European International Journal of Pedagogics
95
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
95-98
DOI
OPEN ACCESS
SUBMITED
20 January 2025
ACCEPTED
21 February 2025
PUBLISHED
23 March 2025
VOLUME
Vol.05 Issue03 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
The Importance of Using
Logorhythmic Tools for
Children of Preschool Age
with Stuttering Speech
Disorders
Goipova Nodira
Lecturer of the Department of Pedagogy and Psychology, Uzbekistan
Abstract:
This article is devoted to the analysis of the
process of organizing logarithmic teaching, which is of
great importance in the development of speech and
language of preschoolers, as well as the shortcomings of
children who stutter. Logarithmic training, which is
usually carried out with children who stutter, begins
very early and is of great importance in the
development of children's speech.
Keywords:
Stuttering, speech, language, speech
therapy, phonemic activity, articulatory, speech
therapist, role play, psychologist, special pedagogue,
imitation, fine motor skills, articulation, rhythmic music,
logarithmic tool.
Introduction:
The preschool age is a period when a child
actively acquires spoken language, and all aspects of
speech
—
phonemic, lexical, and grammatical
—
begin to
form and develop.
Deficiencies in a child's speech and difficulties in
understanding others can hinder their communication
with peers and integration into social groups. Since
speech is a tool of thinking, as a child grows, their
understanding of the surrounding world is shaped and
refined through vocabulary. Disruptions in the main
functions of speech inevitably have a negative impact on
a person's activity, reducing their engagement and
potentially causing severe psychological distress. For
instance, the incorrect pronunciation of certain words
can create uncomfortable situations for an individual,
making communication with others difficult and
preventing them from fully expressing their thoughts.
One of the more severe types of speech disorders is
stuttering. The underdevelopment of speech ability is
characterized by abnormalities in speech tempo (rate),
European International Journal of Pedagogics
96
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
as well as in expressive speaking and reading skills.
Stuttering is defined by disruptions in speech rate,
tempo, and fluency. In such cases, the communicative
function of speech is impaired, meaning it ceases to
function as a means of communication.
Stuttering is mainly caused by the inability of the
speech apparatus muscles to function smoothly, often
due to spasms in muscle fibers. According to foreign
and Russian researchers, stuttering is observed in 2%
of children worldwide.
Literature Review
At the beginning of the 19th century, several French
researchers explained the origin of stuttering by linking
it to irregularities in the function of the speech
apparatus and its central components. In the 1930s
and later in the 1950s
–
60s, the mechanism of
stuttering began to be studied based on I.P. Pavlov’s
theories on higher nervous activity and, to some
extent, the mechanisms of neurosis. In this context,
some researchers interpreted stuttering as a symptom
of neurosis (Yu.A. Florenskaya, Yu.A. Povorinskiy,
among others), while others explored different forms
of stuttering (V.A. Gilyarovsky, M.B. Khvatsev, I.P.
Povarnin, N.I. Zhinkin, V.S. Kachergina, and others).
Both foreign and Russian scholars have studied the
speech defect of stuttering. Today, systems of speech
therapy exercises have been developed to address
stuttering in preschool children.
Researchers such as S.A. Mironova, G.A. Volkova, V.I.
Seliverstov, and N.A. Chevelyova have worked with
preschool children; A.V. Yastrebova, R.E. Levina, N.A.
Chevelyova, S.M. Lyubinskaya, and V.I. Seleverstev
have focused on school-age children; while I.Yu.
Ableeva, L.E. Andryonova, A.Ya. Evgenova, and M.V.
Smirnova have developed systems of correctional and
complex therapeutic work for adolescents and adults
who stutter.
Ye.V. Chayanova and Ye.V. Konorova consider that
speech therapy rhythmics helps develop attention (its
concentration, capacity, stability, and distribution) and
memory (visual, auditory, motor, logical, and complex
types).
V.A. Griner and German researchers such as C. Kohler
and Chr. Schwabe have demonstrated that speech
therapy rhythmics can be used as a psychotherapeutic
method (a group psychological approach, music
therapy).
DISCUSSION AND RESULTS
Stuttering in children is a disruption of the tempo-
rhythmic aspect of speech, caused by repeated spasms
in the articulatory, phonatory, or respiratory parts of
the speech apparatus. In children, stuttering is
characterized by speech blocks on specific sounds, their
repetitive and involuntary reiteration, accompanying
physical movements, speech tricks, logophobia (fear of
speaking), and autonomic nervous system responses.
Such children often repeat sounds, syllables, or words
multiple times, or, conversely, pause and struggle to
pronounce them with great effort. These children
require a comprehensive pedagogical, medical,
psychological, and corrective approach.
In this study, we focused on stuttering as a speech
defect and aimed to use logorhythmic methods for its
correction.
Logorhythmic sessions combine speech, music, and
movement techniques. The purpose of logorhythmic
therapy is to eliminate speech development disorders,
correct and manage speech pathologies in children
using phrases and music, and help children adapt to
their environment.
Correcting speech through logorhythmics involves
addressing the following problems:
•
Development and correction of speech
processes;
•
Creating motivation for speech activity;
•
Stimulating phonemic awareness;
•
Activating vocabulary;
•
Developing articulatory muscles;
•
Supporting overall development;
•
Enhancing visual and auditory memory;
•
Teaching proper breathing techniques during
and outside of phonation.
The implementation of these activities has proven
effective in correcting speech disorders such as
stuttering.
There are specific reasons for using speech therapy
rhythmics in correctional work with children who
stutter:
There is a functional connection between speech
function and its motor-executive components, as well as
the general motor system. Normal human speech is
ensured by the coordinated activity of several centrally
controlled mechanisms. Damage to specific parts of the
cerebral cortex reveals the connection between those
areas and particular aspects of speech function. The
closer the damage is to the Broca area, the more
pronounced the impairment of the motor components
of speech becomes.
For speech and other functions to operate normally, it is
necessary to maintain coordination in time intervals,
speed, movement rhythm, and reaction timing.
However, such coordination is not only managed by the
European International Journal of Pedagogics
97
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
higher cortical parts of the speech functional system
but also involves the cerebellum (which regulates the
positioning of the larynx, head, neck, and shoulder
muscles), the medulla oblongata (which controls the
respiratory muscles), and other internal structures.
Thus, synchronization of timing, speed, and rhythm of
movements is a crucial condition for the coordinated
functioning of separate components of the complex
functional speech system. A failure to synchronize the
activities of these components may become a
functional cause of speech disorders.
This perspective is confirmed by a well-known fact: in
children who stutter, any changes in speech rhythm
(such as during reading aloud or recitation) often result
in reduced stuttering. Similarly, repeating a rhythm
(e.g., tapping a beat with the hand) while speaking
helps reduce or eliminate stuttering. The use of a
metronome to provide rhythmic auditory signals is
considered an effective tool in correcting stuttering.
Just as the central nervous speech mechanisms require
rhythm perception, they also benefit from the
consistent tempo of neural processes.
Didactic Foundations of Speech Therapy for Children
The system of corrective education and upbringing for
children with speech disorders is built upon the general
theory of learning (didactics), which studies laws and
principles, methods, organizational forms, and tools of
instruction. In modern pedagogy, it is customary to
highlight the following fundamental didactic principles:
individualization and collectivism, systematicity and
consistency, conscious activity, clarity, durability, and
others. The general nature of these principles and their
specific application to children who stutter define all
aspects of corrective education
—
its content, methods,
and organizational forms.
The diversity of existing methods in speech therapy
today
—
depending on the form of speech disorder, age
of the child, and the conditions of therapeutic work
—
emphasizes the need to develop a foundational
theoretical basis for correction. There is an undeniable
enriching interrelation between the general theory of
learning and the specific methods of speech therapy.
The methods of speech therapy are built using the
general rules of didactics, while the theory of learning
relies on the results of specific methods as a basis for
generalization. Thus, the main didactic patterns and
principles serve as a foundation for educational and
corrective work with children who have speech
disorders. Understanding these foundations helps
predetermine the success of pedagogical and
corrective efforts for children who stutter.
Individual Approach to Children Who Stutter
Group and collective speech therapy sessions with
children who stutter have proven effective through
years of practice. Group sessions create an environment
in which all children can actively participate. However,
the need for an individual approach does not imply
opposing the individual to the group. Only by knowing
each child’s capabilities can effective group work be
organized.
In speech therapy, the individual approach primarily
involves in-depth assessment of each child who stutters,
both before and during therapy, and selecting
corrective-pedagogical
tools
based
on
their
psychological traits and speech abilities. The selection of
didactic materials and working formats is determined by
the child’s age. For example:
•
Preschool-aged children require attention to
the "Preschool Education and Upbringing Program" and
a focus on play-based learning;
•
School-aged children benefit more from
structured academic activities;
•
Adolescents and adults require consideration of
various types of labor-related activities.
The composition of speech therapy groups is also
formed based on the age of the children. Different age
groups demand specific therapeutic methods and
adjustments in the intensity of individual components of
therapeutic and pedagogical approaches to effectively
overcome stuttering.
For example:
•
In preschool children, the main focus is on
speech lessons in the form of games, educational
activities, and minimal medical interventions.
•
In adolescents and adults, on the contrary,
greater emphasis is placed on medical interventions and
psychotherapy (including suggestive methods), while
pedagogical tools play a secondary role.
In speech therapy work with children who stutter,
implementing the principle of an individual approach
requires thorough initial and dynamic (during the
session) assessment of the child, which plays a crucial
role. For the speech therapist, linguistic, psychological,
and pedagogical observations are of great importance.
These observations help determine the necessary forms
of correction and enable the therapist to predict the
effectiveness of speech therapy.
Building trust through interactive problem-solving.
Trust is key for children who stutter, and activities
should be adapted to help them build it. These
exercises, ranging from solving puzzles to riddles,
encourage children to face challenges, improve
problem-solving skills, and simultaneously celebrate
their perseverance and resilience. They help children
view their unique voice as a strength and support their
European International Journal of Pedagogics
98
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
growth into confident communicators.
Creative self-expression. Creativity is a powerful tool
for self-expression, especially for children who stutter.
Activities such as drawing and storytelling games that
encourage children to share their feelings, explore
emotions, and celebrate individuality can be
organized. Artistic activities provide a safe way for
children to express themselves and feel empowered.
Developing real-world skills through role-play. Role-
playing gives children opportunities to practice
speaking in real-
life scenarios. Whether it’s ordering
food at a restaurant or giving a presentation in class,
these games develop practical communication skills
and confidence in everyday situations. Children gain
the tools they need to navigate common speech
scenarios with ease and confidence.
Strengthening relationships with friends and family.
Many activities for children who stutter are well-suited
for group games, making them an excellent way to
connect with family and friends. Collaborating on
simple tasks or creative projects promotes teamwork
and strengthens relationships.
Support matters: These shared experiences remind
children that they are not alone on their journey with
stuttering.
Why are games and activities important for children
who stutter?
These games and activities are not just a form of
entertainment
—
they are tools for empowerment and
growth. They help children to:
•
Develop communication skills in a stress-free,
enjoyable environment;
•
Build
confidence
through
celebrating
achievements, big or small;
•
Encourage self-expression through creative
tools;
•
Strengthen relationships with peers and loved
ones who understand their experiences.
CONCLUSION
Based on the study, analysis, and observation of the
literature on children who stutter and their challenges,
the following conclusions can be drawn:
•
The preschool age period is a time of rapid
development for children. The intensive changes
during
this
time
cover
all
areas
—
from
psychophysiological and psycholinguistic development
to the complex mechanisms of personality formation;
•
Stuttering is classified as a severe speech
disorder, affecting all aspects of speech;
•
As a result of the disorder, children in this
category also experience imbalance issues;
•
Psychological and neurological changes are
observed in children due to this defect;
•
Logorhythmic correctional activities for children
with speech disorders should consider their holistic
development. These correctional measures should
focus on strengthening the nervous system and physical
condition of the child, promoting recovery, and
eliminating deviations and pathological signs in their
psycho-physical state;
•
Combining logorhythmic tools with medical
interventions enhances the effectiveness of correctional
activities;
•
General motor preparedness of various muscle
groups positively influences the normalization of
breathing and articulation muscle activity. Performing
rhythmic exercises with positive emotional involvement
encourages the development of correct speech and
stimulates children's engagement in communication,
play, and movement improvisations;
•
Logorhythmic tools are used as a supplement to
the core correctional work, which increases its overall
effectiveness;
•
Any novelty in the sessions
increases the child’s
interest, which in turn motivates them to work on
themselves.
REFERENCES
Ayupova M.Yu., L. R. Mo’minova, G. V. CHirkina;..
Logopediya: Ped. oliy bilimgohi «Defektologiya»
ixtisosligi talabalari uchun . 2010.
Настольная книга педагога
-
дефектолога; 2
-
е изд Под
ред. Епифанцева Т.О. Ростов н/Д: Феникс 2007
Дефектология.
Специальная
педагогика
и
специальная психология. В. Глухов МПГУ ISBN 978
-5-
4263-0575-5 2017
Дефектология.
Словарь
-
справочник
Автор
-
составитель Степанов Сергей Сергеевич «Автор»
2004
Дошкольная олигофренопедагогика Катаева А.А.,
Стребелева Е.А Учеб. для студ.высш. учеб,
заведений. —
М.: Гуманит.изд.центр ВЛАДОС, 2005.
—
208 с.
Логопедия в таблицах, схемах, цифрах /Пятница Т.В.
/Феникс/ с 173/ 2018
