Features of psychomotor development of children
with light speech disorders.
Irina Makarova
Assistant professor, Moscow State Pedagogical University
General Psychology Department
Purpose of the present study is to examine the main features of the psychomotor development of children with light speech disorders. Topicality of this research is the necessity of finding ways of prophylaxis of difficulties arising in mastering of basic school skills.
Theoretical foundation for the research is the conception of L.S.Vygotsky and his followers - A.R.Luria and P.Galperin. Their concepts deal with the origin and structure of mental functions, role and development of psychomotor sphere. Bernshtanes theory on structure movement in stages of motor acts development was also referred to.
140 children 5 - 7 years old with articulating speech disorders took part in the experimental research. The control group consisted of primary school pupils without speech disorders.
Comparison of experimental and control groups results showed that children with light speech disorders have specific features in the motor sphere development.
Estimation of childrens main learning school skills shows that our complex diagnostic method is very precise and can define possible difficulties in reading, writing and counting at early stages.
The worked out scheme may help to prevent difficulties in learning and can be used for work with children of preschool and primary school age.
One of the laws of psychological development in ontogenesis formulated by L.S.Vygotsky is the law of heterochrony: different mental functions are formed in ontogenesis unevenly, some develop faster, other fall behind. Each mental function has its own chronological formula, its own cycle of development. (Vygotsky L.S.).
Uneven development of each function in ontogenesis leads to necessity of reconstruction of the connections between different functional systems. Optional functions which demonstrate temporal, transitive character of some psychic formations get formed together with constant hierarchic coordinations between mental functions (Lebedinsky V.V.). During certain periods of growing up of a mental function may emerge a situation when already formed connections limit and keep back its further development. Quantitative changes and restructuring of the function demand to overcome old worked out interfunctional connections and to form new, more adequate ones. Peculiarities of the coordination between mental functions in certain periods of the development are very important diagnostic indications together with the indices of psychological maturity of various mental functions.
Analysis of the ontogenetic motor functions development carried out by L.S.Vygotsky demonstrated that this function does not remain the same but undergoes a very complicated transformation in the period of development, changing not only its inner structure, but entering new functional relation with other processes (L.S.Vygotsky, 1984).
Relationship perception - movement is of greatest importance for a child development and when speech becomes included in the psychological structure, it breaks the unity of functions bringing the child to a higher level of development. Formed as a means of communication with grown - ups speech starts to serve as a way of organizing a childs behavior.
We supposed that children with light speech disorders could demonstrate peculiarities in psychomotor development. The peculiarities would show in inadequate speech regulations of motor acts and rigidly fixed connection between visual and motor functions, necessity of constant visual control of the motor actions. The abovementioned peculiarities may cause difficulties for the children in primary school in the process of learning the main skills: reading, writing and arithmetic.
The experimental research was carried out with the use of neuropsychological tests (A.P.Luria, 1962), reciprocal coordination test, graphic tests and research of kinesthetic and dynamic praxis.
Run (A). To fulfill task after the demonstrated visual pattern.
Run (B). To fulfill the same task as in the run A but with the closed eyes
Run (C). To fulfill the same task as in the run A and B with opened eyes and keeping the tongue between the teeth to lessen the inner speech control.
Fulfillment of tasks was evaluated by a four-points system:
0 points the task is fulfilled correctly, maybe slightly slowly.
1 point The task is being fulfilled correctly, disautomatisation of movements is observed when tired.
2 points obvious disorders are present.
3 points the task can not be fulfilled, help is not accepted.
After the experiment results of all the groups showed in three runs were analyzed and compared. Statistic value of the differences was defined by the Chi 2 criterion.
140 children of 5 - 7 years old with articulating speech disorders (1 group). The control group consisted of primary school pupils without speech disorders (64 pupils): without learning problems (2d group - 39) and with learning problems (3d group - 25). Average age of the respondents was 6 years 10 months.
The results are given in the table and Figures.
Table: Chi 2 correlation (bolt type the difference was significant (p=0,01)
|
Run A |
|||
|
Group 1 |
Group 2 |
Group 3 |
|
|
Run B |
30,48 |
1,64 |
19,36 |
|
Run C |
3,149 |
1,25 |
11,56 |
Analysis of the research results received in the group of the respondents with speech disorders showed statistically relevant difference in fulfillment of tasks in the run A and B. The majority of children in this group had difficulties in fulfilling the task without visual control. The results received in the run B shows no statistically relevant difference with the results of the run A. Determined correlations may be considered as confirmation of our hypothesis, formulated at the beginning of the research. Children with light speech disorders are characterized by rigid fixation of visual and motor functions, which appears in the necessity of constant visual control of motor actions. Limitation of control neither lowered nor increased efficiency of the task fulfillment in the majority of cases which can be considered as a confirmation of the supposition that the speech influence upon the motor sphere was not well - formed. One more fact in favor of this hypothesis is that having considerable difficulties in fulfilling the tasks of the run B only the minority of the children used speech to improve the quality of the tasks fulfillment.
Comparison of the experimental and control groups results showed considerable statistic distinctions in both groups results of all the runs. This fact can be explained by general motor awkwardness characteristic for the children of the experimental group but the age of the respondents could be considered as explanation of this difference. Though the age difference between the two groups is rather small but probably this age is sensitive for the researched functions and 6 months difference is of decisive importance.
Comparison of two schoolchildren groups (2 and 3) demonstrated considerable distinctions between these groups in completing of run B and C. Children with learning problems demonstrated the results similar to those of the control group. Children with speech disorders lack speech control and need more visual control for organization of motor actions. Probably this is the reason for their falling behind at school. It is necessary to take this fact into consideration while working out correction programs.
The present study examines the main features of the psychomotor sphere of children with light speech disorders.
Comparison of both experimental and control groups shows that children with light speech disorders have the following specific features in the motor sphere development: lack of speech control as compared to the control group and more importance is attached to the visual functions in organization of motor actions.
Estimation of childrens main learning school skills shows that our complex diagnostic method is very precise and can define possible difficulties in reading, writing and counting at early stages.
The worked out scheme may help to prevent difficulties in learning and can be used for work with the children of preschool and primary school age.