sensorimotor correction. Morning set of exercises. Why do we need sensorimotor correction?

In the world of Internet technology, children spend their childhood playing computer games, which are very different from ordinary games. The development of a child with the help of a computer greatly depletes the psyche, because the child's physiology is not adapted to this. Because of this, neuropsychologists often find some developmental abnormalities in children.

Thanks to the Internet, children grow smarter than their peers, but at the same time they are much inferior to them in physical strength and get tired faster. Babies have weak muscle tone, they are not sensitive to hunger and insomnia. Brain structures may also develop unevenly. Many problems are associated with the prenatal period (entanglement of the umbilical cord, hypertonicity, etc.), reactions to some vaccinations also have a negative impact.

The above problems are most clearly manifested before school. If the necessary measures are not taken in time, it will be difficult for the child to study at school. In this case, the assimilation of the program will greatly deplete the psyche. Complex correction stabilizes the development of brain processes, but the result largely depends on age, the sooner parents seek help, the better.

What is neuropsychological assistance and who needs it?

Neuropsychologists recommend sensorimotor correction for the prevention of maladjustment in preparation for school. At this time, children's mental functions (attention, perception, memory, etc.) are in “combat readiness” and if you ask for help in time, the child will be able to study according to the school curriculum without any problems. Those who are faced with the problem of learning to read, count and write have difficulty switching attention, perseverance and concentration. After correction, they will improve academic performance.

Especially neuropsychological correction is important for left-handers and children registered with a neurologist. Sensorimotor correction helps the formation of interactions between the hemispheres of the brain, the development of self-control and spatial perception. Correction is selected for each individual, taking into account the problems of a particular child.

Neuropsychological correction includes motor exercises, games and cognitive tasks and affects:

• the energy level of the child.
• processing of incoming information.
• corrects mental activity.

Motor (sensory-motor) exercises are very simple, but psychoneurologists take into account what exactly the exercises correct, when and how much they need to be performed.

Cognitive tasks - develop thinking, train memory and the ability to make decisions, reveal creative potential.

Classes with an experienced neuropsychologist will help solve sensorimotor, emotional-volitional and cognitive problems. But such a correction must be supported by parents who will fully support their child and help to cope with problems.

Summary: The development of speech. Delayed speech development. Violation of speech development. Games for the development of speech in children.

Today, children are increasingly experiencing a delay or various disorders of speech development. A 3-year-old child who is silent, or a 4-year-old child who has "porridge in his mouth." Now this will surprise no one. Speech therapists and defectologists who conduct classes on the development of speech in such children focus on articulation and finger gymnastics, the development of phonemic hearing. The authors of the book "Pedagogy that changes the brain" O.I. Efimov (neurologist) and V.L. Efimova (speech therapist) write that such an approach to the problem of speech development in children is superficial. The authors mention that despite the fact that the born child has a brain that has all the structures that an adult has, many of these structures are still inactive. The child's brain finally matures and becomes an adult only by the age of 18-20, in some even closer to 30.

In a small child, the leading role is played not by the cerebral cortex, but by subcortical structures. In its development, each child must go through certain stages of development (sensory, motor) of the intellect in order for these parts of the brain to form correctly. Developmental disorders at the stage of sensorimotor integration can lead to problems in the future, since sensorimotor integration is the basis for any learning. The authors of the book write that exercises and games aimed at developing the vestibular apparatus, general motor skills and perception are effective when working with children with impaired or delayed speech development.

Below we provide a list of these, at first glance, frivolous games that can have a serious impact on the development of the child's nervous system.

Games for the development of general motor skills, a sense of rhythm and a sense of balance

1. Play ball - any games where you need to throw, catch, hit the ball with your hand or foot are suitable.
2. Turn the child upside down and hold the legs, waving them in the air.
3. Spin the child holding his hands.
4. With kids - toss on your knees: "Over the bumps, over the bumps, into the hole - bang!"
5. Games on the principle of "Freeze - die." For example, run and grimace until the command "freeze" sounds. After that, freeze and do not move until the command "death".
6. Any variants of games where there are "start" and "stop" commands. For example, to run a race to the corner of the house: "To the start, attention, march!"
7. Smear the shaving foam with your palms on any surface.
8. Clap soap bubbles with your palms.
9. Jump rope.
10. Build "huts" of chairs, blankets, pillows, etc. and sit in them.
11. Crawl through a tunnel made of chairs.
12. Wrap the baby in a blanket like a roll.
13. Reaction games when you need to slap your partner's palm with your palm before he withdraws his hand.
14. "Rock, scissors, paper."
15. Stand like a stork on one leg (who will stand longer).
16. Play with balloons (toss, catch, throw over the fence, etc.)
17. Swing on a swing (a hammock is also suitable), carousels, jump on a trampoline
18. Make snowmen, play snowballs, wallow in the snow.
19. Train basic locomotor skills: walking, running, jumping, jumping over, lateral side steps.
20. Spin the child in an office chair.
21. Walk like a tightrope walker on some narrow and long surface such as a gymnastic bench or log. You can make a path from adhesive tape on the floor at home and walk along it, like on a narrow bridge over an abyss.
22. Ride a bike. The bike can be any: here it is important that there are pedals that you need to press with your feet in turn. It is important that the legs at the same time off the ground. Therefore, a children's car powered by rechargeable batteries, which is driven by a remote control or a button, cannot replace the most ordinary bicycle.
23. Rhythms - rhythmic pronunciation of the text in combination with the movement of the hand.
24. Poems with movements.
25. Clap your hands to the rhythm of the music.
26. Rhythmically dance to the music, sing.

Games for the development of perception

1. Tactile bag - determine by touch, with eyes closed, what lies in the bag. These can be small toys, nuts, fruits, etc.
2. Distinguish sensations from touching the skin with different brushes.
3. Games to distinguish smells with closed eyes.
4. Introduce different textures: knead the dough, pour the cereal, pour water.
5. Pour beans or peas into a large bowl and hide a few small toys there, then ask the child to find them.
6. Draw with finger paints.
7. Vibration massage: electric toothbrushes, electric foot massagers, etc.
8. Regular massage, massage of the collar zone is especially useful.
9. "Draw" letters or numbers on the child's back with a finger and ask them to guess them, then switch roles.
10. Guess the taste. For example, with your eyes closed, eat a piece of fruit or vegetable and guess what it was.
11. Open and close jars, boxes, wallets, etc. with different types of lids and locks.

For those who are interested in sensorimotor correction, we can also recommend the following books for reading:

Material prepared: Anna Ponomarenko

Other publications on the topic of speech development:

1. Smell
2. Vestibular apparatus (sensation of body movement in space)
3. Proprioceptive system (sensing the position of the body and its parts)
4. Touch
5. Vision
6. Sensations relating to the work of the whole body and its individual organs - for example, hunger

These systems receive information from the outside world and the body itself and relay it to the central nervous system, which processes and responds to the data.

New sensory experiences, in a playful way under the guidance of an adult, can help a child's healthy sensory development. We bring to your attention ten interesting and entertaining exercises that will help improve the health of your baby.

Exercise 1: Learning to speak (mouth area)

Show your baby these sounds, articulating deliberately redundantly. Ask the child to repeat after you.

1. We buzz like a bee
2. Clicking the tongue
3. We stretch our lips and smack them loudly
4. We open our mouth wide and say: "A-A-A-A-A-A-A-A"
5. We close our lips tightly and say: "M-M-M-M-M-M-M-M"
6. We inflate our cheeks, as if they were balls, and slap them with our palms, lowering the ball
7. Stretching out the tongue as far as we can
8. Make faces - the funnier the better

Exercise 2: Instrument Flight (Hearing)

The facilitator charts a simple, safe course. The follower becomes at the point of departure, he is blindfolded. The facilitator gives verbal commands, for example: take three steps forward and turn right.

As the contact between the participants grows, the route can become more difficult, obstacles can be introduced into the game that need to be bypassed. The game should be supervised by an adult to make it even more fun and exciting, you can record the attempts of the players on video and then review to find and correct errors.

Exercise 3: Copying the drawing (vision)

Cut out pictures from magazines or use photographs. We use erasable dry felt-tip pens and a translucent plastic sheet: we ask the child to redraw the contours of some object from the photo to the sheet so that all the details match.

Read also Probiotics for autism

Then we place the sheet on top of the picture and see how the lines fit together. We erase the failed dashes and put the right ones in their place. When the baby fills his hand, you can offer him from simple objects (ball, cup) to move on to more complex ones - furniture, toys, people.

Exercise 4: Touch and smell (smell)

For this exercise, you will need empty containers, cotton balls, aroma oils, and pieces of berries and fruits. We put one or two drops of oil on a cotton ball. If the baby is still small, start with smells that are familiar to him: orange, raspberry or lemon.

We place each ball in a separate container and put the edible pieces in front of the baby. We close his eyes. We give a container with a ball, ask you to inhale the aroma and find an edible analogue by touch.

Exercise 5: Tuning in to the rhythm (ear)

We knock on the table a simple rhythm and ask the child to repeat after you. We change roles: the baby sets the pattern, and you copy. We start with a few beats and make the melody harder and longer. Don't limit yourself to just your palms and knuckles! Homemade percussion can be built from improvised instruments such as:

• wooden spoons
• pans and pots
• plastic bottles
• pens and markers

Exercise 6: Donkey kick (vestibular apparatus)

We take a vertical position. We bend down and put both palms on the floor. We check that no one is behind us, and we jump, relying only on our hands and kicking the air with our feet.

Exercise 7: Hot Lava (Proprioception)

Scatter pillows on the floor. The floor is molten lava, and the pillows are safe islands. You need to jump from pillow to pillow, dodging dad (he is given the role of a lava dragon). Finish off the fun with a pillow fight that many kids love!

Sensorimotor correction in the center of psychological assistance Prosvet.

When conducting corrective exercises with a hyperactive child, it is necessary to break the time of the lesson into blocks (with different types of activities) of 5-8 minutes, gradually increasing this time. It is also necessary to introduce a special form of external control, which allows the child not only to perform the desired sequence of actions, but also to participate in the regulation of his activities himself - control not instead of the child, but together with the child.

At the beginning of the correction, an individual form of classes is more optimal, if necessary, group classes are also possible, however, including more than one child with ADHD in a group is not advisable. Practical experience of sensorimotor correction with such children proves its effectiveness: the child's hyperactivity and distractibility are reduced, neurodynamic disorders are leveled, voluntary self-control is improved, emotional lability, manifestations of negativism and aggression are reduced. As a result, along with an improvement in the indicators of the child's mental development, there is an improvement in social adaptation and parent-child relations in the family. The most pronounced results are achieved when working with children under the age of 7 years.

Violation of the activating sphere during RDA may also indicate a predominant violation of subcortical formations (Lebedinsky V.V., 2003), which suggests the effectiveness of sensorimotor correction.

Due to the distortion of the emotional and motivational sphere, difficulties in establishing contact and peculiar behavior, children with RDA are the most difficult group for corrective work. Quite a lot of time takes the preparatory stage, aimed at establishing contact and getting used to the child to new conditions; often it is necessary to resort to rewards in the form of food reinforcement or reinforcement that is in the child's sphere of interest. There are also difficulties in mastering exercises associated with hyperesthesia, fears, and difficulties in tactile contact with the child.

At the beginning of the correction, it is advisable to conduct classes individually, then gradually transfer to a mixed form (individual classes alternate with group ones). At the same time, a rather interesting dynamics of the child's condition is noted: as autistic behavior disappears, mental retardation, neurotic or psychopathic behavior comes to the fore; further work is aimed at overcoming these deviations.

When working with children suffering from psychosomatic disorders, the use of sensorimotor correction is due to the fact that this technique improves the functioning of the brain and the nervous system as a whole, increases the productivity of mental processes, thus affecting some neuropsychic, physiological components of the etiopathogenesis of the disease. Many domestic and foreign researchers believe that one of the main factors influencing the occurrence and course of psychosomatic disorders in childhood are CNS dysfunctions, which usually occur as a result of deviations in the processes of intrauterine and early postnatal development.

In a study by T. G. Goryacheva and A. S. Sultanova (2003), it was shown that the majority of children with psychosomatic diseases have a functional deficit of subcortical-stem formations of the brain, insufficient formation of cortical-subcortical connections, the presence of signs of impaired interhemispheric interaction, dysfunctions of the right hemispheres and delayed functional maturation of the frontal lobes of the brain. These dysfunctions lead to the inertia of mental processes, asthenia, disturbances in the perception of one's own body, self-regulation and the emergence of alexithymia, to dysontogenesis of mental functions in general. The presence of cerebro-organic pathology in psychosomatic disorders is confirmed by various clinical studies (EEG, REG, MRI, etc.) (Antropov Yu. F., Shevchenko Yu. S., 2002).

It should be noted that in a number of cases dysfunctions of the subcortical structures of the brain are primary in relation to the occurrence of psychosomatic pathology (certain types of cardiac arrhythmias, neurosis-like enuresis, functional disorders of the gastrointestinal tract, etc.), in other cases, brain mechanisms are included in the provision, implementation of psychosomatic relationships.

Sensorimotor correction is aimed at improving the functioning of subcortical structures, normalizing activation processes, improving cerebral circulation, that is, at overcoming violations of the morphofunctional maturation of brain structures in children with psychosomatic disorders. However, the therapeutic effect of sensorimotor correction in psychosomatic diseases is due not only to an improvement in brain activity. Corrective action is associated with the development of corporality, the formation of psychosomatic connections in ontogeny.

With the help of sensorimotor correction, it is possible to influence a number of factors that act as the causes of psychosomatic development disorders, the appearance of psychosomatic diseases (the presence of subjective fusion of emotional and bodily processes, impaired formation of intraceptive dictionaries, delayed development of ideas about one's own body, etc.). Sensorimotor correction contributes to the formation of a more complete categorical structure of bodily experience, the integration of somatic sensations into it. Particular attention is paid to the formation of the body scheme and the image of the physical Self, constructed under the influence of various sensory impressions - kinesthetic, tactile, visual, proprioceptive, etc., spatio-temporal representations, as well as under the influence of increased bodily reflection, conscious assessment of the characteristics of one's own body, accumulation of somatoperceptive experience and receiving feedback from participants in the correction process.

The method of sensorimotor correction has been successfully tested in such diseases and psychosomatic disorders as: bronchial asthma, gastroduodenitis, tachycardia of central origin, respiratory arrhythmia, alopecia, neurodermatitis, biliary dyskinesia, enuresis, encopresis, vegetovascular dystonia, allergic reactions, etc. In all cases, there were there was a significant improvement in the somatic condition of the child, often - the disappearance of symptoms of the disease. Thus, sensorimotor correction proves its effectiveness and can be an important element of psychological work in the complex therapy of children with psychosomatic diseases.

With various deviations in the mental development of a child, the primary defect in most cases is a functional insufficiency of the subcortical structures of the brain, often resulting from perinatal pathology. Most of the examined children in the first years of life were given the same diagnosis - perinatal encephalopathy (PEP). In addition, a combination of various pathological conditions is quite common, for example, psychosomatic disorders in children with mental retardation, hyperactivity in autistic children, etc.

In this regard, the question arises about the specificity of this or that disorder in relation to the primary defect: why does the insufficiency of subcortical and stem structures, which arose as a result of similar deviations in fetal and/or early postnatal development, lead to the development of various pathological conditions?

A possible answer to this question may be due to the fact that the nature of dysontogenesis is influenced by the time of occurrence and the massiveness of the organic lesion of the central nervous system (Lebedinsky V.V., 2003). In addition, the subcortical-stem structures themselves are heterogeneous and multifunctional.

Sensorimotor correction is aimed at reducing dysfunctions. Through the motor and sensory components, the impact on the child's psyche as a whole is carried out. The use of a fairly directive approach and a specially organized interaction with the child makes it possible to consider sensorimotor correction as an integrative method that occupies a special place among other psychocorrective and psychotherapeutic methods and is the basic basis for further correction.

Sensorimotor (neuropsychological) correction is one of the main methods in the fight against disorders of the central nervous system

It is known that the main causes of disruptions in the activity of the central nervous system are vascular disorders, hereditary and infectious diseases, disorders in the process of intrauterine development, various injuries, and poisoning. In most cases, the rehabilitation process is long and complicated. One of the main methods in the fight against the disease today is sensorimotor (neuropsychological) correction.

Increased attention to this method is due to the fact that over several decades of use it has proven its importance in restoring the natural course of development, allowing you to stimulate the activity of those parts of the brain that for some reason turned out to be “turned off”.

The foundation of the methodology is the optimization of mental development by stimulating the sensory and motor spheres of the human body, for which a set of specially designed exercises is used. To normalize the activity of the nervous system, various training blocks are used: respiratory, oculomotor, crawling, stretching. Each of these types requires considerable study and a thorough, purely individual approach, but special attention in all cases, without exception, is paid to the establishment of proper breathing, since it is on this that the improvement of blood circulation, gas exchange, ventilation of the lungs, and much more will depend in the future. As a result, the patient's state of health noticeably improves, stress decreases, and the general level of concentration of attention increases.

The rehabilitation course necessarily includes methods that contribute to the development of the so-called voluntary control - various games are meant, as well as exercises that allow you to stimulate switchability. At the same time, the introduction of a special form of external control helps to achieve high efficiency in the treatment of young patients, when the baby not only mechanically performs actions in a given order, but also participates in the regulation of his activity. In other words, control is not instead of the child, but along with it, a kind of cooperation. The use of the sensorimotor correction technique in the future gives the child the opportunity to learn to feel his body, navigate more confidently in space, promote the development of hand-eye coordination, help to learn the sequence of performing certain actions, and stimulate the intellectual activity of the ward. That is, the brain learns not only to perceive, but also to systematize the information that it simultaneously receives from all the senses.

As mentioned above, this method has justifiably gained popularity, and it is no coincidence that it is sometimes called an "extraordinary miracle." However, we should not forget that, like any treatment, it first of all requires a serious and thoughtful attitude on the part of all participants in the process.

The course is led by:

Khvingia Irina Sergeevna.

Clinical psychologist, neuropsychologist.