Beautiful speech with movement
From childhood, most parents teach their children to follow certain rules of good manners that are directly related to speech. First of all, from a very young age it is forbidden to talk at the table with your mouth full, especially since this is quite dangerous due to the possibility of choking on food. There is also a ban on the use of various common “street” word forms in speech, which can indicate the lack of education of each person. Getting rid of talk is one of the most important tasks, according to many parents. All these rules of good manners were invented not out of a desire to limit human development, but because a well-mannered person is able to have a positive impact on society and this very society will certainly accept him. In addition to the generally accepted rules of good manners, there are also quite unambiguous ones that limit speech while moving, because talking while running cannot bring any benefit not from communication, and sports activities will be disrupted.
No person running and talking at the same time is able to concentrate either on the exercise or on the topic of conversation. Speech and movement are incompatible.
Each person talks while driving, some on a mobile phone, and some with his companion. But such communication cannot be called constructive, due to the fact that all important decisions are made not in the course of fleeting words while driving, but in the appropriate environment in offices or at the workplace.
The importance of speech in human life article on speech therapy
“If a person cannot competently, correctly
express his thoughts, it means he thinks the same way
senseless, chaotic."
A. S. Yakovlev.
The meaning of speech in human life
A person’s ability to speak is one of his striking features. The richer and more correct his speech, the easier it is for him to express his thoughts, the wider his opportunities in obtaining information, in operating with it, the more complete his relationships with the outside world will be. This explains the great attention paid to the problem of speech in general, special psychology and pedagogy.
Speech plays an exceptional role in human life. It serves as the main means of communication between people. Having mastery of speech, a person can communicate his thoughts, feelings and desires to others, share knowledge, experience, and coordinate actions. This is the communicative function of speech, which underlies the entire verbal development of the child. The timely appearance of this function determines how quickly the child will master the highest levels of consciousness and voluntary behavior.
As a second function, speech acts as a means of thinking. Speech is the necessary basis of human thinking, its instrument. Mental operations (analysis, synthesis, comparison, generalization) develop and improve as the child masters speech. The word, thus, as a psychological unit of speech, on the one hand, serves not only as a means of communication, but also of generalization. By generalizing objects, it is an instrument of abstraction. On the other hand, a necessary condition for the development of a child’s speech is the accumulation of ideas, concepts, knowledge about the world around him, which become the content for statements, judgments, and conclusions.
The communicative and generalizing functions of speech are formed in close unity: with the help of speech, the child not only receives new information, but also assimilates it.
At the same time, speech is also a means of regulating human mental activity. It organizes the processes of memory and perception, facilitates the recognition and discrimination of objects. It also plays a major role in the formation and course of volitional processes, as well as emotional experiences. When the regulatory function of speech is underdeveloped, the child’s actions are characterized by impulsiveness, the adult’s instructions do little to organize his activities, the child finds it difficult to consistently perform certain intellectual operations, does not notice his “mistakes,” is easily distracted, and cannot inhibit side associations.
But besides all this, speech is a means of learning. Without speech, the learning process itself becomes impossible, since its content ultimately comes down to the child’s formation of clear and meaningful concepts about objects and phenomena of the surrounding world, and they are always expressed in words.
Speech is a complex, specifically organized form of conscious human activity. But, as a rule, a normally developing child masters speech without special training, in the process of live communication with the people around him. By the end of the preschool period, he usually completely masters the phonetics of his native language; their active vocabulary sometimes reaches up to 5 thousand words; Practical mastery of oral grammar has also been largely completed. The child comes to school, according to V.G. Petrova, with developed everyday speech, easily communicates with others, freely takes part in conversations on topics accessible to him, can talk about the events that he had to experience, easily carries out simple assignments and etc. Thus, we can consider that the oral speech of a normally developing child coming to school is basically formed, although it has its own peculiar features that distinguish it from the speech of an adult.
The situation is completely different when there are certain disorders of the child’s speech development. Any speech disorder affects a person’s activities and behavior. L.G. Paramonova points out that the most important role of speech in the learning process and in the development of the human personality becomes especially clear when cases of severe speech pathology occur. It is here that the connection between the development of speech in a child and the development of his thinking is most clearly manifested. And this connection is so great that children with pronounced delays in speech development are often classified as mentally retarded, although their intelligence is primarily preserved. It must be remembered that speech deficiencies have a negative impact on many aspects of the child’s personality. He may experience speech reticence, indecisiveness, and excessive shyness. Lack of confidence in one's own strengths and knowledge is especially evident. This reduces interest in the environment and suppresses curiosity.
Many speech anomalies, if not corrected in a timely manner, can cause a child to fail at school. That is why the correction of speech disorders in the preschool period can be considered a particularly significant problem in special pedagogy. As practice shows, in preschool age speech disorders are more easily and quickly overcome, and this in turn creates conditions for the full speech and mental development of a growing person. In this regard, it becomes clear what a huge role special kindergartens for children with speech disorders are called upon to play.
Literature:
- R. S. Nemov “Psychology”. "Humanitarian Publishing Center VLADOS", 2004
- T.B. Filicheva, G.V. Chirkina “Correctional education and upbringing of 5-year-old children with general speech underdevelopment.” M. 1991.
- L.G. Paramonova “Speak and write correctly.” "Delta". 1996
- V.G. Petrova “Speech development in auxiliary school students.” M. 1977.
Breath control
Yes, there are professions in which it is simply impossible to do without speech in movement, and this is primarily due to the need to inform colleagues or the public while performing certain actions related to movement. For such people, the impact of words is very important. In these cases, it is necessary to develop the respiratory functions of your body. After all, speech and movement require rhythm, and this can only be achieved with a developed respiratory system, which is able to provide oxygen to the muscles that require energy during movement, and at the same time allows you to pronounce deliberate words at the same rhythm.
Anyone can achieve a monotonous rhythm of conversation while performing a motor function, but they must be in fairly good physical shape and be able to control their breathing.
Indeed, when the rhythm of the respiratory system fails, both the rhythm of speech and the work of internal organs, which are directly related to the volume of oxygen entering the blood, are disrupted.
Indeed, almost every person notices how difficult it is to maintain the rhythm of speech when walking or running quickly, and there are people who find it difficult to speak even during a short walk.
Language functions
- A means of existence, transmission and assimilation of socio-historical experience. Language serves as a means of encoding information about the studied properties of objects and phenomena. Through language, information about the world around us and man himself, received by previous generations, becomes the property of subsequent generations.
- Means of communication (communication); language allows us to influence the interlocutor - direct (if we directly indicate what needs to be done) or indirect (if we tell him information that is important for his activities, which he will focus on immediately or at another time in the appropriate situation).
- A tool of intellectual activity (perception, memory, thinking, imagination). A person, performing any activity, consciously plans his actions. Language is the main tool for planning intellectual activity, and in general for solving mental problems.
The connection between movement and speech
The connection between movement and speech is a well-known fact that is beyond doubt. Moreover, speech, in its essence, is also a movement of the muscles of the organs of articulation and vocal cords. That is why the task of learning to coordinate speech with movement is not so difficult and comes down to developing stable skills in the coordinated work of different muscle groups.
There are many ways to achieve clear coordination of speech and movement. And the most famous and effective of them is the game. Games are the predominant method of developing the ability to coordinate speech with movement for preschoolers and children of primary school age. We all probably remember children's games in which we made specified movements and at the same time recited simple rhymes in chorus (“Bear the bear in the forest,” “Geese-geese, ha-ha-ha,” etc.). Such games, it turns out, are not only exciting fun for kids, but also help them gain basic skills in coordinating speech and movement. Games are quite often used for learning. They are liberating; with their help it is easy to explain what cannot be expressed in words. Thus, the use of games for teaching acting is widespread.
Various exercises are also used to form and automate the relevant skills. For example, jumping rope at different paces while simultaneously reciting a rhyme or tongue twister. This exercise allows you to practice speech breathing in a state of physical activity. There are exercises aimed at the ability to coordinate the tempo of speech and movement, voice strength and other speech-motor aspects.
Thoughts determine speech
Real story:
The student approaches the master and asks:
– You advise living with an open mind. But then the whole mind can fly away, right?
- Just shut your mouth tightly. And all will be well.
Thoughts determine speech, so it is important not to think badly of anyone. The more chaotic thoughts we have in our heads, the more they appear on the tongue and the more chaotic our speech will be. He who thinks clearly speaks clearly.
There is another level - learning to accept criticism. One of the qualities of the mind is that it is able to justify itself in any situation. The lower a person's level, the more excuses you hear from him. Even having committed the most heinous crime, such a person justifies himself without blushing. I conducted seminars in prisons, including for especially dangerous criminals, and I was very surprised that almost no one considered themselves guilty.
One of the main indicators of a person who is at a high level of development is determined by the fact that he calmly listens to criticism addressed to him.
Literature
- Vygotsky L. S.
Thinking and speech / Edited and with an introductory article by V. Kolbakovsky. - M.: State Socio-Economic Publishing House, 1934. - 326 p. — 10,000 copies. - Zhinkin N.I.
Speech as a conductor of information. - M.: Nauka, 1982. - 159 p. — 6000 copies. - Nikolaev A.I.
The meaning of the concepts “speech” and “language” in literature // Fundamentals of literary criticism / textbook for students of philological specialties. - Ivanovo: LISTOS, 2011. - 255 p.
