Formation of articulatory motor skills in level 3 preschoolers. Course work: Development of speech motor skills in children of the sixth year of life using articulatory gymnastics

Ekaterina Rakitina

Dr. Dietrich Bonhoeffer Klinikum, Germany

Reading time: 9 minutes

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Article last updated: 03/30/2019

The correctness and purity of pronunciation of sounds depends entirely on the correct operation of the articulatory apparatus. From infancy, the baby tries to pronounce different sound forms, makes various movements with his mouth, lips and tongue, thereby forming his first speech skill.

The voice is formed with the participation of not only the oral cavity, but also the entire chest. Therefore, exercises aimed at developing articulatory motor skills should cover not only the facial muscles, but also the shoulder girdle and chest.

The importance of speech organs in articulation

The most mobile speech organ is the tongue. Its most moving parts are the sides and the tip. The more mobile they are, the clearer the pronunciation of sounds will be.

The quality of pronunciation is also affected by lip mobility. The lower lip is always the most mobile. The lips can close, form a tube, a mouthpiece, which is very important in the pronunciation of consonants. But in the pronunciation of vowels, the mobility of the lower jaw is important.

The bite also plays an important role. The correct option is when the upper jaw slightly covers the lower jaw. In this case, all teeth should touch.

When pronouncing any sound, each speech organ is aligned in a certain position. But although the speech stream consists of sounds, it is ultimately built into words, so the sounds follow one after another very quickly. And here the mobility of each muscle involved in creating a speech structure is very important.

Age periods for a child to master sounds

In order for a child’s speech to form correctly, the cerebral cortex must achieve a certain level of maturity. All senses must be prepared. Often chronic diseases negatively affect the development of a child’s speech.

At the very beginning of life, a child can only pronounce light sounds. These include the vowels a, o, e and the consonants m, p, b. Next, the child masters more complex sounds. But children master the most complex sounds in terms of articulatory requirements, such as s, z, ts, sh, over the age of three. Before this period, complex sounds are either absent from the vocabulary, or children will replace them with simpler ones.

Ideally, by the age of six, a child’s speech baggage is already filled with all sounds. If by this age a number of sounds are still missing, then the intervention of a speech therapist is required, since speech development disorders are evident.

Speech developmental disorders

The most common cause of incorrect pronunciation of sounds is structural disorders of the speech organs. The most common violations:

1. Malocclusion;
2. disproportionate tongue (it is either too big or, on the contrary, too small);
3. shortened bridle;
4. Cleft palate and upper lip.

Speech disorders can be noticed at a very early age, since even simple sounds, substitutes for more complex sound forms, sound unclean and sound disturbances can be heard.

In addition to disturbances in the structure of the oral cavity, poor pronunciation can also be caused by weakness of the labial muscles and weakness of the tongue muscles. This deviation can be noticed when performing simple movements with the lips and tongue:

1. The lips are not drawn out like a tube;
2. The smile is asymmetrical;
3. The tongue does not expand, but constantly strives to narrow;
4. The protruding tongue deviates to one side;
5. The protruding tongue falls onto the lower lip, rather than being held horizontally;
6. The protruding tongue trembles;
7. The tongue is held in a lump in the mouth.

If such symptoms are observed, consultation with both a speech therapist and a neurologist will be required.

If the disturbances are related to the structure of the speech organs, then these disturbances must be eliminated as soon as possible. If the reason is muscle weakness, then certain exercises will be required.

It is necessary to correctly understand whether the disorder relates to speech pathology or whether it is a speech deviation. Pathologies have internal and external manifestations. Only a specialist can make an accurate diagnosis.

Any disturbances in the speech system can affect completely different aspects of speech: incorrect pronunciation, incorrect vocabulary, incorrect grammatical construction of sentences.

1. Open your mouth wide and hold it open for 10-15 seconds.

2. Chewing movements at a slow pace with closed lips.

3. The same at a fast pace.

4. Light tapping of teeth - lips are open.

5. The first exercise is repeated.

II. Lip exercises

6. "Smile"- stretching of open lips, the teeth are closed, both the upper and lower incisors are clearly visible.

7. The same with closed lips and teeth.

8. "Tube" ("Proboscis")- pulling the lips forward (teeth closed).

9. Alternate execution "Smiles" And "Tubes".

10. Rotational movements of the lips.

11. Retraction of the lower lip from the teeth and gums.

12. Retraction of the lower lip into the mouth.

III. Tongue exercises

(performed with the mouth wide open and the lower jaw motionless):

13. "Chatterbox"- moving the tongue back and forth.

14. "Watch"- moving the tongue left and right.

15. "Swing"- moving the tongue up and down.

a) to the upper - lower lip;

b) to the upper - lower teeth;

c) to the upper - lower alveoli.

16. Circular movements of the tongue:

a) on the lips;

b) on the teeth in front of the mouth;

c) behind the teeth.

17. "Horses"- clicking the tongue.

18. "Spatula"- stick out a wide, relaxed tongue, place it on the lower lip, hold for 10-15 seconds. (if tense, pat your tongue with a spatula or slap your lips).

19. "Needle"- stick out a narrow, tense tongue far forward and hold for 10-15 seconds. (to shorten the tongue, touch the tip with a spatula).

20. Alternate execution "Shoulder blades" And "Needles".

21. "Groovet" ("Tube")- stick out your wide tongue, bend the side edges of the tongue upward.

22. "Calyx" ("Ladle")- wide tongue raised up:

a) to the upper lip;

b) to the upper teeth;

c) to the upper alveoli.

23. "Fungus"- the tongue is wide, flat, sticks to the hard palate, the lateral edges of the tongue are pressed against the upper molars, the tip of the tongue is against the upper alveoli.

"Smile" "Pipe"

"Spatula" "Needle"

"Groove" "Cup"

Rice. 1. Samples of articulation exercises

Development of fine motor skills of the fingers

Research from the Institute of Physiology of Children and Adolescents of the APN has established that the level of speech development of children is directly dependent on the degree of formation of fine movements of the fingers. As a rule, if finger movements are developed in accordance with age, then the child’s speech development is within the age norm.

Therefore, training the movements of the fingers is the most important factor stimulating the child’s speech development, helping to improve articulatory motor skills, preparing the hand for writing and, no less important, a powerful tool that increases the performance of the cerebral cortex.

We use the following types of work that promote the development of small muscles in the fingers and hands:

finger games accompanied by rhymes and nursery rhymes;

special exercises without speech accompaniment, combined into a gymnastics complex for the development of fine motor skills of the hands, the so-called finger gymnastics;

games and actions with toys and objects: (laying out buttons, sticks, grains, acorns, etc., stringing beads, rings, buttons on a thread, sewing, fastening and unfastening buttons, playing with mosaics, building materials, etc. );

visual arts: (modeling from plasticine and clay, coloring pictures, tracing contours, shading, drawing with pencils and paints in various ways (brush, swab, finger, candle, etc.), various work with scissors, crafts made from natural materials, etc. .d.).

Work on the development of hands is carried out systematically for 3-5 minutes daily in kindergarten and at home:

a) exercises for the development of fine motor skills are included in the classes of the speech therapist and teachers;

b) games with fingers - during special moments and walks;

c) finger gymnastics is carried out in combination with articulation teachers at specially designated times in the daily routine, as well as at home with parents.

At the beginning of the school year, children often have difficulty doing many hand exercises. These exercises are worked out gradually, at first they are performed passively, with the help of a speech therapist (individually), and as they master them, the children move on to performing them independently.

"Funny Tongue"

Development of articulatory motor skills

Correct pronunciation of sounds is ensured by good mobility of the articulation organs, which include the tongue, lips, lower jaw, and soft palate. The accuracy, strength and differentiation of the movements of these organs develop in the child gradually, in the process of speech activity. In a child who has general underdevelopment of speech due to underdevelopment or brain damage, the mobility of the organs of the articulatory apparatus is impaired.

Work on developing the mobility of the organs of the articulatory apparatus takes place in the following areas:

· carrying out differentiated massage of facial and articulatory muscles;

· carrying out work to combat salivation;

· performing articulation gymnastics.

Articulation gymnastics

Work on the development of the basic movements of the organs of the articulatory apparatus is carried out in the form of articulatory gymnastics. The goal of articulatory gymnastics is to develop full-fledged movements and certain positions of the organs of the articulatory apparatus necessary for the correct pronunciation of sounds.

Articulation gymnastics must be performed daily so that the skills developed in children are consolidated.

When selecting exercises for articulatory gymnastics, you must follow a certain sequence, moving from simple exercises to more complex ones. It is better to spend them emotionally, in a playful way.

Of the two or three exercises performed, only one can be new; the second and third are given for repetition and consolidation. If a child does not perform an exercise well enough, new exercises should not be introduced; it is better to practice old material. To consolidate it, you can come up with new gaming techniques.

Articulation gymnasts are performed while sitting, since in this position the child has a straight back, the body is not tense, and the arms and legs are in a calm position.

The child must clearly see the adult’s face, as well as his own face, in order to independently control the correctness of the exercises. Therefore, a child and an adult should be in front of a wall mirror during articulation gymnastics. The child can also use a small hand mirror (approximately 9x12 cm), but then the adult must be in front of the child, facing him.

The work is organized as follows:

1. An adult talks about the upcoming exercise using game techniques.

2. Shows its completion.

3. The child does the exercise, and the adult controls the execution.

An adult conducting articulatory gymnastics must monitor the quality of the movements performed by the child: accuracy of movement, smoothness, pace of execution, stability, transition from one movement to another. It is also important to ensure that the movements of each organ of articulation are performed symmetrically in relation to the right and left sides of the face. Otherwise, articulatory gymnastics does not achieve its goal.

In the process of performing gymnastics, it is important to remember to create a positive emotional mood in the child. You cannot tell him that he is doing the exercise incorrectly - this can lead to refusal to perform the movement. It’s better to show the child his achievements (“You see, your tongue has already learned to be wide”), to encourage (“It’s okay, your tongue will definitely learn to rise up”). If the child experiences salivation when performing exercises, then the following exercises are recommended before articulatory gymnastics:

1. The child is explained the need to swallow saliva.

2.Massage the masticatory muscles that interfere with the swallowing of saliva.

3. Inducing passive and active chewing movements, ask the child to throw his head back, this creates an involuntary desire to swallow saliva; can be supported by a request.

4. The child is asked to chew solid food in front of a mirror (cookies can be), this stimulates the movements of the chewing muscles and leads to the need to make swallowing movements, which can be reinforced with a request (thus, involuntary movements turn into voluntary).

5. Voluntary closing of the mouth due to passive-active movements of the lower jaws. First, passively: one hand of the speech therapist is under the child’s chin, the other is on his head, by pressing and bringing his hands together, the child’s jaws close - the “flattening” movement. Then this movement is done with the help of the child’s own hands, then actively without the help of hands, using counting and commands.

Articulation gymnastics to develop lip mobility

Work on developing lip mobility begins with preparatory exercises:

· make the child laugh (involuntary stretching of the lips);

· smear the lips with sweets (“licking” - raising the tip of the tongue up or down);

· bring a long lollipop to the mouth (pull the child’s lips forward).

After causing involuntary movements, they are fixed in a voluntary plan, in active gymnastics. At first, the movements will not be performed in full, not in the exact volume, then they are reinforced in special exercises for the lips (“smile”, “proboscis”, alternating them).

Next, the following exercises are introduced:

1."Naughty lips."Biting and scratching first the upper and then the lower lip with the teeth.

2.“Smile-tube.”Pull your lips forward like a tube, then stretch your lips into a smile.

3.“Proboscis".Move your lips extended like a tube left and right, and rotate them in a circle.

4."Fish »:

· clap your lips together (make a dull sound);

· squeeze the upper lip by the nasolabial fold with the thumb and forefinger of one hand and the lower lip with two fingers of the other hand and stretch them up and down;

· pull your cheeks inward and then sharply open your mouth. It is necessary to ensure that when performing this exercise the characteristic sound of a “kiss” is heard.

5."Duck."Stretch your lips, squeeze them so that your thumbs are under the lower lip, and all the rest are on the upper lip, and pull your lips forward as much as possible, massaging them and trying to imitate the beak of a duck.

6 .“Dissatisfied horse.”The flow of exhaled air is easily and actively sent to the lips until they begin to vibrate. The result is a sound similar to the snorting of a horse.

7. "The lion cub is angry."Raise the upper lip so that the upper teeth are visible. Lower the lower lip, exposing the lower teeth.

8."The lips hid."The mouth is wide open, the lips are drawn inside the mouth, pressing tightly against the teeth.

9."Balloon"(if your lips are very weak). Puff out your cheeks strongly, holding the air in your mouth with all your might.

10. “Strong lips”:

· hold a pencil or a plastic tube with your lips. Draw a circle (square) with a pencil;

· hold the gauze napkin with your lips - the adult tries to pull it out.

Articulation gymnastics for lips and cheeks

1."My cheeks are frozen."Biting, patting and cheek rubbing.

2.“Fatty."Inflate both cheeks, then inflate the cheeks alternately.

3. "Skinny." Pull in your cheeks.

4."Fists."Mouth closed. Hitting the puffed-out cheeks with your fist, causing the air to come out with force and noise.

Articulation gymnastics for tongue muscles

Work on developing tongue mobility begins with general movements, with a gradual transition to more subtle, differentiated movements. In case of severe dysarthria, the following exercises are recommended for articulatory gymnastics:

· placing the tip of the tongue on the inner surface of the lower incisors;

· pulling the tongue forward and retracting it back;

· stimulation of the muscles of the root of the tongue. First, voluntarily, through reflex contractions, as a result of irritation of the root of the tongue with a spatula. Then the movements are consolidated in unconditioned reflexes, and then in voluntary “coughing” movements.

Next, subtle, differentiated movements of the tongue are performed. For this purpose, movements are purposefully selected to develop the desired articulatory pattern, taking into account the normal articulation of sound and the nature of the defect. Articulatory gymnastics is best carried out in the form of games, which are selected taking into account the age of the child, the nature and degree of organic damage. The following exercises are recommended:

1."Pancake."The mouth is open, the lips are in a smile, the wide tongue is held in the oral cavity in a relaxed, calm state, counting to 5-10. Make sure that the tongue does not narrow and the tip touches the lower teeth.

2. "Spatula".The mouth is open, the lips are in a smile, place the tip of the tongue on the lower lip with a “spatula”, the lateral edges of the tongue touch the corners of the mouth. In a calm, relaxed state, hold your tongue for a count of 5-10. Make sure that the lower lip does not tuck, the wide tip of the tongue lies on the lip, without going beyond it. If you can’t make your tongue wide, you can slap it with your lips, saying five-five-five, or chant the sound [i].

3. “Let’s punish your tongue.”Lips in a smile, lightly biting, massage the entire surface of the tongue with your teeth, slowly sticking it out and drawing it into your mouth. Then scratch your tongue with your teeth.

4. "Needle."The mouth is open, the lips are in a smile, stick the tongue out with a “needle”, reach for the finger, pencil, candy that is moved away from the tongue. Make sure that your lips and jaws are motionless.

5. "Swing".The mouth is open, the lips are in a smile, move the tongue to the corners of the mouth left and right. Make sure that your jaw and lips are motionless and that your tongue does not slide over your lower lip.

6. "Delicious jam."The mouth is open, the lips are in a smile. Using the tip of your tongue, lick your upper lip from one corner of your mouth to the other. Make sure that the tongue reaches the corners of the mouth, the movement is smooth, without jumps, the jaw does not move. Also lick your lower lip. Then lick your lips in a circle.

7.“Let’s brush our teeth-1.”Mouth closed. Lick the teeth under the lower lip, then under the upper lip. Make sure that your jaw and lips do not move.

8."Let’s brush our teeth-2.”Mouth closed. Lick the teeth under the lips using circular movements of the tongue. Repeat the same with your mouth open.

9.Mouth open, lips in a smile. Smoothly run your tongue over your upper teeth, touching each tooth and counting them. Make sure that the jaw does not move. The same movement is applied to the lower teeth.

10.Mouth closed. The tense tip of the tongue rests on one or the other cheek. The same, but the mouth is open.

eleven."Let’s brush our teeth-3.”Mouth closed. The tip of the tongue rests on the cheek and moves the tongue up and down. Make sure that the jaw does not move.

12."Bean."With a paretic, sluggish tongue, move beans, peas, etc. in your mouth.

13."Swing".The mouth is open, the lips are in a smile. Raise your wide tongue to your nose and lower it to your chin. Make sure that the lips do not stretch over the teeth, the jaw does not move, and the tongue does not narrow.

14."Swing-1".The mouth is open, the lips are in a smile. Raise your wide tongue to the upper teeth and lower it to the lower teeth. Make sure that the lips do not stretch over the teeth, the jaw does not move, and the tongue does not narrow.

15."Swing-2".The mouth is open, the lips are in a smile. Place the wide tip of the tongue on the alveoli behind the lower teeth from the inside, then lift it onto the tubercles behind the upper teeth, also from the inside. Make sure that only the tongue works, and the lower jaw and lips remain motionless.

16."Focus".The mouth is open, the lips are in a smile. Stick out your tongue like a cup or a ladle. Blow the cotton wool off the tip of your nose, the air comes out in the middle of your tongue, and the cotton wool flies straight up. Make sure that the lower jaw is motionless and the lower lip is not pulled over the lower teeth.

17. "Drummer".The mouth is open, the lips are in a smile. The lateral edges of the tongue rest against the lateral upper teeth. Repeatedly drum with a tense, wide tip of the tongue on the upper gum:d-d-d,gradually increasing the pace. Make sure that the lower jaw does not move, the lips remain in a smile, the sound has the character of a clear blow, so that the exhaled stream of air is clearly felt.

18. "Rain."The same thing, but say dy-dy-dy. As in exercise 17, only the tongue works. To control, you can hold a strip of paper to your mouth. If done correctly, it will deviate.

19."Turkey".The mouth is open, the lips are in a smile. Place your wide tongue on your upper lip and move it back and forth, trying not to lift your tongue from your lip, as if stroking it. The tempo is gradually increased, the sound of the voice is added until sounds similar tobl-bl(turkey talking). Make sure that your tongue is wide; it should lick your upper lip. The lower jaw does not move.

20. "Horse-1".The mouth is open, the lips are in a smile. Press the wide tip of the tongue against the palate behind the upper teeth and tear it off with a click (click the tip of the tongue). The pace gradually quickens. Make sure your lips smile and your lower jaw does not move.

21 "Horse-2".The same, but silently.

22. "Reel".The mouth is open, the lips are in a smile. The wide tip of the tongue rests on the lower gum, the back of the tongue arches. Make sure that the tongue does not narrow, the tip of the tongue remains at the lower teeth and does not pull back, the jaw and lips are motionless.

23.“Glue candy-1.”Sucking the back of the tongue to the palate, first with the jaws closed, and then with the jaws open. If suction fails, then you can put sticky candy on the back of the tongue - the child tries, pressing the back of the tongue to the palate, to suck the candy.

24.“Glue candy-2."The mouth is open, the lips are in a smile. Suck your wide tongue to the hard palate, hold it for a count of 10, then tear it off with a click. Make sure that the lips and lower jaw do not move, the lateral edges of the tongue are pressed equally tightly (neither half should sag). When repeating the exercise, open your mouth wider.

25.“Harmonic".Suck the back of the tongue with its entire plane to the hard palate. Without releasing your tongue, close and open your mouth, stretching the hyoid frenulum. When repeating the exercise, you should try to open your mouth wider and wider and keep your tongue in the upper position longer. Make sure that when you open your mouth, your lips are motionless and one side of your tongue does not sag.

26 .“Tease.”The tip of the tongue protrudes outward and moves between the lips, first vertically and then horizontally, while tension is felt in the frenulum of the tongue. When you turn on your voice, you get a sound similar to a child's “teasing.”

27. "Breeze".The mouth is open, the lips are in a smile. Place the wide front edge of the tongue on the lower lip and, as if pronouncing the sound [f] for a long time, blow the cotton wool onto the opposite edge of the table

Articulation gymnastics for the lower jaw

A necessary condition for clear speech is the ability to open your mouth correctly. This is due to the work of the lower jaw.

A set of exercises for developing the muscles of the lower jaw:

1. "Cowardly little bird."Open and close your mouth wide so that the corners of your lips extend. The jaw drops approximately the width of two fingers. The “chick” tongue sits in the nest and does not protrude. The exercise is performed rhythmically.

2. "Sharks". On the count of “one” the jaw lowers, on “two” - the jaw moves to the right (mouth open), on the count of “three” - the jaw is lowered into place, on “four” - the jaw moves to the left, on “five” - the jaw is lowered, on “six” - the jaw moves forward, “seven” - the chin is in its usual comfortable position, the lips are closed. You need to do the exercise slowly and carefully, avoiding sudden movements.

3. "Camel". Imitation of chewing with a closed and open mouth.

4. "Monkey". The jaw drops down with the tongue extending to the chin as much as possible.

5. "Angry Lion" The jaw drops down with the maximum extension of the tongue towards the chin and the mental pronunciation of the sounds [a] or [e] on a firm attack, more difficult - with a whispered pronunciation of these sounds.

6. "Strong Man-1". The mouth is open. Imagine that there is a weight hanging on your chin that needs to be lifted up, while raising your chin and straining the muscles underneath it. Gradually close your mouth. Relax.

7. "Strong Man-2". Place your hands on the table, fold your palms one on top of the other, rest your chin on your palms. Opening your mouth, press your chin onto your resisting palms. Relax.

8. "Strong Man-3". Lower the jaw down while overcoming resistance (the adult holds his hand under the child’s jaw).

9. "Strong Man-4". Open your mouth with your head tilted back, overcoming the resistance of an adult’s hand lying on the back of the child’s head.

10. "Teasers." Open your mouth wide and often and say pa-pa-pa.

Articulation exercises for the muscles of the pharynx and soft palate

1."I want to sleep":

· yawn with your mouth open and closed;

· yawn with a wide opening of the mouth, noisy intake of air.

2 .“Sore throat”:

· cough voluntarily;

· cough well with your mouth wide open, clenching your fists forcefully;

· cough with your tongue hanging out;

· imitate gargling with your head thrown back;

· gargle with a heavy liquid (jelly, juice with pulp, kefir);

· swallow water in small portions(20-30 sips);

· swallow drops of water, juice.

3. "Ball". Puff out your cheeks with your nose pinched.

4.Slowly pronounce the sounds [k], [g], [t], [d].

5.Imitate:

· moan;

· mooing;

· whistle.

6. "Strongman":

· throw back your head against resistance. The adult holds his hand on the back of the child's head;

· lower your head against resistance. The adult holds his hand on the child's forehead;

· throw back and lower your head while pressing firmly with your chin on the fists of both hands;

article

Development of articulatory motor skills in children with ODD levels II – III

through complex speech therapy gymnastics.
Speech therapist Rogova A.Yu., MBDOU kindergarten No. 112 City of Cheboksary Today in the field of special education there are a number of problems, one of which is the problem of finding the most effective conditions for correctional education. Unfortunately, we have to admit that the basis for speech therapy work with middle-aged children suffering from general speech underdevelopment (I-III levels) is poorly developed. It is known that with the same pathology (form of speech disorder), the language system can suffer in different ways. Conversely, the same symptoms can be observed in forms of speech disorders with different mechanisms. For example, general underdevelopment of speech can be observed with an erased form of dysarthria, rhinolalia, and stuttering. In the process of speech therapy work, it is important to take into account both the level of unformed speech, impaired components of speech, and the mechanisms and forms of speech disorders. Speech is a complex physiological, psychological, mental, linguistic, sensorimotor process, in which both more elementary (sensorimotor, gnostic-practical) and highly organized levels (semantic, linguistic) are intertwined. In this regard, correctional speech therapy work in a speech group is multifaceted, but has one goal - to help the child. I would like to dwell on the practical side of the issue of the development of articulatory motor skills in children-speech pathologists of the middle group. By implementing a systematic differentiated approach to this problem, it is possible to obtain higher and more lasting results in the correction of speech disorders and reduce relapses. Work on this problem is an attempt, based on existing methodological recommendations and our own experience, to show the significance and organization of work on the development of articulatory motor skills for the formation of correct sound pronunciation in children with speech pathology. Articulation gymnastics should become an integral and mandatory part of the correctional education of children with speech disorders caused by defects in the structure and function of the articulatory apparatus (dysarthria, rhinolalia) and delayed speech development (alalia, delayed rate of speech development). To ensure the effectiveness of the work, I have expanded the scope of articulatory gymnastics, which, in terms of the volume of material included, is a complex speech therapy gymnastics and includes:  Warm-up of the tongue (directly articulatory gymnastics), because It is through it that the development of articulatory motor skills occurs to the greatest extent. These exercises serve to tune the articulatory apparatus.  Development of fine motor skills of the hands (finger games). The time limitations of speech therapy classes do not always make it possible to pay due attention to such training, so finger games are
a component of speech therapy gymnastics, because fine motor skills are associated with speech function. In the practice of correctional work, the stimulating influence of hand function on the development of mental functions of speech has been noted. The experience of speech therapy work has shown that kinesthetic impulses coming from the fingers during gymnastics evoke positive emotions in children and are a rhythmic respite.  Breathing exercises. The energy basis of our speech is breathing. For normal speech, it is necessary to achieve a long, economical exhalation, which poses a certain difficulty for a speech-language pathologist child. Breathing is an internal trainer that a child needs, therefore special breathing exercises to establish physiological and speech breathing are included in the outline of complex gymnastics.  Voice exercises with elements of phonorhythmics. They represent spontaneous pronunciation of sounds and are used to form speech breathing, speech rate, and intonation expressiveness, and overcome speech disorders. Speech therapy gymnastics includes massage and self-massage of the facial muscles and articulation organs because it normalizes muscle tone. In my opinion, such complex gymnastics, based on speech therapy techniques in combination with the development of hand function, breathing, blitz massage, etc., contributes to a more rapid and sustainable formation of articulation skills in children with OHP. At the heart of speech therapy assistance, my priority is game techniques. The speech therapy gymnastics complexes I developed based on the stories of the fairy tales “Kolobok”, “Tsokotukha the Fly”, “Turnip”, “Cat’s House”, “Teremok” represent “play therapy”.
When planning special gymnastics, I try to proceed from:
 from the variability of the material of each component;  thematic integrity, which ensures a smooth transition of each part;  the presence of play motivation, an abundance of play techniques, which makes the process of performing corrective exercises comfortable for children. The selection of play exercises (finger, breathing, articulation, facial muscles) made it possible to significantly improve the mobility of the articulatory apparatus in middle-aged children. The system of game exercises increased the efficiency of children's control of their speech organs. As a result of the work carried out, a favorable prerequisite was created for the formation of correct pronunciation, which accelerated the formation of sounds in the group’s students. The game form and outline of complex speech therapy gymnastics creates a motivational mood in the child, increases interest and desire to work with a speech therapist.