Sections: Working with preschoolers

The problem of raising and teaching children preschool age with developmental disabilities is very acute and relevant. The number of children with various health conditions, including speech disorders, is steadily increasing.

For the teaching staff of the Municipal Preschool educational institution kindergarten № 47 combined type In the city of Severomorsk, the problem of preserving and strengthening the health of children is a priority. In the preschool educational institution, along with general developmental groups, there is a compensatory group for children with severe speech impairments.

Working with children in this group has its own characteristics, since in addition to speech pathology, children often have secondary developmental disorders.

Having analyzed the data on the health status of children, the results of a comprehensive diagnosis carried out by an educational psychologist, a speech therapist, educators, a physical education instructor, as well as observations of children in the process of physical education and health activities, revealed the following:

– children with speech impairments have health groups 2 and 3;
– many children are characterized by general physical weakness;
– all children have one or another motor deficiency, which affects the general health of the child and reduces the body’s resistance to colds;
– some children experience significant delays in the development of physical qualities –
a low level of development of agility, speed, endurance was noted;
– some children have difficulty switching from one type of movement to another, often disrupt the sequence of action elements; there is no automation of movements; the pace of movements is reduced;
– insufficient coordination of movements of the fingers;
– have difficulty performing a series of movements following verbal instructions;
– insufficient self-control when performing tasks;
– children with speech disorders often hold their breath when performing physical exercises.

I take all these factors into account when organizing physical education classes for children with severe speech impairments. I structure physical education classes taking into account the age, individual speech and psychophysical characteristics of children, as well as general developmental and correctional health problems solved in the learning process. An individually differentiated approach is key in my work with children with speech pathology.

Given the complexity of the tasks, in each lesson I include physical exercises aimed at developing all basic types of movements; general developmental exercises aimed at strengthening the muscles of the back, shoulder girdle, and leg muscles; formation of correct posture; outdoor games and game exercises taking into account the lexical topic being studied; game exercises with various objects that contribute to the development of precise movements.

I pay special attention in every lesson breathing exercises. Because children with speech disorders often hold their breath when performing even light physical exercises. I believe that they need to be taught proper breathing (work on short inhalations and long verbal exhalations). To make it interesting for children, I offer breathing exercises in game form: “Warm your hands”, “Cool the tea”, “Blow up the balloon”, “Air football”;
sound gymnastics exercises (with pronouncing vowel and consonant sounds as you exhale): game “Sounds”, “Wagon Song”, “Bug”, “Wind and Insects”; exercises for the development of speech breathing and voice: “Echo”, “Quiet - loud”. By playing and doing exercises, children not only learn proper breathing, but also improve their health.

Children with speech pathology are characterized by motor restlessness and increased emotional excitability. Taking these features into account, I widely use them in physical education classes. means of psycho-gymnastics.

In the introductory part of the lesson:

– games and exercises for the development of attention (auditory, visual): “Be attentive”, “Place sentries”, “Four elements”, “Listen to the claps”;
– games and exercises to develop memory: “Remember your place”, “Listen and follow”;
– to overcome motor automatism: “Stop”, “Please”.

In the final part of the lesson:

– games and exercises that help relieve stress and calm you down: “Barbell”, “Icicle”; relaxation exercises combined with calm music: “Magic sleep”, “A fairy tale goes home.”

The formation of speech is closely related to the development of motor skills, in particular, fine motor skills fingers. Therefore, I give a special place in physical education classes to:
– games and exercises that promote the development of coordination of finger movements:“Chains”, “Hello, little finger”, “Fingers are playing”;
– playful self-massage hands and fingers, which has a general strengthening effect on the child’s body (“Palms”, “Fingers”);
– finger games with speech accompaniment which increase the child’s speech activity, develop attention, coordination, and mental activity (“Exercise”, “We went for a walk in the yard”);
– exercises with various objects– massage ball, trailers, pencils;
– finger exercises in combination with sound gymnastics.

I consider the use of games and exercises with a ball in physical education classes to be an effective means of correcting the coordination of movements of children with severe speech impairments ( speech motor games with a ball). Their active use during classes creates a positive emotional mood, forms the need for motor activity, has a positive effect on coordination of movements, activates attention, memory, thinking, expands children’s vocabulary, develops spatial orientation (“Finish the phrase”, “Steps”, “ I know...", "Say it differently", "Say the word with the right sound").

I consider it a necessary component of physical education classes for children with severe speech impairments. use of speech material and games(taking into account the speech capabilities of children). Exercises and games for coordinating speech with movement arouse children’s interest and activate them in speech and motor terms (“Snowman”, “Winter”, “Three Hedgehogs”, “Autumn Leaves”, “Apple Tree”). In addition, with the help of poems, children develop the correct breathing rhythm and develop speech and auditory memory.

It is very important that physical education classes are interesting to children, bring them joy, captivate them, and make them want to perform the proposed games and exercises. Conducting physical education classes of various types allows me to achieve this: plot-game, thematic, training, control and accounting, integrated.

Thanks to an integrated approach, the use of physical education, psycho-gymnastics, integration and continuity in the work of all specialists of a preschool institution, positive dynamics are noted:
– in the assimilation of physical education programs by children with severe speech impairments;
– to improve the psychophysical development and performance of children with speech pathology;
– all children in the compensating group had improved speech and motor functions.

I hope that in the future, the correctional pedagogical work carried out in our preschool educational institution will create for children a certain margin of safety, which will ensure good school adaptation, academic performance, and improve their health.

Organization of physical education classes for children with disabilities

preschool age diagnosed general underdevelopment speeches

using health-saving technologies.

Instructor physical culture

Speech therapist teacher

MADO No. 44 “Cinderella”, Naberezhnye Chelny

Unfortunately, the number of children with speech disorders has recently increased. The etiology of speech development disorders is quite polymorphic. The groups include children with alalia who have organically caused damage to the speech areas of the cerebral cortex. Also, often, severe speech impairment is diagnosed in children with an erased form of dysarthria. In these children, along with motor impairments caused by insufficient innervation of the speech apparatus, fine and gross motor movements are impaired, and paresis and paralysis are observed. Their movements are awkward, with insufficient volume, mobility, endurance, and static are limited. Very often they prefer to work with their left hand due to the awkwardness of their right hand, which in turn negatively affects the acquisition of speech skills and lack of orientation in space. A lot of work is required to teach these children self-service skills, manual labor and preparing the hand for writing. Children with alalia also do not develop fine motor skills; switchability and coordination of movements not only of the speech apparatus, but also of fine and gross motor skills are difficult. Very often, children with speech disorders experience insufficient voice modulation, timbre disturbances, impaired coordination of movements of the respiratory, vocal and articulatory muscles, disturbances in the melodic and intonation aspect of speech, difficulties in perceiving and reproducing intonation. Children also experience shallow breathing, which negatively affects the quality of speech. All this speaks to the need for comprehensive corrective action with the participation of various preschool specialists. Children with speech impairments need additional development of coordination of general movements and fine motor skills, as well as coordination of speech, breathing and motor skills, the formation of full motor skills, which in turn will stimulate the development of general speech skills. In addition, it is extremely necessary to develop orientation in space, because its insufficiency affects the development of oral and written speech, and mastery of finely coordinated and specialized hand movements is a necessary link in the general system of correctional education.

The novelty of this set of lesson notes lies in the fact that they take into account all the necessary areas of corrective action.

Thus, to develop fine motor skills, massage balls of various diameters, Su-Jok balls and rings are used, which stimulate biologically active points. Children perform finger gymnastics, which develops not only fine motor skills, but also the imagination of children. In a playful form, children are encouraged to sing vowels, consonants, combinations of sounds, syllables and words, thus lengthening the speech, voiced exhalation, developing the intonation and melodic side of speech, developing the volume and strength of the voice, and the chest-abdominal type of breathing. It is important to include in the set of lesson notes logo-rhythmic exercises with musical accompaniment, stimulating the coordination of speech with movements. The inclusion of kinesiological exercises improves the state of the motor sphere and stimulates interhemispheric interaction, which is necessary for the full development of children with speech disorders. Jumping, crawling, stepping over improves both the rhythm of general movements and their pace and coordination.

In the process of properly organized classes, it is necessary to eliminate uncoordinated, constrained, and insufficiently rhythmic movements.

Special attention is paid to the features psycho motor development children, which must be taken into account in the process of motor activity of children (children with speech pathology, which has an organic nature of the disorder, usually differ in the state of the motor sphere into excitable ones with symptoms of distractibility, impatience, instability and inhibited ones with symptoms of lethargy, adynamicity).

All work is aimed at normalizing muscle tone, correcting incorrect postures, developing static endurance, balance, regulating the tempo of movements, synchronous interaction between movements and speech, memorizing a series of motor acts, developing speed of reaction to verbal instructions, developing fine motor coordination necessary for full development writing skills.

Summary of OOD on physical development with children with disabilities 6-7 years old

(with general speech underdevelopment).

"Zoo"

Goal: To activate the motor mental activity of children.

• Wellness.

Activate biologically active points using Su-Jok balls.

• Educational.

Learn to maintain balance while standing on a medicine ball.

Improve the technique of standing high jump and crawling in various ways.

• Developmental.

Develop coordination of movements and orientation in space, the relationship of speech activity with movements.

Encourage correct pronunciation of sounds and syllables; encourage speech activity.

• Educating.

To develop the ability to maintain correct posture in various situations.

• To consolidate knowledge about animals and their habits living in the zoo.

Aids: massage balls, arcs, stuffed balls, board, bench, cards with human figures, a set of color pictures 15x20 cm with images of animals (turtle, crocodile, ostrich, kangaroo, monkeys, porcupine), coloring pictures.

Progress of the lesson.

Introductory part.

Hello guys! I work as a correspondent for the magazine “In the World of Animals” and I was given the task of making a report about animals living in the zoo, but my assistant photographer got sick. How to solve this problem? I need your help (children's answers). Let's all make a photo report about the zoo residents together. What is a zoo? (children's answers). Let's tell together who lives in the zoo.

Finger game "Zoo"

We are going to the zoo, everyone is happy to visit there!
(with the index and middle fingers of both hands, imitate the walking of the fingers).
There are ponies, zebras, crocodiles, parrots and gorillas
(bend your fingers one by one on your right hand),
There are giraffes and elephants, monkeys, tigers, lions
(bend your fingers one by one on your left hand).

Now let's show how animals move. March around the hall at a walking pace!

“Peacocks” - walking with a gymnastic step, we pronounce – pa-pa-pa.

“Penguins” - walking heels together, toes apart, arms down, hands raised. We pronounce - pee-pee-pee.

“Wild ducks” - walking in a full squat, hands on knees, saying – quack-quack-quack.

“Tiger cubs” - walking on low all fours (on the forearms and knees), we pronounce –ri-ri-ri.

“Lions” - walking on all fours (on the palms and knees), we pronounce – ry-ry-ry.

“Elephants” - walking on high all fours (on the palms and feet), we pronounce – tu-tu-u-u.

“Snake” - crawling on the belly, we pronounce –sh-sh-sh.

We talk 2 times before starting the exercises.

“Chantelles” - running in small steps

Zebra - running with high hips

“Monkeys” - jumping forward with legs together - legs apart.

Walking while doing breathing exercises. On exhalation we pull –a-a-a-, on the second exhalation –a-u-u-, on the third exhalation –a-u-i-

Main part.

Rebuilding in 3 columns.

We know that various inhabitants live in the zoo: animals, fish. We are walking through the zoo, who do we see? Try to guess the riddles.

Lives calmly - not in a hurry,

Carry a shield just in case.

Underneath he knows no fear

Marine...

Children. ...Turtle.

Show picture. We point the lens (children imitate taking photographs) and take a photo (children exhale together and say “click”).

Self-massage of the body “Turtle”

Children perform light pinching with their fingers, chest and legs to Zheleznova’s song “A Turtle Went for a Swim”

Rhythmic gymnastics “Sea Turtle”

using kinesiological exercises

(to the song “A sea turtle named Natasha”)

There are a lot of animals from different continents living in the zoo:

Show pictures of animals (crocodile, ostrich, kangaroo). We point the lens and take photographs (the children say “click” together while exhaling).

OVD (circular method):

1 subgroup “Crocodiles”

Crawling on hands with support on feet, body straight.

Crawling on a bench on your stomach, pulling yourself up with your arms.

2nd subgroup "Ostriches"

Stand on medicine balls (difficulty: stand on one leg)

3rd subgroup "Kangaroo"

Jumping sideways with forward movement through a stretched elastic band (height 20-30 cm)

Walking sideways on the board, heels on the floor, toes on the floor.

Walking around the hall, forming a circle.

At the zoo, in a blue cage
Dexterously jumps on the net,
Makes faces, eats bananas
Who? Of course... (monkey) - we sing.

Outdoor game “Mischievous Monkeys” based on schemes - cards.

• Children move in leaps and bounds to the music. When the music stops, the children take the pose drawn on the card.
• At a signal, only boys or girls take the desired pose, depending on the image. The rest squat down.
• In this version, children guess the sound. The pose of the drawn man shows the sound.

The final part.

Very long needles
Like knives on an old Christmas tree.
The hedgehog has grown tenfold
It turned out... (porcupine) - we sing.

Show picture. We point the lens and take a photo (the children say “click” together while exhaling).

Massage with a “Su-Jok” “Porcupine” ball.

Children pronounce words together with the instructor and perform movements.

Take the ball and place it on your palm.

One, two, three, four. Five. Let's start counting again.

Press the ball on each finger of the right hand, then the left

We'll take it in our hands and rub it lightly,

Roll the ball up and down in your palm.

Let's look at its needles and massage its sides.

Squeeze tightly with your right palm, then with your left.

I spin it in my hands, I want to play with it.

Roll between your palms.

I’ll make a house in my palms, the cat won’t get it!!!

Hide it in your palms, making a house.

Our journey ended successfully. Thank you guys for helping me collect photos for my report. Was it difficult for you? Take another look at our photos of the animals we met. Our photographs will be published in a magazine, and I will give you negatives (pictures - coloring pages) as a souvenir, which you will color at home or in a group.

List of used literature:

1. Health activities for children 6-7 years old. M.: TC Sfera, 2008. – 224 p. (Healthy baby).
2. , Yu Integrated physical education and speech classes for preschoolers with special needs 4-7 years old: Methodical manual. – SPb.: “CHILDHOOD-PRESS”, 2005 – 224 p.
3. "From birth to school." Approximate ./ Edited by, . – M.: Mosaic // Synthesis, 2014.

Features of physical education of preschool children with special needs development

Introduction.

Since 2005 our kindergarten (GBDOU No. 196 of the Kirov region) became speech therapy. I, the head of physical education, had to adapt my experience to work with speech-language children. First, I became familiar with the types of speech disorders. Mostly, children with ODD come to us.

GSD, general speech underdevelopment- various complex speech disorders in which the formation of all components of the speech system is impaired, i.e. the sound side (phonetics) and the semantic side (vocabulary, grammar). The term OHP was first introduced in the 50-60s of the 20th century by the founder of preschool speech therapy in Russia R.E. Levina. The concept of general speech underdevelopment (GSD) is currently actively used to form speech therapy groups children in preschool institutions. General underdevelopment of speech can be observed in complex forms of childhood speech pathology: alalia, aphasia (always), as well as rhinolalia, dysarthria (sometimes). Despite the different nature of the defects, children with OSD have typical manifestations indicating systemic disorders of speech activity:

• Later onset of speech: the first words appear by 3-4, and sometimes by 5 years;
• Speech is agrammatic and insufficiently phonetically designed;
• Expressive speech lags behind impressive speech, i.e. the child, understanding the speech addressed to him, cannot correctly voice his thoughts;
• The speech of children with ODD is difficult to understand.

R.E. Levina highlighted three levels speech development, which reflect the typical state of language components in children with SLD:

• First level Speech development is characterized by the absence of speech (the so-called “speechless children”). Such children use “babbling” words, onomatopoeia, and accompany “statements” with facial expressions and gestures. For example, “bi-bi” can mean an airplane, a dump truck, or a steamship.
• Second level speech development. In addition to gestures and “babbling” words, distorted but fairly constant commonly used words appear. For example, “lyaboka” instead of “apple”. Children's pronunciation abilities lag significantly behind the age norm. The syllable structure is broken. For example, the most typical reduction in the number of syllables is “teviki” instead of “snowmen”.
• Third level speech development is characterized by the presence of developed phrasal speech with elements of lexico-grammatical and phonetic-phonemic underdevelopment. Free communication is difficult. Children at this level come into contact with others only in the presence of acquaintances (parents, teachers), who introduce appropriate explanations into their speech. For example, “my mother went aspak. and then a little girl walked around, there was a link. then my fingers didn't hurt. then they sent a pack” instead of “I went to the zoo with my mother, and then I went where there was a cage - there was a monkey. Then we didn’t go to the zoo. Then we went to the park.”

Reasons general speech underdevelopment(OHR) are various adverse effects both in prenatal period development (intoxication, toxicosis), and during childbirth (birth trauma, asphyxia), as well as in the first years of the child’s life.

And also since 2009. Children with hearing loss came to us after a CI. The use of cochlear implantation (CI) is based on the fact that in sensorineural hearing loss, the cochlear receptors are most often affected, while the auditory nerve fibers remain intact. Cochlear implantation makes it possible to perceive high-frequency sounds that people with severe hearing loss cannot hear even with the help of powerful hearing aids. Cochlear implantation is a surgical procedure in which electrodes are inserted into the patient's inner ear to enable the perception of sounds through electrical stimulation of the auditory nerve.

Physical development of children

Motor function is the result collaboration various brain links of a functional unified system, loss or dysfunction of any of them leads to disruption of the functioning of the system as a whole. Each link makes its own specific contribution to the work, depending on the level of dysfunction, the violations have a different nature. The immaturity of dynamic characteristics comes to the fore motor activity, expressed in difficulties switching from one movement to another. When performing motor tasks, severe muscle tension, difficulties in regulating muscle tone, hidden hyperkinesis, etc. are observed.

All children with OHP are characterized by general motor clumsiness. Most children have poor coordination and look motorically awkward when walking, running, or moving to music. Basic motor skills and abilities are not sufficiently formed, movements are not rhythmically organized, motor exhaustion is increased, motor memory and attention are reduced. In the absence of pronounced neurological disorders, weak regulation of voluntary activity, the emotional-volitional sphere, and difficulties in mastering writing are noted. Insufficient stability and volume of attention, limited possibilities for its distribution are observed. With relatively intact semantics, logical memory verbal memory is reduced, memorization productivity suffers, complex instructions, elements and sequence of tasks are forgotten.

Children are inactive and do not show initiative in communication. The presence of OHP leads to persistent disturbances in communication activities, the process of interpersonal interaction between children is hampered, and problems are created in the path of their development and learning.

The child’s personality is characterized by specific characteristics, including low self-esteem, communication disorders, manifestations of anxiety and aggressiveness of varying degrees of severity. It is noted that the lack of development of means of communication may be main reason unfavorable peer relationships.

The identified features of the speech development of children with ODD (difficulties of a morphological, syntactic, logical-syntactic and compositional nature) are combined with disorders of the communicative function, which is expressed in a reduced need for communication, undeveloped methods of communication (dialogue and monologue speech), behavioral characteristics (no interest in contacts, inability to navigate a communication situation, negativism).

We can conclude that speech disorders affect the child’s relationships with others, the formation of his self-awareness and self-esteem.

Practice shows that parents pay attention to the child’s speech development late; delayed speech development affects intellectual development child, complicates the cognitive process, disrupts the communication process. The problem can be solved by the development of the child’s motor activity and fine motor skills of the hands. The formation of movements occurs with the participation of speech. Researcher of children's speech Koltsova M.M. writes: “The movements of the fingers, historically, during the development of mankind, turned out to be closely related to speech function. The first form of communication of primitive people was gestures; The development of hand and speech functions in humans proceeded in parallel. The development of a child’s speech is approximately the same. First, subtle movements of the fingers develop, then articulation of syllables appears; all subsequent improvement of speech reactions is directly dependent on the degree of training of finger movements.” Thus, “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 is another speech zone of the brain."

Researchers have attached particular importance to the connection between the state of motor skills and speech. Also Gilyarovsky V.A. (1932) noted that delayed development of speech may be a manifestation of general underdevelopment of motor skills. V.I. Dresvyannikov (1972) pointed out the parallelism and interconnection of speech and general motor ontogenesis, emphasizing that the development of motor skills and expressive speech occurs in a child in close unity. When studying voluntary movements, Zaporozhets A.V. (1990), proved that the formation of voluntary movements in humans occurs with the participation of speech. We can say that the connection between general motor skills and speech makes it possible to develop the necessary qualities of movements of the organs of the articulatory apparatus through the development of similar properties of general motor skills.

Children with OHP, with general somatic weakness and delayed development of locomotor functions, are characterized by some lag in the development of the motor sphere, characterized by poor coordination of complex movements, uncertainty in performing measured movements, and a decrease in speed and dexterity. Children with developmental disabilities lag behind their normally developing peers in reproducing a motor task in terms of spatiotemporal parameters; they disrupt the sequence of action elements and omit its components. It is difficult for them to perform movements such as rolling the ball from hand to hand, passing it from a short distance, hitting the floor with alternating alternations, jumping on the right and left leg, and rhythmic movements to music. There is also insufficient self-control when performing tasks. Insufficient coordination of movements is noted in all types of motor skills - general, facial, fine and articulatory. A delay in the development of the motor sphere is expressed in difficulties in performing movements according to verbal and especially multi-step instructions (the sequence may be disrupted, one of the components of the series may be omitted, or there will be a lack of self-control when performing a task). The development of facial motor skills is characteristic: the accuracy and completeness of the execution of movements suffers, while involuntary movements are preserved, the appearance of friendly movements is observed when trying to perform voluntary movements (participation of the muscles of the forehead, cheek or lips when winking with one eye). There are delays in the development of fine motor skills of the hands, there is insufficient coordination of the fingers and hands, and it is difficult to coordinate movements when unfastening and fastening buttons, tying and untying shoelaces. Slowness is detected, stuck in one position. There are disorders of articulatory motor skills, which manifest themselves in the presence of conjugal movements, incompleteness and inaccuracy in the work of the muscles and organs of the articulatory apparatus. Articulatory motor dysfunction manifests itself in the form of mild paresis, tremor, and violent movements of individual muscles of the tongue.

The development of speech in ontogenesis is closely related to the development of fine manual motor skills, especially in sensitive period speech development. The development of manual motor skills has a stimulating effect on the development of speech. This is due to the anatomical and physiological proximity of the speech zones of the cerebral cortex and the zones that regulate hand movements.

Physical education of preschool children with general speech underdevelopment is structured according to the program of a preschool educational institution. In direct educational activities in physical education, it is necessary to constantly monitor the physical condition of children. Children with speech impairments, as a rule, belong to the second or third health groups. Many of them have contraindications that must be taken into account during physical exercise.

The subject of special attention is work on posture, since heavy gait (on the entire foot), lateral swaying of the body, half-bent legs, lowering of the head, uneven steps are usually the main problem for children with speech disorders.

For children with general speech underdevelopment, automation of movements must be carried out with speech accompaniment, that is, when pronouncing various poetic texts. The rhythm of poetry helps to subordinate body movements to a certain tempo, the strength of the voice determines their amplitude and expressiveness.

Children in this category have altered tone, so the inclusion of exercises for active relaxation and muscle tension is necessary in work. Tone regulation is facilitated by performing exercises with different amplitudes and speeds. At the same time, the child’s performance of such exercises with poetry stimulates speech, activates articulation and voice strength, which is also a distinctive and necessary component in working with children in speech therapy groups of preschool institutions.

Breathing exercises must be given special attention during the course of correction. When performing physical exercise, the body requires more oxygen, and this can only be achieved by increasing the number of breaths per minute and increasing the depth of breathing. At the same time, children with general speech underdevelopment often hold their breath when performing even relatively light exercises, so they need to be specially taught how to breathe correctly. For children with speech disorders, breathing development exercises are of particular importance, since along with work on physiological breathing, speech breathing is corrected, that is, work on short inhalation and long speech exhalation.

Rhythm plays a special role in the correction of children with speech disorders. Rhythm has the same patterns and methodology that are characteristic of ordinary gymnastics. The main structural unit is composition, i.e. a motor exercise that is consistent in execution technique and continuous in content. The complex is 10-12 minutes. Each composition, in turn, should consist of four parts, represented by movements of different directions of influence.

Helping children with speech impairments consists of organizing a set of physical education and recreational activities aimed at strengthening nervous system. Therefore, a positive emotional background should be created in the classroom; the teacher’s speech should be calm, smooth, and melodious. Situations should be purposefully created to help children feel agile and strong.

The mastery of each exercise is facilitated by music and poetic lines, which teach the child to perform exercises in a certain rhythm, coordinating movements and speech. This technique is especially important for children with speech disorders, since the individual internal rhythm of children is often either accelerated or, conversely, slower than the general given rhythm.

An important means of children’s physical education is outdoor games. For children with general speech underdevelopment, it is necessary that these games be combined with ongoing speech therapy work and be a stimulating additional correctional tool that promotes psychomotor and speech correction.

The identified psychomotor characteristics in children with general speech underdevelopment allow us to conclude that it is necessary to consider this category of children from the perspective of a holistic approach (identification of speech and non-speech symptoms, taking into account the relationship and nature of the connections between these components of the structure of the defect).

In this regard, physical exercise should contribute to the correction of not only psychomotor, but speech, emotional and general mental development.

General development of children

Physical education of preschoolers is an integral part of the educational process, in which all participants must take part: children, teachers, parents. The point is that everyone should act together, be partners, be partners, form a common union, and none of them should stand above the other. We, adults, must show children understanding, love, optimistic faith, tolerance for shortcomings, and a willingness to co-create.

A prominent scientist, prominent public figure and teacher Pyotr Lesgaft said that physical education is the most important means of comprehensive development of a person’s personality, closely related to mental, moral and aesthetic education: “It will help children become more active, cultured people who know how to spend their strength and energy productively and economically, both in personal and social matters.” This can only be achieved through joint efforts; cooperation “child - teacher - parent” must be realized in common life activities preschool, taking various forms (commonwealth, complicity, co-creation, co-management).

Physical education is of particular importance for children with special needs of psychophysical development (GSD - general speech underdevelopment, DPR - mental retardation). In our compensatory kindergarten, much attention is paid to working with children with general speech underdevelopment, which is carried out by all kindergarten specialists: group teachers, speech therapists, a speech pathologist, a teacher-psychologist, a physical education teacher and a music director.

General underdevelopment of speech is understood as impaired formation of all components of the speech system in their unity (sound structure, phonemic processes, vocabulary, grammatical structure, semantic aspect of speech) in children with normal hearing and primarily intact intelligence. In the preschool period, children with ODD attract attention with a slowdown in physical development, general physical weakness, mental retardation, motor disinhibition, and disturbances in active attention, visual and auditory perception. In many children with systemic speech underdevelopment, neurological examination reveals various, usually not pronounced, motor disorders, which are characterized by changes in muscle tone, imbalance, coordination of movements, and insufficiency of differentiated motor skills of the fingers. Children with developmental disabilities lag behind normally developing peers in reproducing a motor task in terms of spatiotemporal parameters, disrupt the sequence of action elements, and omit its components. Slowness and “stuckness” in one position are detected. A sharply reduced functional activity of the auditory analyzer causes inhibition of the center of the motor analyzer, external signs This process is a sharp limitation of the motor activity of children with ODD and their constant control over their every movement. High level motor activity is available only to a small number of children with ODD.

The main task of our preschool institution is to educate physically and mentally healthy child, socially adapted to the conditions of modern life. The key to the success of the team’s work is systematicity, planning, and consistency. The main directions of the correctional and educational process:

Development, formation and correction nonverbal functions coordination of movements, sense of tempo and rhythm in movement, auditory attention and memory, spatial orientation, performing exercises to distinguish sounds, tempo, rhythm of music (movement to music, dancing, marching), exercises aimed at orienting the body in space, rhythmic and gaming exercises, elements of improvisation;

Correction of incoordination in the movements of the arms (including fine motor skills) and legs.

We correct the characteristics of children’s motor development using special exercises such as: physical education, outdoor games, breathing exercises, finger gymnastics, massage and self-massage, psychotherapy, music therapy, logorhythmics, swimming pool, exercise therapy. Their use makes it possible to achieve the necessary balancing of nervous processes, promotes the correction of sound pronunciation, coordination and regulation of muscle efforts.

Outdoor games conducted by kindergarten teachers and specialists have become integral part physical education, music lessons, promoting the development of a sense of rhythm and harmonious movements, have a positive effect on the psychological state, and help the successful formation of children’s speech.

In his classes, a physical education teacher uses a special set of soft modules “Alma”, which represents various geometric shapes- cubes, cylinders, trapezoids, circles, rectangles. Exercises and games with modules help not only maintain children’s interest in classes, but also develop their motor skills, attention, perseverance and confidence in their actions. In our classes we include targeted physical exercises in walking, running, climbing, crawling, and throwing, mainly of medium intensity. They have a beneficial effect on the musculoskeletal system and help develop children's coordination abilities. When in good health, children can perform all types of basic movements. Breathing exercises, which are carried out at each lesson, help restore breathing after physical activity. Breathing exercises complexes prepare children’s articulatory apparatus to pronounce sounds. In their classes, specialists pay great attention to finger exercises, since the movements of the fingers are closely related to speech function.

Of particular importance is sports and play equipment for the physical development of children with special needs: paths and “footprints” for walking and running, the use of which is aimed at developing coordination of movements and attention. The developed sets of general developmental exercises are aimed at teaching the child to be more conscious about completing a task.

Working with children who have developmental problems, the teacher-psychologist at our kindergarten conducts a series of classes on teaching older children relaxation techniques. Relaxation includes the following components: awareness of bodily sensations associated with tension and relaxation, relieving tension and entering a state of relaxation, immersing in a sense of calm in gaming situations. These skills help children manage their behavior, focus on the statements of their interlocutor, what is playing important role in the process of communication. The classes use relaxation music, recordings of natural sounds, and provide poetic formulas to instill a sense of peace and relaxation. After the exercises have been completed, the children discuss what they felt, what sensations they experienced, work on the development of interhemispheric interaction and the formation of spatial concepts.

The music director teaches logarithmics to the children. This is a system of motor exercises in which different movements are accompanied by the pronunciation of special language material with musical accompaniment. Children develop clear coordinated movements in conjunction with speech, develop auditory attention and memory, and form correct posture.

To satisfy the preschooler’s need for movement, each kindergarten group has created a microzone such as a physical education corner. Its presence after physical activity and breathing exercises prepare children’s articulatory apparatus for pronouncing sounds. In their classes, specialists pay great attention to finger exercises, since the movements of the fingers are closely related to speech function.

Thanks to this work, the standards for children in the senior and preparatory groups are approaching, or even ahead of, the age standards for healthy children. Children take an active part in regional competitions, take prizes and perform demonstrations. Since 2007 For six years in a row, the kindergarten staff, together with the Central Economic Educational Lyceum No. 389 of the Kirov District, has been organizing and conducting children's sports holidays among preschoolers and 1st grade children. This is a regional competition: “Hello School”, where we take 1st place in the district for two years in a row. In 2010 Children preparatory group took part in the city competition “First Starts”, and in 2007-2008. took part in the city competition: “Spring Drops”.

In addition to physical education classes, in our kindergarten we have exercise classes and a swimming pool. Where are the children with great pleasure are engaged. The main objectives in a physical therapy lesson for children with speech impairments are the development of gross and fine motor skills.

The GBDOU has developed and maintains a “Journal of Interaction between Specialists in the Correctional Educational Process,” where each specialist gives his or her recommendations.

Currently, an “Individual program for the rehabilitation of disabled children after a CI” is being developed, tested, and implemented into the practice of our kindergarten. The work carried out on physical education allows us to increase the level of morphofunctional status and physical fitness of children with ODD. The key to success is: systematicity, planning, consistency.

REFERENCES

1. Aleynikova T.V. Age-related psychophysiology: A textbook for students of higher educational institutions. - Rostov-on-Don: Institute of Valeology of the Russian State University, 2002. - 147 p.
2. Anokhin P.K. Selected works: Philosophical aspects of the theory of functional systems. – M., 1978.
3. Antakova-Fomina A.V., Koltsova M.I., Isenina E.I. Natal motility of the hands in children and their speech function. / Research by the Institute of Physiology of Children and Adolescents of the Academy of Sciences of the Russian Federation. – M.: 1986.
4. Antropov Yu.F., Shevchenko Yu.S. Psychosomatic disorders and pathological habitual actions in children and adolescents. – M.: Publishing House of the Institute of Psychotherapy; Publishing house NGMA, 2000.
5. Ashmarin B.A., Theory and methodology of physical education. - M.: Physical culture and sport, 1990 – 235 p.
6. Babina G.V., Garkusha Yu.F., Volosovets T.V., Ides R.E. Program teaching practice junior students of the speech therapy department. – M.: 1997.
7. Badalyan L.O. Child neurology. – M., 1998.
8. Badalyan L.O. Neuropathology. – M., 1987.
9. Belova-David R.A. Clinical features preschool children with speech underdevelopment // Speech disorders in preschool children. – M., 1972.
10. Bernstein N.A. Essays on the physiology of movements and physiology of activity. – M.: 1966.
11. Yu.A.Kirillova, M.E.Lebedeva, N.Yu.Zhidkova Integrated physical education and speech classes for preschoolers with special needs 4-7 years old St. Petersburg “Childhood-press” 2005
12. M.Yu. Kortushina Physical education subject classes with children 5-6 years old Creative Center “Sphere” Moscow 2012
13. E.K. Voronova Relay races for children 5-7 years old Practical guide Publishing house "Arktika" Moscow 2010
14. O.S. Ushakova Classes on speech development in kindergarten Moscow 1999
15. Education and training program in kindergarten. Ed. M.A. Vasilyeva Moscow.

Introduction

A healthy child is the happiness of the family. Preschool age is the most important period when human personality is formed and strong foundations of physical health are laid. Physical activity is the main source and motivating force for protecting and promoting health, improving physical and intellectual abilities small child. A preschooler gets to know the world, masters speech, spatio-temporal connections of objects and phenomena with the help of movements. Their development is the central task of physical education.

Systematic physical education classes, outdoor games and exercises, especially in the fresh air, have a positive effect on the processes of growth and development of the child’s body, increase the functionality of its leading systems, which contributes to their improvement.

The impact of physical activity on health and physical development children with special needs

speech underdevelopment children speech therapy

Physical development is associated with changes in height, weight, increase in muscle strength, improvement of sensory organs, coordination of movements, etc. In the process of mental development, significant changes occur in cognitive, volitional, emotional processes, in the formation of mental qualities and personality traits. The social development of a child is carried out in the process of his inclusion in the life of society, manifested in changes in his behavior, attitude towards others, in the features of participation in the affairs of the team, etc.

In the first years of life, the development of motor activity is the basis for the comprehensive development of the child. In childhood, the foundation of health is laid and some important personality traits are formed. Success in any activity is largely determined by the physical condition of the child. The child's body reacts sharply to minor deviations from the norm in environment, which is associated with its development and insufficient functional maturity of individual organs and systems. The connections between somatic and mental processes are closer than in adults. Therefore, the solution of many pedagogical problems must be carried out with mandatory consideration of the physical capabilities and condition of the child.

Physical activity to achieve the goal of the action is determined by the intellectual-sensory, cognitive, as well as emotional-volitional and play activity of the child. The feeling of “muscular joy” is also important for the development of movements of children with OHP. Satisfaction from overcoming emerging difficulties of an objective (physical tension, object-related obstacles, etc.) and subjective (indecisiveness, fear, etc.) nature stimulates children to solve increasingly diverse and difficult motor tasks and leads to the mobilization of volitional efforts.

The higher the child’s motor activity, the better his speech develops. The relationship between general and speech motor skills has been studied and confirmed by the research of many major scientists, such as I. P. Pavlov, A. A. Leontyev, A. R. Luria. When a child masters motor skills and abilities, coordination of movements develops. The formation of movements occurs with the participation of speech. Precise, dynamic execution of exercises for the legs, torso, arms, and head prepares for the improvement of the movements of the articulatory organs: lips, tongue, lower jaw, etc.

A sufficient amount of motor activity has a beneficial effect on the functional state of the brain, increases performance, and increases volition in performing various actions. Activities in the sports corner allow for sufficient physical activity during the day, help consolidate motor skills, and develop physical qualities. When conducting physical education classes, a competitive element is necessary, because emotional arousal affects the activation and increase in the volume of physical strength and capabilities of a child with OHP, tones up the activity of the entire nervous system and promotes the penetration of impulses not only to the skeletal muscles, but also to various organs and systems of the body. To include all body systems in vigorous activity, it is necessary, from a physiological point of view, to apply intense physical activity. The basis of any sports training process is the performance of significant physical activity. Intense work of a large number of muscles when performing movements places high demands on the main functional systems of the body and at the same time has a training effect on them. And since children with OHP are not able to withstand significant and prolonged physical stress, this is an obstacle to performing a large volume of training loads, and, as a result, to performing in competitions where high abilities of the nervous system are required.

The developmental environment plays a significant role in the development of movements. The subject environment, according to many teachers and psychologists, is of great importance for the development of children’s activity, the formation of their initiative behavior and creativity. Developmental role subject environment lies in the fact that it stimulates the search activity of a small child, encourages effective knowledge of the world of objects, phenomena, as well as human relationships and himself, his strengths and capabilities.

A motor mode that allows one to progressively achieve and maintain an above-average level of physical condition can be recommended as optimal for children with ODD of preschool age. This level is characterized by optimal age-related values ​​of the parameters of morpho-functional status, physical fitness and performance, as well as low morbidity. In preschool age, it is necessary to improve coordination of movements, stimulate the development of both the motor, cardiovascular and respiratory systems of the body. In this regard, children with OHP are recommended exercises in walking, running, climbing, crawling, and throwing. When in good health, children can perform all types of basic movements. Load restrictions for them are selected taking into account individual characteristics children with OHP. In this case, it is necessary to take into account their physiological preparedness, functional state and development of basic qualities with a sufficiently deep understanding and analysis of the individual characteristics of the growing organism.

Using basic movements in a dose that is accessible to children and appropriate for their age helps improve children's mental and physical abilities. While children perform movements, the teacher develops in them moral and volitional qualities: determination, perseverance, endurance, courage. It is especially important - it supports in children the desire and ability to overcome obstacles (run, jump, climb).

When performing movements, the emotional state of children is enriched, this is especially important for children with ODD. They experience a feeling of joy and elation from the demonstrated motor actions.

Corrective focus of the work of a physical education instructor with children with special needs development

Speech disorders are a fairly common phenomenon among children. Children with general speech underdevelopment are also characterized by some delay in the development of the motor sphere: general and fine motor skills. General motor skills are closely related to the development and formation of fine motor skills and speech development. A significant proportion of children have motor impairment, which is expressed in the form of poor coordination of complex movements, uncertainty in reproducing precisely dosed movements, and a decrease in the speed and dexterity of their execution. The greatest difficulty for children is performing movements according to verbal instructions and especially a series of motor acts.

In some children with general underdevelopment of speech and violation of general motor skills, the opposite process occurs - increased motor activity. Such children have motor tension, stiffness, awkwardness, passivity, and the dependence of these disorders on the degree of experience of the defect.

Our kindergarten operates according to the program FROM BIRTH TO SCHOOL / Ed. N.E. Veraksy, speech therapists in accordance with an adapted program of correctional and developmental work in compensatory groups for children with disabilities.

For the correct organization of correctional work, I together with the teacher - speech therapist, music. The director and psychologist examined children from compensatory groups. We paid attention to general view the child, his posture, gait, self-care skills. Based on the diagnostic results, individual routes for accompanying a child with speech impairment were drawn up.

For the successful implementation of correctional work, I and speech therapists compiled a single forward planning on all lexical topics. The structure of correctional physical training OD was developed, which is carried out once a week:

Introductory exercises with speech accompaniment: various types walking in a column to develop orientation in space, in a team, the ability to plan movements, walk at a certain pace; development of articulation, facial expressions, diction;

General developmental exercises with phonetic rhythms: for the development of speech breathing, melodiousness, automation of sounds in stressed syllables, tempo, rhythm of speech, development of general motor skills;

Main types of movements: for the development of general motor skills and static coordination of movements;

Outdoor game: to improve motor skills, form positive forms of interaction between children, develop moral and volitional qualities of the individual.

Relaxation: to regulate muscle tone.

Also in accordance with lexical topic Between the stages of OD, finger exercises are performed to develop coordination of movements of the fingers and breathing exercises to develop active inhalation and long exhalation. In essence, it turns out to be an integrated lesson, where not only the interaction of teachers is noticeable, but also the relationship educational areas: social and communicative development, speech development, cognitive development, artistically aesthetic development(music).

Let us consider in detail general developmental exercises. Equipment required: skittles, gymnastic sticks, braids, flags, balls. For children with OHP, not only regular balls are used, but also correction balls, such as fitballs. For compensatory groups, speech accompaniment at this stage is a prerequisite. The rhythm of pure speech helps to subordinate body movements to a certain tempo, the strength of the voice determines their amplitude and expressiveness.

A set of exercises on a fitball.

exercise: sitting on a fitball, turning the head left and right Tasks: The oblique position of the pelvis is leveled, which helps correct scoliosis in the thoracolumbar spine.

exercise: sitting on a fitball, bending your arms to your shoulders, clenching your hands into fists, arms to your sides

Objectives:strengthening the muscles of the arms and shoulder girdle

exercise: lying on your back, legs straight on the fitball, lean on your heels, arms along the body, swing the fitball with your legs left and right

Objectives: Strengthen the muscles of the legs and back.

exercise: lying on your stomach, with support on your hands and feet, alternately raise your straight arm up and forward, return to the starting position

Objectives:strengthening the muscles of the abdomen, arms and shoulder girdle

exercise: Lying on your stomach on the ball, alternately raising your legs

Objectives: Strengthen the abdominal and leg muscles. Increased flexibility and mobility of joints.

We perform each exercise slowly 4-6 times.

While doing the exercises, the child repeats pure sayings.

Ry-ry-ry - mosquitoes bite us.

Ru-ru-ru - we'll ask the mosquito.

Ra-ra-ra - we killed the mosquito.

Ro-ro-ro - a mosquito landed in the bucket.

Ra-ra-ra - frame, cancer, mountain, hole.

Ry-ry-ry - lynxes, fish, mosquitoes.

Ru-ru-ru - pen, hands, kangaroo.

Ro-ro-ro - Roma, rose, mouth, feather.

We must not forget about the rules of fitball gymnastics:

Each child must select the ball so that when landing on the ball there is a right angle between the body and the thigh, the thigh and the lower leg, the lower leg and the foot. Correct sitting also includes a raised head, lowered and separated shoulders, an even position of the spine, and a tucked stomach.

Make sure there are no sharp objects nearby that could damage the exercise ball.

Make sure that children wear comfortable clothes that do not interfere with movement and non-slip shoes.

Start classes with simple i.p. and exercises, gradually moving on to more complex ones.

Make sure that no exercise causes pain or discomfort to children.

Avoid fast and sudden movements during exercise.

You should not get carried away with jumping on fitballs.

When performing exercises, the fitball should not move, with the exception of exercises related to rolling and moving it.

Physical activity in time should correspond to the age of those involved.

Monitor the technique of performing exercises, follow belay techniques and teach self-insurance.

In each lesson, strive to create a positive emotional background, a cheerful, joyful mood.

Strength exercises should be alternated with stretching and relaxation exercises.

Thus, OD on physical development, aimed at correcting speech disorders in children, will be effective only in the conditions of interaction between kindergarten teachers. We try to maintain cooperation for the best results for our children.