Кінезіологічні вправи та ігри як засіб розвитку координаційних і мовленнєвих здібностей дітей дошкільного віку

Contemporary European approaches to early childhood education emphasize the necessity of holistic child development, which involves the integration of motor, cognitive, and speech domains. In this context, the use of kinesiology exercises becomes particularly significant as a means of activating sensorimotor integration and interhemispheric interaction, which are considered key mechanisms in the development of speech and cognitive functions. The purpose of the article is to provide a theoretical substantiation and experimental verification of the effectiveness of kinesiology exercises and games in the development of coordination and speech abilities of senior preschool children, based on contemporary international scientific approaches. Methods and organization of the study. The study involved 32 children aged 5–6 years, who were divided into experimental and control groups. Assessment was carried out according to coordination, speech, and cognitive-processual criteria using pedagogical observation, diagnostic tasks, and analysis of speech activity. The formative experiment lasted 12 weeks and involved the systematic implementation of a set of kinesiology exercises. Statistical analysis of the results was performed using t-test (p<0.05). Results. The proposed methodology was based on the integration of cross-body movements, dynamic and reciprocal coordination exercises, fine motor development, rhythm-and-speech activities, as well as breathing and balance exercises combined with verbal support. A statistically significant positive dynamic was identified in the development of coordination and speech abilities in children of the experimental group. This was reflected in improved movement accuracy and coordination, enhanced ability to program and switch motor actions, enrichment of vocabulary, and increased speech coherence. The obtained results are consistent with contemporary international studies confirming the interdependence of motor and speech development in children. Conclusion. The implementation of kinesiology exercises and games in the educational process of preschool institutions ensures the integrated development of motor and speech domains, enhances the level of psychomotor development of children, and increases the effectiveness of pedagogical influence. The findings confirm the feasibility of applying the kinesiology approach as an innovative direction for modernizing the content of preschool education in accordance with current European educational trends.