Keyword: «rhythm»

The article considers the possibility of using logorhythmics in music classes and its influence on the speech of children with erased dysarthria. Means of logorhythmics develop a sense of rhythm, tempo, contribute to the development of intonation component, make more effective speech therapy work on the correction of sound reproduction and normalization of speech breathing.

The article presents the material of the study of the tempo-rhythmic side of speech in older preschoolers with erased dysarthria. For this, the method of examination of the six main elements of the tempo-rhythmic organization of speech was adapted (perception of the rhythm, reproduction of the rhythm, determination of the tempo of speech, perception of the tempo of speech, reproduction of the reflected tempo of speech and independent control of the tempo of speech). Methodological recommendations for a speech therapist on the use of logorhythmics in the classroom for older preschoolers with erased dysarthria have been developed.

This article touches upon the issues of interrelation and interaction of poetic and musical principles on the one hand, at the phonemic level, on the other hand – at the level of tone, intonation. There is also a certain parallelism between the organization of the verse and the melody of the songs.

The article analyzes the influence of neurorhythms in the correctional and developmental work of the prosodic side of speech in primary school-age children with severe speech disorders. The main tasks of correctional work and the most effective exercises from neurorhythmics are listed. The methods aimed at stimulating auditory perception and automating prosodic elements are considered, as well as the results of using neurorhythms in correctional practice. allowing for more effective correction and contributing to the harmonious development of speech skills. The need for an integrated approach to correctional work is emphasized, integrating speech therapy with neuropsychological techniques, and the prospects for further research in this field are considered, which makes it possible to optimize pedagogical strategies, improve the quality of education for children with severe speech development disorders and provide more effective correction, contributing to the harmonious development of speech skills.

The article explores the peculiarities of the formation and development of prosodic components of speech in preschool children. The focus is placed on the patterns related to intonational expressiveness, rhythm, melody, and speech tempo. The findings of various studies emphasize the importance of prosodic elements in communicative development, as well as the role of pedagogical methods and musical-rhythmic activities in shaping prosodic skills in early childhood. These results can be of practical significance for teachers, speech therapists, psychologists, and parents in organizing corrective and developmental activities.