As a speech therapist, in my work I often hear from worried parents: “My child not only speaks badly, but also does not want to study at home!”, “My baby is completely unable to exercise with small objects!”, “Problem with speech hasn't been resolved for over a year!” etc.

Recently, the problem of development, education and upbringing of children up to school age becomes especially important. The city of Krasnogorsk is no exception. The number of children with various speech disorders has increased significantly. Without delving into the causes of the problem, it should be noted that speech disorders to varying degrees affect the formation of the personality of children, affect their physical and mental development. Psychologists and linguists believe that in early childhood the pace speech development significantly higher than in later years. If by the end of the first year of life the child's vocabulary is normally 8-10 words, then at the age of three - up to 1 thousand words.

The successful development of speech at preschool age is crucial, and the adaptation of the child to school depends on this. It is known that children with impaired oral speech experience certain difficulties in mastering writing and reading when they enter school. Such children should be given timely assistance, correcting defects in sound pronunciation by the beginning of schooling.

Working with children with speech disorders, I used various methods and techniques. Today, in addition to traditional speech therapy classes to correct sound pronunciation, correct violations in the lexical and grammatical design of a speech statement, etc., I use such an effective method of overcoming speech disorders as LOGOPEDIC RHYTHM.

This is a form of active therapy, the purpose of which is to overcome speech disorders by developing the child's motor sphere in combination with word and music.

Why - LOGORITHMIC? Everything around us lives according to the laws of rhythm. The change of seasons, day and night, heart rate and much more is subject to a certain rhythm. Any rhythmic movement activates the activity of the human brain. Therefore, from the very early childhood it is recommended to engage in the development of a sense of rhythm in a form accessible to preschoolers - rhythmic exercises and games.

Logorhythmic classes are a technique based on the connection of words, music and movement and include finger, speech, musical-motor and communicative games. The relationship of these components can be varied, with the predominance of one of them.

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

In the system of logarithmic work with children of preschool age, two directions can be distinguished: the impact on non-speech and on speech processes.

The main tasks of logarithmic influence are:

Development of auditory attention and phonemic hearing;

Development of musical, sound, timbre, dynamic hearing, sense of rhythm, singing voice range;

Development of general and fine motor skills, kinesthetic sensations, facial expressions, pantomime, spatial organization of movements;

Education of the ability to transform, expressiveness and grace of movements, the ability to determine the nature of music, to coordinate it with movements;

Education of switchability from one field of activity to another;

Development of speech motor skills for the formation of an articulatory base of sounds, physiological and phonation breathing;

Formation and consolidation of the skill of the correct use of sounds in various forms and types of speech, in all situations of communication, education of the connection between the sound and its musical image, letter designation;

Formation, development and correction of auditory-visual-motor coordination;

To conduct a logarithmic lesson, like any other, there are certain requirements.

Classes in logorhythmics are conducted by a speech therapist together with a music director once a week (preferably in the 2nd half of the day).

Classes should be carried out frontally lasting from 20 to 35 minutes, depending on the age of the children.

Logorhythm classes are compiled based on lexical topics.

Each lesson is a thematic and game integrity.

The plot of the classes uses stories and fairy tales of Russian and foreign writers, Russian folk tales, which are selected according to the age of the children and allow you to solve correctional tasks in a playful way.

The logistic lesson includes the following elements:

Finger gymnastics, songs and

poems accompanied by

hand movement. Development of fine motor skills, fluency and

expressiveness of speech, speech hearing and

speech memory.

Musical and musical-rhythmic games with musical instruments. Development of speech, attention, skills

navigate in space.

Development of a sense of rhythm.

Logopedic (articulatory)

gymnastics, vocal-articulation exercises. Strengthening the muscles of the organs of articulation,

development of their mobility.

The development of singing data.

Clean tongues for automation and

differentiation of sounds

phonopedic exercises. sound correction,

strengthening of the larynx and inoculation

speech breathing skills.

Exercises for the development of facial muscles. Communication games and dances.

The development of the emotional sphere,

associative figurative thinking,

expressiveness of non-verbal means

communication and positive self-perception.

Exercises for the development of general motor skills, appropriate for age characteristics. The development of musculoskeletal and

coordination area.

An exercise in the development of word creation. Expansion of the active stock of children.

I do not always include all of the listed elements in the structure of the lesson. The sequence of corrective work varies in accordance with the nature of speech disorders, individual and age characteristics of children.

Speech therapy exercises are recommended to be performed while sitting: this position provides a straight posture, general relaxation of the muscles of the body. In articulation gymnastics, I include static and dynamic exercises for the tongue and lips. The dosage of repetitions of the same exercises is determined taking into account the nature and severity of the speech disorder. For children who fail to master articulation skills, I provide targeted individual assistance.

Music is of great importance in logorhythmic classes, so close communication with the music director is important in this work. Children perform movements with musical accompaniment with a clearly defined rhythm, and on our part, constant monitoring of the accuracy of their implementation is carried out. The amplitude and tempo of the exercises are consistent with the dynamics of the sound of the music.

We also conduct finger games and speech motor exercises in the logorhythm classes together with the music director with musical accompaniment. The main task of these games is the rhythmic performance of the poetic text, consistent with the movements.

We learn the exercises in stages: first the movements, then the text, then all together. Mastering motor skills, learning poems and songs with movements, finger games should take place without excessive didactics, unobtrusively, in a playful way.

When working on breathing, I pay special attention to the development of a long, even exhalation in children. Singing develops the duration of expiration and the melodic-intonational side of speech well. And this is where I need help too. music director. We select emotionally expressive, figurative songs with an accessible text, the phrases in which should be short.

I always include communicative games and dances in my logorhythmic classes. Learning dance movements also take place in stages. Most of them are built on gestures and movements that express friendliness, an open attitude of people towards each other, which gives children positive and joyful emotions. Tactile contact, carried out in the dance, further contributes to the development of friendly relations between children and thus the normalization of the social climate in the children's group. Games with the choice of a participant or an invitation allow the involvement of inactive children. When selecting games, I always take into account that their rules are accessible and understandable to children. In communicative dances and games, I do not evaluate the quality of the movements, which allows the child to liberate himself and give meaning to the very process of his participation in the dance-game.

I think the most important thing is the coordinated work of all these components. Only then will the speech be beautiful, sonorous and expressive. Therefore, in the lessons on logarithmics, I work out not only the technique of breathing, voice, tempo, but also their relationship, their coherence. In the classroom, the connection of speech with music and movement, in addition to the development of the muscular apparatus and the child's voice data, allows developing children's emotions and increases the child's interest in classes, awakens his thought and imagination. Another plus of logarithmics classes is that they are group classes. This helps the child learn to work in a children's team, to find with him mutual language and learn to actively interact with it.

One of the necessary conditions for obtaining good results is the interaction of all teachers and parents. Song and dance repertoire is learned in music lessons. Pure tongues, finger games, dynamic pauses can be used by the educator, speech pathologist and psychologist in their classes. I offer the same exercises and games to parents as recommendations for fixing at home.

I assume a consistent complication of the topics and tasks of the classes, the end result of which is that the children complete the exercises in full, at a given pace and in accordance with the music, i.e. the formation of the required level of auditory-visual-motor coordination.

I highlight the following areas of work:

Development of a sense of rhythm - exercises, musical - didactic, rhythmic games, speech games with movements aimed at developing a sense of rhythm and phonemic perception;

Formation of correct breathing - exercises aimed at the formation, development and development of correct physiological and speech breathing

The development of articulatory and facial motor skills - exercises aimed at the development of articulatory praxis, facial muscles

Development of general motor skills - dynamic games and exercises aimed at the development and correction of general motor and coordinating functions

The development of fine motor skills - finger games and exercises with speech accompaniment or the use of various objects aimed at the development and correction of fine finger motor skills

I believe that speech therapy rhythm is useful for all children who have problems in the formation of speech function, including speech development delays, sound pronunciation disorders, stuttering, etc. Speech therapy rhythm is very important for children with so-called speech negativism, since classes create a positive emotional mood to speech, motivation to perform speech therapy exercises, etc. As a result of the use of logarithmics, by the end of the school year, children show a positive trend in speech development. Practice has shown that regular practice of logorhythmics contributes to the normalization of a child's speech, regardless of the type of speech disorder, forms a positive emotional mood, teaches communication with peers, and much more.

Therefore, LOGORITHMICA becomes a holiday of beautiful speech for children

Synopsis of a logarithmic lesson

private preschool educational institution

"Kindergarten No. 44 of Russian Railways"

Working programm according to logarithmics

"Happy tongue"

(for the senior and preparatory group)

Developed by:

Mitkina Olga Nikolaevna

teacher speech therapist

Khitrova Natalia Nikolaevna

music director

Kurovskoe

EXPLANATORY NOTE

Speech therapy rhythm is one of the links in correctional pedagogy. First of all, it is a complex technique, which includes the means of speech therapy, musical-rhythmic and physical education. Its basis is speech, music and movement.

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

Everything in our body is subject to rhythm - whether the heart, lungs or brain activity works. The development of rhythm is closely connected with the formation of space-time relations. Motor rhythm affects the formation of speech mechanisms. The sense of rhythm helps to quickly and easily assimilate poems, understand musical works. Therefore, in kindergarten it is necessary to carry out directly educational activities on logorhythmics.

Logorhythm is useful for all children attending a speech therapy group who have problems in the formation of speech function, including alalia, speech development delays, sound pronunciation disorders, stuttering, autistic disorders. Speech therapy rhythm is very important for children with the so-called speech negativism, since classes create a positive emotional attitude to speech, motivation to perform speech therapy exercises, etc. Logo rhythm is a powerful auxiliary tool for the effective joint work of a speech therapist and music director to correct various speech disorders of preschoolers.

Classes in logorhythmics are aimed at the comprehensive development of the child, improving his speech, mastering motor skills, the ability to navigate the world around him, understanding the meaning of the proposed tasks, the ability to overcome difficulties, and express himself creatively. In addition, logorhythmics with the use of health-saving technologies has a beneficial effect on the health of the child: in his body, various systems are restructured, for example, cardiovascular, respiratory, motor speech. Children with great pleasure perform breathing and health exercises, game massage and self-massage, play speech and finger games. Elements of psycho-gymnastics, active and passive music therapy are introduced into the classes.

The program "Cheerful tongue" in logorhythm was compiled by a teacher - speech therapist and music director "Kindergarten No. 44 of Russian Railways" for 2 years (senior and school-preparatory speech therapy group for children with ONR). Classes in logorhythmics are held with children of the speech therapy group once a week by the music director, speech therapist and educator. The duration of the classes is held in accordance with the requirements of SanPiN. This program includes the following sections:

tasks (correction of speech disorders, development of musical and creative abilities, preservation and strengthening of children's health);
thematic planning;
educational and thematic plans;
expected results for each academic year.

RELEVANCE OF THE PROGRAM

Every year, according to the observation of a speech therapist teacher, the number of children with various speech pathologies in the kindergarten is growing. The current situation in the education system, in which changes are taking place related to the orientation towards the value bases of the pedagogical process, its humanization and individualization in approaches to solving the problems of a particular child, encourages teachers and specialists to create new models, search for new forms and technologies of specialized assistance to children, having problems in psychophysical development, upbringing, communication and behavior. Overcoming violations of sound pronunciation in preschool age is of great importance in the subsequent life of the child. Deficiencies in sound pronunciation can cause deviations in the development of such mental processes as memory, thinking, imagination, and also form an inferiority complex, expressed in communication difficulties. Timely elimination of pronunciation deficiencies will help prevent difficulties in mastering reading and writing skills. Specialists working with children with speech disorders are faced with the task of finding the most effective methods for developing pronunciation abilities, maintaining and strengthening the physical health of preschoolers, and creating such an articulation base that would ensure the most successful mastery of normative pronunciation skills.

PURPOSE OF THE PROGRAM

The purpose of this program is the correction and prevention of existing deviations in the child's speech development through a combination of words and movements.

MAIN OBJECTIVES OF THE PROGRAM

optimize the content of education, training and correction of children of the speech therapy group;
create conditions for organizing classes in logorhythmics using health-saving technologies;
to introduce modern effective technologies for the correction of speech disorders, the development of musical and creative abilities of children of the speech therapy group, the preservation and strengthening of the health of preschoolers, allowing to achieve qualitatively higher results in education and correction;
develop perspective plan conducting classes in logorhythmics, didactic manuals;
to create a package for diagnosing the development of non-verbal mental functions of children.

Practical significance. The program is intended for music directors, teachers - speech therapists and preschool educators. This program is adapted to the Federal State Educational Standard.

Innovative focus. The Cheerful Language program is fully consistent with the lexical and grammatical planning of speech therapy classes in our preschool institution, including work on fixing sounds in a certain sequence . In addition, classes in logorhythmics include health-saving technologies, which not only have a beneficial effect on the entire body of the child, but also contribute to the most effective increase in the level of sound pronunciation, mastering the structure of the word, and expanding the vocabulary of preschool children.

PROGRAM BASIS

The work program "Merry tongue" is based on the main provisions of the programs and teaching aids:

in speech therapy:

Program and guidelines "Education and education of preschool children with phonetic and phonemic underdevelopment" T.V. Filicheva and G. V. Chirkina;
"The system of correctional work (senior group)" N. V. Nishcheva;
“The system of correctional work in a speech therapy group with general underdevelopment of speech” by N. V. Nishcheva;
"The system of correction of general underdevelopment of speech in children aged 5, 6 years"

T. A. Tkachenko;

Teaching aid“Children with general underdevelopment of speech. Education and training” by T. B. Filicheva, T. V. Tumanova;
Methodical manual "Articulation gymnastics in verses and pictures" by T. A. Kulikovskaya;
"Overcoming the general underdevelopment of speech of preschoolers". Teaching aid / Under the general editorship. T.V. Volosovets;
Game correctional and speech therapy classes with children 5 years old with OHP "A fascinating journey into the world of words and sounds" K.N. Slyusar "VLADOS" - Moscow 2014
We develop coherent speech in children 5-6 years old with ONR "GNOM" - Moscow 2014

according to the logarithm:

“Speech therapy chants” by N.G. Gavrisheva, N.V. Nishcheva;
"Merry logorhythm" by E. Zheleznova;
"Speech therapy chants" "KARO" St. Petersburg - 2006
"Organization of motor activity of preschoolers using logorhythms" "CHILDHOOD-PRESS" St. Petersburg - 2013
"Logorhythmic classes in the system of work of a speech therapist preschool educational institution" V.T.Taran
"Speech, rhythmic and relaxation games for preschoolers" L.I. Zaitsev "CHILDHOOD - PRESS" St. Petersburg - 2013

for the health of children:

Methodical manuals "Strelnikovskaya breathing exercises for children" by M.N. Shchetinina;
“Psycho-gymnastics by M. I. Chistyakova;
"ABC of physical education minutes" by V. I. Kovalko;
"Respiratory and sound gymnastics" T.V. Nesteryuk;
“Finger games and exercises: Pencil massage” T.V. Friday.

for musical education:

"Speech therapy musical - game exercises for preschoolers" E.A. Sudakov "CHILDHOOD-PRESS" St. Petersburg - 2013
Methodical manual "Musical education of preschoolers" by O.P. Radynova;
Music listening program “Musical masterpieces” by O.P. Radynova;
"Musical Rhythm" by T.I. Suvorova;
Program "Rhythmic Mosaic" by T.I. Burenina;
"Work on rhythm in speech therapy practice" G.V. Dedyukhin
"Rhythm in special education" by A.M.Doronin, L.E.Shevchenko, N.V.Doronina;
“Musical folds about funny toys: Health-improving voice songs-games for children” by L.K. Voloshina;
"Phonopedic method of teaching singing" by V. Emelyanov;
"This amazing rhythm" by I.M.Kaplunova, I.A.Novoskoltseva.

PRINCIPLES OF BUILDING THE PROGRAM

The principle of science. Reinforcement of all corrective and health-improving measures with scientifically based and practically tested methods and technologies.
The principle of integrity, complexity of pedagogical processes. GCD on logorhythmics are planned, conducted and analyzed by the music director, speech therapist, educator of the speech therapy group. The issues of including health-saving technologies in the course of the GCD are resolved jointly with the medical workers of the kindergarten.
The principle of system. Logorhythmic work should contribute to the formation of the language as a whole, as a system of interrelated and interdependent units.
Sequence principle. Each of the corrective directions of logarithmics is implemented in the process phased work. With the formation of sound pronunciation, the order of assimilation of phonemes is more and more subject to the laws of the phonemic system of the language being acquired. The sounds that determine the core of the phonological system of the Russian language are formed in the first place. Later, the sounds that make up the periphery appear. The task of a speech therapist is to observe the basic patterns of mastering language units in the norm.
The principle of reliance on preserved functions or the principle of workaround. Working on one sound prepares and facilitates the correct pronunciation of other sounds, of the same phonetic group, and sounds of other groups (setting the sound “s” completely prepares the articulation pattern of the sound “h” and partially the patterns of hissing sounds). This mutual connection allows healthy sounds to be used to produce defective sounds.
The principle of taking into account the level of development of the child. L. S. Vygotsky proposed to distinguish two main levels in the development of the child: the level of actual development (independent solution of the proposed tasks) and the level of potential development (the ability to solve problems with appropriate assistance from the teacher). Any proposed task should be known to be easy to do, taking into account the level of development of the child and the stage of corrective action.
The principle of repetition of skills and abilities. As a result of repeated repetitions, dynamic stereotypes are developed.
The principle of selection of linguistic material. Properly selected linguistic material acts as one of the important basic conditions for correction. A text that is easy to pronounce, in which there are no or rarely difficult sound combinations, a lot of vowel sounds.
The principle of individual-personal orientation of education. The main goal is a child whose development is planned based on his individual and age characteristics.
The principle of performance. Obtaining a positive result in the development and correction of speech, the improvement of each child.

Classes in logarithmics include the following types of exercises:

Introductory walking and orientation in space.
Dynamic exercises for the regulation of muscle tone develop the ability to relax and strain muscle groups. Thanks to these exercises, children have better control over their bodies, their movements become precise and dexterous.
Articulation exercises useful at any age, as clear articulation is the basis of good diction. Articulation exercises for children with speech disorders are a must. They prepare the child's articulatory apparatus for the production of sounds (this is the task of a speech therapist). Clear sensations from the organs of the articulatory apparatus are the basis for mastering the skill of writing. Work on articulation allows you to clarify the correct sound pronunciation, develops the mobility of the tongue, jaws, lips, and strengthens the muscles of the pharynx.
Breathing exercises corrects violations of speech breathing, helps to develop diaphragmatic breathing, as well as the duration, strength and correct distribution of exhalation. In the logorhythm classes, together with the speech therapist of the preschool educational institution and on the recommendation of a pediatrician, the following are used:
1. exercises for the development of diaphragmatic-abdominal breathing,
2. development of a long speech exhalation,
3. training of the coordinated work of the respiratory, vocal and articulatory systems.
Phonopedic and wellness exercises for the throat develop the main qualities of the voice - strength and height, strengthen the vocal apparatus. In the cold season, these exercises are performed daily as a prevention of colds. In the classroom, phonopedic exercises according to V. Emelyanov are used, which not only develop the vocal cords, but also develop the singing skills of preschoolers.
Exercises for the development of attention and memory develop all types of memory: visual, auditory, motor. The attention of children is activated, the ability to quickly respond to a change in activity.
Clean tongues required for every lesson. With their help, sounds are automated, the language is trained to perform the correct movements, a clear, rhythmic pronunciation of phonemes and syllables is practiced. Children develop phonemic awareness and auditory attention.
speech games may be presented in various types: rhythmic recitation without musical accompaniment, games with sound, games with sounding gestures and playing music on children's musical instruments, theatrical sketches, dialogue games, etc. tasks.
rhythm games develop a sense of rhythm, tempo, meter (accentuation of a strong beat), which allows the child to better navigate the rhythmic basis of words and phrases.
Singing songs and vocalizations develops memory, attention, thinking, emotional responsiveness and ear for music; the voice apparatus of the child is strengthened, contributes to the automation of vowel sounds. The process of development of singing abilities in children with speech disorders is aimed not only at the formation of their artistic culture, but also at the correction of voice, articulation, and breathing.
Finger games and fairy tales. Science has long known that the development of finger mobility is directly related to speech development. Therefore, by developing fine motor skills of the fingers, we contribute to the speedy speech development. Finger games and fairy tales, as in a lesson in musical education, are often held to music - texts are sung, or music sounds in the background. It is very useful to use the modeling of simple figures, origami, laying out simple mosaic patterns for pronouncing the text of the game.
Elementary music playing on children's musical instruments develops fine motor skills, a sense of rhythm, meter, tempo, improves attention, memory, and other mental processes that accompany the performance of a piece of music. In addition to well-known musical instruments, in the lesson you can make and play with children on home-made instruments - “noise makers” from boxes and plastic bottles filled with various cereals, “ringers” from metal tubes, “knockers” from wooden sticks and pieces of bamboo fishing rod, “ruskers” » from crumpled paper and cellophane.
Theatrical sketches. Very often, children with speech disorders have inexpressive facial expressions and gestures. The muscles of the face, arms, and whole body may be sluggish or stiff. Mimic and pantomimic etudes develop mimic and articulatory motility (mobility of lips and cheeks), plasticity and expressiveness of children's movements, their creative imagination and imagination. This strengthens in preschoolers a sense of self-confidence, the ability to more accurately control their body, expressively convey mood and image in movement, enriches them with new emotional experiences.
Communication games form in children the ability to see in another person his dignity; contribute to deepening the awareness of the sphere of communication; are encouraged to cooperate. Such games are often held in the general circle.
Outdoor games, round dances, physical minutes train children in the coordination of words and movements, develop attention, memory, speed of reaction to a change of movements. These games bring up a sense of collectivism, empathy, responsibility, encourage children to follow the rules of the game.

MONITORING OF NON-VERBAL MENTAL FUNCTIONS

(according to N. V. Serebryakova, L. S. Solomakh)

Monitoring is carried out at the beginning of the school year by a speech therapist and music director in order to study the state of children's auditory attention, the perception and reproduction of rhythm, the ability to navigate in space, general and manual motor skills, speech motor skills. The monitoring results are taken into account when drawing up lesson plans for logorhythmics, individual work with children. A second study takes place at the end of the school year in order to trace the dynamics of changes in the state of non-speech mental functions of children in the process of studying logarithmics. (See annex 1 for monitoring criteria and summary table of results)

SENIOR GROUP

TASKS

Creating favorable conditions for children, establishing contact with each child in order to identify his motor and musical abilities.
Carrying out active work on the organization of the children's team.

Fix articulations of sounds in a certain sequence;

To form the ability to move in accordance with the text, navigate in space;

Teach children to properly perform health exercises, self-massage;

To develop the musical and creative abilities of children;

Develop speech motor skills to form an articulatory base of sounds, tempo, rhythm of speech;

Develop proper breathing;

Develop general and fine motor skills, the ability to strain and relax muscles;

Develop visual, auditory and motor attention, memory.

Education in children of a benevolent attitude towards people around them, respect for nature, animals.

Thematic planning

in the senior speech therapy group.

Month	weeks	Topic
September		Survey
		Survey
		Seasons. Early autumn in the city and in the forest.
		Autumn in the forest. Trees.
		Autumn mushrooms.
		Autumn in the garden. Fruit.
		Autumn in the garden. Vegetables.
		We harvest in the garden and in the garden.
		Migratory birds.
		Domestic birds.
		Pets
		Seasons. Late fall.
		Seasons. Winter in the city and forest.
		Wild animals of the forest.
		Clothing. Shoes. Hats.
		New Year holidays.
		Vacation.
		Vacation.

		Crockery and food.
		Animals of hot countries.
		My country and my city.
		Holiday of grandfathers and fathers
		Seasons. Spring in the city and in the forest.
		Holiday of grandmothers and mothers.
		Professions.
		Tools.
		Transport.
		Space exploration.
		River and aquarium fish.
		Insects.
		Victory Day
		Spring work in the garden and in the field. Herbs, cereals and flowers.
		Garden and forest berries.
		Seasons. Summer in the city and in the forest.

EDUCATIONAL AND THEMATIC PLAN

Survey.
Survey.
"Seasons. Early autumn in the city and in the forest»

Strengthen children's knowledge of the seasons.
Develop hearing for non-speech sounds.
To form the correct speech and physiological breathing.
Develop voice power through exercises and games.

"Autumn: Trees"

To deepen children's knowledge about the seasons, about autumn, about changes in the life of trees, their diversity, to acquaint them with folk signs.
Fixing the articulation of the sound [A] in phonemic exercises.
To develop in children the ability to expressively read poems, perform dance movements in accordance with the nature of the music.

"Autumn Mushrooms"

Consolidate knowledge on the topic.
Develop auditory perception on speech sounds.
To form a soft attack of the voice when pronouncing vowels.
Develop pitch, timbre and rhythmic hearing.

"Fruits in the Garden in Autumn"

To consolidate children's knowledge about fruits and berries in a didactic game.
To form a soft attack of the voice when pronouncing the vowel [U].

"Vegetables in the Garden in Autumn"

To consolidate children's knowledge about vegetables in a didactic game.
To form a soft attack of the voice when pronouncing the vowel [U, A].
Learn with children complexes of wellness exercises.
To develop in children the ability to coordinate movements with the rhythmic pronunciation of the text.
Develop arbitrary switchability of the organs of the articulatory apparatus.

"We harvest in the garden and in the garden"

To consolidate children's knowledge about fruits, vegetables and berries in a didactic game.
Learn with children complexes of wellness exercises.
To develop in children the ability to coordinate movements with the rhythmic pronunciation of the text.
Develop arbitrary switchability of the organs of the articulatory apparatus.

To give children knowledge about the variety of materials from which clothes, shoes, hats are made.
To teach children to sing combinations of two vowels correctly [AI], [IA], [AU], [UA].
To develop the timbre coloring of the voice in games with onomatopoeia.
Develop auditory attention.

"Migratory birds

To consolidate the knowledge of children about migratory birds, the signs associated with them.
To consolidate the ability to distinguish vowel sounds by ear [A - U - I], determine the last consonant sound in words.
Develop children's communication skills in an outdoor game.
Develop gross and fine motor skills.

"Birds (domestic)"

To consolidate children's knowledge about poultry, their chicks, their habitat conditions.
To form correct breathing and natural sounding of the voice; the ability to sing a phrase to the end.
Exercise children in isolating the sound [M] in syllables and words.

To improve the knowledge of children about domestic animals, their cubs; their lives near man and their usefulness.
Clarification of the articulation of the sound [H], to teach children to perform a long exhalation when pronouncing this sound.
Develop the skills of motor improvisation to the text.
Develop children's facial expressions and pantomime.
Cultivate proper speech breathing.

"Seasons. Late fall"

Systematize children's knowledge about autumn.
Clarify the articulation of sounds [A - O - U - I], singing combinations of vowels [AUO], [IUO], [UOI].
Clarify the articulation of the sound [P], learn to distinguish it from syllables and words.
Teach children a complex of play massage.
Form the correct speech breathing.
Develop the ability to change the voice in strength, pitch, timbre.

"Seasons. Winter in the city and in the forest

Consolidate children's knowledge about winter.
Strengthen the ability to use simple prepositions in speech.
To teach children to distinguish the sound [K] from a number of consonant sounds.
To develop in children emotional responsiveness to the music they listen to, the desire to play music on musical instruments.
To instill in children a love for nature and animals.

“Wild animals, their babies. Preparing wild animals for winter

To consolidate the knowledge of children about wild animals, their cubs.
To form the skills of expressive and rhythmic dance movements.
Clarify the articulation of the sound [T] in a short chant.
To develop speech and physiological breathing of children in breathing exercises.

“Clothes and shoes. Hats"

Systematize children's knowledge about the topic.
Clarify the articulation of sounds [K - T] and consolidate their pure pronunciation in speech games.
To develop fine and general motor skills of children with finger and outdoor games.
To develop the communication skills of children in the process of playing music on children's musical instruments.

"Coniferous trees"

Expand children's knowledge about conifers.
Fix the correct articulation of sounds [P - T] in singing syllables.
To form the skills of expressive improvisational movements to music in accordance with the nature of the piece of music.
Develop a sense of rhythm, auditory and visual attention.

"New Year"

To consolidate the knowledge of children on the topic "New Year".
To teach children to sing the sounds correctly [P - T - K] in speech therapy chants.
Teach children a set of health exercises for the throat, to form the correct posture.
Develop coordination of movements in small muscle groups of fingers and hands with the help of finger fairy tales.

vacation
vacation

"Furniture"

To consolidate children's knowledge about furniture, its production and the purpose of different types of furniture.
Fix the correct pronunciation of the sound [X] in breathing games.
To form the ability of children to rhythmically pronounce the text and at the same time perform the appropriate movements.
To develop in children the ability to relax to the sounds of relaxing music.

"Dishes and products"

Systematize children's knowledge about dishes.
To consolidate the ability of children to distinguish the sound [O] from a number of vowel sounds.
Teach children a complex of self-massage of the face and neck.
To develop dynamic coordination, clarity and accuracy of performing movements at a given tempo and rhythm of musical accompaniment.
Develop children's singing skills through learning phonemic and recreational exercises.

"Animals of hot countries"

Introduce children to animals from different countries.
To form correct speech breathing in children, strengthen the respiratory muscles with the help of special exercises.
To teach children to differentiate sounds [K - X] in speech games.
To develop stable auditory attention, auditory and motor memory in children.
Develop fine motor skills of the fingers while pronouncing tongue-twisters.

"My country and my city"

Expand children's knowledge about their city.
To consolidate the skills of correct diaphragmatic breathing, correct articulation of vowels [A], [U], [I], [O], consonant [X '].
To teach children to move plastically, expressively conveying the image of a musical work.
Develop fine motor skills of the finger with the help of special exercises for compression, stretching and rotation of the hands.

"Defender of the Fatherland Day. Holiday of grandfathers and fathers»

To consolidate the knowledge of children about the holiday "Defender of the Fatherland Day".
Form correct diaphragmatic breathing, strengthen the respiratory muscles.
Clarify the articulation of the sound [P '], teach children to find the position of this sound in words.
Develop a sense of rhythm, meter, tempo, the ability to hear a strong beat of the beat.
To develop the imagination and creative thinking of children, the ability to compose fairy tales, melodies, sequences of the simplest dance movements.

"Seasons. Spring in the city and in the forest.

To expand children's knowledge about winter, signs of winter.
Fix the correct articulation of the sound [T], teach children to sing direct and reverse syllables with this sound.
Develop coordination of movements and orientation in space when walking, performing dance movements.
To form a moderate rate of speech, strength and modulation of the voice.

"Spring. March 8. Holiday of grandmothers and mothers»

To consolidate children's knowledge about spring, the holiday "March 8"
To teach children to highlight the sound [K '] in speech games.
To develop general and fine motor skills, to form coordination of movements in small muscle groups of the fingers and hands.
Formation of a long smooth oral exhalation.
To instill in children a love for their small homeland, its culture.

"Professions"

To expand children's knowledge about professions.
Clarify the articulation of the sound [S], develop the power of exhalation in speech and recreational games.
To form stable auditory attention, emotional responsiveness to musical works.
Develop a sense of rhythm, the ability to coordinate speech with movement.
To instill in children the habit of a healthy lifestyle, a positive attitude towards the world around them, to themselves.

"Tools"

Systematize children's knowledge about tools.
To consolidate the ability to differentiate sounds [Y - I] in speech games.
Develop correct speech and physiological breathing.
To form a soft attack of the voice when pronouncing vowel sounds in speech therapy chants and songs.

"Transport"

To consolidate children's knowledge of modes of transport.
To consolidate the ability of children to highlight the sound [L '] in recreational and outdoor games.
Teach children to sing expressively, listen to each other.
Develop children's communication skills in outdoor games.
Raise the moral and patriotic feelings of children.

"Cosmonautics Day"

To systematize children's knowledge about space, about the first astronaut, about the holiday.
Clarify the articulation of the sound [L '- Y], teach children to distinguish these sounds from a number of consonant sounds.
To develop the ability of children to change their voice in timbre, dynamics, pitch.
To form auditory attention, teach children to start and end singing along with music.
Fix the correct articulation of the sound [B] in speech games.
To form the correct speech breathing, strengthen the respiratory muscles.
To develop the creative abilities of children in playing music on musical instruments.

"Fish"

To systematize in children knowledge about fish, about their habitat.
To teach children to determine the position of the sound [Ф] in words.
To develop general, manual, fine motor skills in general developmental and health-improving sets of exercises.
Develop the mobility of the articulatory apparatus, prosodic components of speech.

"Insects"

Teach kids about kitchenware.
To consolidate the ability of children to highlight the sound [Ф '] in finger games.
To form expressiveness and emotional coloring of speech in dialogue games.
Develop correct speech breathing, long smooth exhalation.

"Victory Day"

To expand the knowledge of children on this topic.
To instill in children patriotic feelings, respect for the history of the country, for the older generation.
To form articulatory motility and respiratory muscles.
To develop motor attention of children, coordination of movements in outdoor games.
Develop singing skills, strengthen the vocal apparatus with the help of recreational exercises.

“Spring work in the garden and in the field. Herbs, cereals and flowers."

Consolidate children's knowledge about spring.
Develop a sense of rhythm, the ability to independently change movement in accordance with the change in musical material.
Develop visual attention, tracing the function of the eye, color perception.

"Seasons. Summer in the city and in the forest»

Clarify children's knowledge about summer, insects.
Develop auditory attention and memory.
To form coordination of movements of fingers and hands with the help of game massage.
To develop the singing skills of children, the ability to expressively convey the nature of the song.

EXPECTED RESULTS

Formation of knowledge on lexical topics.
Formation of skills to perform movements in accordance with the words.
Formation of correct speech and physiological breathing.
The ability to correctly perform the articulation of sounds separately and in syllabic rows, to differentiate paired consonant sounds.
The ability to perform healing exercises for the throat, to improve posture, breathing and finger exercises, self-massage of the face and body massage, studies on tension and relaxation of the muscles of the body.
The ability to navigate in space, to move in a given direction.
Improvement of auditory, visual, motor attention, memory.
Improving the results of monitoring the development of speech.
Raising respect for nature and animals.
Education in children the need for a healthy lifestyle, taking care of their health and the health of others.

SCHOOL PREPARATION GROUP

TASKS

Monitoring of non-verbal mental functions of children in order to correct the long-term plan.
Development of children's communication skills.
Implementation of corrective work:

To fix the articulations of sounds in a certain sequence, to train the ability to differentiate paired consonants;

Teach children to accurately perform movements in accordance with the text;

To teach children the basic principles of breathing exercises according to A. Strelnikova, to develop proper diaphragmatic breathing, to strengthen the respiratory muscles;

To consolidate the ability of children to perform health-saving exercises, including the formation of correct posture;

Develop coordination of movements, orientation in space;

To develop the musical and creative abilities of children, the ability to improvise in various types of musical activities;

Develop children's singing skills, strengthen the vocal apparatus;

Develop articulatory, general and finger motor skills;

Develop phonemic hearing, auditory, visual attention, memory.

Formation in children of the habit of a healthy lifestyle, a sense of responsibility for their health, respect for the world around them.
Education of moral and patriotic feelings, respect for the traditions of their people.

Thematic planning of GCD

in the speech therapy group preparatory to school.

Month	weeks	GCD theme
September		Survey
		Survey
		Knowledge Day. School
		Garden-garden: vegetables, fruits, berries
		Autumn fair: mushrooms, wild berries
		Autumn: deciduous trees, shrubs
		Clothes, shoes, hats
		Birds (domestic)
		Domestic animals, their cubs
		Migratory birds
		Wild animals, their babies. Preparing animals for winter
		Autumn (generalization)

		wintering birds
		Coniferous trees
		New Year
		vacation
		vacation
		Furniture. My house
		Professions
		Winter fun. Sport
		Transport. SDA
		Defender of the Fatherland Day
		Winter (generalization)


		Tools. electrical appliances
		My city. Address
		Animals of the North and hot countries
		Cosmonautics Day

		Tableware. Food


		Spring (generalization)
		Summer. Insects

EDUCATIONAL AND THEMATIC PLAN

Survey
Survey
"Knowledge Day: School"

To consolidate knowledge, skills and abilities on the lexical topic "Knowledge Day: School".
To develop auditory-motor and speech-motor coordinations on the material of poems, songs, dynamic exercises.
Develop fine motor skills of the fingers.
To develop in children a sense of rhythm, meter through speech games with sounding gestures.
Train children to move while maintaining proper posture.

"Garden-garden: vegetables, fruits, berries"

Activate the dictionary on the topic.
Teach children how to play self-massage.
Learn to form nouns in the form of the singular case.
Develop memory, the ability to reflect, analyze.
Develop phonemic awareness, auditory attention, visual memory.
Cultivate moral and patriotic feelings.

"Autumn Fair: mushrooms, wild berries"

To consolidate knowledge about mushrooms, wild berries.
Teach children to accurately perform movements in accordance with the text.
To develop in children a sense of rhythm, fine motor skills, visual attention and tracing function of the eye.
Strengthen children's vocal cords with health exercises.

"Autumn: deciduous trees, shrubs"

To consolidate children's knowledge about autumn, trees and shrubs.
To develop the strength and modulation of the voice, auditory attention, tempo-rhythmic perception.
Develop a long exhalation with breathing exercises.

"Clothes, shoes, hats"

Clarify children's knowledge on this lexical topic.
Fix articulations of sounds in sound games.
To develop in children a sense of rhythm, the ability to coordinate movement with words.
Develop facial expressions and pantomime, the ability to improvise in motion.
Develop the skills of correct speech breathing, strengthen the vocal apparatus with the help of phonopedic exercises.
To educate in children a careful attitude to clothes, shoes, hats.

"Birds (domestic)"

Strengthen children's knowledge about poultry.
Clarify the articulation of vowel sounds by singing them in pure speech.
To form correct breathing and natural sounding of the voice.
Develop visual attention and tracing function of the eye, fixing the gaze.
Improve the walking technique of the sliding step.

"Pets, their cubs"

To consolidate the knowledge of children about domestic animals and their cubs.
Fix the correct pronunciation of consonant sounds in tongue twisters and sound games.
To train children to coordinate movements with words, to determine the beginning and end of a phrase, to distribute movements over the entire musical phrase, the ability of children to walk like a snake.

"Autumn (summary)"

To consolidate children's knowledge about autumn.
To teach children to sing expressively, to pure intonation of the melody, to clearly pronounce the words, to hold their breath until the end of the phrase.
To fix a clear articulation of sounds in tongue twisters, sound games.
To develop children's attention, the ability to build in a circle according to landmarks, determine the direction to the right, to the left.

"Winter"

To consolidate children's knowledge about winter, seasons, winter months.
Develop visual attention.
Exercise children in walking in circles, one by one and in pairs, monitor posture.

"Winter Birds"

To give children knowledge of the classification of wintering and migratory birds.
To teach children to sing emotionally, to take their breath correctly, to pronounce words clearly.
Clarify the articulation of sounds [A, O, I, U], work on singing sounds while inhaling.
Improve the technique of walking, running, orientation in space, develop dexterity, visual attention.

"Coniferous trees"

To consolidate the knowledge of children about conifers.
Fix the correct articulation of sounds [A - U - O], teach children to sing these sounds long and short.
To form in children the correct articulation and a clear pronunciation of words.
To develop in children the ability to navigate in space, to clearly and correctly perform walking in different directions on a signal, to coordinate the word with movement.
Develop fine motor skills, a sense of rhythm.

"New Year"

To consolidate the knowledge of children about the holiday "New Year".
Develop visual attention and tracing function of the eyes.
To develop correct breathing, melodic-intonation and prosodic components, auditory attention, fine motor skills of the fingers.

vacation
vacation

"Furniture. My house"

To consolidate in children the idea of \u200b\u200bfurniture, the house, its parts.
Develop coordination of words and movements, a sense of rhythm.
Develop the ability to accurately perform movements in the text.
To train in children the strength of exhalation, the ability to properly perform self-massage.

"Professions"

Consolidate children's knowledge about professions.
Develop fine motor skills of fingers in finger games.
To instill in children respect for professions.

"Winter fun. Sport"

To systematize children's knowledge about sports, the Olympics (Olympics in Sochi in 2014), the Olympic Games.
Fix the correct articulation of consonant sounds in speech therapy chants and nursery rhymes.
Develop a sense of tempo and rhythm, the ability to allocate a strong beat of the beat.

"Transport. SDA"

Summarize children's knowledge about modes of transport.
To consolidate knowledge of safe behavior on the road, yard areas.
Teach children to perform self-massage of the face, neck.
To develop phonemic hearing and auditory attention of children.
To develop the ability of children to improvise melodies on given topic.

"Defender of the Fatherland Day"

To acquaint with the holiday "Defender of the Fatherland Day", the army, military branches.
To teach children to arbitrarily change the strength of the voice, dynamics, pitch.
Fix a clear articulation of sounds in syllabic rows, chants.
To develop the tempo-rhythmic perception of children.
Develop speech breathing through breathing exercises.

"Winter (Summary)"

Systematize children's knowledge about winter.
Fix the correct articulation of the sequence of sounds [A - U - O - S] with the help of phonopedic exercises.
To form the correct voice and fluency of speech.
Develop fine and gross motor skills.

"Spring. March 8"

Activate knowledge about spring, the holiday "March 8".
Develop proper speech breathing skills.

"A family"

Strengthen children's knowledge about family members.
To fix the articulation of sounds in syllables and pure phrases.
To form the ability of children to coordinate movement with words.
To develop auditory motor and motor speech coordination on the material of songs, poems, dances.

"Tools. Electrical Appliances»

Give children knowledge about the topic.
To form the ability to form singular and plural nouns.
Develop children's communication skills.
To develop the creative activity of children, an emotional response to the piece of music they listened to.

"My city. Address"

To consolidate children's knowledge about their hometown, country.
Develop auditory and visual attention, tracing the function of the eye.
To educate in children love for the Motherland, nature, native land.

"Animals of the north, hot countries"

To give children an idea of the diversity of animals of the North, hot countries.
Improve the skill of pronunciation of words in combination with movements to the music.
To develop melodic-intonation and prosodic components, creative imagination and imagination.

"Cosmonautics Day"

To systematize children's knowledge about space, about the first astronaut.
To train the ability of children to differentiate sounds in syllabic rows and speech therapy chants.
To develop speech breathing, emotional expressiveness of speech, movement, gestures, facial expressions and pantomime.

"Fish"

Consolidation of knowledge about the diversity of fish (freshwater, marine, aquarium).
Develop general, fine and articulatory motor skills.
Cultivate respect for nature.

"Tableware. Food"

Introduce children to the types of dishes, food.
To train the ability of children to differentiate sounds in breathing exercises.
Develop auditory attention, general and fine motor skills, pitch hearing and a sense of rhythm.

"Flowers"

To consolidate the knowledge of children about flowers (garden, field).
Train the automation of sounds in syllables and breathing exercises.
Develop tempo-rhythmic perception of music.
To develop a modal feeling, a sense of rhythm in playing music on children's musical instruments.

"Victory Day"

To consolidate children's knowledge about Victory Day.
To develop the strength and modulation of the voice, the purity of the intonation of the melody.
To develop the ability of children to navigate in space, expressively move in accordance with the text, convey this image with movements.

"Spring (summary)"

To consolidate the knowledge of children on the topic, about seasonal changes in nature.
To fix the correct articulation of sounds in breathing games.
Develop intonation expressiveness of speech, clear diction.

"Summer. Insects"

To consolidate children's knowledge about summer, insects.
To fix the correct articulation of sounds in tongue twisters and nursery rhymes.
Strengthen the vocal apparatus of children with the help of phonopedic and recreational exercises.
Develop pitch, timbre, melodic ear.

EXPECTED RESULTS

Formation of knowledge, expansion of vocabulary on lexical topics, the ability to independently compose short stories on a specific topic, come up with unusual endings for familiar fairy tales, songs
Formation of skills to rhythmically perform movements in accordance with words, expressively conveying a given character, image.
Formation of voice modulation, fluency and intonational expressiveness of speech, correct speech and physiological breathing, the ability to take the breath correctly while singing.
Formation of pronunciation skills, mobility of the articulatory apparatus.
The ability to correctly perform articulations of sounds separately and in syllable rows, to differentiate paired consonant sounds in syllable rows, words, and tongue twisters.
The ability to perform health exercises for the throat, to improve posture, breathing (according to A. Strelnikova) and finger exercises, self-massage of the face (according to A. Umanskaya) and the body, psycho-gymnastic studies for tension and relaxation of the muscles of the body, to overcome motor automatism.
The ability to navigate in space, move in a given direction, change into columns and lines, perform various types of walking and running.
The ability to coordinate movements in small muscle groups of the fingers and hands, quickly respond to changes in movements.
Positive results of monitoring the musical and creative abilities of children in accordance with the age of preschoolers (children listen carefully to music, actively answer questions about the nature and content of musical works, sing, dance, play musical instruments, compose melodies, rhythmic patterns, dance and general developmental movements) .
Improving the results of monitoring the development of speech, including dialogic.
Education of moral and patriotic feelings, respect for the culture and traditions of the peoples of Russia, the native land, the work of people.
Raising in children the need for a healthy lifestyle, a sense of responsibility for maintaining and strengthening their own health and the health of those around them.

LITERATURE

Alyamovskaya V.G. How to raise a healthy child. M.: LINKA-PRESS, 1993;
Burenina A. I., Koluntaeva L. I. Designing an integrative program for pre-school education. - St. Petersburg: LOIRO, 2007;
Gavryuchina L.V. Health-saving technologies in preschool educational institutions: Methodological guide. - M.: TC Sphere, 2008;
Galanov A.S. Health games for preschoolers and younger students. St. Petersburg: Rech, 2007;
Dedyukhina G. V., Yanshina T. A., Moguchaya L. D. Speech therapy massage and exercise therapy with children aged 3-5 years with cerebral palsy. Educational and practical guide for speech therapists and medical workers. - M.: Publishing house "Gnome and D", 2001;
Diagnosis of speech disorders in children and the organization of speech therapy work in a preschool educational institution. - St. Petersburg: CHILDHOOD-PRESS, 2001;
Health-saving technologies in preschool educational institutions./Author-comp. N. I. Eremenko. - Volgograd: ITD "Coripheus". 2009;
Efimenko N.N. Materials for the original author's program "Theater of physical development and rehabilitation of children of preschool and primary school age". - M.: LINKA-PRESS, 1999;
Healthy. Health system for preschoolers./Ed.-comp. T. S. Nikanorova, E. M. Sergienko. - Voronezh: PE Lakotsenin S. S., 2007.
Kartushina M.Yu. We want to be healthy. M.: TC Sphere, 2004;
Kartushina M.Yu. Green Light of Health: Preschool Health Program. - M.: TC Sphere, 2007;
Kartushina M. Yu. Logorhythm for kids: Scenarios for classes with children 3-4 years old. - M.: TC Sphere, 2005;
Kartushina M. Yu. Logorhythmic classes in kindergarten: Methodological guide. - M.: TC Sphere, 2004;
Kovalko V.I. ABC of physical education minutes for preschoolers: Practical development of physical education minutes, game exercises, gymnastic complexes and outdoor games. - M.: VAKO, 2005;
Konovalenko VV, Konovalenko SV Development of coherent speech. - M.: "Publishing house GNOM and D", 2000;
Kuznetsova E.V. Logopedic rhythm in games and exercises for children with severe speech disorders. - M.: Publishing house GNOM and D, 2002;
Kuznetsova S. V., Kotova E. V., Romanova T. A. The system of working with narrow specialists of preschool educational institutions: a Methodological guide. - M.: TC Sphere, 2008.
Kulikovskaya T.A. Articulation gymnastics in verses and pictures. Handbook for speech therapists, educators and parents. - M.: "Publishing house Gnome and D", 2005;
Kudryavtsev V.T., Egorov B.B. Developing pedagogy of health improvement. - M.: Linka-Peress, 2000;
Nishcheva NV The system of correctional work in a speech therapy group for children with general underdevelopment of speech. - St. Petersburg: CHILDHOOD-PRESS, 2001;
Radynova O.P. Musical education of preschoolers: A manual for students of ped.in-t, students of ped. Teachers and colleges, musical directors and kindergarten teachers / O.P. Radynova, A.I. Katinene, M.L. Palavandishkili. - M.: Enlightenment Vlados, 1994;
Tkachenko T. A. We teach to speak correctly. - M.: "Publishing house GNOM and D", 2003;
Tyutyunnikova T. E. Speech games // Preschool education. - 1998. - No. 9, p. 115-119;
Tyutyunnikova T. E. Instruments of Karl Orff // Preschool education. - 1998. - No. 2, p. 141-144;
Uzorova O.V. Finger gymnastics / O.V.Uzorova, E.A. Nefedova. - M.: AST Publishing House LLC, 2004;
Filicheva T. B., Chirkina G. V. Education and training of preschool children with phonetic and phonemic development. - M.: School Press, 2002;
Reader for small / Comp. L.N. Eliseeva. - M.: Enlightenment, 1987;
Tsvyntary V.V. We play, listen, imitate - we get sounds. St. Petersburg: Lan Publishing House, 2002;
Chistyakova M.I. Psychogymnastics. M.: Publishing house: Education, Vlados, 1995;
Shchetinin M.N. Strelnikovskaya breathing exercises for children / M. N. Shchetinin. - M.: Iris-press, 2007;

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

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

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

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

What is logarithmics?

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

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

Based on the results, it can be seen that the “Development of free communication with adults and children” is at an average level (57.5%).

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

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

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

Logorhythmics is a form of active therapy, includes health-saving technologies, and serves as the most emotional link in the work on the formation of correct speech. Based on the connection of music, movement and speech, logorhythmic games and exercises allow solving various problems:

Development of auditory and visual attention;

Development of phonemic hearing;

Development of spatial organization of movements;

Development of general and fine motor skills, facial expressions;

Development of physiological and phonation respiration;

Formation of the articulatory base of sounds;

Development of a sense of rhythm;

Development of switchability from one field of activity to another

Development of communicative qualities.

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

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

Visual methods provide brightness of sensory perception and motor sensations. Each method has a whole complex of various techniques that are united by the commonality of the problem and a single approach to its solution. In the process of teaching motor actions, methodological techniques are selected taking into account the degree of assimilation of motor material, the general development of children, their physical condition, and age characteristics.

So, when teaching movement, various techniques are used:

a) visual-visual - showing the teacher a sample of movement or individual motor elements; imitation of patterns of life around; the use of visual landmarks when overcoming space, visual aids(photos, TV shows, etc.) ;

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

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

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

With the verbal method, the following techniques are used:

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

2) an explanation that accompanies a specific movement display or clarifies its elements;

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

4) conversation during the introduction of new exercises and outdoor games, when it is required to explain motor actions, clarify the plot of an outdoor game, etc.;

5) questions to children before they perform the movement to understand the sequence of actions, to test their ideas about the images of the plot of the outdoor game, game actions, etc.;

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

7) a figurative plot story, which serves to develop the expressiveness of movements and better transform into a playful image. A plot story in 1.5 - 2 minutes evokes a recreating imagination, promotes visual perception of the whole situation, stimulates emotional reproduction;

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

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

Practical methods provide an effective check of the correctness of the perception of movement on musculo-motor sensations. Varieties are game and competitive methods.

In logarithmics, there are two main areas in working with children:

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

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

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

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

development of articulatory and mimic motor skills;

coordination of speech with movement;

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

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

to the music

under the account

verbal and poetic accompaniment.

Forms of work with children:

group,

subgroup

individual.

When conducting logarithmic games and exercises, various types of activities are included:

finger games or finger massage;

poems with movement

exercises that regulate muscle tone;

speech exercises without musical accompaniment;

tongue twisters;

speech and music games;

exercises for the development of musical ear;

various types of walking and running to music

rhythmic exercises, singing;

exercises in playing musical instruments;

outdoor games, dramatizations;

mimic exercises;

relaxation exercises to music.

Subject-developing environment

An important condition for the organization of logarithmic games and exercises is PRS.

Illustrations and reproductions.

Small sculptural forms.

didactic material.

game attributes.

Musical instruments.

Audio - video materials.

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

Card files of games and exercises.

Calendar - thematic plan of logorhythmics in the second junior group

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

Logorhythmic games and exercises in regime moments

1. morning exercises with speech sounds.

2. Pronunciation of nursery rhymes, sentences, tongue twisters during regime processes - washing, dressing for a walk, preparing for GCD.

3. Dynamic pauses between GCDs.

4. Physical culture plot forms of the GCD with the use of speech material.

5. Logo-rhythmic physical exercises during the educational process.

6. Invigorating gymnastics with onomatopoeia.

7. Outdoor games with recitative and movements.

8. Logorhythmic leisure.

In November, the children were re-monitored of the children's mastering the main general educational program of the NGO "Communication". According to the results, it can be seen that the level of development of free communication with adults and children and the development of oral speech components, the practical mastery of speech norms increased by 10%, which shows a positive trend in the level of speech development of children

Conclusion

Under the influence of the regular inclusion of logorhythmic games and exercises in children, a positive restructuring of the speech-motor, cardiovascular, respiratory, motor, sensory and other systems occurs, as well as the education of the emotional and volitional qualities of the personality.

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

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Logorhythm as a means of correcting speech disorders in preschoolers with the help of musical and rhythmic movements

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

For children with speech pathology, a violation of general and fine motor skills is characteristic, their breathing is often superficial. Some children are hyperactive, others are passive, due to the weakness of the nervous system. Along with this, the majority of children with speech disorders have a lack of attention; memory and performance are reduced. Indeed, most often children with deviations in speech development fall into the speech therapy group mainly before school, at best after 5 years. As a result, the most significant age for speech development is missed (a sensitive period that lasts up to 3-4 years. If the existing disorders are not corrected in a timely manner, the tangle of problems grows significantly. It follows that prevention of speech disorders is necessary. This is the reason for choosing my work on the topic "Logorhythmics as a means of preventing and correcting speech disorders in preschoolers".

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

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

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

The inclusion of classes in speech therapy rhythm in a set of measures to overcome the general underdevelopment of speech of various genesis in preschoolers opens up additional opportunities for their successful development and education.

I set myself tasks such as:

the formation of proper breathing;

development of the ability to navigate in space;

development of clear coordinated movements in conjunction with speech;

development and correction of musical-rhythmic movements.

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

The main form of work is individual approach for each child, taking into account his age, psycho-physiological and speech capabilities.

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

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

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

Task 2: the purpose of which was to identify in children the presence of developed melodic hearing, voice range, developed diction, auditory attention. The children were asked to perform the melodic line of several chants, “Pea” (music by V. Karaseva, “A fox walked through the forest” (r. n. P.).

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

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

La - shower - ki la - shower - ki, wherever - whether at ba - bush - ki.

Task 4: aimed to identify the child's presence musical memory on previous musical material. The children were asked what songs they learned in class. It was proposed to listen to the recordings of the excerpts “And I am in the meadow”, “In the field there was a birch”, “On the green meadow”, to find out and sing the melody of any song.

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

Task 6: aimed to identify the presence of creative skills in children, the ability to compose a melody and rhythmic pattern for a given text. It is proposed to compose the end of the song "Rain" by voice.

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

Doge - wild, doge - wild more, yes - dim those - be gu - cabbage soup, yes -

The requirements for conducting logorhythmic classes were determined, methodological recommendations for educators were developed:

Each lesson on the development of speech begins with articulatory gymnastics.

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

To introduce a set of exercises for the development of breathing and voice in preschool children.

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

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

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

direct demonstration of the teacher;

explanations;

illustrations;

analysis of the product of children's activities;

discussion and evaluation by their children.

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

Chant "Mishutka"

"Musical echo" (game for the development of rhythm)

Dynamic Discrimination Games According to Carl Orff

"METAL SOUNDS" Lesson on the principles of Carl Orff.

In my work I use the RHYTHMIC MOSAIC program. It is accessible and interesting for children of different ages and with different abilities. Rhythmic mosaic contributes to the strengthening of physical and mental health, the harmonious development of the body. The basis for rhythmic compositions is simple, diverse movements that allow expressing emotional states, images, and plots of various character.

Musical-rhythmic composition "Teddy Bear"

Musical and rhythmic composition "Grandma Yozhka"

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

The exercises I proposed were tested in classes with children with general underdevelopment of speech. They eliminated motor "tricks" and tics, decreased motor disinhibition, disappeared uncertainty and stiffness in movements, fear of speech. Positive tactile and emotional contact was established between the children, communication skills were developed. No less important was the fact that preschool children had an increased emotional stability, as well as a positive self-esteem, a positive attitude towards your body, acceptance of yourself as you are.

According to my long-term observations, I can say with confidence that if children are not rushed, not achieved and do not expect a quick result, then this very result suddenly appears by itself, surprising not only parents, but also the teacher himself. Often, for example, children who do not sing, one might say, do not open their mouths, one fine day they immediately begin to sing completely cleanly. And the children, whose attention it was impossible to attract to themselves, who, it seems, did not even look in your direction, it turns out that they remember everything a year later and suggest words that others have forgotten. And those who moved in such a way that you can’t look without tears, and you no longer expected anything from them, again, suddenly, at the most unexpected moment, become the most graceful and expressive!

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

Have you heard of the term " logarithmics"? How helpful it is for preschoolers? Not?

Then I tell.

Logorhythmics are such special games-exercises for children with speech disorders.

Rhythm is the basis of such exercises. Those. logarithmic games are performed by the child synchronously with the poetic text, and it is desirable that they be performed to the music.

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

Why are logarithmic games good?

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

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

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Home > For students > 1st year > Logorhythmics for preschoolers Consultation for educators?

Logarithmics for preschoolers

Consultation for educators

AT last years becomes very actual problem speech development in preschool children. There is a constant increase in the number of children with speech disorders. Unfortunately, for a number of reasons, not every child can receive the help of a speech therapist in time.

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

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

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

In logorhythm classes great importance has music. The influence of music on the mental and physical state of a person has been known since antiquity. Scientists of Ancient Greece, such as Pythagoras, Aristotle, Plato, and others, drew the attention of contemporaries to the healing possibilities of music, which, in their opinion, established proportional order and harmony in the human body.

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

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

In the 30s. 20th century therapeutic rhythm has found application in correctional institutions. In the system of rhythmic influence on people with speech pathology, the word occupies a leading place, therefore, a special direction of correctional work has appeared in practice - logopedic rhythm (G.

A. Volkova, O. A. Krupenchuk, I. Lopukhina). This is one of the forms of kinesitherapy aimed at overcoming speech disorders through the development, education and correction of the motor sphere in combination with the word and music. To correct speech disorders, especially when working with hearing-impaired children, phonetic rhythm is used (T.

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

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

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

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

Purpose of technology. Overcoming speech disorders in preschool children by means of synthesis of music, movement and words.

Classification characteristics of pedagogical technology:

Philosophical basis - dialectical materialism, scientism:

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

Concepts of assimilation - neurolinguistic and developing;

The nature of the content and structure - teaching technology;

Organizational forms - group training and differentiated approach;

Approach to the child - personality-oriented technology of cooperation;

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

Methodologicalsky base of use logarithmiki

in the educational process

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

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

There are five levels of organizationmovements:

level A - rubro-spinal level of the CNS. providing unconscious regulation of body muscle tone with the help of proprioception, static endurance and coordination;

level B - thalamo-pallidar, providing correction of a holistic movement, coordination of its components, expressive movements, pantomime, plasticity;

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

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

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

Pedagogical principles logarithmic work in preschool

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

2. The principle of developmental education, which means that education should lead the development of the child (according to L. S. Vygotsky).

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

4. The principle of a multifunctional approach, which involves the simultaneous solution of several correctional tasks in one logarithmic lesson.

5. The etiopathogenetic principle, which means a differentiated construction of a logorhythmic lesson depending on the speech defect.

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

7. The principle of visualization, which means the close interconnection of all the analyzer systems of the body in order to enrich the auditory, visual and motor images of children.

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

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

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

The content of the work

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

Features of classes logarithmics according to the author's technology

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

Lessons are varied. The teacher can replace any part of the lesson, include tongue twisters or articulatory gymnastics exercises that correspond to the speech defect of children. So, familiar songs can be included in the song repertoire, it is possible to change game material, the use of familiar poems, etc.

Logorhythmic classes are not strictly regulated in time. When conducting classes, it is necessary to take into account the well-being of children, their emotional state. If necessary, the lesson can be shortened.

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

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

Particular attention is paid in the classroom to the development of a sense of rhythm with the help of plasticity, sounding gestures, speech games, the use of rhythm schemes, playing children's musical instruments to melo and rhythmic recitation.

One of the features of the program is the use of small forms of folklore (rhymes, sentences, chants, jokes) for health breaks, which contributes to educating children in national traditions. Plots of Russian folk tales are used in the construction of many classes.

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

Features of the organization of classes

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

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

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

1. Development of sensory and motor functions.

2. Formation of the basis of articulatory movements.

3. Development of mimic muscles.

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

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

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

The sequence of familiarization with sounds may follow the recommendations of G. A. Kashe (1985) or vary depending on the specific case.

logarithmic work during the day

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

Consider the possibility of including logarithmics in life in kindergarten.

2. Pronunciation of nursery rhymes, sentences, tongue twisters during regime processes - washing, dressing for a walk, preparing for classes.

3. Speech games before meals.

6. Physical culture theatrical classes using speech material.

10. Logorhythmic leisure.

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

Literature

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

Nishcheva IV The system of correctional work in a speech therapy group for children with ONR. SPb., 2001."

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

see also:

Material aplik.ru

Consultation for educators

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

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

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

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

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

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

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

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

One of the main methodological means of our work has become logorhythmics, the task of which is to develop a sense of rhythm through movement through the formation of auditory attention and improve the speech of children by educating the rhythm of speech.

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

Purpose of technology. Overcoming speech disorders in children under school age by means of synthesis of music, movement and words.

Classification characteristics of pedagogical technology:

By the level of application - private subject;

Philosophical basis - dialectical materialism, scientism:

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

Concepts of assimilation - neurolinguistic and developing;

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

The nature of the content and structure - teaching technology;

organizational forms - group learning and a differentiated approach;

Approach to the child - personality-oriented technology of cooperation;

Dominant method - game;

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

Methodological basis for the use of logarithmics

in the educational process

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

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

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

4. The theory of level organization of movements by N. A. Bernshtein.

There are five levels of movement organization:

level A - rubro-spinal level of the CNS. providing unconscious regulation of body muscle tone with the help of proprioception, static endurance and coordination;

level B - thalamo-pallidar, providing correction of a holistic movement, coordination of its components, expressive movements, pantomime, plasticity;

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

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

Pedagogical principles of logarithmic work in a preschool educational institution

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

necessary remedial education.

2. The principle of developmental education, which means that education should lead the development of the child (according to L. S. Vygotsky).

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

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

5. The etiopathogenetic principle, which means a differentiated construction of a logorhythmic lesson depending on the speech defect.

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

7. The principle of visualization, which means the close interconnection of all the analyzer systems of the body in order to enrich the auditory, visual and motor images of children.

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

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

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

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

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

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

Lessons are varied. The teacher can replace any part of the lesson, include tongue-twisters or articulatory gymnastics exercises that correspond to the speech defect of children. Thus, familiar songs can be included in the song repertoire, game material can be changed, familiar poems can be used, etc.

Logorhythmic classes are not strictly regulated in terms of time. When conducting classes, it is necessary to take into account the well-being of children, their emotional state. If necessary, the lesson can be shortened.

Various types of musical and speech activities are closely intertwined in the structure of logorhythmic classes, subordinated to one goal - the formation of the correct sound pronunciation.

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

Features of the organization of classes

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

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

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

1. Development of sensory and motor functions.

2. Formation of the basis of articulation movements.

3. Development of mimic muscles.

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

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

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

The sequence of familiarization with sounds may follow the recommendations of G. A. Kashe (1985) or vary depending on the specific case.

Logistic work during the day

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

Let us consider the possibilities of including logarithmics in the life activity in kindergarten.

1. Morning exercises with chants and onomatopoeia.

2. Pronunciation of nursery rhymes, sentences, tongue twisters during regime processes - washing, dressing for a walk, preparing for classes.

3. Speech games before meals.

4. Logorhythmic pauses in the classroom.

5. Dynamic pauses between classes.

6. Physical culture theatrical classes using speech material.

7. Invigorating gymnastics with onomatopoeia.

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

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

10. Logorhythmic leisure.

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

Literature

Vlasova T. M., Pfafenrodt A. N. Phonetic rhythm. M., 1997.
Dalcroze J. E. Rhythm. Its educational value for life and art. Six lectures. Per. N. Gnesina. 2nd ed. SPb., 1914.
Miklyaeva N. V., Polozova O. A., Rodionova Yu. N. Phonetic and logopedic rhythm in preschool educational institutions. M., 2004.
Nishcheva IV The system of correctional work in the speech therapy group for children with ONR. SPb., 2001."
Pozhilenko E. A. Magic world sounds and words. M., 1999.
Sirotyuk A. L. Teaching children with regard to psychophysiology. M.. 2000.
Franio G. S., Lifits I. V. Methodological manual on rhythm. M., 1995.
Kartushina M. Yu. Logorhythm in kindergarten. M., 1999.

« LOGO RHYTHM

MUSIC CLASSES»

Perhaps the best, most joyful,

what is in life is a beautiful speech

and free movement to the music.

And a child can be taught this.

A.. I.. Burenina.

Modern life poses new challenges for musical education in kindergarten. They are generated by a new socio-cultural situation: poor physical health, trouble within families and a lack of communication with adults, ecological disasters, excessive pollution of the city by noises harmful to the health of children, which have a destructive effect on the psyche of children, and much more. Analyzing the process of music education in kindergarten, we noticed that every year the number of children with complex speech disorders is increasing, the elimination of which requires the complex impact of teachers, speech therapists and music directors. preschool institutions. Based on this, it was decided to adapt the logarithmic model to the traditional programpreschool education "Birth to School" edited by N.E. Veraksa, T. S. Komarova, M. A. Vasilyeva,adding to its content.

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

Music, movement and word in logorhythmics are combined in various ways. But whatever the share of music and words, music and movement, etc., in the exercises inin a complex, they form and streamline the motor sphere of the child, hisactivities have a positive effect on the individual.It is important that these processes normalize in a child.unconsciously, of course.

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

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

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

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

Musical and rhythmic ear is formed, nfirst of all, in musical - ritmovements, therefore, in our work, we pay great attention to the development of motor skills of preschoolers by means of logorhythms.

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

Achievement of emotional emancipation, openness occurs through emotional warm-up. And emotional-volitional training is aimed primarily at developing empathy and communication skills.

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

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

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

It should be noted that the differentiated use of logorhythmic elements in music lessons in kindergarten develops musicality among preschoolers, ensures the formation of the motor sphere as a whole, and also increases the effectiveness of the corrective impact on their perception of the rhythmic structure of speech.

At present, the problem of development, education and upbringing of preschool children is becoming especially significant. According to statistics, only 10% of newborns are born completely healthy. The rest of the children have various microorganic lesions or severe pathology. A separate category is made up of developmental anomalies, accompanied by a speech disorder, which also entails a developmental lag. Children with speech underdevelopment should be given timely assistance, correcting defects in sound pronunciation by the beginning of schooling. Defects do not correct themselves. But under favorable learning conditions, children are capable of self-correction.

Logorhythmic exercises are aimed at correcting general and small movements, developing “speech-movement” coordination, expanding children's vocabulary, improving psychophysical functions, developing emotionality, and communication skills.

The fundamental principle of conducting classes is the relationship of speech, music and movement. Music is the organizing and guiding principle. The perception of speech and music is carried out by a single analyzer system, therefore, the shortcomings of the speech perception system can be compensated with the help of musical perception. The purpose of the classes is to overcome speech disorders in children by developing and correcting the motor sphere in combination with the word and movement.

Practice has shown that the regular inclusion of logorhythmic elements in a musical lesson contributes to the rapid development of speech and musicality, forms a positive emotional mood, and teaches communication with peers.

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

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

tasks :

increasing the amount of memory;

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

The use of logarithmics in music classes helps to solve purely musical problems:

Development of rhythmic hearing;

Development of timbre hearing;

Development of auditory attention;

Development of motor skills of the articulatory apparatus;

Formation of correct breathing;

Formation of skills of correct singing.

As you know, the leading activity of preschool children is a game, so all classes in logorhythmics must be organized using game techniques. For example, include surprise moments in classes, so necessary to maintain the interest of children. “Revived” bibabo toys and finger puppets can come to children. In logorhythm classes, you can use various objects - balls, ribbons, flags, sticks, homemade musical instruments, as well as a variety of sounding toys. Performing exercises with objects requires even greater concentration of attention from children, which favorably affects the result of the work.

good results can only be achieved through the joint work of specialists. The music director combines music, speech and movement, and the educator (speech therapist) continues this work in speech classes and in the children's play activities.

Singing - includes exercises and speech therapy chanting to train the peripheral parts of the speech apparatus (respiratory, articulatory, voice-forming), as well as exercises to develop coordination of singing with movement.

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

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

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

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

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

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

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

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

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

Finger games - Fingertips - there is a second brain. In the life of a person, the hand plays an important role throughout his life. Touching something with a hand, a person immediately recognizes what kind of thing it is. The work of the fingers is indeed infinitely diverse and important for every person. Fingers can be touched, taken, stroked, pinched. It is impossible to list all the verbs that describe everything that can be done with our hands, fingers.

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

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

In music classes, finger games are most often held to music - like singing, songs, accompanied by illustrations, finger or shadow theater. A special place is occupied by "finger tales" - familiar to preschoolers - "Mitten", "Teremok", "Kolobok", etc., which are played with the help of a finger theater.

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

Today, logorhythmic classes may be of interest to many, as they are inherently integrated, and this factor is so important in the framework of the introduction of modern federal state educational standards of requirements for the structure of the main general educational program of preschool education.

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

Rhythm is an integral part of the physical and artisticeducation, especially in childhood. It contributes to the harmonious physical development of children, the development of musicalleg hearing, musical memory, expressiveness of movements;introduces children to music, dances, songs, teaches in movementsexpress the character and tempo of a piece of music. Na zanyaIn rhythmics, running, jumping, game exercises, elements of rhythmic gymnastics, dance and imitation movements are used.

The sense of rhythm basically has a motor, active ingenus, is always accompanied by motor reactions. Essencemotor reactions lies in the fact that the perception of rhythm causes a variety of kinesthetic sensations. These are muscle contractions of the tongue, muscles of the head, jaws, toes; tensetension arising in the larynx, head, chest and limbs;rudimentary contractions of the head and respiratory muscles and,finally, simultaneous stimulation of antagonist muscles, callschanging the phases of tension and relaxation without changingspatial position of the organ.

The most active motor reactions are manifested during the perceptionti accent. Movements in this case can be real and imaginary.

Valid movementsare expressed aspartial and complete.Rudimentarymovementsarise aftereffect of innervation of the vocal cords and auxiliary parts of thethe vocal apparatus, as well as the muscles of the fingers, lips and other muscles.Fullmovementsexpressed externally: tapping with the foot,head shaking, arm waving.

Both rudimentary and complete movements are unconscioustelnymi: a person, without noticing, beats the beat with his foot or hand.

imaginary movements do not appear outwardly, the listenerrepresents them mentally.J.-Dalcroze argued that every rhythm is movement and inOur whole body is involved in the formation and development of a sense of rhythm.He believed that without bodily sensations there can be no rhythm,acceptedmusical rhythm. Music always expresses emotionsreal content, and rhythm is one of the expressivemeans of music. Therefore, musical rhythm is alsoexpression of some emotional content. It has both a motor and an emotional nature, since it is based on the perception of the expressiveness of music. Outside the music, the feeling is musicala new rhythm can neither awaken nor develop.

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

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

Due to the variety of musical themes,musical games, round dances, etc. develop the cognitive abilities of children. Musical and rhythmic exercises consideredrush as volitional manifestations, as the child acts,conscientiously fulfilling the tasks assigned to him. Games,dances require a timely reaction to an external stimulus, timely switching from one movement to another, skillsslow it down quickly and accurately.

Musical and rhythmic movements make children and adults
lyh experience expressed in music. Emotional responsive
vost is different. In early preschool age, it is expressed
in involuntary movements: in children, facial expressions change, involuntary
arms, legs, torso move freely; older emo
rationalresponsiveness is manifested through arbitrary
movements during the game. The content of the musical-rhythmic
education are song, game, labor rhythmic
process, holiday.

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

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

1. Development of musicality:

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

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

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

development of musical memory.

2. Development of motor qualities and skills.

development of dexterity, accuracy, coordination of movements;

development of flexibility and plasticity;

education of endurance, development of strength;

formation of correct posture, beautiful gait;

development of the ability to navigate in space;

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

development of the ability to improvise: in motion, in visual
activity, in a word.

4. Development and training of mental processes:

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

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

5. Development of moral and communicative qualities of a person:

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

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

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

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

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

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

5. "Dance of the Moon and Stars" Composition on the play by Paul Mauriat "Stars in your eyes".

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

Form start

End of form

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

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

Works used for musical-rhythmic movements should have a number of features:

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

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

Motority of sounding (physiological influence, prompting to action). This property is clearly expressed in dance melodies, modern songs (by V. Shainsky, B. Savelyev, etc.);

The volume of the musical work (2-3 min.)

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

1. coordination complexity;

2. volume of movements;

3.switchability of movements;

4.load intensity.

I'm starting to learn the dance

1. from listening to a piece of music, clarifying its nature and style;

2. learning the individual movements included in the dance;

3. learning the whole composition.

In order for children to understand and feel the form of movements, I try to show them expressively and clearly to children. Just as important are verbal explanations. They should be short, descriptive and specific. Showing musical and rhythmic movements is necessary in the whole process of working on it. Children should see the artistic embodiment of the musical-motor image - this awakens the imagination. Sometimes I show the movements to the whole group performed by one or two successful children. It is easier for a child to grasp and understand the movement, its connection with music, when it is performed by a peer. This technique teaches you to see and evaluate good performance. It is also necessary to maintain interest in children, constantly introducing entertaining elements into the task, to awaken the imagination, to excite creative imagination.

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

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

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

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

4. careful attention to each child, knowledge of his temperament, peace of mind, the needs of childhood;

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

Why - LOGORITHMIC?

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

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

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

At preschool age, the development of calm and fluent speech is difficult, and the guiding role of music is crucial. The ease with which the child perceives music, and the immediacy of these perceptions, as well as his ability to quickly instinctively recognize its content, and the simplest means of expression facilitate the task of correcting speech. In the classroom, music is not just

accompanies movement and speech, but is its guiding principle. The content of music, shades, its tempo and other means of musical speech can be used to streamline the nature and tempo of movement, which is especially necessary for children suffering from tempo speech disorders, often correlated with the chaotic, restless nature of movements.

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

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

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

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

Speech therapy rhythm is developing and enriched with new knowledge obtained through the study of various functional systems of children with speech pathology, their development in the presence of a particular disorder. Consequently, logopedic rhythm, knowing the patterns of development and disorders of human motor systems, their relationship with the development and disorders of the speech-auditory and speech-motor systems, contributes to the improvement of all correctional, educational and rehabilitation work with children with speech defects.

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

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

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

The content of the first link of logorhythmic education includes the development of perception, auditory attention and auditory memory, which begins from the distinction of individual sounds of musical children's instruments, musical toys to the subsequent holistic conscious perception of musical works, to a differentiated perception of pitch, rhythm, dynamics of music. To clarify and develop a child's intonation-auditory experience, it is necessary to determine the general mood of a musical work, its genre. For this purpose, you can perform, for example, P.I. Tchaikovsky’s pieces from the children’s album “New Doll”, etc. To clarify and develop pitch hearing in children, they are invited to recognize a familiar melody, and then sing their favorite song, first accompanied by a piano, and then without accompaniment.

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

As studies show, the perceiving rhythmic ear is practically well developed in all children, but the reproducing one is rather weak. Creative imagination is developed in 80% of children. It is characterized by freedom, the courage to choose a topic, the desire to create, there are practically no imitations. The types of creative activities of children are very diverse: drawing, writing fairy tales, songs, games, etc. Consequently, in children, the figurative type of perception and the creative type of imagination predominate.

Classes in speech therapy rhythms provide ample opportunities for the development of optical-spatial representations and skills, visual orientation to the speaker. In motor-musical exercises, the organizing factor in the flow of movement in time is music, which also determines the spatial framework for the execution of the movement. Motor-spatial exercises are the end result of the creative manifestation of children. The main elements in motor-spatial exercises are speech with its natural rhythm, dance movements and gestures. Particular attention is paid to the rhythm of speech, accent, expression of the melody. The simplest motor-spatial scheme is a one-part musical scheme, which is a closed whole: a stanza of a poem, a saying, etc.

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

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

Understanding, logorhythmics is based on the use of the connection of words, music and movement. Logorhythm is a system of movements combined with music and words. Classes with speech therapy rhythms strengthen the musculoskeletal system in children with speech disorders, develop breathing, and bring up the correct posture. With the help of logorhythm classes, children with speech pathology acquire theoretical knowledge in the field of metrorhythm, musical culture, musical perception and impressionability.

The educational objectives of these classes are varied. This is the musical development of children - the development of a sense of rhythm, the ability to feel rhythmic expressiveness in music, movements and speech. And also the upbringing of the ability to perceive musical images and the ability to move rhythmically, expressively in accordance with this image, that is, the upbringing of the ability to transform, to show one's artistic and creative abilities.

Consequently, music is a means of aesthetic, moral, mental education of a person. It teaches to perceive, feel and understand the beautiful, to notice good and bad, to act creatively independently.

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

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

The means of logopedic rhythm can be represented as a system of rhythmic, logorhythmic and musical-rhythmic exercises and tasks that are gradually becoming more complex, underlying the independent motor, musical and speech activity of children with speech pathology.

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

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

Walking and marching are introductory exercises. From the very beginning of the lessons, introductory exercises set the stage for a varied pace of movement and speech, so the attention of children is directed to the leading role of music. Walking is included in every activity. It is a natural type of movement and at the same time quite difficult to coordinate. In children with speech disorders, there is often a lack of coordination of movements during walking. Introductory exercises should teach children the skills of walking in circles alone and in pairs, the ability to maintain equal distances between walkers, and also to build lines, rulers, columns, etc. These tasks teach you to navigate in space, in turns, in marching backwards, to the center, etc.

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

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

With the pronunciation of vowels and consonants on the exhale, work on the voice begins. It is necessary to educate the strength, height, duration of sound and expressiveness of the voice, which is determined by its timbre. Voice development exercises are conducted with and without musical accompaniment. The strength of the voice is brought up in the pronunciation of vowels more loudly or more quietly, with a corresponding increase or decrease in musical accompaniment. The duration of the expressiveness of the voice depends on the duration of the exhalation. To educate the expressiveness of the voice, it is useful to conduct melodeclamation: reading a poem with an interrogative, exclamatory, motivating and other intonation to the appropriate music.

Breathing, vocal and articulatory exercises contribute to the education of clear diction. First, to rhythmic music or the teacher's score, vowels are indicated by mute articulation, then they are pronounced in a whisper and loudly. Then syllables and words with consonants p, t, k, f, s, sh are pronounced in a whisper and loudly quatrains, proverbs, sayings with a change in stress and tempo of speech. Breathing, voice and articulation exercises are included in outdoor games, dramatization games, slow walking, exercises with clapping, counting, singing. It is also useful to sing vocalises - melodies without words: u, oh, a, and. Then the scales are sung, and another type of connected singing is introduced - the sound of the voice with the sound sliding from note to note up or down - this develops its flexibility and height.

Breathing, voice and articulation classes include singing and pronunciation of interjections that express emotions: joy, pain, anger, fear, etc. Then interjections are included in verses with different sound colors: minor or major, with appropriate music. Singing is a complex process of sound formation, in which coordination of hearing and voice is important. Singing is a method that regulates breathing, develops the lungs and expands the chest, and helps develop smooth and full-sounding speech. Singing and movement against the background of music render positive impact for children with various speech disorders. The organic element of the song is the word. Music and words develop a sense of organization.

For the development of proper sound formation and singing breathing, a melody with short and long musical phrases is convenient. Songs must be selected at a slow and medium pace, with a fusion of sound. The text of the songs should contain a lot of vowels and voiced consonants, since deaf consonants interrupt the vocal line, interfere with the correct sound formation, and make it difficult to learn the correct singing diction. To select songs, it is necessary: age-appropriate, corrective orientation, meaningfulness of the song, simplicity and memorability of the melody, logical arrangement of the text in relation to percussive sounds, uncomplicated accompaniment, the possibility of staging the text of the song. The more diverse the songs are in their content, the richer will be the stock of musical perceptions in the child.

Speech exercises without musical accompaniment were first proposed by V.A. Griner to work with stutterers. These tasks can be used during morning exercises or physical education sessions, with pronunciation of poetic lines, both with movements and without them. We are talking about the pronunciation of words in poetic form, both without movements and in accordance with movements. A rhythmic word combined with movement makes it easier for a child with speech pathologies to speak. To conduct a lesson, it is necessary to select the material specifically, guided by the different corrective orientation of logarithmic classes:

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

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

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

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

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

To organize behavior when performing tasks, especially complex constructions, counting exercises are used. The sounding rhythm serves as a means of education and development in children with speech disorders of the sense of rhythm in movement and its inclusion in speech. Rhythm helps to connect the word, music and movements in special complex exercises.

The feeling of a developed rhythm (based on the education of musical rhythm) is of great importance in the ontogenesis of speech. The child, starting to speak, first of all learns the rhythmic contour of the word, understanding its meaning, but still not being able to pronounce it correctly. For example, instead of the word hammer - “motor”, etc. In the logarithmic impact on children with speech disorders, it is necessary to take into account ontogenesis data in the formation of musical rhythm and a sense of rhythm in general. Children are offered the most accessible combinations of quarters, eighths and half notes, with no more than one pair of eighths in a rhythmic pattern. At the same time, they develop the ability to differentiate simple diverse rhythms and consciously subordinate their movements to such simple rhythms. Then the movements that reflect the rhythm are automated. Automated movement eliminates tension in the motor apparatus, creates an economy of strength, develops ease in movement and thereby improves the quality of performance. It is advisable to give children various rhythms in the form of games, dramatization, imitation of the movements of birds, animals, labor processes, in the form of constructions, etc. The content and forms of dramatization should correspond to the age, general development and motor abilities of children. At a younger preschool age, rhythms are formed with light movements, and at an older preschool age, children are offered a greater number of rhythmic patterns, which are drawn up in the images of animals, birds, in different constructions, when working with objects. Rhythmic games with children are built on two principles:

Reflecting order and disorder, that is, a rapid transition from unorganized, free movement to organized, predetermined;

- "the third superfluous", creating the possibility of various constructions and changes in the course of the game.

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

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

Ay, I'm afraid! Oh, I'm afraid! FROM last words children jump up and run.

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

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

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

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

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

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

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

Musical activities children is manifested in children's matinees, in performances in puppet theater, in holidays and entertainment, in individual lessons. Children's matinees are peculiar

report on the conduct of correctional and speech therapy and educational work. In addition to musical independent activity, logorhythmics uses exercises to develop creative initiative. Such exercises include conducting, free motor improvisations to music, motor performances of songs, motor-musical exercises, in which improvisation and creativity come to the fore.

Since the game is the leading activity in preschool children, it is used in combination with various rhythmic, logorhythmic, musical-rhythmic complexes.

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

And in conclusion, exercises are carried out, the purpose of which is to calm the children involved, to switch their attention to other activities. Physical and mental stress should be kept to a minimum. The final exercises can be done in different form: it can be an ordinary march to the music, rebuilding, listening to music, followed by determining the nature of the work, for example, P. Tchaikovsky's "Game of Horses" or A. Lyadov's "Little Waltz"; or listening to music and then talking about the images and ideas that it evoked. That is, one should give such music that is understandable to the child and without song text and without a name gives rise to certain images and ideas in his mind.

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

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

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

The fundamental principle of conducting classes is the relationship of speech, music and movement. Music is the organizing and guiding principle. The perception of speech and music is carried out by a single analyzer system, therefore, the shortcomings of the speech perception system can be compensated with the help of musical perception. The purpose of the classes is to overcome speech disorders in preschool children by developing and correcting the motor sphere in combination with the word and movement.

In logarithmic classes, the following are solvedtasks :

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

development of auditory and visual perception;

increasing the amount of memory;

development of motor and articulatory praxis;

development of motor kinesthesia;

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

formation of motor skills;

development of musical, pitch, timbre, dynamic hearing;

development of speech motor skills for the formation of an articulatory base of sounds, tempo and rhythm of speech;

development of proper breathing and singing range of the voice;

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

Logorhythmic lessons are based on lexical topics. The plot uses stories and fairy tales of Russian and foreign writers, Russian folk tales, which correspond to the age of children and allows solving correctional tasks in a playful way. Repeated repetition of the studied material contributes to the development of motor, auditory, speech and singing skills. The content of the lessons changes with the gradual complication of the speech material. The game structure of classes creates a benevolent, emotionally rich atmosphere of joint creativity of children and adults, encourages each child to take an active part in the educational process, maintains cognitive interest and attention, and activates speech. The result of the work is the best assimilation of knowledge and the formation of skills and abilities in children. In the classroom, in addition to speech problems, ethical problems are also solved, much attention is paid to the development of aesthetic taste.

Logistic activities include the followingelements :

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

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

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

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

phonopedic exercises to strengthen the larynx and instill speech breathing;

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

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

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

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

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

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

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

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

At the preparatory stage, I usually use developmental exercises:

General speech skills - breathing, voice. These are different chants.

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

Exercises that contribute to the formation of phonemic perception (by distinguishing noise, and then musical sounds);

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

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

PRINCIPLES

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

Sequence principle. Each of the corrective directions of logorhythmics is implemented in the process of phased work.

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

The principle of active learning. In logorhythmic classes, active forms and teaching methods are used - games, active listening, creative tasks, improvisation, performing health-improving exercises in motion to the music.

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

Terms and conditions:

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

Duration - 35 minutes;

Logorhythmic lessons are compiled based on lexical topics.

Speech material is not learned;

All exercises are performed by imitation;

The classroom should be filled with an atmosphere of joy and goodwill.

The main principle of work on logarithmics is the activation of all types of memory at the same time: auditory, visual, motor. An integral goal of logorhythmics is the education of musical and aesthetic ideas in children, the development of their musical abilities and inclinations; and also - ideas about the aesthetic beauty of native speech.

The manual contains several types of story-playing activities that will cause positive emotions in most children, and the teacher will help to direct the children's energy into right direction. A creative approach to the lesson encourages children to perform various forms of work in logorhythmic classes (and not only), and thus allows them to most effectively develop: children's speech, correct speech defects, develop motor skills, a sense of rhythm, tempo, etc. Combining classes with single plots contributes greater organization of children, carrying out associative connections, and arouses their interest in the subject.

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

CONTENT OF LESSONS IN LOGORITMICS

The logorhythmic lesson includes the following types of exercises:

Introductory walking and orientation in space.

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

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

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

exercises for the development of diaphragmatic-abdominal breathing,

development of a long speech exhalation,

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

Phonopedic and wellness exercises for the throat develop the main qualities of the voice - strength and height, strengthen the vocal apparatus. In the cold season, these exercises are performed daily as a prevention of colds. In the classroom, phonopedic exercises according to V. Emelyanov are used, which not only develop the vocal cords, but also develop the singing skills of preschoolers.

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

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

speech games can be presented in various forms: rhythmic recitations without musical accompaniment, games with sound, games with sounding gestures and playing music on children's musical instruments, theatrical sketches, dialogue games, etc. Using the simplest poetic text (Russian folk songs, nursery rhymes, jokes, counting rhymes , teasers) contributes to the quick memorization of the game and facilitates the implementation of logarithmic tasks.

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

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

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

Elementary music playing on children's musical instruments develops fine motor skills, a sense of rhythm, meter, tempo, improves attention, memory, and other mental processes that accompany the performance of a piece of music. In addition to well-known musical instruments, during the lesson, you can make and play home-made instruments together with children - “noise makers” from boxes and plastic bottles filled with various cereals, “ringers” from metal tubes, “knockers” from wooden sticks and pieces of bamboo fishing rod, “ruskers” » from crumpled paper and cellophane.

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

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

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

Lesson structure.

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

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

III. Orchestra, singing, playing, dancing.

IV. Listening - relaxation./Appendix 1/

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

Develop attention, orientation in space, coordination of movements, sense of rhythm, speech-auditory memory, help develop the correct breathing rhythm

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

“Skyscrapers - huts” (theme “City”);

“Bushes, shrubs” (theme “Trees”);

“Animals, their cubs” (topic “Domestic animals”).

Breathing exercises: help to develop diaphragmatic breathing, increase lung volume, duration and strength of exhalation.

For example: Goose (topic “Poultry”)

Inhale through your mouth, exhale through your mouth. As you exhale, pronounce the sound “Sh-Sh-Sh”

Articulation gymnastics: contributes to the development of the necessary articulation modes and develops the ability to hold, switch articulation postures.

For example: Wild animals (the topic is “Wild animals are preparing for winter”)

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

“Angry wolf." Bite your lower lip with your upper lip.

“The hedgehog snorts." Lip vibration.

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

Exercises for the development of fine motor skills.

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

For example: Long beaks (theme “Migratory birds”)

Exercise can be performed with clothespins.

I have never seen beaks longer,

Than the beaks of a stork and a crane.

(O.I. Krupenchuk)

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

Games for the development of phonemic hearing.

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

For example: do you recognize the bird? (theme “Wintering Birds”)

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

Segir bullfinch bullfinch

Raven Wave War

Gruhal shut up

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

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

Monkeys are bastards.

Angry tiger.

Frightened jerboa.

(E. A. Pozhilenko)

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

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

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

“Spoons" (spoons different sizes)

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

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

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

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

For example: The song "Turtle" Muz. I. Ponomareva we stage with toys - turtles ( lexical topic"Animals of hot countries").

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

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

For example, the theme “Space”, the dance “Earth in the porthole”; theme “Wild animals”, dance “Hedgehog in the fog”.

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

Outdoor games (topic “Parts of the body”)

Russian folk game "Dudar"

The driver - the dudar stands in the center of the circle. (summary of the lesson from ds50.ru) Children walk around him with a fractional step and sing:

Dudar, dudar, dudarische,
Old, old, old man.
Well, it's in the deck, well, it's in the raw,
Well, its rotten!
Dudar, dudar, what hurts?

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

Children walk in a circle holding their heads.

The game is repeated until the dudar says:

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

Games with elements of art therapy (the theme is “Winter”)

Game: "Winter Fun" Music. S. A. Korotaeva.

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

Communication games (topic “Pets”)

Game: "Bingo"

Children in pairs walk in a circle and sing:

Our shaggy gray dog is sitting by the window,
Our shaggy gray dog looks out of the window,
B - I - N - G - O, B - I - N - G - O,
B - I - N - D - O, Bingo is his name.

They say:

And- shake hands, change in pairs in a circle

H- shake hands, change in pairs in a circle

G- shake hands, change in pairs in a circle

OOO!-hug each other .

Stop games (theme “Family”)

Russian folk game “Like Uncle Tryphon”

The driver stands facing the children, everyone sings:

As Uncle Tryphon had seven children,
There were seven children, there were seven sons,
With those ears, those noses,
With such eyes, with such hair,
With those teeth, those hands.
They didn’t drink, they didn’t eat, they did it like this at once!

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

The one who repeated more accurately becomes the leader.

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

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

Innovation focus :

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

Bibliography.

"Let's play, dance" G.P. Fedorova St.Petersburg, Accident Publishing House, 1997.

Logorhythmics "O.A. Novikovskaya St.Petersburg "Crown Print" 2005.

"Rhythmic plastic for preschoolers" A.I. Burenina St. Petersburg. 1994

"Musical games, rhythmic exercises and dances for children" Teaching aid for educators and teachers. Moscow 1997.

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

Svetlana Sineva
Logorhythmics in music classes at the preschool educational institution

"Logorhythmics in music classes at the preschool educational institution"

Svetlana Sineva

Methodical development for educators of all age groups of preschool age.

Conduct form: pedagogical workshop.

Members: educators of all age groups of preschool age.

Target: Increasing the level of professional competence of educators in the use of logarithmic exercises in music classes.

Tasks:

To acquaint participants with the methods and techniques used in music lessons using logorhythmics.

Show the importance of the use of logorhythms for the speech development of preschoolers.

Create conditions for the majority of teachers to acquire their own professional style when working with children.

Plan of the event:

1. Message: "The relevance of using this technique in music classes at preschool educational institutions and in work with parents."

2. Practical part:

Valeological song-chant "Good morning!";

Breathing exercises "Palms";

Articulation gymnastics "Snowmen and Icicles";

Game massage "Cabbage";

Finger game "I want to build a house";

Speech game "Dance of worms";

Tale-noisemaker "Teremok";

Communicative game "Let's run, run";

Music therapy "Quietly, quietly."

The relevance of using this technique.

logorhythmics is a set of motor exercises in which different movements (trunk, head, arms, legs) are accompanied by the pronunciation of special speech material with musical accompaniment.

What attracts me to this type of activity in working with children?

First, compared to the children we raised 10 years ago, today's hyperactive children need to constantly update the material, not only in music, but also in other classes. What they heard in the previous lesson is no longer interesting for them, listening to music with their hands on their knees is sooo boring, and memorizing new songs is a completely mournful task. It only takes a couple of seconds of a hitch on the part of the music director, as the children "stand on their ears", and it seems that nothing will calm them down. And this is where our "magic" logarithmics comes to the rescue. It is not at all necessary to raise your voice to the children and command everyone to stand in a circle. It is enough to press a button on the music center and ... oh, a miracle! The children heard a new melody, saw that the music director was preparing to perform some unfamiliar movements, and they immediately became interested in watching it. They quiet down... They look... They smile... They begin to repeat the movements... They listen to the text... And most importantly, they take an example from others. After all, a “bad” example is contagious, and the comrades standing nearby look at an adult and repeat, which means I need to repeat ...

And imagine the summer period in kindergarten ... The children went for a walk, each took up his "important" business, his game. And suddenly the teacher announces: "Children, we are all going to a musical lesson!" And instead of being upset by this unexpected announcement, the children, cut off from the game, literally stick around the music director and start asking: “Are we going to run like a centipede today?”, “Are we going to play “Hunters and Hares?” "And today the bear cub will come to dance with us?" Moreover, this interest does not depend on the age of the children. In the summer, as you know, the groups in the gardens are mixed, and all children are equally interested in 15-25 minutes of "standing on their ears" to the music. And every musical lesson turns into a holiday for children. Well, when the musician goes on vacation, the teacher can use this material on a walk or in a group. Moreover, children who have already mastered the game exercises can perform them on their own.

But this, as you understand, is not the only reason for using these technologies in music classes. Logorhythm is one of the components in the system of musical and recreational work in the conditions of a modern preschool educational institution, developed taking into account the Federal State Educational Standard. It reveals such types of health-saving technologies as:

valeological songs-chants(songs major scale at the beginning of the lesson, setting a positive tone and preparing the voice for singing);

breathing exercises (exercises that form the correct speech breathing (short inhalation and long exhalation) and train the strength of inhalation and exhalation);

articulation gymnastics (exercises that help train the muscles of the speech apparatus);

play massage (performing massage manipulations expands the capillaries of the skin, improves blood circulation, actively influences the body's metabolic processes, tones the central nervous system, improves mood and improves a person's well-being);

finger games(exercises with fingers and palms that develop the child's speech, general and fine motor skills, favorably affecting all body functions);

speech games (songs accompanied by movements and sounding gestures that effectively influence the development of emotional expressiveness of speech, motor activity, orientation in space, auditory attention, sense of rhythm, musical memory, creative fantasy and imagination, expand vocabulary) ;

fairy tales (playing noise and musical instruments contributes to the development of auditory perception, fine motor skills, forms the skills of cooperation and co-creation);

communication games (musical-rhythmic movements with direct contact with a partner develop communication skills, permissions conflict situations, making contact);

music therapy (listening to properly selected music with performance, psycho-gymnastic studies increases the immunity of children, relieves tension and irritability, headache and muscle pain, restores calm breathing).

One of the main tasks of logorhythmics is the elimination of speech disorders, the solution of the problem of speech development in children. You will immediately have a question: "Is it worth it to deal with children who do not have such disorders or it is not yet clear whether they are present, since they are very small?" I answer: "Of course, it's worth it!" After all, in fact, children perceive such activities as a game, and what child does not like to play? So, on the one hand, you can not rack your brains about what to do with children, and on the other hand, to benefit their health.

In addition to all of the above, logorhythmics can be used as an interactive form of interaction between kindergarten and parents. After all, not all parents have the time and opportunity to visit the Early Childhood Development Center. In this case, it would be advisable to offer them to conduct classes in logorhythmics at home. This can be done using the "Music Kiosk", organized in the parent corner or in the slider folder. We record a set of exercises in mp3 format on a disk and invite parents to copy it at home to their computer. Along with the disc, you must provide a brochure with a description of the movements on paper. After mom or dad copies the disc, he returns it back to the Music Kiosk for other parents to use. musical material need to be systematically updated, otherwise the children will simply get tired of doing the same exercises.

Practical part

1. Valeological song-chant "Good morning!"

The musical director invites the participants to the educators to repeat the movements without music, then to the music.

Good morning! (Turn to each other.)

Smile soon! (Spread hands to sides).

And all day today (Clap hands).

It will be more fun.

We stroke the forehead (Perform movements on the text).

Nose and cheeks.

We will be beautiful (Gradually raise hands up,

Like flowers in a garden! performing flashlights).

Let's rub our palms (Perform movements in the text).

Stronger, stronger!

Now let's clap

Bolder, bolder!

We will rub our ears now (Rubbing ears).

And save your health.

Let's smile again (Turn to each other, smile).

Be healthy everyone! (Spread hands to sides).

2. Breathing exercises.

The music director sings a song and explains which words you need to inhale and exhale air through your nose. Then the teachers perform the movements on their own. All breathing exercises are repeated 4 times with a break of 3-5 seconds.

"Hands" (arms bent at the elbows, elbows lowered, palms turned forward).

Palms,

Voiced crackers.

We clench our hands,

Inhale properly through the nose.

How we open our hands

We breathe freely.

On the words of each line, they perform grasping movements with their palms (they squeeze them into fists, at the same time they sniff their nose noisily. Immediately after a short inhalation, the palms open, the exhalation leaves on its own. Active inhalation - passive exhalation.

3. Articulation gymnastics.

The music director divides those present into two teams - "Snowmen" and "Icicles". Then he sings a song and explains to each team what facial movements should be done for certain words. With the next performance of the song, the participants perform the movements on their own.

"Snowmen and Icicles"

Here Icicles were surprised in winter: (They look with raised eyebrows and wide eyes.)

"Oh, what are you fatties!"

But the Snowmen were angry with them: (brows furrowed, look angrily).

"We're not that fat!"

And the Icicles were even more surprised: (Round their mouth with the letter "o", raise their eyebrows).

"Oh, you're angry too!"

The snowmen got even angrier: (Pull out lips with a tube, lower eyebrows).

"Woo! We're really angry!"

Here the Icicles wrinkled their nose: (Wrinkle nose, pronounce words with displeasure).

"We won't talk to you!"

And the Snowmen twisted their mouths: Curve the corners of the mouth, depicting indignation.

"We won't play with you either!"

Fatties and Thins turned away from each other, scowled. But everyone knows that living apart is boring. They turned to each other, approached, hugged and smiled. Kindness and friendship always win!

4. Game massage.

The music director invites the teachers to sit on the chairs with a "train" and give each other a massage. Then you can turn to the other side and repeat the massage.

"Cabbage"

We chop cabbage, chop. (Knock on the back with the edges of the palms).

We three carrots, three. (Rubbing back with fists).

We salt cabbage, salt. ("Run" fingers on the back).

We are eating cabbage, we are eating. ("Squeeze").

We drink cabbage juice, we drink. (Stroke back).

5. Finger game.

"I want to build a house."

I want to build a house (The fingers of both hands are connected above the head in the form of a roof).

To have a window in it, (The fingers of both hands are connected in front of them in the form of a rectangle).

So that the house has a door, (Connect both palms edge to edge).

Next to the pine tree to grow, (Swing over their heads with both hands with outstretched

fingers).

So that there is a fence around (They connect the fingers of both hands in front of them, as ifhugging

big ball).

The dog guarded the gate (The thumb of the right hand is raised up, with the little finger

move up and down ("dog barks").

So that a bug lives on the grass, (The fingers of the right hand "run" along the left hand).

A fast spider ran, (The fingers of the left hand "run" along the right hand).

The sun was (Join hands with palms forward, spreading fingers).

The rain was falling (Shake the fingers of both hands.)

To bloom the tulip in the garden (They join hands in the form of a cup).

To have a flag on the house, (On the cam of the left hand, put the edge of the rightpalms,

swing from side to side).

And a hedgehog lived behind the house. (Stretch the straightened fingers of the left hand between the fingers

right).

6. Speech game.

The musical director includes a song in the recording and offers to repeat all the movements after him.

"Worm Dance"

Even though we have two hands (Stretch arms forward, turning palms up-way down).

Two hands, two hands

We're just like worms

Just like worms.

And we are already ready (They join hands in a "lock" above their heads,

I'm ready, I'm ready perform side bends).

New worm dance

Dance of the worms.

Let's wag our tail (Move both palms behind the back below,

All wag and wag, turning the body to the left, to the right.

wriggle, squat, + squat).

Sit down a little.

We can swing our arms (Waving hands back and forth alternately).

Rock it, rock it,

We can wave our feet (Jump, throwing alternate legs forward).

We can wave.

chat with your fingers, (Shake both hands in front of you.)

chat, chat,

knock with heels, (Stomp feet alternately.)

Knock a little.

shake your nose, (Turn head left, right).

shake, shake,

nod your heads, (Nodding head).

We can leave.

7. Tale-noise maker.

The music director distributes to everyone roles present and noise instruments, offers to stage a musical fairy tale.

"Teremok"

Knock-knock-knock, hammer - (The bear knocks with a hammer on a wooden block).

The bear is building a tower.

Invite guests to it

To make it more fun!

The little mouse runs to visit,

Quietly rustling Mouse rustles. ("Shurshunchik").

A bear sits in a samovar with a samovar.

(Ringing a bell).

The bear opens (Door creak).

Let the mouse into the house ("Shurshunchik").

pours tea, (The murmur of water).

Offers cookies. (Paper crunch).

The merry bunny then galloped,

His paws pounded on the drum. (Tap on the drum).

Mouse Bear delicious tea water.

Hears the doorbell ringing. (Ringing a bell).

The bear opens (Door creak).

Let the hare into the house (Drum).

pours tea, (The murmur of water).

Offers cookies. (Crunch).

So the Fox goes to the little house,

The fox-sister carries a rattle. (Ratchet).

Bunny Bear gives delicious tea.

Hears the doorbell ringing. (Ringing a bell).

The bear opens (Door creak).

Lets the fox into the house, (Drum).

pours tea, (The murmur of water).

Offers cookies. (Crunch).

Gray Top arrived in time for the tower,

The merry Wolf rang into the tambourine. (Tambourine).

Lisa Medved gives delicious tea to drink.

Hears the doorbell ringing. (Ringing a bell).

The bear opens (Door creak).

Let the wolf into the house (Drum).

pours tea, (The murmur of water).

Offers cookies. (Crunch).

The furry bear is glad to the new settlers:

A cheerful orchestra lives in the little house. (The whole orchestra plays "The moon shines").

8. Communication game.

The music director invites the teachers to stand in pairs in a circle, explains the description of the movements without music, then the game is played to the music and singing of the music director.

"Run, Run"

Let's run, run in pairs, (They run at a lateral gallop, hands clasped"boat").

And they threatened each other: (They threaten each other with the finger of their right hand.)

"Don't you dare fight!"

Clapped their hands (Clap hands once.)

hugged tightly, (Hug).

Couple changed (Those standing outside the circle run across at a lateral gallop

to the next partner to the right in a circle).

And they took hands. (They take hands).

The game is repeated several times with constant acceleration.

9. Music therapy.

The music director invites everyone to lie down on the carpet and relax to a leisurely "fabulous" song. Movements are performed according to the text.

"quiet, quiet"

Quiet, quiet, like in a fairy tale,

We are on the rug.

Let's all close our eyes

Let's pretend we are asleep.

We dream of a dream, as if in the sea

We are sailing on a ship

And in the sunshine

The waves crash overboard.

Seagulls circle in the blue sky

Among white clouds.

Dolphins swim on the waves

We wish you sweet dreams.

But the fairy tale ends.

It's time for us to wake up.

We open our eyes

We rise from the carpet.

Let's say "Thank you!"

Let's say "Goodbye!"

Let's turn to each other

And wave goodbye.

To the music, everyone walks in a circle, waving their hands left and right.

Attributes:

Piano, hammers, wooden block, paper, drum, bell, tambourine, ratchet, rustler, 2 cups of water, music center.

Bibliography.

1. "Let's play, let's dance" G. P. Fedorova St. Petersburg, Accident Publishing House, 1997.

2. "Logorithmics" O. A. Novikovskaya St. Petersburg "Crown print" 2005.

3. "Rhythmic plastic for preschoolers" A. I. Burenina St. Petersburg. 1994

4. "Musical games, rhythmic exercises and dances for children" Teaching aid for educators and teachers. Moscow 1997.

5. M. Yu. Kartushina "Logorhythmic classes in kindergarten".

6. "The system of musical and recreational work in kindergarten" O. N. Arsenevskaya. Volgograd, Publishing house "Teacher" 2013.