are able to achieve relatively high results in performing movements, performing them at a different pace, with different amplitudes, showing significant strength qualities and endurance. In the sixth year of life, children have access to arbitrary regulation of motor activity, a conscious attitude to the choice of methods and quality of movement performance appears. All this contributes to the activation of the motor activity of children, the manifestation of initiative, volitional qualities.

Unlike five-year-old children, the motor activity of 6-year-old children becomes more conscious and varied. In children seven years of age, having higher motor abilities compared to the previous group, the indicators of motor activity increase due to the enrichment of independent activity with a variety of games and physical exercises.

Thus, the child begins to master motor skills from the very moment of birth. In the process of the child's growth, the development of motor activity, its improvement and consolidation also takes place.

Development of articulatory motor skills.

Speech is one of the most important functions of human development. Its formation is one of the most important tasks. In order for the first speech actions to appear, a certain cognitive baggage is needed, acquired when the cerebral cortex is turned on.

Speech is an activity that is carried out with the coordinated functioning of the brain and other parts of the nervous system. Auditory, visual, motor and kinesthetic analyzers take part in the implementation of the speech function. The articulation of speech sounds, the so-called "motor speech", consists in the coordination of movements of the tongue, lips, oral cavity, larynx, and respiratory movements.

For the correct pronunciation of a sound, a child needs to reproduce an articulatory pattern, consisting of a complex set of movements, while articulation, phonation and breathing must be sufficiently coordinated in their work, and speech movements should be correlated with the corresponding auditory sensations. In order for the child to understand the meaning of the word, it is necessary to merge auditory, visual and tactile sensations into a single image of the object. In a healthy child, mastery of the sound system of the language occurs simultaneously with the development of general motor skills and differentiated hand movements. MM. Koltsova experimentally proved that when training subtle movements of the fingers, speech not only develops more intensively, but also turns out to be more perfect. The relationship between the development of speech and the formation of general, fine and articulatory motor skills is emphasized by many researchers.

The child begins to train his speech apparatus already from the age of one and a half months, making more and more complex sounds and sound combinations, which are called pre-speech vocal reactions. At 2-3 months, there comes a moment when the child begins to walk, paying attention to bright toys, turning his head to the sound, smiling. Cooing is manifested in the involuntary reproduction of vowel sounds in a singsong voice. The babbling stage (8-10 months) is especially important, because it prepares the speech apparatus for subsequent actions. The child pronounces different syllables, consisting of vowels and consonants, preparing the speech mechanism for future complex speech acts. By the end of the first year of life, the child pronounces the first individual words. In the second year of life, the child tries to speak babble words, the rhythm and intonation of which are varied. There is an attempt to link two words into a phrase. At 3 years old, the child develops verbose phrases, subordinate clauses, at 4-5 years old, long phrases, monologues.

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

Thus, the development of the motor apparatus is a factor stimulating the development of speech, and it plays a leading role in the formation of neuropsychic processes in children.

1.4 The state of motor functions in a child of senior preschool age with dysarthria

motor function dysarthria children

The general motor sphere of children with dysarthria is characterized by slow, awkward, constrained, undifferentiated movements.

There may be a limitation in the range of motion of the upper and lower extremities, mainly on the one hand, there are synkinesis, muscle tone disorders, extrapyramidal insufficiency of the motor sphere. Sometimes mobility is pronounced, movements are unproductive and aimless. There is an increase in muscle tone of the hands when lifting them up, a slight tremor of the fingers; departure of the tongue to the affected side, slight hyperkinesis of the tongue.

Most clearly, the insufficiency of general motor skills in preschool children with dysarthria manifests itself when performing complex motor acts that require precise control of movements, precise work of various muscle groups, and correct spatio-temporal organization of movements. Disorders of manual motor skills are also characteristic, which manifest themselves mainly in violation of accuracy, speed and coordination of movements. Between the level of unformed manual and articulatory motility, a significant relationship was established.

The main violation of the cranial nerves is associated with damage to the hypoglossal nerves (XII pair), which manifests itself in the form of some organic movement of the tongue to the side and in the form of hyperkinesis. Repeated movements of the tongue up, forward and to the sides cause rapid fatigue, which is expressed in a slowdown in the rate of movements, and sometimes a slight blue (cyanosis) of the tip of the tongue. Limitation of the range of motion of the eyeballs (III-IV-VI pairs) in the form of a slight failure to reach the external commissure is observed in some children. From the side of the trigeminal nerves (V pair), paralysis is observed. However, with lateral movements of the lower jaw, some children develop synkenesis in the form of a turn of the head, tongue, and less often lips in the same direction. Asymmetry of the facial nerves (VII pair) is manifested due to the smoothness of the right or left nasolabial fold. There is insufficient contraction of the soft palate. There are difficulties in voluntary muscle relaxation and voluntary breathing with changes in the speech instruction of a long inhalation and exhalation, the direction of the air stream either through the mouth or through the nose.

In children with a mild degree of dysarthria, the motor skills of the articulatory apparatus are impaired. This manifests itself:

) in the difficulties of switching from one articulation to another;

) in a decrease and deterioration in the quality of articulatory movement;

) in reducing the time of fixation of the articulatory form;

) in reducing the number of correctly performed movements.

Motor dysfunction in children with dysarthria is widespread. There is some general motor awkwardness, clumsiness, fine motor skills of the hands suffer. Children experience difficulties in dressing, shoes, run, jump, draw worse than their peers. In children with a paretic form of erased dysarthria, lethargy of the fingers is often observed, especially when working with a pencil or pen. In the spastic form, there is excessive tension and low mobility.

The motor skills of children with dysarthria are characterized by general awkwardness, lack of coordination. Children with dysarthria lag behind their peers in dexterity and accuracy of movements. Practice shows that preschoolers with impaired fine motor skills of hands experience difficulties in mastering writing skills. The development of hand readiness for writing is delayed, as children do not show interest in drawing and other types of manual activities for a long time.

Motor insufficiency of the organs of articulation and motor skills of the hands is most clearly manifested during the performance of complex motor acts that require precise control of movements, precise work of various muscle groups, and correct spatio-temporal organization of movement. Children with dysarthria have insufficiently developed kinesthetic sensibility in the area of ​​articulation. When switching speech movements, the transition from one state to another is jerky, with a violation of the reproduction of the motor series, with the occurrence of perseverations and rearrangements.

Their motor failure is especially noticeable in physical education classes and music classes, where these children lag behind in tempo, rhythm of movements, and also in switching movements.

Children with dysarthria learn self-care skills late and with difficulty: they cannot fasten a button, untie a scarf, etc. In drawing classes, they do not hold a pencil well, their hands are tense. Many children do not like to draw. Particularly noticeable motor awkwardness of the hands in the classroom for applications and with plasticine. In the works on the application, there are also difficulties in the spatial arrangement of elements. Violation of fine differentiated movements of the hands is manifested when performing test tests of finger gymnastics. Children find it difficult or simply cannot, without assistance, perform an imitation movement, for example, “lock” - put the hands together, interlacing fingers; "rings" - alternately connect the index, middle, ring and little fingers with the thumb and other exercises of finger gymnastics. When performing, children make multiple mistakes, squeezing both hands into a fist at the same time or straightening it. The performance of tasks is characterized by dysmetria, which is expressed in the additional work of the forearm. In many children, movements are performed at different times.

Performing finger tests for alternate finger flexion, starting with the thumb and little finger, is characterized in most cases by a slow pace, simultaneous movements of several fingers. In addition, there is tension in the fingers, the inability to keep them bent. In some children, when performing a task for one limb, concomitant synkinesis is observed - movements of the fingers of the other hand. Most children perform tasks at a slow, strenuous pace, with tense fingers, not in full. An analysis of the performance of finger tests showed that it was somewhat more difficult to reproduce the tests for alternately straightening the fingers, rather than bending them.

In children with dysarthria, the dynamic organization of a motor act causes significant difficulties. The most impaired is the ability to perform movements simultaneously, which indicates a certain functioning of the premotor systems, which ensures the kinesthetic organization of movements.

Depending on the type of violations, all defects in sound pronunciation in dysarthria are divided into:

Anthropophonic - sound distortion;

Phonological - absence of sound, replacement, undifferentiated pronunciation, confusion.

With phonological defects, there is an insufficiency of oppositions of sounds according to their acoustic and articulatory characteristics. Therefore, most often there are violations of written speech.

In children with dysarthria, the following pathological features of the articulatory apparatus are revealed:

Spasticity - increased tone in the muscles of the tongue, lips, face and neck. With spasticity, the muscles are tense. The tongue is pulled back in a “lump”, its back is spastically curved, raised up, the tip of the tongue is not expressed. The tense back of the tongue raised to the hard palate helps to soften consonant sounds (palatalization). Sometimes the spastic tongue is pulled forward with a "sting". An increase in muscle tone in the circular muscle of the mouth leads to spastic tension of the lips, tight closing of the mouth (voluntary opening of the mouth is difficult). In some cases, with a spastic condition of the upper lip, the mouth may, on the contrary, be ajar. In this case, increased salivation (hypersalivation) is observed. Active movements with spasticity of the articulatory muscles are limited. Muscle spasticity is noted with spastic-paretic dysarthria.

Hypotension is a decrease in muscle tone. With hypotension, the tongue is thin, flattened in the oral cavity; lips flaccid, unable to close tightly. Because of this, the mouth is usually half open, hypersalivation is pronounced. Hypotonia of the muscles of the soft palate prevents sufficient progress of the palatine curtain upwards and its pressing against the back wall of the pharynx; a stream of air exits through the nose. In this case, the voice acquires a nasal tone (nasalization). Hypotonia of the articulatory muscles occurs with spastic-paretic, atactic, and sometimes with hyperkinetic dysarthria.

Dystopia - the changing nature of muscle tone. At rest, low muscle tone may be noted, while trying to speak and at the time of speech, the tone increases sharply. Dystonia significantly distorts articulation. A characteristic feature of sound pronunciation in dystonia is the inconstancy of distortions, substitutions and omissions of sounds. Dystonia is noted with hyperkinetic dysarthria.

In children with cerebral palsy, a mixed and variable nature of tone disorders in the articulatory muscles (as well as in skeletal muscles) is often noted, i.e., in individual articulatory muscles, the tone can change in different ways. For example, spasticity is noted in the lingual muscles, and hypotension in the facial and labial muscles. In all cases, there is a certain correspondence between violations of tone in the articulatory and skeletal muscles.

Impaired mobility of the articulatory muscles.

Limited mobility of the muscles of the articulatory apparatus is the main manifestation of paresis or paralysis of these muscles. Insufficient mobility of the articulatory muscles of the tongue and lips causes a violation of sound pronunciation. With damage to the muscles of the lips, the pronunciation of both vowels and consonants suffers. Articulation as a whole is disturbed. The sound pronunciation is especially grossly impaired with a sharp restriction of the mobility of the muscles of the tongue. The degree of impaired mobility of the articulatory muscles can be different - from the complete impossibility of articulatory movements of the tongue and lips to a slight decrease in their volume and amplitude. In this case, the most subtle and differentiated movements are violated first of all (primarily raising the tongue up).

Insufficiency of kinesthetic sensations in the articulatory apparatus.

There is not only a limitation of the volume of articulatory movements, but also a weakness of kinesthetic sensations of articulatory postures and movements.

Respiratory disorders.

Respiratory disorders in children with dysarthria are due to a lack of central regulation of respiration. Insufficient depth of breathing. The rhythm of breathing is disturbed: at the time of speech, it quickens. There is a violation of the coordination of inhalation and exhalation (a superficial inhalation and a shortened weak exhalation). Exhalation often occurs through the nose, despite the half-open mouth. Respiratory disorders are especially pronounced in the hyperkinetic form of dysarthria.

Voice disorders are caused by changes in muscle tone and limitation of mobility of the muscles of the larynx, soft palate, vocal folds, tongue and lips. Most often, insufficient voice power is noted (quiet, weak, fading); deviations in the timbre of the voice (deaf, choked, hoarse, intermittent, tense, nasalized, guttural). In various forms of dysarthria, voice disorders are specific.

prosodic disorders.

Melodic intonation disorders are often referred to as one of the most persistent signs of dysarthria. They largely affect the intelligibility, emotional expressiveness of speech. There is a weak expression or absence of voice modulations (the child cannot arbitrarily change the pitch). The voice becomes monotonous, little or unmodulated. Violations of the pace of speech are manifested in its slowdown, less often - acceleration. Sometimes there is a violation of the rhythm of speech (for example, chanting - chopped speech, when an additional number of stresses in words is noted).

The presence of violent movements (hyperkinesis and tremor) in the articulatory muscles.

Hyperkinesias - involuntary, non-rhythmic, violent, sometimes fanciful movements of the muscles of the tongue, face (hyperkinesic dysarthria).

Tremor - trembling of the tip of the tongue (most pronounced with purposeful movements). Tremor of the tongue is noted in atactic dysarthria.

Loss of coordination of movements (ataxia).

Ataxia is manifested in dysmetric, asynergic disorders and chanting of the rhythm of speech.

Dysmetria is disproportion, inaccuracy of arbitrary articulatory movements. It is most often expressed in the form of hypermetry, when the desired movement is realized by a more sweeping, exaggerated, slower movement than necessary (excessive increase in motor amplitude).

Sometimes there is a violation of coordination between breathing, voice formation and articulation - asynergy.

Ataxia is noted in atactic dysarthria.

The presence of synkinesis.

Synkinesis - involuntary accompanying movements when performing arbitrary articulatory movements (for example, additional movement of the lower jaw and lower lip upwards when trying to raise the tip of the tongue).

Oral synkinesis - opening the mouth during any voluntary movement or when trying to perform it.

Violation of the act of eating.

Absence or difficulty chewing solid food, biting off; choking, choking when swallowing. Loss of coordination between breathing and swallowing. Difficulty drinking from a cup.

Vegetative disorders.

One of the most common autonomic disorders in dysarthria is hypersalivation. Increased salivation is associated with limited movements of the muscles of the tongue, impaired voluntary swallowing, and paresis of the labial muscles. It is often aggravated due to the weakness of sensations in the articulatory apparatus (the child does not feel the flow of saliva) and a decrease in self-control. Hypersalivation can be permanent or increase under certain conditions. Less common are autonomic disorders such as redness or pallor of the skin, increased sweating during speech.

Having considered a number of definitions and concepts of dysarthria, one should conclude:

Dysarthria is a violation of the pronunciation side of speech, due to insufficient innervation of the speech apparatus due to damage to the central nervous system;

All symptoms of dysarthria appear both in mild and pronounced form. It depends on which motor centers g.m. violated. In this regard, there are forms of dysarthria: bulbar, pseudobulbar, cortical, extrapyramidal, cerebellar;

Children with dysarthria in their clinical, psychological and pedagogical characteristics represent an extremely heterogeneous group;

The development of the motor apparatus and motor functions is a factor stimulating the development of speech;

The general motor sphere of children with dysarthria is characterized by slow, awkward, constrained, undifferentiated movements;

In children with dysarthria, such pathological features of the articulatory apparatus as spasticity, hypotension, dystonia, impaired mobility of the articulatory muscles, hyperkinesis, tremor, discoordination of movements, synkenesia are revealed.

Thus, the main symptoms of motor disorders in dysarthria - impaired muscle tone and discoordination of movements - are determined by the nature and severity of manifestations of articulatory and general motor disorders.

Chapter II. Experimental study of the state of motor functions in children with dysarthria.

Methods of examination of children.

We conducted a survey of children of the senior group of MDOU kindergarten No. 244 of the combined type in Novokuznetsk. The study involved 10 children: 5 children without speech disorders, 5 children with dysarthria. The study took place from 24 to 26 May 2010. The study consists of a stating experiment.

.Conduct a survey of a group of preschool children, diagnose from a group of children with dysarthria;

.To study the level of formation of motor functions in children with dysarthria.

Methods of work: conversation, observation, examination.

List of examined children №1.

No. F.I. child Age Speech conclusion 1.K. Andrey5 years norm 2.F. Alina6 years norm 3.Sh. Roman5.5 years norm 4.X. Maria5 years norm 5.B. Matvey6 years norm

List of examined children №2.

No. F. And child Age Speech conclusion 1.K. Svetlana 6 years dysarthria 2.N. Nikita5.5 years dysarthria 3.G. Ulyana 6 years dysarthria 4.Z. Anton5 years dysarthria5.K. Ksenia, 6 years old, dysarthria

To study the state of general, fine and articulatory motor skills, the methods proposed by E.F. Arkhipova.

I. Examination of the state of general motor skills

Purpose: observation of discoordination of movements and disorders of muscle tone.

Instructions:

a) "Stand on one leg: left, right."

b) "Jump on two legs moving forward."

c) Walk like a soldier.

d) stand on your toes

2. Study of the visual-spatial organization of movements (Head's test)

Purpose: observation of discoordination of movements.

Instruction: "When I raise my right hand, you will also raise your right hand, and when I raise my left hand, you will also raise your left hand." "Raise your right hand!" "Take your left ear with your right hand." "Raise your left hand!" "Take your right ear with your left hand."

II. Examination of fine motor skills

1.Kinesthetic praxis:

Purpose: to observe violations of muscle tone and discoordination of movements.

1) Praxis by verbal instruction

“Fold the first and second fingers into a ring (by imitation). Extend the second and third fingers. Extend the second and fifth fingers.

) Praxis of postures according to the visual pattern.

"Do as I do":

Connect the thumb and forefinger into a ring;

extend the index and middle fingers;

connect the thumb and little finger into a ring;

index finger and little finger extended forward - "goat"

push the little finger forward, the remaining fingers are clenched into a fist;

connect the middle and thumb;

3) Praxis of postures according to the kinesthetic pattern

"Close your eyes. Can you feel how I put my fingers together for you? Fold it yourself too ”(poses from the previous task).

2. Dynamic praxis. Sample "Fist - rib - palm"

Purpose: discoordination of movements.

"Do as I do".

He strikes the table with his hand in succession in three positions, first according to the model (no more than 3 times), then independently:

the hand is bent into a fist;

the hand strikes the table with the edge of the palm;

The hand strikes the table with the palm.

III. Examination of articulatory motility

1.kinetic oral praxis

Purpose: monitoring the state of muscle tone and coordination of movement.

“Now we will do gymnastics for the tongue. Look carefully in the mirror and follow the movements:

open your mouth wide, lift the tip of the tongue up to the upper teeth and hold it (5-7 seconds);

tongue "shovel" - wide, flattened, motionless lies on the lower lip, the mouth is ajar (5-7 seconds);

“tasty jam” - slowly lick your lips, first the top, then the bottom;

Smile, open your mouth, put your tongue on your upper lip and hold it a little (10 seconds).

2. Dynamic coordination of movements

“Now lift the tip of the tongue by the upper teeth, then lower by the lower ones. 1, 2, 3, 4, 5;

touch the protruding tip of the tongue to the right, then to the left corner of the lips. 1, 2, 3, 4, 5;

lift the tip of the tongue to the upper lip, lower it to the lower, touch the tip of the tongue to the right, then to the left corner of the lips. . 1, 2, 3, 4, 5;.

Put the tongue on the lower lip, and now “bite” the tongue, do not remove it from the lip. 1, 2, 3, 4, 5".

Examination of mimic muscles

Purpose: to monitor the state of muscle tone.

“Look carefully in the mirror and follow the movements:

furrow your brows;

raise your eyebrows;

wrinkle your forehead;

inflate your cheeks one by one;

pull in your cheeks.

Criteria for evaluation:

points - independently performs the task;

points - the task is often performed incorrectly, at a slow pace;

points - the task performs poorly, does not notice his mistakes;

score - does not complete the task.

Ascertaining experiment

1.Examination of the state of general motor skills table No. 1

No. of the child, age Examination results, points Task 1 Task 21Svetlana K., 6 years old332Nikita N., 5.5 years old323Ulyana G., 6 years old324Anton Z., 5 years old235Ksenia K., 6 years old226Andrey K., 5 years old437Arina Zh., 6 years old448Roman Sh., 5.5 years old349Maria Kh., 5 years old2410Matvey B., 6 years old44

Conclusion: In children with dysarthria, there is a loss of balance, deviations to the sides, movements are slow, inaccurate. In two children with the norm, there are slight deviations to the sides, slowness of movements, the rest follow the instructions correctly without any violations.

2.Examination of the state of fine motor skills table No. 2

No. of the child, age Examination results, points Task 1 Task 21Svetlana K., 6 years old332Nikita N., 5.5 years old343Ulyana G., 6 years old334Anton Z., 5 years old235Ksenia K., 6 years old236Andrey K., 5 years old347Arina Zh., 6 years old448Roman Sh., 5.5 years old329Maria Kh., 5 years old3310Matvey B., 6 years old34

Conclusion: In children with erased dysarthria, there are difficulties in performing 1 task, they perform it only with the help of an adult, the movements are slow, uncertain. In children with the norm, there are slight difficulties in completing 1 task, but they do it on their own; 1 child confuses movements when performing 2 tasks.

3.Examination of the state of articulatory motility table No. 3

Child's FI, age Examination results, points Task 1 Task 2 Task 31Svetlana K., 6 years old3332Nikita N., 5.5 years old3313Ulyana G., 6 years old1324Anton Z., 5 years old3325Ksenia K., 6 years old3336Andrey K., 5 years old4347Arina Zh., 6 years old3448Roman Sh. , 5.5 years old4449Maria Kh., 5 years old44410Matvey B., 6 years old434

Conclusion: In children with erased dysarthria, hyperkinesis, trembling, tremor of the tongue, lethargy of the lips are noted, the tongue does not hold the articulatory position, the movements are slow. Children with the norm of the task are performed correctly, the movements are clear, precise. In children with dysarthria, hypotension of the facial muscles, movements are inaccurate. Children with the norm of the task perform correctly, the movements are clear, precise.

The diagram (Fig. 1) shows the state of mental functions of normally developing children and children with dysarthria.

The y-axis shows the levels of task completion, points: 4 - high level, 3 - average level, 2 - below average level, 1 - low level.

On the abscissa axis - the state of the HMF: 1 - general motor skills, 2 - fine motor skills, 3 - articulatory motor skills. Figure #1

Thus, we found that dysarthria is differentiated from the norm according to the following criteria:

awkward, inaccurate and undifferentiated movements of both general and fine motor skills of the hands;

slow pace of movement;

synkinesis is possible;

rapid fatigue;

insufficient innervation of mimic muscles;

spasticity of the articulatory muscles;

melodic intonation disorders;

non-verbal breathing is superficial, unstable rhythm.

Conclusion

A common speech disorder among preschool children is dysarthria of various forms, which tends to increase significantly. It is often combined with other speech disorders (stuttering, general underdevelopment of speech, etc.). This is a speech pathology, manifested in disorders of the phonetic and prosodic components of the speech functional system, and resulting from an unexpressed microorganic lesion of the brain.

Severe impairments of motor functions in dysarthria are difficult to correct and negatively affect the formation of the phonemic and lexico-grammatical aspects of speech, complicate the process of schooling children. Timely correction of speech development disorders is a necessary condition for the psychological readiness of children to study at school, creates the prerequisites for the earliest social adaptation of preschoolers with speech disorders. This is extremely important, since the choice of adequate areas of corrective and speech therapy impact on a child with dysarthria and the effectiveness of this impact depend on the correct diagnosis.

An analysis of theoretical sources shows that dysarthria is a speech disorder characterized by a combination of multiple disturbances in the process of motor implementation of speech activity. The main symptom of a speech defect in dysarthria is phonetic disorders, which are often accompanied by underdevelopment of the lexical and grammatical structure of speech. Violations of the phonetic side of speech are difficult to correct, negatively affect the formation of the phonemic, lexical and grammatical components of the speech functional system, causing secondary deviations in their development. Researchers note the lack of word-building skills in these children, which complicate the process of schooling children. Timely correction of violations and further development of word-formation skills is a necessary condition for the readiness of children to master the school curriculum in various subjects.

We conducted an experimental study of the state of motor function in preschool children with dysarthria.

Two groups of children of senior preschool age (5-6 years old) took part in the experimental examination: with dysarthria and with normal speech development. For the survey, the method of E.F. Arkhipova was used, which is intended for preschool children with dysarthria. According to the results of the survey, we came to the conclusion that the tasks were performed mainly at the average and below average levels, i.e. word-building and motor skills in children with dysarthria are not sufficiently formed, which requires special correctional speech therapy assistance.

The purpose of the ascertaining experiment was to test tasks and exercises aimed at identifying motor functions in older preschool children with dysarthria. Based on the methodological literature, we selected tasks and exercises aimed at analyzing motor functions in children with dysarthria. Based on the results of completing the tasks, each child received individual and average group values.

Comparing the results of the ascertaining experiment, we can conclude that in the experimental group of children with dysarthria there are obvious deviations in the development of general, fine and articulatory motor skills.

As a result of the ascertaining experiment, the goal of the study was achieved. We have seen that the features of the motor functions of preschoolers with dysarthria are muscle tone disorders, discoordination of movements. Thus, our hypothesis was confirmed. The ascertaining experiment can be considered successful.

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MDOU d / s No. 38 of the combined type of the Molochny settlement of the Kola district of the Murmansk region

Children with dysarthria really have problems in the motor sphere, therefore, a system of exercises is needed to overcome these disorders and the implementation of an integrated approach in corrective - educational process. One of the important conditions for effective work is the participation in the process of correction of the entire teaching staff of the preschool educational institution and the parents of pupils.

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Development of tactile sensations and kinesthetic component.

motor act

We start by teaching the child the techniques of self-massage of hands. Self-massage is one of the types of passive gymnastics, it must be carried out daily, preferably 2-3 times a day. It has a tonic effect on the central nervous system, improves the functions of receptors, pathways. Self-massage begins with light rubbing of the fingertips in the direction from the tips to the palm of one hand, then the other. Next, the palm of one hand is rubbed from the middle to the edges with the thumb of the other hand. After that, a set of exercises is carried out.

"Dotted lines". The pads of the four fingers of the right hand are located at the bases of the fingers of the left hand on the back of the palms. With back and forth movements (“dotted lines”) we shift the skin, gradually moving towards the wrist joint. The same on the other hand.

"Saw". The left hand (hand and forearm) lies on the table with the palm up. With the edge of the right palm, we imitate the movement of the saw along the entire surface of the left palm in the up and down direction. The same for the other hand.

"Iron". The starting position (I.p.) is the same. Stroking with the right hand, rubbing, kneading the left. The same for the other hand.

"Rink". I. p. the same. With the knuckles of the fingers of the right hand clenched into a fist, we move up and down the left palm, kneading it. The same for the other hand.

* Exercises marked with this icon are performed in combination.

"Gimlet". I.p. Same. With the phalanxes of the fingers of the right hand clenched into a fist, we make movements like a “gimlet” on the left palm. The same for the other hand.

"Crab". I.p. the same, fingers apart. We bend the index and middle fingers of the right hand and pinch the fingers of the left with the phalanges. The same for the other hand.

"Warm your hands." We rub our hands vigorously.

"Spirals". Each finger of the left hand alternately, starting with the little finger, is placed on the four fingers of the right hand. With the thumb of the right hand, we make spiral movements along the finger of the left from the bottom up from the base to the pad. The same for the other hand.

After performing self-massage, you can proceed to the following exercises.

1. "Hot - warm - cold." The child should compare and determine the degree of heating of objects by touch (heater - ice - soft toy- a metal spoon ...).

2. "Find what it's made of." The child first feels 3-5 toys with different surface textures, then pieces of the materials from which the toys are made. It is necessary to relate to the touch the toy and the material from which it is made.

3. "Pool for fingers." Pour peas (beans, buckwheat, rice) into a large box with sides 7-8 cm high and place several objects, different in shape and size, familiar to the child. He must lower his hands into the "pool", find objects, feel them and name them.

4. " magic pouch". 1st option. The child must guess by touch what is in the bag:

a) household items (pencil, coin, ring ...);

b) small toys; c) geometric shapes of various sizes and textures (sandpaper, velvet paper, thick foil); d) letters and numbers, different in size and texture (for children familiar with them). 2nd option. The child is invited to feel the object with one hand, then: a) examine the drawings of objects and choose the same one from them; b) draw the same object; c) choose among others the same object with one, then with the other hand.

2. Development of the kinetic component

motor act

Hand movements

Movements are performed according to the pattern, first with one hand, then with the other hand, and finally with both hands at the same time.

1. Rolling the ball (tennis ball) on an inclined plane with the palm of your hand.

2. Squeezing rubber toys, syringes filled with water (with a given direction of air or water jet).

3. Hit on hot air balloon suspended from the ceiling (fist, palm, index finger).

4. "Funny painters." The elbows rest on the table, the fingers are extended and tightly pressed to each other, the brushes move up and down.

5. "Cowardly bunny." The elbows rest on the table, the index and middle fingers are extended and spread apart, the rest are tightly pressed to the palm, movements are made with the brushes in the up and down direction.

6. "The hen drinks water." The elbows rest on the table, all the fingers are extended and gathered into a “beak”, movements are made with the brushes in the up and down direction.