CC BY
87Potentials of speech disorders correction in 4-6 yrs children by means of ergo and art therapy
Petrenko N.B., Filippov M.M.
National University of Physical Education and Sport of Ukraine
Abstract
Purpose: Material:
Results:
Conclusions:
Keywords:
2017 11
to work out methodic of speech disorders correction in 4-6 yrs children by ergo and art therapy means. during academic year three groups of children (n=97) were being observed: two groups - with speech disorders (control and main) and one group of healthy children. Psycho-motor and cognitive functions were assessed with the help of tests for motor coordination (speed of their fulfillment, verbal thinking). it was found that characteristic feature of such children is critical estimation of own speech insufficiency and conscious avoiding oral answers. By cluster analysis results increase of homogeneity in psycho-physical condition's positive changes, cognitive functions and dance abilities resulted from dance-correction training program were shown.
the worked out dance-correction choreographic trainings helps in the following: developing rhythm sense; strengthening of skeleton and muscles; memory, attention, thinking and imagination simulation. Acquiring of such experience will help a child to further successfully train different art-creative and sports kinds of activities; to master choreography and gymnastic as well as different musical instruments. preschool children, speech disorders, psycho-motor qualities, cognitive functions, therapy.
Introduction
It is known that human speech is one of the most important components of psychic functions for children. It is a basis of consciousness and social adaptation formation. In the age from 4 to 6 years a child accumulates certain motor skills, that creates a foundation for targeted pedagogic influences [7, 28]. Since long ago it has been known, what great potentials are in synthesis of music and movements. Besides, influence of different cognitive and emotional-moral educational means was found: reading [1, 3, 4]; folk tales [4, 12]; music and dances [6, 22]; amateur theatre performances [17]; sports practicing and computer technologies [26]. Musical rhythmic movements are a synthetic kind of activity; they are of special importance for children. Such motor exercises train brain and nervous processes mobility [6, 21, 30]. With it organization of motor functioning with the help of musical rhythm develops children's memory, attention and self-concentration. It facilitates formation of targeted functioning [2, 9, 13, 19].
Especially important and relevant is the problem of children's with speech disorders education. It touches the questions of child's pedagogic and psycho-physical development. It is known that speech defects hinder from cognitive functioning, form neurological disorders, isolation and alienation; restrict communication with peers. [3, 9, 14, 18]. After entering preschool establishments, such children are enlisted in general group. It should be noted that children with speech disorders often suffer from deficit of fine motor skills [23-25, 29]. In other work art-therapy positive influence on adaptation of schoolchildren, living in stress conditions, was determined [16]. Some other authors offer a number of game therapy measures, which can facilitate strengthening of emotional links in families with children of 4-6 yrs age [32]. Game therapy influences on children's progress to the largest extent. It © Petrenko N.B., Filippov M.M., 2017 doi:10.15561/18189172.2017.0205
is especially important for 5-6 yrs children who live in societies with low economical level [15]. In other study potentials of complex game and work therapy are shown [20]. In all such cases parents play the most important role [27].
All above said permits to assume that for children with speech disorders dance-cognitive choreographic trainings with sport dances elements, role game exercises with objects, dance gymnastic, musical games, breathing exercises, creative gymnastic and so on can serve as promising rehabilitation means. The mentioned above practices ensure training of memory, attention, self-concentration, formation of creativity [2, 9, 19, 28].
The purpose of the research was to work out methodic of speech disorders correction in 4-6 yrs children by ergo and art therapy means.
Material and methods
Participants: three groups of children (n=97) were being observed: two groups - with speech disorders (control and main) and one group of healthy children. Control group and group of healthy children were trained by program "Children's choreography", recommended by Ministry of education and science of Ukraine [12]. In main group we conducted trainings with complex of ergo and art therapy means. The word "ergo-therapy" derives from Latin "ergon" - work. Art therapy implies treatment with art means.
Organization of the research: psycho-motor and cognitive functions were assessed with the help of tests for motor coordination (speed of their fulfillment, verbal thinking) (methodic of Ya. Yerasyk) [7]; rhythm-motor abilities [6, 22]. Assessment in points was realized in the following way: high level - 9-10 points; above average
- 7-8, average - 5-6, below average - 3-4 and low level
- 1-2 points [6].
Assessment of speech was carried out in compliance
with legal standards and diagnostic criteria of main speech disorders, presented in "Professional reference book of pre-school educational establishment teacher -logopedist" (№ 1/11-4593 dt. 28.02.13). The following speech components were assessed; grammar (word changing, when counting objects); sounds' pronunciation (repeating of sentences); phonematic (listening in and finding object in picture); lexis (name of each picture and reasonable generalization of all pictures); syllable structure of words (correct syllables' pronunciation in words). Assessment was fulfilled with 10-points scale.
The research was conducted in specialized pre-school educational establishments of Kiev: № 61, 110, 653. Moral ethic standards were observed in compliance with Helsinki declaration (2013). Parents gave written consent for pedagogic observations over physical condition and cognitive progress of their children.
Organization and content of dance-choreographic trainings: we worked out choreographic trainings program for one academic year (trainings twice a week, 25-30 minutes each). The trainings stipulated exercises with objects (flags, balls, gymnastic sticks and etc.), sport dances, fit-ball dance gymnastic, role tale-therapy, logo-rhythmic, game fitness, breathing exercises. Before trainings we regularly familiarized children with required elements of musical and choreographic knowledge, dance figures, children fitness and movements with singing.
Choreographic trainings were constructed by the following structure:
- 1st part - introductory (4-5) minutes: exercises, influencing on all organism;
- 2nd - main (10-12 min.): exercises for arms and legs positions. Rhythmic part was conducted in quick, dynamic temp. We used exercises for backbone plasticity, strengthening of back and abdomen muscles as well as legs muscles;
- 3rd - final (8-10 min.): choreographic compositions based on earlier mastered and relaxation exercises.
In all parts of training we applied games and exercises
oriented on speech correction: formation of quickness and accuracy of reaction to sound or verbal signals; mastering of different qualities of attention, all kinds of memory, verbal regulation of actions, based on concordance of words and movements; development of ability to realized planed actions by prearranged signal. Depending on mastering of separate elements we complicated: 1) exercises and figures; 2) added concordance of words and movements; 3) realized of planned actions by prearranged signal; 4) improved visual orientation in space; 5) concentrated on expressiveness of image; 6) created situations for mutual actions and creative tasks.
Statistical analysis: was fulfilled with the help of "STATISTICA 10.0" programs [8, 31]. Cluster analysis was fulfilled for determination of the tested groups' homogeneity. On its base we classified the tested objects and variables in the form of tree (dendrogram) and distributed objects into pre-set quantity of distant from each other classes.
Results
On initial stage of the research we carried out comparative characteristic of children's physical condition and cognitive functions. 21% of girls and 20% of boys showed results, corresponding to standards. 27% of girls and 32% of boys could not reach standards (see table 1).
Besides, we found that cognitive functions indicators in children with speech disorders were high in 29% of the tested (19% - boys and 10% - girls); above average - in 19% (9% and 10% accordingly), average - in 13% (7% and 6%), below average - in 20% (10% and 10%) and low level - in 19% (9% and 10%). We also found that children with speech disorders lag behind from healthy children by physical condition and verbal thinking.
Pedagogic observations showed that children with speech disorders differed from healthy peers by some emotional reactions. For sick children critical assessment of their speech insufficiency was characteristic. In this connection such children tried to consciously avoid oral
Table 1. Psycho-physical characteristics of 4-6 yrs children
Quickness Accuracy Endurance
Sex n Age Walk (sec.) "Lie - stand Throws up" (sec.) (quantity) Walk by "checkers" (quantity) "Lie - stand up" (quantity) Dynamic (quantity)
Children with speech disorders
Boys Boys Girls Girls
19 29 21
20
Healthy children Boys 5
Boys 10
Girls 5
Girls 10
4-5 12,36±0,61 4,20±0.02 1,1±0,01 1,94±0,009 1,89±0,01 11,05±0,51
5-6 11,11±0,57 6,72±0,021 2,44±0,012 2,27±0,013 2,41±0,011 23,44±0,82
4-5 13,47±0,42 5,23±0,02 1,28±0,011 2,0±0.011 0,8±0,003 17,14±0,61
5-6 10,72±0,46 7,2±0,022 2,9±0,012 2,35±0,013 2,45±0,001 26,5±0,78
4-5 38,2±2,1 15,3±0,12 2,0±0,11 15,6±0,78 1,6±0,02 31,8±2,0
5-6 51,1±2,4 21,3±0,27 2,0±0,09 6,73±0,24 1,0±0,01 89,5±3,4
4-5 34,0±1,75 9,1±0,36 0,7±0,01 5,7±0,43 0,8±0,008 33,6±2,0
5-6 52,9±3,1 29,7±0,41 2,8±0,08 12,8±0,61 1,0±0,01 68,0±2,9
Note: n - quantity
Table 2. Psycho-motor progress of 4-5 yrs healthy children and children with speech disorders
2017 11
Indicators Maun group (n=12) Control group (n=18) Healthy children (n=13)
Beginning End of Beginning End of Beginning of End of academic
of academic academic of academic academic academic year year
year year year year
X ±m X ±m X ±m X ±m X ±m X ±m
Walk by 5,92* 0,54 7,25* 0,56 4,67* 0,39 5,56* 0,35 8,23 0,34 8,31 0,32
checkers
Lie- stand up 6,25* 0,5 7,08* 0,52 5,06* 0,33 5,5* 0,37 8,23 0,34 8,31 0,36
Accuracy of 6,0* 0,41 7,08* 0,45 4,17* 0,41 5,06* 0,44 7,85 0,41 8,15 0,35
ball throws
Jumps on one 6,17* 0,54 7,33* 0,57 4,56* 0,38 5,28* 0,41 8,08 0,4 8,31 0,3
and two legs
Keeping arms 6,0* 0,51 6,92* 0,64 4,78 0,4 5,0 0,46 8,08 0,36 8,08 0,32
with closed
eyes
Test 1: Keeping 5,83* 0,53 6,83* 0,64 4,33* 0,41 4,78* 0,47 8,08 0,36 8,15 0,31
arms with
closed eyes
Test 2: 5,83 0,5 6,83* 0,64 4,39* 0,42 4,89* 0,53 7,46* 0,42 8,15* 0,39
touching nose
Test 3: jumping 6,17* 0,48 7,08* 0,47 4,83* 0,36 5,33* 0,42 8,08 0,36 8,08 0,32
Test 4: picking 6,25* 0,56 7,33* 0,49 5,17* 0,28 5,72* 0,29 8,23 0,38 8,38 0,34
coins up in box
Test 5: drawing 6,08* 0,52 7,08* 0,52 5,0* 0,36 5,44* 0,39 8,38 0,32 8,46 0,19
circles in the
air
Test 6: hand 6,0* 0,48 7,0* 0,53 4,56* 0,37 5,39* 0,43 8,54 0,25 8,54 0,19
shaking
Notes: * - p < 0,05 confident differences after dance-correction program
answers, though they demonstrated sufficient interest and intelligence when fulfilling tasks.
The fulfilled comparison of children's psycho-physical condition changes under influence of dance-correction program showed that in 4-5 yrs children and in 5-6 yes children (see table 3) motor actions quickness (walk by checkers, lie- stand up) and endurance (jumps on one and two legs) confidently grew. In control group the progress was less.
The received data about psycho-physical qualities, psycho-motor fitness, cognitive functions and dance abilities were used for determination of children group's homogeneity changes (14 persons). By these characteristics we fulfilled cluster analysis. It showed that at the beginning of academic year 50% of children had values of average level and above average, 42% - below average and average, 8% -below average. The analysis showed that at the end of academic year 71% of children had indicators at average and above average level, 21% -average and below average and 8% - below average (see fig. 1).
Results of this part of the research showed that cluster analysis can be used as the method of choreographic classes' effectiveness. It permits to determine homogeneity
of psycho-physical condition, cognitive functions and dance abilities.
We also assessed correction of speech disorders (see table 4). It was found that in 4-5 yrs children speech grammar component increased by 18%, pronunciation of sounds - by 14%, phonetic - by 16%, vocabulary - by 11%, syllable structure of words - by 8% by the end of academic year. In control group positive changes also took place but they were 2-3 times weaker (accordingly: 9%, 8,5%, 1,5%, 4,5%, 4,5%). Healthy children had high level of speech both at the beginning and at the end of academic year.
In 5-6 yrs children of main group positive changes in speech functions turned out to be even more significant than in 4-5 yrs children (17, 2%, 16,6%, 21,9%, 19%, 17%). It can be explained by the fact that older children's attitude to choreography was more responsible.
Besides, some positive changes in speech were also registered. At the beginning of academic year it was difficult for children to speak in public. At the end of academic year children were capable to independently realize graduation concert, in which they participated as comperes, song, danced and read poems.
Thus, in 4-6 yrs children with speech disorders we
Table 3. Psycho-motor progress of 5-6 yrs healthy children and children with speech disorders
Indicators Main group (n=14) Beginning End of of academic academic year year
X ±m X ±m
End of
Control group (n=16) Beginning of academic year
X ±m
Healthy children Beginning of
academic year academic year
x ±m X ±m
(n=24) End of
academic year
x ±m
Walk by checkers 7,1 0,41 7,4 0,3 6,69 0,45 6,75 0,47 8,21 0,29 8,25 0,31
Lie- stand up 6,9 0,44 7,6 0,14 7,0 0,33 7,25 0,36 8,17 0,3 8,42 0,25
Accuracy of ball throws 5,4* 0,49 6,7* 0,41 6,63 0,46 6,69 0,44 7,42 0,35 7,88 0,28
Jumps on one and two legs 6,6* 0,42 7,6* 0,18 7,31 0,32 7,31 0,34 8,21 0,28 8,33 0,25
Keeping arms
with closed 5,8* 0,67 7,1* 0,43 6,75 0,36 7,06 0,39 7,67 0,35 8,04 0,27
eyes
Test 1: Keeping
arms with 6,4 0,55 6,9 0,47 6,88 0,35 7,06 0,37 7,42 0,36 7,63 0,3
closed eyes
Test 2: touching nose 5,6* 0,55 6,8* 0,45 6,56 0,48 6,88 0,44 7,17 0,38 7,33 0,36
Test 3: jumping 6,9 0,37 7,3 0,3 6,75 0,44 6,75 0,46 8,33 0,24 8,42 0,22
Test 4: picking coins up in box 6,9 0,43 7,6 0,14 7,25 0,27 7,38 0,26 7,88 0,3 8,17 0,26
Test 5: drawing
circles in the air 6,8 0,39 7,4 0,21 6,69 0,49 6,81 0,41 8,33 0,24 8,38 0,24
Test 6: hand shaking 6,1* 0,4 6,9* 0,4 6,38 0,5 6,44 0,44 8,33 0,24 8,38 0,24
Notes: * - p < 0,05 confident differences after dance-correction program 8%
42%
50%
□ C
□ D
□ E
A
B
Fig.1. Change of children's distribution by homogeneity of the analyzed characteristics (by cluster analysis). A - at the beginning of academic year; B - at the end of academic year; C - average values and above average; D - average values and below average; E - values below average.
registered positive speech changes and favorable psychophysical progress under i dance-correction program.
Discussion
musical and aesthetic education. Such approach permits to physical progress under influence of the worked out fill educational process with positive emotions. It enriches
to large extent emotional and intellectual progress of a child [3, 9, 17, 30]. Formation of character, cultivation of initiative, and will, manifestation of natural bents are an The received results proved relevance of non important factor of children's somatic health and physical traditional means and methods application for children's growth [1, 2, 3, 9].
Table 4. Speech diagnostic of 4-6 yrs children with speech disorders and healthy
Speech parameters
Main group 4-5 yrs Beginning End of of academic academic year year
x ±m x ±m
Control group 4-5 yrs End of academic year
x ±m x ±m
Beginning of academic year
Healthy children 4-5 yrs
Beginning of End of academic year academic year
±m
±m
Grammar 5,5* 0,66 6,58* 0,71 3,94* 0,42 4,33* 0,47 8,54 0,22 8,85 0,28
Pronunciation 5,58* 0,75 6,50* 0,71 4,06 0,40 4,28 0,45 9,38 0,15 9,38 0,15
Phonetic 5,92* 0,64 7,08* 0,69 4,61 0,46 4,67 0,46 9,15 0,23 9,15 0,23
Vocabulary 6,17* 0,69 6,92* 0,64 4,83 0,47 5,06 0,51 8,62 0,38 8,62 0,38
Syllable
structure of 6,67* 0,82 7,25* 0,76 4,61 0,46 4,83 0,49 9,00 0,26 9,00 0,26
words
Speech parameters
Main group 5-6 yrs Beginning End of of academic academic year year
x ±m x ±m
Control group 5-6 yrs
End of academic year
x ±m x ±m
Beginning of academic year
Healthy children 5-6 yrs
Beginning of End of academic year academic year
±m
±m
Grammar 6,21* 0,65 7,50* 0,68 5,63 0,34 5,94 0,42 9,08 0,21 9,33 0,17
Pronunciation 6,14* 0,71 7,36* 0,71 5,00* 0,35 5,50* 0,46 9,29 0,18 9,42 0,15
Phonetic 6,14* 0,56 7,86* 0,70 4,63 0,36 4,94 0,39 9,63 0,10 9,63 0,10
Vocabulary 6,36* 0,55 7,93* 0,65 5,69 0,29 5,94 0,37 9,42 0,17 9,58 0,12
Syllable
structure of 7,00* 0,57 8,43* 0,62 6,19* 0,36 7,13* 0,50 9,92 0,06 9,92 0,06
words
Notes: * - p < 0,05 confident differences after dance-correction program
x
x
In this aspect the worked out by us dance-correction choreographic classes helped to creatively realize this demand; to develop sense of rhythm and strengthen skeleton and muscles; to stimulate memory, attention, thinking and imagination [7]. Such experience can help a child to successfully master different creative-art and sport kinds of activities, to train choreography and gymnastic; to master musical instruments. Dance-correction exercises facilitate activation of short term and long term memory (cognitive elements) for reproduction dance figures. Such exercises actively influence on motor neurons of cortex and develop motor centers [11, 26, 30]. It is known that music is perceived by both semi-spheres [30]. That is why with correctly organized choreographic trainings in cortex complex functional system of focuses can appear. It is conditioned by interconnected activity in different sensor (hearing, visual, tactile, pro-prioceptive and etc) and in motor and frontal sectors of both semi-spheres. It also relates to Brock's area, which participates in speech formation [6, 30]. Constant changes of dance compositions and rhythms stimulate brain neurons for re-switching and, thus, develop functional mobility of nervous processes [17, 22, 28]. With it specially selected music optimizes brain functioning and facilitates development of verbal and non-verbal intellect.
Thus, it was found that application of the worked out by us means and techniques of correcting orientation ensure achievement of the set target. Such approach contains element of novelty. We supplemented and
expanded results of other scientists. We showed potentials of children's psycho-physical development through including fit ball dance gymnastic, game fitness, logo-rhythmic in typical program of children choreography [3, 9, 13]. Besides, we supplemented information about positive changes in static and dynamic coordination [7]. Results of a number of authors about need in complex and rational correction methods' application in preschool education were supplemented. Such approach results in increase of cognitive functions, physical qualities and psycho-physical condition effectiveness in preschool children with speech disorders.
The presence of preschool children's certain motor skills creates a basis for targeted pedagogic influences. Musical-rhythmic movements train brain, increase mobility of nervous processes. We can surely assume that dance-choreographic classes with application of ergo and art therapy can become an efficient rehabilitation mean for children with speech disorders.
It is assumed that correctly organized dance-correction work with preschool children will permit them to master successfully different creative-art and sport activities in the future; will help them to further master choreography, gymnastic, musical instruments and etc.
Conclusions:
1. The fulfilled comparison showed that physical condition and psycho-physical growth of preschool children with speech disorders lagged behind healthy
children. Characteristic feature of such children is critical attitude to own speech insufficiency and conscious avoiding oral answers.
2. Positive changes in 4-6 yrs children with speech disorders under influence of choreographic classes, base on dance-correction program, were registered.
3. Cluster analysis showed increase of homogeneity in positive changes of psycho-physical condition, cognitive functions and dance abilities in children with speech
disorders under influence of dance-correction program of trainings.
4. Positive changes in speech functions under influence of the worked out dance-correction program were registered.
Conflict of interests
The authors declare that there is no conflict of interests.
References:
1. Kurzanov AN. Funkcional'nye rezervy organizma v rakurse klinicheskoj fiziologii [Organism's functional reserves in aspect of clinical physiology], Sovremennye problemy nauki i obrazovaniia, 2015;4:11-15. (in Russian)
2. Krucevich Tlu, Bezverkhnia GV. Rekreaciia u fizichnij kulturi riznikh grup naselennia [Recreation in physical culture of different population strata]. Kiev: Olympic Literature; 2010. (in Ukrainian)
3. Mamajchuk II. Psikhokorrekcionnye tekhnologii dlia detej s problemami v razvitii [Psycho-correction technologies for children with problems in growth]. Sankt Petersburg: Speech; 2006. (in Russian)
4. Petrenko NB. Osobennosti fizicheskikh kachestv i kognitivnykh funkcij u detej doshkol'nogo vozrasta s rechevymi otkloneniiami_[Specific features of physical qualities and cognitive functions in preschool children with speech disorders]. Naukovo-pedagogichni problemi fizichnoi kulturi, 2015;15(57):257-260. (in Russian)
5. Petrenko NB. The methodical approach to determining the heterogeneity of cognitive function in preschool children requiring correction of speech impediments. Pedagogics, psychology, medical-biological problems of physical training and sports, 2016; 20(2): 40-45. doi:10.15561/18189172.2016.0206
6. Petrenko NB. Mastering of musical rhythm by pre-school age children with speech disorders with the help of dance-correction program trainings. Pedagogics, psychology, medical-biological problems of physical training and sports, 2016; 20(4): 23-28. doi:10.15561/18189172.2016.0404
7. Golovej LA, Rybalko EF. Praktikum po vozrastnoj psikhologii [Practicum on age psychology], Sankt Petersburg: Speech; 2002. (in Russian)
8. Sokal RR. Klaster-analiz i klassifikaciia [Cluster analysis and classification: pre-conditions and main directions], Moscow; 1980. (in Russian)
9. Beliakova LI, Filatova IuO. Pedagogicheskaia model' korrekcii rechevogo i motornogo ritmov u detej s narusheniiami rechi [Pedagogic model of correction of speech and motor rhythms in children with speech disorders].]. Nauka i shkola, 2015; 3: 114-123 (in Russian)
10.Filippov MM. Fiziologiia liudini [Human physiology], Kiev: Publishing House Staff: 2013. (in Ukrainian)
11.Filippov MM. Psikhofiziologiia funkcional'nykh sostoianij [Psycho-physiology of functional states], Kiev: MAUP; 2006. (in Russian)
12.Shevchuk AS. Ditiacha khoreografiia: programa ta navchal'no-metodichne zabezpechennia khoreografichnoiu diial'nistiu ditej vid 3 do 7 rokiv [Children's choreography: program and methodic provisioning of 3-7 yrs children with choreographic activity], Kiev: School World; 2008. (in Ukrainian)
13.Adashevskiy VM, Iermakov SS, Firsova IuIu. Physical
mathematical modelling of difficult elements of acrobatic rock-and-roll. Physical education of students, 2013; 17(3): 3-10. doi:10.6084/m9.figshare.662463
14.Aghakhanyan G, Bonanni P, Randazzo G, Nappi S, Tessarotto F, De Martin L, et al. From Cortical and Subcortical Grey Matter Abnormalities to Neurobehavioral Phenotype of Angelman Syndrome: A Voxel-Based Morphometry Study. Plos One. 2016;11(9):23-26.
15.Bartie M, Dunnell A, Kaplan J, Oosthuizen D, Smit D, van Dyk A, et al. The Play Experiences of Preschool Children from a Low-socio-economic Rural Community in Worcester, South Africa. Occupational Therapy International. 2016;23(2):91-102.
16.Charles M. Caring for the Caregivers: Building Resilience. Psychoanalytic Inquiry. 2015;35(7):682-95.
17.Cook L. S., Smagorinsky P. Learning, Culture and Social Interaction. 2014.
18.Dmitriev A. A. Formation of Social and Personal Competences among Handicapped Children. World Applied Sciences Journal Education, Law, Economics, Language and Communication. 2013;27:74-78.
19.Dmitriev A. A. Proprietary educational technology for making physically challenged children literate within a paradigm competence approach. Life Science Journal. 2014;11:1-12.
20.Fabrizi SE, Ito MA, Winston K. Effect of Occupational Therapy-Led Playgroups in Early Intervention on Child Playfulness and Caregiver Responsiveness: A Repeated-Measures Design. American Journal of Occupational Therapy. 2016;70(2):20-25.
21.Filippini M, Boni A, Giannotta M, Pini A, Russo A, Musti MA, et al. Comparing cortical auditory processing in children with typical and atypical benign epilepsy with centrotemporal spikes: Electrophysiologic evidence of the role of non-rapid eye movement sleep abnormalities. Epilepsia. 2015;56(5):726-34.
22.Fujii S. et al. Precursors of dancing and singing to music in three-to four-months-old infants. PloS one. 2014;9(5):976-80.
23.Galamandjuk LL. Effectiveness of methodic system of motor functioning's preventive development in sixth year of children's life in their physical condition's improvement. Pedagogics, psychology, medical-biological problems of physical training and sports, 2015; 19(6): 3-10. doi:10.15561/18189172.2015.0601
24.Galamandjuk LL. Effects of different training options on the basic movements physical fitness 4-year-old girls with different motor asymmetry. Pedagogics, psychology, medical-biological problems of physical training and sports, 2015; 19(4): 16-21. doi:10.15561/18189172.2015.0403
25. Galamandjuk LL. Influence of different approaches to training of main movements on physical fitness of 4 years boys with various motor asymmetry. Pedagogics, psychology, medical-
^^22017
biological problems of physical training and sports, 2015; 19(5): 3-8. doi:10.15561/18189172.2015.0501
26.Lvova AD, Kotliar IA. The Joint Play Senior Preschool Children with Atypical and Regulatory Development in the Inclusive Group of Kindergarten. Psychological Science and Education, 2015;7(2):110-121.
27.Militello LK, Melnyk BM, Hekler E, Small L, Jacobson D. Correlates of Healthy Lifestyle Beliefs and Behaviors in Parents of Overweight or Obese Preschool Children Before and After a Cognitive Behavioral Therapy Intervention With Text Messaging. Journal of Pediatric Health Care. 2016;30(3):252-60.
28.Petrenko NB, Filippov MM. Change in physical and mental development among preschool children with speech disorders under the influence of dance classes and
correctional programs. Journal of Education, Health and Sport. 2016;6(10):471-484.
29.Redle E, Vannest J, Maloney T, Tsevat RK, Eikenberry S, Lewis B, et al. Functional MRI evidence for fine motor praxis dysfunction in children with persistent speech disorders. Brain Research. 2015;1597:47-56.
30.Schlaug G. Music, musicians, and brain plasticity. In: Hallam S., Cross I., Thaut M. (ed.). The Oxford handbook of music psychology. Oxford University Press; 2016.
31.Vincent WJ. Statistics in kinesiology. Champaign: Human Kinetics; 2005.
32.Willis AB, Haslam DR, Bermudez JM. Harnessing the Power of Play in Emotionally Focused Family Therapy With Preschool Children. Journal of Marital and Family Therapy. 2016;42(4):673-87.
Information about the authors:
Petrenko N.B.; http://orcid.org/0000-0001-9574-8211; [email protected]; National University of Physical Education and Sport of Ukraine; Fizkultury str. 1, Kiev, 03680, Ukraine.
Filippov M.M.; http://orcid.org/0000-0001-5096-7445; [email protected]; National University of Physical Education and Sport of Ukraine; Fizkultury str. 1, Kiev, 03680, Ukraine.
Cite this article as: Petrenko N.B., Filippov M.M. Potentials of speech disorders correction in 4-6 yrs children by means of ergo and art therapy. Pedagogics, psychology, medical-biological problems of physical training and sports, 2017;2:75-81. doi: 10.15561/18189172.2017.0205
The electronic version of this article is the complete one and can be found online at: http://www.sportpedagogy.org.ua/index.php/PPS/issue/archive
This is an Open Access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (http://creativecommons.org/licenses/by/4.0/deed.en).
Received: 20.01.2017
Accepted: 30.01.2017; Published: 30.04.2017
