Подольская О.А.1, Яковлева И.В.1
1Старший преподаватель дошкольного и специального образования,
Елецкий государственный университет им. И.А. Бунина
К ВОПРОСУ КОРРЕКЦИИ ЗАИКАНИЯ У ДОШКОЛЬНИКОВ ПОСРЕДСТВОМ ИГРОВЫХ ТЕХНОЛОГИЙ
TO THE QUESTION OF CORRECTION OF STORKING AT PRESCHOOL CHILDREN BY MEANS OF GAME TECHNOLOGIE
Аннотация
В статье раскрывается проблема коррекции заикания у детей дошкольного посредством игровых технологий. Анализируются разные подходы исследований по коррекционно-педагогической работе у заикающихся детей. Подчеркивается важность комплексного подхода к лечению детей с заиканием. Особое внимание авторами уделяется применению игровых технологий на всех этапах коррекции заикания в детском возрасте, которые способствуют повышению мотивации ребенка в процессе занятия, обеспечивают минимизацию эмоционального напряжения, улучшению восприятия детей, усвоению необходимого материала и упражнений.
Annotation
The article reveals the problem of stuttering correction in preschool children through gaming technology. Different approaches to research on correctional and pedagogical work in stuttering children are analyzed. The importance of an integrated approach to the treatment of children with stuttering is emphasized. Particular attention is paid by the authors to the use of gaming technology at all stages of stuttering correction in childhood, which increase the child’s motivation in the process of training, minimize emotional tension, improve children’s perception, and assimilate the necessary material and exercises.
Ключевые слова: заикание, дети дошкольного возраста, коррекция, игровые технологии.
Keywords: stuttering, preschool children, correction, gaming technology.
Now the problem of speech development of children of preschool age with stutter of various genesis repeatedly was a subject of special studying. At preschool children with stutter in the organization of any regulation of speech activity the considerable deviations connected with violation of the tempo-rhythmic organization of the speech and caused by a convulsive condition of muscles of organs of articulation with primary violation of communicative function of the speech are noted. The basis of stutter is formed by a triad: speech spasms, a constant condition of alarm and desire to hide defect. Such understanding of essence of stutter predetermines the main approaches to correction of this illness: the normalization of a muscular component of speech function, psychotherapeutic treatment and actions directed to expansion of communicative opportunities stammering [1].
Modern methods of correction of this violation in preschool children are extremely diverse and this fact itself suggests that there is no single, universal one. Many methods give immediate results, unfortunately, short-lived. The main method of stuttering correction is the transition to slow or rhythmicized speech. Whisper, loud speech; smooth, continuous, scanned speech with the release of stressed vowels, syllable, etc.
Recently big distribution was gained by so-called «logopedic rhythmics» which includes a combination of the modified speech to the rhythmic movements which are carried out under music [2,6].
The modified speech which is been the basis for the program of Lidkomba is widely used. This program is considered rather effective at correction of stutter at children of preschool age. Another fairly common approach is psychotherapy, which complements the use of modified speech in the treatment of stuttering.
The basis of psychotherapeutic influence is the idea that stuttering is a form of learned behavior that can be changed. Therefore, the efforts of the psychotherapist should be aimed at convincing the stutterers to speak freely and confidently, without fear. The work uses such techniques as distraction, relaxation and hypnosis. Stuttering people are taught to speak slowly, singing, simultaneously with the rhythmic movements of the hands or fingers of the hand, which helps to distract from attention to their own speech [1].
At the present stage, great attention is paid to gaming technologies that are used in speech therapy practice. According to V.F. Shatalov, the game is the leading activity of children’s age. During the game, the child learns the surrounding reality in an accessible and interesting form, expands the vocabulary, develops higher mental functions [2]. Correction of stuttering in children using gaming technology can begin at an early age.
Game technologies are the organization of the correctional process in the form of various educational games. The choice of gaming technology is justified by the fact that the game is the leading activity of children of preschool age. The purpose of gaming technology is to increase the motivation of children to practice, to increase the effectiveness of speech therapy work.
E.N. Ilyina thinks that the child takes on the role-playing game by the third year of life, becomes acquainted with human relations, begins to distinguish between the external and internal aspects of phenomena, discovers the presence of experiences and begins to orient himself in them. The child’s imagination and symbolic function of consciousness are formed, which allow him to transfer the properties of some things to others, there is an orientation in his own feelings and skills of their cultural expression are formed, which allows him to be involved in collective activity and communication.
In the process of speech therapy with the aim of increasing interest in articulation gymnastics, breathing exercises are used cotton balls (let’s play in the snow), fresh fruits, flowers, leaves, flavored vanilla sugar (say, on the exhale, protracted «Ah!», «Oh, what fragrant sugar! ”It is also possible to turn on soft toys in correctional work (laying them on the child’s belly while lying down). With proper diaphragmatic breathing, the soft toy rises on inhalation and falls on the exhale. The soft assistant promotes control of correctness of breath, motivates to these exercises, promotes reduction of emotional pressure.
Game technologies are widely applied also in the logoritmicheskikh exercises which are directed to a ritmization of the speech of the stammering child. Tags, balls with success are applied when performing exercises on coordination of movements of the general motility and poetic texts. This in turn has a positive effect on the development of the entire speech system. The most effective method of stuttering correction is a complex method, which includes a number of therapeutic and educational activities, speech therapy sessions that affect various aspects of the psychophysical state of the child. The complex method involves the participation in the medical-pedagogical process of different specialists: a speech therapist, a neuropathologist, an exercise therapy instructor, a psychologist or a psychotherapist.
According to R.E. Levina, in the course of correctional work with children with stutter it is important to pay attention to normalization of psychological mechanisms of regulation of communicative activity in the course of the game [4].
A peculiar system of correctional work by means of game technologies with preschool children with stutter in the course of manual activity was offered I.A. Cheveleva [6]. The author emphasizes that the calm, somewhat slower pace of making attributes of the game normalizes the rate of speech of children. The construction of correctional work, taking into account the gradual development of the planning function of speech, makes it possible to reduce the affective reactions of a stuttering child related to the search for a word.
Methodology S.A. Mironova is based on taking into account the speech and non-verbal characteristics of children with stuttering. Training was carried out not only in the process of special studies, but also in all regime points. During the lessons in the course of the game, attention was paid to fostering general behavior, a normal pace of activity, and gradual mastering of free speech skills [6].
Questions of correction of stuttering in the structure of gaming activity is devoted to the technique of G.A. Volkova. In the course of game activity at preschool children with a stutter any behavior is brought up, their speech function is corrected [3].
A number of scientists (E.V. Oganesyan, N.A. Rychkova and others) suggested the formation of vocabulary in children with stuttering in various games on logorhythmic exercises. The analysis of theoretical data indicates that mainly only in the studies of the authors of the psychological and pedagogical direction of studying stuttering, the features of speech correction in stutterers were revealed in more detail.
N.A. Vlasova’s method includes different game technologies on logopedic, pedagogical, treatment, musical and rhythmic occupations, singing, work with parents [2].
Game technologies are classified by area of activity (social, labor, physical, etc.), by the nature of the pedagogical process (cognitive, educational, developmental), by game technique (plot, role-playing, dramatization), by subject area (music, theater, physical culture, etc.), according to the gaming environment.
Speech therapy correction of speech in preschool children with stuttering is carried out in several stages: preparatory stage (examination of children and conversations with parents, diagnosis and speech therapy conclusion); stage of destabilization of a steady pathological condition (silence mode, whisper speech mode); third stage (final speech, 12 lessons); fourth period (pre-speech, 8 lessons); the fifth period (consolidation of the skills of self-developed, concrete speech, 5 lessons). Children talk about everything in the process of making crafts, ask questions, answer them, speak out of their own accord, etc. [5].
G.A. Volkova thinks that the game method to be the most promising in the correction of speech in children with stuttering, since it is in the game that preschoolers learn the experience of interpersonal relationships, there is a correction of behavioral deviations and personality formation. The method proposed by the author implements the principle of sequential complication of speech exercises [3].
To sum up, the analysis of researches of these authors allows to consider game technologies as the peculiar type of activity which is purposefully organized by adults for entertainment, rest, free pastime of preschool children corrections of deviations in behavior and formation of the identity of stammering promote.
References
- Belyakova L.I., Dyakova E.A. Stuttering. — M., 2008.- 124 p.
- Volkova L.G. Methods of psychological and speech therapy examination of children with speech disorders. Issues of differential diagnosis. — SPb .: CHILDHOOD — PRESS, 2004. — 144 p.
- Volkova G.A. Play activity in eliminating stuttering in preschoolers: a book for speech therapists. — SPb., 2003.- 120 p.
- Levina R.E. On the problem of stuttering in children // Defectology. — 2009. — №3. — p. 85 — 91.
- Mironova S.A. Speech therapy work in preschool institutions and groups for children with speech disorders. — M., 2003. — 146 p.
- Cheveleva I.A. Overcoming stuttering in children. — M .: Gnome, 2001. — 128 p.