Vlasova T.M., Pfafenrodt A.N.

Phonetic rhythm: A manual for teachers. - M.: Humanite. ed. center “VLADOS”, 1996. - 240 p.: ill.

Intended for teachers and educators at schools for children with hearing and speech impairments (hard of hearing, deaf), parents with such children, and students of defectology departments.

Suggested method phonetic rhythm can be used in schools and kindergartens for children with pronunciation deficiencies (speech, auxiliary), as well as for foreigners starting to learn the Russian language.

© Vlasova T.M.,

Pfafenrodt A.N., 1996

© “Humanitarian

publishing center

VLADOS", 1996

Preface

As is known, the oral speech of many hearing-impaired children is characterized by both defects in the reproduction of a number of speech sounds and disturbances in its rhythmic and intonation aspects.

Phonetic rhythm is organically included in the work of forming pronunciation and plays significant role both in correcting the speech of hearing-impaired young children and in developing their natural movements.

Phonetic rhythm is a system of motor exercises in which various movements (of the body, head, arms, legs) are combined with the pronunciation of certain speech material (phrases, words, syllables, sounds).

The scientific literature has proven a phylogenetic connection between the development of movements and the formation of pronunciation. The combination of movements of the body and speech organs helps relieve tension and monotony of speech, which are characteristic of children with hearing impairments. The relaxedness and ease that children acquire when performing rhythmic body movements also have a positive effect on motor properties. speech organs.

In this manual, the method of phonetic rhythm is presented as a method of working on the formation and correction of the pronunciation side of the speech of hearing-impaired children. (Phonetic and rhythmic, of course, does not exclude other techniques and methods of working on pronunciation, adopted in Russian deaf pedagogy.)

The goals that determine the main directions in phonetic rhythm classes are to:

connect the work of the speech motor and auditory analyzers with the development of general motor skills;

promote the formation of natural speech in hearing-impaired children with a pronounced intonation and rhythmic side in the process of transition of general motor skills to speech motor skills;

develop students’ auditory perception and use it in the formation and correction of pronunciation skills.

When determining the content of classes, in addition to the requirements for the pronunciation of the hearing impaired, recommendations for the development of movement in these children are also taken into account. The authors were greatly helped by the experience of Yugoslav defectologists in conducting classes on phonetic rhythms.

All exercises containing movements and oral speech in phonetic rhythm classes are aimed at:

normalization speech breathing and the associated unity of speech;

developing the ability to change the strength and pitch of the voice, maintaining a normal timbre without gross deviations from the norm;

correct reproduction of sounds and their combinations in isolation, in syllables and phrases, words, phrases;

reproduction of speech material at a given pace;

perception, discrimination and reproduction of various rhythms;

the ability to express one’s emotions using a variety of intonation means.

The manual contains relevant sections on working on sounds and their combinations; rhythm and tempo; speech breathing and coherence; voice and intonation.

All sections are equally important in working on speech, and they are all closely interconnected. The continuous pronunciation of syllables in a word and words in a sentence or syntagm is a very important and difficult part of the formation of pronunciation. Working on cohesion is closely related to normalizing speech breathing and the ability to control your voice. Exercises for the development of speech breathing contribute to the development of correct diaphragmatic breathing, the duration of exhalation, its strength and gradualness. Work on the voice begins by pronouncing vowel and consonant sounds while exhaling for a long time. And at the same time, the elements of words are being worked out, which is a prerequisite for pure pronunciation of sounds.

Exercises to develop voice, speech breathing, tempo and rhythm are carried out with and without musical accompaniment. The content of the classes also includes exercises containing only movements, without pronunciation - musical and rhythmic stimulation. The purpose of these exercises is to normalize breathing, develop a sense of rhythm, and develop movement. These motor exercises have a positive effect on the development of a sense of rhythm and the ability to use the breathing apparatus. In addition, moving to music is one of the effective methods for developing children's motor skills.

Musical-rhythmic stimulation is a combination of motor exercises with dance elements. They are a mandatory component of each lesson and are conducted to music recorded on tape. When choosing musical accompaniment, preference is given to dance music, in which students can easily distinguish rhythmic beats. It should be cheerful and fiery, since it is this kind of music that allows children to express its rhythmic character with their movements. In addition, musical accompaniment is one of the stimulants for the development of auditory perception. Through music (based on hearing), it is easier to convey to children various rhythms and tempos of sounds, as well as to develop their ability to move synchronously.

The nature of the movements performed to music is different.

When performing exercises to normalize breathing, smooth movements predominate.

When working on rhythm, dance elements and rhythmic walking are included in the movements, which, in combination with various hand movements and clapping, correspond to the nature of the proposed rhythm.

The system of exercises aimed at normalizing the pronunciation side of speech uses a variety of movements without musical accompaniment: movements of the body - bending forward, to the side, turning 90, 180, 360 degrees; head movements - turns right, left, forward, backward; hand movements - raising up, to the sides, forward, raising and lowering the shoulders, rotational movements of the hands; leg movements - bending and extending the knees, placing the legs at shoulder level and others.

The nature of these movements is also different - from smooth and slow to jerky and sharp.

U
exercises that are used when working on speech breathing and speech coherence are characterized by smooth movements.

When working on the rhythm and tempo of speech, voice and intonation, movements are natural, combining those that are performed when pronouncing sounds and syllables, as well as natural gestures associated with the expression of laughter, denial, etc.

All movements selected for phonetic rhythm classes are considered as stimulation for the formation and consolidation of pronunciation skills. The movements performed in classes are not previously learned. Therefore, they are repeated synchronously with the teacher several times (2-5 times each). After children learn to repeat the movements correctly, the number of repetitions decreases. Movement fully fulfills its function only when the word, syllable, sound are correctly implemented in speech and after the movement has stopped. Thus, movement in the process of practicing phonetic rhythm is a means to achieve a goal, which is the formation of speech or its correction. The ultimate goal of these classes is phonetically correctly formed speech without movements.

To solve this problem, children’s imitative abilities (both motor and speech) and, to the maximum, their auditory perception are mobilized. During phonetic rhythm classes, the use of sound-amplifying equipment is mandatory. This may be wireless sound amplification equipment or individual hearing aids. The selected equipment should ensure freedom of movement for students and good sound quality.

Instructions given by the teacher during class, as well as all speech material presented to students auditory-visually. But along with this, only auditory perception is used. Based on hearing, a large number of exercises are performed, both motor (walking, running, stopping, jumping) and speech (reading poetry, tongue twisters, answering questions, pronouncing words, syllables).

Suggested by ear great material by distinguishing, perceiving and reproducing various rhythms, logical stress, intonation.

In accordance with the analytical-synthetic principle of teaching pronunciation, the exercises combine work on the whole word and its elements (syllables and individual sounds). The material for the exercises are words, syllables, syllable combinations, individual sounds, as well as word combinations, phrases, tongue twisters, counting rhymes, short texts and poems.

The speech material is familiar to children and lexically accessible, meeting the phonetic objectives of the lesson. Speech material, which is spoken accompanied by movements, takes up part of the lesson on phonetic rhythms. The rest of the time is allocated to consolidate this material in stages - first with movements, then without them. The goal of the last stage is to automate acquired skills in conditions close to independent speech. All speech material is used both for pronunciation correction and for auditory perception training.

All exercises are carried out by imitation. Speech material is not pre-learned. During class, students stand in a circle with the teacher. They see the teacher well, move and pronounce speech material synchronously with the teacher. Visual demonstration and repeated repetitions stimulate the student to correct natural imitation.

If during classes certain elements are not achieved by some children, then work on these elements is transferred to an individual lesson. Thus, part of the unlearned speech material from frontal classes in phonetic rhythms is transferred to individual classes for more thorough practice. This mobility helps to consolidate correct pronunciation. Each teacher of the deaf who conducts individual lessons must master the methodological techniques used in phonetic rhythm classes.

A lesson on phonetic rhythms is conducted by a speech pathologist who must be able to correctly and beautifully perform various movements of the body, arms, legs, and head:

move rhythmically and beautifully both with and without music;

be able to combine a system of movements with music at different tempos;

see and be able to correct the nature of movements in students;

strive for maximum naturalness and relaxedness of movements, both your own and your students’;

hear shortcomings in students’ pronunciation and be able to correct them;

In all cases, the teacher’s speech should serve as a role model, be phonetically correctly formatted, and emotionally charged.

The relevant sections of the manual provide methodological explanations and instructions for working on speech sounds, rhythm, tempo, speech breathing and coherence, logical stress, intonation and voice.

From the proposed material, the teacher can choose those exercises that he considers most appropriate, while maintaining the sequence given in the book.

Phonetic rhythm is a system of special exercises that combines speech and movement, where the pronunciation of speech material (sounds, syllables, texts) is accompanied by movements (arms, legs, head, body).

The essence of the method is as follows: children are offered different kinds movements and their combinations. The movements are combined with the pronunciation of sounds, sound combinations, syllables, words with the pronunciation of phrases and short texts.
A prerequisite for classes is an emotionally positive background, active use gestures, facial expressions, intonation language.

You need to conduct classes regularly for 10 minutes and preferably before breakfast as a speech exercises. Movements and speech material are not pre-learned. Each exercise is repeated 3-5 times, first with the whole group and then individually. Children need to be introduced to sounds in a certain sequence, from simple to complex. Activities should bring children joy and satisfaction, be playful in nature and have a bright emotional and positive connotation.

Regular speech classes using game exercises based on phonetic rhythms have shown that:

Children more actively develop general, fine, articulatory motor skills and coordination of movements; Phonemic hearing improves; Speech breathing is normalized; The ability to change the strength and pitch of the voice is formed; The rhythmic and intonation side of speech improves; The articulation of existing sounds is clarified, some of the missing sounds are evoked by imitation, the basis for successful production of sounds is created, the process of automating sounds proceeds faster and more successfully; speech activity children.

Practical exercises.

Sound "A".
Children stretch their arms forward with their palms joined. The vowel is pronounced " a-a-a..”, they smoothly spread their arms to the sides, palms up.
Intonation of joy.
The sound "O".
Children bring their lowered hands together in front of them so that their fingertips touch each other. Pronouncing the vowel " ooo...”, they smoothly raise their arms up through their sides and connect them into a ring above their head.
Intonation of surprise.
The sound "U".
IP: arms bent at chest level, palms turned away from you. Pronouncing the vowel " oooh...”, children straighten their arms forward and down with a pressing movement.
Intonation of threat.
The sound "E".
IP: hands down. Pronouncing the vowel " uh...", children smoothly bend their elbows, raising their hands to shoulder level. The elbows are lowered (surgeon's pose), while simultaneously shaking the head with a reproachful tinge.
Intonation of reproach.
The sound "I".
IP: arms bent in front of the chest, index fingers pointing upward, the rest clenched into fists. Pronouncing the vowel " and-and-and...", children stand on their toes, raise their arms high above their heads, and stretch upward.
Intonation of surprise and joy.
Sound "Y".
I.p.: arms are bent at chest level, fingers clenched into fists, elbows pointing to the sides. Pronouncing the vowel " y-y-y...", children with increasing force move their arms bent at the elbows to the sides (“stretch the spring”).
The sound “Y” is pronounced angrily.

Consonant sounds.

"Fingers say hello."

Connecting thumb with everyone else in turn: “T, t, t, t.”

Exercise "Drum".

Children stand straight with their hands in front of their chest. They tap finger on finger abruptly: “Ta, ta, ta, ta,” and then continuously: “Ta-ta-ta-ta.” (then added loudly - quietly).

Exercise "Cloud".

The cloud is here (show the cloud and indicate right hand up and to the side)

The cloud is there (left hand up and to the side)

Cloud, cloud here and there (we show with our right and left hands).

Exercise "Nut".

Hamster found a nut (leaning down, grasping, straightening)

Divide the nut among everyone (we hit the left with the edge of the right hand)

Gave it to the neighbors - hamsters (stretch their hands forward, palms up)

And there’s still left for us (they press their palms to their chests).

The tasks of phonetic rhythms correlate with the following main areas of work on neuropsychological correction in preschool children:

1. development of a speech motor analyzer in order to form correct sound pronunciation based on improving the level of general movements;
2. formation of natural speech skills with pronounced intonation richness of statements through the development of speech breathing, voice function, tempo and rhythm of speech;
3. development of basic mental processes(perception, attention, memory, etc.) and spatial representations as the basis for successfully mastering the above skills.

Phonetic rhythm promotes a deep connection between the work of the hands, articulatory and vocal apparatus. the relaxedness and ease acquired by children when performing movements has a positive influence and on the motor properties of the speech organs. Movements of the vocal apparatus and, above all, articulation in conjunction with hand movements are considered in speech as the “motor core of emotions.”

Phonetic rhythm as a system of motor exercises in combination with the pronunciation of certain speech material plays a significant role both in the formation of pronunciation and in the development of natural movements.

All exercises containing movements and oral speech, are carried out by imitation and are aimed at:

1. normalization of speech breathing and unity of speech;
2. developing the ability to change the strength and pitch of the voice;
3. correct reproduction of sounds and their combinations;
4. reproduction of speech material at a given pace;
5. distinguishing and reproducing rhythms;
6. expressing emotions using simple intonation means.

Motor exercises that accompany the pronunciation of speech sounds and their combinations are presented in drawings for a particular sound. The movements are performed simultaneously with pronunciation.

The movements of children that accompany the pronunciation of sounds and syllables during phonetic rhythm classes are characterized by three main elements: tension, intensity, and time.

When we pronounce certain sounds, the different muscle groups involved in their reproduction tense or relax in different ways. The characteristics of these movements also depend on the quality of muscle participation in movement. When characterizing the movements accompanying the pronunciation of speech sounds, tension is recorded in the terms “tense”, “slightly tense”, “relaxed”.

Intensity determines the dynamics of speech. When characterizing movements, intensity is recorded in terms of “strong” and “weak”.

Time determines the speed with which we perform a particular movement. It is expressed in duration or brevity. When characterizing movements, time is recorded in terms of “long”, “short”, “extended”.

Motor exercises that accompany the pronunciation of vowels and consonants and syllables with these sounds begin with three basic positions (IP).

1. Stand with your feet together, arms bent at chest level, elbows down. From this position, movements begin for almost all sounds, except I, K, L, R.
2. Stand with your feet together, arms bent at the elbows and raised to shoulder level, elbows spread to the sides. From this I.p. movements begin for the sounds R.
3. Stand with your feet together, arms extended forward at chest level. This is I.p. for the sound R.

It is necessary to make one very important methodological remark. If a child has a tendency to openly nasalize when pronouncing isolated vowels, then exercises should be carried out in combination of vowels with consonants, for example pa, po, etc.

Tasks:





· Develop coherent speech.
Material:
Screen.

1 part.



part 2 .
Game "Find the toy".






Part 3.






Part 4
Dynamic pause.
Friends in our group

1, 2, 3,4, 5,

We've finished counting.
Speech therapist:


Part 5






Part 6

Fairy tale






Part 7
Retelling a fairy tale.

Summary of the event speech therapy session
for older children preschool age With general underdevelopment speeches
on the topic: “The Tale of Cheerful Sound Men”
(with elements of phonetic rhythm)
Tasks:
· Introduce children to the concept of “SOUND”.
· Enter in active dictionary terms: “sound”, “vowel sound”, “consonant sound”, “ solid sound», « soft sound", "ringing sound", "dull sound".
· Practice phonetic rhythm exercises for all vowel sounds and selective consonants.
· Develop auditory and visual perception.
· Develop attention and memory.
· Develop coherent speech.
Material:
Models of vowels and consonants (fairy-tale men in costumes different color and with pronounced articulation).
Screen.
A pipe, a rattle, water and a basin, a bell, a toy.

1 part.
Game: "Guess what I'm doing?"
Speech therapist publishes various items sounds behind the screen, children listen and name recognizable sounds.
Speech therapist: “You didn’t see what I was doing, but you recognized it by the sounds. You heard the “sounds.”
part 2 .
Game "Find the toy".
One child leaves the group, the children hide the toy. The driver looks for her by the children's clapping (quiet and loud).
Speech therapist: “ Speech sounds can be heard and spoken, but it seems to me that you really want to see them. They are fabulous because they live in a fairyland. We’ll get to know them now.”
Six girls appear (in red suits, with different articulation) - six vowel sounds: “A”, “O”, “U”, “E”, “Y”.
Speech therapist: “All the girls are the same, only they sing different songs. Look at their lips (schematic articulation). Their mouth is half open, air comes out freely. Vowel sounds - girls easily sing their long ringing songs, that’s why they have bells painted on their dresses,
Let's all name the girls again together. What sounds do they sing? These are vowel sounds (repeated several times).”
One child chooses a girl - a sound, the children all sing a song - a sound.
Part 3.
Phonetic rhythm for vowel sounds.
"A" - i.p. hands in front, palms up. Pronouncing the sound “A”, spread your arms to the sides. The dynamics are weak,
"O" - i.p. hands below, slightly moved forward, roundly touching the rings. When pronouncing the sound “O”, the arms are spread upward through the sides and closed roundly at the top.
"U" - i.p. hands in front of the chest are clenched into a fist, index fingers pointing upward. Pronouncing the sound “U”, the arms are extended forward.
"E" - i.p. hands as if to the sound “A”, pronouncing the sound “E”, the arms are spread to the sides and the hands are lowered to the shoulders. The dynamics are weak.
“Y” – i. p., fists clenched, hands in front of the chest. When pronouncing “Y”, move your fists away from you. The dynamics are tense.
Speech therapist: “Look who else came to visit us. These are four boys. They are consonants. Look at their lips - they are compressed, that's why boys don't know how to sing songs. They only whistle (all together - “s-s-s”), hiss (“sh-sh-sh”), explode (“p”, “b”). Look, some boys have bells, these are voiced consonants. Let's put our hand on the neck and pronounce the sounds: “B”, “D”, “G”, “3”, “F”. Hear how it hums - a voice lives there. Deaf consonants wear suits without bells, they have no voice” (“P”, “T”, “K”, “S”, “Sh”).
Part 4
Dynamic pause.
Friends in our group
Girls and boys (hands in lock).
We'll make friends now, little fingers (clenching and unclenching fingers),
1, 2, 3,4, 5,
We begin to count (fingers touch each other one by one).
I, 2, 3, 4, 5 (in the opposite direction),
We've finished counting.
Speech therapist:
Strong consonants wear blue suits - squares. They have a strict, firm character. They hiss strictly “sh-sh-sh”, knock strictly “t-t-t”, puff strictly “p-p-p”, growl strictly “rr-r-r”. Children repeat together with the speech therapist.
Soft consonants love green suits - squares, because they have a soft, gentle character. They hiss gently “sh-sh-sh”, knock gently “t”-t”-t”, puff gently “p”-p”-p ", and even growl gently "r"-r"-r".
Part 5
Phonetic rhythm for consonants.
Speech therapist: “Now you and I will turn into fairy-tale little men-boys” and pronounce their sounds.
“P” - fists clenched, hands in front of the chest. While saying “Pa-Pa-Pa,” alternately lower your right and left fist. Tense.
“B” - hands in front of the chest, palms up, elbows bent and looking down. When pronouncing “Ba-Ba-Ba,” shake your fingers and tilt your torso forward. The last “Ba” is pronounced loudly with a sharp throwing of the arms forward.
“C” - arms bent at the elbows in front of the chest, palms facing away from you. While pronouncing “S”, extend your arms forward and down.
"Sh" - i. p., as in “S”, When pronouncing “SH”, make wave-like movements with your arms, torso and legs.
Part 6
Speech therapist: “Listen to the Tale of Little Men - Sounds.”
Fairy tale
"Once upon a time there were cheerful sound men. They knew how to sing songs. Their names were “A”, “O”, “E”, “U”, “Y”, “I”, and together they were called “vowel” sounds, The vowel sounds had ringing voices and they sang like birds. One day they sang so cheerfully that the other sounds - the consonants - wanted to. "P-P-P" - the consonant sound "P" puffed. Puffed, puffed, but couldn't sing a song He cried and began to mourn: “Oh, how unsinging I am, I don’t have a voice, I can’t sing.”
“T-T-T” - the sound “T” knocked, Knocked, knocked, but could not sing the song. He cried, he began to sunbathe; “Oh, how unlucky I am, I also have no voice, almost no one hears me.”
“K-K-K” - the sound “K” groaned and also could not sing the song.
“Don’t be sad, not melodious sounds,” said the vociferous girl - the sound “A”, “We, vowel sounds, can help everyone. Only you should always stand next to us. Do you agree?” "We agree! We agree!" - the consonant sounds screamed.
Since then, vowels and consonants have become close friends. They will stand next to you and sing any song.
The speech therapist sings a song with the children (for example, “TA, TA, TA” to the melody of the song “A Christmas tree was born in the forest”).
Part 7
Retelling a fairy tale.

Anna Molostova
Master class on using phonetic rhythm methods and elements of logorhythmics with children junior group kindergarten.

Theoretical part.

(slide 4) Everyone knows that work is in sight speech therapist today children of preparatory school enter groups, V best case scenario– children of senior preschool age. The sensitive period for speech development is missed.

This is a problem for both parents and teachers, since speech therapist it is harder to work in subsequent stages.

We were eager to solve this problem and find a way out of the current situation, thereby making the task easier for ourselves and our parents, and began to work children of the younger group.

(slide 5) Children are easy "charging" emotions of others. As soon as one person laughs or cries, others begin to laugh and cry. In addition, children love to imitate each other, adults and even animals. All these natural features children uses phonetic rhythm.

Working with children, it is also necessary to take into account the patterns of formation child's psyche, one of which is the different times of maturation and development of mental functions.

When developing functions that are later in terms of formation (for example, speech), one should rely on already mature processes (these are emotions and movements).

Accordingly, by developing motor skills and emotions in children, we create the prerequisites for the development of speech.

Scientists have long proven the connection between hand movements and the formation of pronunciation (connection between hand motor skills and articulatory motor skills).

Speech actively begins to form when the movements of the child’s fingers reach sufficient strength and accuracy.

(slide 6) This means developing correctional work needs to be built from movement to speech, which is what it does phonetic rhythm. It combines 3 components - emotional, motor and speech and uses the mechanism of their unity.

In his work with children we decided to use combination of several working methods aimed at developing children's speech skills. This - phonetic rhythm – Kostyleva’s technique, known to many. This elements of logorhythmics combined with musical accompaniment. And of course used various methods to clarify the articulation of sounds, starting with the simplest vowel sounds and ending with consonants.

(slide 7) Was taken as a basis "The Tale of cheerful tongue» , we developed our own stories for each individual sound and adapted them to younger age.

(slide 8) A prerequisite for classes is positive emotional background, active use of gestures, facial expressions, intonation language.

Movements and speech material are not pre-learned! Exercises are carried out by imitation. Children perform movements and pronounce speech material synchronously with the teacher.

(slide 9, 10) The essence phonetic rhythm method in the following: children are offered various types of movements and their combinations to imitate. The movements are combined with the pronunciation of sounds, sound combinations, syllables, words with spoken phrases and short tests.

(slide 11) On initial stage we paid main attention to the correct execution of movements, and not to speech, alternating those that were opposite in nature movement: fast and slow, sharp and smooth, tense and relaxing.

There is an impact on the overall harmonization of the child’s psyche. In the cerebral cortex, a balance between the processes of excitation and inhibition is achieved, mental and physical activity children, their mood improves.

(slide 12) The big advantage of this method is that that he does not force all children to participate in the work. As you and I know, there are always children who do not participate in the lesson with everyone children. They have the opportunity to simply observe others children and adults or not to do it.

This gives the child the opportunity to get used to it and get involved in work a little later, and at his own request.

During choral utterance sounds, the teacher must hear the children’s pronunciation deficiencies and tactfully correct them. We do it following: if many children do not pronounce correctly, for example, complex sounds(R, L, S, Z, then we ask the children to listen to the teacher’s pronunciation, and repeat only the movements.

(slide 13) We structure our classes according to the following principle:

Repetition of sounds covered;

Presentation of a new sound through meeting a new fairy-tale character;

Games to consolidate a sound, syllable or word with this sound (this part of the lesson is divided into two directions - work speech therapist with this sound is the work of the music director);

The result of the lesson, we remember which character we met and what sound he brought to us.

(slide 14,15) As for the musical component of these classes, we set ourselves the following tasks.

(slide 16) Music gives children the opportunity to imagine the image of a character who comes to their classes (Uncle Au, Baba Yaga, a dog, a kid, a foal, a boy Dima, a boy Tema came to the children, they listen to this musical image, which later helps me in staging theatrical skits.

(slide 17) In our classes, we not only listen to music, which helps us imagine the image of various heroes,

(slide 18) but we also sing the sounds we become familiar with. Many children do not pronounce complex sounds, but in combination with music, it becomes easier for them because they sing them.

(slide 19) And in the same way, we try while singing use movements, which are combined with the image and character of the song.

Singing includes exercises and chants for practice speech apparatus, as well as exercises to develop coordination of singing with movement. We introduce children to elementary concepts in music - dynamic shades, we sing quieter - louder; we introduce and teach children to identify and sing sounds high and low; We sing abruptly and smoothly, combining this with hand movements.

(slide 20) As for the musical rhythmic movements - they involve exercises that promote the development of coordination of movements and orientation in space.

(slide 21) Main focus elements of rhythmoplasty in our classes, - psychological emancipation of the child through the mastery of his own body.

Brings a lot of joy and delight to children rhythmic movements.

This physiological need children's developing organism.

(slide 22) Joint activities with speech therapist I get help in music classes in learning songs and musical skits; after such classes, the children try to maintain musical rhythm, breathe correctly when singing, sing the lyrics clearly.

These game exercises can to look like How individual classes or as part speech lesson. Separate poetic texts Can use as fun dynamic pauses and in other classes.

As a result of our experimental work with children of the younger group We ended up with a series of classes going on in a certain sequence, with a fairy-tale plot.

We used the sequence of mastering the articulation of sounds and the Kostyleva's technique, added presentations for each fairy tale plot and provided musical accompaniment for each lesson.

(slide 23) During our studies, we achieved that What:

Children more actively develop general, fine and articulatory motor skills and coordination of movements;

Improves phonemic awareness;

Speech breathing is normalized;

Improves rhythmic-intonation side of speech;

The articulation of existing sounds is clarified;

The basis for successful production of sounds is created;

The speech activity of children increases;

- "non-speaking" children gradually became involved in the process;

Children who were shy about their speech liberated themselves.

Thank you for your attention!

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At one time, Yugoslav scientists developed a system of motor exercises (where the arms, legs, head and body work), designed to help in the formation of correct pronunciation. The fact is that the micromovements of our speech apparatus that we make when pronouncing a certain sound correspond to certain micromovements of our body.

Body movements help to practice the most complex movements speech apparatus and improve pronunciation, and for children such activities turn out to be very exciting and fun. The imitative abilities of children are mobilized, because they must repeat the movements of an adult. But the main thing is that the auditory, visual and kinesthetic systems work together. Ultimately, pronunciation improves (even when words are not accompanied by movements, sounds are pronounced correctly).

Phonetic rhythm classes necessarily include and are intertwined with exercises to develop speech breathing, voice strength, speech tempo, and games that help to gain looseness and ease. Children who have problems with pronunciation are often too tense, they are overexcited or, conversely, relaxed. Such babies cannot pronounce sounds that require active exhalation, and cannot voluntarily tense and relax the muscles of the speech apparatus. Parents would like to help their children, but often do not know how to do this.

Learn to alternate between relaxation and tension.

The stone turns into a rope.

First we tense all the muscles of the body, and then relax.

Ducks are flying.

We press our hands from shoulder to elbow to the body, and wave our hands like wings, rising on our tiptoes as we inhale, descending as we exhale. Then we sit down, like ducks on water, with our “wings” freely and softly lowered. The tiger turns into a cat. Let the baby depict “tiger claws” (the half-bent fingers should be tense), and then open them, turning them into soft paws.

How to breathe correctly

1. Let's put our hands on the diaphragm area. Let's inhale through the nose (the abdominal wall protrudes forward), then exhale through the mouth (the diaphragm retracts).
2. Let's put our hands on the diaphragm area. Inhale through the nose, while exhaling we pronounce the syllable “pa” (or any other, depending on what sound you are practicing). Up down. The baby lies on his back, and has a piece of paper on his tummy. Let the child breathe so that the leaf rises and falls.
3. The sea is noisy. Let's try to depict this: inhale - raise your hands up, exhale - pronounce the sound “sh-sh-sh-sh” for a long time and lower your hands. This can be done every day.
4. Let's fly! Attach a paper butterfly or airplane to a string, and then show your child how they flutter when you blow on them. We must try to exhale longer.
5. The wind blew. Glue the strips cut from paper to a stick or pencil. Now let’s blow on it, as if the “wind” is shaking the leaves.
   
6. The dog is hot. Show your baby how a dog breathes when it is hot: sticking out its tongue, noisily, quickly. Now let the baby repeat the same thing.
7. Young boxer. Making lunges with either the right or left leg, we hold one hand on the waist, and with the other, as if we were striking a punching bag. With each blow, as we exhale, we briefly pronounce a syllable (for example, “pa”, “ma”) and at the same time lightly, springily squat on the supporting leg. After repeating one syllable several times, we change the foot.
   

At the right pace

We process the rate of speech along with the pronunciation of sounds.

We sharply stomp with our right foot, then with our left foot and pronounce slowly, at a normal pace, a syllable (for example, “ta”). We stomp sharply with the right and then the left leg, increasing the pace of movements and saying “ta-ta-ta-ta” as clearly and quickly as possible.

Bending your arms at chest level, clench your fingers into strong fists. We sharply spread our fists to the sides (with our right hand - to the right, with our left - to the left), and pronounce “pa”. Then we alternate blows in more fast pace, right-left: “pa-pa-pa” (repeat 3-4 times).

We spin in one place to the right and at the same time say “pa-pa-pa-pa-pa”, make a stop - clap. Then we start circling in one place to the left: “pa-pa-pa-pa-pa”, stop – and clap again.

Repeating the feeling of rhythm

Leaning left and right, we clap our hands loudly: CLAP-CLAP. Then we alternate loud stomping and clapping: TOP-CLAP-TOP-CLAP.

Ask your child to walk on his toes to a quiet sound, to walk to a loud sound, and to run to a very loud sound (beat a rhythm, for example, on a drum or knock directly on the table).

Having chosen a certain rhythm, pronounce the words in unison with it, accompanying them with movement:

"there"- make a sharp pointing gesture to the side,

"myself"- smoothly point to ourselves,

"floor"– direction of the gesture towards the floor,

"nose"- point to the nose.

(In this way, you can pronounce words containing letters and syllables that your baby pronounces incorrectly, the main thing is not to forget to adhere to the rhythm you set).

We listen and speak correctly

Some sounds are especially difficult for our little ones. Usually, by the age of 4–5 years, pronunciation is almost corrected, but it happens that the problem lasts much longer. Using phonetic rhythm exercises, you can help your child quickly master difficult sounds, and then consolidate the achieved successes.

Let's try to “train the unyielding” with the help of gymnastics.

Hissing “sh”, “sch”, “ch”, “zh”. Many children say “kosetka” instead of “kitty”, “losyadka” instead of “horse”.
Let's start with sound "sh". We raise our arms up and smoothly swing them to the right and left, slightly tilting the body first to one side or the other, while pronouncing the sound “sh-sh-sh-sh”.

Next up - "h". We alternately turn the palm of our right and left hands away from ourselves, while simultaneously pronouncing the sound “ch”.

Operation "and". We describe a zigzag movement in the air with both hands FORWARD (as if the palms are sliding along sea ​​waves) and at the same time pronounce “zh”.

Sound "r" kids can replace “l”, “l”, “v”, “th” with the sound (“kaova” instead of “cow”, “ot” instead of “mouth”, “lac” instead of “cancer”, “lamaska” instead of “ chamomile", "yyba" instead of "fish").
Let's work on the sound "R". With small, short, quick movements of the arms and legs, we imitate vibration and at the same time reproduce the sound “r-r-r-r”.

Sound "ts" (typical mistake- “taplya” instead of “heron”). Let's work on the sound "ts". We raise our fingers, clenched in a pinch, to our mouth, sharply unclench them, at the same time tilt our torso slightly forward and pronounce “tsk-tsk-tsk”, trying to emphasize the element “s” in it.

Sound "l" children replace it with “th” (“koibaska” instead of “sausage”, “tui” instead of “chair”, etc.).
Let's do the sound "l". We hold our hands at chest level and rotate one hand around the other (this is how the mill rotates). At the same time we say “la-la-la-la”.

The sounds “f” and “s” can also be difficult to pronounce.
Let's start with sound "With". We raise all ten fingers of both hands to our mouth, joining them together, and immediately after this we lower them down with a smooth, slightly pressing movement, while simultaneously pronouncing “ssssss.”

Sound is next "f". We raise our hands clenched into fists to our mouth, quickly and sharply open our palms, while slightly extending our arms forward. At the same time we say “f-f-f-f”.