Особенности планирования занятий физической культурой в дошкольных учреждениях для ретардированных детей, имеющих нарушения речи

Abstract

Importance. The features of planning physical education classes in preschool institutions for mentally challenged children with speech disorders are considered. The purpose of the study is to analyze the features of planning physical education classes in preschool institutions for mentally challenged children with speech disorders. To achieve this goal, a number of tasks are solved: the features of the relationship between speech and motor disorders of preschool children asre characterized; a review of psychological and pedagogical literature on the research problem is conducted; methodological recommendations are developed for planning physical education classes in preschool institutions for mentally challenged children with speech disorders. Research methods. Analysis of theoretical and methodological literature on the research topic, analysis of the experience of practitioners working with preschool children with speech disorders, comparative analysis, as well as the method of generalizations. Result and Discussion. Speech disorders of preschool children are closely related to motor disorders, since the speech and motor spheres are inextricably linked; it is necessary to plan physical education classes for mentally challenged children with speech disorders in a preschool educational institution in such a way that during these classes the simultaneous development of the speech and motor spheres takes place. It is necessary to include elements of rhythmics, dance movements, aerobics, etc. in physical education classes.; in the process of planning a system of physical education classes, it is also advisable to integrate innovative techniques into classes, namely: 3D fitness, classes on step platforms (subject to technical capability), etc. Conclusion. Competent planning of physical education classes in preschool institutions for mentally challenged with speech disorders will make it possible not only to provide children with the necessary physical activity, but also to correct speech disorders to some extent.