The use of logorhythmics in a comprehensive methodology for overcoming stuttering in children of senior preschool age. Types of exercises for stuttering Methods for getting rid of the disease for children

Peculiar motor impairments in stutterers of any age range require a complex intervention for their correction, which must necessarily include means of speech therapy rhythm and musical-rhythmic education.

3. CONTENT OF Speech Therapy RHYTHMIC CLASSES FOR PERSONS WHO STUTTER

During logorhythmic classes with people who stutter, it is advisable to carry out the following exercises and games:

1) introductory;

2) for the development of auditory perception, attention and memory, visual perception, attention and memory;

3) to develop orientation in space and a sense of rhythm;

4) for the development of imitation;

5) creative, role-playing, outdoor games, creative sketches for the development of strong-willed qualities, activity, independence, initiative;

6) exercises, outdoor games with rules for the development of general motor skills, motor skills of the arms, hands, fingers;

7) for the development of facial expressions and oral praxis;

8) with singing, round dances, dramatization games with musical accompaniment for the development of speech prosody;

9) sketches for the development of imagination and creative abilities;

10) for the development of musical memory and musical creativity;

11) final;

12) performances, matinees, entertainment, festive performances (for children), humor evenings, pantomimes, concerts, etc. (for adults).

The means of speech therapy rhythm in correctional work with stutterers contribute to a greater extent to the normalization of the tempo and rhythm of general and speech movements, speech prosody, than purely speech therapy work. Motor, musical-motor, musical-speech, rhythmic, speech without musical accompaniment, motor-speech exercises and games develop static and dynamic coordination of movements, the ability to control muscle tone, duration of exhalation, soft attack of the voice and other components of prosody. Normalizing the motor sphere of a stutterer helps him restructure his attitude to communication, to the environment and to his speech disorder. This restructuring is due to those positive character traits and behavior that appear in a person who stutters in the process of psychomotor correction, namely: confidence in movements, controllability of them, correct posture, visual orientation towards the interlocutor, courage, initiative in communication, independence in resolving motor and speech difficulties , activity in activities, reorientation in the significance of life situations in connection with the restructuring of attitudes towards a speech defect, etc.

Stuttering (logoneurosis) is a type of speech disorder in which fluent, continuous pronunciation of words is impossible. Depending on the speech, speech can be distorted - from minor repetitions of individual syllables to the complete inability to pronounce the word to the end.

Stuttering is most often caused by psycho-emotional reasons, but can also be caused by injuries, infectious and organic lesions.

The earlier the disorder is detected and the more timely its treatment is started (both stuttering and gymnastics), the more favorable the prognosis. Below we will look at what exercises can be recommended to overcome stuttering.

Types of exercises for stuttering

Important! Since in logoneurosis, mainly the rhythmic-respiratory component of speech is impaired, it is necessary to select a set of exercises for stuttering that specifically eliminate this defect.

The following types of training are distinguished:

voice exercises (the main goal is to learn not to be afraid to speak, to be able to control your voice);
articulation exercises - help strengthen the muscles of the lips and tongue for clearer pronunciation of words;
- aimed at regulating breathing during speech, strengthening the diaphragm);
muscular gymnastics - strengthens the muscles of the resonator system, diaphragm;
rhythmic exercises - aimed at developing the rhythmic side of speech.

Muscular gymnastics

As already noted, emotional disturbances are often the basis of logoneurosis. They leave an imprint not only on speech activity and voice intonation, but also on the muscular frame: so-called muscle clamps are formed, which, in turn, only aggravate the situation. A person who stutters cannot take a proper breath; the muscles of the neck, throat, and shoulder girdle are constantly tense. Complex therapy for stuttering should include exercises that relieve excessive muscle tension:

Alternate tension and relaxation of different parts of the body.
Holding your breath for 20-30 seconds develops the lungs and activates blood flow, improves muscle strength.
Protrusion of the abdomen like a ball.
Various yoga elements (suitable for adults).

Chanting vowels.
Singing in any form.
Pronouncing words with different intonations.
Voice imitation of various sounds (birds singing, the sound of a ball hitting the floor, the clatter of hooves, etc.).

Rhythmic gymnastics

Logorhythmics in stuttering are often disrupted. Exercises that allow you to better feel the rhythmic side of speech should definitely be included in the complex:

Tapping the rhythm on the table and then repeating it.
Clapping your hands while reciting poetry or singing songs.
Pronouncing words to the beat of music. The music needs to be changed more often, and the patient must have time to adjust the tempo of speech to the changing rhythm of the music.

Are there any contraindications to exercises to correct stuttering?

As such, there are no general contraindications to exercises for logoneurosis. Since there are quite a lot of chargers, you can always choose the one that you like best and does not cause discomfort. For example, if a child has back problems, then the “Cat” and “Pump” exercises can be replaced with other breathing practices that do not require active bending of the body.

Getting rid of logoneurosis is a long process. It should be understood that when working with children, especially younger ones, keeping the classes entertaining is of great importance. The child should not be bored and feel like he is being interrogated, or think that he is being coerced. A friendly environment and good overall health are important.

In no case should you force a child to do exercises if he does not want to, this can only aggravate the disorder. It is also not recommended to do exercises at the expense of proper rest or communication with other children: exercises should be carried out as naturally as possible and as if in passing, while playing.

It is advisable to use funny songs and nursery rhymes; performance should be accompanied by your favorite toys. Articulation exercises must be performed in front of a mirror so that the child can control how correctly he is doing everything (“Let’s play making faces”).

Systematic training also plays an important role. It would be nice to quietly introduce exercises into the child’s daily ritual, for example, do breathing exercises when brushing teeth, do muscle exercises when bathing, etc.

It is important that the child gets used to repeated actions, and there is no need to force him to sit down every time.

Attention! Results in the treatment of logoneurosis occur no earlier than after 2-3 months, subject to constant daily training. It is important to be patient and strictly observe the frequency of classes. It is not necessary to undergo treatment only from a speech therapist; home exercises for stuttering will also bring positive results and help consolidate the achieved effect.

Goals:
formation of the communicative function of speech,
overcoming communication phobia;
formation of skills of rational vocal delivery and vocal presentation;
development of voice strength and range;
development of prosodic components of speech: the skill of intonation formation of syntagmas, normalization of the process of speech pausing;
formation of speech breathing;
regulation of muscle tone;
development of coordination and rhythmization of movements;
formation of auditory attention, visual memory;
activation of passive vocabulary;
creating a favorable psychological background, a calm, joyful mood in children;
improvement of spatial orientation, orientation in one’s own body;
instilling self-control in neurotic children.

Equipment: doll, handkerchief, illustrations of a clock;
Circuits for the development of voice modulations.

Progress of the lesson:

1.ENTRANCE free. Calmly, unaccompanied.
introductory exercise

"Hello"
a) children stand in a circle:
look your neighbor in the eyes;
say your name while looking the neighboring child in the eyes;
say the name of the person you are looking at.

b) “7 Jumps” (K. Orff)
children move around the hall in different directions;
At the fermata they stop and “greet” a previously offered part of the body (right hand, toe of the left foot...) with a child who happens to be nearby.
the partner’s hand (or other part of the body) is held until the music (chord) stops playing

2.Warm up.
To the accompaniment of calm music (audio recording), children perform movements as shown by the speech therapist, aimed at the ability to redistribute muscle tone, at the development of facial motor skills and correct posture.

3.Development of fine manual motor skills.
Song “ABOUT THE RAM” by music Savelyev

At the market early in the morning - the fingers on both hands are straightened
I bought a sheep lamb. Lena - “dancing”
For lambs, for sheep
Ten poppy rings
Nine dryers, eight buns - children bend one finger each
Seven flatbreads, six cheesecakes, gradually leaving the little finger
Five cakes, four donuts, on one of the hands.
Three loaves, two gingerbreads.
At the market early in the morning
I bought a sheep bagel
And I bought one roll -
I haven’t forgotten about myself,
And for the sunflower wife.

4.Singing.
a) “Clock” (chant)
Children are divided into subgroups, each of which depicts “its own” clock with its voice - wall, pocket or tower, changing the tempo of performance and the timbre coloring of the voice:
The clock on the tower strikes: boom! boom! boom! boom!
And the wall ones quickly: tiki-taki, tiki-taki.
And the pocket ones are in a hurry: tiki-taki, tiki-taki, tiki-taki, taki!
b) Game "Radio"
Song “SLEEPING PILLS” (N. Ivanov)
As the song is sung, the teacher “turns on” and “turns off” the “radio” sound. The song is not interrupted, it is “sung” to oneself.

Sparrows sleep on the roofs
The sun is in a blue haze.
Sleep comes to kindergarten
In an invisible hat

Gives us make-believe
Sleeping pills
So that we can put them in our mouths
And they quickly fell asleep.

We lie down and lay down
Cheek on palm,
We don’t take pills
Even for fun.

5.Development of creativity.
Song “FLU” (O. Khromushin)
Three children, lying on the carpet, pretend to be hippos sick with the flu, performing movements in accordance with the lyrics of the song. The rest sadly, slightly ironically perform this song while standing.

The hippopotamus is completely hoarse. Oh!
He has a bad flu. Oh!
He's on bed rest
With a separate mug/cup.

Drops in the nose, tablets in the mouth
And about five hundred poultices.
Severe flu
Barely
Hippopotamus gets out of bed...
So he follows on his heels,
So he follows on his heels
This flu is a flu. Up-chhi!

6. Exercise on the formation of speech breathing, voice modulations.
Exercise “ROCK THE DOLL”
Schemes used:

7. Formation of smooth speech.

Children stand in a circle. During the downbeat of the music they pass a handkerchief to each other. On whom the sound of the music “stops”, he chooses a partner to perform the dialogue. (child chooses)
a) dialogue “BUNNY”
Bunny, bunny, why are you sad?
I lost a head of cabbage.
Which one?
Here it is: round, white and big.
Come on, little bunny, little naughty girl, let me touch your belly... It's as tight as a drum!
So, I ate my head of cabbage...
And I forgot...
Or
b) dialogue “BLACK CAT”
Why are you black, cat?
Climbed into the chimney at night.
Why are you white now?
I ate sour cream from a pot.
Why did you turn gray?
The dog rolled me in the dust.
So what color are you?
I don’t know this myself...

8. Coordination of speech with movement
a) in the round dance “HAVE FUN, CHILDREN”
b) in the dramatization “How are you living?”
(children answer the speech therapist’s questions)

How are you living?
Like this! (thumbs up)
How are you going?
Like this! (walk in place)
How are you standing?
Like this! (stand, hands at your sides)
Do you sleep at night?
Like this! (puts hands under cheeks)
How are you being naughty?
Like this! (press fingers on puffy cheeks)
Are you silent?
Sh-sh-sh-sh... (put index finger to lips)

9. Summary of the lesson.
Children stand silently in a circle, holding hands. To the background of calm music, the speech therapist says:

You are the best, calmest, most friendly children. You can speak more correctly than anyone, more confidently than anyone, more expressively than anyone. Now we will go to the group and you will tell me what you liked most about our lesson today.

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The use of logorhythmics in correctional work with stuttering children of senior preschool age (techniques and methods)

Planning of logorhythmic classes is carried out on the basis of the principles developed by G.A. Volkova. These include the principle:

etiopathogenetic. It requires a differentiated structure of classes depending on the cause and pathogenesis of the speech disorder;
consciousness and activity. It lies in the child’s active and conscious attitude to his activities;
systematicity. It lies in the regularity, systematicity and continuity of the correction process;
visibility. It consists of directly demonstrating movements and using a visual image or figurative word of the teacher;
accessibility and individual approach. It takes into account the age characteristics and capabilities of children;
taking into account symptoms. It allows you to correlate the physical capabilities of children with speech pathology. Taking into account the children’s capabilities, the load is dosed;
stages. It determines the logical sequence of acquiring consolidation and improvement of the entire complex of knowledge and skills. It is based on an approach from simple to complex.

All principles are interconnected and determine the unity of development, education and correction of the functional systems of a child with speech disorders.

The purpose of logorhythmic work– formation of pronunciation, development of phonemic processes, improvement of all components of the speech system.

According to N.A. Tugova, the most important element of musical and rhythmic classes is signal: music, word, gesture. Music as a signal for correctional purposes is used especially widely. Changing musical tempos, the form of a piece of music, passages, rhythms, the nature and strength of sound, as well as the contrast of registers allow you to regulate the change of movements that make up the exercise. Musical tempos (fast, moderate, accelerated, slow, rapid) help children switch from one movement to another. At the same time, children can learn to subordinate their movements to music.

Children who stutter are slower than children with normal speech to establish a connection between changes in the musical signal and movement. A quick and correct reaction to the teacher’s signals is fostered by properly planned lessons.

Motor, speech without musical accompaniment, musical-speech, musical-motor, rhythmic, motor-speech exercises and games develop dynamic and static coordination of movements, the ability to control muscle tone, the duration of exhalation and the soft attack of the voice. Normalizing the motor sphere of a stuttering child helps him restructure his attitude to communication, to the environment and to his speech disorder. This restructuring is due to the positive character traits and behavior that appear in the child in the process of psychomotor correction.

Speech therapy rhythm classes should be conducted taking into account the relationship between speech, various types of musical activities and movements.

When conducting classes, repeatability of tasks is necessary. Developing a change of movements, which are accompanied by a piece of music, is carried out throughout the entire speech therapy course. In this case, a different musical repertoire is used.

It is necessary to use a small amount of speech, musical material and movements. Logorhythmic education should be carried out in accordance with the content of the stages of speech therapy work.

One of the tasks of the music director is to teach children to move expressively and naturally in accordance with the nature of the music, musical images, registers, dynamics, to speed up and slow down movement, and change movement in accordance with musical phrases.

Techniques and methods of logorhythmics in eliminating stuttering

Over the years, original methods of speech therapy rhythms have appeared, created for working with children who stutter (G.A. Volkova, V.A. Griner, N.A. Rychkova), which are now successfully used in a comprehensive system of correctional work.

Work on developing a sense of rhythm consists of several sections:

– exercises to regulate muscle tone (the ability to tense or relax muscles). Such exercises are used throughout the entire logorhythmics course immediately after walking and marching. Greater or weaker muscle tension correlates with louder or softer music.

Exercise 1. Children perform movements with the flags below to quiet music and strong waves above their heads to loud music.

Exercise 2. To loud music, move in a circle with jumps; to quiet music, move your arms.

Exercise 3. While walking in a circle to loud music, children walk, performing certain movements with their hands; under quiet music, they stop and hide their hands behind their backs.

– breathing development exercises contribute to the development of diaphragmatic breathing, a fairly strong, long and gradual exhalation. Exercises are used in which the respiratory muscles work with special tension.

Exercise 1. Starting position – basic stance, arms in front of the chest. On the downbeat - a sharp, noisy breath in through the nose and movements of the hands in front of the chest. On the weak beat - involuntary exhalation, hands in i.p.

Exercise 2. Inhale through your nose and exhale through your mouth. Starting position – main stance. On the strong beat, inhale through the nose, on the weak beat, exhale through the mouth.

Exercise 3. Starting position – sitting cross-legged, hands free on your knees. The exercise is performed with pronouncing the combinations: a - na - khat; o - ho - boor.

– exercises for the development of fine motor skills develop finger movements, coordination, their interaction, and contribute to the development of articulatory motor skills. Exercises are carried out on musical material, later with speech accompaniment.

Exercise 1. Starting position – standing in a circle, arms down. Raising outstretched arms upward from the sides while pronouncing the sound “o”.

Exercise 2. Starting position – standing in a circle, arms in front of the chest, palms forward. Hands forward, to the sides, down, pronouncing the sound “e”.

Exercise 3. Starting position: standing in a circle, arms bent at the elbows, palms to the sides. Straightening your arms while pronouncing the sound “i”.

– exercises to develop a sense of tempo (speed of musical performance). First, the pace is learned through simple movements, and then walking, leg movements and running are included.

Exercise 1. Children stand in a circle. To the music, they begin to move in a circle: at first they walk slowly, raising their knees high; then they move with small tramping steps.

Exercise 2. To the music, children depict raindrops falling. To do this, both hands are clenched into fists, from which only the index fingers are released.

– exercises for the development of phonation breathing contribute to the development of correct phonation breathing, strong, prolonged and gradual exhalation.

Exercise 1. Children are given the task of naming numbers, colors, days of the week with the condition that each subsequent child repeats what the previous one said and continues the series.

Exercise 2. At the suggestion of the teacher, the child, taking a deep breath, says: “I know five names of vegetables...” and continues after a pause and a second breath: “Cabbage, zucchini...”.

Exercise 3. Children sit around a table on which toys or musical instruments are laid out. The teacher names one of them in a whisper to the child sitting next to him, who also whispers this name to the next one, etc. (along the chain). The last child comes to the table, takes the named object and calls it loudly.

– exercises for the development of coordination of movements and speech can be used not only in logorhythmic classes, but also for conducting dynamic pauses during speech therapy classes. Speech material is selected based on the correctional purpose of the lesson.

Exercise to develop fine motor skills, coordination of speech and movements:

Children walk one after another in a circle, holding hands, stretch their arms forward one by one, spread their arms to the sides and press them to the heart. Make wave-like movements with arms extended forward. Hands to the sides, imitating the flapping of wings. The children squat slowly. They rise on their toes and stretch upward.

Exercises for coordinating speech with movement and developing imagination:

Children holding hands run in a circle. They spin on their toes in place.

Children walk, stretch and pick “apples”. Then they bend down and put the “apples” into the basket. Children carry a basket in front of them and drink compote.

Children raise their arms up and shake their arms. Then the swinging movement to the right and left is intensified.

Exercise “Grey Feathers”:

Children pat their hands on their sides. They wave their arms up and down. Children knock their fists in front of them one against the other and blow on their open palms.

They spread their arms to the sides and shrug their shoulders. Then they put their hands on their belts and bend their torso left and right.
– exercises for the development of speech attention teach children to listen to instructions, understand them and act in accordance with them. The word in this case becomes a signal and a guide to action.

Exercise 1. Place a cotton ball on your palm and invite your child to blow off the “snowflake” and watch it fly. Repeat 4 times.

Exercise 2. Glue strips of green paper to the stick, like leaves on a tree. Invite your child to blow on the “tree” like a weak breeze, like a strong wind. Repeat 3 times.

Exercise 3. Make a boat out of paper or foam plastic, fill a basin with water, ask the child to blow on the boat so that it floats from one shore to the other. Repeat 2 times.

Sample activity with children who stutter, aimed at training speech and other mental functions, may have the following scheme:

introductory exercises, which include various types of walking for the ability to plan movements, develop spatial orientation, and the ability to walk at a certain pace;
exercises that include chanting to develop melodiousness, speech breathing, combining singing with timing, automating sounds in stressed syllables, coordinating singing with hand movements;
exercises that include singing to develop coordination of singing with walking, automation of sounds, development of rhythmic hearing, auditory attention, understanding of the nature of music, memory;
exercises to develop voluntary attention;
exercises to develop coordination of melodic speech with various movements to develop voluntary control of one’s muscles;
listening to music followed by exercises to develop musical memory;
dramatization game to develop emotionality and vivid imagery;
the final exercise, which includes calm walking.

Volkova, G.A. Speech therapy rhythm [Text] // G.A. Volkova. – M. Publishing house Vlados. – 2002.–272.s.
Gladkovskaya, L.M. Subgroup complex classes for older preschoolers who stutter [Text] // L.M. Gladkovskaya, Speech therapist. – 2008. – No. 8. – pp. 60–67.
Goncharova, N. Correction of stuttering [Text] / N. Goncharova. L. Vinogradova // Preschool education. – 2005. – No. 3. – p.59.
Kazbanova, E.S. Development of tempo-rhythmic organization of children's speech as a way to prevent stuttering [Text] / E.S. Kazbanova, Speech therapist. – 2005. – No. 6. – pp. 28–32.
Nabieva, T.N. Stuttering: a review of foreign and domestic literature [Text] // T.N. Nabieva, Defectology. – 1998. – No. 4. – p. 30.
Rudenko, I.I. Speech therapy rhythm for preschool children with speech pathology [Text] // I.I. Rudenko, Education and training of children with developmental disorders. – 2005. – No. 1. – pp. 14–17.

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The use of logorhythmics in a comprehensive methodology for overcoming stuttering in children of senior preschool age

Today, in addition to traditional speech therapy classes, many speech therapists use such an effective method of overcoming speech disorders as speech therapy rhythm.

Logorhythmics is, first of all, a comprehensive technique that includes means of speech therapy, musical-rhythmic and physical education, one of the means of improving speech.

Each logorhythmic lesson has a plot character. Vividly, emotionally, in a festive atmosphere, children learn many interesting things. The logorhythmic lesson program includes:

Normalization of speech tempo and rhythm

Development of speech motor skills for correct pronunciation of sounds

Development of auditory attention

Development of phonemic hearing

Development of gross and fine motor skills, facial expressions, pantomime

Development of spatial organization of movements

Development of physiological breathing and phonation breathing

Increasing vocabulary, eliminating speech agrammatisms

Cultivating expressiveness and grace of movements, the ability to transform.

A lesson with children who stutter, aimed at training speech and other mental functions, may have the following scheme:

Introductory exercises, which include various types of walking for the ability to plan movements, develop spatial orientation, and the ability to walk at a certain pace;

Exercises that include chanting to develop melodiousness, speech breathing, combining singing with timing, automating sounds in stressed syllables, coordinating singing with hand movements; exercises that include singing to develop coordination of singing with walking, automation of sounds, development of rhythmic hearing, auditory attention, understanding of the nature of music, memory;

Exercises to develop voluntary attention; exercises to develop coordination of melodic speech with various movements to develop voluntary control of one’s muscles;

Listening to music followed by exercises to develop musical memory;

Dramatization game to develop emotionality and vivid imagery; final exercise, which includes calm walking.

G. A. Volkova suggests conducting the following exercises and games during logorhythmic classes with people who stutter:

For the development of auditory perception, attention and memory, visual perception, attention and memory;

To develop orientation in space and a sense of rhythm;

To develop imitation;

Creative, role-playing, outdoor games, creative sketches for the development of strong-willed qualities, activity, independence, initiative;

Exercises, outdoor games with rules for the development of general motor skills, motor skills of the arms, hands, fingers;

For the development of facial expressions and oral praxis;

With singing, round dances, dramatization games with musical accompaniment for the development of speech prosody;

Sketches for the development of imagination and creativity;

For the development of musical memory and musical creativity;

Performances, matinees, entertainment, festive performances.

Regular logorhythmics classes help normalize the speech of a child with a stutter, form a positive emotional mood, and teach communication with peers.

Thus: differentiated logorhythmic work, correct construction of a course of speech therapy rhythms and timely presentation of methodological material help to increase the effectiveness of speech therapy work to overcome stuttering.

Conclusions on the first chapter

Z Stuttering is a disorder of the tempo and rhythm of speech, manifested by its intermittency, unintentional pauses, repetitions, convulsive movements of the muscles involved in the speech act, additional movements in the muscles of the face, neck and limbs. When stuttering, a child either cannot begin a word, or a spasm occurs while pronouncing a word and then the sounds are stretched out, or these disorders are combined.

Stuttering affects the child’s activity and behavior and negatively affects mental development. This speech defect has an impact on mental development, especially on the formation of higher levels of cognitive activity, which is due to the close relationship between speech and thinking and the limited social, in particular speech contacts, during which the child learns about the surrounding reality; interferes with verbal communication.

Differentiated logorhythmic work, correct structure of the course of speech therapy rhythms and timely presentation of methodological material help to increase the effectiveness of speech therapy work to overcome stuttering.

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Logoneurosis is a problem in which a person cannot speak correctly due to speech defects that are formed due to mental disorders, stress, or are a congenital pathology. There are exercises for stuttering that can help you get rid of it permanently or temporarily.

Logoneurosis is a violation of the tempo, rhythm and smoothness of the sound of the voice, which is caused by spasms of the labial or lingual muscles. A person begins to stutter suddenly, and the defect intensifies each time. Usually the disease manifests itself in childhood from 3 to 6 years, when speech is not fully formed.

Causes of stuttering:

Psychological - associated with a person’s psychological state; sudden fear or a stressful situation can cause stuttering.
Physiological - logoneurosis as a result of the disease. It can be hereditary or infectious: rickets, whooping cough, measles.
Social - the result of abuse of a person in childhood.
Frequent quarrels in the house, punishment and beating of children lead to stuttering. It can be formed due to the careless attitude of parents to the sound of the child’s speech, which is fraught with omissions of letters and syllables, rapid, incoherent speech.

Provoking causes of logoneurosis are the formation of speech defects due to overwork, after suffering from an illness, prolonged exposure to the TV screen or playing video games.

To avoid the formation of logoneurosis in a child, parents must follow the rules of upbringing and daily routine.

Having identified problems with speech, you should seek help from a speech therapist and psychologist. Doctors will help you cope with nervous tension and correct defects thanks to a variety of ways to produce sounds.
By teaching your children to eat properly, you will provide your little body with vitamins and energy for rapid development.
By observing a sleep schedule (from 2 to 6 years old, 2–3 hours during the day, about 10 hours at night, over 7–8 hours at night and preferably 1 hour during the day), you will help your child cope with stress.
By protecting your child from stress, not swearing in the presence of the child, and not using corporal punishment, you will create conditions for harmonious development.

To rid an adult of stuttering, the cause of the disease is first determined. An experienced psychotherapist should find it out and discuss it with the patient, and a speech therapist, based on the conclusion of the first one, will offer a method of getting rid of logoneurosis.

Increase your self-esteem: stuttering can be directly related to complexes and fear of seeming inappropriate, fear of a large audience. To prevent these situations from causing speech defects, take up public speaking.
Use affirmations to establish a positive psycho-emotional background.
A set of phrases that need to be repeated can help: “I am healthy, my speech is fine,” “I am beautiful and healthy, I enjoy every day.”
Avoid visiting crowded places where you feel uncomfortable.
Perform breathing exercises when stuttering: every time you are nervous, you need to take a deep breath and exhale slowly several times, which will allow you to calm down and concentrate on the correct presentation of your thoughts.
Train your speech correctly: using tongue twisters for stuttering is great for correcting minor speech defects.

Follow a daily routine: sleep 8 hours and eat right.

Exercises against stuttering can be performed at home, for this you need to follow the rules:

Inhalations should be short and quick.
As you exhale, you need to relax and push out the air without making noise.
The movements are carried out while inhaling; when exhaling, you should not make any effort.
When inhaling, maintain rhythm.
Counting to yourself to 8 will help you concentrate.
Gymnastics for stuttering should be performed in a comfortable position.

Using logorhythmics for correction is a great way to get rid of stuttering. The exercises can be done independently or with a trainer. When correcting speech defects, developing logical thinking and physical fitness, they will help you quickly get in shape.

Articulatory gymnastics for stuttering is used to improve the general condition of the body and focus heavily on pronunciation.

Feet should be shoulder-width apart, back straight, arms should be bent at the elbows and pressed tightly to the sides, palms should be turned toward the floor. Take a deep breath, clench your palms into fists, exhale briefly, unclenching your hands. You need to repeat the exercise at least 5 times, pausing for a few seconds.
Keep your back straight, legs together. Hands at your sides, clench your hands into fists and press them to your waist. As you inhale, lower your arms down towards the floor. When performing the exercise, tense your shoulder part. Repeat 10 times.
Feet shoulder-width apart, take a deep breath and lean forward, try to reach the floor, your back should not be straight, but slightly rounded. Repeat 10 times.
Stretch your arms forward and begin to slowly squat, turning your body to the side. Inhale as you squat, and as you exhale return to the starting position. 8 approaches in each direction.
Hands at your sides, feet shoulder-width apart, body relaxed. As you inhale, hug yourself by the shoulders, slightly throwing your head back, and as you exhale, return to the starting position. Repeat 20 times. Pay attention to your health: if you are prone to fainting, do the exercise without tilting your head.
Place your legs at a comfortable distance and bend down as you inhale, rise as you exhale. Then inhale and tilt the body back, exhale - starting position.
As you inhale, stand up straight and relax, lower your head to your shoulder, while exhaling, take the starting position, repeat 10 times in each direction. The exercise should be done quickly.

Breathing exercises for stuttering help improve the flow of oxygen to nerve endings and trigger brain activity.

Working on breathing will improve the quality of diction and strengthen the muscles of the diaphragm.

A technique that all actors and announcers use is speaking the text while looking in the mirror. Thanks to frequent study of poetry, tongue twisters and other material, a person remembers how to pronounce words correctly.

Meditation will help you stay calm by entering a state of light trance. This should be done in a calm, quiet environment, separating yourself from all problems. Relaxation in meditative practices is the main condition for the effectiveness of the procedure. Abstracting from problems, a person immerses himself in his own world, where he is healthy and is not interested in speech defects.

Meditation will teach a person to breathe correctly and use his voice. To immerse yourself in a state of light trance, you need:

Turn on calm music.
Light the aroma lamp.
Essential oils

Stuttering, as a consequence of neurosis, can be weakened with the help of aromatic oils, which have a calming effect. Lavender, tea tree, thyme will help you relax and free your thoughts from negativity.

When taking a bath, you should add 4 drops of lavender to promote sleep and calm a person before an important event. Rubbing into the skin is also effective. You need to take a couple of drops of tea tree oil and rub it on your wrists and the hollow of your neck.

Maintain silence when stuttering, this will help relieve stress on the vocal cords and relieve muscle spasms. During the day, use it to relax.

Children can be offered a game during which they need to remain silent. For example, depict a sea animal.

The exercise therapy complex will help get rid of muscle tone and spasms. Massage of the cervical collar area is used.

You can use self-massage in the throat area. To do this, carry out stroking movements, rising from the base of the neck to the chin.

Sit comfortably and tilt your head forward, take a deep breath, hold the position for 5 seconds, exhale - starting position. Repeat 20 times.
Make circular rotations with your head to the left and right side 10 times, 2 approaches.
Sit comfortably and relax, raise your arms up for a deep breath, feel how the air fills your lungs, exhale - lower them, repeat 20 times.

Exercise helps in treating the disease. A person is able to independently cope with the proposed breathing exercises and help himself in solving the problem of speech impediment.

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For the harmonious development of a child from birth to school, many factors are important: routine, nutrition, physical activity, games and activities that develop thinking, memory, attention, speech, emotions, coordination, creativity, self-care skills, reading, counting, writing...
The task of any parent is to help the child develop harmoniously and comprehensively. Logorhythmics will come to the rescue for children who have reached 2-3 years of age, which will later develop into complicated classes for 4-6 year old preschoolers. Such training is conducted in a playful way, so it is interesting for children and helps improve key skills.

Logorhythmics is a special technique aimed at solving a whole range of problems associated with a child’s speech, coordination and hearing skills. Regular classes will help cope with the most common problems and save the child from many difficulties in later life.

Logorhythmics for children is a playful method of working with children that uses musical, motor and verbal elements. Of course, such correctional classes are conducted by specialists in kindergarten, but parents should not shift all responsibility to speech therapists - it is important to study at home to consolidate the results. Moreover, the game form is interesting for kids.

Logorhythmics classes are games or exercises to imitate an adult, accompanied by specially selected music.

That is, the child listens to the teacher or parent, sees what he is doing, and repeats after him what is said and done. Young children respond best to rhyming speech, but this is not necessary: any funny, interesting stories will do.
The main purpose of logorhythmics for children is the correction or development of speech skills. With its help, you can save your baby from speech problems such as stuttering, poor pronunciation, speech that is too slow or too fast. Moreover, any speech therapy game develops several processes at once.

Logorhythmics includes three main elements:

Therefore, classes will help develop a large number of skills at once. It has been proven that fine motor skills and speech are inextricably linked with each other, so a lag in one will invariably lead to a lag in the other. That's why the best training option is a complex exercise. And logorhythmics helps to achieve this effect.

Through logorhythmic exercises, you can help your child improve the following important skills:

dexterity increases, gross and fine motor skills improve;
the child acquires the skill of correct exhalation when speaking;
facial expressions, intonation and rate of speech improve;
the mobility of the articulatory organs develops, due to which diction improves;
kids who are too active and mobile calm down somewhat, those who are too slow - on the contrary, they become more nimble and cheerful;
children's posture improves;
creativity, the ability to imitate, and portray different emotions are revealed;
children become stronger and more resilient.

From the above it is clear that logarithmic games are especially indicated in the following cases:

at the age of 2.5 to 4 years, when active speech formation occurs;
with general speech underdevelopment;
with stuttering, as well as with a predisposition to it;
children with weakened immune systems who are often sick;
for problems with sound pronunciation, as well as for children with speech that is too fast, too slow or intermittent, or with poor intonation;
children lagging behind in the development of motor skills and coordination.

Regular classes develop musical ear and memory. The exercises are aimed at ensuring that the baby meets age-related characteristics. Of course, we should not forget that every child is an individual. What one person mastered without problems at age two will become available to another only at age 3.5. But there are certain basic skills, without which there can be no talk of normal development of a preschooler.

In addition, the lesson develops attentiveness, analytical thinking and memory.

This technique includes the following aspects.

Different types of walking, marching, jumping, squats. They form in children the coordination of movements of arms and legs, teach them to navigate in space, to understand where right and left are, what it means in front, behind, above, below. Usually classes begin with such exercises.
Breathing and articulation exercises that develop strength, expressiveness, voice pitch, as well as the muscles of the articulatory organs.
Games for speech correction (for example, for the development of phonemic awareness). Helps eliminate existing perception and pronunciation disorders. The child will have to repeat complex sounds, find and recognize them in words.
Singing. Improves intonation, helps cope with stuttering, rapid speaking, and simply gives the child pleasure.
Counting exercises. Allow the baby to remember the ordinal counting of objects.
Finger gymnastics. This provides direct stimulation of the areas of the cerebral cortex responsible for speech development.
Exercises to develop motor skills: general and fine. Promote the development of speech and thinking processes.
Games for attention, memory development. Develop skills of quickly switching between actions.
Exercises aimed at normalizing muscle tone of the speech apparatus. Required for children with speech defects, in particular stuttering.
Dancing. They teach a sense of rhythm, improve the baby’s plasticity and posture, and provide an outlet for energy in children who are too restless.
Exercises to develop facial expressions. Indispensable for children with speech impairments. Often their facial muscles are inactive. Inexpressive facial expressions make your pronunciation inexpressive, so correction is required.
Relaxation. Such exercises usually complete logorhythmics classes. They are needed, first of all, for children with hyperactivity and similar disorders in the functioning of the nervous system, when accumulated energy is difficult to splash out.

At the initial stage of classes, the child can simply repeat the movements of the adult, then individual words or the endings of phrases. And when he can remember the entire text, let him repeat it from beginning to end.

At the same time, a lesson in logorhythmics may not look like such. For example, with the help of movements and facial expressions, you can play out almost any fairy tales or nursery rhymes that a mother reads to her child.

While walking, you can imitate the sounds or movements of the natural world (birds, animals, weather phenomena).
In the bathroom you can easily play in a storm, play brave captains, pretend to be swimming fish, act out a story or fairy tale on a sea or river theme.
While doing gymnastics, you can turn on appropriate music and perform exercises that imitate some other action (a frog jumping, a cat stretching, branches swaying in the wind).

There are many opportunities to involve your child in logorhythmic activities; the imagination of adults can suggest other options.

When organizing such activities at home, adjust them depending on your child’s needs: you can focus on practicing sounds or recognizing them in speech, as well as on attention, hearing development, and coordination, if this is more required for your baby.

Tools that can be used for logorhythmics include:

The training itself is carried out in a fun and playful way for children, so they not only spend time usefully for themselves, but also have fun. In order for the child to be interested, dolls and toys should be included in logorhythmics classes. To develop hand skills, you will need wooden spoons or sticks; cubes, pyramid rings or similar items. And an adult can arm himself with mitten dolls, which will give the activity a special mood.

If your child doesn’t succeed in something yet, don’t scold him. This will not only discourage the desire to study, but will also instill in the child a feeling of inferiority. Try to break a complex task into simpler ones or leave it alone for now. After some time, the child, encouraged by your praise, will be able to complete it correctly.

The main thing is to be guided by the problems that a particular child has, so that the main emphasis in classes is on exercises to correct them - you just need to find the right ones.

Each activity is a fun game that will bring your child a lot of positive emotions. These games are based on imitation: when playing them, the child repeats what the adult does, and the adult imitates something (or someone).

When conducting classes, it is important to follow simple recommendations.

Children with stuttering should be trained at least 4 times a week, with the main emphasis on exercises to develop the speech apparatus, normalize its tone, and practice the tempo of speech. Other children should not have classes more than 2 times a week.
In order to notice results, you will have to wait at least six months (in severe cases, a year) - subject to regular training and a positive attitude during it.
In order for the game to arouse the child’s interest and the feeling of the game, you can use his favorite melodies, pictures, toys, books, clothes, as well as everything that can please and amuse him.
Each exercise must be repeated many times (at first at a slow pace, and as the baby masters it, at a faster pace) until the child copes with it perfectly.
Music requires special attention. It must correspond to the text and motor parts of the exercises: for slow, calm ones, minor motives are needed, for moving, lively ones, more dynamic ones are needed. The music should reflect the emotions experienced, the mood and everything that is played in the game. Music, movement and speech must create an indivisible unity.
You shouldn’t be upset, much less show your child your disappointment with the result of your work. He can withdraw into himself and flatly refuse to play under such “motivation.”

So, after 2 years, children begin to actively develop speech. Therefore, the main goal of logorhythmic games is to stimulate speech activity, thought processes, and the formation of coherent speech. Although outdoor games and dancing can also be included in them.
An excellent way to develop the articulatory apparatus of two- and three-year-old children is onomatopoeia. This can be an imitation of different sounds, feasible at this age: animals, birds, clicking, sounds of impacts, natural phenomena (wind, rain, thunder), knocking, sounds of transport. After mastering the simplest imitations, you can add more complex and detailed ones.

Never replace words with their symbols in such games (“bibika” instead of “car”, “kiss-kiss” instead of “cat”). Children should always hear only literate, correct speech around them, so as not to learn simplified versions and then relearn them.

Let's get acquainted with several options for conducting logorhythmic training with the smallest children.

To make classes more interesting for kids, you can use Ekaterina Zheleznova’s video, thanks to which parents will learn how to develop their children’s sense of musical rhythm and improve speech skills. Each exercise contains exclamations for repetition that will help the child learn to sing and speak, as well as a specific set of movements aimed at developing fine and gross motor skills.

Let's give examples of exercises.

"Our hands." The adult sings a song, the baby, following the parent, begins to rub one palm against the other, as if trying to wash them. Then the arms are raised up, the fingers spread to the sides and the hands make rotational movements. Next, the arms are lowered and the hands are rotated again. And finally, they remove their hands behind their backs.
"Locomotive". Children 2-3 years old can perform this exercise with the help of their parents, who will “guide” the movements of their arms bent at the elbows, imitating the movement of the wheels of a steam locomotive. To make it more interesting for your child, you can include a toy train in the activity. Be sure to sing a song and repeat the words “chukh-chukh-chukh”.
Exercises with cubes. The song is very simple: “The doll is walking with a cube, bringing the red cube to us. I dropped the cube, oops (the adult drops the cube). Now bring another one." The child’s task is to throw the dice at the moment when the corresponding words of the song are heard.

At first, the parent can help the child, tell him when exactly it is necessary to throw the dice.

"Horse". For this exercise, you need to prepare wooden spoons with which the kids will knock against each other, imitating the clatter of a horse's hooves. Parents, holding the child's hands, help him if necessary.
"Legs." Kids, with the help of their parents, make jumps and squats, singing a song about legs.

There are many similar exercises, so you can periodically update the training program, but you should not do this too often, otherwise the kids will not be able to remember the songs and exercises themselves.

Children aged 2-3 years love animals and are actively interested in them, so you can use this to develop speech and coordinate movements.

There are many options for tasks that are understandable and accessible to the little ones.

"Kitty"– the baby tries to repeat “meow”, and also twirls a toy cat in his hands, developing his hand.
"Mu"- imitation of a cow. The child’s task is not only to make a sound, but also to repeat the movements of the animal.
"Donkey"- the children sing along with the exclamation “ee-a” and imitate the movements of the donkey: stomping their feet, waving their arms like a tail.

Kids find it interesting to imitate the movements of animals, while they develop their speech and motor skills.

To develop fine motor skills, finger exercises and finger painting on semolina, sand, and flour are used.

At this age, preschoolers improve their motor skills, children learn to communicate, and develop speech skills. This is what needs to be supported first. Logorhythmic exercises can be made a little more complicated by including poems that the child will repeat after an adult.

The main tasks for this age are:

walking with various forms of complication - in place, like a bear (clubfoot), like a fox (on tiptoe), on the heels, on the outside and inside of the foot;
articulation and breathing exercises;
singing;
exercises to develop mindfulness;
speech exercises without musical accompaniment.

Each of them performs several functions at once and helps develop a number of skills.

Movements can be practiced, for example, using an exercise such as “Earth-Water-Air”. When hearing the word “earth,” the child actively stomps his feet (possibly to the beat of a selected melody); when hearing the word “water,” he imitates swimming. And having heard “air”, he must show the flight of the bird.
To develop diction, it is useful to imitate playing musical instruments (this is more difficult than just the howling of the wind or dripping rain): trumpet, balalaika, rattles, tambourine, drum. You can take children's instruments to more accurately “remove imitation.”
Speech breathing is trained with the help of such fun games as blowing cotton wool from the palm, “volleyball” with a feather using breathing, and blowing soap bubbles. It’s fun for a child to blow on a paper boat in the bathroom or create a “storm” in a glass of water using a cocktail straw.

When deciding to engage in logorhythmics with a 3-4 year old child, it is important for parents to consider the following points.

Since the baby repeats all the movements after the parent, the adult must be sure that he is showing them correctly, so each exercise should be done in front of a mirror or rehearsed.
There is no need to force your child to memorize words or movements. Regular repetition - and they will be remembered by themselves.
Training frequency: twice a week. However, if the baby is developmentally delayed, stutters or slurs most sounds, the number of training sessions increases by one or two.

In the first stages, you may need the help of a parent, so you need to support the baby’s hands, help him complete the task, and guide him. Patience is required from moms and dads, since many things may not work out the first time. You cannot scold a child, otherwise he will develop a persistent aversion to training and skills useful for later life will remain unformed.

After a couple of months of regular classes, you can notice positive changes in your preschooler:

his movements will become more varied, smooth and accurate;
speech is clearer and more expressive, the pronunciation of many sounds will be better;
The child will gain dexterity and improve gross and fine motor skills.

Therefore, parents should not underestimate the importance of such activities, especially during the period of speech development.

The exercises are quite numerous; here are a few examples.

It is best to start training with breathing exercises. Children aged 3-4 years cope well with the following exercises:

blow into the palm of your hand, on which lies an imaginary snowflake;
blow the paper off the tip of your nose;
blow on an imaginary dandelion.

There are many similar exercises presented in various card indexes.

The following tasks will help improve your overall coordination of movements.

Imitation of playing musical instruments. The child, following the adult, reproduces both the movement itself and the resulting sound.
"Earth, air, water." The parent says the word “earth”. The baby’s task is to repeat it and stomp his feet - he walks on the ground. Next, the adult says “air”, the child repeats the word and raises his hands up - rises into the air. Now the word “water” sounds, the child, repeating it, waves his arms, imitating the movements of a swimmer. The exercise should be performed several times, you can start with 5-6 repetitions, gradually increasing their number. The baby should quickly remember the movements.
The adult pronounces a word familiar to the child (for example, from the theme of vegetables) syllable by syllable: o-gu-rets. The child repeats and claps on each syllable: o (clap his hands) – gu (clap his hands) – retz (clap his hands). Then other vegetables are “swallowed” in the same way: cabbage, carrots, peppers. To make it interesting for your child, you can show him the products in question.
Exercise “Heel and Toe”: children place their hands on their belts (it is important for parents to help them with this). Now one leg moves forward, is placed on the toe, comes back, then repeats with the other leg. The next step is to place both feet on the heel in turn. Then the parent asks the child to turn around his axis and make a few claps.
You should definitely include walking in place in your training, this will help improve coordination of movements in general.

If an exercise is not given to a child or does not work out, then it can be temporarily removed from the training structure and returned no earlier than in a couple of months.

A very good exercise for developing gross motor skills “Geese”. It is done like this: an adult reads the text and shows the movements. The child’s task is to reproduce these actions:

The gray geese were flying (the kids, waving their arms like wings, stand on their toes and run).

They sat quietly on the lawn (the children are crouching).

Walk around (stand up, walk on tiptoes in a circle).

They pecked (standing, tilting their head down).

Then they quickly ran (the kids run and sit on a pre-prepared chair).

“Geese” can be performed both in group classes and at home with one child. If the parent is artistic and uses toys, the child will not get bored, but will do the exercise with pleasure.

You should not expect quick results, especially if classes are conducted with children who are lagging behind. There are often cases when a positive effect can be detected only after a year of regular exercise. To prevent your child from losing interest, it is important not to forget to prepare musical accompaniment for each training session (this could be funny children's songs).

After 4 years, children already speak quite well and can repeat almost everything that adults show them. Therefore, it is useful to play out plot scenes and recite the texts of each game with your child (this trains speech and memory, teaches you to build complex sentences).

When the child is 5-6 years old, logorhythmics classes move to a new level. The catalog of logorhythmic activities for children of this age should include active, outdoor games and exercises that require great physical effort. Walking now occurs with changes in directions and complex changes; It is useful to combine it with other activities (walking and singing or counting).
Now logarithmics performs the following tasks:

help to replenish the stock of known words;
improve fine motor skills;
stimulate the development of creative abilities;
improve speech and allow you to correct errors in the pronunciation of individual sounds;
help to form correct posture.

At this age, children are actively preparing for school, so the exercises become more complex.

To prepare for writing, it is important to include in your classes exercises to develop fine motor skills, as well as self-massage (stroking, rubbing palms and fingers).

For example, you can play on the poem by F. Tyutchev:

It’s not for nothing that winter is angry (the child frowns and threatens with his index finger),

Its time has passed (rubs his palms contentedly),

Spring is knocking on the window (you need to tap your index finger on the other palm)

And he drives him out of the yard (the child actively waves his arms, gestures and facial expressions, driving away the winter).

It is also important now to develop a sense of rhythm, correct intonation, fluency of speech, teach the child emotionality in speech, and continue to work on breathing. To do this, it is useful to play children's musical instruments, sing sounds, syllables, tap the rhythm of poems with your feet, fingers or palms, and depict various emotions and feelings.

When preparing for school, it is also necessary to develop attention and concentration. To do this, you can, for example, confuse the child in games where he must repeat the movements of an adult (who periodically names one action and does another).

A 5-6 year old preschooler already has an idea about vegetables, so he can cope with the following exercises without any problems.

“We chopped the cabbage!” - says the adult, shows the child the movement: bend your arms at the elbows, move them up and down alternately, as if chopping cabbage. The kid repeats.
“We salted the cabbage!” – movement: bring your fingers into a handful and imitate the movement of pickling, moving your fingers.
“We grated the cabbage!” – bend your elbows, press your fists one against the other and rub them together.
“We squeezed the cabbage!” – bending his arms at the elbows, the baby, following the adult, begins to alternately clench and unclench his fists.
“We did a great job!” - let's clap for ourselves.

To make it easier for your child, you can first show him in the kitchen how to work with shredding cabbage.

Instead of cabbage, you can bake pancakes: recite a funny poem, making movements with your hands and clapping to the beat.

The dough was kneaded well, wow! Whoosh! (the baby’s task is to unclench and clench his fists) The frying pans are hot, wow! Wow! (now make circular movements with both hands: palms move in a circle 2-3 times in each direction) Di-di, la-da, okay, let's bake pancakes (“bake pancakes” like this: clap your hands, holding them parallel to the floor, each time changing the “top” hand) Clap-slap, clap-slap, clap-slap, clap-slap! Lada - okay, okay, hot pancakes! (palms are placed in front of the face, you need to “draw” an imaginary semicircle with them to the left and right, and blow on them).

These exercises for preschoolers will not only help improve coordination, fine motor skills and speech skills, but will also help memorize the names of representatives of the animal world and the characteristics of their behavior.

The kids, following the adults, repeat simple poems about beetles, a bunny, a bear and make the necessary movements.

“How do beetles dance?”

Stomp-stomp with the right foot (children stomp one foot twice).

Top-top with the left leg (the same thing - the other).

Up, up our paws (children raise their hands up).

Who is tallest? (stand on tiptoes, try to stretch as high as possible without losing balance).

"Bunny"

Kids, following the adults, repeat the words of the rhyme and perform the following movements:

The little bunny sits (children crouch),

Moves their ears (babies put their hands to their heads and make a movement that imitates the movement of long ears).

I sat too long and froze (children rub their hands over their arms, as if trying to warm up),

Let's clap our paws (kids clap their hands),

Let's stomp our feet (stomp on the spot).

You can also use the well-known rhyme about a bear, “The clumsy bear walks through the forest.” Then the kids will have to do several exercises:

imitate the gait of a bear;
bend over as if to pick up a bump;
grab an imaginary lump with your palm and place it in your pocket.

Gradually, the children will learn rhymes and recite them without the help of a parent.

All sounds in the poem must be pronounced clearly so that the child has a positive example. Therefore, parents should practice.

The duration of the lesson is about 30 minutes twice a week. If there are problems, in agreement with the speech therapist, the number of training sessions can be increased.

You can gradually complicate the tasks: read a simple rhyme to the children (for example, “Elephant” or “Little Goat” by Agnia Barto) and invite them to come up with appropriate movements themselves. If difficulties arise, the parent can give advice and point them in the right direction.

Logorhythmics classes should become a useful habit, because, in addition to their obvious usefulness, they can give a child genuine pleasure, help him have fun and usefully spend his time. Parents should remember that there is no single training program that will suit everyone - the lesson is structured individually, depending on the child’s level of development. Logorhythmic exercises give positive results only after a long period, but the achieved effect can surprise even the most skeptical parents.

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Stuttering (logoneurosis) is a type of speech disorder in which fluent, continuous pronunciation of words is impossible. Depending on the degree of stuttering, speech can be distorted - from minor repetitions of individual syllables to the complete inability to pronounce the word to the end.

Stuttering is most often caused by psycho-emotional reasons, but can also be caused by injuries, infectious and organic lesions.

The earlier the disorder is detected and the more timely its treatment is started (both medication and exercises for stuttering), the more favorable the prognosis. Below we will look at what exercises can be recommended to overcome stuttering.

Important! Since in logoneurosis, mainly the rhythmic-respiratory component of speech is impaired, it is necessary to select a set of exercises for stuttering that specifically eliminate this defect.

The following types of training are distinguished:

voice exercises (the main goal is to learn not to be afraid to speak, to be able to control your voice);
articulation exercises - help strengthen the muscles of the lips and tongue for clearer pronunciation of words;
breathing exercises for stuttering - aimed at regulating breathing during speech, strengthening the diaphragm);
muscular gymnastics - strengthens the muscles of the resonator system, diaphragm;
rhythmic exercises - aimed at developing the rhythmic side of speech.

Speech therapy or articulation exercises are the central link in the treatment of logoneurosis. They are aimed at activating the main muscles involved in speech production: the muscles of the lips, tongue, cheeks, vocal cords.

This group of exercises includes the following:

Massage the cheeks and teeth with the tongue (performed with the mouth closed).
Inflating and deflating cheeks.
Exercise “Teddy bear, where are your pants?” (while reading a poem, the child puffs out his cheeks and lightly taps them with his fists so that air comes out of them with a characteristic whistle).
Imitation of “fish talk” (flapping lips).
Repeated repetition of simple syllables-words. Easy tongue twisters.

Breathing exercises for stuttering play an important role in getting rid of logoneurosis, because a person who stutters speaks intermittently, and often it is as if he does not have enough air to smoothly finish a sentence. Strelnikova’s breathing exercises are the most popular. It consists of a series of exercises that can be performed lying, sitting or standing. The main purpose of exercise is to control inhalations and exhalations, their frequency, depth and intensity.

The following variations are possible:

Blow the cotton ball off the table.
Breathe with a toy (or any object) on your stomach so that the lowering and raising of the abdominal muscles is noticeable.
Blowing balloons or soap bubbles.
Blowing through a straw into water, etc.

Breathing exercises “Cat” and “Pump” are also useful for correcting stuttering. In the first case, you need to squat, turning your body first to the right, then to the left, while inhaling noisily, as if snorting, like a cat. As you straighten up, exhale calmly.

In the second case, you need to bend over, trying to reach the floor with your hands and noisily, while inhaling, as if a pump is pulling something from the floor.

Alternate tension and relaxation of different parts of the body.
Holding your breath for 20-30 seconds develops the lungs and activates blood flow, improves muscle strength.
Protrusion of the abdomen like a ball.
Various yoga elements (suitable for adults).

Chanting vowels.
Singing in any form.
Pronouncing words with different intonations.
Voice imitation of various sounds (birds singing, the sound of a ball hitting the floor, the clatter of hooves, etc.).

Logorhythmics in stuttering are often disrupted. Exercises that allow you to better feel the rhythmic side of speech should definitely be included in the complex:

Tapping the rhythm on the table and then repeating it.
Clapping your hands while reciting poetry or singing songs.
Pronouncing words to the beat of music. The music needs to be changed more often, and the patient must have time to adjust the tempo of speech to the changing rhythm of the music.

It is advisable to use funny songs and nursery rhymes; Exercises to correct stuttering should be accompanied by your favorite toys. Articulation exercises must be performed in front of a mirror so that the child can control how correctly he is doing everything (“Let’s play making faces”).

It is important that the child gets used to repeated actions, and there is no need to force him to sit down every time.

Speech therapy rhythm in the system of comprehensive psychological and pedagogical work to overcome stuttering.
There is a close functional connection between the speech function - its motor, executive component - and the general motor system of the body. Moderate physical activity received by stutterers during speech therapy rhythm classes increases the excitability and lability of nervous processes and provides a beneficial effect.
In order for the speech function to be carried out normally, it is necessary to coordinate in time, in speed, in the rhythms of action and in the timing of individual reactions. Moreover, not only the higher cortical sections of the speech functional system are subject to coordination in time and pace of activity, but also the cerebellar (installation of the muscles of the larynx, head, neck, shoulders) and sections located in the medulla oblongata (regulation of the respiratory muscles). This means that coordination in time, the importance of speeds and rhythms of action for the coordinated work of individual components of a complex functional speech system is a prerequisite, and the discrepancy in the activity of these components in time can be a functional cause of speech impairment.
Any change in the rhythm of speech of a stutterer (reading, reciting) reduces stuttering; Beating time with your hand while speaking also relieves or reduces the convulsive speech of a stutterer. An effective means of correcting the speech of a person who stutters is to use the rhythmic sound of a metronome. The rates suggested by the “rhythm sensor” should be of different ranges for stutterers with clonic and tonic forms of stuttering. For more labile cortical nerve centers, higher rhythms are required (with the clonic form of stuttering), for functionally less mobile deep structures - lower rhythms (with the tonic form of stuttering). It is known that the emotional side of speech is closely related to the general psychomotor behavior of affective expressions. It represents, as it were, the face of the speaker’s speech and receives its expression in the dynamic qualities of speech: rhythm, melody, pauses, tempo, etc.) Dressed in a motor form, speech thereby subordinates itself not only to the laws of grammar, syntax and semantics, but also to the laws purely phonetic, and they cover not only the area of external design, but, what is especially important, they turn out to be one of the significant structural and dynamic moments that influence the correct transmission of content. Logical stress, in addition to meaning, is expressed phonetically by raising the pitch, slowing down or modifying the sound. Speech has duration, strength, quality, accuracy. The music of a phrase gives it its own content. This is facilitated by such musical elements of speech as rhythm and melody. Known. That the speech of people who stutter, supported by an externally given rhythm (poem, song), receives support in this rhythm and restores balance, i.e. stuttering disappears.
For a person who stutters, musical rhythm is most appropriate, because... it provides rich practical material, activates the team, and is of great importance in improving the emotional and volitional sphere of a stutterer. Rhythm regulates not only movement and speech and controls both the tempo and dynamic features of speech. Musical phrasing and nuance, pause, accent are also reflected in speech. Collective classes in speech therapy rhythms make it possible to re-educate a stutterer’s attitude towards his defect and formulate a new, correct attitude towards them. Logorhythmic classes make it possible to put a stutterer in a wide variety of situations: pitting one person against an entire team, dividing the team into groups, etc.
Logorhythmics has a great psychotherapeutic effect on the personality of a stutterer, promotes the development of his positive aspects and leveling out his negative ones. Proper conduct of psycho-orthopedic classes contributes to the correction of personality deviations and the development of voluntary, controlled behavior.
In logorhythmic classes with people who stutter, it is advisable to carry out the following exercises and games:
introductory exercises;
exercises and games to develop facial expressions and oral praxis;
exercises and games for the development of auditory attention and memory, visual attention and memory;
creative, role-playing, outdoor games, creative sketches for the development of strong-willed qualities, activity, independence, initiative;
exercises, outdoor games with rules for the development of general motor skills, motor skills of the arms, hands, fingers;
exercises, games, sketches for the development of imagination and creativity;
exercises and games to develop musical memory and musical creativity;
final exercises;
performances, matinees, entertainment, festive performances (for children), pantomimes, concerts, etc.
Logorhythmics means in correctional work with stutterers help normalize the tempo and rhythm of general and speech movements, and speech prosody. Motor, musical-motor, musical-speech, rhythmic, speech without musical accompaniment, motor-speech exercises and games develop static and dynamic coordination of movements, the ability to control muscle tone, duration of exhalation, soft attack of the voice and other components of prosody. Normalizing the motor sphere of a stutterer helps him restructure his attitude towards communication, towards the participant in communication, towards the environment and towards his speech impairment. This restructuring is due to those positive character traits and behavior that appear in a person who stutters in the process of psychomotor correction, namely: confidence in movements, controllability of them, initiative in communication, independence in resolving motor and speech difficulties, activity in activities, reorientation in the significance of life situations in connection with the restructuring of attitudes towards speech defects, etc.
Logorhythmics classes should be linked to the work of a speech therapist and the logorhythmic material should be arranged during the training period in accordance with the implementation of the speech therapy program. Thus, during periods of examination, speech restrictions (silence mode, whispered speech) in logorhythmics classes, unity, smoothness, and switchability of movements are practiced. Exercises are offered for walking, coordination, memory development, attention, etc. From the period of conjugate pronunciation, speech tasks are given in which the smoothness and consistency of pronunciation, tempo of movements, expressiveness, and emotionality are worked out.
Logorhythmic classes are conducted with children who stutter, starting from 2-3 years old. They are offered simple roles in role-playing games: the roles of a bunny, a bird, etc. Outdoor games do not include large collective formations. As you age, games become more difficult. Children line up in small circles, then in a large circle. When working with little stutterers, you should avoid drilling and do not require them to accurately perform rhythmic movements to music. For children 2-3 years old, you need to select poems, songs, clear movement rhythms, and offer most exercises in a playful way.
In logorhythmic work with children who stutter, the following sections can be distinguished:
a) education of a slow pace and smooth movements
Exercises to relax and tighten muscle tone; education of attention span and memory; simultaneity and coordination of movements; braking; to react with choice and overcome automatism, for example, stutterers march in a circle: on “one” they stop, on “two” they walk backwards, on “three” they turn and walk in the opposite direction, on “four” they go to the center and back. Signals are given in a breakdown: auditory and visual.
Exercises at a calm pace with a pronounced moment of collectivism, for example, taking turns to come up with movements for the hands. Everyone fixes their attention on the neighbor on the right and repeats it when given a signal. This continues until the original movement returns to the practitioner.
b) the connection of speech with movement and musical rhythm
Exercises with speech related to coordination of movement, for example, throwing a ball with the words: “up to yourself,” “up to your neighbor,” etc.
Counting and speech exercises involving braking, for example, marching and counting under the left foot. At a signal they stop and count, then resume walking and counting.
Exercises with counting and speech related to overcoming automatism, for example, count under the left foot in order. At the signal, they march backwards and count down until the next signal.
Speech exercises related to the choice reaction, for example, throw the ball to each other, pronouncing any noun, the person receiving the ball attaches an adjective to it, then vice versa.
At the end of this section, tasks are given to test the stability of speech tempo and coordination of speech with movement.
c) the connection between movement and speech and the nature of rhythm
Show forte and piano in movement and speech. For example, they count loudly and then pronounce phrases loudly and in a whisper.
Crescendo and diminuendo in movements and speech in connection with increasing or decreasing musical rhythm. For example, a gradual raising of the hands up with a count and increasing the sound, and a gradual lowering with a counting down and decreasing the sound.

The accent, i.e. emphasis on a specific word in connection with the logical meaning of speech and adequate hand movements: “Give me the ball. Give me the ball. Give me the ball."
Cultivating an active, content-rich pause. Those who stutter march and pronounce the text loudly, stop at a signal and mentally continue the text at the same pace until the next signal, at which time they march again and speak loudly from the word at which the signal caught them.
d) practice of offensiveness, determination, courage in motor-speech tasks
Two types of tasks are offered: 1) tasks related to music, on the ability to distribute words in time, for example, marching left, right, turning in the opposite direction, clapping in place. The stutterer himself leads the group, giving signals with words to change movement and direction; 2) tasks not related to music, which provide an opportunity to express oneself in speech.
When working with people who stutter, it is recommended to widely use singing. The lyrics of the song play an important role; they should not include sounds that children have not learned in speech therapy classes. Individual song performance is developed gradually: first, the child sings in a choir, in a subgroup, then in the form of a kind of dialogue: one sings a question, and two or three sing the answer, and finally, the dialogue is sung by two stutterers, and the one who has convulsions in individual singing, first he sings the answer to the question asked and only then initiates the dialogue. While singing, people who stutter develop melodiousness.

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