Mastering of musical rhythm by pre-school age children with speech disorders with the help of dance-correction program trainings

Abstract

Abstract. Introduction: It is known that regular listening to specially selected music develops children's cognitive abilities. Musical influence optimizes many important functions of brain: increases mental workability; accelerates processing of information; improves short term memory. Besides, sensitivity of visual and hearing analyzers strengthens, as well as regulation of arbitrary movements; indicators of verbal and non verbal intellect improve. Purpose: to determine peculiarities of musical rhythm's mastering by pre-school age children with speech disorders with the help of dance-correction program trainings. Material: the categories of the tested children: children of age -4-5 and 5-6 years with speech disorders and healthy pre-school age children. Children of 4-5 years' age composed: main group (n=12), control group (n=16); group of healthy children (n=24). For assessment of verbal thinking and rhythm-motor (or dance) abilities we used complex of tests of constantly increasing difficulty. Results: we found that under influence of dance-correcting exercises activation of rhythm-motor abilities and development of cognitive functions happened in children. We also found main functional peculiarities of musical rhythm's mastering by preschool age children. It was determined that by the end of pedagogic experiment, main groups of children approached to groups of healthy peers by all tested characteristics. Conclusions: it is recommended to include correcting components (fit ball -dance gymnastic, tales-therapy, logo-rhythm trainings, and game fitness) in trainings by choreographic program.

Potentials of speech disorders correction in 4-6 yrs children by means of ergo and art therapy

“…Yerasyk) [7]; rhythm-motor abilities [6,22]. Assessment in points was realized in the following way: high level -9-10 points; above average -7-8, average -5-6, below average -3-4 and low level -1-2 points [6].…”

“…Since long ago it has been known, what great potentials are in synthesis of music and movements. Besides, influence of different cognitive and emotional-moral educational means was found: reading [1,3,4]; folk tales [4,12]; music and dances [6,22]; amateur theatre performances [17]; sports practicing and computer technologies [26]. Musical rhythmic movements are a synthetic kind of activity; they are of special importance for children.…”

“…Musical rhythmic movements are a synthetic kind of activity; they are of special importance for children. Such motor exercises train brain and nervous processes mobility [6,21,30]. With it organization of motor functioning with the help of musical rhythm develops children's memory, attention and self-concentration.…”

“…It is conditioned by interconnected activity in different sensor (hearing, visual, tactile, pro-prioceptive and etc) and in motor and frontal sectors of both semispheres. It also relates to Brock's area, which participates in speech formation [6,30]. Constant changes of dance compositions and rhythms stimulate brain neurons for re-switching and, thus, develop functional mobility of nervous processes [17,22,28].…”