STUDY OF THE STATE OF MOTOR FUNCTIONS IN OLDER PRESCHOOL CHILDREN WITH SPEECH DISORDERS

Abstract

Modern educational kinesiology explains learning difficulties through insufficient integration between the right and left cerebral hemispheres. While Ukrainian psychological science often relates minimal brain dysfunction to clinical psychology, many international researchers interpret it primarily as an issue of educational psychology, which leads to different approaches to diagnosis and the organization of learning support. Kinesiology is considered an effective means of stimulating both intellectual development and motor skills, as specific exercises enhance mental activity, synchronize hemispheric functioning, improve memory and attention, and facilitate writing skills. Educational kinesiology, founded by Paul and Gail Dennison through the “Brain Gym” program, activates natural brain mechanisms by using purposeful physical movements.

This article examines the application of kinesiology exercises and game-based techniques for developing the motor sphere of older preschool children (5–6 years old) with severe speech disorders. The study highlights that these children often demonstrate deficits in gross motor coordination, balance, and fine motor control, which negatively affect their speech, cognitive development, and emotional–volitional regulation. Based on diagnostic findings, a structured 12-week correctional and developmental program was designed, incorporating gross and fine motor training, logorhythmic activities, active games, and elements of sensory integration. The results confirm the effectiveness of the intervention: the number of children with a low level of motor development decreased more than twice, while the proportion of children with a high level increased 5–6 times compared to control indicators.

The program was implemented according to key principles of corrective pedagogy, including individualization, gradual progression, complexity, and a play-based approach. Methodological recommendations are provided for educators, speech therapists, special education teachers, physical education instructors, and parents to support systematic motor development in preschool children with severe speech impairments, contributing to improved communication, social adaptation, and school readiness.