Principles of speech therapy work

How does speech therapy work work?

Speech pathologies are systemic in nature, so correction takes place in close cooperation with other medical professionals. Often, a speech therapy plan includes not only speech correction, but also medication treatment and psychotherapeutic counseling. There are the following main causes of speech disorders:

Physiological. The most common pathology faced by a huge number of children is malocclusion, which causes problems with the pronunciation of sounds. In such cases, in addition to speech therapy work, a consultation with an orthodontist is required, who selects the optimal methods of therapy. Underdevelopment of the hearing organs or incorrect articulation can also cause speech impediments.
Psychological. If a child has been in unfavorable conditions since childhood, experiences a lack of communication with family members and peers, does not receive enough attention, and is regularly exposed to stress, various types of speech disorders (dyslalia, stuttering) may occur. If the social factor is affected, the intervention of a psychotherapist and psychologist is required.

Many pathologies associated with speech appear due to several reasons, both physiological and psychological. In this case, it is important to take into account the etiology of the disorders; the content of speech therapy work includes a set of measures: psychological, pedagogical and medicinal intervention.

The principles of speech therapy work mean the starting points that determine the joint work of the speech therapist and the child in speech correction.

When correcting speech disorders, much attention is paid to the general didactic principles of educational direction; principles of systematicity, scientificity, clarity, consciousness, individual approach, etc.

Special principles are also used in speech therapy. First of all, these are the principles of taking into account the etiology and mechanisms of speech disorders, taking into account the structure of the disorder, a differentiated approach, and a step-by-step approach. An important principle is the principle of taking into account the child’s personality, his abilities to develop and form speech in normal natural conditions of communication and life. During speech therapy, the etiological principles that cause the appearance of various disorders must be taken into account. These are internal, external, biological and socio-psychological factors.

For a variety of speech disorders, speech therapists may work in collaboration with medical professionals. This may be medication, psychotherapeutic or other effects. For example: an incorrect bite predisposes to various pronunciation disorders and here the help of an orthodontist is additionally needed; If a child grows up in unfavorable conditions, he has a lack of communication, i.e. the social factor is affected, as a result of which various types of speech disorders may arise - from dyslalia to stuttering. Etiology includes taking into account not only the causes of speech disorders, but also their mechanisms, therefore, with the same symptoms, different mechanisms of disorders are possible. For example: disturbances in sound pronunciation may occur due to incorrect articulation or underdeveloped hearing. Work to eliminate speech deficiencies should be carried out taking into account the leading disorder.

The principle of systematicity takes into account the structures of various defects, determines the leading violation and correlates primary and secondary defects. Speech is the most complex mental process, therefore, even if its individual components are disrupted, as a rule, all speech activity as a whole is disrupted. This determines a systematic approach to eliminating speech disorders.

Many speech disorders manifest themselves in a combination of mental and neuropsychological diseases; Speech and non-speech disorders are interconnected, so we are talking about a set of measures. Thus, complex principles are implemented when talking about a joint effect on the body, that is, not only speech therapy, but also psychological, pedagogical and medical effects.

The complex principle of influence is especially important for such complex speech disorders as alalia, aphasia, dysarthria and stuttering. The principle of a differentiated approach is carried out taking into account the etiology of the disorder, symptoms, structure of speech defects, individual and age characteristics of the child. In the process of speech therapy work, it is important to take into account the level of speech development, features of mental processes, and the level of cognitive activity

The principle of phasing is a complex process of speech therapy intervention, i.e. Correction of deficiencies occurs in several stages. Each stage has its own tasks, methods and techniques for correction. There is a gradual transition from one stage to the next - from simpler to more complex.

When working, a speech therapist must adhere to the ontogenetic principle, i.e. take into account the development of speech in ontogenesis: from simple to complex, from concrete to abstract. Sounds in a child’s speech need to be corrected in the same sequence in which they appeared during the child’s development.

Educating a personality, taking into account the peculiarities of its formation, in connection with various types of disorders is one of the principles of speech therapy. This principle is especially relevant when working with children who have complex speech defects.

During correctional work, the child’s leading activity is taken into account. This is the meaning of the activity principle. Different ages have their own type of leading activity. In preschool age, this is a game with the help of which vocabulary is enriched, lexical and grammatical forms of speech are developed, and the child’s personality is formed. For school-age children, the leading activity is educational activity, which is the basis for correctional work in eliminating speech disorders.

The principle of natural speech communication presupposes various situations in which the child finds himself. First, they are modeled in the classroom, and then reinforced in normal conditions with the help of parents and educators. The child’s environment should be informed about the type of defect, tasks, methods of work and work closely with speech therapists.

When correcting speech disorders, various methods are used to help children acquire knowledge, skills, abilities, and personal development as a whole. The use of a certain method is determined by the nature and degree of the violation, the age of the child, and his personal qualities. Methods can be practical, visual, verbal.

Basic principles of speech therapy work

The principles and methods of speech therapy work are the general provisions that correspond to the activities of a specialist in the process of correcting speech disorders. There are general didactic and special principles of speech therapy. The first includes the educational nature of training, the systematic nature of classes, consistency in the presentation of material, accessibility and clarity, stimulation of active activity, an individual approach to each child, and scientific character.

Special principles for organizing speech therapy work with children include the following aspects:

Etiology and mechanisms of speech pathologies. It is believed that in speech therapy activities it is necessary to take into account a number of different factors that caused the disorder. These include both internal (biological and physiological) and external (social and psychological) factors. The content of speech therapy sessions largely depends on the etiology of the disorder. There are often cases when, with the same symptoms and external manifestations, specialists select different methods of correctional work.
Systematicity and taking into account all the features of speech disorders. This means that the specialist must document all symptoms, indicating the period of their onset, and identify leading disorders. The structural and functional organization of the speech system is quite complex, each component depends on many others, so a failure in the operation of at least one link will lead to problems for the entire system.
An integrated approach, including the intervention of not only a speech therapist, but also other specialists. This aspect is especially relevant to the elimination of complex speech pathologies, such as stuttering, alalia, aphasia and others. If even small speech areas of the cerebral cortex are damaged, it is necessary to visit several specialists to find out whether memory, concentration, and thinking abilities have been affected. If such facts are revealed, this will significantly complicate the work on speech function and will affect the choice of methodology.
A differentiated approach consisting of taking into account the symptoms of the disorder in the context of the age and individual characteristics of a particular child. Based on the etiology, the speech therapist needs to select a set of measures taking into account the level of development of speech skills, characteristics of the sensory sphere, and motor skills.
Step by step. There are various stages in the organization of speech therapy work. At each stage, specific tasks are defined, optimal methods and corrective techniques are selected. To move to the next stage, you need to consistently create the prerequisites, then speech therapy work will be effective and efficient.
Development. During the correction process, the specialist must consistently identify difficulties and determine a list of tasks that will need to be completed in the next stages of communication with the child. The development of one or another function is carried out gradually, that is, at the level when the exercise can be performed by the child independently, with little help from a speech therapist.
Otnogenetichesky principle of speech therapy work. The correction is carried out taking into account the patterns that govern the development of speech forms and functions: from simple to complex, from specific to more general. When speech is delayed or completely absent, the child’s speech lacks the simplest elements, or they exist, but in a distorted form. The ontogenetic principle in speech therapy work involves bringing the progress of the child’s speech development closer to its speed in normal ontogenesis.
Correctional work should take into account the age characteristics of the child and the character of the individual. This aspect is especially important when working with children whose speech disorders are caused by brain pathologies (alalia, dysarthria, aphasia, stuttering). The symptoms in this case have pronounced features of a primary nature associated with organic damage to the brain, as well as secondary layers.
Finding a workaround for the formation of a functional speech system bypassing the affected link. Usually, when there are disorders of the speech apparatus, one component suffers: articulation, hearing, vision. The speech therapist’s task will be to shift the focus to the links that remain intact, and only then gradually include the affected function in the correctional work.
Activity approach. Speech therapy work is based on the leading activity of the child at a particular age. For preschoolers, such activities include various types of games; at school age, studies come to the fore.
Working with speech skills in natural communication conditions. In this case, the speech therapist’s tasks include modeling various everyday situations in which the child’s speech skills are used. Teachers, parents and other family members take a direct part in developing skills; the effectiveness of the technique largely depends on their activity. The speech therapist must convey to the child’s loved ones the tasks and techniques that will be used, and also ensure that skills are consolidated at home and in school.

Principles and methods of speech therapy.

PRINCIPLES AND METHODS OF Speech Therapy.

In speech therapy science, in connection with the characteristics of its goals and objectives, one can distinguish principles and methods of diagnosis and principles and methods of correction.

Speech is examined during diagnosis as an integral system, in the structure of which all links are interconnected.

For example: identified deficiencies in sound pronunciation in a 7-year-old child may be accompanied by immaturity of phonemic hearing and phonemic perception. And this will threaten possible writing and reading impairments.

Deficiencies in pronunciation and phonemic processing may make it difficult to master vocabulary, especially words with similar sounds.

Consequently, both in the diagnostic process and in subsequent correction, it is necessary to take into account the place and role of pronunciation disorders in the general system of the child’s speech activity. This is reflected in the structure of speech cards.

Speech therapy is based on the following basic general didactic principles: scientific nature, systematicity and consistency, accessibility, visibility, strength, educational nature of learning, consciousness and activity, individual approach.

And specific principles: systematicity, complexity, the principle of development, the principle of considering speech disorders in connection with other aspects of the child’s mental development, the activity approach, the ontogenetic principle, the principle of taking into account the etiology and mechanisms (etiopathogenetic principle), the principle of taking into account the symptoms of the disorder and the structure of the speech defect, the principle workaround,

Let's look at some of them.

Etiopathogenetic - it is necessary to take into account the totality of etiological factors that determine their occurrence. These are external, internal, biological and socio-psychological factors.

Systematicity and taking into account the structure of a speech disorder - presupposes the need to take into account the structure of the defect in speech therapy work, determining the leading disorder, the relationship of primary and secondary signs.

Complexity - speech disorders are a syndrome in the structure of which there are complex connections between speech and non-speech symptoms. A comprehensive impact is required.

A differentiated approach is carried out on the basis of taking into account the etiology, mechanisms, symptoms of the disorder, the structure of the speech defect, age and individual characteristics, and takes into account the general and specific patterns of development of abnormal children.

Stage-by-stage – each stage is characterized by its own goals and objectives, methods and techniques of correction, the prerequisites for the transition from one stage to another are sequentially formed.

Ontogenetic – taking into account the patterns and sequence of formation of various forms and functions of speech.

Taking into account personal characteristics - there is an uneven development of its individual aspects, a violation of interpersonal relationships.

Accounting for leading activities - play (preschoolers) or educational (schoolchildren).

Conditions for natural speech communication - modeling of various situations of speech communication, close communication between the speech therapist and parents, educators, teachers.

The principle of systematicity is based on the idea of speech as a complex functional system, the structural components of which are in close interaction. In this regard, the study of speech, the process of its development and correction of disorders involves influencing all components, all aspects of the speech functional system.

The principle of development involves identifying in the process of speech therapy work those tasks, difficulties, and stages that are in the zone of proximal development of the child.

The study of children with speech disorders, as well as the organization of speech therapy work with them, is carried out taking into account the child’s leading activities (subject-practical, playful, educational).

The development of a methodology for correctional speech therapy is carried out taking into account the sequence of appearance of the forms and functions of speech, as well as the types of activities of the child in ontogenesis (ontogenetic principle).

The occurrence of speech disorders in many cases is due to a complex interaction of biological and social factors. For successful speech therapy correction of speech disorders, it is of great importance to establish in each individual case the etiology, mechanisms, symptoms of the disorder, identification of leading disorders, and the relationship between speech and non-speech symptoms in the structure of the defect.

In the process of compensating for impaired speech and non-speech functions and restructuring the activities of functional systems, the principle of a workaround is used, i.e., the formation of a new functional system bypassing the affected link.

Analysis of speech disorders and speech therapy are based in all cases on the etiopathogenetic principle (taking into account the etiology of the mechanisms of speech disorders); the principle of a differentiated approach, step-by-step, formation of speech skills in conditions of natural speech communication; the principle of a workaround (formation of a new functional system bypassing the affected link).

Nominated by Professor R.E. Levina.

The principle of development - from the position of this principle, the mechanism of speech impairment is determined. It is necessary to collect and analyze all clinical data and general information about the patient. This will help determine the clinical form of speech pathology. This is necessary to predict work, to determine work deadlines, to determine communication with other specialists.

The principle of a systems approach. Speech is a unified system that includes the following components: phonetics, vocabulary, grammar. They are closely interconnected and determine each other’s development. The following variants are distinguished based on the structure of the defect: FNR phonetic underdevelopment of speech - only sound pronunciation suffers; FFNR, against the background of defective sound pronunciation, has underdeveloped phonemic hearing. Phonemic underdevelopment of speech - being able to pronounce sounds correctly, they mix them up in pronunciation (children sat on huts, just as children’s eyes blare). OHP - sound pronunciation, phonemic hearing, poor vocabulary, and speech agrammatism suffer. To determine a speech defect, a speech therapist carefully examines all components of the patient’s speech. The speech therapist determines the content of correctional work.

The principle of the connection of speech with other aspects of mental development.

A) It is necessary to establish (L.S. Vygotsky: “Look at the root cause”) whether the child’s speech disorder is primary, or whether it is a consequence of another pathology. The choice of educational route depends on this. For example: The root cause of the UO is the consequence of speech,

or visual memory, perception, visual-effective thinking is normal, auditory memory, verbal-logical thinking is underdeveloped, which means speech is primary, mental retardation is secondary.

Training takes place from the root cause.

B) The speech therapist must know the structure of the child’s mental development in order to work not only on speech during speech therapy sessions, but also to further develop the child’s mental functions.

C) It is necessary to take into account the patient's reaction to his defect.

Adequate - knows, is dissatisfied, is ready to work hard and hard to cope with the defect, as a rule, strong-willed, conscientious patients. An indifferent (indifferent) reaction to a defect—reluctance to work, thinks it is very simple, or a conscript—knows about the defect, but deliberately refuses to work.

Patients with hyper-emotions explain all troubles and failures by their speech defects, rarely believe in the success of treatment, are not critical of themselves enough, and have little volitional skills.

It is necessary to use methods of psychotherapeutic influence (explanation, persuasion, suggestion); the speech therapist must learn to master them or involve other specialists in complex work (psychologist, psychotherapist).

Methods for diagnosing speech disorders in speech therapy as a science can be divided into several groups.

The first group is organizational methods: comparative, longitudinal (study over time), complex.

The second group consists of empirical methods: observational (observation), experimental (laboratory, natural, formative or psychological-pedagogical experiment), psychodiagnostic (tests, standardized and projective, questionnaires, conversations, interviews), praximetric examples of activity analysis, including speech activities, biographical (collection and analysis of anamnestic data).

The third group includes quantitative (mathematical-statistical) and qualitative analysis of the data obtained; machine data processing using a computer is used.

The fourth group is interpretive methods, methods of theoretical study of connections between the phenomena being studied (the connection between parts and the whole, between individual parameters and the phenomenon as a whole, between functions and personality, etc.).

Technical means are widely used to ensure the objectivity of the study: intonographs, spectrographs, nasometers, video speech, phonographs, spirometers and other equipment, as well as X-ray cine photography, glottography, cinematography, electromyography, which make it possible to study the dynamics of integral speech activity and its individual components.

Principles of speech therapy intervention: complexity of intervention for speech disorders, differentiated approach to eliminating speech disorders, step-by-step progress of speech intervention, taking into account the leading type of activity in the correction of speech disorders.

Speech therapy is a pedagogical process aimed at correcting and compensating for speech impairments, at the upbringing and development of a child with speech impairments.

Each stage of speech therapy has its own goals, objectives, methods, and correction techniques.

Goal: correction and compensation for speech impairments, education and development of a child with speech impairment.

The main focus of speech therapy is speech development, correction and prevention of speech disorders. In the process of speech therapy work, the development of sensory functions is provided; development of motor skills, especially speech motor skills; development of cognitive activity, primarily thinking, memory processes, attention; formation of the child’s personality with simultaneous regulation and correction of social relationships; impact on the social environment.

The organization of the speech therapy process makes it possible to eliminate or mitigate both speech and psychological disorders, contributing to the achievement of the main goal of pedagogical influence - the education of a person.

Speech therapy intervention should be aimed at both external and internal factors causing speech disorders. It is a complex pedagogical process aimed primarily at the correction and compensation of speech impairments.

The main forms of speech therapy influence: training, education, correction, compensation, adaptation, habilitation, rehabilitation.

Correction of speech disorders - correction of speech or weakening of the symptoms of speech disorders (elimination, overcoming speech disorders).

Compensation is a complex multidimensional process of restructuring psychological functions in the event of disruption or loss of any body functions.

Learning is a two-way controlled process, including the active cognitive activity of children in acquiring knowledge, skills and abilities and pedagogical guidance of this activity.

Education is a purposeful, systematic, organized management of the process of personality formation or its individual qualities in accordance with the needs of communication.

Adaptation is the adaptation of the body to the conditions of existence, active adaptation to the conditions of the social environment through the assimilation and acceptance of goals, values, norms and styles of behavior accepted in society.

Habilitation is a system of therapeutic and pedagogical measures aimed at preventing and treating those pathological conditions in young children who have not yet adapted to the social environment, which lead to a permanent loss of the opportunity to work, study and be a useful member of society. In speech therapy: the formation of the initial children's vocabulary.

Rehabilitation is the restoration or compensation of lost function, measures for sick children aimed at ensuring that the child masters skills and abilities, a system of measures aimed at the fastest and most complete restoration of the health of patients and their return to an active life. In speech therapy: remedial training for aphasia.

The effectiveness of speech therapy is determined by the following factors: the level of development of speech therapy as a science; connection between theory and practice; the nature of the defect and the severity of its symptoms; the person’s age, state of health; mental characteristics of a person, his activity in the process of speech therapy correction; start dates and duration of speech therapy work; implementation of the basic principles of correctional and speech therapy work; skills and personal qualities of a speech therapist.

Thus, the professionalism of the speech therapist, his choice of adequate means and methods of speech therapy, taking into account the structure and nature of the speech disorder, the age and individual characteristics of the child with speech pathology, determine the prospects for the process of eliminating speech disorders.

The choice and use of the method is determined by the nature of the speech disorder; content, goals and objectives of correctional speech therapy; stage of work; age, individual psychological characteristics of the child.

Verbal: determined by the age characteristics of the children, the structure and nature of the speech defect, the goals and objectives of correction.

1. story – a form of teaching in which the presentation is descriptive. They are used to create in children an idea of a phenomenon, to evoke positive emotions, to create a model of correct speech, to prepare children for independent work.

2. conversation – preliminary, final, generalizing; are based on a sufficient amount of ideas, correspond to the logic of the child’s mental activity, activate mental activity, clear and clear questions.

3. retelling – brief, selective, detailed;

4.reading.

Practical:

1. exercise – repeated repetition by the child of practical and mental tasks.

A) imitative-performing - performed by children in accordance with the model.

B) constructive - constructing letters from elements, from one letter to another.

C) creative - using learned methods in new conditions, on new speech material.

2. game method: the use of various components of game activity in combination with other techniques: showing, explaining, indicating, asking questions (games of “shop”, “doctor”).

3. modeling: the process of creating models and their use in order to form ideas about the structure of objects, the relationships and connections between the elements of these objects.

Visual: a form of assimilation of knowledge, skills and abilities, which is significantly dependent on the visual aids and TSO used in teaching. This includes observations, examination of drawings, paintings, models; viewing filmstrips, films; listening to records, recordings; display of samples of assignments.

Forms of organization of speech therapy work: individual, subgroup, group, frontal, lesson.

Teaching methods

The principles of speech therapy work with young children with speech disorders involve the use of several different techniques. As a rule, they are all used in combination, and our Center’s specialists select exercises in accordance with the individual characteristics of the child. The joint activities of the teacher and the child are aimed at acquiring knowledge and skills, developing mental abilities, nurturing feelings and shaping personality. The main forms of speech therapy work include:

Practical. These include exercises, games and simulations of various situations. When carrying out such activities, the child uses his creative abilities, develops fine motor skills, and trains his imagination.
Visual. The teacher uses aids that facilitate the learning of the material, including drawings, paintings, films, and music.
Verbal: story, conversation, reading.

All methods are divided into direct and indirect. In correctional work, the choice of method of influence depends on the child’s knowledge and skills, the degree of impairment, and age category.

Speech therapy intervention.

Speech therapy intervention

should be aimed at both external and internal factors causing speech disorders. It is a complex pedagogical process aimed primarily at the correction and compensation of speech impairments.

The system of speech therapy work to eliminate various forms of speech disorders is differentiated, taking into account many factors that determine it. A differentiated approach is carried out based on taking into account the etiology, mechanisms, symptoms of the disorder, the structure of the speech defect, the age and individual characteristics of the child. In the process of correcting speech disorders, general and specific patterns of development of abnormal children are taken into account.

Speech therapy intervention is a purposeful, complexly organized process in which various stages are distinguished. Each of them is characterized by its own goals, objectives, methods and techniques of correction. The prerequisites for the transition from one stage to another are consistently formed. For example, work to eliminate dyslalia includes the following stages: production, automation, differentiation of sounds.

Speech therapy intervention is based on the ontogenetic principle, taking into account the patterns and sequence of formation of various forms and functions of speech.

So, in cases where a child has a large number of disturbed sounds, for example, whistling, hissing, r,

the sequence in work is determined by the sequence of their appearance in ontogenesis (whistling, hissing,
p).
In the process of forming the syntax of oral speech during alalia, the sequence of appearance of various types of sentences in ontogenesis is taken into account.

Correction of speech disorders is carried out taking into account leading activities. In preschool children, it is carried out in the process of play activity, which becomes a means of developing analytical-synthetic activity, motor skills, sensory sphere, enriching the vocabulary, mastering language patterns, and shaping the child’s personality.

In speech therapy work, when auditory differentiation is impaired, reliance is placed on intact links.

For example, restoration of sound discrimination in sensory aphasia is carried out as if bypassing the affected acoustic component of sound differentiation, relying on visual (oral image of sound) and kinesthetic afferentation (kinesthetic signals received during articulation).

Speech therapy is carried out using various methods. The teaching method in pedagogy is considered as a way of joint activity between the teacher and children, aimed at children mastering knowledge, skills and abilities, at developing mental abilities, cultivating feelings, behavior and personal qualities.

There are various classifications of teaching methods. In speech therapy work, various methods are used: practical, visual and verbal. The choice and use of one or another method is determined by the nature of the speech disorder, the content, goals and objectives of correctional speech therapy, the stage of work, the age, individual psychological characteristics of the child, etc. At each stage of speech therapy work, the effectiveness of mastering correct speech skills is ensured by the corresponding group of methods . Thus, the stage of sound production is characterized by the predominant use of practical and visual methods; during automation, especially in connected speech, conversation, retelling, story, i.e., verbal methods are widely used.

Towards practical methods

Speech therapy interventions include game exercises and modeling.

Exercise is the child’s repeated repetition of practical and mental actions. In speech therapy work, they are effective in eliminating articulatory and voice disorders, since children develop practical speech skills or the prerequisites for their development, and master various methods of practical and mental activity. As a result of systematically performing articulatory exercises, the prerequisites are created for sound production and for its correct pronunciation. At the stage of sound production, the skill of its isolated pronunciation is formed, and at the automation stage, the correct pronunciation of sound in words, phrases, sentences, and coherent speech is achieved.

Mastering correct language skills is a long-term process that requires a variety of systematically used activities.

Exercises are divided into imitative-performing, constructive and creative.

Imitative-performing tasks are performed by children in accordance with the model. In speech therapy work, a large place is occupied by practical exercises (breathing, vocal, articulatory, developing general, manual motor skills). At the initial stages of assimilation, demonstration of actions is used, and during repetitions, as the method of action is mastered, the visual demonstration is increasingly “collapsed” and replaced by verbal designation. Thus, the implementation of articulatory exercises is initially carried out according to a visual demonstration, based on the visual perception of the tasks performed by the speech therapist; in the future they are only called.

In speech therapy work, various types of construction are used. For example, when eliminating optical dysgraphia, children are taught to construct letters from elements, from one letter to another.

Creative exercises involve the use of learned methods in new conditions, on new speech material. Thus, during the formation of sound analysis and synthesis, the definition of the sequence of sounds is first given with the support of auxiliary means, and then only in speech terms, since the assimilation of the action of sound analysis is transferred to new conditions. And finally, the action of sound analysis is considered formed if it can be performed internally (the child independently comes up with words with a certain sound, number of sounds, selects pictures whose names contain sounds, etc.).

Speech exercises are also used in speech therapy work. An example of this is the repetition of words with added sounds when correcting problems with sound pronunciation.

The use of play exercises (for example, imitation of actions: cutting wood, trees swaying in the wind, imitation of the gait of a bear, fox) causes an emotionally positive mood in children and relieves their stress.