Language and Motor skills. Richard Grünenfelder

attribute performance improvement more to strengthening one's personality than to motor training in particular. The author then mentions, however, that psycho- or sensorimotor training as a therapeutic principle owe its importance in Germany essentially to Kiphard.

      Kiphard 1978 writes very little about this area, but he gives us a very interesting hint: "Recent Russian research has also shown that daily several times a minute conducted passive and active hand and finger exercises a very favorable impact on the overall language development of backward children ability to exercise. " (Kiphard 1978, p. 110). Through a speech therapist, I came across this recent Russian research. In Chapter 4, I would like to elaborate in detail on the work of M. Kolzowa, which has not yet been published.

      In the literature search, I have selected the latest works as well as teaching and training books. There is very little literature on the subject of "movement and language". Mostly, only very general is written about the relationship of these two areas. If exercise training is mentioned, then it is mainly related to promoting the overall development of the child. Nevertheless, some hints are important: The fact that speech and movement are actually linked is shown by the parallel occurrence of speech and motor disturbances, as well as the apparently often used exercise training. Some authors have distinguished between coarse and finemotor skills, with hand motor skills having a special position in this context. To better understand the problem, it seems necessary to consider the phylogenetic and ontogenetic development of humans.

      3. The origin of language - phylogenesis

      In order to better understand the development of language in relation to the movement, I wondered how the language was created in the first place. how the language came about. So I look at the phylogenetic development of the language and movement of man. This approach seems somewhat arbitrary, but it has its deeper reason in the method used: to know the nature of a problem or of the object to be studied, one must know it from all sides. This means that it can be observed in the various stages of development as well as in the various manifestations in which it occurs today. This is also the basic assumption that an object does not always need to be rigid but changes. Therefore, I would first like to draw my attention to the origin of language, and only in a second step to the developmental stages of language (ontogenesis) that can be observed today.