Rationale for the use of neuromotor means in the system of adaptive physical education of preschool children with speech disorders

Abstract

Introduction. The growing practical interest in neuromotor technologies, which have proven effective when working with various nosological groups[1], un-derscores the need for their application in correctional and developmental work with children with speech dis-orders, who are characterized by deficits in the devel-opment of the psychomotor and motor domains[2]. It is known that speech disorders are associated with distinctive features in the formation of the psychomo-tor sphere(movement coordination, voluntary regula-tion, interhemispheric interaction); however, current correctional and developmental practice makes insuf-ficient and fragmentary use of APE means. Objective of the study – to determine the composi-tion of neuromotor means in the system of adaptive physi-cal education of preschool children with speech disorders. Methods and organization of the study. Analysis of scientific and methodological literature, selection of means, and pilot testing in work with children with speech disorders. Results and discussion. The theoretical basis of neuromotor means is formed by: the theory of N.A. Bern-stein(voluntary movements are regulated by hierarchi-cal levels of the CNS, some of which are also involved in speech programming); the work of A.R. Luria(the brain mechanisms of movement and speech partially overlap, and the maturation of the cortical speech areas is linked to the development of fine motor skills); and A.J. Ayres ' s theory of sensory integration. However, the commonality of these neurophysiological mechanisms does not imply identity of the areas of pedagogical influence: the devel-opment of the psychomotor sphere creates conditions for the child ' s overall development, whereas correction of sound pronunciation, lexico-grammatical structure, and phonemic hearing remains the task of speech ther-apy. Neuromotor means(NMM) are a set of exercises and motor tasks that activate the mechanisms of sen-sorimotor integration, interhemispheric interaction, and level-based regulation of movement. The composition of NMM includes three groups: neurogymnastics- the coordinated performance of motor actions combined with a cognitive task(breathing exercises, oculomotor exercises, stretching, and interhemispheric-interaction tasks) used in the preparatory and concluding parts of a session; neuro-games- play-based and motor tasks built on motor planning and mnemonic techniques, used in the main part of a session; and neurobics- exercises implementing the principle of ambidexterity, cross-lat-eral movements, and increased sensory afferentation (unstable support surfaces, restricted visual control). These means differ from speech-therapy practice in their organization(delivered by an APE specialist) and in their measured outcome. Conclusions. Neuromotor means can legitimately be regarded as an independent component of the con-tent of adaptive physical education for children with speech disorders, differentiated from speech-therapy and neuropsychological-correction practice by the agent delivering it, its form of inclusion in a session, and its measured outcome. A further direction for research is the design of a methodology based on the three-component structure of NMM and its experimental test-ing, including diagnosis of the baseline level of psycho-motor development in this group of children.

The work was carried out within the framework of the state assignment of the Ministry of Sport of the Russian Federation No. 777-00035-26-01(registration number PTNII 1025031400153).