Dance program for working with downs. Singing and music as means of speech development in children with Down syndrome

Charming Leysan Zaripova is 22 years old, she leads dance classes, is preparing for table tennis competitions, loves to draw and knit. At the same time, in the first years of life, doctors assured the mother that her child would neither speak nor walk, or would not survive at all. Leysan copes well with all difficulties and even does more than many people.

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Family sunny girls lived in an ordinary Tatar village. The parents raised four daughters, the youngest being Leysan. There were many difficulties associated both with the development of a special girl and with the financial condition of the family. But they managed, and did not fall for the tricks of the saying that children with Down syndrome are doomed. The relationship with the school did not work out, so Leysan was with her mother all the time. Then she started crocheting and drawing. From the age of seven, the girl watched dances on the Internet and tried to repeat them. Later she began performing on stage, participating in competitions and festivals.

Leysan Zaripova, a girl with Down syndrome, teaches others to dance and prepares for table tennis competitions (photo Instagram)

Leysan's passion for dancing grew into favorite hobby. Now a girl with Down syndrome has two groups of wards in Kazan. She chose a difficult path - she teaches Zumba classes for special children, this is the first group. And the second is the parents of these children and other adults, Leysan helps them achieve the figure of their dreams, since she herself once got rid of extra pounds through training.

Leysan Zaripova, a girl with Down syndrome, teaches others to dance and prepares for table tennis competitions (photo Instagram)

An amazing girl leads a very active lifestyle. Her day is scheduled hour by hour. At the same time, she manages to make unusual entries in her notebook-diary. Leysan refutes existing myths about Down syndrome, which I personally encountered. In this way she wants to make this world a kinder place.

Leysan Zaripova, a girl with Down syndrome, teaches others to dance and prepares for table tennis competitions (photo Instagram)

Singing and music are the most enjoyable ways for children to learn. I believe that they are very important for the development and consolidation of numeracy and writing skills, as they combine both fun and learning at the same time. This teaching method is beneficial for all children, regardless of their abilities. Based on my experience working in a school and being the mother of a child with Down syndrome, I can say that this method is one of the most important tools in teaching children with special needs.

Music and singing develop the ability to distinguish sounds by ear, which is necessary for all children and is especially important for children with Down syndrome. Singing and music develop children's imagination and ability to express thoughts through words, music, dance and gestures.

Let's take singing for example. There are several types of singing that help develop children's learning abilities. The main means of language acquisition and development speech activity is repeat. IN Victorian era the method of rote memorization (without understanding the essence of the issue) was considered the most effective. Singing motivates children to repeat words and phrases in a much more pleasant way. Indeed, singing can be, to a certain extent, entertainment. Children do not realize that through repetition they learn words because they say them over and over again.

Repetition is also important for learning songs by heart, which children who have not yet mastered reading skills should do. This is why most nursery rhymes and songs consist of simple, frequently repeated, one-syllable words. Since children who are more difficult to teach master reading skills over a longer period than ordinary children, learning songs by heart as a means of developing speech activity in them takes on a more serious character.

For children with learning difficulties, such as children with Down syndrome, singing is the most essential way of learning, as learning verses from songs in to a greater extent facilitates the task of composing phrases and sentences.
Songs provide learning with good language patterns that are easy to reproduce because the flow of speech is often accompanied by music. Singing also has the added benefit of requiring greater articulation on the part of both teacher and student.

Songs have rhyme, and learning to rhyme is an important skill for children with speech problems.

Singing develops reading skills. It helps to understand the rhythmic structure of the language, because children have to sing every syllable. When singing, children unconsciously rhyme certain syllables. They can identify which syllables rhyme and can also rhyme whole words or find words that rhyme with a specific sound or letter.

There are other examples of how singing helps develop language skills, such as vocabulary child, acquaintance with new concepts. This can happen at home, individually or in small groups, or in school classes.

Songs accompanied by gestures and movements contribute not only to lasting memorization, but also to the development of coordination of movements. The latter can be done either by “adjusting” the rhythm of movements to the rhythm of the music (claps to the beat of the music), or with the help of fingers: one finger is bent for each line of the counting song. This can be expressed with the fingers and hands: the movement of the fingers or hands can signify certain words or the general mood of the song.

Singing can be an enjoyable way for children to develop memory. There are many different types songs: counting songs, songs accompanied by movements, lullabies, fairy tale songs. I'm sure many of us can remember songs from beginning to end, but not everyone can recite the stories they read word for word.

Songs develop in children the ability to consistently present facts, events, and phenomena.

Songs that stimulate creative thinking, are very useful for the development of speech activity, since children can compose their own poems to a melody they heard earlier. Songs that stimulate imaginative thinking, fairy tale songs provide freedom for self-expression in movements, dances, and gestures. Take, for example, the situation “Dad takes us to the zoo.” At the zoo, children can pretend to be different animals.

When singing songs we use our breath. When we practice singing, we teach children to take their breath, to use it sparingly so that it is enough for the entire phrase. Proper breathing develops the lungs, which promotes better blood circulation in the body. This, in turn, gives a healing effect.

Singing in groups develops the ability to work as a team, especially when children share their ideas with each other. This not only creates the basis for future work in a team, but also forces them to listen to each other, learn from each other and respect the opinions of others.
The ability to learn from each other in their own simplest form involves question-and-answer situations, which is a skill that children with learning difficulties need help acquiring. They may interrupt each other and not listen carefully to what the other is saying. Songs like “Boyars, we have come to you,” where one person or group asks questions to another or another group, are most suitable for developing this skill.

Moving on to music in general, I want to note that I am completely confident that music penetrates where nothing else can penetrate. Proof of this is the fact that music almost always evokes a response from the listener, for example, tapping a foot to the beat, humming an attached tune, or feeling joy or sadness.

That's why music therapy May be effective way helping children with severe behavioral problems or children with multiple problems.

Another reason, I think, is that we all have a sense of rhythm. But our reaction to the same music or song can be different (for example, some people have a more developed sense of rhythm than others). This is due to differences in culture, with life experience, with an emotional state.

Just like singing, music involves listening and responding to what you hear, working in a group and expressing yourself. The ability to produce music is not necessarily based on learning. Many children with Down syndrome “cooperate” in music groups just like ordinary children. Participation in even the simplest musical performance is enriching for any of us, but it is especially important for those who have a difficult time learning and who have so few opportunities to “shine off” in front of others.

By analyzing children's reactions to the same music, the group leader, parents or teachers can identify children who have learning difficulties, who do not understand what is happening due to a lack of understanding of the language, or who lack movement and therefore do not can sing or clap to the beat.

For example, a slow learning child may not remember what to do, a child with dyspraxia may have difficulties with coordination (cannot put his hands on his head, shoulders, knees, legs), a dyslexic may perceive everything in the wrong order. These children need additional help to help them reach their maximum potential.

Parents and group leaders may feel concerned about children who have hearing problems that have not been identified in some way. It turns out that some children do not respond adequately or at all for emotional reasons. All these children need help, and music can very often be part of that help.

Music is not just for the talented. Our whole life is permeated with music: we sing, hum, whistle and clap. Singing and music are an integral part of everyone's learning process, and are especially important when teaching children with Down syndrome. So, bring out the musician in all our children and help them learn easily and effectively.

Here are some practical examples:

1. Lullabies.
2. Counting songs.
3. Songs for memory development.
4. Songs with a sequence of events.
5. Songs for the development of imaginative thinking.
6. Songs and dances.
7. Songs accompanied by movements.
8. Songs and skits.
9. Songs in a foreign language.
10. Songs using different dialects.
11. Rhythmic songs.
12. Fairy tale songs.
13. Songs about the seasons.
14. Funny songs or ditties.
15. Use of musical and rhythmic elements in the story.
16. Emotionally charged songs.

Consult with your teacher about selecting suitable music for your child's lessons.

Translation from English by K.Ya. Kravchenko

The mother of a boy with Down Syndrome says children with disabilities have limitations in people's eyes. But she sees potential instead.

When Kenya Flowers learned her son Devin had Down syndrome 13 years ago, she says doctors discussed alternatives with her.

“My only alternative,” Kenya said, “is him—my son.”

As it turned out later, thirteen-year-old eighth-grader Devin became the inspiration new studio for families with children with and without disabilities, where they could dance to the music of life's ups and downs.

“Yes, he has Down syndrome, but the syndrome does not possess him,” says his mother, “you can achieve anything you want if you take it seriously. Everything is possible!"

Studio Special Techniques ( Special technique) held a grand opening ceremony on January 21, moments before which Devin showed several dance moves, and then kissed my mother on the cheek.

“He is just a ray of happiness,” shares Kenya, “when you are in the company of Devin, you are guaranteed to smile. Dot!"

The studio accepts students of all ages: from three-year-old children to elderly dance lovers, and dance styles range from hip-hop to ballroom dancing.

When Kenya started thinking about opening a dance studio a few months ago, she admits she needed an outside push.

She was asked what her studio's goal was. To which Kenya Flowers replied: “Become an outlet for everyone. I plan to change the way you think about dancing."

Kenya says everyone - no matter the circumstances - can dance. According to her, if you snap your fingers, clap your hands or tap your feet, then it is already a form of dancing.

“You don’t need much to dance, what you already have is enough.”

The studio offers classes for children in wheelchairs. A partnership program “Me and My Friend” was also launched for siblings or for disabled people and those who look after them.

Becky Popolin brought her twenty-year-old daughter Haley, who has apraxia, a communication disorder, to Grand opening. She really wanted her daughter to expand her physical activity. Now Haley goes to classes ballroom dancing, and loves to communicate with other guys.

Movement and dancing lift your spirits and bring back your zest for life.

Rick McCrabb

Translation, original:

Give birth to a sunny child and not give up on him. Today the whole world celebrates People's Day. The date 21.03 was not chosen by chance. In people who suffer from this disease, chromosome 21 is present in three copies. But this does not stop them from being creative and talented. Report by MIR 24 TV channel correspondent Anatoly Voronov.

The music is louder, the melody is more energetic. For mother Leysan Zaripova, there is nothing better than watching her daughter dance. But when the girl was two years old, everyone unanimously said that she would not live long, including the doctor at the Kazan hospital.

She didn't die. Survived despite all forecasts. This is how the story of any adult who was diagnosed with Down syndrome as a child begins. Now Leysan is 22 years old. Almost every girl’s day begins with training. Dancing is one of my favorite classes.

In addition to studying herself, she also teaches. There are about 20 children in the Leysan group. All classes are held according to special program. The girl is the first fitness and dance trainer in Russia with Down syndrome.

"She has a very fiery dances“,” “The dancing is cool, and she is very good, she does everything well,” “I really like dancing with her,” say Leysan’s students.

Once upon a time, teachers abandoned a girl and did not allow her to kindergarten. Now she refuses to be like them. For Leysan, every lesson with children is like a sip fresh air. Dancing means living.

“She is self-taught, in no way dance studios I didn’t study, they didn’t take her there because of the syndrome. Now everything is working out for her. She receives newsletters via the Internet and compiles lists of students,” says Leysan’s mother Ramzia Zaripova.

She learned to walk at four years old and spoke at seven. I was at Leysan school only once - on ceremonial lineup to first grade. He still can’t read or write. But he speaks two languages at once. He communicates with the powerlifting coach in Russian and Tatar.

"IN this moment her results are very good: bench press - 30 kg, squats - 35 kilograms. She works without injuries, she just has fun,” says fitness trainer Azat Valiulin.

Leysan – only child with Down syndrome in an adaptive group where children play table tennis. According to the coach, in a year and a half, Leysan did the incredible - she mastered serving and learned to move correctly.

“Children of this nature do not master anything during this period - serve, forehand, movement at the table. This girl is talented. All we have to do is invest in it, invest and invest. For example, I have enough strength to cultivate her spirit. She and her mother have even more strength,” noted adaptive group coach Farkhod Ismailov.

You need to save your strength for the Special Olympics of Russia. This year sport's event will take place in Arkhangelsk. Just participating in the games is already a big victory for Leysan.

Music is a world language and does not need translation, because it speaks to the soul.
(B. Auerbach)

Why do our children need singing and music (according to J. Barker)?
- develop imagination and the ability to express thoughts through words, music, dance and gestures;
- a very pleasant pastime;
- a pleasant way to develop memory (multiple unobtrusive repetitions);
- enrichment of the dictionary and conceptual apparatus child;
- development of the ability to consistently present facts, events, phenomena;
- training of clearer articulation on the part of both the teacher and the student;
- development of reading skills: singing helps to understand the rhythmic structure of the language;
- songs accompanied by gestures and movements contribute not only to lasting memorization, but also to the development of coordination of movements. The latter can be done either by “adjusting” the rhythm of movements to the rhythm of the music (claps to the beat of the music), or with the help of fingers: one finger is bent for each line of the counting song. This can be expressed with the fingers and hands: the movement of the fingers or hands can signify certain words or the general mood of the song;
- proper breathing when singing develops the lungs, which promotes better blood circulation in the body, which, in turn, gives a healing effect;
- singing in groups develops the ability to work in a team, especially when children share their ideas with each other.

Here are some practical examples of inclusion various types songs and music on children's day (according to J. Barker):
1. Lullabies.
2. Counting songs.
3. Songs for memory development.
4. Songs with a sequence of events.
5. Songs for the development of imaginative thinking.
6. Songs and dances.
7. Songs accompanied by movements.
8. Songs and skits.
9. Songs in a foreign language.
10. Songs using different dialects.
11. Rhythmic songs.
12. Fairy tale songs.
13. Songs about the seasons.
14. Funny songs or ditties.
15. Use of musical and rhythmic elements in the story.
16. Emotionally charged songs.

Lena Danilova advises to arrange once a day little activity to get acquainted with the world musical culture. First you need to purchase cassettes with a selection of excerpts from the most outstanding works. Every day, at the same time, sit down with your baby near the tape recorder and say: “Now we will listen to music.” Then turn on the recording. You must, of course, first rewind the tape to the place from which you will listen.
Ekaterina Zheleznova writes: “There should be music in the house. But I am against it playing in the background. Listening to music should be purposeful. The recordings can be anything - classics or children's songs, to which children respond especially well. Music can be discussed (“this is a piano, this is a violin”), you can come up with a plot (for example, for the works “ Children's album"Tchaikovsky)".

Should you sing to your child if you have no ear for music?
P.V. Tyulenev believes that absolutely not - by doing so you will ruin the child’s hearing. And here's what he writes Cecile Lupan: “It turns out that in order to teach your child music, it is not at all necessary to have musical education. It is only necessary to know the fundamental principles with which we were introduced and which are suitable for all occasions (meaning the Doman theory - Sunny children), fervently wish that the child instills a love of music, and also have records, musical dictionary and not a false xylophone. Even small child can be developed ear for music. To do this, he should play the scale daily, naming the notes. You can teach him to read music in the same way as you teach native language. But the most important thing is to sing. Even if you sing out of tune, the child will understand this very quickly thanks to the xylophone and records. The most important thing is that he sees that music gives his parents pleasure. Come up with couplets, even the most primitive ones, to show him that it’s not difficult!”
Ekaterina Zheleznova believes that mom should definitely sing at home. “Many parents say they don’t have a voice. But any adult can hold the line. And what the mother sings, the child doesn’t care at all.”
Thus, the opinions of experts differ. To be honest, we think singing to children with Down syndrome is a must. In our opinion, the positive effect (emotional and aesthetic) will still be much greater than the negative one.

Game "What did it sound like?" for the development of auditory concentration, hearing (based on materials from Lena Danilova’s website)
Place the child in front of you. Show two objects that can make sounds when shaken, such as a rattle and a box of nuts. Shake them in front of your baby. Then hide both objects (under the table or behind your back) and rattle them there.
Then take out the objects and ask your baby to guess what it sounded. Perhaps he will not immediately understand the essence of the question, then answer it yourself.
Gradually increase the number of sounding objects (up to five, for example) and select objects that make more or less similar sounds, thereby complicating the task.
Gradually you can move on to playing the synthesizer or piano. Mark with a felt-tip pen two keys that are quite far from each other so that the sounds differ greatly in pitch. Click on them several times. Then have your baby turn away while you press just one. He will only have to guess which of the marked keys sounded.
Gradually complicate the tasks - increasing the number of keys and decreasing the distance between them.

Let's play music
Tools
Rattles and pendants are traditionally the first “tools” for children. If the baby does not yet hold the object in his hand, you can buy special rattles that fit on the handle, like bracelets, or sew a similar rattle yourself, from a soft, for example, terry hair elastic, a “egg” from a Kinder surprise filled with cereal or peas, sew small bells on it, which are sold in stores for needlewomen...
Don't forget about the instrument that you and your baby already have - the voice. Sing songs with him!
P.V. Tyulenev offers the following way to introduce a child to the instrument. This method consists in the fact that, starting from four months, a synthesizer is placed close to the left of the crib: the baby must at some point accidentally discover the keyboard and the ability to make sounds. From now on, he will systematically turn and with everything great success press the keyboard.
For older kids, the ideal instrument might be a small xylophone or metallophone, a baby grand piano with several keys, or a game console. They are releasing a lot now musical toys. Children play music willingly - for them it is play activity. Tambourine, rattles, maracas, pipes and whistles, drum, bell or bells with different sounds. In order not to go crazy from endless sounds, Lena Danilova advises offering your child sounding toys, especially noise ones, sometimes for a short time. And don't leave them in free access- in the box where the rest of the toys are stored. Teach your child that the piano can only be opened with you (in addition to your ears, this rule will also save unskilled fingers young musician, which he may get pinched by dropping the tool cover on them).

How early to start?
Until the age of three, children mainly love to listen to their parents sing and try to sing along with them.
However, for example, Tyulenev P.V. (a supporter of early learning) recommends that from three to four months the baby should be allowed to feel the soft keyboard of a synthesizer and make sounds.
The child should “strum” to his heart’s content musical instruments up to one and a half to two years. Help your child form musical images animals. So, when the baby pressed the key low sound, show him a picture of a bear. If you hear your child making high-pitched sounds while hitting the keys, show a picture of a songbird.
After one and a half to two years, start asking the child to play how a bunny, wolf, bear, birds and other animals familiar to him from fairy tales or from life, etc. run, etc. The baby will gradually form and get used to reproducing “musical reference images.” Then ask to play more complicated “pieces” on the instrument: “Play how a bunny is walking and suddenly a wolf chases him!” Rest assured, it will play! And if he hesitates, play it yourself, show him once or twice.
If your child is just over six months old, play "Dancers' Gusli". At your request, the baby presses a key on the synthesizer. When the sound is heard, you cheerfully imitate an animal that matches the sound: if the sound is high, dance some kind of bird; if the sound is very low, imitate a bear, or rather “bear dance”. In general, you must ensure that the baby loves to make you dance and sing to his music.
In this way, you will achieve actual learning of music and composing of unique music by your baby.
As you approach two years of age, start playing for and with your baby. rhythmic songs, which are performed on one note (and any one), such as “Andrew the Sparrow”, “Aty-baty, the soldiers were coming.”

What's next? With our children they often recommend logorhythmics - speech therapy rhythms. It links together the word (sound), music and movement.
As stated in the article on the Downside Up website, speech therapy rhythm includes:
. walking in different directions;
. exercises to develop breathing, voice and articulation;
. exercises that regulate muscle tone and activate attention;
. speech exercises without musical accompaniment;
. exercises that create feeling musical tempo;
. rhythmic exercises;
. singing;
. exercises to develop fine motor skills.

From the age of three, you can try working with your child using the Soft Mozart program (see links below).

A song for children about notes
The song can be downloaded here