MOTOR ACTIVITY IN PRESCHOOL CHILDREN WITH SEVERE SPEECH DISORDERS

Abstract

Aim. To identify the parameters of motor activity in preschool children with severe speech disorders. Materials and methods. The study involved 80 preschool children with severe speech disorders. The M. Runova method, adapted to the conditions of the experiment and the health conditions of children, was used for a comprehensive assessment of the main parameters of motor activity, including movement execution in terms of its completeness, accuracy, time, and intensity. Results. During the study, three groups of children with severe speech disorders were formed by their levels of motor activity, namely above average (close to normal), average (problems with maintaining balance, walking, and turning; stiffness, tightness, inaccuracy of movements, synkinesis, etc.), and below average (changes in muscle tone, mild paresis, problems with movement imitation). Increased motor activity levels in preschool children with severe speech disorders were achieved through a special sports and play area designed with respect to the levels and characteristics of motor activity, an expanded physical education area, which contributed to children's motor creativity, and special training among PE teachers to enhance independent motor activity. Conclusion. Positive changes were found in the levels of motor activity in preschool children with severe speech disorders. The content of independent motor activity increased, as did a conscious interest in sports and creative games and exercises (badminton, basketball, tennis).