Logorhythmics. Logorhythmic classes in the preparatory group

Goals and objectives of logorhythmics

Classes can be individual or group. In speech therapy, speech and motor forms of development are considered interrelated. Movements performed in a certain rhythm are easy to remember. It is easy to build speech rhythm on their basis. By moving and at the same time pronouncing phrases at the same pace, the child learns to speak clearly and beautifully.

The goal of logorhythmics is the prevention and correction of speech defects, physical and psycho-emotional development.

Tasks:

• correction of speech disorders;
• improved breathing;
• improvement of articulation, phonemic hearing;
• improved coordination of movements;
• expansion of individual vocabulary;
• developing interest in music as a cultural phenomenon;
• development of memory, concentration, ability to navigate in space;
• improving the sense of rhythm;
• expanding ideas about the world around us;
• stimulation of speech activity.

Which activity to choose depends on the problem the child has. If it is stuttering, rhythm and breathing exercises should be predominant. And if a preschooler finds it difficult to reproduce certain sounds, then articulation classes become mandatory.

Specifics

It is worth briefly dwelling on what logorhythmics is. This is a highly specialized set of therapeutic exercises that includes elements of neurogymnastics. Speech is a complex process that involves the participation of several important components: the nervous system, breathing, sensory organs and the oral cavity. If at least one of these elements fails, then the entire mechanism has problems.

You can achieve harmonious functioning of all organs responsible for speech through logorhythmic exercises. This technique, based on the connection of music, movements and words, includes communicative and musical-motor games, finger movements, etc. The result of such activities is:

• training of motor memory, auditory perception and attention;
• improvement of the child’s physical condition;
• normalization of muscle tone;
• improving fine and gross motor skills;
• development of articulation and phonemic awareness;
• development of movements coordinated with speech;
• development of prosodic and melodic-intonation elements, as well as imagination and creative imagination.

Logorhythmic classes are best started at 2.5–3 years of age, when the baby is already able to independently perform movements and sing, although this technique can be used earlier if desired. Logorhythmics is especially effective for problems such as stuttering or a predisposition to it, delayed speech development, dysarthria, and difficulties in pronouncing certain sounds. In addition, it helps with speech that is too slow, fast or intermittent, motor skills and coordination disorders.

Many parents learn the basics of logorhythmics for independent study with their children. But for professional activity it is necessary to have the appropriate education. The difficulty is that there are no separate retraining programs in the Logorhythmics profile, since it is an integral part of a broader area - Speech Therapy. Therefore, you first need to obtain a diploma in professional retraining in speech therapy, having understood the basics of this science, and then further expand your knowledge on logorhythmic aspects through advanced training courses, seminars or master classes.

What is included in logorhythmics

Logorhythmics classes in preschool include:

• different types of physical activity - walking, squats, jumping, dancing, clapping, waving your hands - such exercises are usually used as a warm-up;
• speech correction methods;
• articulation gymnastics, breathing exercises;
• singing, reading poetry, saying tongue twisters;
• finger gymnastics;
• games to develop concentration, auditory and visual perception, memory;
• exercises to improve facial expressions, strengthen the facial and jaw muscles;
• relaxation exercises that usually end classes.

Distance learning

The current trend in additional education is the use of e-learning and distance technologies. This format is much cheaper and more convenient, especially for residents of remote areas. In a short time, “remote communication” has gone from condescending smiles to universal recognition. Now this method is used by many universities and training centers:

• The Center for Creative Pedagogy and Psychology (St. Petersburg) is implementing a professional retraining course “Innovative technologies for the early development of preschool children with the basics of speech therapy and logorhythmics” with a volume of 540 academic hours, which can be completed in 15 weeks (at the request of the participant, the period is extended to 30 weeks). Training is organized in a distance format, you can study individually and in groups. After each discipline, students take a test or exam. The graduate receives the qualification of a preschool teacher. The cost of the course is 19,000 rubles, discounts are available for group training.
• The Ural Institute of Advanced Training and Retraining (Perm) offers a wide selection of distance retraining programs for teachers in a variety of fields. In particular, there is a course “Teacher of preschool children with speech impairments” with a labor intensity of 620 hours, meeting the requirements of the Federal State Educational Standard and professional standards. The material can be mastered in 24 weeks (5.5 months) with the support of the staff assigned to the students. Participants will receive in-depth knowledge of pedagogy, psychology and speech therapy, necessary for successful work with children. As a bonus, listeners receive 3 months of access to a library containing over 4 thousand webinars on current topics. The cost of the course is 12,495 rubles.
• Research Institute of National Economy Management (Tyumen). Here are several options for obtaining the desired skills for practicing logorhythmics with children. For example, you can first take a retraining course “Education and training in kindergarten” or “Teacher-speech therapist” with a volume of 260 to 1040 academic hours for 6,000–8,000 rubles. After receiving a diploma with the appropriate qualifications, sign up for a 144-hour (18-day) advanced training course “Logorhythmics: correction of speech disorders in children of preschool and primary school age” for only 3,000 rubles. All training is conducted online through a personal account on the website, and supporting documents are sent to participants by post.
• Astrakhan State University gives its students the opportunity to choose the most suitable training format. The retraining course “Speech Therapy” on the basis of the Department of Continuing Education can be mastered in a distance learning or part-time format. The complexity of the program is 532 academic hours, and the duration of training is 10 months. Classes are taught by ASU teachers and specialists from correctional institutions in Astrakhan. The schedule can be created taking into account the wishes of the participants. Students are given all the necessary knowledge about modern speech therapy technologies for teaching and correcting speech disorders, are taught to effectively plan the educational process and prepare children with speech problems for school.
• The educational portal "Infourok" (Smolensk) is engaged in the retraining of speech therapists in programs with a labor intensity of 300 and 600 academic hours, depending on the level of initial training of students. Participants work according to individual plans, so the duration of study can vary from 2 to 12 months. The cost of training is one of the lowest on the market (1,470 and 1,870 rubles, respectively), and can be paid in installments. All classes are conducted exclusively in a distance format; mastery of each subject must be confirmed by passing a test, and the entire course must be confirmed by passing a final exam.

Logorhythmics specialists most often work in special correctional institutions and kindergartens. In private organizations, this technique is put on a professional basis, and specialists are assisted by defectologists and psychologists. Work in small groups is most effective when the teacher can pay enough attention to each child. Individual lessons are also widely used for children who are shy and cannot fully open up in a group. An experienced logorhythmics master can fully realize his potential and earn good money.

Rules for conducting classes in logorhythmics

Logorhythmics implies a playful form that is attractive to children. To increase your preschooler's interest in activities, use toys, illustrations, literary works, musical instruments, audio recordings, unusual objects, puppets and finger puppets.

If a child stutters, he should study every other day. With a healthy preschooler, it is enough to work twice a week.

The pace of exercises during each next lesson should gradually increase as the child successfully completes them. The musical accompaniment must correspond to the tempo of motor activity and the emotional content of the actions.

Don't show your child that you are unhappy with him. Disappointed in himself, he may refuse to do the exercises next time.

Logorhythmics for children 3 years old

3 years of age is a period of active speech development. Therefore, logorhythmics exercises for children should stimulate speech activity, improve thinking abilities, and develop articulation. We also shouldn’t forget about physical activity; outdoor games are required.

Far or near

Explain to children that far away objects make quiet sounds, while close objects make loud sounds. Offer to play animal voices. For example, a dog barks far away - the children say quietly “woof-woof”, a dog barks close - the children say loudly “woof-woof”. Likewise for cats, sheep, cows, roosters, cuckoos, frogs and other animals.

My family

Read the poem, and the students should bend their finger after each line:

• “this finger is grandpa” - kids bend their thumb;
• “this finger is grandma” - index;
• “this finger is daddy” - middle;
• “this finger is mommy” - ring finger;
• “and this finger is me” - little finger;
• “Here is my family” - the children put forward the resulting fist.

Happy tummy

The logorhythmics game is designed to improve breathing through the diaphragm. The preschooler lies on his back, relaxes, and places his favorite toy on his stomach. Ask your child to take a deep breath so that the belly rises and the toy rises with it. Then exhale so that the stomach with the toy drops. Let him repeat the action several times.

Tell me in order

Logorhythmic games develop speech breathing. The child must inhale, then, as he exhales, count the objects in the picture: one, two, three... The number of words spoken while exhaling should correspond to the age of the child.

Articulation gymnastics

Articulation exercises within the framework of logorhythmics tone the muscles of the tongue and jaws. Here are some examples:

• “I’m licking” - the mouth is not wide open, the tongue moves smoothly in a circle over the lips;
• “The teeth are hiding” - the lips are either tightly compressed, or stretched into a wide smile;
• “Football player” - the tongue moves inside the oral cavity from right to left with pressure on the mucous walls;
• “Angry tongue” - the tip of the tongue rests on the back walls of the upper pair of incisors.

Walking

To the accompaniment of music, children walk in a chain, holding the cord with their left hand. First they take the usual steps, the music conveys the appropriate rhythm. Then the pace changes, the players walk about 3 m with an extended step, raising their legs high. At the 3rd stage, children, continuing to move one after another, must step over 5 cubes and steps of a ladder placed on the floor.

Basic Concepts

Children diagnosed with speech impairment need special training aimed at developing thinking skills and imagination, articulatory and general fine motor skills, as well as verbal and non-verbal communication skills. The developed exercises teach preschoolers to distinguish between tempo and rhythm, laying the foundation for the formation of strong-willed qualities and endurance.

Logorhythmics includes a wide range of exercises, the implementation of which is accompanied by reciting a specific text. This technique contributes to the development of speech and the elimination of defects observed at the stage of development of speech skills. Thus, we can say that logorhythmics means a range of tasks, games and exercises based on the possibility of combining musical motifs, words and movements.

Logorhythmics helps preschoolers cope with speech development problems. What is important, in addition to improving speech, it is possible to form correct posture and strengthen muscles. An increase in activity in the field of sensory and motor development is also recorded. The ultimate goal is to solve a number of problems affecting the areas of health, education and correction.

The intensity of the speech development process depends on physical activity. This statement allows us to talk about the presence of a close relationship between two seemingly separate components of the harmonious development of the baby. In motor exercises, speech is assigned the status of a push to action and a controlling factor. The basis of logorhythmics is a poetic variety of speech in which a certain rhythm is clearly visible. Specially designed exercises teach preschoolers to breathe correctly, introduce them in practice to the variety of speech rates and develop speech hearing.

A significant part of parents realize the importance of early development of the child’s intelligence. Most often, adults strive to improve their reading skills. Many people are confident that the demand for early development methods over recent years indicates their effectiveness and usefulness. Only scientists who took a closer look were able to establish that the rapid development of counting, writing and reading skills inhibits other areas of psychomotor development related to the right hemisphere of the brain. The distortions observed at this stage are almost impossible to correct in the future. This feature confirms the relevance of using logorhythmics both within home communication and within kindergarten. Children studying using this method are characterized by harmonious and smooth development, the indicators of which correspond to the norms of the child’s age.

Logorhythmics for children 4 years old

For a 4-year-old child, physical development and improvement of motor skills are of paramount importance. It is also important to teach preschoolers proper communication, beautiful pronunciation, and clear pronunciation of sounds.

Do like the animals

Encourage students to imitate the movements and sounds of different animals. For example, how a bear walks and growls - children answer “rrrr”, while moving in a waddle with clubfoot steps. Or, as a goose flies and screams, the players respond “ha-ha-ha”, while waving their arms widely.

I go, I swim, I fly

When children hear the word “earth,” they stomp on the floor. When they hear the word “water,” they make movements with their hands as if they are swimming. And when they hear the word “air,” they flap their arms like birds in flight.

Vegetables

Show your student illustrations of vegetables, while pronouncing their names clearly in syllables: po-mi-dor, ka-ba-chok, re-dis, ku-ku-ru-za. The child should clap his hands after each syllable he hears.

Feed the birds

To play using logorhythmics, you need to prepare grain, peas and small pebbles, as well as 6 containers. Invite the student to feed the birds that fly to the feeder. To do this, he must transfer the grain, peas and pebbles to another container. First the baby does this with one hand, then with the other, then with both. Then he uses only his fingers: the thumb with the index finger, then with the middle finger, with the ring finger and, finally, with the little finger.

Train

Preschoolers imitate train carriages: they stand one after another, bend their arms at the elbow joint, press them to their sides, and clench their palms into fists. They begin to move to the music in the appropriate rhythm, stomping their feet and at the same time making circular movements with their hands. The tempo of the music changes, following which the children change the speed of their movements.

Automobile

Children answer questions, accompanying their answers with appropriate actions:

• how the car honks - “beep, beep” - the children press their fist on the open palm of their other hand;
• how the engine makes noise - “zh-zh-zh” - they make circular movements with their hands, as if they are steering a steering wheel;
• how fast we drive - “rrrr” - loudly and quickly knocking our feet on the floor;
• how the tires rustle on the asphalt - “sh-sh-sh” - the children rub their palms against one another;
• how the wheels spin - “ta-ta-ta” - make circular movements with your arms in one direction.

Logorhythmic games for children who stutter

Logorhythmic exercises for children with stuttering include complexes that strengthen muscle tone, articulation, and diaphragmatic breathing. All exercises must be agreed upon with a speech therapist. Children with speech impairments require a special approach, cannot master musical exercises in full, and require repeated repetition of rhymes and songs. Be sure to pronounce each sound:

The children have a doll in their hands. They clearly pronounce the sounds with the correlation of the action in verse to the doll:

Masha washed Mila with soap.

Exercise:

We put a lock: (smile, teeth closed)

The tongue couldn't get through. (tongue rests on teeth)

The main goal of such games for children with stuttering is to develop the tempo of speech, the rhythm of movements, the smoothness of the voice and coordination in a static and dynamic position. In addition to the speech therapy part, the classes are socially adaptive in nature. They teach behavior in a team, develop the emotional-volitional sphere. This includes activities that transition from a slow walk to running:

Early in the morning they go to visit -

Only best friends. (hugs with a classmate standing next to him)

Turtle with a thick cane

It was not in vain that I set off on my journey. (slowly raise their legs, imitate a step)

The little squirrel called all the animals,

I distributed invitations. (bows in different directions)

Mouse, bear and little rabbit (mouse - walk on tiptoes, bear - clumsily, little rabbit - jump)

They dressed up like they were going to a ball. (make a bell with your hands)

The fox is running as fast as he can - (imitate running)

After all, you can't be late. (they shake their index fingers alternately)

To dance around

Sliding smoothly across the floor. (spinning)

(M. A. Mordvin)

From smooth hand movements to fast ones:

They barely tilt

They ate the tops of their heads straight to the ground. (slowly swing your arms up and down while leaning forward)

A bird flutters in the sky,

Like an eyelash above an eye (stand on tiptoes, quickly wave your arms)

(M. A. Mordvin)

It is advisable to perform the exercises with a music teacher accompanied by live music that is not distorted by the recording. Acting games are performed together with the teacher. First, collective performances or performances without the children’s words are performed, then each child is invited to learn his own words and act out a short story. Words must be selected strictly according to the characteristics of each child and have a focus on those parts of pronunciation that require increased attention. Thus, a collective lesson turns into an individual one.

Relaxation exercises are performed in conjunction with exercises that require increased load. Such games and activities should alternate. The relaxation exercise should be proportionally equal to the load received by the children in the previous game.

Logorhythmics for children 5 years old

Logorhythmics notes for middle group preschoolers should include active games aimed at physical development and recovery. The movements become more complicated, complemented by other different actions, and the load becomes more intense. Classes should develop flexibility, promote healthy posture, and improve creativity.

Tell a friend

Logorhythmics games develop concentration and reaction speed. The players stand in pairs opposite each other. In the hand of one is a skittle, the other has a ring from a toy pyramid. When the music starts, the transfer of objects begins: one player takes the pin from the second with his right hand, and gives the ring with his left, and so on in a circle.

Cooking cabbage

Tell the poem, performing actions corresponding to the plot, and the child must repeat them:

• “We chopped the cabbage” - the baby makes chopping movements with his hands;
• “We salted the cabbage” – folds his fingers, moves them as if pouring salt;
• “We crushed the cabbage” - makes squeezing and squeezing movements with his hands;
• “We got delicious food” - claps his hands.

What rang

Show the pupils 4 objects: wooden spoons, a rattle, a glass cup, a metal bell. Ring the objects, hide them. Ring them again from the hiding place. Children must guess what is ringing.

Zoo

Divide the players into 4 groups: hares, bears, zebras, parrots. To the accompaniment of music, children move, imitating animals: “hares” jump, “bears” waddle, “zebras” raise their legs high above the floor, “parrots” wave their arms.

Geese

Logorhythmic games improve motor skills. The pupils’ task is to reproduce the actions of birds according to the rhyme:

• “The geese have arrived” - children wave their arms and run on tiptoe;
• “sat down on the lawn” - squat down;
• “walked” - players get up, slowly walk on tiptoe;
• “pecked” - they stop and bend down;
• “and quickly ran away” - the players run to their chairs and sit on them.

LOGORITHMICS AS AN EFFECTIVE MEANS OF SPEECH DEVELOPMENT OF PRESCHOOL CHILDREN

The material is published in the All-Russian collection of practice-oriented materials “Preschool and primary education - modern methods and technologies of teaching and upbringing”, July - 2021

Doroshenko Natalya Ivanovna Khomyak Larisa Aleksandrovna teachers-speech therapists Tsurikhina Zinaida Vladimirovna music director of MBDOU "Kindergarten of a combined type No. 13" of the Alekseevsky urban district of the Belgorod region

Every year, according to the observations of speech therapists, the number of children with various deviations in speech development is growing. This is the result of insufficient attention from parents and lack of communication with children, troubles within families, poor physical health of children, and poor ecology. Deficiencies in sound pronunciation can cause deviations in the development of mental processes such as memory, thinking, imagination, and also form an inferiority complex, expressed in difficulties in communication.

Overcoming problems with sound pronunciation is of great importance in the child’s subsequent life. Timely elimination of pronunciation deficiencies will help prevent difficulties in mastering reading and writing skills.

In order to correct existing speech dysfunctions, interaction between a speech therapist and a music director is necessary. The purpose of this interaction is to overcome speech disorders by developing the child’s motor sphere in combination with words and music.

Experience shows that, along with traditional methods of work in correcting speech disorders, speech therapy rhythms play a major positive role.

Logorhythmics is a set of motor exercises in which different movements are combined with the pronunciation of special language material. This is a form of active therapy, overcoming speech and related disorders through the development and correction of non-speech and speech mental processes.

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It is necessary to note the importance of music when performing logorhythmics. Music not only accompanies movement and speech, but is their organizing principle. Music can set a certain rhythm before the start of a lesson, or set the mood for deep rest during relaxation at the final stage of the lesson. Music evokes positive emotions in children, increases the tone of the cerebral cortex and tones the central nervous system, enhances attention, stimulates breathing, blood circulation, and improves metabolism.

Movement helps to comprehend and remember the word. Word and music organize and regulate the motor sphere of children, which activates their cognitive activity. Rhythm plays a significant role in words, movement, and music. Everything around us lives according to the laws of rhythm. The change of seasons, day, night, heart rate and much more are subject to a certain rhythm. Any rhythmic movements activate the human brain. Therefore, from early childhood it is recommended to develop a sense of rhythm in a form accessible to preschoolers - rhythmic exercises and games. A sense of rhythm helps to quickly and easily assimilate poems and understand musical works. Therefore, it is simply necessary for children to conduct classes in logorhythmics. Logorhythmics is the most emotional part of speech therapy correction, combining the correction of speech disorders with the development of sensory and motor abilities of children. Under the influence of speech therapy rhythm classes, children experience significant changes in sound pronunciation, word formation, and the accumulation of active vocabulary. In addition, logorhythmics using health-saving technologies has a beneficial effect on the child’s health: a restructuring of various systems occurs in his body, for example, cardiovascular, respiratory, and speech motor systems.

Objectives of logorhythmic influence: ⦁ Development of auditory attention. ⦁ Development of musical, sound, timbre, dynamic hearing. ⦁ Development of phonemic hearing. ⦁ Development of spatial organization of movements. ⦁ Development of general and fine motor skills, facial expressions, pantomime. ⦁ Formation and development of kinesthetic sensations. ⦁ Developing expressiveness of movements. ⦁ Fostering switchability from one type of activity to another. ⦁ Formation, development and correction of auditory-visual-motor coordination. ⦁ Development of physiological and phonation breathing. ⦁ Development of the singing range of the voice. ⦁ Development of a sense of rhythm. ⦁ Development of the ability to determine the nature of music and coordinate it with movements. ⦁ Formation of the ability to transform.

The close relationship between a speech therapist and a music director occupies a special place in the system of correctional work with preschoolers and serves the purpose of normalizing motor functions and speech, including breathing, voice, rhythm, and tempo. Both the speech therapist and the music director have the same requirements for conducting joint classes with children.

Logorhythmic classes 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.

Each activity should present thematic and gaming integrity. The topics and goals of the lesson must correspond to the current stage of correctional speech therapy work. When preparing logorhythmic exercises, one should proceed from the need for a correct understanding of their essence and purpose. Logorhythmic classes include the following types of exercises: ⦁ Introductory walking and spatial orientation. ⦁ Dynamic exercises to regulate muscle tone develop the ability to relax and tense muscle groups. Thanks to these exercises, children have better control of their body, their movements become precise and dexterous. ⦁ Articulation exercises are useful at any age, since clear articulation is the basis of good diction. Articulation exercises for children with sound pronunciation disorders are a necessity. Clear sensations from the organs of the articulatory apparatus are the basis for mastering the skill of writing. Working 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 correct speech breathing disorders, help develop diaphragmatic breathing, as well as the duration, strength and correct distribution of exhalation.

Logorhythmic classes use: -exercises for the development of diaphragmatic-abdominal breathing, -development of prolonged speech exhalation, -training of the coordinated work of the respiratory, vocal and articulatory systems.

5. Phonopedic and health-improving exercises for the throat develop the basic qualities of the voice - strength and height, and strengthen the vocal apparatus. During the cold season, these exercises are performed daily as a preventive measure against colds. The classes use phonopedic exercises according to V. Emelyanov, which not only develop the vocal cords, but also develop the singing skills of preschoolers.

6. Exercises to develop attention and memory develop all types of memory: visual, auditory, motor. Children's attention and ability to quickly respond to changes in activity are activated.

7. Pure sayings are required in every lesson. With their help, sounds are automated, the tongue is trained to perform the correct movements, and clear, rhythmic pronunciation of phonemes and syllables is practiced. Children develop phonemic awareness and auditory attention.

8. 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. The use of the simplest poetic text (Russian folk songs, nursery rhymes, jokes, counting rhymes, teasers) promotes quick memorization of the game and facilitates the completion of logorhythmic tasks.

9. Singing songs develops memory, attention, thinking, emotional responsiveness and musical ear; The child’s vocal apparatus is strengthened and helps to automate vowel sounds. The process of developing singing abilities in children with speech disorders is aimed not only at the formation of their artistic culture, but also at correcting their voice, articulation, and breathing.

10. Finger games and fairy tales. The development of finger mobility is directly related to speech development. Therefore, by developing fine motor skills of the fingers, we contribute to rapid speech development.

11. Communication games develop in children the ability to see their merits in another person, help deepen their awareness of the sphere of communication, and teach them the ability to cooperate. Such games are often played in a general circle.

12. Outdoor games, round dances, and dances train children in coordinating words and movements, develop attention, memory, and speed of reaction to changes in movements. These games foster a sense of collectivism, empathy, responsibility, and teach children to follow the rules of the game.

The construction of logorhythmics classes is based on a combination of different methods. Each method includes a variety of techniques. 1. Visual techniques, such as the teacher showing movement, imitation of images, using visual cues and visual aids. 2. Techniques for ensuring tactile-muscular visibility using various equipment. 3. Visual and auditory techniques for sound regulation of movement: instrumental music and songs, musical instruments, short poems. Verbal methods are used to help children understand the task at hand and consciously perform motor exercises. They include the following techniques: ⦁ explanation of new movements; ⦁ explanation of movement; ⦁ instructions for children to independently reproduce the movement shown by the teacher; ⦁ clarification of the meaning of motor actions, clarification of the plot of the game; ⦁ commands to emphasize attention and simultaneity of actions; For this purpose, counting rhymes and play songs are used; ⦁ figurative plot story for the development of expressive movements in children and better transformation into a playful image; ⦁ verbal instructions.

The game form of the lesson activates elements of visual-figurative and visual-effective thinking, helps to improve a variety of motor skills, develops independence of movements, and speed of response. The competitive form is used as a means of improving already developed skills, fostering a sense of collectivism, and cultivating moral and volitional qualities.

Logorhythmics is useful for all children. This is a powerful aid for effective work in correcting various speech disorders. As a result of the use of logorhythmics, by the end of the school year, children show positive dynamics in speech development. Preschoolers' vocabulary, phonetic perception and coherent speech increase. According to the survey results, parents observe positive results in their children’s musical, speech and creative abilities.

List of sources: ⦁ Arsenevskaya O.N. “The system of musical and recreational work in kindergarten” - Volgograd, 2010. ⦁ Alifanova E.A., Egorova N.E. Speech therapy rhymes and miniatures - M., 2001. ⦁ Boromykova O.S. Correction of speech and movement with musical accompaniment, a set of exercises to improve speech skills in preschool children with severe speech impairments - St. Petersburg, 1999. ⦁ Vlasova T.M., Pfafenrodt A.N. Phonetic rhythmics - M., 1997. ⦁ Voronova A.E. Logorhythmics in speech groups of preschool educational institutions - Moscow, 2006 ⦁ Gavrisheva L.B., Nishcheva N.V. Speech therapy chants - St. Petersburg, 2005. ⦁ Gogoleva M.Yu. Logorhythmics in kindergarten - Yaroslavl, 2006. ⦁ Gudimov V.P., Lusinyan A.A., Ananyeva O.P. Singing ABC - M., 1998. ⦁ Durova N.V. Phonematics - M., 2002. ⦁ Kartushina M.Yu. Summaries of logorhythmic classes with children aged 2-6 years (3 books) - Moscow, 2007. ⦁ Lopukhina I.S. Speech therapy - speech, rhythm, movement - St. Petersburg, 1997. ⦁ Miklyaeva N.V., Polozova O.A., Rodionova Yu.N. Phonetic and speech therapy rhythms in preschool educational institutions - M., 2006. ⦁ Shcherbakova N.A. From music to movement and speech. Issues 1-4 – Moscow, 2000.

For children 6 years old

From the age of 6, preschoolers are already preparing for school; logorhythmic exercises become more complex. At this age, it is important to develop rhythm, intonation, clarity of speech, the ability to express emotions, and broaden your horizons.

Living-non-living

Say the words, and the children should clap their hands when they hear the name of a living and small creature. For example: bee, telephone, pencil, mosquito, hippopotamus, giraffe, ant, grasshopper, ball, chick, button, dragonfly, window, horse, snail.

Find out the animal

Players must depict the given animals using facial expressions and body movements. For example, an important turkey, a cowardly rabbit, a slow turtle. And the rest must guess who the friend is showing.

Journey

Tell the students that they will now go traveling using different types of transport. First, in the car - the children pronounce the drawn-out sound “r-r-r”. Then on the plane - “oooh”. The plane is descending - the children pronounce the sound more quietly. The journey continues on the train - “too-too-oo-oo”. The train is moving fast - “chug-chug-chug”. Approaching the station, it slows down - the children say “chuh-chuh” more slowly. The train stopped, steam came out from under the wheels - “sh-sh-sh”. Then the journey continues on horseback - the children make a clicking sound with their tongue.

Find out by facial expressions

Children take turns naming interjections and using facial expressions to depict the corresponding emotion. The rest of us have to guess what we're talking about:

• Oh! - astonishment;
• Oh! - pain;
• Ay! – fear;
• Eh! – fun;
• Hey! - discontent;
• Oh! – confusion.

Logorhythmic games for children 4-5 years old

By the age of 4-5 years, the final development of speech occurs. It is important to pay great attention to the pronunciation of sounds and strengthening the articulation of sounds. Therefore, speech therapy exercises at this age occupy a special place.

The horse runs tsk-tsk-tsk, (clicking movements of the tongue from the palate)

A bird chirps in a field. (same clicking noise but from teeth)

A friend is sitting on the bank (smile, teeth unclenched)

And catches a fish in the sea (they close and straighten their lips)

Breathing continues to develop. Speech breathing should be distinguished from the general one. You can perform exercises for alternating short and deep breathing:

Doll Masha wants to sleep. (inhale through your nose, exhale with a drawn-out sound “ahhhh”)

Let's sing her a song. (inhale through the nose, on one exhale repeat the syllable “la-la-la” three times)

Doll Masha fell asleep. (sniffle)

The right time for such exercises would be gymnastics after an hour of sleep. Together with general motor skills, fine motor skills are actively developing. It is worth adding acting skills to logorhythmic games and exercises, teaching children to get used to the role and operate with various phrases:

- I am a cheerful cockerel (inhale, exhale “ko-ko-ko”)

I have a comb. (shake head)

— I am a frowning turkey (inhale, exhale “pa-pa-pa”)

I'm looking for grains bale-bale (tilt my head as if pecking at the grains)

- I’m a mischievous horse (clicking tongue from the roof of your mouth)

Golden tail and mane (shake your head)

The expressiveness of movements should correspond to the emotional state of the hero. Children learn to manage their emotions and express them correctly. You can change the exercise words as you play. Let the children do it themselves, do not interfere with their imagination. When the children learn the words, let each of them do the exercises one by one.

Game 1

A good game would be to guess your classmates. It develops tactile sensations, general motor skills and rhythm: children stand in a circle, and one child in the center. He is blindfolded. The children begin to walk in circles. The teacher says “stop” and the children stop. The child in the center of the circle approaches one of the children in the outer circle and guesses who it is.

Game 2

A popular game for this age is “Sea Figure, Freeze!” Children take on the role, play actively, learn to listen to music and quickly respond to brake lights. Freezing in certain positions reinforces knowledge about the capabilities of your body.

For children 7 years old

At the age of 7, preschoolers can perform complex tasks in logarithmics.

What animal is this

One player moves to the music, depicting a specific animal with body movements, facial expressions and sounds. When the music stops, it freezes. The rest must guess what animal he was depicting.

Signalman

Make 3-4 claps with your palms in different rhythms, like Morse code. And the student must repeat them in the same rhythm. For example: 3 fast, 1 slow.

Mirror

To play musical logorhythmics, prepare pictures of people in different poses. Turn on the music and let the kids dance. As soon as the melody is interrupted, the players must take the pose of the person depicted in the displayed image.

Logorhythmics by Zheleznova for children

Teacher Ekaterina Zheleznova has developed a unique logorhythmics program for preschoolers of all age groups. Classes involve simultaneous performance of speech, motor and musical exercises.

The program includes:

• movements to music;
• finger games;
• imitative tales;
• fun exercises;
• outdoor games;
• gymnastics and aerobics;
• massage games;
• staging;
• lullabies.

Zheleznova’s logorhythmics programs for different age groups were released in the form of didactic manuals, recorded on audio and video, and can be found on the Internet.

Programs

In some programs for speech therapists, a certain part of the curriculum is allocated for the study of logorhythmic exercises, but often its volume is not enough to conduct classes independently, especially given the fact that it is necessary to work with young children. At the same time, having mastered a variety of approaches to organizing speech therapy assistance for their students and having received all the necessary basic knowledge, a specialist can easily replenish his arsenal of techniques with the help of additional classes.

In the process of mastering training programs for retraining and advanced training, the student gains the skill of organizing the following exercises:

• finger gymnastics - songs and poems accompanied by hand movements;
• musical and rhythmic games;
• phonopedic exercises, pure talk;
• breathing exercises and self-massage;
• speech therapy gymnastics and articulation exercises aimed at developing the mobility of speech organs and strengthening their muscles;
• expanding the child’s active vocabulary through word creation;
• communicative games and dances for the development of the emotional sphere, imaginative thinking and positive self-awareness;
• exercises for the development of motor skills and facial expressions.

The specialist must take into account that logorhythmics should be a fun and exciting activity for the child. The teacher should be cheerful, always in a good mood, and be able to choose the right musical material, costumes, and toys. Considering the fact that logorhythmics is based on imitation, the teacher needs to master the technologies for transmitting the necessary information in an accessible and understandable form. Achieving maximum results requires constant collaboration with parents and patience, as results rarely appear quickly.