About the Need to Form a Positive Emotional Background When Correcting Motor Alalia

Motor alalia is the complete or partial absence of speech in children with an organic violation of a central character. Against the backdrop of severe neurology, coupled with a pronounced lag in speech, speech negativity often arises, which aggravates an already serious backlog in mental and intellectual development.

Therefore, it is indisputable at the earliest stages of correction of this speech disorder to establish such emotional contact with the child and create an emotionally confidential atmosphere, against which the most favorable will be speech therapy.

Remembering the stages of the formation of speech, we pay special attention to the fact that emotional communication is preceded by the oral communication of the child with an adult. It is the main type of relationship between an adult and a child in the pre-speech period. In emotional communication the foundations of further speech development are laid.

It is a favorable emotional background is an indispensable condition, in which the speech negativity of the motor alalic is overcome faster and more efficiently.

At speech pathologies, different levels of speech underdevelopment are observed: from the total absence of the commonly used speech to the expanded phrase speech with elements of the lexico-grammatical and phonetic-phonemic underdevelopment. The state of speech in children-alalikov differs the greatest difficulties. The possibility of correction depends on neurological pathology, heredity, conditions of upbringing, speech environment, compensatory possibilities of the child, etc. But in any case, the necessary condition for successful corrective-logopedic work is the establishment of close emotional contact between the speech therapist and the child. For its implementation, there is a necessary favorable condition: with motor alalia, the understanding of the speech addressed to the child is relatively safe. Children adequately respond to the benevolent treatment of adults, understand and fulfill simple accessible requests and instructions.

To establish trusting emotional contact, you can use the following known techniques:

- establishing eye contact;

- mimic means of communication (smile, friendly expression) ;

- Prosodic means (ie intonationally expressive voice responses);

- gestures, movements (for example, game moments);

- tactile contact (stroking and other elements of speech therapy massage);

- joint execution of the beginning of any exercises and tasks;

- focusing on even small successes of the child and encouraging him;

In addition, the speech therapist needs to demonstrate the following qualities:

- benevolence;

- Tolerance (since correction of motor alalia requires a long time and considerable effort);

- a permanent focus on the interests of the child;

- the ability to optimally combine incentives and a certain severity;

It is well known that speech is not an innate ability, but appears in the process of ontogeny in parallel with the child's mental, physical, mental development, beginning to form with emotional communication with an adult.

The child learns to speak by imitating the speech of others. There are cases when a well-hearing normal child lags behind in development due to lack of interpersonal, cold emotional communication with an adult. All the more important is the presence of mutual positive emotional communication in the formation of the speech of a child with motor alalia.

The psychological negative consequences of insufficient emotional contact between an adult and a child can be of a different type, degree and quality. In any case, working on speech, it is necessary to be able to create the conditions for enabling the child to establish satisfactory emotional connections with the speech therapist and with the surrounding children. Correction is carried out not only individually, but also frontally. His participation in the children's group should be fully and productively. This task should also be addressed by the speech therapist, using game moments, selecting suitable corrective tasks, alternating them in the right way, etc. Emotional ties in the group must be numerous and intense. A speech therapist needs the ability to form an emotional environment in such a way that the stimuli used are neither undersaturated, nor satiate, nor too monotonous. Stimulation should be adapted to a specific current moment, otherwise it will be ineffective. Those. Create the conditions under which logopedic assistance will be most optimal.

Emotional relationships between the speech therapist and the child are the "organizer", which gives the corrective work dynamics, deep meaning, diversity. The impersonal, exclusively business position of the speech therapist is ineffective and even harmful. Dry techniques can not replace the motivational effectiveness of a positive emotional environment. When establishing contact, it is especially important to avoid pressure on the child. Emotional contact is established and maintained within the child's interest, its activity and the need for a specific corrective moment. It is important that the child feels that during speech therapy, both individual and frontal, he is interested and emotionally comfortable.

Thus, only by means of positive emotional relationships between speech therapist and child, speech therapist and children's group, children in the group, correction of any speech pathology, and in our case motor alalia, is most effective and productive. Creating a positive emotional background is a necessary condition for successful corrective-logopedic work.