Faculty of Special Education
Department of Speech Therapy
Relaxation exercises used in phonopedic work
Methodological materials prepared according to dissertation materials
for the academic degree of Master of Pedagogical Sciences
specialty 1–03 03 01 Speech therapy
Tsappas Ioannis Andrea
(Scientific supervisor – Candidate of Pedagogical Sciences, Associate Professor Bal N. N.)
Minsk, 2007.
Development of skills muscle relaxation and normalization of muscle tone.
At the initial stage of phonopedic work, relaxation exercises are carried out to relieve general tension and tension in the muscles involved in the process of voice formation. They are aimed at normalizing muscle tone, which underlies optimal phonation. The voice sounds better if, during phonation, the activity of the synergist and antagonist muscles is carefully balanced, which avoids both hyper- and hypotension of the muscles. A tense position of the head and stiffness of the facial muscles affect the position of the larynx and thus complicate the process of free sound formation.
Students must learn to achieve complete bodily relaxation, regulate the tone of their own body, and consciously get rid of excess tension. To do this, tasks are used to perceive tension in the body and regulate tone. All persons with voice disorders are recommended to perform exercises aimed at consciously relaxing the muscles involved in voice formation and reducing tension in the articulatory muscles.
Used for training poses : sitting or reclining in a chair with a high back, with your back resting on the back of the chair, legs slightly apart at the knees, hands lying along your hips on the seat of the chair with palms down or on your hips, eyes closed. “Coachman’s pose on a droshky”: sitting on a chair closer to the edge, legs apart at the knees and at right angles, hands on hips, hands hanging down, head slightly lowered forward, back rounded, eyes closed. The student concentrates on the named muscle group and perceives various sensations in the phase of tension and relaxation. According to a conditioned signal (for example, stop), he maximally strains the named muscle group or weakens the tension, the tension should be held for 5 - 7 seconds, for “stop” no more than 5 seconds. The relaxation phase should last about 30 seconds. The speech therapist verbally supports the process both in the tension phase and in the relaxation phase.
Exercises to tense and relax each muscle group:
- Arms and hands:
Clench one hand into a fist - relax.
Clench the other hand into a fist - relax.
Clench both hands into a fist and relax.
Bend both arms in the tray and tense - relax.
extend your arms and press on your forearms - relax.
- Face, neck, shoulders and upper part back:
Wrinkle your forehead - relax.
Wrinkle your nose and close your eyes tightly - relax.
Clench your teeth, open your mouth wide - relax.
Press your tongue to the roof of your mouth and relax.
Purse your lips - relax.
Press your chin to your chest - relax.
Raise your shoulders - relax.
- Chest, stomach and lower back:
Take a deep breath, hold your breath for a moment, relax and exhale.
Stretch your stomach - relax.
Pull in your stomach - relax.
- Legs:
Tighten your hips - relax.
Press your feet and fingers down and relax.
Pull your feet up - relax. Enjoy relaxation.
Returning from a state of relaxation: count down from 4 to 1, at which time the student should first move his feet and legs. Then with your hands and arms, finally with your head and neck and open your eyes.
For muscles involved in voice production, the following set of relaxation exercises is used (tension should be held for 5 - 7 seconds, for “stops” - no more than 5 seconds; the relaxation phase should last about 30 seconds):
Clench your jaws tightly, then open your mouth, relax;
Show your teeth as when smiling, make a grimace, relax;
Place your tongue on your teeth, pull your tongue back as far as possible, relax;
Tighten and round your lips, saying “o”, relax;
Exercises using imagination:
Relax your speech muscles and imagine that you are: counting loudly; you count quietly; retell the alphabet.
Keeping your speech muscles relaxed, imagine yourself: saying your name loudly three times; Say your name quietly three times; say your address loudly three times; quietly say your address three times; Say the name of your city three times loudly; Say the name of your city three times quietly.
After completing each of the exercises using imagination, it was necessary to tell in which muscles the tension was honored. The exercises should be repeated until muscle tension disappears, both during vocalization and during imaginary pronunciation.
Faces with nodules vocal folds and chronic laryngitis use a hard voice attack. With a hard vocal attack, excessive tension in the muscles of the vocal apparatus occurs. Therefore it is proposed relaxation exercises for the perception of excessive stress. This allows you to consciously get rid of it in the future. These tasks must be completed twice with a 5-second break.
1. Slightly tense the neck muscles for 5-10 seconds, concentrating on the feeling of this tension.
2. Wrinkle your forehead, raise your eyebrows for 5-10 seconds, concentrating on the feeling of tension in the forehead.
3. Frown deeply for 5-10 seconds, concentrating on the feeling of tension between the eyes.
4. Close your eyelids tightly for 5-10 seconds, concentrating on the feeling of tension in them.
5. Clench your teeth for 5-10 seconds. Pay attention to how the tension spreads from the jaw to the temples.
6. Smile widely and show your teeth for 5 seconds. Pay attention to the tension in your cheeks.
7. Pull your lips in with a pipe and blow for 10 s. Pay attention to the tension in your lips.
8. Press your tongue against your front lower teeth for 10 seconds, paying attention to the tension in your tongue.
9. Pull your tongue back for 10 seconds. Tension should occur in the tongue, floor of the mouth and neck.
10. Slowly, carefully and carefully pronounce the letters of the alphabet from A to F with tension in the tongue, lips, jaws, throat, chest. Note that when you relax, tension disappears.
11. Say the letters of the alphabet from A to F again, but this time casually and in a low voice. Note that tension occurs in the same areas, but to a much lesser extent.
It is necessary to pay attention to muscular systems, not involved in specific exercises, remained relaxed.
Relaxation of the articulatory apparatus carried out against the background of general preliminary relaxation. The purpose of these exercises is to consciously relax the muscles involved in voice formation and eliminate tension in the articulatory muscles. During the exercises, it is necessary to ensure that the external muscles of the larynx are as relaxed as possible, since the internal muscles of the larynx should do the main work. An approximate set of exercises for articulatory muscles:
- For tongue, cheeks, lips:
Round slightly parted lips and pull them forward, then stretch them. Change of pace.
Alternate between loosely closed lips and a tense, stretched mouth. The exercise is performed slowly at first, then the pace increases.
Purse your lips, hold the position for a moment, then release the tension.
"Trembling lips." The lips and corners of the mouth are not tense. As you exhale, bring your lips to “quiver.”
From the inside, smooth the cheeks and lips with your tongue, with strong pressure.
Use known exercises to enhance tongue mobility.
- For the jaw muscles:
The lips are relaxed, the mouth is slightly open. Massage the jaw joints with your fingertips, relax with small in a circular motion muscles.
Massage your cheeks with your hands, moving down from your temples.
Relax lower jaw, mouth slightly open, tongue relaxed.
Open your mouth slightly, move your lower jaw and move it right - left, forward - back.
The lower jaw makes circular movements, first horizontally, then vertically.
At closed mouth“examine” the oral cavity with the tip of your tongue.
Touch the teeth with the tip of your tongue, first with your mouth open, then closed.
Try to place a relaxed tongue on the “bottom” of the oral cavity, while keeping your mouth slightly open.
Use a mirror to control the movements. Each exercise is performed 4 – 5 times.
Facial massage:
Starting position – sitting loosely on a stool, feet shoulder-width apart. Stretch the facial muscles through grimaces, relax your face.
Put the middle one and index fingers form a “V” on your lips and stroke your mouth.
Place your chin between your fingers folded in a “V”: fingertips touching in the center.
Using light pressure, stroke the lower jaw on both sides with your fingers along the direction of the ears.
Place your fingertips on the bridge of your nose and massage on both sides from your cheeks to your ears.
Place your fingers in a “V” shape over your eyes: your fingertips do not touch each other. Massage with a small pressure on the temples.
Starting from the forehead, over the head and to the back of the head, massage these areas with your hand. Rest.
Developing sensitivity and the ability to relieve tension helps achieve balanced muscle tone, which prepares you for breathing and vocal exercises.
Decrease muscle tension as a result of such exercises, it helps to improve the timbre of the voice and is a necessary basis for further training of the vocal apparatus.
Literature
1. Adulov N.A. Guide to developing a singing and speaking voice. – Lipetsk, 1996. – 367 p.
2. Anikeeva Z.I. Voice impairment and restoration in vocalists. – Chisinau: Shtinta, 1985. – 174 p.
The general principle of these exercises is strong muscle tension followed by relaxation.
1. "Boat". The child lies on his back, stretching his arms above his head. On command, he simultaneously raises straight legs, arms and head. The pose is held for as long as possible. Then perform a similar exercise while lying on your stomach.
2. Starting position - lying on your back, legs together, arms at your sides. The head is raised above the floor so that the child can see his toes. The pose is held for as long as possible.
3. I.p. - lying on your stomach, hands behind your head, elbows apart. The upper body rises, legs lie on the floor.
4. "Snowman". Starting position - standing. Children are asked to imagine that they are a freshly made snowman. The body should be very tense, like frozen snow. The presenter can test the strength of the “snowman” by lightly pushing him from different sides. Then the snowman should gradually melt, turning into a puddle. First the head “melts”, then the shoulders, arms, back, legs. Then the option to “melt” is offered, starting from the feet.
5. "Tree". The child sits on his haunches, his head is hidden in his knees, his knees are clasped with his hands. This is a seed that gradually germinates and turns into a tree. Children very slowly rise to their feet, straighten their torsos, and stretch their arms up. The body is tense, “the tree is reaching for the sun.” From strong impulse wind "tree" should break. The child bends sharply at the waist, relaxing the upper torso, arms and head, while the lower torso should remain tense and motionless.
6. The child lies on his back, legs bent at the knees, feet on the floor, arms extended along the body. For a minute, the legs run, stomping heavily on the floor, the upper body and head remain motionless. After completing the exercise, the child lies relaxed with eyes closed. The facilitator can conduct a relaxation session.
7. "Koschey the immortal." Starting position - sitting on the floor on your knees and on your heels (after mastering the exercise while sitting, you can move on to standing). Hands are spread to the sides. The arms are bent at the elbows and hang freely, while the shoulders and elbows are in a straight line parallel to the floor. If it is difficult for a child to perform this exercise, at the first stage you can help him fix the desired position using a gymnastic stick. Next, the leader randomly pushes the relaxed part of one and the other hand, achieving their free swing.
8. "Puppets". Children imagine that they are puppets, being suspended by different parts of their bodies. The part of the body by which the doll is suspended is tense and does not move. Everything else is relaxed and hanging out. The doll begins to be pulled by the string at different paces.
9. "Fists". The child bends his elbows and begins to clench and unclench his hands, gradually increasing the pace. Performed until maximum wrist fatigue. After this, the hands relax and shake.
10. "Egg". For this exercise you need a fairly large, strong sheet that is spread on the floor. The child squats, hides his head in his knees and clasps his knees with his hands. The leader collects the sheet so that the child is in the “egg” and firmly holds the edges of the sheet above the “chicken’s” head, while starting to swing the “egg” from side to side. Rocking continues for 3-5 minutes until complete relaxation. Then the “chick” must “hatch out of the shell”, actively working with its head, elbows and trying to straighten its entire body. The presenter holds the child in the “egg” for 1-2 minutes.
Exercises to develop gross motor skills, the formation of simultaneous and reciprocal sensorimotor interactions, the sensation of the boundaries of one’s body and its position in space.
1. "Log". From a lying position on your back (legs together, arms extended above your head), roll several times, first in one direction, then in the other direction.
2. "Kolobok". Lying on your back, pull your knees to your chest, clasp them with your arms, pull your head towards your knees. In this position, roll several times, first in one direction, then in the other direction.
3. "Writing in the air." I.p. - lying on your back, arms extended forward in front of your chest. At the same time (in one direction), the hands “write” letters, numbers, and whole words in the air. The same technique is used when correcting writing - when missing letters, replacing them, “mirror” writing and other errors. In this case, at first the teacher can, together with the child, perform necessary exercises, taking his hands in yours.
4. Drawing on a board or sheet of paper with both hands at the same time. Both hands first move in one direction, then in the opposite direction. First, the child draws straight lines - vertical, horizontal, oblique, perpendicular; then various circles, ovals, triangles, squares.
5. I.p. - sitting on your knees and on your heels. Hands are on your knees. One hand clenches into a fist, thumb out. Unclenches. Clenches into a fist, thumb inward. Unclenches. The other hand is motionless. We change hands. The same with both hands together. Then the phases of movement shift (one hand is compressed, the other is simultaneously unclenched). If you master this exercise well, you can add movements of the tongue and eyes in various combinations.
6. I.p. - sitting on your knees and on your heels. Hands are on your knees. Alternately, each hand performs fist-rib-palm movements. After mastering, the same exercise is performed in a canopy, arms bent at the elbows.
7. And p. - sitting on your knees (standing). The arms are bent at the elbows. One hand performs a fist-palm movement, the other simultaneously performs a fist-edge-palm movement. After mastering, various oculomotor exercises are added.
8. I.p. - lying on your back, legs together, arms straight above your head. The right arm and right leg are bent, the elbow touching the knee. We return to IP. We repeat the same with the left hand and left leg. Then the exercise is done oppositely with the left leg and right hand and vice versa.
9. I.p. - lying on your back. Legs bent at the knees are on the floor, arms are folded in a boat and extended upward in front of you. We place our folded hands on the floor on one side of the body (while the hand on top “crawls” along the other hand), and the legs on the other side. At the same time we move our arms and legs in the opposite direction.
10. I.p. - lying on your back. Legs straight, arms to the sides. One leg bends at the knee, rises and moves outward (or inward), and places it on the floor. Returns to its original position. The same thing with the other leg. Then both legs work simultaneously.
11. I.p. - sitting on your knees (standing). For this exercise you need a tight, but not elastic, oblong object (a rag “sausage”). The presenter throws the object to the child, the child catches it, moving only his hands. Then the object must be caught with one hand. When the exercise is mastered, the child is given the task of alternately closing one or the other eye, catching the object with either the right or left hand.
12. From a lying position on your stomach, we depict a caterpillar: arms are bent at the elbows, palms rest on the floor at shoulder level; Straightening your arms, lie down on the floor, then bend your arms, raise your pelvis and pull your knees towards your elbows.
13. Crawling on your stomach. First, in flattish style. Then only on your hands, legs relaxed. Then only with the help of your legs, hands behind your back (in the last stages, hands behind your head, elbows to the side).
14. Crawling on your stomach using your hands. In this case, the leg rises vertically from the knee (simultaneously with the leading hand, then with the opposite one).
15. Crawling on your back without the help of arms and legs (“Worm”).
16. Crawling on all fours. Crawling forward, backward, right and left with the simultaneous advancement of the arms and legs of the same name, then the opposite arms and legs. In this case, the hands are first positioned parallel to each other; then they cross, that is, with each step, the right hand goes behind the left, then the left goes behind the right, etc. When mastering these exercises, you can put a flat object (book) on the child’s shoulders and set the task not to drop it. At the same time, the smoothness of movements is practiced, and the awareness of the position of one’s body in space improves.
17. Practicing combined movements of the eyes, tongue, head, arms and legs when crawling on all fours.
18. "Spider". The child sits on the floor, places his hands slightly behind him, bends his legs at the knees and rises above the floor, leaning on his palms and feet. Steps simultaneously with the right hand and right foot, then with the left hand and left foot (the exercise is performed in four directions - forward, backward, right, left). The same thing, only opposite arms and legs walk at the same time. After mastering, movements of the head, eyes and tongue are added in various combinations.
19. "Elephant". The child stands on all fours so that the weight is distributed equally between the arms and legs. Simultaneous steps right side, then left. At the next stage, the legs go parallel and the arms cross. Then arms parallel, legs crossed.
20. "Goslings." A goose step is practiced with a straight back in four directions (forward, backward, right, left). The same with a flat object on the head. After practicing, multidirectional movements of the head, tongue, and eyes are included.
21. Step in place. The child marches in place, raising his knees high. The arms hang along the body.
22. I.p. - standing, straight arms extended forward. One hand palm up, the other down. The child begins to march, changing the position of his palms with each step. The same, but changing palms every step, then two. After mastering, various oculomotor exercises are added in various combinations.
23. I.p. - standing on all fours. The child straightens and lifts one leg above the floor, moving it first to one side, then to the other. The rest of the body is motionless. The same with eyes closed. After mastering, the opposite arm is extended forward simultaneously with the leg. Then the same name.
24. I.p. - standing on one leg, arms along the body. By closing our eyes, we maintain balance for as long as possible. Then we change legs. After mastering, you can use various finger and other movements.
25. "Swallow". I.P. - standing on one leg, the second leg extended back parallel to the floor, the torso tilted forward, arms to the sides. The same with eyes closed. Change leg.
26. “Log” on the wall. I.p. - standing, legs together, straight arms extended above your head, back in contact with the wall. The child makes several turns, first in one direction, then in the other so as to constantly touch the wall. The same with eyes closed.
27. Stand against the wall, feet shoulder-width apart, palms on the wall at eye level; move along the wall to the right (3-5 meters), and then to the left. The same with an additional step - the arms and legs of the same name move (arms parallel to the legs). Then opposite hands and feet. The same with a cross step with the arms crossed (the arms and legs of the same name move).
28. “Repeat the movement” (variant of the game “Monkeys” by B.P. Nikitin).
The leader (adult) makes some movements: squats, raises his hands up, claps his hands - and the children must repeat them after him. The pace of movements can be slowed down or accelerated. To also include attention training, you can introduce “prohibited movements” (a certain movement cannot be repeated), or “replacement movements” (when some movement must be replaced with another, for example, when the leader jumps, the children must sit down).
Development of fine motor skills
massage techniques for developing fine motor skills
Games for developing fine motor skills
Finger games
Poems and nursery rhymes for developing fine motor skills
Body movements and speech motor skills have common mechanisms, so the development of fine motor skills of the hands directly affects the development of speech. That is why finger gymnastics should take a strong place in your activities with your child.
In children with delay speech development There is poor coordination of fine motor skills of the fingers. And as a result, dysgraphia (writing impairment) may develop. The development of finger movement will, as it were, prepare the platform for further development speech. You can start training your baby’s fingers within the first five months.
Passive gymnastics (massage)
The massage is performed with one hand, the other hand holds the massaged limb. Duration of massage is 3-5 minutes; carried out several times a day.
Massage includes the following types of movements:
stroking: performed in different directions.
rubbing: different from stroking greater strength pressure (the hand does not slide over the skin, but moves it).
vibration: applying frequent blows with the tips of half-bent fingers (you can use a vibration massager)
massage using a special ball: the ball needs to be moved in a spiral from the center of the palm to the fingertips; practical advice: the ball should be hard, that is, it should not be easily deformed (then the impact will be maximum).
flexion-extension of fingers: fingers are initially clenched into a fist; each finger is extended in turn and massaged from the side of the palm in a circular motion from base to tip.
Finger games
The essence of the lesson is to teach the child to use his fingers to depict some objects or living beings. In this case, all finger movements must be explained to the baby. This will help the child understand concepts such as “top, bottom, right, left” and so on. After the child learns to do the exercises himself, you can try to act out scenes or short fairy tales, distributing roles between yourself and the child (for example, a meeting between a hedgehog and a bunny in the forest). Here are some examples of such exercises: bunny:
index and middle fingers straightened, the rest clenched into a fist
little man: run your index and middle fingers across the table
hedgehog: clasp your hands, straighten the fingers of one hand and the thumb of the other hand
cat: connect middle and ring fingers with thumb, index and little finger raised up
horned goat: the index and little fingers are straight, the thumb is on the bent ring and middle fingers
butterfly: cross your hands at the wrists and press your palms with the backs of your hands against each other, fingers straight, palms with straight fingers make light movements at the wrists - “butterfly flies”
glasses: fold the fingers of your right and left hands into rings, bring them to your eyes
Modeling from clay and plasticine. This is very useful and has a great effect on the development of fine motor skills, and you can sculpt not only from plasticine and clay. If it’s winter in the yard, what could be better than a snow woman or snowball fights. And in the summer you can build a fairytale castle from sand or small pebbles. Take every opportunity to improve your child's fine motor skills.
Drawing or coloring pictures is a favorite activity of preschoolers and good exercise for the development of fine motor skills of the hands. You need to pay attention to the children's drawings. Are they diverse? If a boy only draws cars and planes, and a girl draws dolls that are similar to each other, then this is unlikely to have a positive effect on the development of the child’s imaginative thinking.
Making paper crafts. For example, cutting yourself with scissors geometric shapes, making patterns, making applications. The child needs to be able to use scissors and glue. Based on the results of such work, you will be able to assess how developed the baby’s fine motor skills and finger movements are.
Making crafts from natural materials: pine cones, acorns, straw and other available materials. In addition to developing fine motor skills of the hands, these activities also develop the child’s imagination and fantasy.
Construction. Develops imaginative thinking, imagination, and fine motor skills.
Fastening and unfastening buttons, snaps, hooks. Good workout for fingers, improves dexterity and develops fine motor skills.
Tying and untying ribbons, laces, knots on a rope. Each such movement has a huge impact on the development of fine motor skills in the baby’s hands.
Twisting and unscrewing lids on jars, bottles, etc. also improves the development of fine motor skills and finger dexterity in a child.
Suction of water with a pipette. Develops fine finger movements and improves overall hand motor skills.
Stringing beads and buttons. In the summer you can make beads from rowan berries, nuts, pumpkin and cucumber seeds, small fruits, etc. An interesting activity for developing imagination, fantasy and fine motor skills.
Weaving braids from threads, wreaths from flowers.
All types of handicrafts: for girls - knitting, embroidery, etc., for boys - chasing, burning, artistic sawing, etc. Teach your children everything you know!
Sort out the cereals, pour, for example, peas, buckwheat and rice into a small saucer and ask the child to sort through. Development of the sense of touch, small movements of the fingers.
Ball games, with cubes, mosaics.
Exercises to regulate muscle tone.
Exercises that regulate muscle tone and develop basic psychomotor qualities are an integral part of every rhythm class.
Exercises that regulate muscle tone are very important for the child to master control over his own movements, maintaining balance at rest and in movement. In addition, optimization of muscle tone is closely related to the formation in preschoolers of the ability to relax, which has an impact on the general psychosomatic state of the child: for some children, this helps relieve tension, promotes muscular and emotional liberation, and the removal of “clamps”; It helps other children to concentrate and relieve excitement.
LANTERNS
Target. To develop the ability to regulate the tone of arm muscles.
Description. At the command of an adult “Evening”, children-lanterns from a standing position raise their tense arms to the sides (hands in fists) and hold them in this position for several seconds until the command “Morning”, upon which the children lower their relaxed arms down along the body.
FIST - PALM
Target.
Op and san and e. Children stand with their hands down. At the command of an adult, they clench their hands into a fist and feel tension, and then, at the command of an adult, they open their fist and relax their hand.
LOCK
Target. To develop the ability to regulate muscle tone in the hands.
Description. Children sit cross-legged on the carpet, holding their hands in front of them. At the adult’s command, “The lock is closed,” children clench their hands forcefully; at the command, “The lock is open,” they calmly lower their hands to their knees.
GULLIVER VISITING THE LILIPUTES
Target. Develop the ability to regulate leg muscle tone.
BARBELL
Target.
Description. Bend forward, imagining that you are lifting a heavy barbell, first slowly pulling it towards your chest, and then lifting it above your head. Perform the exercise for 10-15 seconds. “Throw the barbell” - leaning forward, while your arms hang freely.
RALLY
Target. To develop the ability to regulate muscle tone of the arms, legs, and torso.
Description. Sit straight on the tip of the chair. After the command “we’re driving a racing car,” stretch your legs forward, raising them slightly, extend your arms and clench them into fists - “hold tightly on the steering wheel,” the torso is slightly tilted back. Focus on tensing the muscles of the whole body. After 10-15 seconds, relax, sit up straight, put your hands on your knees, lower your head slightly, pay attention to the pleasant feeling of relaxation.
ICICLE
Target. To develop the ability to regulate muscle tone of the arms, legs, and torso.
Description. From squatting position, slowly rise up, imagining that the icicle is “growing”, raise your arms up and, standing on your toes, try to stretch out as much as possible, straining your whole body - the icicle has “grown”. After the command “The sun has warmed up, and the icicle has begun to melt,” slowly lower your arms, relaxing your whole body, go down, sit on the floor, and then lie down, completely relaxed - “the icicle has melted and turned into a puddle.” Pay attention to the pleasant feeling of relaxation.
TUMBLING
Target. To develop the ability to regulate the tone of the neck muscles.
Description. In a sitting position, drop your head onto your right shoulder, then onto your left shoulder, twist it, and then drop it forward. The exercise is performed for 10-15 seconds. At the end of the exercise, pay attention to the pleasant sensations of relaxation that arise when you relax your neck muscles.
Dunno
Target. To develop the ability to regulate the tone of the muscles of the neck and upper shoulder girdle.
Description. Raise your shoulders as high as possible and then lower them freely.
FLOWER
Target. Develop the ability to regulate tone muscles neck, upper shoulder girdle, arms, legs, torso.
Description. Stretch upward, raising your arms and tensing the muscles of your whole body, depicting how “a flower grows and reaches for the sun.” Then, successively drop your hands, pretending that “the sun has hidden and the head of the flower has drooped,” relax your forearms, bending your arms at the elbows - “the stem has broken,” and, relieving tension from the muscles of the back, neck and upper shoulder girdle, passively lean forward, bending knees - “the flower has withered.”
THE DOLL IS TIRED
Target. To develop the ability to regulate the tone of the muscles of the neck, arms, legs, and torso.
Description. Yawning deeply, stretch, raising your arms up and standing on your toes, exhaling, relax, lower your arms, tilting your head forward.
Children will be more successful in mastering exercises that regulate muscle tone if they are performed in front of a mirror. This condition is of particular importance when developing in preschoolers the skills of tensing and relaxing the muscles of facial muscles. The following exercises can be done with children.
LET'S INFLATE THE BALL
Target.
Description. Inflate your cheeks and press on them with your hands, feel resistance, and then deflate your cheeks.
WE WERE SURPRISED
Target. To develop the ability to regulate the tone of the forehead muscles.
Description. Raise your brow ridges, feeling the tension in your forehead.
Stubborn Rams
Target. To develop the ability to regulate the tone of facial muscles.
Description. Frown your brow like butting sheep, unable to share a narrow bridge. Draw children's attention to the feeling of tension in the forehead.
CRYBABY
Target. To develop the ability to regulate the tone of the eyelid muscles.
Description. Close your eyes, closing your eyelids tightly, and feel the tension in them.
TIGER CUB
Target. To develop the ability to regulate the tone of the cheek muscles.
Description. Bare your teeth, clench them forcefully, stretch your lips in a wide smile (teeth visible).
THE SUN IS TEASING
Target. To develop the ability to regulate the tone of the tongue muscles.
Description. Stick out your tongue, feeling the tension in it.
When performing all these exercises, the tension phase should not exceed 5-10 seconds.
Logorhythmic exercises in the work of a speech therapist.
Today we will touch on the topic of logorhythmic exercises. The methodology itself for conducting such classes is not new, but speech therapists use it little in their work, because do not know the basics of logorhythmics.
Speech therapy rhythm is a unique means of influencing speech therapy children to overcome speech sound disorders.
Object Logorhythmics is the structure of speech defects and impaired sound pronunciation in persons with speech pathology.
Subject– various disorders of psychomotor, sensory functions and the system of movements in combination with music and words.
Target– overcoming speech impairment through the development and correction of non-speech and speech mental functions.
Tasks– health-improving, educational (cognitive), educational, correctional.
In logorhythmic education, two main links can be distinguished:
Development, education and correction of non-speech processes in people with speech pathology;
Speech development and correction of speech disorders.
The development, education and correction of non-speech processes begins with distinguishing the individual sounds of children's musical instruments and muses. toys and ends with a subsequent holistic conscious perception of the pitch, rhythm, and dynamic richness of the music.
The second link of logorhythmic influence is the development of speech and correction of speech disorders. This link includes:
Education and development of the tempo and rhythm of breathing (especially in people who stutter, people with tachylalia, bradyllalia, stumbling, rhinolalia, and dysarthria);
Development of oral praxis (especially in persons with dyslalia, rhinolalia, dysarthria, alalia, aphasia, and stuttering);
Development of speech prosody in people who stutter, children with dysarthria, rhinolalia, etc.);
Development of phonemic awareness;
Developing the tempo and rhythm of speech;
By means speech therapy rhythms are:
Exercises that regulate muscle tone;
Exercises that activate attention;
Speech exercises without musical accompaniment; etc.
Conducting logorhythmic exercises requires some methodological explanations:
Logorhythmic classes are not included in the training and education program for speech therapy children. Therefore, it is better to conduct them as part of a group lesson, or 2 times a week with the entire group of children in the afternoon.
Classes last from 30 to 35 minutes depending on the age group.
The material is selected taking into account the motor and speech abilities of children.
Exercises are selected differentially, depending on the level of development of children’s motor skills.
In the subgroup for children with an average level of motor skills, more attention is paid to coordination and expressiveness of movements, plasticity and flexibility, and motor endurance; for children with low level motor skills - accuracy, clarity, consistency.
The load during classes must be distributed evenly and the capabilities of each child taken into account.
The most favorable way for classes is to conduct them by one specialist - a speech therapist who owns an instrument or uses a tape recorder, but it is possible for two specialists to interact - a speech therapist and a music worker. The presence of a group teacher is mandatory.
You should exercise in soft shoes and loose clothing that does not restrict movement.
Now let's take a closer look at the example logorhythmic lesson scheme.
Tasks:
Develop statistical and dynamic coordination of movements, muscle tone.
Achieve clear switching movements.
Form motor memory.
Develop a sense of rhythm.
Progress of the lesson (includes).
Introductory part.
Exercises for various types of walking and running.
Exercises for the development of speech breathing.
Main part.
Exercises to develop muscle tone.
Exercises to develop statistical and dynamic coordination of movements.
Exercises to develop a sense of rhythm.
Exercises for the development of facial and fine motor skills.
Exercises to develop switchability of movements.
The final part.
Exercises to relax muscle tone.
Exercises to develop breathing.
We have examined the theoretical aspects of logorhythmics, and now we will take a closer look at the exercises and games that are used in logorhythmic classes.
Exercise "Fly".
See a fly sitting on your right knee, peer at it, catch it, feel it in your fist, bring your fist to your ear. Listen to the fly ringing. Sing as you exhale, imitating her: “z-z-z-z.” Release the fly, unclench your palm, follow its flight with your eyes, and inhale again.
At the same time, connect the second hands on stressed syllables, etc. alternately with the first finger. When you hear the words “fainted,” relax your hands and drop them:
Eight pairs of flies danced on the floor,
They saw a spider and fainted.
Exercise “Poplar fluff”.
Beginning of summer, hot day. Poplar fluff lies around. See the fluff, peer into it, sit down, collect some fluff with soft raking movements of your fingers. With light movements of your fingers, transfer the fluff from one hand to the other, blow on it, catch it again and recite the verse:
Snow in summer! Just laughter!
Snow is flying around the city,
Why doesn't he melt?
Exercises to regulate muscle tone allow students to master their muscles and learn to control their movements. Here children learn concepts such as “strong, weak.” Preschoolers and primary schoolchildren become familiar with the loud and quiet sounds of a musical instrument.
Exercise 1. To loud music, children walk in a circle, to quiet music, they move around on their toes, to loud music, they walk in a circle, waving flags, to quiet music, they stop and get down on one knee.
Exercise 2. When listening to loud music, children walk in pairs in a circle; when listening to quiet music, the pairs separate and walk one after the other. When loud music resumes, they come together in pairs again.
Exercise 3. Everyone listens to music with parts that are contrasting in sound intensity. After listening, the students conduct, making strong movements with their hands when the music is loud and weak ones when the music is quiet.
Exercise 4. Rotation of the hands at the top (3-5 sec) – tensing the muscles of the arms and upper shoulder girdle, followed by lowering the arms down – relaxation.
exercises that activate attention foster a quick and accurate response to visual and auditory stimuli, develop all types of memory: visual, auditory, motor. Words, music, and gestures help to cultivate attention. During a logorhythmic lesson, one or two exercises are usually performed to activate attention.
Exercise 1. Children stand in two ranks opposite each other and at the same time, to the music of D. Kabalevsky “Clowns”, at the beginning of each measure they perform two opposite movements. One line squats and straightens up with a rise on the toes, the other, on the contrary, straightens up with a rise on the toes and squats.
Exercise 2. Children walk in a line in different directions. In response to an unexpected accent in the music, the leader of the chain drops to one knee. The rest continue moving. On the next accent, the person in front gets down on one knee. This continues until all the children are down on one knee. At the next accent, the first one gets up and walks between the children, gradually (at accents) collecting them in a chain.
Exercise 3.“Beetles” Children stand freely all over the playground. At the teacher’s signal, they run in all directions: “The beetles are flying.” Then, at a signal, they stop, quickly lie down on their backs and dangle their legs and arms in the air: “The beetles have fallen on their backs and cannot turn over.” At the teacher’s signal, they quickly stand up.
Speech exercises without musical accompaniment good for children who stutter. These tasks can be used during morning exercises by the teacher, or physical education during speech therapy sessions, with the pronunciation of poetic lines, both with movement and without them.
Exercise 1.Speech exercises with simultaneous execution of actions.
Children stand with their arms stretched back. Make circles with their hands and say:
The wing rotates quickly,
Mill grinds grain,
And from ground flour
They will bake us pies.
Children throw the ball from neighbor to neighbor to the right or left side:
I've been flying all day
I've been jumping all day long
I can't jump anymore
Oh, now I'm going to fall.
Exercise 2.Separate performance of speech exercises and actions.
Children jump with their feet apart and together to the text spoken by the teacher:
Legs together, legs apart,
Legs straight, legs askew
Legs here and legs there,
What a noise and what a commotion!
Children squat down, lowering their heads and clasping their knees with their hands, then gradually straighten up, stand on their toes and stretch up as far as possible, raising their arms. The teacher says:
At first I'll be small
I'll press myself to my knees.
Then I'll grow up big
I can reach the lamp.
We have reviewed general funds logorhythmic rhythm.
Exercises and games to correct dyslalia .
Development game phonemic hearing"Bumblebees and Beetles."
Children walk in a circle to a calm melody, the melody changes, and the “bumblebees” and “bugs” “fly” to the clearing. At the speech therapist’s signal “sh-sh”, the “bumblebees” stop and quickly wave their “legs” in place, the “Beetles” continue to fly. At the signal “zh-zh” the “bugs” stop and wave their “legs”, and the “bumblebees” fly around them. The change of commands is repeated several times. To the renewed music, the “bumblebees” and “beetles” fly away from the clearing.
Game for the development of articulatory motor skills “Horses”.
Children stand in a column. They are horses. Music sounds, everyone follows each other. Children click their tongues when listening to accents in music, imitating the clatter of hooves. The music stops. The horses stop. At the suggestion of the speech therapist: “Whose horse can click its hooves better” - two children walk towards each other and click their tongues. The others are listening.
A game to develop speech breathing.
Children actively and rhythmically bring the fingertips of their right hand 2,3,4,5 closer to the thumb. Fingers touch each other at the very nails. During the exercise, the text is rhythmically pronounced:
Chickens, geese, and turkeys
We ate quinoa
The parsleys pecked,
We ran for water. (the same with the left hand, then with both).
Game for the development of phonemic hearing “Who is attentive?”
Children walk in a circle to the music, the speech therapist names the sounds, the children highlight the desired sound with a clap, the required syllable with two claps, and squat on the correctly highlighted word.
Exercises and games to correct rhinolalia.
The purpose of such exercises is to develop facial expressions, general motor skills, mobility of the velum, speech motor skills, and overcoming the nasal tone of speech.
1. Exercises with imitation of coughing, yawning, swallowing, playing with singing (the text of the songs is full of vowel sounds).
2. When singing vowel sounds, the nasalization of the voice is removed.
3. Game "Train". Children imitate the sound of the wheels of a steam locomotive, the operation of levers - arms bent in elbow joints; then they show how the wheels are checked, how the train started moving, how it let off steam, and the whistle blows.
4. Game "Geese". Children show how geese flap their wings, peck, hiss, cackle, fly, etc.
5. Game "Planes". Children imitate checking gas pumps, saying ssss, engines -rrr, The planes flew, landed and are leaving. (children sit on chairs). Etc.
We have reviewed the main stages and techniques of logorhythmics for children with speech disorders.
These exercises allow children to master their muscles and learn to control their movements. The content of this section includes the assimilation of the concepts “strong” and “weak” as concepts of relatively greater or lesser strength of muscle tension. The concepts “strong” and “weak” correspond in the sound process to the terms “loud” (forte) and “quiet” (piano). Preschoolers and primary schoolchildren become familiar with the loud and quiet sounds of a musical instrument, first in a standing position or sitting near it and performing, for example, soft movements with flags below - for a quiet sound and stronger waves above the head - for a loud sound; In addition to flags, you can use a drum, tambourine, hoop, and ribbon. Then the exercises become more difficult. Children perform tasks with objects while walking, running, and jumping. So, when there is a strong sound, children walk in a circle, waving flags; when there is a quiet sound, they stop and hide them behind their backs. The difference in sound can also be indicated by the nature of the step: children walk on the whole foot to a loud sound, on their toes to a quiet sound. Finally, one sound is offered for the movements of the legs, another for the hands, with a change in the strength of the sound. Exercises with different formations teach children to work in a team. You can offer children the following exercises:
1. Children sit cross-legged in a circle on the floor. When listening to loud music, they hit the floor with the palms of their hands; when listening to quiet music, they lightly clap in front of them.
2. Standing in a circle with tambourines in their left hands, children hit the tambourine with their right hand to loud music. For quiet music they take a tambourine right hand and shake it easily.
3. To loud music, children walk in a circle, to quiet music they spin in one place on their toes, to loud music they walk in a circle waving flags, to quiet music they stop and get down on one knee, etc.
In developing the ability to regulate muscle tone, general developmental and corrective exercises can be distinguished.
General developmental exercises are varied. In addition to a comprehensive impact on the body, these exercises can be used to selectively target different muscles of the back, abdomen, shoulder girdle and legs. According to the nature of their execution, they are divided into exercises with objects (flags, balls, ribbons, etc.) and without objects. Exercises with objects develop the strength of movements, dexterity, clarity, speed of reaction, and eye. Particular attention should be paid to exercises with balls. Balls of all sizes are used: large (when pushing off a suspended ball), medium (when rolling and catching the ball), small (when making throws, when passing along a row and carrying the ball). These movements alternate between tension and relaxation; excess tension is removed from the muscles when the exercise has already been mastered at the level of motor skill.
Corrective exercises are used to strengthen the muscles of the feet and torso, to develop the function of balance, and to form correct posture. Exercises while lying on your stomach: pull-ups on your hands, climbing a gymnastic wall, climbing over benches, climbing between the slats of a ladder pyramid or tower, strengthen the muscles of the back and shoulder girdle, and affect the formation of correct posture.
The sense of balance develops during walking, running, jumping, throwing and other exercises. To develop balance, it is useful to include in classes exercises to reduce the area of support (path of ropes, board), with changes in height (inclined board, bench), mobility of the support (rocking bridge), location in space (horizontally, obliquely). These exercises are performed to calm, moderate music, with pronounced accents indicating the beginning and end of the movement. As special means of training balance functions, the following are used: spinning in place, stepping followed by squatting at a sound signal, as well as stopping while walking and running at a sound signal, jumping in place with turns, stepping over objects (cubes, sticks, slats, rope ).
To eliminate imbalances, a consultation with a physical therapy doctor and a neurologist is necessary for the correct selection and implementation of exercises, as well as auxiliary corrective means.
For each child, the most appropriate postures for activities and hygiene procedures are selected, which change as motor abilities develop.
Examples of exercises.
Rotation of the hands upward (3–5 sec) – tension of the muscles of the arms and upper shoulder girdle, followed by lowering the arms down – relaxation. Repeat 2-3 times.
Foot stamping, hands behind the back - muscles tense (5-8 sec), hands down, etc. basic stance, muscles relaxed.
Light and heavy hands. (Music: Hungarian folk melody.)
Children stand in columns. I.p. basic stance, hands behind your back. The first part of the music and its repetition: bars 1–2 – smoothly raising the arms forward to shoulder level and lowering the arms down and behind the back; bars 3–4, 5–6, 7–8 – repetition of movements 1–2 bars.
The second part of the music and its repetition: measures 9-10 - strong swinging of the arms back and forth, to shoulder level. The knees spring slightly, the hands are clenched into fists; measures 13–16 – hands smoothly rise and fall down and behind the back, as in the first part of the music. The strengthening and weakening of musical sound corresponds to the strengthening and weakening of muscle tension.
Exercises to relieve tone
Exercises to relieve tone consist of children performing relaxing movements.
1. Wave your arms like a bird's wings.
2. Wave your arms like a butterfly's wings.
3. Wave your arms above your head as if saying goodbye.
4. Wave your relaxed hands near the floor, imitating the wind.
5. Drop your relaxed arms from the position of your arms to the sides.
6. Shake with relaxed hands, as if shaking off droplets of water.
7. Tilt your head forward, backward, right, left.
8. Slowly rotate your arms above your head.
9. Slowly swing your relaxed arms.
10. Slowly and smoothly swing your arms from right to left, imitating mowing grass.
A huge place in the motor activity of an autistic child belongs to the motor stereotypies described above. There is an assumption that a number of manifestations of early motor failure are secondary in early childhood autism. Obviously, in addition to weakness of tone and lack of coordination of movements, both the primary weakness of impulses for certain, primarily communicative, activities, and affective disorders, primarily fears, are important. Numerous motor stereotypies are autostimulatory in nature.
Signs of pathology of the body position lying on the stomach:
the head lies down, the child cannot lift it;
shoulders raised up and forward;
the spine is curved, one half of the pelvis is raised;
legs at the hips and knees are bent and pressed one against the other.
Signs of pathology of the body position lying on the back:
the head is thrown back, resting on the litter;
shoulders raised and forward;
hands rest on the floor, hands clenched into fists and turned inward;
the spine may be arched and twisted;
legs are bent and pressed one against the other.
Signs of kneeling body position pathology:
due to lack of skills in standing upright and maintaining balance;
the spine is curved due to muscle hypotonia;
the spine is curved due to deformation lower limbs;
the spine is arched due to insufficient motivation to straighten the body.
To eliminate violations, it is necessary to consult with a physical therapy doctor and a neurologist for the correct execution of exercises, as well as the selection of auxiliary corrective means.
The most appropriate postures for activities and hygiene procedures are selected for each child, which change as motor abilities develop.
To stimulate development motor functions Stimuli such as stroking limbs are used; the use of surfaces covered with various types of material that enhance tactile sensations. Possible use various types massage, special exercises with resistance, exercises in water with permissible changes in its temperature.
Development of facial expressions, articulation apparatus, breathing
All children with RDA have impaired pronunciation O bottom or several groups of consonant sounds, therefore, at the preliminary stage of sound pronunciation correction, a certain place is given to the development of facial movements and movements of the lips and tongue. First, children are offered exercises to develop their facial muscles. This is due to the fact that there is a weak tone of the facial muscles, facial expressions are inexpressive. In the future, work is being done to develop movements of the lips and tongue. Children are offered articulation exercises for static and dynamic coordination of movements in an entertaining playful way (Appendix 6).
Work for initial stages normalization of facial motor skills and speech apparatus is aimed at ensuring that the child calmly reacts to touching his face. To do this, work begins with the areas furthest from the mouth area. The sequence of exercises is developed together with a speech therapist, taking into account the individual characteristics of the child.
In games, songs, and poems, it is important to provoke a child to imitate the actions, facial expressions, and speech of an adult. Even if this imitation is completely mechanical at first, the child learns the form of the adult’s reaction. Mastering the plasticity, intonation, and facial expressions of an adult, adopting their speech patterns, the child gradually develops his own ways of responding and becomes more independent in contact.
Normalization of breathing is of great importance for children with early damage to the central nervous system(CNS), in the genesis of which is cerebral hypoxia. For premature babies due to their imperfection respiratory system and for children who are often ill, this is especially important. A gymnastics complex for each child is selected together with a pediatrician and a physical therapy doctor.
Articulation gymnastics helps reduce the deficit in the need for communication, which largely depends on the severity of RDA. Exercises are often carried out individually, sometimes with a small (2-3 people) group, taking into account the age and level of development of the children. The group may contain children with similar manifestations of RDA.
During classes, you should encourage your child to do the following exercises:
blow up cotton balls, paper plumes;
blowing soap bubbles, inflating balloons;
form soap foam using straws and tubes;
blow out the candles;
breathe essential oils, vapors not hazardous to health;
Use a metered inhaler for your nose and mouth.
When performing exercises, it is recommended to use small forms of folklore and conversations with the child. It is recommended to accompany the movements by addressing the child by name. The touch must be careful. The comb should be “soft”. Use diminutive nouns during execution.
To develop the organs of articulation, use exercises that can be performed by a child: stick out your tongue, lick your lips, puff out your cheeks, etc.
The main goal facial exercises is to stretch the facial muscles so that they become more elastic. These exercises help reduce tension in the muscles of the face, neck and shoulders, which is typical for children with hypertensive speech patterns. They are recommended to be used when working with children in the first 3-5 minutes of a voice therapy session.
Before starting the exercises, the child should take a comfortable, relatively relaxed position, looking in the mirror. The exercise can be performed both standing and sitting.
1. Raise your eyebrows as high as possible and lower them as low as possible. Repeat these movements five times, gradually increasing their speed.
2. Open your mouth as wide as possible, hold it open for 5–7 seconds and slowly close it. Repeat five times.
3. Rotational chewing movements with closed lips, first 5 seconds clockwise, then 5 seconds counterclockwise.
4. Open your eyes as wide as possible, raise them to the ceiling and lower them to the floor five times without moving your head.
5. Keep your head straight and move your eyes to the right and left, holding them in these positions for 3-4 seconds. Repeat five times.
6. Turn your head to the right, fixing your eyes on some object in the room. Then, without changing the position of your head, look in the mirror at the reflection of your eyes and, continuing to watch your eyes, turn your head back. Do the same, turning your head to the left.
Options for exercises with children, which are carried out in order to form adequate reactions to touching the face and oral cavity child to an adult, encourage him to control the movements of the organs of the articulatory apparatus, breathe correctly, take care of his face, and study his facial expressions.
1. Take the child in your arms, talk to him, sing a song, tell him a nursery rhyme, smile.
2. Massage your face with light stroking movements.
3. Touch your face with your fingertips.
4. Comb your hair.
5. Wash it in front of the mirror with warm water.
6. Wipe the child’s face with a cotton swab moistened with warm water and baby lotion.