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PECULIARITIES OF THE DEVELOPMENT OF PHONEMIC HEARING AND MOTOR ACTIVITY
OF FINGERS IN CHILDREN OF EARLY AGE WITH THE NORMAL AND THE DELAYED SPEECH DEVELOPMENT
ABSTRACT. THE ARTICLE OFFERS A NEW AND A CLEAR DEFINITION OF THE TERM " DELAYED SPEECH DEVELOPMENT" BRIEFLY DESCRIBES CAUSES THAT LEAD IN THIS DEVIATION FROM SPEECH ONTOGENY. FOR THE FIRST TIME IT DISCLOSES THE INTERCONNECTION BETWEEN THE DEVELOPMENT OF PHONEMIC HEARING AND MOTOR ACTIVITY OF FINGERS IN CHILDREN OF EARLY AGE WITH THE NORMAL AND THE DELAYED SPEECH DEVELOPMENT AND ALSO NOTICES THE PECULIARITIES OF THE DEVELOPMENT OF PHONEMIC HEARING AND THE DIFFERENTIATED MOVEMENTS OF FINGERS IN CHILDREN WITH DELAYED SPEECH DEVELOPMENT.
KEYWORDS: DELAYED SPEECH DEVELOPMENT, MOTOR ACTIVITY OF FINGERS, PHONEMIC HEARING, PHONEMIC PERCEPTION.
ELENA BUSHINSKAYA
bushinskava.elena@mail.ru
Speech Therapist (Tutor), Municipal Autonomous Pre-School Educational Institution Kindergarten Of a Combined Type №1 «Goluboy Korablik», Rezh
Today more and more often parents having children of early age and tutors working in preschool educational institutions with this age-related category of children face such problem as delayed speech development which provides the negative influence on the process of training, development and education of a child. What is delayed speech development and why does it appear?
In the modern scientific literature the term "delayed speech development" is defined differently and vaguely. There is neither clear definition of this term nor the structure of defect (disorder) in this deviation from speech ontogeny (development). We will use the following definition of delayed speech development and visualize the structure of defect of this speech deviation so that you can understand what is going on with your child.
Delayed speech development is underdevelopment of language and speech ability that appears in the form of a deficient level of learning norms of a language and a decrease of speech activity (speech) and that leads to delayed development of communicative function of speech and also to deficit development of play and cognition activities.
In the structure of defect (disorder) of delayed speech development the leading position is given to underdevelopment of language and speech ability. Why do we notice underdevelopment of language and speech ability but not speech though the term is named "delayed speech development"? The thing is that speech and language are closely interconnected and define each other. Language is the system of codes, signs and symbols. Speech is realized through this system. A child doesn't begin to speak until he learns a certain system of rules that is peculiar to this language. In this the essence of language and speech ability is. This is connected yet and with
the fact that the leading defect in the structure of underdevelopment of language and speech ability is underdevelopment of phonemic hearing which is closely connected with underdevelopment of keen kinesthetic and kinetic senses of a position of tongue and lips which gives a word the motor image. Therefore clear conditioned-reflex connections between auditory and motor images of a word aren't established that in its turn leads to difficulties in a child in the process of learning new words. They are caused both by underdevelopment of phonemic hearing and by disorder of mobility of articulatory apparatus (tongue and lips).
Phonemic hearing is a specific hearing that allows us to distinguish sounds of speech (N. I. Zhinkin, 1958). But to differentiate (distinguish) speech sounds (sounds which we pronounce) a child must first of all study to distinguish sounds of the environment (a noise of water, a thunder, a rustle of paper, a sound of a handbell, a musical hammer and other musical instruments). Then onomatopoeic complexes which represent complexes of speech sounds imitating sounds of the environment (for example, "miaow-miaow", "woof-woof", "drop-drop", "quack-quack", "me-me" etc.). But a child with delayed speech development has difficulties already in differentiating non-speech sounds (sounds of the environment), the distinguishing of onomatopoeic complexes for him is even more complicated. Since basic functions of phonemic hearing are disordered we cannot talk about differentiating of speech sounds (higher level of phonemic hearing). A child perceives them as a noise and doesn't react to it.
All problems that are connected with insufficient level of functioning of phonemic hearing fluently flows with time in underdevelopment of phonemic perception which allows a child to define a number of syllables and sounds in a word, their succession and position. It is underdevelopment of phonemic perception that delays and distorts the forming of elementary skills of reading and writing. And to this further it seems to be strange delayed speech development leads however since the first stages of the development of phonemic processes function already on the disordered base. The impossibility of the establishment of clear conditioned-reflex connections between auditory and motor images of a word is one of the main precursors of the appearance of difficulties in the period of forming reading and writing skills.
Moreover children with delayed speech development have also underdevelopment of motor activity of fingers. The hand, in opinion of M. M. Koltsova (1973), represents one more organ of speech. In the brain a projection of a hand is closely connected with speech areas to which phonemic hearing and movements of a tongue belong. Therefore we can suppose that the development of motor activity of fingers is closely connected with the development of phonemic hearing in children with normal and delayed speech development. Carrying out the remedial and developing work with this category of children (22 persons) on the base of the kindergarten №32 "Alenky tsvetochek" of the town Rezh, Sverdlovsk region and comparing their motor and phonemic development with children aged 27 - 36 months which have the normal speech development (22 persons) we discovered the following rules of development of phonemic hearing and motor activity of fingers (see figure 1). These rules are correlated with development of functional asymmetry of brain in children with delayed speech development on basis of motor factors (the right hand preference).
When children with delayed speech development have learned to distinguish non-speech sounds (sounds of the environment) they can already differentially use the second and the third fingers of the right and left hands (the pose "Hare"). In this case both hands are in the equal position in the process of performing this pose i. e. right and left hands are equivalent. Since right and left hemispheres function equally children with delayed speech development have only preconditions to the development of functional asymmetry of brain.
However children with normal speech development perform the pose "Hare" better with the left hand then with the right hand. It is evidence of the leading role of the right hemisphere and of the development of functional asymmetry of brain in accordance with ontogeny. It, as a rule, begins always with the right hemisphere and in the process of development of a preference hand (mostly it is a right hand) gradually the leading position is given to the left hemisphere. In the direction right-left i. e. from the right hemisphere to the left hemisphere there takes place the development of any psychic function (memory, attention, phonemic hearing, perception, movements, emotions, speech etc.). It is the Law of brain development. It cannot work differently. In accordance with this Law the right and the left hemispheres begin to interact with each other (interhemispheric interaction) providing normal flow and development of psychic processes. In children with delayed speech development, as the data of study show, the Law of brain development is broken. It is
necessary to form it anew to create the base for the development of psyche of a child. This statement is the basis for performing the remedial and developing impact on children with delayed speech development.
When the ability to differentiate onomatopoeic complexes is formed children with this deviation from speech ontogeny can differentially use the second and the fifth fingers of the right and the left hands (the pose "Horns"). But in this case the leading position goes to the right hand; the creation of the pose on the left hand is performed with the help of the right hand that is evidence of the beginning of the development of functional asymmetry of brain (picking out the hemisphere preference and the hand preference) and of the development of interhemispheric interaction.
Development of phonemic hearing
Development of motor activity of fingers
The first stage. Differentiation of nonspeech sounds Differentiation of the second and the third fingers of the right and the left hands
The second stage. Differentiation of onomatopoeic complexes Differentiation of the second and the fifth fingers of the right and the left hands
■
The third stage. Differentiation of speech sounds Differential using of fingers of the right and the left hands
SCHEME 1. PECULIARITIES OF THE DEVELOPMENT OF PHONEMIC HEARING AND MOTOR ACTIVITY OF FINGERS IN CHILDREN OF EARLY AGE WITH THE NORMAL AND THE DELAYED SPEECH DEVELOPMENT
Children with normal speech development perform the pose "Horns" on the right and the left hand without any mistakes and without the help of the other hand. It is evidence of the sufficient level of functioning of the right and the left hemispheres and of establishing between them a clear functional asymmetry which continues its development at the same time with the development of interhemispheric interaction. The distinguishing of speech sounds in children with delayed speech development is accompanied by differentiated movements of fingers of the right and the left hands (the pose "Fingers say hello", the connection of the second, the third, the fourth and the fifth fingers of the right and the left hands with the thumb of the same hand and then the connection of fingers in the return direction). In this case the pose "Fingers say hello" is performed better on the right hand then on the left hand. Under accomplishment of this pose on the right hand we notice the keeping the order and the rhythm of all movements both in the direct and the return order. Under performing of the pose "Fingers say hello" on the left hand we notice some mistakes in keeping the order of movements. We notice the same difficulties in preschool children aged 5 - 6 years which have speech disorders. It is evidence of underdevelopment of phonemic hearing, phonemic perception, of deficient level of the functioning of interhemispheric interaction that you can see in the graphic figures, too (E. A. Bushinskaya, 2013; I. A. Philatova, 1998) and evidence of continues development of functional asymmetry. Therefore picking out the left hemisphere preference on the level of speech is delayed and caused by the underdevelopment of interhemispheric interaction. However children with the normal speech development perform the pose "Fingers say hello" without any mistakes on both hands that is evidence of a clear establishing (fixing) of functional asymmetry of brain and of picking out the left hemisphere preference which is responsible for speech.
Thus, experimental data show that the development of phonemic hearing is closely connected with the development of motor activity of fingers and establishment of functional asymmetry of brain which is performed at the same time with the development of interhemispheric interaction. The revealed rule is an important diagnostic indicator of the speech and the motor development of a child of an early age and it isn't related to children with motor alalia and autism.
Moreover underdevelopment of phonemic hearing and motor activity of fingers is accompanied by underdevelopment of motor activity of articulatory apparatus: movements of the tongue and the lips are inaccurate, the tone of the tongue is decreased or strained, a child cannot put out his tongue, lift it up and perform right-left movements, we notice consensual movements of the lips (synkinesis). Underdevelopment of phonemic hearing, articulatory motor activities and motor activities of fingers are symptoms which are evidence of the presence in a child of dysarthria disorders (speech motor disorders), and of delayed psychomotor development. These symptoms have a negative influence on the forming of a child's first words. Therefore the active vocabulary is not enriched and developed the basic grammatical structures are not formed. A child cannot make up a sentence (combine 2-3 words and use them in a right grammatical form) because he hasn't realized the norms of the language and therefore he cannot say it. Very often a child has an intention to communicate with adults and apply to them for help but it can be so that a child doesn't have this intention. It is difficult for a child to correlate the auditory and motor images of a word while the visual image of an object, an action or a characteristic is in his head.
All these are the main causes which lead to the underdevelopment of language and speech ability taking the leading position in the structure of defect as delayed speech development. And described experimental data enable us to suppose that the development of phonemic hearing and motor activity of fingers are closely interconnected and, besides, the stage-by-stage rule of the development of phonemic hearing and differentiated movements of fingers is an important diagnostic indicator of the speech and the motor development of a child of an early age.
REFERENCES
1. Bushinskaya, E. A. (2013) "Gender differences in development of spatial gnosis and speech in senior preschool age children with phonetic and phonemic speech deficiency and a mild degree of pseudobulbar dysarthria". The problems of modern science, collection of the scientific work, 8, part 2, 41-48.
2. Zhinkin, N. I.(1958) Mechanisms of speech. Moscow: The institute of psychology.
3. Koltsova, M. M. (1973) Motor activity and the development of functions of brain of a child: a role of motor analyzer in the forming of higher nervous activity of a child. Moscow: Pedagogy.
4. Philatova, I. A. (1998) Correction of disorders of speech in children of preschool age with dysarthria and underdevelopment of spatial gnosis. Yekaterinburg: The Ural state pedagogical university.
ACTIVATION OF INDEPENDENT WORK OF STUDENTS WHILE STUDYING THE MATHEMATICAL DISCIPLINES
ABSTRACT. THE AUTHORS ANALYZE THE IMPORTANCE OF STUDENTS' INDEPENDENT WORK AND VIEW DIFFERENT WAYS TO ACTIVATE STUDENTS' INDEPENDENT WORK WHILE STUDYING MATHEMATICAL COURSES IN THE CONDITIONS OF REALIZATION OF THE COMPETENCE APPROACH.
KEYWORDS: STUDENTS' INDEPENDENT WORK, ACTIVATION, CLASSROOM INDEPENDENT ACTIVITY, EXTRACURRICULAR INDEPENDENT ACTIVITY.
TATYANA VASILEVA
vasileva.tv@dvfu.ru
PhD in Engineering, Associate Professor, chair of Applied Mathematics, Mechanics, Controls And Software, Far Eastern Federal University, Vladivostok
IRINA ELISEENKO
Ilelis@bk.ru
PhD in Engineering, Associate Professor, chair of Algebra, Geometry and Analyses, Far Eastern Federal University, Vladivostok
Mathematics plays an important role in the training process of a modern specialist, since the mathematical models are widely used in all areas of science and technology, contribute to effective learning of real processes and predicting their future development. Mathematical preparation of students of all profiles is the basis for the successful study of general professional disciplines. It forms logical, systematic thinking of future specialists. Formation and development of many sciences require broad application of mathematical apparatus and methods. The main objectives of studying mathematics in higher educational institutions are the development of intuition, logical thinking, mathematical culture and formation of mathematical knowledge and skills necessary in future career.
