- gross underdevelopment or complete absence of speech caused by organic lesions of the cortical speech centers of the brain that occurred in utero or in the first 3 years of a child's life. With alalia, late appearance of speech reactions, poverty of vocabulary, agrammatisms, violation of syllabic structure, sound pronunciation and phonemic processes. A child with alalia needs a neurological and speech therapy examination. Psychological-medical-pedagogical impact in case of alalia includes drug therapy, development of mental functions, lexico-grammatical and phonetic-phonemic processes, coherent speech.
General information
Alalia is a deep immaturity of the speech function, due to organic damage to the speech areas of the cerebral cortex. With alalia, speech underdevelopment is systemic, that is, there is a violation of all its components - phonetic-phonemic and lexical-grammatical. Unlike aphasia, in which there is a loss of previously existing speech, alalia is characterized by the initial absence or severe limitation of expressive or impressive speech. Thus, they speak of alalia if organic damage to the speech centers occurred in the prenatal, intranatal or early (up to 3 years) period of the child's development.
Alalia is diagnosed in approximately 1% of preschoolers and 0.6-0.2% of children school age; at the same time, this speech disorder occurs 2 times more often in boys. Alalia is a clinical diagnosis, which in speech therapy corresponds to the speech conclusion of OHP (general underdevelopment of speech).
Causes of alalia
The factors leading to alalia are diverse and can affect different periods of early ontogenesis. So, in the antenatal period, fetal hypoxia, intrauterine infection (TORCH syndrome), the threat of spontaneous abortion, toxicosis, falls of a pregnant woman with fetal trauma, chronic somatic diseases of the expectant mother (arterial hypotension or hypertension, heart or lung failure).
Complications of childbirth and perinatal pathology serve as a natural result of a burdened course of pregnancy. Alalia may be the result of asphyxia of newborns, prematurity, intracranial birth trauma during premature, transient or prolonged labor, the use of instrumental obstetric aids.
Among the etiopathogenetic factors of alalia that affect the first years of a child's life, encephalitis, meningitis, TBI, somatic diseases leading to CNS depletion (hypotrophy) should be distinguished. Some researchers point to a hereditary, family predisposition to alalia. Frequent and prolonged diseases of children in the first years of life (ARVI, pneumonia, endocrinopathy, rickets, etc.), operations under general anesthesia, unfavorable social conditions (pedagogical neglect, hospitalism syndrome, lack of speech contacts) exacerbate the effect of the leading causes of alalia.
As a rule, in the anamnesis of children with alalia, the participation of not one, but a whole complex of factors leading to minimal brain dysfunction - MMD can be traced.
Organic brain damage causes delayed maturation nerve cells that remain at the stage of young immature neuroblasts. This is accompanied by a decrease in the excitability of neurons, the inertia of the main nervous processes, functional exhaustibility of brain cells. Lesions of the cerebral cortex in alalia are not pronounced, but multiple and bilateral in nature, which limits the independent compensatory possibilities of speech development.
Alalia classification
Over the years of studying the problem, many classifications of alalia have been proposed depending on the mechanisms, manifestations and severity of speech underdevelopment. Currently, speech therapy uses the classification of alalia according to V.A. Kovshikov, according to which they distinguish:
- expressive(motor) alalia
- impressive(sensory) alalia
- mixed(sensory-motor or motor-sensory alalia with a predominance of impaired development of impressive or expressive speech)
The origin of the motor form of alalia is based on an early organic lesion of the cortical section of the motor speech analyzer. In this case, the child does not develop his own speech, but the understanding of someone else's speech remains intact. Depending on the damaged area, afferent motor and efferent motor alalia are distinguished. With afferent motor alalia, there is a lesion of the postcentral gyrus (lower parietal sections of the left hemisphere), which is accompanied by kinesthetic articulatory apraxia. Efferent motor alalia occurs when the premotor cortex (Broca's center, posterior third of the inferior frontal gyrus) is affected and is expressed in kinetic articulatory apraxia.
With sensory alalia, tasks are set to master the distinction between non-verbal and speech sounds, differentiation of words, their correlation with specific objects and actions, understanding of phrases and speech instructions, the grammatical structure of speech. With the accumulation of the vocabulary, the formation of fine acoustic differentiations and phonemic perception development of the child's own speech becomes possible.
Forecast and prevention of alalia
The key to the success of corrective work with alalia is its early (from 3-4 years old) start, complex nature, systemic impact on all components of speech, the formation of speech processes in unity with the development of mental functions. With motor alalia, the speech prognosis is more favorable; with sensory and sensorimotor alalia - indefinite. To a large extent, the degree of organic brain damage affects the prognosis. In the process of schooling, children with alalia may have violations writing(dysgraphia and dyslexia).
The prevention of alalia in children includes the provision of conditions for the favorable course of pregnancy and childbirth, the early physical development of the child. Correctional work to overcome alalia helps to prevent the occurrence of secondary intellectual insufficiency.
motor alalia- this is a systemic underdevelopment of expressive speech (active oral utterance) of a central organic nature, caused by damage to the speech zones of the cerebral cortex in the prenatal or early period of speech development. This violation is due to the unformed language operations of the process of generating speech utterances, with the relative preservation of semantic and sensorimotor operations.
Causes of motor alalia:
Birth trauma and asphyxia.
Intrauterine encephalitis and meningitis.
Unfavorable development conditions.
Fetal intoxication.
Congenital burden.
Intrauterine or early intravital brain injuries.
Diseases of early childhood with a burden on the brain.
Motor alalia is not just a temporary delay in speech development. The entire process of speech formation in this disorder takes place under conditions of a pathological state of the central nervous system. Separate manifestations of motor alalia outwardly turn out to be similar to the normal development of a child at an earlier stage.
Motor alalia is a complex syndrome, a complex of speech and non-speech symptoms, the relationship between which is ambiguous. In the structure of the speech defect in motor alalia, the leading ones are language disorders.
Symptoms of motor alalia:
Speech:
Children suffering from this form of alalia have sufficient pronunciation, but they are not able to use them. Violations are phonemic in nature, they have a disrupted operation of choosing a sound for the design of a speech statement. In the speech of motor alalics, literal paraphasias (replacement of a sound in a word with another one), perseveration (obsessive reproduction of sounds or words), and elision (loss of sounds) abound.
There are also violations of the semantic aspect of speech. In the passive vocabulary, these children have much more words than they use in active speech. There is a predominance of the subject vocabulary, while the verbal vocabulary is sharply limited, both in the understanding of verbs and in use in speech.
Children replace some words with others that are close in meaning and enter the same associative field with them, for example, instead of the word table they say a chair, etc. In speech, contamination can be observed when a child in speech combines syllables related to different words, in one word for example - trachet - the tractor plows.
Violation of the grammatical structure of speech is manifested in the incorrect agreement of words by number, gender, case, time. Children omit prepositions in speech. The majority of motor alaliks understand reversed speech at the nominative level (they know mostly the names of objects).
Non-speech:
Severe neurological disorders are observed:
Oral apraxia (motor disturbances of purposeful movements and actions of the facial muscles with a disorder complex movements lips and tongue).
General motor clumsiness, in children with motor alalia, balance is disturbed.
· Violation fine motor skills.
Signs of minimal brain dysfunction.
Pronounced vegetative-vascular changes.
Psychopathological symptoms:
Speech negativism (unwillingness to speak) is very characteristic.
· mental development children are lagging behind the norm to varying degrees.
· Unevenly formed higher mental functions (memory, attention, thinking, etc.).
Local lesions of the cerebral cortex also affect nearby speech zones.
· It is difficult to program one's actions, there is a decrease in the arbitrariness of actions.
Children are inhibited, but more often disinhibited and impulsive.
Poorly adapted to the conditions that surround them.
· There is a pronounced lack of formation of game actions.
Children are touchy, withdrawn and often aggressive.
Recently, speech therapists and neurologists diagnose motor alalia much more often than it is the case. Motor alalia is something like a common diagnosis of acute respiratory viral infections and acute respiratory infections, all non-speaking children are automatically recorded in motor alalia, although they are far from always such.
Motor alalia is a disease in which the child confuses endings or does not speak at all. At the same time, he understands the speech of others.
Symptoms
Motor alalia is characterized by the presence of both non-verbal and speech symptoms. Non-speech manifestations of pathology, first of all, include such motor disorders as insufficient coordination of movements, awkwardness, poor development of motor skills of the fingers.
Motor alalia in a child may also be accompanied by difficulties in the development of self-care skills, such as lacing shoes or buttoning. Also in performing precise small movements with hands and fingers: folding puzzles, designers and mosaics.
Also, in children with motor alalia, disorders of memory, perception, attention, emotional and volitional spheres of the personality are not uncommon. Both hyperactive and hypoactive behavior are noted. There is rapid fatigue and reduced performance. In addition, patients with alalia often have impaired movements of the muscles of the face, increased irritability and aggression, and poor adaptation to the conditions of the outside world.
Of the speech symptoms of motor alalia in patients, the following are noted:
- erroneous replacement of sounds in words by others;
- loss of sounds from a word;
- persistent repetition of a word or phrase;
- limited vocabulary;
- combining syllables of different words;
- replacing words with similar ones in meaning or sound;
- loss of prepositions from the phrase, incorrect agreement of words in the phrase.
Lexicon a patient with alalia is significantly poorer than the age norm. The patient hardly learns new words, the active vocabulary consists mostly of words and phrases of everyday use. Insufficient vocabulary can lead to a misunderstanding of the meaning of a word, inappropriate use of words.
Patients with alalia, as a rule, express themselves in simple short sentences, which leads to a gross violation of the formation of coherent speech in the child. Patients have difficulties in determining cause and effect, main and secondary, temporary connections, conveying the meaning of events, their consistent presentation.
In some cases, with motor alalia, the child has only onomatopoeia, babble words, the use of which is accompanied by active facial expressions and gestures.
Diagnostics
For the diagnosis of motor alalia, it is necessary to examine the child by a pediatric otorhinolaryngologist, neurologist, speech therapist, psychologist.
When conducting a speech therapy examination of a child, considerable attention is paid to the collection of perinatal history and features early development patient. To make a diagnosis of motor alalia, it is necessary to assess the child's desire to speak, to determine the presence of difficulties in repeating what he heard, auditory perception, active use of facial expressions and gestures, perception and understanding of speech, the presence of echolalia. In addition, the level of active and passive vocabulary, the syllabic structure of words, the pronunciation of sounds, the grammatical structure of speech and phonemic perception are noted.
To assess the severity of brain damage, electroencephalography, echoencephalography, magnetic resonance imaging of the brain, and X-ray examination of the skull may be required. For differential diagnosis with sensory alalia and hearing loss, audiometry, otoscopy and some other methods for studying auditory function are used. Requires differential diagnosis with dysarthria, autism, oligophrenia, delayed speech development.
Treatment
Treatment of motor alalia is complex. The formation of speech skills is carried out against the background of drug therapy, the main purpose of which is to stimulate the maturation of brain structures.
Patients are prescribed nootropic drugs, vitamin complexes. Electrophoresis, magnetotherapy, laser therapy, decimeter wave therapy, transcranial electrical stimulation, acupuncture, electropuncture, hydrotherapy are effective.
An important role in the treatment of motor alalia is given to the development of the child's general (large) and manual (fine) motor skills, as well as memory, thinking, and attention.
Speech therapy correction of motor alalia includes work with all aspects of speech and includes not only classes with a speech therapist, but also regular specially selected exercises at home. At the same time, an active and passive vocabulary of the child is formed, work is underway on phrasal speech, grammar, sound pronunciation, and coherent speech develops.
A good result is provided by speech therapy massage and logorhythmic exercises. With motor alalia, it is recommended to start teaching children to read and write early, as reading and writing help to control oral speech and better consolidate the learned material.
Complications and consequences
Motor alalia in children can lead to violations of written speech (dyslexia and dysgraphia). In addition, patients may develop stuttering, which manifests itself when the child develops oral speech skills.
Forecast
Successful correction of alalia is most likely with an early start of treatment from 3-4 years old, an integrated approach and a systemic effect on all components of speech. With timely and adequate treatment, the prognosis is favorable.
Of no small importance is the degree of organic damage to the patient's brain. With minor damage, the pathology is completely curable.
With motor (expressive) alalia, the lack of speech in children is not directly related to motor (motor) disorders such as paralysis or pronounced paresis. They have quite sufficient mobility of the speech organs for speech, however, it is often difficult to master the motor skills and skills necessary, among other things, for the articulation of sounds. For example, a child, who easily licks jam from his upper lip with the tip of his tongue, is unable to lift his tongue up at the request of an adult - he, as it were, cannot “find” this movement. He “doesn’t know how” to stick his tongue out of his mouth on assignment or even just blow it.
The main difficulty preventing the mastery of speech lies in the fact that the child does not form the language operations of generating speech utterances. This is expressed in his "inability" to choose the right sounds, words to express his thoughts and correctly (in accordance with the laws of the language) then combine them into sentences and coherent statements. Relatively well understanding the speech of others, the child is powerless before the assimilation of the laws mother tongue to build their own speech statements. At the same time, mentally, he manifests himself quite normally and does not lag behind his peers - the lag concerns only his speech development. However, with a long absence of speech in children with alalia, a secondary mental retardation appears in the future, caused by their speech inferiority (the inability to ask something, find out something incomprehensible, etc.), which gradually smoothes out as they master speech.
A very characteristic and slowly disappearing symptom of motor alalia is a violation of the possibility of repetition sound speech. In severe cases, a child may not be able to repeat even one vowel sound after an adult, and even more so a combination of two or three vowels (such as AU or AUI). Moreover, the more complex the structure of the syllable, the later it becomes possible to repeat it (in particular, this applies to syllables with a confluence of consonants). It is very difficult and the repetition of even well-known and already used in independent speech child of words, and even more so the repetition of phrases.
In children with motor alalia, not only speech suffers, but there are also non-speech disorders - neurological and mental. Let's take a look at all these types of violations.
- Neurological symptoms are manifested in general motor clumsiness, clumsiness of children, in insufficient coordination of their movements, in reduced motor activity, and especially in poor development of fine motor skills of the fingers. For a long time, children cannot learn how to fasten buttons, lace up shoes, cannot master self-care skills, etc. They do not like to participate in outdoor games, because they cannot, for example, jump on one leg, catch a ball, jump over a rope, overcome small obstacles, maintain balance, run fast, etc. Many children are also characterized by awkwardness and some inhibition of the movements of the tongue and lips, “inability” to find their desired position. With motor alalia, increased physical activity, which is associated with a certain localization of brain damage. In these cases, children are too disinhibited, hyperexcitable, fussy. Most children with motor alalia are characterized by rapid fatigue and decreased performance.
- Mental symptoms are expressed in disorders of attention, memory, in the slowness of the flow of thought processes, in visual-spatial disorders, in disorders of the emotional-volitional sphere. So, it can be difficult for children with motor alalia to concentrate on a particular activity, they are quickly distracted, constantly moving from one type of activity to another, it is difficult for them to be interested in something for a long time. Even when speech has begun to form, they, unlike normally developing peers, cannot remember the simplest verses, the names of the days of the week and months, or learn the ordinal count.
It is also difficult to assimilate ideas about the shape and size of objects and their location in space in relation to each other. The child noticeably lags behind his peers when collecting pyramids (cannot take into account the size of the rings), composite nesting dolls (one or even several of them often turn out to be “superfluous”), when performing tasks for selecting identical in size or shape geometric shapes etc. Such a lag can be easily noticed even by the parents themselves.
Disorders of the emotional-volitional sphere most often manifest themselves in increased irritability and resentment of the child, in his tendency to violent reactions and tears, in isolation and unwillingness to contact others. In many ways, this is a consequence of speech insufficiency, which does not allow the child to establish a normal verbal communication with people and fully adapt to the conditions of life in the "speech" environment. - Speech symptoms are expressed in violation of all aspects of speech, which has already been noted above. At the same time, the inferiority of sound pronunciation, vocabulary and grammatical structure of speech in motor alalia has characteristic features.
So, despite the full possibility of performing articulatory movements (unlike, for example, from dysarthria), sound pronunciation with motor alalia is grossly impaired. And even after mastering the correct articulation of sounds, the child finds it difficult to use them appropriately in speech - he constantly mixes already learned sounds with each other, allowing for their unstable substitutions (for example, the word GUSI pronounces either as KUSI, then as TUSI, then as WAY, etc. .). This extreme instability in the use of even correctly pronounced sounds testifies not to articulatory difficulties, but to violations of more high level in particular about language difficulties. True, with motor alalia, there may also be a dysarthric component in the violation of sound pronunciation associated with paresis of some muscles of the tongue, but this is not the leading one here. It is much more difficult to master the correct sound pronunciation by the difficulty of “finding” articulations that are quite accessible to the child and not understanding exactly where one or another already learned sound should be used.
The grammatical structure of speech is acquired with great delay and with deviations from the norm. The child does not have the opportunity to grammatically correctly formulate his thought - instead, he gets a simple set of almost unrelated words. For example, he says GIRL BROOM instead of a girl sweeping the floor with a broom, NIGA TEL instead of a book lies on the table. As you can see from these examples, verbs are most often omitted, and meaningful words are used without any endings, without linking with each other. Prepositions are omitted or incorrectly used (PLATE SOUP instead of soup in a bowl), verbal prefixes (for example, the child does not see a semantic difference between the words WALK, LEFT and CAME, and therefore does not choose the most appropriate of them when constructing a sentence). All this determines the agrammatic nature of the speech of children with motor alalia, that is, its construction without taking into account the laws of grammar, which they seem to “not feel”.
At the same time, it is especially important to note that even after mastering phrasal speech, the agrammatisms of children with alalia differ from the age-related agrammatisms of children with a normal course of speech development. In particular, the case endings of nouns are distorted in an unusual way. For example, if a normally developing child in the early stages of mastering speech replaces endings within one case (says UNDER THE BED instead of under the bed, similarly to "UNDER THE CLOUD"), then a child with motor alalia mixes the endings of different cases (UNDER THE BED instead of under the bed - replacing the ending instrumental case with a genitive or dative ending). All the difficulties noted here are related to the construction of individual sentences. It is quite natural that even more difficult for a child with alalia is the combination of several sentences into a coherent statement.
Experiencing great difficulties in communicating through speech, children from the very early age they begin to widely use gesture to express their requests and desires, and verbal speech can be closely intertwined with gesture. For example, wanting to ask for a comb, the child says the word ABA (head) and at the same time imitates the gesture of combing the hair. Of particular importance is the pointing gesture, in which the child points with his index finger at one or another object, thereby wanting to draw the attention of others to it. This testifies to his desire to say something, that is, to the emerging need for communication. This is a very good sign, since in normally developing children the pointing gesture usually precedes the appearance of speech.
The degree of speech difficulties in alalia can be different. It is customary to distinguish 3 levels of speech underdevelopment in children - from the most severe to the lightest:
1st level - the absence of commonly used speech.
Level 2 - the beginnings of common speech. The child owns a certain stock of words and builds small sentences from them, but the stock of these words is still small, their sound-syllabic structure is distorted and the phrase is agrammatic. Many speech sounds are also defectively pronounced.
Level 3 - extended speech with elements of underdevelopment in the entire speech system. The vocabulary is already quite large, the child speaks not only phrasal, but also coherent speech, however, words that are complex in structure are pronounced distorted, there are agrammatisms in speech, and defects in the pronunciation of individual sounds often remain.
The named levels of speech underdevelopment do not have a direct correlation with the age of the child - and at 5-6 years old he can be at the first level of speech underdevelopment.
All violations in the oral speech of children subsequently inevitably affect reading and especially writing (letter substitutions corresponding to the sounds being replaced; distortions in the sound-syllabic structure of words; agrammatisms). In addition, due to the violation of visual-spatial representations, children have difficulty remembering alphabetic characters and often mix them together, which also makes it difficult to master written language.
Special attention should be paid to the issue of speech understanding by children with motor alalia. The most superficial look at things leaves the impression that the child "understands it." By the way, this is almost always confirmed by parents. But is it really so?
The child understands, as a rule, only everyday speech and such statements that are quite unambiguous and do not require precise knowledge and consideration of the grammatical patterns of the language. So, he will understand the request addressed to him to close the door, turn on the light, pour water into a glass, etc., while focusing on the general situation and the semantic meaning of the words. For example, if the door in the room is closed, and for some reason it is suddenly mentioned in a speech, then the child only has to open it (it is too unlikely that he may be asked to wash or paint this door, remove it from its hinges, etc.). For this reason, the knowledge of the word DOOR alone, which adults in such a situation often point to with a gesture or a look, fully provides the child with an understanding of “speech”.
However, if you put two pictures in front of such a child, one of which depicts a key, and the other shows the keys, then he will not catch any difference in their names and, in response to a request to show the KEY, he can quite calmly show the KEYS. This is explained by the fact that he is able to catch only the semantic meaning of the word KEY, but at the same time he cannot understand its grammatical form (in this case, the role of the ending, meaning plural). The same thing will happen when showing pictures like TABLE - TABLE - the presence of the suffix -IK in the second word will not tell the child anything, and he will not understand the diminutive value inherent in this suffix. This is the case with understanding the meanings of grammatical forms, even of single words. The same is true with the understanding of many phrases. If you ask a child to bring a book or glasses, then he will immediately understand this request and can easily fulfill it. But one has only to suggest that he put his glasses ON THE BOOK, UNDER THE BOOK or IN THE BOOK, as complete bewilderment will immediately be reflected on his face. This means that he does not understand at all the meanings of prepositions, and, consequently, the relations between objects expressed with their help (the so-called prepositional constructions).
Thus, we can only talk about the relative safety of speech understanding in motor alalia, since a gross violation of the formation of language systems cannot but affect all aspects of speech, including its understanding.
The development of fine (fine) motor skills of the hands
You need to start working on the development of fine motor skills from an early age. Already an infant, you can massage your fingers (finger gymnastics), thereby affecting the active points associated with the cerebral cortex. At early and younger preschool age, you need to perform simple exercises accompanied by a poetic text, do not forget about the development of elementary self-service skills: fasten and unfasten buttons, tie shoelaces, etc.
And, of course, at the senior preschool age, work on the development of fine motor skills and coordination of hand movements should become an important part of preparing for school, in particular, for writing.
Why is it important for children to develop fine motor skills? The fact is that in the human brain, the centers responsible for speech and finger movements are located very close. By stimulating fine motor skills and thus activating the corresponding parts of the brain, we also activate neighboring areas responsible for speech.
The task of teachers and child psychologists is to convey to parents the importance of games for the development of fine motor skills. Parents must understand that in order to interest the child and help him master new information, you need to turn learning into a game, do not back down if the tasks seem difficult, do not forget to praise the child. We bring to your attention games for the development of fine motor skills, which can be practiced both in kindergarten, as well as at home.
Exercises for the development of tactile sensitivity and complexly coordinated movements of the fingers and hands.
1. The child lowers his hands into a vessel filled with some kind of homogeneous filler (water, sand, various cereals, pellets, any small objects). 5 - 10 minutes, as it were, mixes the contents. Then he is offered a vessel with a different filler texture. After several tests, the child, with his eyes closed, lowers his hand into the proposed vessel and tries to guess its contents without feeling its individual elements with his fingers.
2. Recognition of figures, numbers or letters "written" on the right and left hand.
3. Identification of an object, letters, numbers by touch alternately with the right and left hand. A more complex option - the child feels the proposed object with one hand, and sketches it with the other hand (with open eyes).
4. Plasticine molding of geometric shapes, letters, numbers. For school-age children, modeling not only block letters, but also capital letters. Then the recognition of the stuck together letters with closed eyes.
5. Starting position - sitting on your knees and on your heels. The arms are bent at the elbows, the palms are turned forward. The thumb is opposed to the rest. At the same time, with both hands, two slaps are made with each finger on the thumb, starting from the second to the fifth and back.
6. "Elastic band". For this exercise, you can use an elastic band for hair with a diameter of 4-5 centimeters. All fingers are inserted into the elastic. The task is to move the elastic band 360%, first in one direction and then in the other direction, with the movements of all fingers. It is performed first with one, then with the other hand.
7. Rolling the pencil between the fingers from the thumb to the little finger and back alternately with each hand.
8. The game "Colorful snowflakes" (age - 4 years). It is aimed at the development of fine motor skills of the hands, the formation of accuracy.
9. "Repeat the movement" (a variant of the game by B. P. Nikitin "Monkeys"). An adult, sitting opposite the child, makes some "figure" with the fingers of his hand (some fingers are bent, some are straightened - any combination). The child must bring the fingers of his hand to exactly the same position - repeat the "figure". The task here is complicated by the fact that he still needs to mirror it (after all, an adult is sitting opposite). If this task causes difficulties for the child, then you can first practice by doing the exercise while sitting next to (and not in front of the child). So it will be easier for him to copy the position of the fingers.
10. Drawing games.
If a child has poorly developed fine motor skills and it is difficult for him to learn to write, then you can play games with drawing. Let's say, race around squares or circles, or move along a pre-drawn maze (the most interesting thing is when a child draws a maze for a parent, and a parent for a child. And everyone tries to draw more intricately). Now on sale there are many different stencils of various geometric shapes, animals, but, in principle, they are easy to make by yourself.
11. Games with household items.
In games with lacing, the eye, attention also develops, fingers and the entire hand are strengthened (fine motor skills), and this, in turn, affects the formation of the brain and the development of speech. And also, which is not unimportant, Montessori lacing games indirectly prepare the hand for writing and develop perseverance.
Not only tiny kids learn the world with "hands" - toys that require the work of the hand, fingers are also useful for older children. It should be remembered that the development of fine coordination of movements and manual skill presupposes a certain degree of maturity of brain structures, the control of hand movements depends on them, therefore, in no case should a child be forced.
The consequence of poor development of general motor skills, and in particular - hands, the general unpreparedness of most modern children for writing or problems with speech development. With a high degree of probability, we can conclude that if everything is not all right with speech, these are probably problems with motor skills.
However, even if the child's speech is normal, this does not mean at all that the child is well managed with his own hands. If at the age of 4-5 years, tying shoelaces causes difficulties for a child, and nothing is molded from plasticine except for balls and sausages, if at 6 years old sewing on a real button is an impossible and dangerous task, then your child is no exception.
Unfortunately, most parents learn about problems with coordination of movements and fine motor skills only before school. This turns into a forced load on the child: in addition to assimilating new information, one also has to learn to hold a pencil in naughty fingers.
More than anything in the world, a small child wants to move, for him movement is a way of knowing the world. This means that the more accurate and clear the children's movements are, the deeper and more meaningful the child's acquaintance with the world.
