The use of gaming technologies in the development of children's speech
Fairytale therapy.
Fairytale therapy is a method that uses the fairy tale form for speech development of the individual, expansion of consciousness and improvement of interaction through speech with the outside world. Working with a fairy tale, we try to improve the lexical and grammatical means of the language; develop dialogic and monologue speech; We introduce children to folklore.
Puppet therapy.
When playing with a doll, dialogical, emotionally rich speech is formed. Puppet therapy also promotes the assimilation of elements of verbal communication (facial expressions, gestures, posture, intonation, voice modulation), replenishment of vocabulary, assimilation of elements of verbal communication, and development of the articulatory apparatus.
Mnemonics.
Children do not like to learn poetry, retell texts, and do not know the techniques and methods of memorization. Memorizing poems causes them great difficulties, rapid fatigue and negative emotions. It is very important to arouse interest, captivate them, liberate them and turn backbreaking work into their favorite and most accessible type of activity - a game. Mnemonic tables - diagrams serve as didactic material in my work on the development of coherent speech in children. I use them for: enriching vocabulary, learning to compose stories, retelling fiction, guessing and making riddles, memorizing poems, proverbs and sayings.
Games with lacing.
Games with laces are aimed at developing fine motor skills of the hand, refinement of finger movements, concentration, and contributes to the development of eye accuracy, coordination and sequence of actions. Such games will be a good way to prepare your hand for writing; they train perseverance. Games with laces do not require a lot of expenses and are inexpensive entertainment. Children from three years old can play with laces under the supervision of an adult. In psychology, the study of M. V. Fomina is well known, which established a relationship between the levels of development of speech and fine motor skills: the more developed fine motor skills, the more perfect the child’s active speech. This dependence is explained by the fact that about a third of the total area of the motor projection in the cerebral cortex is occupied by the projection of the hand, located very close to the speech motor zone. It was this fact that led scientists to the idea that training fine movements of the fingers has no less influence on the development of active speech than direct verbal communication between a child and an adult.
Didactic games.
The main goal of the didactic game is educational. A didactic game for children is the most accessible type of activity and way of processing acquired knowledge. Didactic games stimulate the child’s thought processes, and therefore the speech. That is why didactic games occupy a significant place in our classes on speech development for preschoolers. We also use didactic games that we conduct in classes in joint activities with children in order to consolidate and systematize knowledge. To work on diction, voice strength, and tempo of speech, we use tongue twisters, tongue twisters, riddles, and poems. Children pronounce them loudly, in a whisper, in a low voice and at different speeds (slow, moderate, fast). The game “Say with different intonations” allows preschoolers to use narrative, interrogative and exclamatory intonation. To form the grammatical structure of preschoolers’ speech, we use didactic games “Settled in houses”, “Who lives where?”, “Who was who?”.
From the experience of “Correction of children’s speech using gaming technologies”
author: Xu Natalya Vitalievna
teacher speech therapist
municipal preschool educational institution compensatory kindergarten No. 105
From the experience of “Correction of children’s speech using gaming technologies”
FROM WORK EXPERIENCE ON THE TOPIC:
“SPEECH CORRECTION OF PRESCHOOL CHILDREN
BY MEANS OF GAMING TECHNOLOGIES"
Relevance of experience
The formation of grammatically correct, lexically rich and phonetically pure speech in children is one of the most important tasks in the general system of teaching a child their native language in a preschool institution and family. Correct speech is one of the indicators of a child’s readiness for school, the key to successful literacy and reading.
The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities for understanding the surrounding reality, the more meaningful and fulfilling his relationships with peers and adults, the more active his mental development is. However, the last decade has seen great changes in educational structures.
Two interrelated processes are observed:
- Complication of scientific and technological progress. More computers, mobile phones, tablets, TVs and other gadgets appeared, and the Internet became accessible. Accordingly, this changed the forms of communication, although the needs for communication remained at the same level. Children talk and play less and less in the yard, in groups, interact more with the computer, and communicate via the Internet. They talk less, looking at a person, eye to eye, and more on the phone. Communicate less through sound and more through letters.
- Complications of speech defects. The nature, depth, number and structure of speech defects have changed. Firstly, if previously one sound was broken, now, as a rule, more than one group is. Secondly, defects in the very structure of speech have become more complex. Not only sounds and phonetic-phonemic discrimination of sounds are impaired, but also grammar and coherent speech. In addition to all this, children with speech problems have psychological characteristics:
- Attention deficit;
— Low level of self-control development.
- Low level of cognitive activity.
— Rapid fatigue and, as a result, low performance.
— Features of visual-spatial perception.
— Low level of motivation to learn.
Among the methods for correcting speech therapy disorders in preschoolers, play therapy methods have proven themselves to be more effective in terms of effectiveness. It is during the game that the system of relationships between the preschooler and the outside world is built, and mental functions develop, among which speech occupies the main place. The use of gaming technologies in speech therapy work with children helps to prevent speech disorders. The child, freely expressing his thoughts and feelings, develops speech skills in the game.
Children with speech disorders often lag behind their peers in physical development (impaired motor skills), are characterized by weakness of movements, mental exhaustion, excitability or withdrawal, and increased irritability. Violations of general and speech motor skills cause them to quickly get tired under loads in class. In this regard, children with speech disorders need more time and repetitions than their peers with normal speech. Since the leading activity is play, I began to use different games in my classes.
Practical significance of experience
The point is that systematized material based on the use of various gaming technologies that influence the formation of correct sound pronunciation may be of interest to teachers - speech therapists, educators working with preschool children with speech disorders and their parents in the process of joint activities.
Currently, there are a large number of aids on sale for automating the given sounds in words, phrases, sentences, and so on until free speech, because The majority of speech pathologists go through the stage of automating the delivered sounds in isolation and in syllables quickly and imperceptibly. But sometimes, children experience significant difficulties at this stage due to age or developmental characteristics, and given the specifics of speech therapy work, it is very difficult to keep the child in one place and get him to repeat the same sound many times before it becomes automated. To solve this problem and turn the monotonous and monotonous work of reinforcing the pronunciation of sounds into an interesting game, you have to come up with a variety of ways to interest the child in game plots, moments, techniques, and preferably new ones every time.
Therefore, I structure my work in such a way that the cognitive motivation of children increases, so that the child learns to plan, control and evaluate educational activities, can work in a group, conduct dialogue with adults and other children, and is able to defend his opinion. Our “difficult sounds”, “long words” and “beautiful stories” should help the child in solving “educational, practical and educational-cognitive problems”.
The content of my work is aimed at ensuring the correction of deficiencies in the development of children with speech disorders, at the implementation of individually oriented pedagogical assistance, taking into account the characteristics of psychophysical development.
The purpose of using gaming technology in speech therapy practice is to increase motivation for classes, increase performance in classes, increase the effectiveness of correctional and developmental work, develop curiosity, interest in the Russian language, and create prerequisites for educational activities.
To carry out correctional and developmental work using gaming technologies, toys and a variety of didactic games have been selected in my office.
Toys are used in classes as heroes that create motivation, a playful situation and a surprise moment. They immerse children in some kind of fairy-tale or game situation, where the children must help the characters or invite them to play, teach them what the children themselves are learning. At the end of the session they thank them for their help. This game situation cultivates the moral feelings of children; they not only learned to pronounce a sound, but also helped the hero learn his favorite sound, etc.
Older preschoolers really like activities in the form of competitions, quizzes, and competitions. But in this case, you need to think carefully about assigning children to teams or selecting children to perform various activities, so that the child feels comfortable in the lesson, does not become isolated, and does not hesitate to take part in the competition. It is necessary to create a friendly atmosphere in the group, in the team, so that children support each other, act together, amicably.
To attract the child’s attention to articulation gymnastics, I use drawings for the speech therapist’s story “Tales of a Merry Tongue”, gymnastics with colorful pictures “Doing it together with .....”, “Smart Duck”, and the album “Correct Articulation”.
I would like to pay special attention to didactic games. Didactic games with objects are very diverse in terms of game materials, content, and organization. As teaching material I use:
- toys, real objects (household items, tools, works of decorative and applied art, etc.), natural objects (vegetables, fruits, cones, leaves, seeds, etc.).
Games with objects make it possible to solve various educational problems:
- Expand and clarify children's knowledge
- Develop mental operations (analysis, synthesis, comparison, discrimination, generalization, classification)
- Improve speech
- Develop all mental processes.
Among games with objects, a special place is occupied by plot-didactic games and dramatization games, in which children perform certain roles.
Verbal games are distinguished by the fact that the process of solving a learning task is carried out mentally, based on ideas and without relying on visualization. Therefore, I spend word games mainly with children of senior preschool age. Among these games there are many folk games associated with nursery rhymes, jokes, riddles, shapeshifters, riddle games (“What time of year is this?”, guessing games (“What would happen if.?”).
In correctional and developmental work with children with speech impairments, didactic games are selected for each area of work to solve a narrow correctional problem:
1) Formation of precise movements of the organs of articulation (using articulatory gymnastics techniques).
2) Formation of a directed air stream.
3) Development of fine motor skills:
a) using finger exercises;
b) using hand massage;
c) using self-massage of the fingers;
d) with the help of practical activities (lacing, modeling,
mosaic, construction set, weaving, stringing, etc.).
4) Development of phonemic processes (phonemic hearing, phonemic perception, phonemic representations).
5) Practicing reference sounds (these are sounds that are similar to those that are impaired in articulation (place or method of formation), but pronounced correctly by the child.
Much attention is paid to the “Sound Pronunciation” section, because When carrying out work on automation, differentiation of sound and its introduction into speech, the work should be varied and not bore the child. Game motivation stimulates interest in a positive result. On the other hand, gaming motivation can also serve as a complication when consolidating the skill of correct pronunciation, because Having become carried away by the game plot, the child ceases to control pronunciation and may lose. Therefore, he has to concentrate on two tasks at the same time: following the rules of the game and monitoring the correct pronunciation.
With the help of didactic games, work is carried out to consolidate the skills of inflection, word formation, and coherent speech. When it is necessary to consolidate acquired skills, children can choose a game on their own, using the symbolic designation of games.
The most favorite games for children to develop the psychological basis of speech. I use games such as “What’s gone?”, “What’s changed?”, “Remember and name”, “Wonderful box”, etc. in my work on correcting sound pronunciation, syllabic structure, and activating the dictionary.
At work I use a personal laptop, which makes it possible to use ICT in speech therapy work.
In my speech therapy classes, I try to include various modern innovative technologies, games and exercises necessary for the formation of the grammatical structure of speech, enrichment of the vocabulary, formation of the syllabic structure of the word, development of coherent speech, phonemic perception, as well as cognitive processes of preschool children: attention, memory, thinking that meets new requirements. The physical education sessions that I conduct help children relax and relieve tension. They also develop gross and fine motor skills, visual-motor and auditory-motor coordination.
Some forms of work are most interesting for children and I see the result of my activities after using modern information technologies. In my work I use the method of “su-jok” therapy. The use of su-jok massagers—massage balls—in combination with exercises for correcting sound pronunciation and developing lexical and grammatical categories can increase the physical and mental performance of children and provides an opportunity for maximum targeted correctional work with the child.
Having studied and summarized the literature on the use of gaming technologies in accordance with the main tasks of preparing preschoolers with speech impairments to acquire literacy, I divided the material on the use of gaming technologies into areas:
- Phonetic-graphic, motor - the formation of phonemic analysis and synthesis of words, syllabic analysis.
- Sound-letter and syllabic - familiarizing children with letters and developing initial reading skills.
- Lexico-grammatical - familiarization with the verbal composition of a sentence. Analysis of proposals.
- Consolidation, control - tasks for independent selection of words according to ready-made schemes; performing control tasks based on the presented classification of letters.
Formation of phonemic and syllabic analysis and synthesis.
The main task in the process of teaching literacy is to form in preschoolers a general orientation in the sound system of the language, teaching them the sound analysis of a word, establishing the distinctive role of sound and its main qualitative characteristics.
Phonemic analysis and synthesis is the ability to divide a word into individual phonemes, determine their sequence, quantity, and also compose a word from individual sounds.
In the process of developing elementary forms of phonemic analysis, it is necessary to take into account that the ability to isolate and isolate a sound depends on its nature, on its position in the word, as well as on the pronunciation features of the sound series.
At the stage of isolating a sound from a number of sounds, syllables and words
I use the following game techniques like “If you hear a sound, give a signal”:
"Watch out for the car"
Having heard the sound (P), the child shows a red circle.
"Traffic Light", "Sensitive Ears"
The child raises a circle corresponding to the sound.
"Boat in the Fog"
Hearing the sound L, the child lights a flashlight, showing the way to the ship.
"Pot of Porridge"
Hearing that the porridge is boiling (sound Sh), the child rings the bell.
"Catch a mosquito"
Hearing the sound Z, the child claps his hands.
"Catch a Bug"
Hearing the sound Zh, the children clap their hands.
“Catch the sound in your palms”
,
“Raise the symbol”
“Smart car”, “Smart locomotive”, “Smart plane”
These vehicles carry passengers or cargo with a specific sound in their name. Children must select the corresponding pictures.
Isolating the first and last sound in words
"Shop"
Pay with the first or last sound in the name of the purchase.
"Catch the word by the tail"
,
“I’ll start, and you finish”
“Zvukoed”
The sound eater ate the first (last) sound in the word, name it.
...aduga, ...aketa, ...ubakha.
Determining the place of a sound in a word.
"Let's pack our things"
In one bag we will put things in the name of which the sound is at the beginning of the word, in another - in the middle and in a third - at the end.
"Lay out your things"
Let's put the clothes in the chest of drawers, in accordance with the location of the sound in the word: in the top drawer, in the middle and in the bottom.
Shirt, sundress, sweater.
"Housewarming at the Zoo"
Place the animals in cells according to the location of the sound in the word:
Horse, wolf, donkey.
Lynx, cow, beaver. “Match pictures to the diagram”
Using handout cards
Sound analysis and synthesis
"Live Sounds"
Children imitating sounds stand up in a certain sequence
“Let’s scatter the sounds”, “Let’s scatter the word into the sounds”
The speech therapist names the word for the children, and the children name the sounds.
"Let's call the sounds home"
First sound, second and third...
“Match the diagram to the picture”
A picture and a set of diagrams are displayed. Children find the diagram that matches the given picture.
“Match the picture to the diagram”
The children are given a diagram and several pictures. Children match the picture to the diagram.
"Cube"
Each of the children rolls the dice and selects a picture in accordance with the number of sounds or sound pattern.
“The Word Has Scattered”, “Catch the Sounds”
The speech therapist names and “throws” sounds, and the children make up a word and name it.
“Read” the word based on the first sounds of the pictures.”
The speech therapist offers the children a series of pictures; by identifying the first sound in the names of the pictures, they can form a word.
"Chain of Sounds"
Children stand in a circle. The speech therapist names the word, and the children, passing the ball, name the sounds in order, the child who named the last sound in the word picks up the ball and gives it to the leader.
"Magic Hours"
,
“The word has crumbled”
The speech therapist names the sounds in a breakdown. Children make up a word from the suggested sounds.
Syllable analysis
"Slogotsvetik"
Children collect a flower according to the number of syllables in the word.
"Shop"
To buy an item, children must pay the same number of “coins” as there are syllables in the name of this item.
"Train"
Seat passengers according to the number of syllables in a word.
"Gathering the Harvest"
Let's put vegetables with two syllables in one basket, and three syllables in the other basket.
Beets, lettuce, carrots, peas
,
eggplant, potatoes, tomatoes.
"Halves Pictures"
On the table in front of the child are pictures cut in half, depicting objects with names consisting of 2 syllables. The speech therapist names the first syllable and points to the picture, the child finds the other half and pronounces the second syllable. The child repeats the word, pointing to each part, naming the number of syllables.
Familiarization with letters, initial reading skills.
In the process of working on sounds, sound-letter connections are formed and the graphic image of the letter is fixed.
"Raise the letter"
This game is used to reinforce sound-letter connections. When children hear a word with the corresponding sound, they raise the letter.
"Fold the letter"
Designing letters from elements, from various materials, creating a cut-out image. To consolidate the visual image, composing a letter can be suggested using a model and from memory.
"Wonderful box"
Plastic letters are used. Children recognize them by touch.
"Guess by description"
For example,
Two sticks, a crossbar at the top. (P)
Three sticks, a crossbar at the bottom, a tail on the right. - SCH
The stick is in the middle - there are semi-ovals on the sides - F.
Stick - crossbar in the middle at the top - T
"The word has crumbled"
Children leave a word from the proposed letters of the split alphabet: R, K, A.
"Replace the letter"
Converting words. MAK-BAK-LAK-BOW-SUK-JUICE
"Magic clouds"
,
“Journey by Sea”
Children learn to merge syllables, first backward, then forward.
"Arrange objects by size"
When making words from letters, children complete tasks based on the size of an object with a letter depicted on it. Children are offered flat figures on which letters are placed. By arranging them by size, you can read the word.
"Confusion"
Children identify the initial sounds in the names of the proposed pictures, write the letters in the corresponding cells and read the resulting word.
Analysis of proposals.
I work on the proposal in two stages. First, I introduce the children to the verbal composition of a sentence. Then children learn to isolate sentences from the text and count their number.
At the stage of proposal analysis
"Living Words"
Children depict the words, they are asked to stand sequentially, from left to right, according to the verbal composition of the sentence.
"Let's make friends with words"
Children restore the grammatical form of words in a sentence
.
Mom, tie, girl, bow “Sort up the rubble”
Children disassemble the “logs”. Each log contains a deformed sentence, the correctness of which the children restore.
"Correct Dunno's mistakes"
Children insert the missing or incorrectly inserted preposition.
“Pick a sentence to the diagram”
,
“Correct the error”
An intentional error in the graphic designation of the sentence is allowed. Did Dunno write down the sentence correctly? Do you agree with him?
“Which word escaped?”
On the board is a diagram of a proposal compiled together with the children. Children close their eyes, the speech therapist removes one strip on the sentence diagram. Children say the word.
"Magic Cube"
On the faces of the cube is a schematic representation of a preposition. After throwing the dice, children make up a sentence with the appropriate preposition.
Interaction with parents and teachers.
The gaming technologies I use are also used by educators in educational activities and in special situations, in individual work with children. Together we work to create a subject-development space in the group, creating favorable conditions for the full development of our students.
In the very first days after the start of correctional work (the first period of training), parents are given recommendations on how to perform articulation gymnastics during a workshop or at an individual consultation. Recordings of homework are necessarily supplemented with game tasks aimed not only at consolidating acquired skills, but also at developing various mental functions.
In the future, all consultations posted on information stands are colorfully designed and always contain examples of games that allow parents to apply the acquired knowledge in practice.
From the experience of “Correction of children’s speech using gaming technologies”
Game technologies for the development of coherent speech in children with speech disorders.
Author: Kochakova Valeria Sergeevna
Educational institution: MBDOU No. 43 “Teremok”
Locality: Krasnogornyatsky village, Rostov region
Topic: Using gaming technologies for the development of coherent speech in children with SLI.
Library section: Corrective pedagogy
Speech is not only a means of communication, self-knowledge, self-development, but also an instrument of thinking, creativity, a carrier of memory and information. Full mastery of the native language, development of language abilities in combination with the correction of existing speech disorders is the basis for the formation of a full-fledged personality. And the task of the speech therapist is not only to correct the existing speech disorder, but also to interest the child so that he himself wants to participate in this process.
In recent years, more and more often children appear in kindergartens not only with OHP levels III and II, but also with level I, with motor alalia. In alalik children, in addition to speech symptoms (violation of sound pronunciation, word and phrase structure; underdevelopment of phonemic hearing, sharply impoverished vocabulary, lack of coherent speech, undeveloped motivation for communication), with relative preservation of speech understanding, non-speech disorders are also noted (general motor awkwardness and underdevelopment of fine motor skills, impaired motor coordination, oral and dynamic praxis; underdevelopment of mental functions (attention, memory, thinking); pathological personality traits (low performance, negativism); secondary mental retardation (concrete thinking, poverty of logical operations, decreased ability to symbolize , generalization, abstractness); lack of development of gaming skills; impulsiveness, chaotic activity; instability of interests).
Corrective work for motor alalia is the gradual formation of speech. Speech therapy classes with children of the first level of speech development are conducted individually or in small subgroups (2-3 people). This is explained by the fact that they do not fully understand speech and assimilate instructions addressed to them personally. The pace of learning the material also differs. Repeated repetitions of the same words tire not only the child, but also the adult. Only a speech therapist teacher cannot escape repetition, especially when it is necessary to work out the correct articulation pattern, teach a child to hear, recognize sound, construct sentences, etc. And only positive motivation will contribute to effective work, which will subsequently lead to the desired result.
In what form can one present speech material to a child, interest him, and make him want to repeat again and again words that are already familiar, but so complex and not always accessible to correct pronunciation?
The literature on preschool pedagogy and psychology has accumulated significant material proving that play is the main activity of a preschool child, one of the characteristic patterns of child development. Regarding the question of the influence of play on the formation of all mental processes in a child, psychologist D.B. Elkonin quite definitely concludes: “Special experimental studies show that play influences the formation of all basic mental processes, from the most elementary to the most complex.” Therefore, the work of a speech therapist especially requires the use of gaming technologies. Game technologies in pedagogy are understood as a fairly extensive group of methods and techniques for organizing the pedagogical process in the form of various games. Unlike games in general, pedagogical games have an essential feature - they clearly have a goal and an expected result, which can be justified, highlighted explicitly or indirectly and characterized by an educational and cognitive orientation.
The purpose of using gaming technology in speech therapy practice is to increase motivation for classes, increase the effectiveness of correctional and developmental work, develop curiosity and interest in the native language.
Games used in speech therapy classes perform the following functions:
Educational (help to learn or consolidate the material offered in the lesson, to achieve the set didactic objectives); Diagnostic (allows the speech therapist to diagnose various manifestations of the child); Therapeutic (act as a means of overcoming various learning difficulties); Corrective (make positive changes and additions to the structure of the child’s personal indicators); Entertaining (they emotionally color the child’s activities and make the learning process exciting). When conducting and organizing all types of games, the following conditions must be observed:
Expressiveness of games. The need to include the teacher in the game. The optimal combination of fun and learning. Simplicity, accessibility, capacity and visibility. Individual approach to each child, providing the opportunity to show their knowledge. In my work with alalik children, I use many gaming technologies aimed at developing:
Fine motor skills of hands. General motor skills. Correct speech exhalation. Articulatory motor skills. Phonemic aspect of speech. Lexico-grammatical structure of speech. Sound pronunciation corrections. Connected speech. Gaming technologies for the development of coherent speech.
When teaching an alalik child to write sentences (according to T.N. Novikova-Ivantsova’s system), which requires working with pictures and chips, I noticed that the child constantly has a desire to hold something in his hands, and he quickly loses interest in simple cards. But three-dimensional figures and toys are a stimulating link. Therefore, the idea arose of creating multifunctional “universal cubes” with interchangeable pictures that would allow practicing the necessary speech material and holding the attention of a preschooler. Arranging cubes in a row gives the child an idea of the structure of a sentence and the arrangement of words in it, and manipulating them also allows them to feel this. Different degrees of mastery of the material lead to frequent repetition of the same words. And alternating games with cards, cubes, and objects allow the child not to get bored while practicing the same material.
Later, when composing stories, the cubes serve as a visual diagram and help build a chain of sentences.
Role-playing games help develop a natural need for proactive speech, instill a sense of the native language, the ability to pronounce words correctly, and allow you to better assimilate grammatical forms. Dramatization games solve several problems simultaneously: the development of coherent speech, intonation expressiveness, and the development of theatrical and performing skills. Didactic games are aimed at developing children's verbal communication, verbal communication, control and self-control skills in constructing coherent statements.
You can use universal cubes for other purposes:
Articulatory gymnastics in games and exercises.
Articulation exercises are presented to children in the form of fairy tales, poems, riddles, counting rhymes, figurative illustrations, slides, and blocks. The lesson becomes interesting, exciting and emotional. The child does not notice that he is being taught.
Gaming technologies for the development of the phonemic aspect of speech.
“Find a picture with a given sound” “What sound is hidden?” “Chain of words” “Where is the sound hidden?” “Read by first letters”
Game technologies for the development of lexical and grammatical structure of speech and preparation for learning to read and write
“Find the right number” (we determine the number of syllables in a word) When reinforcing the use of cases “What is not there?”
Gaming technologies for correcting sound pronunciation.
“Name it correctly” “Match pictures” (Select pictures for an automated sound in pairs that have a semantic connection. For example: grandma-grandfather, cat-mouse). “Find and name” (The child must find pictures with the desired sound). “The fourth extra” (Find the extra picture and explain what the differences are; the signs can be different: by sound, by the place of the sound in the word, by the number of syllables). These tasks are aimed not only at automating sound and repeated repetition, but also at developing fine motor skills, thinking and logic, and a sense of rhythm in children.
