Regulating exercises muscle tone.
Exercises that regulate muscle tone and develop basic psychomotor qualities are an integral part of every rhythm class.
Exercises that regulate muscle tone are very important for the child to master control over his own movements, maintaining balance at rest and in movement. In addition, optimization of muscle tone is closely related to the formation in preschoolers of the ability to relax, which has an impact on the general psychosomatic state of the child: for some children, this helps relieve tension, promotes muscular and emotional liberation, and the removal of “clamps”; It helps other children to concentrate and relieve excitement.
LANTERNS
Target. To develop the ability to regulate the tone of arm muscles.
Description. At the command of an adult “Evening”, children-lanterns from a standing position raise their tense arms to the sides (hands in fists) and hold them in this position for several seconds until the command “Morning”, upon which the children lower their relaxed arms down along the body.
FIST - PALM
Target.
Op and san and e. Children stand with their hands down. At the command of an adult, they clench their hands into a fist and feel tension, and then, at the command of an adult, they open their fist and relax their hand.
LOCK
Target. To develop the ability to regulate muscle tone in the hands.
Description. Children sit cross-legged on the carpet, holding their hands in front of them. At the adult’s command, “The lock is closed,” children clench their hands forcefully; at the command, “The lock is open,” they calmly lower their hands to their knees.
GULLIVER VISITING THE LILIPUTES
Target. Develop the ability to regulate leg muscle tone.
BARBELL
Target.
Description. Bend forward, imagining that you are lifting a heavy barbell, first slowly pulling it towards your chest, and then lifting it above your head. Perform the exercise for 10-15 seconds. “Throw the barbell” - leaning forward, while your arms hang freely.
RALLY
Target. To develop the ability to regulate muscle tone of the arms, legs, and torso.
Description. Sit straight on the tip of the chair. After the command “we’re driving a racing car,” stretch your legs forward, raising them slightly, extend your arms and clench them into fists - “hold tightly on the steering wheel,” the torso is slightly tilted back. Focus on tensing the muscles of the whole body. After 10-15 seconds, relax, sit up straight, put your hands on your knees, lower your head slightly, pay attention to the pleasant feeling of relaxation.
ICICLE
Target. To develop the ability to regulate muscle tone of the arms, legs, and torso.
Description. From squatting position, slowly rise up, imagining that the icicle is “growing”, raise your arms up and, standing on your toes, try to stretch out as much as possible, straining your whole body - the icicle has “grown”. After the command “The sun has warmed up, and the icicle has begun to melt,” slowly lower your arms, relaxing your whole body, lower yourself down, sit on the floor, and then lie down, completely relaxing - “the icicle has melted and turned into a puddle.” Pay attention to the pleasant feeling of relaxation.
TUMBLING
Target. To develop the ability to regulate the tone of the neck muscles.
Description. In a sitting position, drop your head onto your right shoulder, then onto your left shoulder, twist it, and then drop it forward. The exercise is performed for 10-15 seconds. At the end of the exercise, pay attention to the pleasant sensations of relaxation that arise when you relax your neck muscles.
Dunno
Target. To develop the ability to regulate the tone of the muscles of the neck and upper shoulder girdle.
Description. Raise your shoulders as high as possible, and then lower them freely down.
FLOWER
Target. Develop the ability to regulate tone muscles neck, upper shoulder girdle, arms, legs, torso.
Description. Stretch upward, raising your arms and tensing the muscles of your whole body, depicting how “a flower grows and reaches for the sun.” Then sequentially drop your hands, pretending that “the sun has hidden and the head of the flower has drooped,” relax your forearms, bending your arms at the elbows - “the stem has broken,” and, relieving tension from the muscles of the back, neck and upper shoulder girdle, passively lean forward, bending knees - “the flower has withered.”
THE DOLL IS TIRED
Target. To develop the ability to regulate the tone of the muscles of the neck, arms, legs, and torso.
Description. Yawning deeply, stretch, raising your arms up and standing on your toes, exhaling, relax, lower your arms, tilting your head forward.
Children will be more successful in mastering exercises that regulate muscle tone if they are performed in front of a mirror. This condition is of particular importance when developing in preschoolers the skills of tensing and relaxing the muscles of facial muscles. Can be spent with children the following exercises.
LET'S INFLATE THE BALL
Target.
Description. Inflate your cheeks and press on them with your hands, feel resistance, and then deflate your cheeks.
WE WERE SURPRISED
Target. To develop the ability to regulate the tone of the forehead muscles.
Description. Raise your brow ridges, feeling the tension in your forehead.
Stubborn Rams
Target. To develop the ability to regulate the tone of facial muscles.
Description. Frown your brow like butting sheep, unable to share a narrow bridge. Draw children's attention to the feeling of tension in the forehead.
CRYBABY
Target. To develop the ability to regulate the tone of the eyelid muscles.
Description. Close your eyes, closing your eyelids tightly, and feel the tension in them.
TIGER CUB
Target. To develop the ability to regulate the tone of the cheek muscles.
Description. Bare your teeth, clench them forcefully, stretch your lips in a wide smile (teeth visible).
THE SUN IS TEASING
Target. To develop the ability to regulate the tone of the tongue muscles.
Description. Stick out your tongue, feeling the tension in it.
When performing all these exercises, the tension phase should not exceed 5-10 seconds.
These exercises allow children to master their muscles and learn to control their movements. The content of this section includes the assimilation of the concepts “strong” and “weak” as concepts of relatively greater or lesser strength of muscle tension. The concepts “strong” and “weak” correspond in the sound process to the terms “loud” (forte) and “quiet” (piano). Preschoolers and primary schoolchildren become familiar with the loud and quiet sounds of a musical instrument, first in a standing position or sitting near it and performing, for example, soft movements with flags below - for a quiet sound and stronger waves above the head - for a loud sound; In addition to flags, you can use a drum, tambourine, hoop, and ribbon. Then the exercises become more difficult. Children perform tasks with objects while walking, running, and jumping. So, when there is a strong sound, children walk in a circle, waving flags; when there is a quiet sound, they stop and hide them behind their backs. The difference in sound can also be indicated by the nature of the step: children walk on the whole foot to a loud sound, on their toes to a quiet sound. Finally, one sound is offered for the movements of the legs, another for the hands, with a change in the strength of the sound. Exercises with different formations teach children to work in a team. You can offer children the following exercises:
1. Children sit cross-legged in a circle on the floor. When listening to loud music, they hit the floor with the palms of their hands; when listening to quiet music, they lightly clap in front of them.
2. Standing in a circle with tambourines in their left hands, children hit the tambourine to loud music. right hand. For quiet music, take the tambourine in your right hand and shake it lightly.
3. To loud music, children walk in a circle, to quiet music they spin in one place on their toes, to loud music they walk in a circle waving flags, to quiet music they stop and get down on one knee, etc.
In developing the ability to regulate muscle tone, general developmental and corrective exercises can be distinguished.
General developmental exercises are varied. In addition to a comprehensive impact on the body, with the help of these exercises you can selectively influence different muscles back, abdomen, shoulder girdle and legs. Based on the nature of their execution, they are divided into exercises with objects (flags, balls, ribbons, etc.) and without objects. Exercises with objects develop the strength of movements, dexterity, clarity, speed of reaction, and eye. Particular attention should be paid to exercises with balls. Balls of all sizes are used: large (when pushing off a suspended ball), medium (when rolling and catching the ball), small (when making throws, when passing along a row and carrying the ball). These movements alternate between tension and relaxation; excess tension is removed from the muscles when the exercise has already been mastered at the level of motor skill.
Corrective exercises are used to strengthen the muscles of the feet and torso, to develop the function of balance, to form correct posture. Exercises while lying on your stomach: pull-ups, climbing gymnastic wall, climbing over benches, climbing between the slats of a staircase pyramid or tower, strengthens the muscles of the back and shoulder girdle, and affects the formation of correct posture.
The sense of balance develops during walking, running, jumping, throwing and other exercises. To develop balance, it is useful to include in classes exercises to reduce the area of support (path of ropes, board), with changes in height (inclined board, bench), mobility of the support (rocking bridge), location in space (horizontally, obliquely). These exercises are performed to calm, moderate music, with pronounced accents indicating the beginning and end of the movement. As special means of training balance functions, the following are used: spinning in place, stepping followed by squatting at a sound signal, as well as stopping while walking and running at a sound signal, jumping in place with turns, stepping over objects (cubes, sticks, slats, rope ).
To eliminate imbalances, a consultation with a physical therapy doctor and a neurologist is necessary. correct selection and performing exercises, as well as auxiliary corrective means.
For each child, the most appropriate postures for activities and hygiene procedures are selected, which change as motor abilities develop.
Examples of exercises.
Rotation of the hands upward (3–5 sec) – tension of the muscles of the arms and upper shoulder girdle, followed by lowering the arms down – relaxation. Repeat 2-3 times.
Foot stamping, hands behind the back - muscles tense (5-8 sec), hands down, etc. basic stance, muscles relaxed.
Light and heavy hands. (Music: Hungarian folk melody.)
Children stand in columns. I.p. basic stance, hands behind your back. The first part of the music and its repetition: bars 1–2 – smoothly raising the arms forward to shoulder level and lowering the arms down and behind the back; bars 3–4, 5–6, 7–8 – repetition of movements 1–2 bars.
The second part of the music and its repetition: measures 9-10 - strong swinging of the arms back and forth, to shoulder level. The knees spring slightly, the hands are clenched into fists; measures 13–16 – hands smoothly rise and fall down and behind the back, as in the first part of the music. The strengthening and weakening of musical sound corresponds to the strengthening and weakening of muscle tension.
Exercises to relieve tone
Exercises to relieve tone consist of children performing relaxing movements.
1. Wave your arms like a bird's wings.
2. Wave your arms like a butterfly's wings.
3. Wave your arms above your head as if saying goodbye.
4. Wave your relaxed hands near the floor, imitating the wind.
5. Drop your relaxed arms from the position of your arms to the sides.
6. Shake with relaxed hands, as if shaking off droplets of water.
7. Tilt your head forward, backward, right, left.
8. Slowly rotate your arms above your head.
9. Slowly swing your relaxed arms.
10. Slowly and smoothly swing your arms from right to left, imitating mowing grass.
A huge place in the motor activity of an autistic child belongs to the motor stereotypies described above. There is an assumption that a number of manifestations of early motor failure are secondary in early childhood autism. Obviously, in addition to weakness of tone and lack of coordination of movements, both the primary weakness of impulses for certain, primarily communicative, activities, and affective disorders, primarily fears, are important. Numerous motor stereotypies are autostimulatory in nature.
Signs of pathology of the body position lying on the stomach:
the head lies down, the child cannot lift it;
shoulders raised up and forward;
the spine is curved, one half of the pelvis is raised;
legs at the hips and knees are bent and pressed one against the other.
Signs of pathology of the body position lying on the back:
the head is thrown back, resting on the litter;
shoulders raised and forward;
hands rest on the floor, hands clenched into fists and turned inward;
the spine may be arched and twisted;
legs are bent and pressed one against the other.
Signs of kneeling body position pathology:
due to lack of skills in standing upright and maintaining balance;
the spine is curved due to muscle hypotonia;
the spine is curved due to deformation lower limbs;
the spine is arched due to insufficient motivation to straighten the body.
To eliminate violations, it is necessary to consult with a physical therapy doctor and a neurologist for the correct execution of exercises, as well as the selection of auxiliary corrective means.
The most appropriate postures for activities and hygiene procedures are selected for each child, which change as motor abilities develop.
To stimulate the development of motor functions, stimuli such as stroking the limbs are used; the use of surfaces covered with various types of material that enhance tactile sensations. Possible use various types massage, special exercises with resistance, exercises in water with permissible changes in its temperature.
Development of facial expressions, articulatory apparatus, breathing
All children with RDA have impaired pronunciation O bottom or several groups of consonant sounds, therefore on preliminary stage Correction of sound pronunciation, a certain place is given to the development of facial movements and movements of the lips and tongue. First, children are offered exercises to develop their facial muscles. This is due to the fact that there is a weak tone of the facial muscles, facial expressions are inexpressive. In the future, work is being done to develop movements of the lips and tongue. Children are offered in an entertaining playful way articulation exercises on static and dynamic coordination of movements (Appendix 6).
Work at the initial stages of normalizing facial motor skills and the speech apparatus is aimed at ensuring that the child calmly reacts to touching his face. To do this, work begins with the areas furthest from the mouth area. The sequence of exercises is developed together with a speech therapist, taking into account the individual characteristics of the child.
In games, songs, and poems, it is important to provoke a child to imitate the actions, facial expressions, and speech of an adult. Even if this imitation is completely mechanical at first, the child learns the form of the adult’s reaction. Mastering the plasticity, intonation, and facial expressions of an adult, adopting their speech patterns, the child gradually develops his own ways of responding and becomes more independent in contact.
Normalization of breathing is of great importance for children with early damage to the central nervous system(CNS), in the genesis of which is cerebral hypoxia. For premature babies due to their imperfection respiratory system and for children who are often ill, this is especially important. A gymnastics complex for each child is selected together with a pediatrician and a physical therapy doctor.
Articulation gymnastics helps reduce the deficit in the need for communication, which largely depends on the severity of RDA. Exercises are often carried out individually, sometimes with a small (2-3 people) group, taking into account the age and level of development of the children. The group may contain children with similar manifestations of RDA.
During classes, you should encourage your child to do the following exercises:
blow up cotton balls, paper plumes;
blow out bubble, inflate balloons;
form soap foam using straws and tubes;
blow out the candles;
inhale essential oils and vapors that are not hazardous to health;
Use a metered inhaler for your nose and mouth.
When performing exercises, it is recommended to use small forms of folklore and conversations with the child. It is recommended to accompany the movements by addressing the child by name. The touch must be careful. The comb should be “soft”. Use diminutive nouns during execution.
To develop the organs of articulation, use exercises that can be performed by a child: stick out your tongue, lick your lips, puff out your cheeks, etc.
Main goal facial exercises is to stretch the facial muscles so that they become more elastic. These exercises help reduce tension in the muscles of the face, neck and shoulders, which is typical for children with hypertensive speech patterns. They are recommended to be used when working with children in the first 3-5 minutes of a voice therapy session.
Before starting the exercises, the child should take a comfortable, relatively relaxed position, looking in the mirror. The exercise can be performed both standing and sitting.
1. Raise your eyebrows as high as possible and lower them as low as possible. Repeat these movements five times, gradually increasing their speed.
2. Open your mouth as wide as possible, hold it open for 5–7 seconds and slowly close it. Repeat five times.
3. Rotational chewing movements with closed lips, first 5 seconds clockwise, then 5 seconds counterclockwise.
4. Open your eyes as wide as possible, raise them to the ceiling and lower them to the floor five times without moving your head.
5. Keep your head straight and move your eyes to the right and left, holding them in these positions for 3-4 seconds. Repeat five times.
6. Turn your head to the right, fixing your eyes on some object in the room. Then, without changing the position of your head, look in the mirror at the reflection of your eyes and, continuing to watch your eyes, turn your head back. Do the same, turning your head to the left.
Options for exercises with children, which are carried out with the aim of developing adequate reactions to the touch of a child’s face and mouth by an adult, encourage him to control the movements of the organs of the articulatory apparatus, breathe correctly, care for his face, and study the facial expressions of his face.
1. Take the child in your arms, talk to him, sing a song, tell him a nursery rhyme, smile.
2. Massage your face with light stroking movements.
3. Touch your face with your fingertips.
4. Comb your hair.
5. Wash it in front of the mirror with warm water.
6. Wipe the child’s face with a cotton swab moistened with warm water and baby lotion.
Game exercises that regulate muscle tone
MADO KINDERGARTEN No. 90, TYUMEN
MUSICAL DIRECTOR ZHDANKO NADEZHDA PAVLOVNA
GAME EXERCISES REGULATING MUSCLE TONE
Goal: to cultivate the ability to voluntarily control muscle tension; the ability to respond to emphasis in music and distinguish between the two-part form of a work.
"Bold Riders"
Children stand in a circle, one after another, with their hands on their belts. For the first part of the musical piece, they gallop around in a circle at a straight gallop.
For the second part, they stop and tap their right foot from the toe in front of them, nodding their heads - “horses hit with their hoofs.”
To repeat the first part, they again jump in a circle.(Music: "The Bold Rider" by Schumann)
"Sea Pebbles"
Children lie freely on their backs throughout the hall, with their arms extended behind their heads (representing sea pebbles). They listen calmly to the first part of a piece of music - “pebbles at rest.” For the second part, children roll onto their stomachs, then onto the other side and back, with their hands remaining behind their heads (“a storm has arisen” and is rolling sea pebbles).
(Music: “The Sea” by N. Rimsky-Korsakov)
"Smooth Hands"
Children stand in a circle at a great distance from each other. Raise the straight right hand very slowly and lower it just as slowly (fingers are down when raising the hand, fingers are raised up when lowering the hand). Also slowly raise and lower left hand. The gaze is focused on the fingertips.
"Jump and Spin"
Children move in a circle with light jumps, hands in a free position (fast part of a piece of music).
Then they spin around at full pace in place (slow part of the music).
With the repetition of the first part, they again move in a circle in leaps.(Music: “Etude” by L. Schitte)
"Mugs and Chains"
Children stand in four circles (in the corners of the hall), holding hands. Each circle has a designated leader.
During the first part, children move in circles in hops.
During the second part of the music, each leader releases the hand of his neighbor on the right and leads his chain of children along the wall to the adjacent corner (on the right), where he again “wraps” the circle from the chain. Thus, all the circles move to another corner of the hall.
(Music: “Dance” by S. Zateplinsky)
"Let's play"
Children sit in a circle on the floor; legs folded in Turkish style. During the quiet part of the music, they hit the palms of their hands on the floor next to them; during the loud part, they perform sliding claps in front of them. When the music is not playing, an object (ball, cube, etc.) is passed around in a circle at a calm pace.
When the music starts playing, the game repeats.
(Music: “Rainy Time” by V. Vorontsov
"Game with flags"
Children walk in a circle, energetically waving flags in front of them to the loud sound of a sports march.
To the quiet sound of the same march they walk on high socks, raising flags with outstretched arms above their heads.
(Music: “Sports March” by A. Pakhmutova)
"Merry Dance"
Children stand in a circle, the child soloist is in the center, holding a handkerchief in both hands. During the first part of the music, the children dance merrily, throwing their legs in front of them one by one. The soloist walks around in a circle, choosing a “buddy”. At the end of the first part of the music, he stops in front of the chosen child and bows to him, inviting him to the center of the circle and giving him a handkerchief.
During the second part of the music, all the children clap, and the soloists dance with handkerchiefs, waving them over their heads.
(Music: “Meadow Duck”, r.n.m)
"Game with Diamonds"
Children stand around the hall in a checkerboard pattern, holding tambourines in their left hands. During the first part of the music, the tambourine is struck rhythmically with the right hand.
For the first part, they take the tambourine in their right hand and, shaking it above their head, circle at a fractional step.
(Music: “Oh, breaking the hoop!” Ukrainian m.)
"Game with Hoops"
Children stand in pairs throughout the hall and hold on to the hoops with both hands (one hoop for two).
During the quiet, smooth part of the music, the hoop is swung left and right.
For the loud, fast part, they spin around, holding the hoop with their right hand. At the end of the music, they lower the hoop to the floor and squat down next to it. The sequence of parts of the music can be changed.
(Music: “Wind and Breeze” (“Ländler”), L. Van Beethoven)
"Game with Ribbons"
Children, holding ribbons on rings in both hands, move along hall light jumping in different directions (first part of the music). For the second part, they go down on one knee and vigorously wave their ribbons.
(Music: “Etude No. 47” by K. Czerny)
"Spring"
Children clench their hands into fists and hold them in front of them (elbows bent). At the command “We begin to stretch the spring,” children forcefully spread their arms to the sides without unclenching their fists.
At the command “Release the spring,” children bring their hands back with a sharp movement. This strength exercise for hands. It requires a lot of muscle tension.
(The exercise is performed without musical accompaniment
"Pillow"
Children use their palms to “beat” an imaginary pillow from all sides. Then, with their arms stretched out straight, slightly upward and their fingers spread, they “place their palms on the fluffed pillow” and begin to slowly press into the soft pillow. The teacher gives verbal instructions.
"Let's paint the fence"
Children, stretching their arms forward, rotate their fingers left and right - “kneading their paint brushes.” Then they lower their hands down and “pick up paint in buckets onto the brush.” They start painting the fence - outstretched arms forward move up (fingers pointing down), then the hands move down (fingers pointing up).
“To prevent the paint from spreading,” children move their arms outstretched forward to the right and left (fingers pointing to the opposite side).
“The painters are tired and are wiping sweat from their foreheads” - they pass the back of their hand, first with their right hand, then with their left hand, while throwing their arms down with force - rest.
"Game with dice"
Children sit in a circle on chairs, holding one cube in their hands.
You need to bend over and, placing the cube to your left, straighten up.
The teacher pronounces the words slowly, clearly: “They took the cube, put it down!” When they say “took a cube,” children lean to the right and take the cube of their neighbor on the right. Then they straighten up and transfer the cube to their left hand. On the word “put”, place the cube on the floor to your left and straighten up. The task is executed four times.
Let's go for a run! And again
We start to play
Children take any chair and the game continues.
(The exercise is performed without musical accompaniment)
With. 1
“Logorithmics as one of the methods
for working with children,
with speech impairments"
Severe speech defects in preschool children are combined with a variety of pathologies of non-speech functions (increased excitability, fatigue, impaired spatial orientation and general, fine motor skills, attention and memory deficits, etc.).
The success of overcoming speech disorders depends on many factors, including the effective interaction of all participants in the correction process (speech therapist + child speech therapist; speech therapist + parents; speech therapist + specialists).
Effective interaction between a speech therapist and a music director is the joint development and conduct of logorhythmic classes.
Logorhythmics is one of the forms of a unique active therapy based on the connection between movement, music and words. (G. A. Volkova) It is part of the educational and correctional and developmental work in the speech group.
Logorhythmics is a system of exercises, tasks, games based on a combination of music and movement, music and words, music, words and movement, aimed at solving correctional, educational and health problems.
The purpose of logorhythmics: correction and prevention of existing deviations in the development of the child.
Tasks:
Activation of higher mental activity through the development of visual and auditory attention;
Development of general, fine and articulatory motor skills;
Formation of correct breathing;
Development of the ability to navigate in space;
Development of clear coordinated movements in conjunction with speech;
Development of phonemic hearing;
Formation of relaxation skills;
Increased memory capacity;
Development and correction of musical-rhythmic movements.
Organizing logorhythmics classes requires the teacher to know the basics of speech therapy and master the skills of playing an instrument. Therefore, such classes can be conducted by a speech therapist and a music director, and, with proper preparation, by a music director and a teacher. In this case, it is necessary to agree with the speech therapist on the assigned tasks and the material chosen for the lesson.
Conditions:
Classes are held once a week after cognitive and speech therapy;
Duration – 35 minutes;
Logorhythmic lessons are based on lexical topics.
Speech material is not learned;
All exercises are performed by imitation;
An atmosphere of joy and goodwill should reign in the lesson.
Lesson structure.
1 part. Introductory, preparatory for the lesson, for speech and motor load (Musical-rhythmic movements, changes, a set of general developmental exercises (GDE), breathing exercises).
Part 2.
Main. Includes different types of exercises to develop attention, coordination of movements, speech with movement, muscle tone; sense of rhythm, speech and facial movements, fine motor skills, as well as listening; singing; game.
Part 3.
Final. Returns children to a balanced, calm state (calm walking).
Musical and rhythmic movements - one of the forms of correction of violations of syllable structure.
Develop attention, spatial orientation, coordination of movements, sense of rhythm, speech-auditory memory, help develop the correct breathing rhythm
For example: alternating walking on tiptoes, in a half-squat:
“Skyscrapers - huts” (theme “City”);
“Bushes, shrubs” (theme “Trees”);
“Animals, their young” (theme “Pets”).
Exercises to master basic movements.
If a child has poorly developed basic movements, then it is very difficult to learn dances and games with him: they all involve walking, running or jumping movements. In logorhythmics classes we use exercises to master different types walking(directed, calm, springy, cautious, on toes, with high lifting hips, side step), running(light, swift, springy, wide stride, with a high hip lift), jumps( on two legs in place, on two legs moving forward, alternately on the right and left legs, straight gallop, hops).
Exercises to develop orientation in space.
This type of exercise is closely related to the previous one, because they are based mainly on such basic movements as walking and running. By developing spatial orientation, we teach children:
Walk, run, jump one after another in a column, one at a time, in a circle, maintaining a distance;
Line up in pairs, scattered, in a circle, in a column;
Walk, run, jump in pairs in a circle, keeping a distance;
Line up in a circle facing each other, back, side;
Evenly narrow and expand the circle;
Walk with a change of leaders;
Walk around the hall, changing direction: to the right, to the left, diagonally, in a snake, in the opposite direction.
General developmental exercises.
These exercises (for the development of individual muscle groups and joint mobility) help train the muscles of the neck, shoulder girdle, legs, and core: they activate their work; develop speed, clarity, range of movements; help eliminate certain physical deficiencies.
Dance Movement Exercises (Expressive Movement Skills)
These exercises are closely related to general developmental exercises. Most often we use them in music classes, but you can also include them in logarithmics classes.
A dance warm-up helps in working on expressive movement skills (children, as instructed by an adult, perform simple movements to the music: “flashlights”, “stomping step in place”, “heeled foot”, “stoop with one foot”).
Exercises to regulate muscle tone.
Muscle tone is the state of the musculoskeletal system, readiness to perform movements. Exercises that regulate muscle tone are auxiliary and are carried out without music, so that the child can fully concentrate on his sensations and perform relaxation or tension at a comfortable pace.
"Drop your hands." Raise your arms to the sides, lean forward slightly, relieve tension in your shoulders and let your arms fall freely down.
"Fists - brushes." Firmly clench the fingers of both hands into fists, unclench your fingers, releasing tension in your hands.
“Raise and lower your shoulders.” Raise your shoulders as high as possible (toward your ears), relieving tension, and throw your shoulders down.
Attention is concentration on a specific object and the direction of mental activity towards it. Insufficient development of attention and memory has a negative impact on the development of mental activity and speech.
“Repeat the movements.” The teacher shows a series of simple general developmental or dance movements to music - the children watch, then repeat the same movements to the same music.
"Prohibited movement." The teacher shows the movements to the music, the children repeat everything except one, pre-agreed.
For example: Goose (topic “Poultry”)
Inhale through the mouth, exhale through the mouth. While exhaling, pronounce the sound “SH-SH-SH”
Articulation gymnastics : promotes the development of the necessary articulatory patterns and develops the ability to hold and switch articulatory poses.
For example: Wild animals (topic “Wild animals are preparing for winter”)
“Bunny.” Raise only the upper lip, exposing the upper teeth.
"Angry Wolf" Bite your lower lip with your upper lip.
“The hedgehog snorts.” Vibration of lips.
“The elk calf sucks milk and smacks.” Suck the upper lip under the lower lip with a sharp release when opening the mouth (smacking). (E. A. Pozhilenko)
Scientists have established a direct relationship between the development of a child’s speech and the coordination of finger movements. By developing fingers, we develop speech!
For example: Long beaks (theme “Birds of Migratory”)
The exercise can be performed with clothespins.
I have never seen longer beaks,
What are the beaks of the stork and the crane.
(O.I. Krupenchuk)
Rhythmic squeezing and unclenching of clothespins in the right and left hands.
Games for the development of phonemic hearing.
Phonemic hearing – This is a subtle, systematic hearing, the ability to recognize and distinguish the sounds that make up a word. Without developed phonemic hearing, it is impossible to correctly pronounce sounds.
For example: do you recognize the bird? (theme “Wintering birds”)
Clap your hands when you hear the correct name of wintering birds:
Segir snegil bullfinch
Voena Volona Crow
Gruhal kluhai
Facial exercises : promote the development of facial muscle mobility; develop the ability to express emotional states using non-verbal means of communication.
For example: in Africa (theme “Animals of hot countries”):
Monkeys are crooks.
Angry tiger.
Scared jerboa. (E. A. Pozhilenko)
Orchestra of noise instruments : includes auditory, visual, kinesthetic analyzers, develops a sense of rhythm, fine motor skills hands
To maintain interest in performing musical works, we use a variety of orchestras of children's instruments:
Orchestra “Rustlers” (leaves made of corrugated paper, “salutiki” made from cut-up strips of cellophane, Kinder surprise boxes)
“Spoons” (spoons of different sizes)
“Kalinka-Malinka” (tools made from plastic ice cream cups in the shape of berries)
“Bells” (we use bells and bells for fishing tackle)
“Hooves” (wooden chocks with grooves in the middle, large walnut shells).
Singing: trains the peripheral parts of the speech apparatus: respiratory, articulatory, voice-forming. We accompany the songs with hand movements to develop fluency and expressiveness of speech, speech hearing and speech memory, and coordination training. To attract inactive and shy children, we introduce masks, costume elements, attributes, toys and stage performances.
For example: The song “Turtle” by Mus. We stage I. Ponomareva with toys - turtles ( lexical topic“Animals of hot countries”).
Song “The Fox Was Walking” Music. I. Ponomareva is performed by children with dolls with movable mouths (lexical theme “Wild Animals”).
Dancing: They develop a sense of rhythm, coordination of movements, spatial orientation, and learn to correlate their movements with the tempo and rhythm of the music. Dances are performed by children only when shown by an adult and in accordance with the lexical topic.
Games: develop memory, attention, fluidity, coordination of movements, spatial orientation, empathy, positive self-awareness.
Outdoor games(topic “Body Parts”)
Russian folk game“Dudar”
The driver, the dudar, stands in the center of the circle. The children walk around him in small steps and sing:
Dudar, dudar, dudarishche,
Old, old, old man.
Well, it's in the deck, well, it's in the raw,
Well, it's rotten!
Dudar, dudar, what hurts?
The driver is the head! (back, leg, etc.)
Children walk in a circle holding their heads.
The game is repeated until the dudar says:
“Nothing hurts!”, then everyone runs away, and he catches up.
Games with elements of art therapy(theme “Winter”)
Game: “Winter Fun” Music S. A. Korotaeva.
Children move freely to the music, pretending to be one of the winter activities, and when they hear the music stop, they freeze.
Communication games(theme “Pets”)
Game: “Bingo”
Children walk in pairs in a circle and sing:
Our shaggy gray dog sits by the window,
Our shaggy gray dog looks out of the window,
B – I – N – G – O, B – I – N – G – O,
B – I – N – G – Oh, his name is Bingo.
They say:
B – shake hands, change pairs in a circle
And - they shake hands, change pairs in a circle
N - shake hands, change pairs in a circle
D – shake hands, change pairs in a circle
O-O-O! - they hug each other.
Games with stops(theme “Family”)
Russian folk game “Like Uncle Tryphon”
The driver stands facing the children, everyone sings:
How Uncle Tryphon had seven children,
There were seven children, there were seven sons,
With such ears, with such noses,
With such eyes, with such hair,
With such teeth, with such hands.
They didn’t drink, they didn’t eat, they did this at the same time!
The driver shows the pose, everyone must repeat and freeze.
The one who repeated it more accurately becomes the driver.
Hearing – relaxation: activates and develops auditory attention, develops the ability to control breathing, manage muscle tone; returns children to a calm state.
The experience of conducting logorhythmics shows that such a structure of correctional work makes it possible to achieve stable attention of children throughout the entire lesson and increases the effectiveness of mastering practical material. Using precise dosage of auditory stimuli such as tempo, rhythm, dynamics of music and words, logorhythmics provides corrective guidance for the speech and musical development of preschool children.
Application.
“The bear cubs lived in the thicket”
The cubs lived in the thicket
They turned their heads:
Like this and like this
Still like that, still like that
The cubs were looking for honey
Together they rocked the tree
Like this and like this
They rocked the tree together.
We waddled
And they drank water from the river:
Like this and like this
They drank water from the river.
And then they danced
Together they raised their paws
Like this and like this
Together they raised their paws.
Logorhythmics "Let's fly"
One, two - 2 claps
Costs a rocket , take turns connecting straight arms above your head.
Three four - 2 claps
Airplane , take turns stretching your arms to the sides
One, two -
Clap your hands - 1 cotton.
And then on every account.
One two three four, 4 claps
Arms higher, shoulders wider - hands to shoulders. Up, to the shoulders, to the sides.
One two three four, - 4 claps
And they walked around on the spot . Walking in place.
Psycho-gymnastics “Humpty Dumpty” is an exercise to regulate muscle tone, coordinate movement with words and develop memory.
Humpty Dumpty turn your body left and right,
Sat on the wall hands dangling
Humpty Dumpty body sharply
Fell in a dream . Tilt down.
And all the royal cavalry go in circles
And all the king's army raising your knees high
Humpty can't to shrug
Can't Dump
Humpty Dumpty can't
Raise! Fall down, relax.
Logorhythmics "Hares"
Hares jump: skok-skok-skok, children jump rhythmically
Yes, on thin ice. They crouch down and listen to see if a wolf is coming.
Move your hands and ears.
One - bend over, straighten up tilt - straight.
Two - bend down, stretch . Tilt - stretch.
Three - clap your hands three times , clap three times.
Three nods of the head . Nod 3 times.
AT GIRAFFES
Giraffes have spots, spots, spots, spots everywhere.
Giraffes have spots, spots, spots, spots everywhere.
We clap our palms all over the body.
Elephants have folds, folds, folds, folds everywhere.
Elephants have folds, folds, folds, folds everywhere.
We pinch ourselves, as if picking up folds.
On the forehead, ears, neck, elbows,
On noses, bellies, knees and toes.
With both index fingers we touch the corresponding parts of the body.
Kittens have fur, fur, fur, fur everywhere.
Kittens have fur, fur, fur, fur everywhere.
We stroke ourselves, as if smoothing fur
On the forehead, ears, neck, elbows,
On noses, bellies, knees and toes.
With both index fingers we touch the corresponding parts of the body.
And the zebra has stripes, there are stripes everywhere.
And the zebra has stripes, there are stripes everywhere.
We draw the edges of our palms along the body (draw stripes)
On the forehead, ears, neck, elbows,
On noses, bellies, knees and toes.
With both index fingers we touch the corresponding parts of the body.
Normalizing muscle tone is one of the most important tasks in developing a child’s motor skills. Deviation from normal tone can cause disturbances in the child’s motor activity and affect the course of his overall development.
Decreased muscle tone leads to a decrease in the child’s mental and motor activity. An increase in tone, on the contrary, manifests itself in motor restlessness, emotional instability, and sleep disturbances.
Therefore, the child must be taught how to control his own muscle tone and be taught relaxation techniques, that is, relaxation.
To learn how to control muscle tone and master relaxation skills, you can offer the following types exercises.
“Fire and Ice” – alternate tension and relaxation of the whole body. Instructions:"Fire!" – children begin intense movements with their whole body. Each child chooses the smoothness and intensity of movements arbitrarily. Instructions:"Ice!" – the children freeze in the position in which the team caught them, straining their entire body to the limit.
“Rag Doll” – children are asked to imagine that they are marionette dolls that hang on nails in the closet after the performance. Instructions:“Imagine being hung by your hand, by your finger, by your shoulder, etc.” The exercise is performed at an arbitrary pace.
“Washing clothes” - children perform intense movements with their hands, imitating the process of washing trousers. Instructions: children make smooth, wide movements with their hands, pretending to rinse their trousers in running water. After which the trousers must be wrung out, shaken and hung.
“Beach” - children are asked to imagine that they are lying on the warm sand and sunbathing. The sun is shining tenderly, a light breeze is blowing. Instructions:“You relax, listen to the sound of the surf, watch the play of the waves and the dancing of seagulls over the wave. Listen to your body. Are you comfortable? Try to relax as much as possible."
"Carpet plane". Instructions:“We lie down on a magic flying carpet. The carpet rises smoothly and slowly, carries us across the sky, rocks us, lulls us to sleep. A tired body is relaxed, resting. Fields, meadows, rivers, and lakes float by far below. Gradually the magic carpet descends and lands in your room. We stretch, take a deep breath, open our eyes, slowly sit down and carefully stand up.”
Exercises to redistribute muscle toneInstructions:“Pass around: a glass of hot tea, a plate of soup, a bowl of wet laundry, a fluff, a hedgehog, a weight, a kitten.”
Instructions:“Come out and come in: like Pierrot, like Pinocchio, like Malvina, like a soldier, like Karabas Barabas, like Carlson, like Barmaley, etc.”
Instructions:“Depict movement in weightlessness - forward and backward; moving on hot sand in the scorching sun; tug of war; walking along a rocky path; through a marshy swamp; on moss; through snowdrifts through a blizzard; depict relaxation in the tall meadow grass, experience the pleasure of a light breeze.”
Instructions:“Depict the movements of animals. Imagine yourself as some kind of animal or bird and reproduce the movements.”
Instructions:“Picture a cook; photographer; artist, hairdresser, etc.”